Skill Sheets

SkillSHEET
answers
SkillSHEET 1.1
Adding and subtracting whole numbers
Addition of whole numbers
To add larger numbers, write them in columns according to place value and then add them.
WORKED Example 1
Arrange these numbers in columns, then add them.
1462 + 78 + 316
THINK WRITE
1 Set out the sum in columns. 1462
2 Add the digits in the units column in your 78
head (2 + 8 + 6 = 16). Write the 6 in the units + 31116
column of your answer and carry the 1 to the
1856
tens column as shown in red.
3 Now add the digits in the tens column (1 + 6
+ 7 + 1 = 15). Write the 5 in the tens column
of your answer and carry the 1 to the
hundreds column as shown in orange.
4 Add the digits in the hundreds column (1 + 4
+ 3 = 8). Write 8 in the hundreds column of
your answer as shown in green. There is
nothing to carry.
5 There is only a 1 in the thousands column.
Write 1 in the thousands column of your
answer.
Try these
1 Add these numbers, setting them out in columns as shown.
a + 34 b 65 c 86
+ 65 + 77 + 95
d 482 e 123 f 1418

+ 517 + 89 + 2765
2 Add these numbers, setting them out in columns as shown.

a 419 b 68 069 c 123
1 708 317 48 097
+ 20 111 8 34
+ 4 254 + 6 276
d 347 e 696 f 399

2818 3 421 811 1489
692 + 63 044 2798
180 + 8943
+ 1000
1
SkillSHEET
answers
3 Arrange these numbers in columns, and then add them.
a 137 + 841 b 723 + 432 c 149 + 562 + 55
d 47 + 198 + 12 e 376 + 948 + 11 f 8312 + 742 + 2693
Subtraction of whole numbers

For subtracting numbers, the digits are lined up vertically according to place value, as we saw for addition.
The most commonly used method of subtraction is called the decomposition method. This is because the
larger number is decomposed or ‘taken apart’.
The 10 which is added to the top number is taken from the previous column of the same number.
So 32 − 14 is written as
32
− 14
and becomes
2 1
32
−14
2 2
Now 4 can be taken from 12 and 10 from 20 to give 18.

2 1
32
− 114
18
2
SkillSHEET
answers
WORKED Example 2
Evaluate: a 6892 − 467 b 3000 − 467.
THINK WRITE
a 1 Since 7 cannot be subtracted from 2, take one a 6 88912

ten from the tens column of the larger −467
number and add it to the units column of the
same number. So the 2 becomes 12, and the 6425
9 tens become 8 tens.
2 Subtract the 7 units from the 12 units
(12 − 7 = 5).
3 Now subtract 6 tens from the 8 remaining
tens (8 − 6 = 2).
4 Subtract 4 hundreds from the 8 hundreds
(8 − 4 = 4).
5 Subtract 0 thousands from the 6 thousands
(6 − 0 = 6).
b −23909010
b 1 Since 7 cannot be taken from 0, 0 needs to −23949617
become 10.
−22959313
2 We cannot take 10 from the tens column, as it

is also 0. The first column that we can take
anything from is the thousands, so 3000 is
decomposed to 2 thousands, 9 hundreds,
9 tens and 10 units.
3 Now the subtraction will be straightforward.
Subtract the units (10 − 7 = 3).
4 Subtract the tens (9 − 6 = 3).
5 Subtract the hundreds (9 − 4 = 5).
Try these
4 Evaluate:
a 98 − 54 b 167 − 132 c 47 836 − 12 713
d 149 − 63 e 642 803 − 58 204 f 3642 − 1811
g 664 − 397 h 12 900 − 8487 i 69 000 − 3561
3
SkillSHEET
answers
SkillSHEET 1.2
Multiplying whole numbers
Short multiplication is used when we need to multiply by numbers less than or equal to 12. To multiply by
numbers greater than 12, long multiplication is used.
WORKED Example 1
Calculate 735 ¥ 7 using short multiplication.
THINK WRITE
2 3 3
1 Set out the question. 735
× 7
5313435
2 Multiply 7 by the number in the units place: 7 × 5 = 35. Put 5 in the
units place (of the answer part) and carry the 3 to the tens column.
3 Multiply 7 by the number in the tens place: 7 × 3 = 21. Adding the
‘carry over’ gives 21 + 3 = 24. So put 4 in the tens place (of the
answer part) and carry the 4 to the hundreds column.
4 Multiply 7 by the number in the hundreds place: 7 × 7 = 49. Adding
the ‘carry over’ gives 49 + 2 = 51. Write down 51 (in the answer
part) so that 1 is in the hundreds and 5 is in the thousands column.
WORKED Example 2
Calculate 7623 ¥ 46 using long multiplication.
THINK WRITE
3 1 1 1
1 Set out the question one number under the other and underline. 7623
2 Multiply 7623 by 6 (that is, by units) using the method described in × 416
1 1 1 1
worked example 1. Record your answer under the line. 45738
3 Move to the next line. Put a 0 in the units column; multiply 7623 by 2 1 1 1
7623
4 (that is, by tens) and record your answer next to 0. × 416
1 1 1 1
45738
31014191210
4 Underline and add the two parts together to find the final answer. 7161213
× 416
1 1 1 1
45738
+ 31014191210
31510161518
4
SkillSHEET
answers
Try these
1 Calculate the following using short multiplication.
a × 16 3 b × 34 7 c × 25 8
×1 4 ×3 5 ×2 3
__2 _3_ ___
d × 76 e × 62 f × 428
× 6 × 9 × 4
...... ...... ........
g × 563 h × 367 i × 845

× 7 × 5 × 6
....... ....... ........
j × 956 k × 6750 l × 8253

× 3 × 4 × 9
....... .......... ..........
m × 7196 n × 4936 o × 5039

× 8 × 3 × 5
......... .......... ..........
2 Calculate the following using long multiplication.

a × 73 b × 49 c × 54
× 16 × 24 × 37
×___8 ×__9_ ×___8
+__30 +___0 +__2_
+___8 +____ +____
d × 35 e × 68 f × 156
× 18 × 59 × 29
.......... .......... ..........
.......... .......... ..........
.......... .......... ..........
5
SkillSHEET
answers
g × 641 h × 723 i × 824
× 36 × 17 × 53
.......... .......... ..........
.......... .......... ..........
.......... .......... ..........
j × 395 k × 7462 l × 3758

× 48 × 135 × 469
.......... .......... ..........
.......... .......... ..........
.......... .......... ..........
.......... ..........
m × 2183 n × 9241 o × 4569

× 516 × 372 × 284
.......... .......... ..........
.......... .......... ..........
.......... .......... ..........
.......... .......... ..........
6
SkillSHEET
answers
SkillSHEET 1.3
Rounding decimals to 2 decimal places
To round a decimal correct to 2 decimal places, follow these steps:
1. Consider the digit in the third decimal place (that is, the thousandth’s place).
2. If it is less than 5, simply omit this digit and all digits that follow. (That is, omit all digits beginning from
the third decimal place.)
3. If it is 5 or greater than 5, add 1 to the preceding digit (that is, the one in the hundredth’s place) and omit
all digits beginning from the third decimal place.
WORKED Example
Round each of the following numbers correct to 2 decimal places.
a 0.239 b 4.5842
THINK WRITE
a The digit in the third decimal place is 9, which is greater than 5. So add 1 to a 0.239 ≈ 0.24
the preceding digit (that is, to 3) and omit 9.
b The digit in the third decimal place is 4. Since it is less than 5, simply omit all b 4.5842 ≈ 4.58
digits beginning from the third decimal place (that is, omit 4 and 2).
Note: The sign ≈ is read as ‘is approximately equal to’.

Try these
1 0.322 ≈ . . . . . . . . . . . . . . 2 0.257 ≈ . . . . .......... 3 1.723 ≈ .............. 4 2.555 ≈ ..............
5 4.308 ≈ . . . . . . . . . . . . . . 6 12.195 ≈ . . ............ 7 8.4678 ≈ .............. 8 25.033 78 ≈ ......... . . .
9 18.333 333 ≈ . . . . . . . . . . . . . . 10 0.166 666 6 ≈ ..............
7
SkillSHEET
answers
SkillSHEET 1.4
Order of operations I
If an expression contains more than one operation, the calculations must be performed in the following
order:
1. brackets
2. multiplication and division (from left to right)
3. addition and subtraction (from left to right).
WORKED Example
Find the value of each of the following, using the order of operations rules.
a 12 ∏ 2 + 4 ¥ 5
b 15 + (6 + 4) ¥ 7 ∏ 10
THINK WRITE
a 1 Write the question. a 12 ÷ 2 + 4 × 5
2 There are three operations to be performed: =6+4×5
division, addition and multiplication. = 6 + 20
According to the order of operations rules, = 26
multiplication and division must be done
before the addition, from left to right. So,
perform the division first, followed by the
multiplication and finally the addition.
b 1 Write the question. b 15 + (6 + 4) × 7 ÷ 10
2 The calculation in the brackets must be = 15 + 10 × 7 ÷ 10
done first, followed by multiplication and = 15 + 70 ÷ 10
division. These are done in order of = 15 + 7
appearance (that is, from left to right), so = 22
in this case multiplication must be done
before division. Addition is done last.
Try these
1 = 23 − (15 − 6) ÷ 3 2 = 40 − 8 × 4 + 2
= 23 − __ ÷ 3 = 40 − __ __ + 2
= 23 − __ = __ + 2
= __ __ = __ __
3 = 56 − 49 ÷ 7 4 = 12 ÷ (54 ÷ 9) + 3
= 56 − __ = 12 ÷ __ + __
= __ __ = __ + __
= __
8
SkillSHEET
answers
5 = 14 − (16 − 5) ÷ 11 6 = 18 + 6 × 8 ÷ 8 × 3
= ............................ = ............................
= ............................ = ............................
= ............................ = ............................
= ............................
7 = 10 + 8 × 2 ÷ 8 8 = 144 ÷ 12 + 6 × 2 – 5
= ............................ = ............................
= ............................ = ............................
= ............................ = ............................
= ............................
9 = 10 + 6 × 3 ÷ 6 × 8 10 = 72 − 64 ÷ 8
= ............................ = ............................
= ............................ = ............................
= ............................
= ............................
11 = 18 − 7 × 2 + 9 12 = 2 × (63 ÷ 9) + 3 × 2
= ............................ = ............................
= ............................ = ............................
= ............................ = ............................
= ............................
13 = 12 + 12 × 2 ÷ 6 14 = 21 ÷ (4 + 3) × 9
= ............................ = ............................
= ............................ = ............................
= ............................ = ............................
9
SkillSHEET
answers
15 = 6 + 6 × 4 + 8 16 = (6 + 3) × (7 + 2)
= ............................ = ............................ .
= ............................ = ............................
= ............................ = ............................
17 = 11 × 8 + 9 × 3 18 = 7 + 3 × (4 + 3)
= ............................ = ............................
= ............................ = ............................
= ............................ = ............................
19 = 8 + 4 × (6 + 3 × 2) 20 = (7 + 2) ÷ (12 − 3)
= ............................ = ............................
= ............................ = ............................
= ............................ = ............................
= ............................
10
SkillSHEET
answers
SkillSHEET 1.5
Factors
A number that divides exactly into another number is a factor of that number. The result of the division
(that is, the quotient) is also a factor. These two factors form a factor pair. For example, if 7 is a factor of
35, then 5 is also a factor of 35, since 35 ÷ 7 = 5, and so 5 and 7 form a pair of factors of 35.
We can find all the factors of a number by considering all the factor pairs of that number.
WORKED Example 1
Find the missing factor in each of the following factor pairs of 12:
2 and __ , 4 and __ .
THINK WRITE
1 To find the missing factor, divide 12 by the 12 ÷ 2 = 6
known factor of the pair. So a factor pair of 12 is 2 and 6.
2 Repeat step 1 for the second pair. 12 ÷ 4 = 3
So a factor pair of 12 is 4 and 3.
Note: There is an alternative way of finding a missing factor. For example, if 2 is a factor of 12, we can
obtain the other factor by finding the number that will give 12 when multiplied by 2. That is, since 2 × 6 = 12,
2 and 6 form a pair of factors of 12.
WORKED Example 2
Find all the factors of 12.
THINK WRITE
1 Look for all the factor pairs of 12. Start with a Factor pairs of 12:
number that divides exactly into 12. 1 and 12
2 and 6
3 and 4
2 List the factors of 12 in order from smallest to Factors of 12 are:
largest. 1, 2, 3, 4, 6, 12.
Try these
1 a Find the missing factor in each of the following pairs of factors of 24:
3 and ____ , 6 and ____ , 12 and ____ .
b Find the missing factor in each of the following pairs of factors of 39:
3 and ____ , 39 and ____ .
c Find the missing factor in each of the following pairs of factors of 60:
4 and ____ , 5 and ____ , 10 and ____ , 20 and ____ , 30 and ____ .
d Find the missing factor in each of the following pairs of factors of 48:
11
SkillSHEET
answers
2 List all the factors of:
a 24 ____ , ____ , ____ , ____ , ____ , ____ , ____ , ____
b 39 ____ , ____ , ____ , ____
c 60 ____ , ____ , ____ , ____ , ____ , ____ , ____ , ____ , ____ , ____ , ____ , ____
d 48 ____ , ____ , ____ , ____ , ____ , ____ , ____ , ____ , ____ , ____
3 For the following numbers, find all the factor pairs and then list all the factors.
a 8 b 50
Factor pairs of 8: Factor pairs of 50:
1 and ____ ____ and ____
2 and ____ ____ and ____
____ and ____
Factors of 8 are Factors of 50 are
____ , ____ , ____ , ____ ____ , ____ , ____ , ____ , ____ , ____
c 24 d 45
Factor pairs of 24: Factor pairs of 45:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. ........................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. ........................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. ........................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
Factors of 24 are Factors of 45 are
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. ........................................................
12
SkillSHEET
answers
SkillSHEET 1.6
Multiples
A multiple is the result of multiplication of one number by another number. For example, 10 is a multiple
of both 2 and 5, since 2 × 5 = 10.
WORKED Example
Write the first five multiples of 2.
THINK WRITE
1 To find the first five multiples of 2, multiply 2 2×1=2
by 1, then by 2, 3, 4 and finally by 5. Each 2×2=4
product (that is, the result of each 2×3=6
multiplication) is a multiple of 2. 2×4=8
2 × 5 = 10
2 List the first five multiples of 2. The first five multiples of 2 are: 2, 4, 6, 8, 10.
Try these
Write the first five multiples of each of the following numbers.
1 3 The first five multiples of 3 are: ____, ____, ____, ____, ____
13
SkillSHEET
answers
SkillSHEET 1.7
Simplifying fractions
To simplify a fraction, divide both numerator and denominator by the highest common factor (HCF).
WORKED Example
8
Write ------
52
in simplest form.
THINK WRITE
The highest common factor of 8 and 52 is 4. So 8
------ = 2
------
52 13
divide both numerator and denominator by 4.
Try these
Write each of the following fractions in simplest form.
13 1 26 4 1
1 ------ = -------- 2 ------ = .......
-------- 3 ------ = --------
52 ....... 52 2 52 .......
12 48 2
4 ------ = .......
-------- 5 ------ = .......
-------- 6 --- = .......
--------
52 ....... 52 ....... 6 .......
4 8 15
7 --- = .......
-------- 8 ------ = .......
-------- 9 ------ = .......
--------
6 ....... 10 ....... 20 .......
12 8 24
10 ------ = .......
-------- 11 ------ = .......
-------- 12 ------ = .......
--------
20 ....... 26 ....... 42 .......
18 7 12
13 ------ = .......
-------- 14 ------ = .......
-------- 15 ------ = .......
--------
48 ....... 56 ....... 36 .......
14
SkillSHEET
answers
SkillSHEET 1.8
Converting an improper fraction into a
mixed number
To convert an improper fraction into a mixed number, divide the numerator by the denominator. The quo-
tient will be the whole part of the mixed number, and the remainder will be the numerator of the fractional
part. (The denominator of the fractional part is the same as the denominator of the improper fraction.)
WORKED Example
7
Change ---
5
into a mixed number.
THINK WRITE
Divide 7 by 5. Five goes into seven once with a 7
--- = 1 2---
5 5
remainder of 2. So the whole part of the mixed
number is 1 and the numerator of the fractional part
is 2. (The denominator remains unchanged.)
Try these
Change each of the following improper fractions into a mixed number.
9 7 1 8
1 --- = 1 .......
-------- 2 --- = --- 3 --- =
5 5 3 ...... 3 3 ...........
17 12 14
4 ------ = 5 ------ = 6 ------ =
5 . . . . .. . . . . . 7 ........... 3 ...........
17 23 42
7 ------ = 8 ------ = 9 ------ =
4 . . . . .. . . . . . 6 ........... 5 ...........
35
10 ------ =
8 . . . . .. . . . . .
15
SkillSHEET
answers
SkillSHEET 1.9
Finding and converting to the lowest
common denominator
To obtain the lowest common denominator (LCD) of two or more fractions, we need to find the lowest
common multiple (LCM) of the denominators of these fractions.
WORKED Example 1
5
Find the lowest common denominator of ---
6
and 3--8- .
THINK WRITE
1 To obtain the lowest common denominator of Multiples of 6: 6, 12, 18, 24, 30, 36, 42, 48
the given fractions, we need to find the lowest Multiples of 8: 8, 16, 24, 32, 40, 48, 56, 64
common multiple (LCM) of 6 and 8. To find LCM = 24
the LCM, list some multiples of 6 and 8 and
select the smallest number that is on both
lists.
5 3
2 The LCM represents the lowest common LCD of --- and --- is 24.
6 8
denominator, so write the answer.
To convert a fraction to the LCD, we need to establish how many times the original denominator fits or
divides into the LCD. We then need to multiply both numerator and denominator of the fraction by that
number.
WORKED Example 2
5 3
Convert ---
6
and ---
8
to fractions with the lowest common denominator of 24.
THINK WRITE
5×4
1 Consider 5--- . The denominator 6 goes into 24 5
--- = ------------ = 20
------
6 6 6×4 24
(the LCD) 4 times. So multiply both
5
numerator and denominator of --- by 4.
6
3×3
--- = ------------ = 9
------
8 8 8×3 24
3
numerator and denominator of --- by 3.
8
16
SkillSHEET
answers
Try these
1 Find the lowest common denominator of each of the following pair of fractions.
5 1 3 2
a --- and --- b --- and ---
7 6 4 3
Multiples of 7: 7, 14, 21, . . . . . . . . . . . . . Multiples of 4: 4, 8, 12, .............

Multiples of 6: 6, 12, 18, . . . . . . . . . . . . . Multiples of 3: 3, 6, 9, .............
LCM = .. . . . . . . . . . . . LCM = .............
1 1 2 3
c --- and --- d --- and ---
6 4 3 5
............................ ............................
............................ ............................
............................ ............................
2 5 1 5
e --- and --- f --- and ---
3 6 6 8
............................ ............................
............................ ............................
............................ ............................
3 3 5 5
g --- and --- h --- and ---
8 4 9 6
............................ ............................
............................ ............................
............................ ............................
1 4 5 7
i --- and --- j ------ and ---
3 9 12 8
............................ ............................
............................ ............................
............................ ............................
2 Convert each pair of fractions in question 1 to fractions with their respective lowest common
denominators.
5 5×6 3 × .......- = ............................

a --- = ------------ = . . . . . . . . . . . . . . . . . . . . . . . . . . . . b --- = .......
----------------------
7 7×6 4 ....... × .......
1 1×7 2 ....... × .......

--- = ------------ = . . . . . . . . . . . . . . . . . . . . . . . . . . . . --- = ----------------------- = ............................
6 6×7 3 ....... × .......
1 2
c --- = ............................ d --- = ............................
6 3
1 3
--- = ............................ --- = ............................
4 5
17
SkillSHEET
answers
2 1
e --- = ............................ f --- = ............................
3 6
5 5
--- = ............................ --- = ............................
6 8
3 5
g --- = ............................ h --- = ............................
8 9
3 5
--- = ............................ --- = ............................
4 6
1 5
i --- = ............................ j ------ = ............................
3 12
4 7
--- = ............................ --- = ............................
9 8
18
SkillSHEET
answers
SkillSHEET 1.10
Adding and subtracting fractions I
Adding and subtracting fractions with the same denominator
To add (or subtract) fractions with the same denominator, add (or subtract) numerators and leave the
denominator unchanged.
WORKED Example 1
Evaluate each of the following.
7 5 2 3
a --- + --- b 1 --- - ---
8 8 5 5
THINK WRITE
7 5 7+5
a 1 Add numerators together and leave the a --- + --- = ------------
denominator unchanged. 8 8 8
12
= ------
8
3
2 Simplify by dividing the numerator and the = ---
denominator by 4. 2
1
3 Convert the improper fraction into a mixed = 1 ---
numeral. 2
2 3 7 3
b 1 Change the mixed number to an improper b 1 --- − --- = --- − ---
fraction. 5 5 5 5
7–3
2 Subtract the numerators (subtract 3 from 7) = ------------
and leave the denominator unchanged. 5
4
= ---
5
Try these
1 Evaluate each of the following.
1 3 2 4
a --- + --- b --- + ---
4 4 5 5
1 + ....... + .......-
= ----------------- = .......
----------------------
4 5
= .......
-------- = .......
--------
4 5
= = 1 .......
--------
............................ 5
19
SkillSHEET
answers
5 2 8 5
c --- + --- d ------ − ------
9 9 11 11
= ....... + .......-
---------------------- = ....... + .......-
----------------------
....... .......
= =
............................ ............................
7 3 1 3
e --- − --- f 1 --- − ---
8 8 7 7
8 --------
= = --- − .......
............................ 7 7
8 – .......
= = -----------------
............................ 7
= =
............................ ............................
3 5 2 4
g 1 --- − --- h 1 --- − ---
8 8 5 5
= .......
-------- − .......
-------- =
8 .......
............................
= =
............................ ............................
= =
............................ ............................
= =
............................ ............................
1 3 3 7
i 3 --- − --- j 4 ------ − ------
5 5 10 10
= =
............................ ............................
= =
............................ ............................
= =
............................ ............................
= =
............................ ............................
20
SkillSHEET
answers
Adding and subtracting fractions when one denominator is a multiple
of the other
To add (or subtract) two fractions when one denominator is a multiple of the other, follow these steps.
Step 1 Keep the fraction with the larger denominator the same.
Step 2 Work out what number needs to be multiplied to the denominator of the other fraction to obtain the
value of the larger denominator.
Step 3 Multiply both the numerator and denominator of this fraction by the number found in step 2 to
obtain an equivalent fraction.
Step 4 Add (or subtract) the numerators together and leave the denominator unchanged.
Step 5 Simplify (if necessary); if the result is an improper fraction, convert it to a mixed number.
WORKED Example 2
Evaluate:
5 1 1 1
a --- − --- b 2 --- + ---
6 3 8 2
THINK WRITE
5 5 1 5 1 2
a 1 Notice that 6 is a multiple of 3, so keep --- a --- − --- = --- − --- × ---
6 6 3 6 3 2
the same and multiply both the numerator 5 2
= --- − ---
1 6 6
and the denominator of --- by 2.
3
5–2
2 As both fractions now have the same = ------------
denominator, subtract the numerators and 6
leave the denominator unchanged. 3
= ---
6
1
3 Write the fraction in simplest form by = ---
dividing both the numerator and the 2
denominator by 3.
1 1 17 1
b 1 Change the mixed number to an improper b 2 --- + --- = ------ + ---
fraction. 8 2 8 2
17 17 1 4
2 As 8 is a multiple of 2, keep ------ the same = ------ + --- × ---
8 8 2 4
1 17 4
and convert --- to an equivalent fraction = ------ + ---
2 8 8
with a denominator of 8. (Multiply both
the numerator and the denominator by 4.)
17 + 4
3 As both fractions now have the same = ---------------
denominator, add the numerators and leave 8
21
the denominator unchanged. = ------
8
5
4 Change the improper fraction to a mixed = 2 ---
number. 8
21
SkillSHEET
answers
Try these
2 Evaluate each of the following.
2 1 7 5 2 5
a --- − ------ b ------ + --- c --- + ------
5 10 12 6 3 18
2 -------- -----1
= --- × ....... − - = .......
-------- + .......
-------- × .......
-------- = .......
-------- × .......
-------- + .......
--------
5 ....... 10 ....... ....... ....... ....... ....... .......
1
= .......
-------- − ------ = .......
-------- + .......
-------- = .......
-------- + .......
--------
....... 10 ....... ....... ....... .......
....... – ....... ....... + ....... + .......-

= ----------------------
- = ----------------------
- = .......
----------------------
10 12 .......
= .......
-------- = .......
-------- = .......
--------
10 ....... .......
= 1 .......
--------
.......
11 2 3 7 2 2
d ------ − --- e 1 --- + ------ f 3 --- − ---
20 5 4 12 9 3
7 2
= .......
-------- − .......
-------- × .......
-------- = .......
-------- + ------ = .......
-------- − ---
....... ....... ....... 4 12 9 3
= .......
-------- − .......
-------- = .......
-------- × .......
-------- + .......
-------- = .......
-------- − .......
-------- × .......
--------
....... 20 ....... ....... ....... ....... ....... .......
= ....... – .......-
---------------------- = .......
-------- + .......
-------- = .......
-------- − .......
--------
....... ....... ....... ....... .......
= .......
-------- = ....... + .......-
---------------------- = ....... – .......-
----------------------
....... ....... .......
= .......
-------- = .......
--------
....... .......
....... .......
= -------- = --------
. . . . .. ......
....... .......
22
SkillSHEET
answers
SkillSHEET 1.11
Adding and subtracting fractions II
To add or subtract fractions, follow these steps.
Step 1 Convert all mixed numbers to improper fractions first.
Step 2 Convert (if necessary) to equivalent fractions with a common denominator.
Step 3 Add (subtract) numerators together and leave the denominator unchanged.
Step 4 Simplify (if necessary); if the result is an improper fraction, convert it to a mixed number.
WORKED Example
Calculate each of the following.
2 7 3 1 1 5
a --- + --- b --- − --- c 1 --- + 2 ---
5 8 4 6 2 8
THINK WRITE
2 7 2 8 7 5
a 1 The LCD of 5 and 8 is 40. To obtain a --- + --- = --- × --- + --- × ---
equivalent fractions with a denominator of 5 8 5 8 8 5
16 35
40, multiply the numerator and = ------ + ------
denominator of the first fraction by 8 and 40 40
the second fraction by 5.
51
2 Add numerators (16 and 35) together and = ------
leave the denominator (40) unchanged. 40
11
3 Convert the improper fraction to a mixed = 1 ------
number. 40
3 1 3 3 1 2
b 1 The LCD of 4 and 6 is 12. To obtain b --- − --- = --- × --- − --- × ---
equivalent fractions with a denominator of 4 6 4 3 6 2
9 2
12, multiply the numerator and = ------ − ------
denominator of the first fraction by 3 and 12 12
7
2 Subtract the numerators (9 − 2) and leave = ------
the denominator (12) unchanged. 12
1 5 3 21
c 1 Convert mixed numbers to improper c 1 --- + 2 --- = --- + ------
fractions. 2 8 2 8
3 4 21
2 The LCD of 2 and 8 is 8. To obtain an = --- × --- + ------
equivalent fraction with a denominator of 2 4 8
12 21
8, multiply the numerator and denominator = ------ + ------
of the first fraction by 4. (The denominator 8 8
of the second fraction is already 8, so this
fraction does not need to be changed.)
33
3 Add numerators (12 and 21) together and = ------
leave the denominator (8) unchanged. 8
1
4 Convert the improper fraction to a mixed = 4 ---
number. 8
23
SkillSHEET
answers
Try these
1 Calculate each of the following.
1 3 5 1 2 1
a --- + --- b --- − --- c 1 --- + 1 ---
5 8 8 2 3 8
1 ... 3 ... 5 1 4 5 ...

= --- × ---- + --- × ---- = --- − --- × ---- = --- + ----
5 8 8 5 8 2 ... 3 8
... ... ... 5 9

= -----
- + -----
- = ---- − .......
-------- = --- × .......
-------- + --- × .......
--------
40 40 8 ....... 3 ....... 8 .......
= .......
-------- = .......
-------- = .......
-------- + .......
--------
....... ....... ....... .......
= .......
--------
.......
=
........................
3 4 3 1 1 1
d --- + --- e --- − --- f 2 --- − 1 ---
4 5 4 3 5 2
3 -------- 4--- ....... 11

= --- × ....... + × -------- = .......
-------- × ....... ...
-------- − ---- × .......
-------- = ------ − .......
--------
4 ....... 5 ....... ....... ....... 3 ....... ... .......
= + = − = .......
-------- × .......
-------- − .......
-------- × .......
--------
............ ............ ............ ............
....... ....... ....... .......
= = = −
........................ ........................ ............ ............
= =
........................ ........................
1 1 4 2 2 1
g --- + --- h --- − --- i --- + 2 ---
2 3 5 7 9 3
= = =
........................ ........................ ........................
= = =
........................ ........................ ........................
= = =
........................ ........................ ........................
=
.......................
=
........................
24
SkillSHEET
answers
7 7 5 1 1 1
j ------ + --- k --- − --- l 3 --- − 1 ---
10 8 6 8 4 3
= = =
........................ ........................ ........................
= = =
........................ ........................ ........................
= = =
........................ ........................ ........................
= =
........................ ........................
=
........................
25
SkillSHEET
answers
SkillSHEET 1.12
Converting a mixed number into an
improper fraction
To convert a mixed number into an improper fraction, follow these steps.
1. Multiply the denominator by the whole part and add the numerator.
2. Put the resultant number as the numerator of the improper fraction.
3. Write the denominator. (It is the same as the one in the mixed number.)
WORKED Example
Convert 2 3--8- into an improper fraction.
THINK WRITE
To obtain the numerator of the improper fraction, 2 3--- = 19
------
8 8
multiply the denominator by the whole part and
add the numerator. (That is, the numerator is
8 × 2 + 3 = 19.) The denominator of the improper
fraction is the same as the one in the mixed
number.
Try these
Convert each of the following mixed numbers into an improper fraction.
1 × 5 + ....... 2 × ....... + 5 × ....... + .......-

1 1 3--- = --------------------------- 2 2 5--- = --------------------------- 3 1 2--- = .......
-------------------------------------
5 5 8 8 7 .......
4 2 7--- = 5 3 1--- = 6 2 4--- =

8 ....................... 2 ...................... 5 ......................
7 4 3--- = 8 1 1--- = 9 5 5--- =

4 ...................... 9 ...................... 6 ......................
10 4 3--- =
7 ......................
26
SkillSHEET
answers
SkillSHEET 1.13
Multiplying and dividing fractions
Multiplying fractions
To multiply fractions follow these steps.
Step 1 Convert all mixed numbers into improper fractions.
Step 2 Simplify as much as possible.
Step 3 Multiply numerators together and multiply denominators together.
Step 4 If the answer is an improper fraction, convert it to a mixed number.
WORKED Example 1
Perform the following multiplications.
3 1
a ---
5
¥ ---
6
b 1 3--4- ¥ 6
---
7
THINK WRITE
3 1
a 1 Write the multiplication problem. a --- × ---
5 6
Cross-cancel 3 and 6 by dividing each by 3 (that is, 3 ÷ 3 = 1; 1 1
2 = --- × ---
6 ÷ 3 = 2). 5 2
1
3 Multiply the numerators together and denominators together. = ------
10
3 6
b 1 Write the multiplication problem. b 1 --- × ---
4 7
7 6
2 Convert the mixed number into an improper fraction. = --- × ---
4 7
Cross-cancel 7 and 7 by dividing each by 7 (that is, 7 ÷ 7 = 1). 1 3
3 = --- × ---
Next cross-cancel 6 and 4 by dividing each by 2 2 1
(that is, 4 ÷ 2 = 2; 6 ÷ 2 = 3).
3
4 Multiply the numerators together and denominators together. = ---
2
1
5 Convert an improper fraction into a mixed number. = 1 ---
2
27
SkillSHEET
answers
Try these
1 Perform each of the following multiplications.
2 1 1 1 3 1
a --- × --- b --- × --- c ------ × ---
5 2 3 2 10 3
1 --------
= --- × ....... ...
= ---- = .......
-------- × .......
--------
5 ....... 6 ....... .......
= .......
-------- = .......
--------
....... .......
3 1 2 1 7 10
d --- × --- e 1 --- × --- f --- × ------
4 2 3 2 8 3
= = =
........................ ......................... ........................
= =
........................ ........................
= =
........................ ........................
4 1 4 18 1 2
g --- × 2 --- h --- × ------ i 1 --- × 2 ---
5 4 9 4 8 5
= = =
........................ ........................ ........................
= = =
........................ ........................ ........................
= = =
........................ ........................ ........................
= =
........................ ........................
28
SkillSHEET
answers
Dividing fractions
To divide fractions follow these steps.
1. Convert mixed numbers to improper fractions.
2. Turn the second fraction upside down; replace ÷ with × and perform multiplication (tip and turn).
3. If the result is an improper fraction, convert it to a mixed number.
WORKED Example 2
a 3
---
8
÷ 1
---
3
b 1 1--4- ÷ 1
---
2
THINK WRITE
3 1 3 3
a 1 Turn the second fraction upside down and replace ÷ with ×. a --- ÷ --- = --- × ---
8 3 8 1
9
2 Multiply numerators together and denominators together. = ---
8
1
3 Convert the improper fraction into a mixed number. = 1 ---
8
1 1 5 1
b 1 Convert the mixed number into an improper fraction first. b 1 --- ÷ --- = --- ÷ ---
4 2 4 2
5 2
2 Turn the second fraction upside down and replace ÷ with ×. = --- × ---
4 1
Cross-cancel 4 and 2 by dividing each by 2 (i.e. 4 ÷ 2 = 2; 5 1
3 = --- × ---
2 ÷ 2 = 1). 2 1
5
2
1
2
Try these
3 3 3 5 1 1
a --- ÷ --- b --- ÷ --- c --- ÷ ---
8 4 5 6 8 2
3 ... 3
= --- × ---- = --- × .......
-------- = .......
-------- × .......
--------
8 3 5 ....... ....... .......
= .......
-------- × .......
-------- = .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... .......
= .......
-------- = .......
--------
....... .......
29
SkillSHEET
answers
4 1 1 3 1 1
d --- ÷ --- e 1 --- ÷ --- f --- ÷ 1 ---
9 3 4 8 4 2
= = =
........................ ........................ ........................
= = =
........................ ........................ ........................
= = =
........................ ........................ ........................
= =
........................ ........................
=
........................
3 4 2 5 3 1
g 1 --- ÷ --- h --- ÷ 1 --- i 2 --- ÷ ---
5 5 3 7 4 6
= = =
........................ ........................ ........................
= = =
........................ ........................ ........................
= = =
........................ ........................ ........................
= = =
........................ ........................ ........................
= =
........................ ........................
30
SkillSHEET
answers
SkillSHEET 1.14
Adding and subtracting decimals
Adding decimals with the same number of decimal places
To add decimals with the same number of decimal places, follow these steps.
Step 1 Set out the addition as you would for whole numbers. (As a result, decimal points will be in line
and digits of the same place value will be underneath each other.)
Step 2 Moving from right to left, add numbers together as if they were whole numbers.
Step 3 Put the decimal point in the answer directly underneath the decimal points in the question.
WORKED Example 1
Rewrite the following in columns and then add.
2.35 + 4.52
THINK WRITE
Write the numbers under each other as you would + 2.35
if they were whole; then underline. Add the digits + 4.52
in columns: 5 + 2 = 7; 3 + 5 = 8; 2 + 4 = 6. Put + 6.87
the decimal point in the answer directly
underneath the decimal points in the question
(that is, between 6 and 8).
Try these
1 Rewrite the following in columns and then add.
a 2.3 + 4.2 b 7.1 + 1.4 c 2.31 + 5.24 d 0.25 + 0.76 e 3.54 + 4.79
2 . __ __ . __ 2 . __ __ __ . __ __ + .......... . . . .
+ 4 . 2 + 1 . 4 + 5 . 2 4 + 0 . __ __ + .......... . . . .
__ . 5 __ . __ __ . __ __ __ . __ __ + .......... . . . .
f 19.27 + 32.55 g 38.13 + 12.08 h 9.155 + 6.407
+ . . . . . . . . .. . . . . + .............. + ..............
+ . . . . . . . . .. . . . . + .............. + ..............
+ . . . . . . . . .. . . . . + .............. + ..............
i 8.0013 + 1.1572 j 9.7216 + 3.4201
+ . . . . . . . . .. . . . . + ..............
+ . . . . . . . . .. . . . . + ..............
+ . . . . . . . . .. . . . . + ..............
31
SkillSHEET
answers
Adding decimals with a different number of decimal places
To add decimals with a different number of decimal places, follow these steps.
Step 1 Rewrite the numbers in columns, positioning them so that the decimal points are in line and digits
of the same place value are underneath each other.
Step 2 Add zeros where necessary to make the numbers equal in ‘length’ (i.e. to have the same number of
digits after the decimal point).
Step 3 Moving from right to left, add numbers together as if they were whole numbers.
Step 4 Put the decimal point in the answer directly under the decimal points in the question.
WORKED Example 2
Rewrite the following in columns and then add.
2.3 + 4.178
THINK WRITE
Position the two numbers so that the decimal + 2.300
points are in line. Add two zeros to the first + 4.178
number so that both numbers contain 3 digits + 6.478
after the decimal point. Add the numbers in
columns (add 0 to 8, 0 to 7, 3 to 1 and 2 to 4).
The decimal point in the answer must be directly
below the decimal points in the question (that is,
between 6 and 4).
Try these
2 Rewrite the following in columns and then add.
a 2.318 + 4.2 b 7.156 + 1.4 c 2.31 + 5.242 d 0.9 + 0.76
2 . 3 __ __ __ . __ 5 6 __ . __ __ 0 __ . __ 0
+ 4 . 2 0 0 + 1 . 4 0 0 + __ . 2 4 2 + __ . __ __
__ . __ 1 8 __ . __ __ __ __ . __ __ __ __ . __ __
e 3.74 + 4.791 f 19.27 + 12.5 g 28.103 + 12.08 h 7.155 + 3.07
+ . . . . . . . . .. . . . . + . . . . . . . . . . . . .. + .............. + ..............
+ . . . . . . . . .. . . . . + . . . . . . . . . . . . .. + .............. + ..............
+ . . . . . . . . .. . . . . + . . . . . . . . . . . . .. + .............. + ..............
i 8.3 + 1.157 j 9.72 + 4.8201
+ . . . . . . . . .. . . . . + . . . . . . . . . . . ...........
+ . . . . . . . . .. . . . . + . . . . . . . . . . . ...........
+ . . . . . . . . .. . . . . + . . . . . . . . . . . ...........
32
SkillSHEET
answers
Subtracting decimals with the same number of decimal places
To subtract decimals with the same number of decimal places, follow these steps.
Step 1 Set out the subtraction as you would for whole numbers. (As a result, decimal points will be in line
and digits of the same place value will be underneath each other.)
Step 2 Moving from right to left, subtract numbers in columns as if they were whole numbers.
Step 3 Put the decimal point in the answer directly underneath the decimal points in the question.
WORKED Example 3
Rewrite the following in columns and then subtract.
6.35 - 4.52
THINK WRITE
Write the numbers under each other as you would − 565.1315
if they were whole, then underline. Subtract the − 141.1512
digits in columns. First subtract hundredths: − 111.1813
5 − 2 = 3. Next subtract tenths: since we cannot
subtract 5 from 3, we need to borrow from 6.
Cross out 6 and write 5 next to it; 3 becomes 13.
Now subtract 5 from 13 (13 − 5 = 8). Finally
subtract units: 5 − 4 = 1. Put the decimal point in
the answer directly underneath the decimal points
in the question (that is, between 1 and 8).
Try these
3 Rewrite the following in columns and then subtract.
a 7.3 − 4.2 b 7.1 − 1.4 c 5.31 − 3.24 d 0.85 − 0.76
7 . __ __ . __ 5 . __ __ __ . __ __
− 4 . 2 − 1 . 4 − __ . 2 4 − 0 . __ __
__ . 1 __ . __ __ . __ __ __ . __ __
e 7.54 − 4.79 f 19.27 − 12.55 g 18.13 − 12.08 h 12.155 − 10.407
+ . . . . . . . . .. . . . . + . . . . . . . . . . . . .. + .............. + ..............
− . . . . . . . . .. . . . . − . . . . . . . . . . . . .. − .............. − ..............
+ . . . . . . . . .. . . . . + . . . . . . . . . . . . .. + .............. + ..............
i 8.0013 − 1.1572 j 9.7216 − 3.4201
+ ...................... + . . . . . . . . . . . ...........
− ...................... − . . . . . . . . . . . ...........
+ ...................... + . . . . . . . . . . . ...........
33
SkillSHEET
answers
Subtracting decimals with a different number of decimal places
To subtract decimals with a different number of decimal places, follow these steps.
Step 1 Rewrite the numbers in columns, positioning them so that the decimal points are in line and digits
of the same place value are underneath each other.
Step 2 Add zeros where necessary to make the numbers equal in ‘length’ (that is, to have the same
number of digits after the decimal point).
Step 3 Moving from right to left, subtract numbers in columns as you would if they were whole numbers.
Step 4 Put the decimal point in the answer directly under the decimal points in the question.
WORKED Example 4
Rewrite the following in columns and then subtract.
2.3 - 0.17
THINK WRITE
Position the two numbers so that the decimal points are − 21.2310
in line. Add one zero to the first number so that both − 01.1117
numbers contain 2 digits after the dot. Start subtracting − 21.1113
in columns. We cannot subtract 7 from 0, so we need to
borrow from 2. Cross out 2 and write 1; 0 becomes 10.
Now subtract: 10 − 7 = 3, 2 − 1 = 1 and 2 − 0 = 0. The
decimal point in the answer must be directly below the
decimal points in the question (that is, between 2 and 1).
Try these
4 Rewrite the following in columns and then subtract.
a 5.318 − 4.2 b 7.156 − 1.4 c 8.31 − 5.242 d 0.9 − 0.76
5 . 3 __ __ __ . __ 5 6 __ . __ __ 0 __ . __ 0
− 4 . 2 0 0 − 1 . 4 0 0 − __ . 2 4 2 − __ . __ __
__ . __ 1 8 __ . __ __ __ __ . __ __ __ __ . __ __
e 13.74 − 4.791 f 19.27 − 12.5 g 28.103 − 12.08 h 7.155 − 3.07
+ . . . . . . . . .. . . . . + . . . . . . . . . . . . .. + .............. + ..............
− . . . . . . . . .. . . . . − . . . . . . . . . . . . .. − .............. − ..............
+ . . . . . . . . .. . . . . + . . . . . . . . . . . . .. + .............. + ..............
i 8.3 − 1.157 j 9.72 − 4.8201
+ . . . . . . . . .. . . . . + . . . . . . . . . . . ...........
− . . . . . . . . .. . . . . − . . . . . . . . . . . ...........
+ . . . . . . . . .. . . . . + . . . . . . . . . . . ...........
34
SkillSHEET
answers
SkillSHEET 1.15
Multiplying and dividing decimals
Multiplying decimals
To multiply a decimal by a whole number, or by another decimal, first perform multiplication, ignoring the
decimal point(s), as you would if both were whole numbers. To find the position of the decimal point in the
answer, count the total number of decimal places in the numbers being multiplied. The number obtained for
the answer will have the same number of decimal places as the total number of decimal places in the
numbers being multiplied.
Note that when setting out multiplication, it is not necessary to position the numbers so that the decimal
points are in line.
WORKED Example 1
Multiply each of the following.
a 9.78 ¥ 5 b 1.31 ¥ 3.2
THINK WRITE
3 44 4
a Multiply, ignoring the decimal point (that is, a 9.78
multiply 978 by 5). Count the numbers after × 5
4 44 4
the decimal point — there are two (7 and 8). 48.90
Put the decimal point in the answer so that
there are two numbers after it.
b Multiply, ignoring the decimal point (that is, b 1.3.1

multiply 131 by 32). Count all numbers after × 3.2
the decimal points — there are 3 (two in the 2.6.2
first number and one in the second). Put the 3.9.3.0
decimal point in the answer so that it has three 4.1.9.2
decimal places.
Try these
1 Multiply each of the following.
a 7.9 × 6 b 6.5 × 5 c 1.79 × 7 d 6.2 × 0.5
5
7.9 6.5 1.79 ............
× 6 × 5 × 7 × .............
__.4 ............. ............. .............
e 9.6 f 1.85 g 7.3 h 7.3

× 16 × 21 × 13 × 1.7
............ ............ ............ ............
............ ............. ............ ............
............ ............ ............ ............
35
SkillSHEET
answers
i 8.9 j 9.42 k 64.5 l 5.72
× 3.5 × 1.2 × 5.2 × 9.1
............ ............ ............ ............
. . . . . . . . . . .. ............ ............ ............
. . . . . . . . . . .. ............ ............ ............
Dividing decimals by a whole number

To divide a decimal by a whole number, follow these steps.
1. Set out the question as you would for division of whole numbers.
2. Divide as for whole numbers.
3. Put the decimal point in the answer: it has to be directly above the decimal point in the question.
WORKED Example 2
a 3.06 ∏ 3
b 10.024 ∏ 4
THINK WRITE
a Set out the division. How many times does 3 a 1.02
go into 3? It goes once with no remainder, so 3)3.06
put 1 directly above the 3 in the answer
section. How many times does 3 go into 0? It
goes 0 times, so put 0 above 0. The next 3.06 ÷ 3 = 1.02
number is 6, and 3 goes into 6 exactly twice,
so put 2 above the 6. Now place the decimal
point directly above the one in the question
b The number 4 does not go into 1, so try 10. b 2.5026

How many times does 4 go into 10? It goes 4)102. 0224
twice with a remainder of 2. So put 2 above 10
and a small 2 (the remainder) in front of the
next digit (which is 0). Now 2 and 0 together
form a 20. How many times does 4 go into 20? 10.024 ÷ 4 = 2.506
It goes exactly 5 times, so put 5 above 20.
Move to the next digit, which is 2. Since 4
does not go into 2, put 0 above 2 and carry the
remainder in front of the next digit, which is 4.
The remainder of 2 together with a 4 form 24;
4 goes into 24 exactly 6 times, so put 6 above
24. To complete the division, put the decimal
point directly above the one in the question
36
SkillSHEET
answers
Try these
a 2.46 ÷ 2 b 4.08 ÷ 2 c 3.60 ÷ 3 d 63.9 ÷ 3
2)1._ _ 2)_.0_ 2)_._ _ 2)..............
2)2.4 6 2)4.0 8 3)3.6 0 3)6 3.9
2.46 ÷ 2 = ............ 4.08 ÷ 2 = ............ 3.60 ÷ 3 = ............ 63.9 ÷ 3 = ............
e 40.08 ÷ 4 f 50.5 ÷ 5 g 123.6 ÷ 6 h 5.764 ÷ 4

2). . . . . . . . . . . . . . 2). . . . . . . . . . . . . . 2).............. 2)..............
4)4 0.0 8 5)5 0.5 6)1 2 3.6 4)5.7 6 4
40.08 ÷ 4 = ............ 50.5 ÷ 5 = ............ 123.6 ÷ 6 = ............ 5.764 ÷ 4 = ............
i 5.095 ÷ 5 j 27.816 ÷ 6 k 687.4 ÷ 7 l 9.024 ÷ 8

2). . . . . . . . . . . . . . 2). . . . . . . . . . . . . . 2).............. 2)..............
5)5.0 9 5 6)2 7.8 1 6 7)6 8 7.4 8)9.0 2 4
5.095 ÷ 5 = ............ 27.816 ÷ 6 = ............ 687.4 ÷ 7 = ............ 9.024 ÷ 8 = ............
m 54.009 ÷ 9 n 75.812 ÷ 4 o 1003.2 ÷ 11 p 300.45 ÷ 5

2). . . . . . . . . . . . . . 2). . . . . . . . . . . . . . 22).............. 2)..............
9)5 4.0 0 9 4)7 5.8 1 2 11)1 0 0 3.2 5)3 0 0.4 5
54.009 ÷ 9 = ............ 75.812 ÷ 4 = ............ 1003.2 ÷ 11 = ............ 300.45 ÷ 5 = ............
37
SkillSHEET
answers
SkillSHEET 1.16
Dividing a decimal by a decimal
To divide decimals, we need to change the second decimal (that is, the divisor) into a whole number. This
can be done by moving the decimal point to the right until it is at the end of the number. The first number
(that is, the dividend) needs to be adjusted accordingly. That is, we need to move the decimal point in the
dividend to the right as many places as we did in the divisor. When these adjustments are done, we can
proceed with the division. Divide as you would for whole numbers and place the decimal point in the
answer directly above the decimal point in the question.
WORKED Example
Calculate 4.598 ∏ 0.02.
THINK WRITE
1 To make the divisor (0.02) a whole number, 4.598 ÷ 0.02 = 459.8 ÷ 002.
move the decimal point 2 places to the right
so that it is at the end of the number. Also
move the decimal point in the dividend 2
places to the right.
2 Omit the zeros in front of the divisor and the 4.598 ÷ 0.23 = 459.8 ÷ 2
decimal point at the end of it (that is, write 2
instead of 002.).
3 Set out the division. Divide as if both 2)212191.19
numbers are whole numbers. Place the 2)415191.18
decimal point in the answer directly above the
decimal point in the question (that is, between
9 and 9).
Try these
1 9.236 ÷ 0.4 2 4.528 ÷ 0.2 3 52.38 ÷ 0.3 4 489.15 ÷ 0.5
= 92.36 ÷ 04. = 45.28 ÷ . . . . ........ . = ............ ÷ ............ = ........................
= 92.36 ÷ 4 = 45.28 ÷ . . . . ........ . = ............ ÷ ............ = ........................
4)_ _ . _ _ ...... )_ _ . _ _ )
...... ........................ )
...... ..................... . . .
4)9 2 . 3 6 . . . . . . )4 5 . 2 8 ...... )........................ ...... )..................... . . .
5 6.759 ÷ 0.02 6 5.2563 ÷ 0.03 7 24.928 ÷ 0.08 8 73.21 ÷ 0.04
= ........................ = . . . . . . . . . . . . . . . . ........ = ........................ = ........................
= ........................ = . . . . . . . . . . . . . . . . ........ = ........................ = ........................
)
. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . )
. . . . . . . . . . . . . . . . .............. )
...... ........................ )
...... ..................... . . .
. . . . . . ). . . . . . .. . . . . . . . . . . . . . . . . . . . . . . ). . . . . . . . . . .............. ...... )........................ ...... )..................... . . .
38
SkillSHEET
answers
9 4.581 ÷ 0.06 10 213.4 ÷ 0.04 11 171.6 ÷ 0.06 12 23.1 ÷ 0.11
= ........................ = . . . . . . . . . . . . . . . . ........ = ........................ = ........................
= ........................ = . . . . . . . . . . . . . . . . ........ = ........................ = ........................
)
. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . )
. . . . . . . . . . . . . . . . .............. )
...... ........................ )
...... ..................... . . .
. . . . . . ). . . . . . .. . . . . . . . . . . . . . . . . . . . . . . ). . . . . . . . . . .............. ...... )........................ ...... )..................... . . .
13 10.056 ÷ 0.003 14 0.0004 ÷ 0.002 15 0.0255 ÷ 0.006 16 2.75 ÷ 0.005
= ........................ = . . . . . . . . . . . . . . . . ........ = ........................ = ........................
= ........................ = . . . . . . . . . . . . . . . . ........ = ........................ = ........................
)
. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . )
. . . . . . . . . . . . . . . . .............. )
...... ........................ )
...... ..................... . . .
. . . . . . ). . . . . . .. . . . . . . . . . . . . . . . . . . . . . . ). . . . . . . . . . .............. ...... )........................ ...... )..................... . . .
39
SkillSHEET
answers
SkillSHEET 1.17
Rounding to the first (leading) digit
To round to the first (or leading) digit, follow these rules.
1. Consider the digit after the leading one (i.e. the second digit).
2. If it is less than 5, leave the first digit unchanged and replace all other digits with zeros.
3. If the second digit is 5 or greater than 5, add 1 to the leading digit and replace the rest of the digits with
zeros.
WORKED Example
Round each of the following numbers to the first (or leading) digit.
a 2371 b 872
THINK WRITE
a Since the second digit (3) is less than 5, a 2371 ≈ 2000
replace all digits except the first one with
zeros.
b The second digit (7) is greater than 5. So add 1 b 872 ≈ 900

to the leading digit and replace the rest of the
digits with zeros.
Note: The sign ≈ is read as ‘is approximately equal to’.

Try these
Round each of the following numbers to the first (or leading) digit.
1 84 ≈ 8__ 2 77 ≈ __0
3 120 ≈ __00 4 569 ≈ ............................
5 903 ≈ . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 7235 ≈ ............................
7 5502 ≈ . . .. . . . . . . . . . . . . . . . . . . . . . . . . 8 2970 ≈ ............................
9 23 004 ≈ . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 59 455 ≈ ............................
40
SkillSHEET
answers
SkillSHEET 2.1
Using < or > to compare the size of
numbers
The sign < is read as ‘is less than’, and the sign > is read as ‘is greater than’. One way to remember which
sign is which is to remember that the open end of each sign faces the larger number in the pair, while the
closed end faces the smaller number.
WORKED Example
Insert the inequality signs < or > to make each of the following statements true.
a 10 . . . . . . . 7 b 70 . . . . . . . 95
THINK WRITE
a 10 is larger than 7, so insert an ‘is greater than’ a 10 > 7
sign (>) between the two numbers.
b 70 is smaller than 95, so insert an ‘is less than’ b 70 < 95

sign (<) between the numbers.
Try these
Insert the inequality signs < or > to make each of the following statements true.
1 5 . . . . . . . . . . . . . . 12 2 7 .............. 0 3 12 .............. 21 4 77 .............. 70
5 99 . . . . . . . . . .. . . . 19 6 20 . . . . . . . . . . . . .. 54 7 100 .............. 87 8 56 .............. 124
9 1000 . . . . . . . . . . . . . . . 110 10 850 . . . . . . . . . . .... 846
41
SkillSHEET
answers
SkillSHEET 2.2
Ascending and descending order
To arrange a set of numbers in ascending order, write them in order from smallest to largest.
To arrange a set of numbers in descending order, write them in order from largest to smallest.
WORKED Example
a Arrange the following set of numbers in ascending order: 7, 22, 0, 3, 12
b Arrange the following set of numbers in descending order: 26, 15, 38, 9, 20
THINK WRITE
a ‘Ascending order’ means from smallest to a 0, 3, 7, 12, 22
largest. The smallest number in the given set is
0, so put it first. The second smallest number is
3, so write it next. Then follow with 7, 12 and
22 (with 22 being the largest).
b ‘Descending order’ means from largest to b 38, 26, 20, 15, 9

smallest. Select the largest number in the set (it
is 38) and write it first. The second largest
number is 26, so put it next. The next largest
number is 20, followed by 15 and 9 (with 9
being the smallest).
Try these
1 Arrange each of the following sets of numbers in ascending order.
a 21, 12, 4, 19, 14 b 98, 89, 88, 92, 84
4, 12, . . .. . . . . . . . . , . . . . . . . . . . . . , . . . . . . . . . . . . 84, ............ , ............ , 92, ............
c 20, 5, 44, 0, 13 d 54, 48, 76, 12, 60
............, ............, 13, . . . . . . . . . . . . , . . . . . . . . .... ............ , ............ , ............ , ............ , ............
2 Arrange each of the following sets of numbers in descending order.
a 23, 2, 14, 29, 24 b 9, 16, 48, 12, 34
29, 24, . . . . . . . . . . . . , . . . . . . . . . . . . , . . . . . . . . . . . . 48, ............ , ............ , ............ , 9
c 32, 27, 40, 86, 69 d 106, 78, 116, 92, 54
............, ............, ............, 32, . . . . . . . . .... ............ , ............ , ............ , ............ , ............
42
SkillSHEET
answers
SkillSHEET 2.3
Marking numbers on a number line
Number lines can be used to show various numbers. An individual number can be shown by placing a dot
directly above the corresponding number on the number line.
When drawing a number line, make sure all intervals are of equal length.
WORKED Example
Draw a number line with 10 equal intervals marked from 0 to 10. Mark the numbers 2 and 7 on the
number line with a dot.
THINK DRAW
1 Draw a straight line
about 11 cm long. Put a
small mark on the left-
hand side of the line,
leaving a 1--- -cm space
2
from its end.
Position a ruler along
the line so that its 0 is at
the first mark and put 10
more marks 1 cm apart.
(Using a ruler will
ensure that all intervals
are equal.) Now write
numbers from 0 to 10
underneath the marks.
2 To mark a 2 and a 7,
put dots directly above 0 1 2 3 4 5 6 7 8 9 10
the marks with
corresponding numbers
on the number line.
Try these
1 Draw a number line with 10 equal intervals marked from 0 to 10. Mark the following numbers on the
a 0 b 4 c 6 d 9
a 11 b 15 c 18 d 20
a 52 b 53 c 56 d 57
43
SkillSHEET
answers
SkillSHEET 2.4
Working with numbers on a number line
If each mark on the number line represents a whole number (or an integer), then every number on the line
is 1 unit apart from its left-hand-side and right-hand-side ‘neighbours’.
WORKED Example
Referring to the number line at right, which numbers are:
0 1 2 3 4 5 6 7 8 9 10
a 1 unit away from 2 b 3 units away from 6?
THINK WRITE
a Locate 2 on the number line. One unit away Numbers that are 1 unit away from 2 are 1 and 3.
could be either one interval to the left or one
interval to the right. Find such numbers on the line
and write them down.
0 1 2 3 4 5 6 7 8 9 10
b Locate 6 on the number line. Find the numbers Numbers that are 3 units away from 6 are 3 and 9.
that are 3 intervals to the left and to the right of
6 and write them down.
0 1 2 3 4 5 6 7 8 9 10
Try these
Referring to the number line at right, which numbers are:
0 1 2 3 4 5 6 7 8 9 10
1 1 unit away from 6? . . . . . . . . . . .. and ............
2 1 unit away from 9? . . . . . . . . . . .. and ............
3 2 units away from 2? . . . . . . . . . . .. and ............
4 2 units away from 6? . . . . . . . . . . .. . and ............
44
SkillSHEET
answers
SkillSHEET 2.5
Evaluating squares, cubes and cube roots
To square a number means to write the number twice and multiply (or multiply the number by itself).
To cube a number means to write the number three times and multiply.
To find the cube root of a given number means to find a number that when written three times and multi-
plied (that is, when cubed) will produce the given number. Note that cubing and finding the cube root are
two inverse operations, which cancel each other out.
WORKED Example
a 42 b 23 c 3 64
THINK WRITE
a To square a number means to multiply it by itself. So a 42 = 4 × 4
multiply 4 by itself to get the result. 42 = 16
b To cube a number means to write it three times and b 23 = 2 × 2 × 2

multiply. So multiply three lots of 2 together. 23 = 8
c To find a cube root of a given number means to find a c 3 64 = 3 4×4×4

number that when written three times and multiplied 3
(cubed) will produce the given number. So find the =34
number that when cubed equals 64. This number is your =4
answer (since cube and cube root cancel each other out).
Try these
1 32 = 3 × 3 2 62 = ............ × 6 3 112 = ............ × ............
32 = . . . . . . . . . . . . 62 = ............ 112 = ............
4 92 = . . . . . . . . . . . . . . . . . . . . . . . . 5 72 = ........................ 6 52 = ........................
32 = . . . . . . . . . . . . 32 = ............ 32 = ............
7 82 = . . . . . . . . . . . . . . . . . . . . . . . . 8 122 = ........................ 9 43 = 4 × 4 × 4
32 = . . . . . . . . . . . . 32 = ............ 32 = ............
10 33 = . . . . . . . . . . . . × 3 × . . . . . . . . . . . . 11 63 = ....... × . . . . . . . . × ....... 12 103 = ........................
32 = . . . . . . . . . . . . 32 = ............ 32 = ............
13 53 = . . . . . . . . . . . . . . . . . . . . . . . . 14 73 = ........................ 15 13 = ........................
32 = . . . . . . . . . . . . 32 = ............ 32 = ............
45
SkillSHEET
answers
16 203 = . . . . . . . . . . . . . . . . . . . . . . . . 17 3 8 = 3 2×2×2 18 3 125 = 3
....... × 5 × .......
3 3
203 = . . . . . . . . . . . . = 3
....... = 3
.......
= ............ = ............
19 3 1000 = 3
....... × ....... × ....... 20 3 27 = 3
....................... 21 3 1 = ........................
3 3
= 3
....... = 3
....... = ............
= ............ = ............ = ............
22 3 216 = .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 3 64 000 = ..................... 24 3 343 = ........................
= .. . . . . . . . . . . = ............ = ............
= ............ = ............ = ............
46
SkillSHEET
answers
SkillSHEET 2.6
Simplifying algebraic terms written in an
expanded form
To simplify a term written in an expanded form, multiply the numbers together and omit all multiplication
signs. Note that it is conventional to place the resultant number (called a coefficient) in front of the
pronumerals (letters).
WORKED Example
Simplify each of the following terms.
a 5×a×3 b 2×b×7×c
THINK WRITE
a Multiply 5 and 3 together, and place the a 5 × a × 3 = 15a
resultant number (that is, 15) in front of the
pronumeral a. Omit all multiplication signs.
b Multiply 2 and 7 together. Write the resultant b 2 × b × 7 × c = 14bc

number (that is, 14) first, followed by the
pronumerals b and c without any
multiplication signs.
Try these
Simplify each of the following terms.
1 2×3×a 2 7×4×c 3 3×n×4 4 a×2×9 5 b×4×4

= . . . . . . . . . . .. = ............ = ............ = ............ = ........... .
6 6×m×7 7 5×z×x 8 3×x×2×y 9 4×a×d×8 10 5b × 2p

= . . . . . . . . . . .. = ............ = ............ = ............ = ........... .
47
SkillSHEET
answers
SkillSHEET 2.7
Substitution into algebraic expressions I
To substitute the values of the pronumerals into an algebraic expression, replace all pronumerals with their
respective values (or numbers). Once the values of the pronumerals are substituted, the expression can be
evaluated. While evaluating, the correct order of operations must be observed.
WORKED Example
Evaluate each algebraic expression if a = 2 and b = 3.
a a + 5b b 4ab
THINK WRITE
a 1 Replace a with 2 and b with 3, and insert a a a + 3b = 2 + 5 × 3
multiplication sign between 5 and b (as
5b = 5 × b).
2 To evaluate, perform multiplication first, a + 3b = 2 + 15
followed by addition. a + 3b = 17
b 1 Replace a with 2 and b with 3, and insert b 4ab = 4 × 2 × 3

multiplication signs between the
coefficient and the pronumerals.
2 To evaluate, multiply all numbers together. 4ab = 24
Try these
Evaluate each algebraic expression if a = 2 and b = 3.
1 a+b 2 b−a 3 5ab

= ......... + ......... = ......... − ......... = ......... × ......... × ...... . . .
= . . . . . . . . . . .. . . . . . . . . . . . . = ........................ = ........................
4 2ba 5 2a − b 6 5a + b
= . . . . . . . . . . .. . . . . . . . . . . . . = ........................ = ........................
= . . . . . . . . . . .. . . . . . . . . . . . . = ........................ = ........................
= ........................ = ........................
7 4a − 2b 8 3a2b 9 a + 4b2
= . . . . . . . . . . .. . . . . . . . . . . . . = ........................ = ........................
= . . . . . . . . . . .. . . . . . . . . . . . . = ........................ = ........................
= . . . . . . . . . . .. . . . . . . . . . . . . = ........................ = ........................
= . . . . . . . . . . .. . . . . . . . . . . . . = ........................ = ........................
10 ab ÷ 6
= . . . . . . . . . . .. . . . . . . . . . . . .
= ........................
= ........................
= . . . . . . . . . . .. . . . . . . . . . . . .
48
SkillSHEET
answers
SkillSHEET 2.8
Substitution into algebraic expressions II
When evaluating algebraic fractions, substitute the values of the pronumerals first and then simplify the
resultant fraction by dividing numerator and denominator by their highest common factor (HCF).
Remember to change improper fractions into mixed numbers for your final answer.
WORKED Example
Evaluate each of the following if a = 2, b = 3 and c = 6.
ab a+c
a ------ b ------------
4 2b
THINK WRITE
ab 2 × 3
a 1 Replace a with 2 and b with 3, and insert a a ------ = ------------
multiplication sign between a and b (as 4 4
ab = a × b).
2 Evaluate the numerator of the fraction. = 6
---
4
3 Simplify the fraction by dividing the = 3
---
2
numerator and the denominator by their
HCF of 2.
4 Convert an improper fraction into a mixed = 1 1---
2
number.
a+c 2+6
b 1 Replace a with 2, b with 3 and c with 6, b ------------ = ------------
and insert a multiplication sign between 2 2b 2×3
and b (as 2b = 2 × b).
2 Evaluate the numerator and the = 8
---
6
denominator of the fraction.
3 Simplify the fraction by dividing the = 4
---
3
numerator and the denominator by their
HCF (2).
4 Convert the improper fraction into a mixed = 1 1---
3
number.
Try these
Evaluate each of the following if a = 2, b = 3 and c = 6.
a 2 b ab 2 × .......
1 --- = -------- 2 --- = .......
-------- 3 ------ = -----------------
c ....... c 6 c .......
= . . . . . . . .. . . . . . . . . . . . . . . . = ........................ = ........................
= ........................
ac bc a
4 ------ 5 ------ 6 ------
b a bc
= ........................ = ........................ = ........................
= ........................ = ........................ = ........................
= ........................ = ........................ = ........................
49
SkillSHEET
answers
a ac abc
7 --- + b 8 ------ + 2b 9 ---------
c 12 3
= ........................ = ........................ = ........................
= ........................ = ........................ = ........................
= ........................ = ........................ = ........................
= ........................
ab + c
10 ---------------
5
= ........................
= ........................
= ........................
50
SkillSHEET
answers
SkillSHEET 2.9
Order of operations II
order:
1. brackets
2. exponents or powers (for example, squares and cubes)
WORKED Example
Calculate each of the following, using the correct order of operations.
a 7+8∏4 b 5 ¥ (2 + 4 ¥ 7) c 20 - 32 + 2
THINK WRITE
a 1 Write the question. a 7+8÷4
2 There are two operations to be performed: =7+2
addition and division. Follow the order of =9
operations rules: perform division first,
followed by addition.
b 1 Write the question. b 5 × (2 + 4 × 7)

2 Calculations in brackets must be evaluated = 5 × (2 + 28)
first. Inside the brackets there are two = 5 × 30
operations to be performed: addition and = 150
multiplication. According to the order of
operations, multiplication must be done
before the addition. Once the value of the
expression in brackets is obtained, multiply
it by 5.
c 1 Write the question. c 20 − 32 + 2

2 Powers must be evaluated first. So start = 20 − 9 + 2
with evaluating 32. (To square a number
means to multiply it by itself, so
3 = 3 × 3 = 9.)
3 Now there are two operations left: = 11 + 2
subtraction and addition. These are equally = 13
important and must be done in order of
occurrence (that is, from left to right). So
perform subtraction followed by addition.
Try these
Calculate each of the following, using the correct order of operations.
1 56 − 49 ÷ 7 2 3 × (14 − 7) 3 72 − 5 × 8
= 56 − . . . .. . . . . . . . = 3 × ............ = ............ − 5 × 8
= ............ = ............ = ............ − ............
= ............
51
SkillSHEET
answers
4 6×2+4×9 5 (6 + 4) × (10 − 3) 6 5 × 23 ÷ 10
= ............ + ............ × ............ = ........................ = ........................
= ............. + ............ = ........................ = ........................
= ........................ = ........................ = ........................
7 4 + (40 − 8 × 4) 8 8+6×7÷2 9 (12 ÷ 3 − 4) × 100
= ........................ = ........................ = ........................
= ........................ = ........................ = ........................
= ........................ = ........................ = ........................
10 19 + 8 ÷ 8 11 20 + 32 − 14 ÷ 2 12 22 + 6 × 8
= ........................ = ........................ = ........................
= ........................ = ........................ = ........................
= ........................
= ........................
52
SkillSHEET
answers
SkillSHEET 2.10
Operations with fractions
Adding and subtracting fractions
To add or subtract fractions, follow these steps.
1. Convert all mixed numbers to improper fractions.
2. Convert (if necessary) to equivalent fractions with a common denominator.
3. Add (subtract) numerators together and leave the denominator unchanged.
4. Simplify (if necessary); if the result is an improper fraction, convert it to a mixed number.
WORKED Example 1
a --2- + --7- b --3- - 1
--- c 1 --1- + 2 --5-
5 8 4 6 2 8
THINK WRITE
a 1 The lowest common denominator (LCD) a 2
--- + 7
--- = --- × --- + ---
2 8 7
× 5
---
5 8 5 8 8 5
of 5 and 8 is 40. To obtain equivalent
= ------ + ------
16 35
fractions with a denominator of 40, 40 40
multiply the numerator and denominator of
the first fraction by 8 and the second
fraction by 5.
2 Add numerators (16 and 35) together and = 51
------
40
leave the denominator (40) unchanged.
3 Convert the improper fraction to a mixed = 1 11
------
40
number.
b 1 The LCD of 4 and 6 is 12. To obtain b 3

--- − 1
--- = --- × --- − ---
3 3 1
× 2
---
4 6 4 3 6 2
equivalent fractions with a denominator of
= ------ − ------
9 2
12, multiply the numerator and 12 12
denominator of the first fraction by 3 and
2 Subtract the numerators (9 − 2) and leave = 7
------
12
the denominator (12) unchanged.
c 1 Convert mixed numbers to improper c 1 1--- + 2 5--- = 3

--- + 21
------
2 8 2 8
fractions.
2 The LCD of 2 and 8 is 8. To obtain an = --- × --- + ------
3 4 21
2 4 8
equivalent fraction with a denominator of
= ------ + ------
12 21
8, multiply the numerator and denominator 8 8
of the first fraction by 4. (The denominator
of the second fraction is already 8, so this
fraction does not need to be changed.)
3 Add numerators (12 and 21) together and = 33
------
8
leave the denominator (8) unchanged.
4 Convert the improper fraction to a mixed = 4 1---
8
number.
53
SkillSHEET
answers
Try these
1 3 5 1 2 1
a --- + --- b --- − --- c 1 --- + 1 ---
5 8 8 2 3 8
1 ... 3 ... 5 1 4 5 ...

= --- × ---- + --- × ---- = --- − --- × ---- = --- + ----
5 8 8 5 8 2 ... 3 8
... ... ... 5 9

= -----
- + -----
- = ---- − .......
-------- = --- × .......
-------- + --- × .......
--------
40 40 8 ....... 3 ....... 8 .......
= .......
-------- = .......
-------- = .......
-------- + .......
--------
....... ....... ....... .......
= .......
--------
.......
=
........................
3 4 3 1 1 1
d --- + --- e --- − --- f 2 --- − 1 ---
4 5 4 3 5 2
3 -------- 4--- ....... 11

= --- × ....... + × -------- = .......
-------- × ....... ...
-------- − ---- × .......
-------- = ------ − .......
--------
4 ....... 5 ....... ....... ....... 3 ....... ... .......
= + = − = .......
-------- × .......
-------- − .......
-------- × .......
--------
............ ............ ............ ............
....... ....... ....... .......
= = = −
........................ ........................ ............ ............
= =
........................ ........................
1 1 4 2 2 1
g --- + --- h --- − --- i --- + 2 ---
2 3 5 7 9 3
= = =
........................ ........................ ........................
= = =
........................ ........................ ........................
= = =
........................ ........................ ........................
=
.......................
=
........................
54
SkillSHEET
answers
7 7 5 1 1 1
j ------ + --- k --- − --- l 3 --- − 1 ---
10 8 6 8 4 3
= = =
........................ ........................ ........................
= = =
........................ ........................ ........................
= = =
........................ ........................ ........................
= =
........................ ........................
=
........................
Multiplying fractions
To multiply fractions follow these steps.
1. Convert all mixed numbers into improper fractions.
2. Simplify as much as possible.
3. Multiply numerators together and multiply denominators together.
4. If the answer is an improper fraction, convert it to a mixed number.
WORKED Example 2
Perform the following multiplications.
3 1
a ---
5
¥ ---
6
b 1 3--4- ¥ 6
---
7
THINK WRITE
3 1
a 1 Write the multiplication problem. a --- × ---
5 6
Cross-cancel 3 and 6 by dividing each by 3 (that is, 3 ÷ 3 = 1; 1 1
2 = --- × ---
6 ÷ 3 = 2). 5 2
1
3 Multiply the numerators together and denominators together. = ------
10
3 6
b 1 Write the multiplication problem. b 1 --- × ---
4 7
7 6
2 Convert the mixed number into an improper fraction. = --- × ---
4 7
Cross-cancel 7 and 7 by dividing each by 7 (that is, 7 ÷ 7 = 1). 1 3
3 = --- × ---
Next cross-cancel 6 and 4 by dividing each by 2 2 1
(that is, 4 ÷ 2 = 2; 6 ÷ 2 = 3).
3
4 Multiply the numerators together and the denominators = ---
together. 2
1
5 Convert an improper fraction into a mixed number. = 1 ---
2
55
SkillSHEET
answers
Try these
2 Perform each of the following multiplications.
2 1 1 1 3 1
a --- × --- b --- × --- c ------ × ---
5 2 3 2 10 3
1 --------
= --- × ....... ...
= ---- = .......
-------- × .......
--------
5 ....... 6 ....... .......
= .......
-------- = .......
--------
....... .......
3 1 1 1 2 1
d --- × --- e --- × --- f 1 --- × ---
4 2 2 2 3 2
= = =
........................ ........................ ........................
=
........................
=
........................
7 10 4 1 4 18
g --- × ------ h --- × 2 --- i --- × ------
8 3 5 4 9 4
= = =
........................ ........................ ........................
= = =
........................ ........................ ........................
= = =
........................ ........................ ........................
=
........................
1 2
j 1 --- × 2 ---
8 5
=
........................
=
........................
=
........................
=
........................
56
SkillSHEET
answers
Dividing fractions
To divide fractions follow these steps.
1. Convert mixed numbers to improper fractions.
2. Turn the second fraction upside down; replace ÷ with × and perform multiplication (tip and turn).
3. If the result is an improper fraction, convert it to a mixed number.
WORKED Example 3
a 3
---
8
÷ 1
---
3
b 1 1--4- ÷ 1
---
2
THINK WRITE
3 1 3 3
a 1 Turn the second fraction upside down and replace ÷ with ×. a --- ÷ --- = --- × ---
8 3 8 1
9
2 Multiply numerators together and denominators together. = ---
8
1
8
1 1 5 1
b 1 Convert the mixed number into an improper fraction first. b 1 --- ÷ --- = --- ÷ ---
4 2 4 2
5 2
2 Turn the second fraction upside down and replace ÷ with ×. = --- × ---
4 1
Cross-cancel 4 and 2 by dividing each by 2 (i.e. 4 ÷ 2 = 2; 5 1
3 = --- × ---
2 ÷ 2 = 1). 2 1
5
2
1
2
Try these
3 3 3 5 1 1
a --- ÷ --- b --- ÷ --- c --- ÷ ---
8 4 5 6 8 2
3 ... 3
= --- × ---- = --- × .......
-------- = .......
-------- × .......
--------
8 3 5 ....... ....... .......
= .......
-------- × .......
-------- = .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... .......
= .......
-------- = .......
--------
....... .......
57
SkillSHEET
answers
4 1 5 2 1 3
d --- ÷ --- e --- ÷ --- f 1 --- ÷ ---
9 3 9 3 4 8
= = =
........................ ........................ ........................
= = =
........................ ........................ ........................
= = =
........................ ........................ ........................
=
........................
=
........................
1 1 3 4 2 5
g --- ÷ 1 --- h 1 --- ÷ --- i --- ÷ 1 ---
4 2 5 5 3 7
= = =
........................ ........................ ........................
= = =
........................ ........................ ........................
= = =
........................ ........................ ........................
= = =
........................ ........................ ........................
=
........................
3 1
j 2 --- ÷ ---
4 6
=
........................
=
........................
=
........................
=
........................
=
........................
58
SkillSHEET
answers
SkillSHEET 2.11
Operations with decimals
Adding and subtracting decimals
When adding or subtracting decimals, add (or subtract) units to (from) units, tenths to (from) tenths, hun-
dredths to (from) hundredths and so on. To set out addition (or subtraction), position the numbers so that
the decimal points are in line (that is, directly under each other). If the numbers contain different numbers
of digits after the decimal point, add zeros to make them equal in ‘length’ before adding (or subtracting).
WORKED Example 1
a 2.35 + 15.4 b 7.2 - 4.15
THINK WRITE
a Position the two numbers so that the decimal a 2.35
points are in line. Add a zero to the second + 15.40
number so that both numbers contain two 17.75
digits after the decimal point. Add the numbers
in columns (add 5 to 0, add 3 to 4 etc). The
decimal point in the answer is directly below
the decimal points in the question.
b Position the two numbers so that the decimal b 7.1210

points are in line. Add one zero to the first − 4.1115
number so that both numbers contain two 3.1015
digits after the decimal point. Start subtracting
in columns. We cannot subtract 5 from 0, so we
need to borrow from 2. Cross out 2 and write
1; 0 turns into 10. Now subtract (10 − 5 = 5,
1 − 1 = 0 and 7 − 4 = 3). The decimal point in
the answer is directly below the decimal points
in the question.
Try these
a 5.6 + 12.9 b 13.9 + 4.76 c 190 + 4.58 d 0.855 + 2.6
1
5.6 13.90 190._ _ 0._ _ _
+ 121.9 + 4.76 + 4._ _ + 2._ _ _
_ _.5 _ _._ _ _ _ _._ _ _._ _ _
e 9.24 + 3.85 f 7 + 0.812 g 12.3 − 4.1 h 5.9 − 1.23
. . . . . .. . . . . . ............ ............ ............
+ . . . . . . .. . . . . . + ............ − ............ − ............
............ ............ ............ ............
59
SkillSHEET
answers
i 25.5 − 1.442 j 20 − 4.57 k 60.03 − 14.2 l 8.25 − 3.125
. . . . . .. . . . . . ............ ............ ............
− . . . . . .. . . . . . − ............ − ............ − ............
............ ............ ............ ............
Multiplying decimals
To multiply a decimal by a whole number, or by another decimal, first perform multiplication, ignoring the
decimal point(s) as you would if both were whole numbers. To find the position of the decimal point in the
answer, count the total number of decimal places in the numbers being multiplied. The number obtained for
the answer will have the same number of decimal places as the total number of decimal places in the
numbers being multiplied.
Note: When setting out multiplication, it is not necessary to position the numbers so that the decimal
points are in line.
WORKED Example 2
a 9.78 ¥ 5 b 1.31 ¥ 3.2
THINK WRITE
3 44 4
a Multiply, ignoring the decimal point (that is, a 9.78
multiply 978 by 5). Count the numbers after × 5
4 44 4
the decimal point — there are two (7 and 8). 48.90
Put the decimal point in the answer so that
there are two numbers after it.
b Multiply, ignoring the decimal point (that is, b 1.3.1

multiply 131 by 32). Count all numbers after × 3.2
the decimal points — there are 3 (two in the 2.6.2
first number and one in the second). Put the 3.9.3.0
decimal point in the answer so that it has three 4.1.9.2
decimal places.
Try these
2 Multiply each of the following.
a 7.9 × 6 b 6.5 × 5 c 1.79 × 7 d 6.2 × 0.5
5
7.9 6.5 1.79 ............
× 6 × 5 × 7 × .............
__.4 ............. ............. .............
60
SkillSHEET
answers
e 9.6 f 1.85 g 7.3 h 7.3
× 16 × 21 × 13 × 1.7
............ ............ ............ ............
............ ............. ............ ............
............ ............ ............ ............
i 8.9 j 9.42 k 64.5 l 5.72

× 3.5 × 1.2 × 5.2 × 9.1
............ ............ ............ ............
. . . . . . . . . . .. ............ ............ ............
. . . . . . . . . . .. ............ ............ ............
Dividing decimals
To divide decimals, we need to change the second decimal (that is, the divisor) into a whole number. This
can be done by moving the decimal point to the right until it is at the end of the number. The first number
(that is, the dividend) needs to be adjusted accordingly. That is, we need to move the decimal point in the
dividend to the right as many places as we did in the divisor. When these adjustments are done, we can
proceed with the division. Divide as you would for whole numbers and place the decimal point in the
answer directly above the decimal point in the question.
WORKED Example 3
Calculate 4.598 ∏ 0.02.
THINK WRITE
1 To make the divisor (0.02) a whole number, 4.598 ÷ 0.02 = 459.8 ÷ 002.
move the decimal point 2 places to the right
so that it is at the end of the number. Also
move the decimal point in the dividend
(4.598) 2 places to the right.
2 Omit the zeros in front of the divisor and the 4.598 ÷ 0.23 = 459.8 ÷ 2
decimal point at the end of it (that is, write 2
instead of 002.).
3 Set out the division. Divide as if both 2)212191.19
numbers are whole numbers. Place the 2)415191.18
decimal point in the answer directly above the
decimal point in the question (that is, between
9 and 9).
61
SkillSHEET
answers
Try these
a 9.236 ÷ 0.4 b 4.528 ÷ 0.2 c 52.38 ÷ 0.3 d 489.15 ÷ 0.5
= 92.36 ÷ 04. = 45.28 ÷ . . . . ........ . = ............ ÷ ............ = ........................
= 92.36 ÷ 4 = 45.28 ÷ . . . . ........ . = ............ ÷ ............ = ........................
4)_ _ . _ _ ...... )_ _ . _ _ )
...... ........................ )
...... ..................... . . .
4)9 2 . 3 6 . . . . . . )4 5 . 2 8 ...... )........................ ...... )..................... . . .
e 6.759 ÷ 0.02 f 5.2563 ÷ 0.03 g 24.928 ÷ 0.08 h 73.21 ÷ 0.04
= ........................ = . . . . . . . . . . . . . . . . ........ = ........................ = ........................
= ........................ = . . . . . . . . . . . . . . . . ........ = ........................ = ........................
)
. . . . . . . . . . .. . . . . . . . . . . . . . . . . . . )
. . . . . . . . . . . . . . . . .............. )
...... ........................ )
...... ..................... . . .
. . . . . . ). . . . .. . . . . . . . . . . . . . . . . . . . . . . . . ). . . . . . . . . . .............. ...... )........................ ...... )..................... . . .
i 4.581 ÷ 0.06 j 213.4 ÷ 0.04 k 171.6 ÷ 0.06 l 23.1 ÷ 0.11
= ........................ = . . . . . . . . . . . . . . . . ........ = ........................ = ........................
= ........................ = . . . . . . . . . . . . . . . . ........ = ........................ = ........................
)
. . . . . . . . . . .. . . . . . . . . . . . . . . . . . . )
. . . . . . . . . . . . . . . . .............. )
...... ........................ )
...... ..................... . . .
. . . . . . ). . . . .. . . . . . . . . . . . . . . . . . . . . . . . . ). . . . . . . . . . .............. ...... )........................ ...... )..................... . . .
m 10.056 ÷ 0.003 n 0.0004 ÷ 0.002 o 0.0255 ÷ 0.006 p 2.75 ÷ 0.005
= ........................ = . . . . . . . . . . . . . . . . ........ = ........................ = ........................
= ........................ = . . . . . . . . . . . . . . . . ........ = ........................ = ........................
)
. . . . . . . . . . .. . . . . . . . . . . . . . . . . . . )
. . . . . . . . . . . . . . . . .............. )
...... ........................ )
...... ..................... . . .
. . . . . . ). . . . .. . . . . . . . . . . . . . . . . . . . . . . . . ). . . . . . . . . . .............. ...... )........................ ...... )..................... . . .
62
SkillSHEET
answers
SkillSHEET 3.1
Even and odd numbers
Even numbers are numbers that end in 0, 2, 4, 6 or 8.
Odd numbers are numbers that end in 1, 3, 5, 7 or 9.
WORKED Example
For each of the following, state whether the number is odd or even.
a 15 b 290
THINK WRITE
a The last digit of the number is 5, so state a 15 is an odd number.
whether 15 is odd or even.
b The number ends in 0, so state your b 290 is an even number.

conclusion.
Try these
For each of the following, state whether the number is odd or even.
1 26 The number ends in 6, so the number is ..............
2 73 The number ends in __, so the number is ..............
63
SkillSHEET
answers
SkillSHEET 3.2
Consecutive numbers
Consecutive numbers are numbers that follow one another. For example, 2, 4, 6 are consecutive even
numbers (since there are no other even numbers in between).
WORKED Example
a Write three consecutive odd numbers, beginning with 11.
b Write three consecutive multiples of 6, of which 12 is the smallest.
THINK WRITE
a Start with 11. Write the next odd number after a 11, 13, 15
11 and the one that follows.
b Since 12 is the smallest, begin with 12. Write b 12, 18, 24

the next two multiples of 6 (this can be done
by simply adding 6 to 12 and then to 18).
Try these
1 Write three consecutive odd numbers, beginning with 53. ____, ____, ____
2 Write four consecutive even numbers, beginning with 24. ____, ____, ____, ____
3 Write three consecutive prime numbers, beginning with 11. ____, ____, ____
4 Write five consecutive square numbers, beginning with 9. ____, ____, ____, ____, ____
5 Write three consecutive multiples of 5, beginning with 25. ____, ____, ____
6 Write three consecutive multiples of 7, of which 14 is the smallest. ____, ____, ____
7 Write three consecutive odd numbers, of which 121 is the smallest. ____, ____, ____
8 Write five consecutive multiples of 8, of which 56 is the largest. ____, ____, ____, ____, ____
9 Write four consecutive even multiples of 3, of which 12 is the smallest. ____, ____, ____, ____
10 Write three consecutive odd multiples of 5, of which 105 is the largest. ____, ____, ____
64
SkillSHEET
answers
SkillSHEET 3.3
Square numbers
To find the square of a number, multiply the number by itself.
Note: Square numbers can be written using an index of 2, for example 42.
WORKED Example
Find the square of 4, that is, 4 ¥ 4.
THINK WRITE
To square a number, multiply it by itself, so Square of 4 = 4 × 4
multiply 4 by 4. Square of 4 = 16
Try these
1 Square of 3 2 Square of 6 3 Square of 8
=3×3 = 6 × .............. = .............. × 8
= .............. = .............. = ..............
= .............. × .............. = .............. × .............. = .............. × ..............
= .............. = .............. = ..............
= .............. × .............. = .............. × .............. = .............. × ..............
= .............. = .............. = ..............
10 Square of 7
= .............. × ..............
= ..............
65
SkillSHEET
answers
SkillSHEET 3.4
Multiples
A multiple is the result of multiplication of one number by another number. For example, 10 is a multiple
of both 2 and 5, since 2 × 5 = 10.
WORKED Example
Write the first five multiples of 2.
THINK WRITE
1 To find the first five multiples of 2, multiply 2 2×1=2
by 1, then by 2, 3, 4 and finally by 5. Each 2×2=4
product (that is, the result of each 2×3=6
multiplication) is a multiple of 2. 2×4=8
2 × 5 = 10
2 List the first five multiples of 2. The first five multiples of 2 are: 2, 4, 6, 8, 10.
Try these
Write the first five multiples of each of the following numbers.
66
SkillSHEET
answers
SkillSHEET 3.5
Prime and composite numbers
A prime number is a number which has only two factors — itself and 1. A composite number is a number
that has other factors besides itself and 1.
The number 1 is neither prime nor composite. Its only factor is itself (1 = 1 × 1).
WORKED Example
State whether the following numbers are prime or composite.
a 13 b 12
THINK WRITE
a Find all the factors of 13. a 13 = 13 × 1
There are no other factors, so 13 is a prime
number.
b Find all the factors of 12 b 12 = 1 × 12

12 = 2 × 6
12 = 3 × 4
The factors of 12 are 1, 2, 3, 4, 6 and 12. This
means that 12 is a composite number.
Try these
For each of the following, list the factors and state whether the number is prime or composite.
1 The factors of the number 5 are . . . . . . . . . . .............. , so the number 5 is ........................ .
4 The factors of the number 14 are . . . . . . . . . ............... , so the number 14 is ........................ .
8 The factors of the number 20 are . . . . . . . . ................ , so the number 20 is ........................ .
9 The factors of the number 22 are . . . . . . . . ................ , so the number 22 is ........................ .
67
SkillSHEET
answers
SkillSHEET 3.6
Factor pairs
A number that divides exactly into another number is a factor of that number. The result of the division
(that is, the quotient) is also a factor. These two factors form a factor pair. For example, if 7 is a factor of
35, then 5 is also a factor of 35 because 35 ÷ 7 = 5, and so 5 and 7 form a pair of factors of 35.
The product of the numbers in a factor pair is always equal to the number whose factors they are. For
example, if 3 and 6 is a factor pair of 18, then 3 × 6 = 18.
WORKED Example
Find the missing factor in each of the following factor pairs of 12:
2 and __ , 4 and __ .
THINK WRITE
1 To find the missing factor, divide 12 by the 12 ÷ 2 = 6
known factor of the pair. So a factor pair of 12 is 2 and 6.
2 Repeat step 1 for the second pair. 12 ÷ 4 = 3
So a factor pair of 12 is 4 and 3.
Note: There is an alternative way of finding a missing factor. For example, if 2 is a factor of 12, we can
obtain the other factor by finding the number that will give 12 when multiplied by 2. That is, since 2 × 6 = 12,
2 and 6 form a pair of factors of 12.
Try these
1 Find the missing factor in each of the following pairs of factors of 24:
3 and ____ , 6 and ____ , 12 and ____ .
3 and ____ , 39 and ____ .
68
SkillSHEET
answers
SkillSHEET 3.7
Perfect cubes
To find the cube of a number, we write the number three times and multiply.
Note: Cube numbers can be written using an index of 3; for example, 43.
WORKED Example
Find the cube of 4; that is, 4 ¥ 4 ¥ 4.
THINK WRITE
To cube a number we need to write the number The cube of 4 = 4 × 4 × 4
three times and then multiply. The cube of 4 = 64
Try these
1 The cube of 3 2 The cube of 5
=3×3×3 = 5 × 5 × ..............
= .............. = ..............
= . . . . . . . . . . . . . . × 10 × . . . . . . . . . . . . . . = .............. × .............. × ..............
= .............. = ..............
= .............. × .............. × .............. = .............. × .............. × ..............
= .............. = ..............
= .............. × .............. × .............. = .............. × .............. × ..............
= .............. = ..............
69
SkillSHEET
answers
SkillSHEET 3.8
Disjoint and overlapping sets
Disjoint sets are those that have no elements in common. Overlapping sets have some elements in common.
WORKED Example
ξ = {standard deck of playing cards} and B = {kings}
State whether the following sets are disjoint or overlapping.
a A = {diamonds} and B = {kings}
b A = {clubs} and B = {spades}
THINK WRITE
a Are there any elements common to both set A a There is a king of diamonds, so there is an element
and set B? common to both sets. This means that the sets are
overlapping.
b Are there any elements common to both set A b A card cannot be both a club and a spade, so there
and set B? are no common elements: the sets are disjoint.
Try these
For each of the following, state whether the sets are disjoint or overlapping.
1 ξ = {standard deck of playing cards}, A = {queens}, B = {number cards}
These sets are . . . . . . . . . . . . . . . . . . . . . . . . because ........................ .
2 ξ = {standard deck of playing cards}, A = {hearts}, B = {cards numbered 10}
3 ξ = {standard deck of playing cards}, A = {numbered cards}, B = {picture cards}
4 ξ = {standard deck of playing cards}, A = {aces}, B = {diamonds}
5 ξ = {numbers on a standard 6-sided die}, A = {odd numbers}, B = {multiples of 3}
6 ξ = {numbers on a standard 6-sided die}, A = {5}, B = {factors of 6}
7 ξ = {numbers on a standard 6-sided die}, A = {even numbers}, B = {square numbers}
8 ξ = {numbers on a standard 6-sided die}, A = {even numbers}, B = {multiples of 3}
9 ξ = {numbers on a standard 6-sided die}, A = {even numbers}, B = {prime numbers}
10 ξ = {faces on a coin}, A = {Tails}, B = {Heads}
70
SkillSHEET
answers
SkillSHEET 3.9
Venn diagrams
Venn diagrams comprise a rectangle to represent the sample space and a series of circles to represent sets of
elements.
The area common to two or more sets is referred to as the intersection of these sets.
Note: Either ε or ξ is used to represent the universal set.
WORKED Example
Interpret each of the following Venn diagrams by stating what each shaded area represents.
a ε b ε
A B A B
THINK WRITE
a Study the diagram. The shaded area is a Shaded area represents the intersection of sets A
common to both sets, so it is their intersection. and B.
b Study the diagram. Set B is shaded, but not b Shaded area represents set B only. (That is, set B
entirely. Only the part of set B that is not but not sets A and C.)
shared with sets A and C is shaded.
Try these
Interpret each of the following Venn diagrams by stating what each shaded area represents
1 ε 2 ε 3 ε
A B A B A B
................................ ............................... . ............................... .
................................ ............................... . ............................... .
4 ε 5 ε 6 ε
A B A B A B
................................ ............................... . ............................... .
................................ ............................... . ............................... .
71
SkillSHEET
answers
7 ε 8 ε 9 ε
A A B A B
B C C C
................................ ............................... . ............................... .
................................ ............................... . ............................... .
10 ε 11 ε 12 ε
A A B A
B
C B C
C
................................ ............................... . ............................... .
................................ ............................... . ............................... .
72
SkillSHEET
answers
SkillSHEET 3.10
Set notation
A set is a collection of similar elements.
The universal set (or sample space) is the largest set, containing all possible elements. It is denoted by the
letter ξ.
The intersection of sets is represented by the elements present in each set (common elements). It is
denoted by the sign ∩, and is usually associated with the word and.
The union of the sets is represented by the combined set containing all elements present in every set (with
common elements written once). It is denoted by the sign ∪, and is usually associated with the word or.
(Note: When we say ‘A or B’ we mean ‘A or B, or both’.)
The complement of a set contains all elements that are outside the set (that is, the elements that are in ξ,
but not in a given set itself). If the original set is denoted by A, its complement is denoted as A′.
The number of elements in any set is denoted by the letter n. For example, n (A) means ‘the number of
elements in set A’.
WORKED Example
If ξ = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10}, A = {0, 2, 4, 6, 8, 10}, B = {1, 3, 5, 7, 9} and C = {3, 6, 9}, find:
a n(A) b n(B « C) b A»C b B¢
THINK WRITE
a n(A) is the number of elements in set A. So a n(A) = 6
count the number of elements in A and write
the answer.
b n(B ∩ C) means the number of elements b n(B ∩ C) = 2
common to both B and C. Observe that the
elements common to B and C are 3 and 9.
Write the answer.
c A ∪ C means the set of elements that are in set c A ∪ C = {0, 2, 3, 4, 6, 8, 9, 10}
A, set C and in both sets. Write down all such
elements. The elements that appear in both sets
(6) should be written only once.
d B′ means all elements that are in the universal d B′ = {0, 2, 4, 6, 8, 10}
set but not in set B. List all such elements.
(Notice that B′ = A)
Try these
If ξ = {10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20}, A = {10, 12, 14, 16, 18, 20}, B = {11, 13, 15, 17, 19} and
C = {12, 15, 18}, find:
1 n(ξ) 2 n(A) 3 n(C) 4 n (A ∪ C) 5 n(B ∩ C)
................. ................. ................. ................. .............. . . .
................. ................. ................. ................. .............. . . .
6 A′ 7 C′ 8 A∩C 9 B∪C 10 C′ ∩ A
................. ................. ................. ................. .............. . . .
................. ................. ................. ................. .............. . . .
73
SkillSHEET
answers
SkillSHEET 4.1
Simplifying fractions with a denominator
of 100
To simplify a fraction, divide both the numerator and the denominator by their highest common factor.
Remember that the factors of 100 are 1, 2, 4, 5, 10, 20, 25, 50 and 100.
WORKED Example
Simplify each of the following.
8 226
a --------- b ---------
100 100
THINK WRITE
8 2
a The highest common factor of 8 and 100 is 4, a --------- = ------
so divide the numerator and the denominator 100 25
by 4.
226 26
b 1 First convert the improper fraction into a b --------- = 2 ---------
mixed numeral. 100 100
13
2 Simplify the fractional part by dividing = 2 ------
both the numerator and the denominator by 50
2.
Try these
Simplify each of the following.
80 4 6 24
1 --------- = ---- 2 --------- = .......
-------- 3 --------- = ............
100 ... 100 ....... 100
45 75 260
4 --------- = . . . .. . . . . . . . 5 --------- = ............ 6 --------- = ............
100 100 100
= ............
502 416 125

7 --------- = . . . .. . . . . . . . 8 --------- = ............ 9 --------- = ............
100 100 100
= . . . .. . . . . . . . = ............ = ............
315
10 --------- = . . . .. . . . . . . .
100
= . . . .. . . . . . . .
74
SkillSHEET
answers
SkillSHEET 4.2
Converting a mixed number into an
improper fraction
WORKED Example
Convert 2 3--- into an improper fraction.
8
THINK WRITE
------
8 8
number.
Try these
... 21
1 1 3--- = ---- 2 2 5--- = ------ 3 1 2--- = ............
5 5 8 7
...
4 2 7--- = . . . . . . . . . . . . 5 3 1--- = ............ 6 2 4--- = ............

8 2 5
7 4 3--- = . . . . . . . . . . . . 8 1 1--- = ............ 9 5 5--- = ............

4 9 6
10 4 3--- = . . . . . . . . . . . .
7
75
SkillSHEET
answers
SkillSHEET 4.3
Multiplying decimals by powers of 10
To multiply a decimal by a power of 10, move the decimal point to the right one space for each zero in the
power of 10. For example, to multiply by 10 move the decimal point one place to the right, and to multiply
by 1000 move it three places to the right. Note that if there are not enough digits after the decimal point, we
can always add extra zeros.
WORKED Example
a 5.67 × 10 b 0.7 × 100
THINK WRITE
a To multiply a decimal by 10, move the decimal a 5.67 × 10 = 56.7
point one place to the right (as there is one
zero in 10).
b To multiply a decimal by 100, we need to b 0.7 × 100

move the decimal point two places to the right.
= 0.70 × 100
However, there is only one digit after the
= 70
decimal (7). So add a zero first (to create two
decimal places), and then move the decimal
point two places to the right. Note that we
write the answer as 70, rather than 070.
Try these
1 2.56 × 10 = . . . . . . . . . . . . 2 7.6 × 10 = ............
3 0.98 × 10 = . . . . . . . . . . . . 4 3.49 × 100 = ............
5 2.6 × 100 = . . . . . . . . . . . . 6 70.1 × 100 = ............
7 0.2 × 100 = . . . . . . . . . . . . 8 5.321 × 1000 = ............
9 10.2 × 1000 = . . . . . . . . . . . . 10 0.758 × 1000 = ............
11 2.5 × 10 000 = . . . . . . . . . . . . 12 3.576 × 10 000 = ............
13 0.003 × 1000 = . . . . . . . . . . . . 14 0.000 6 × 10 000 = ............
15 0.000 08 × 100 000 = . . . . . . . . . . . . 16 0.04 × 10 000 = ............
76
SkillSHEET
answers
SkillSHEET 4.4
Dividing whole numbers and decimals by
100
To divide a whole or a decimal number by 100, move the decimal point two places to the left. Note that
although a whole number does not have a decimal point, we can always add it at the end of the number.
(For example, 35 and 35. are the same numbers.) Also note that if there are not enough digits to move the
decimal point the required number of places, we can always add extra zeros.
WORKED Example
a 34 ÷ 100 b 350 ÷ 100 c 75.6 ÷ 100 d 4.1 ÷ 100
THINK WRITE
a 1 Put a decimal point at the end of the whole a 34 ÷ 100 = 34. ÷ 100
number.
2 To divide by 100, move the decimal point 2 34 ÷ 100 = 0.34
places to the left. Add a zero in front of the
decimal point.
b 1 Put a decimal point at the end of the whole b 350 ÷ 100 = 350. ÷ 100
number.
2 Move the decimal point 2 places to the left. 350 ÷ 100 = 3.50
You may wish to rewrite your answer, 350 ÷ 100 = 3.5
omitting the zero at the end of the resulting
decimal (as 3.50 = 3.5).
c Move the decimal point 2 places to the left and c 75.6 ÷ 100 = 0.756
add a zero in front of it.
d Move the decimal point two places to the left. d 4.1 ÷ 100 = 0.041
(Add some extra zeros in front of the number
as you go.)
Try these
a 28 ÷ 100 = . . . . . . . . . . . . b 60 ÷ 100 = ............ c 34 ÷ 100 = ............
d 2 ÷ 100 = . . . . . . . . . . . . e 15 ÷ 100 = ............ f 7 ÷ 100 = ............
g 560 ÷ 100 = . . . . . . . . . . . . h 721 ÷ 100 = ............ i 3 ÷ 100 = ............
j 75 ÷ 100 = . . . . . . . . . . . . k 600 ÷ 100 = ............ l 250 ÷ 100 = ............

a 9.2 ÷ 100 = . . . . . . . . . . . . b 52.3 ÷ 100 = ............ c 0.5 ÷ 100 = ............
d 8.19 ÷ 100 = . . . . . . . . . . . . e 4.9 ÷ 100 = ............ f 123.4 ÷ 100 = ............
g 0.3 ÷ 100 = . . . . . . . . . . . . h 71.1 ÷ 100 = ............ i 155.6 ÷ 100 = ............
j 4.25 ÷ 100 = . . . . . . . . . . . . k 75.3 ÷ 100 = ............ l 100.5 ÷ 100 = ............
77
SkillSHEET
answers
SkillSHEET 4.5
Changing fractions to equivalent
fractions with a denominator of 100
To change a fraction into an equivalent fraction with a denominator of 100:
1. establish how many times the given denominator fits (divides) into 100
2. multiply both the numerator and the denominator by that number.
Remember that factor pairs of 100 could be of assistance. These are 1 and 100, 2 and 50, 4 and 25, 5 and
20, and 10 and 10. So if the given denominator is one factor in a pair, then both the numerator and the
denominator must be multiplied by the other factor in that pair. For example, if the given denominator is 20,
the numerator and the denominator must be multiplied by 5.
WORKED Example
3
Change --- into an equivalent fraction with a denominator of 100.
5
THINK WRITE
3 3 × 20
The denominator of the given fraction (that is, 5) --- = ---------------
fits into 100 twenty times. So multiply both 5 5 × 20
numerator and denominator by 20. = --------
60
-
100
Try these
Change each of the following into equivalent fractions with a denominator of 100.
1 × ....... × .......- × .......-

1 1
--- = ----------------- 2 4
--- = .......
---------------------- 3 3
------ = .......
----------------------
5 5 10
5 × ....... ....... × ....... ....... × .......
.......
= --------
- = .......
-------- .......
= --------
-
100 ....... 100
4 7
------ = ....... × .......-
---------------------- 5 1
--- = ....... × .......-
---------------------- 6 3
--- = ....... × .......-
----------------------
10 2 4
....... × ....... ....... × ....... ....... × .......
= .......
-------- = .......
-------- = .......
--------
....... ....... .......
7 3
------ = ....... × .......-
---------------------- 8 8
------ = ....... × .......-
---------------------- 9 39
------ = ....... × .......-
----------------------
20 25 50
....... × ....... ....... × ....... ....... × .......
= .......
-------- = .......
-------- = .......
--------
....... ....... .......
78
SkillSHEET
answers
SkillSHEET 4.6
Multiplying fractions by 100
To multiply a fraction by 100:
1. write 100 as a fraction, by placing it over 1
2. cancel where possible
3. multiply numerators together and denominators together
4. convert to a mixed number if necessary.
WORKED Example
4
Multiply ------ by 100.
15
THINK WRITE
20
4 100
1 Set out the multiplication by placing 100 over 1. ------ × ---------
3 15 1
4 20
2 Simplify by dividing both 15 and 100 by 5. = --- × ------
3 1
80
3 Multiply the numerators together and the denominators = ------
together. 3
2
4 Convert to a mixed number. = 26 ---
3
Try these
Multiply each of the following fractions by 100.
4 8 12
1 ------ 2 ------ 3 ------
10 20 50
4 100 8 100 12
------ × --------- ------ × --------- ------ × .......
--------
10 1 20 1 50 .......
4
= --- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
1 1 ....... ....... ....... .......
= .......
-------- = .......
-------- = .......
--------
....... ....... .......
= ............ = ............ = ............
3 14 8
4 --- 5 ------ 6 ------
5 25 15
3 14 8
--- × .......
-------- ------ × .......
-------- ------ × .......
--------
5 ....... 25 ....... 15 .......
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- = .......
-------- = .......
--------
....... ....... .......
= ............ = ............ = ............
79
SkillSHEET
answers
17 14 27
7 ------ 8 ------ 9 ------
40 30 45
17 14 27
------ × .......
-------- ------ × .......
-------- ------ × .......
--------
40 ....... 30 ....... 45 .......
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- = .......
-------- = .......
--------
....... ....... .......
= ............ = ............ = ............
15
10 ------
70
15
------ × .......
--------
70 .......
= .......
-------- × .......
--------
....... .......
= .......
--------
.......
= ............
80
SkillSHEET
answers
SkillSHEET 4.7
Converting an improper fraction into a
mixed number
To convert an improper fraction into a mixed number, divide the numerator by the denominator. The quo-
tient will be the whole part of the mixed number and the remainder will be the numerator of the fractional
part. (The denominator of the fractional part is the same as the denominator of the improper fraction.)
WORKED Example
7
Change ---
5
into a mixed number.
THINK WRITE
Divide 7 by 5. Five goes into seven once with a 7
--- = 1 2---
5 5
remainder of 2. So the whole part of the mixed
number is 1, and the numerator of the fractional part
is 2. (The denominator remains unchanged.)
Try these
Change each of the following improper fractions into a mixed number.
9 7 8
1 --- = 1 .......
-------- 2 --- = 2 .......
-------- 3 --- =
5 5 3 ....... 3 ............
17 12 14
4 ------ = 5 ------ = 6 ------ =
5 . . . . . .. . . . . . 7 ............ 3 ............
17 23 42
7 ------ = 8 ------ = 9 ------ =
4 . . . . . .. . . . . . 6 ............ 5 ............
35
10 ------ =
8 . . . . . .. . . . . .
81
SkillSHEET
answers
SkillSHEET 4.8
Multiplying decimals by 100
To multiply a decimal by 100, move the decimal point two places to the right. Note that if there are not
enough digits after the decimal point, we can always add extra zeros.
WORKED Example
a 0.67 × 100 b 0.7 × 100
THINK WRITE
a To multiply a decimal by 100, move the a 0.67 × 100 = 67

decimal point two places to the right. Note that
we do not write the zero in front of the number
and the decimal point at the end of the number
(i.e. we write 67 rather than 067).
b We need to move the decimal point two places b 0.7 × 100

to the right; however, there is only one digit
= 0.70 × 100
after the decimal point (7). So add a zero first
= 70
(to create two decimal places), and then move
the decimal point.
Try these
1 0.56 × 100 = . . . . . . . . . . . . 2 0.76 × 100 = ............ 3 0.98 × 100 = ............
4 0.49 × 100 = . . . . . . . . . . . . 5 2.6 × 100 = 2.60 × 100 6 1.1 × 100 = × 100

......
= ............ = ............
7 0.2 × 100 = . . . . . . . . . . . . 8 5.321 × 100 = ............ 9 10.2 × 100 = ............
= ............ = ............
10 0.758 × 100 = . . . . . . . . . . . . 11 0.5 × 100 = ............ 12 0.0006 × 100 = ........... .
= ............
82
SkillSHEET
answers
SkillSHEET 4.9
Multiplying fractions by a whole number
To multiply a fraction by a whole number:
1. change the whole number into a fraction by writing it over 1
2. simplify as much as possible
3. multiply the numerators together and the denominators together
4. if the answer is an improper fraction, convert it to a mixed number.
WORKED Example
Perform each of the following multiplications.
- × 360 × 25
60 45
a -------- b ---------
100 100
THINK WRITE
--------- ×
60
a 1 Write the given problem. a 360
100
2 Convert 360 into a fraction by writing it = --------
60
- × 360
---------
100 1
over 1.
3 Cancel down 60 and 100 by dividing each = 3
--- × 360
---------
5 1
by 20 (that is, 60 ÷ 20 = 3; 100 ÷ 20 = 5).
4 Cross-cancel 5 and 360 by dividing each = 3
--- × 72
------
1 1
by 5 (that is, 360 ÷ 5 = 72; 5 ÷ 5 = 1).
5 Multiply the numerators together and the = 216
---------
1
denominators together.
6 Convert the improper fraction into a mixed = 216
number (which in this case is actually a
whole number).
--------- ×
45
b 1 Write the given problem. b 25
100
45
- × 25
------
100 1
over 1.
------ × 25
------
20 1
by 5 (that is, 45 ÷ 5 = 9; 100 ÷ 5 = 20).
--- × 5
---
4 1
by 5 (that is, 25 ÷ 5 = 5; 20 ÷ 5 = 4).
------
4
4
number.
83
SkillSHEET
answers
Try these
20 10 35
1 --------- × 36 2 --------- × 58 3 --------- × 20
100 100 100
....... 36 10
- × --------
= -------- = -------- × .......
-------- = .......
-------- × .......
--------
100 ....... ....... 1 ....... .......
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- = .......
-------- = .......
--------
....... ....... .......
= ............ = ............ = ............
75 5 2
4 --------- × 32 5 --------- × 70 6 --------- × 160
100 100 100
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- = .......
-------- = .......
--------
....... ....... .......
= ............ = ............ = ............
17 92 45
7 --------- × 5000 8 --------- × 250 9 --------- × 80
100 100 100
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- = .......
-------- = .......
--------
....... ....... .......
= ............ = ............ = ............
110 230 125

10 --------- × 75 11 --------- × 24 12 --------- × 40
100 100 100
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- = .......
-------- = .......
--------
....... ....... .......
= ............ = ............ = ............
84
SkillSHEET
answers
SkillSHEET 4.10
Multiplying decimals by whole numbers
and decimals
To multiply a decimal by a whole number, or by another decimal, first perform the multiplication, ignoring
the decimal point(s), as you would if both numbers were whole. To find the position of the decimal point,
count the total number of decimal places in the question and then put the decimal point in the answer so
that it (the answer) has the same number of decimal places.
Note that when setting out multiplication, it is not necessary to position the numbers so that the decimal
points are in line.
WORKED Example
a 0.78 × 5 b 1.31 × 3.2
THINK WRITE
a Multiply, ignoring the decimal point (that is, a × 30.478
multiply 78 by 5). Count the digits after the × 03.375
decimal point; there are two (7 and 8). Put the × 3.390
decimal point in the answer so that there are
two digits after it.
b Multiply, ignoring the decimal point (that is, b × 1.31

multiply 131 by 32). Count all digits after the × 3.2
decimal points; there are 3 (two in the first × . 262
number and one in the second). Put the × .3930
decimal point in the answer so that it creates × 4.192
three decimal places.
Try these
1 0.79 × 6 2 0.65 × 5 3 1.79 × 7 4 0.73 × 13
0.79 0.65 1.79 0.73
× 6 × 5 × 7 × 13
............ ............ ............ ............
............
............
5 0.96 × 16 6 1.85 × 21 7 0.62 × 0.5 8 0.03 × 1.7

0.96 1.85 0.62 0.03
× 16 × 21 × 0.5 × 1.7
............ ............ ............ ............
............ ............ ............
............ ............ ............
85
SkillSHEET
answers
9 0.9 × 3.5 10 0.4 × 1.2 11 0.55 × 5.2 12 0.04 × 9.1
0.9 0.4 0.55 0.04
× 3.5 × 1.2 × 5.2 × 9.1
............ ............ ............ ............
............ ............ ............ ............
............ ............ ............ ............
86
SkillSHEET
answers
SkillSHEET 4.11
Rounding to the nearest whole number
To round to the nearest whole number, consider the digit in the tenths’ place (that is, the first digit after the
decimal point).
1. If it is smaller than 5, write the whole part of the number as it is and omit the decimal part.
2. If it is 5 or larger, increase the whole part by 1 and omit the decimal part.
WORKED Example
Round each of the following to the nearest whole number.
a 2.35 b 15.81
THINK WRITE
a The first digit after the decimal point is 3. a 2.35 ≈ 2
Since 3 is smaller than 5, leave the whole part
of the number unchanged (that is, a 2) and
omit the decimal part.
b Here the digit in the tenths’ place is 8, which is b 15.81 ≈ 16

greater than 5. Add 1 to the whole part of the
number (15 + 1 = 16), and leave out the
decimal part.
Try these
Round each of the following to the nearest whole number.
1 23.41 ≈ . . . . . . . . . . . . . . 2 7.82 ≈ . . . . . . . ....... 3 12.07 ≈ .............. 4 10.88 ≈ ..............
5 56.24 ≈ . . . . . . . . . . . . . . 6 122.39 ≈ . . ............ 7 78.521 ≈ .............. 8 99.423 ≈ ............. .
9 9.62 ≈ . . . . . . . . . . . . . . 10 18.183 ≈ . . ............
87
SkillSHEET
answers
SkillSHEET 4.12
Rounding decimals to 2 decimal places
To round a decimal correct to 2 decimal places, follow these steps.
1. Consider the digit in the third decimal place (that is, the thousandths’ place).
2. If it is less than 5, simply omit this digit and all digits that follow. (That is, omit all digits beginning from
the third decimal place.)
3. If it is 5 or greater than 5, add 1 to the preceding digit (that is, the one in the hundredth’s place) and omit
all digits beginning from the third decimal place.
WORKED Example
a 0.239 b 4.5842
THINK WRITE
a The digit in the third decimal place is 9, which is greater than 5. So add 1 to a 0.239 ≈ 0.24
the preceding digit (that is, to 3) and omit 9.
b The digit in the third decimal place is 4. Since it is less than 5, simply omit all b 4.5842 ≈ 4.58
digits beginning from the third decimal place (that is, omit 4 and 2).
Note that the sign ≈ is read as ‘is approximately equal to’.

Try these
1 0.322 ≈ . . . . . . . . . . . . . . 2 0.257 ≈ . . . . .......... 3 1.723 ≈ .............. 4 2.555 ≈ ..............
5 4.308 ≈ . . . . . . . . . . . . . . 6 12.195 ≈ . . ............ 7 8.4678 ≈ .............. 8 25.033 78 ≈ ......... . . .
9 18.333 333 ≈ . . . . . . . . . . . . . . 10 0.166 666 6 ≈ ..............
88
SkillSHEET
answers
SkillSHEET 4.13
Rounding money to the nearest 5 cents
To round money to the nearest 5 cents, follow these rules.
1. Round down the amounts ending in 1c and 2c and round up the amounts ending in 8c and 9c to the
nearest 10c.
2. Round up the amounts ending in 3c and 4c and round down those ending in 6c and 7c to the nearest 5c.
WORKED Example
Round each of the following amounts to the nearest 5 cents.
a 31c b 56c c 78c d 83c
THINK WRITE
a The amount ends with 1, so round it down to the a 31c ≈ 30c
nearest 10c.
b The amount ends with 6, so round it down to the b 56c ≈ 55c
nearest 5c
c The amount ends with 8, so round it up to the c 78c ≈ 80c
nearest 10c.
d The amount ends with 3, so round it up to the d 83c ≈ 85c
nearest 5c.
Try these
Round each of the following amounts to the nearest 5 cents.
1 21c ≈ . . . . . . . . . . . . . . 2 87c ≈ . . . . . . . . ...... 3 56c ≈ .............. 4 72c ≈ ..............
5 48c ≈ . . . . . . . . . . . . . . 6 33c ≈ . . . . . . . . ...... 7 64c ≈ .............. 8 69c ≈ ..............
9 27c ≈ . . . . . . . . . . . . . . 10 91c ≈ . . . . . . . . ......
89
SkillSHEET
answers
SkillSHEET 5.1
Alternative expressions used to describe
the four operations
The four operations can be described using different words or expressions. The table below shows the most
common ways of specifying the operation needed.
Operation Words/expressions used Mathematical

symbol to describe the operation Example sentence
Plus 5 plus 3
+ Add (or ‘added to’) 5 is added to 3
The sum of The sum of 5 and 3 5+3
Increase (or ‘increased by’) Increase 5 by 3
More than 3 more than 5
Minus 7 minus 2
− Subtract (or ‘subtracted from’) Subtract 2 from 7
Take away (or ‘taken away from’) 2 is taken away from 7 7−2
The difference between The difference between 7 and 2
Less than 2 less than 7
Decrease (or ‘decreased by’) Decrease 7 by 2
× Multiply (or ‘multiplied by’) Multiply 3 by 4
The product of The product of 3 and 4 3×4
… times 4 times 3
÷ Divide (or ‘divided by’) Divide 8 by 2
Share Share 8 between 2 8÷2
Quotient The quotient of 8 and 2
WORKED Example
Write each of the following as a mathematical sentence.
a The sum of 4 and 5 b 12 is divided by 4
THINK WRITE
a The expression ‘the sum of’ is represented by +, so write a a 4+5
mathematical sentence by joining given numbers with the + sign.
b The expression ‘divided by’ is represented by ÷. The number which is b 12 ÷ 4
to be divided is written first, and the number by which we need to
divide is written second.
Try these
Write each of the following as a mathematical sentence.
1 The sum of 3 and 5 ........................ 2 5 less than 8 ..................... . . .
3 4 is added to 7 ........................ 4 3 taken away from 12 ..................... . . .
5 5 increased by 2 ........................ 6 4 is multiplied by 5 ..................... . . .
7 4 subtracted from 9 ........................ 8 The difference between 5 and 1 ..................... . . .

9 The product of 2 and 7 . . . . . . . . . . . . . . . . . . . . . . . . 10 The quotient of 9 and 3 ..................... . . .
11 9 more than 8 ........................ 12 12 decreased by 5 ..................... . . .
13 7 times 6 ........................ 14 10 divided by 5 ..................... . . .
90
SkillSHEET
answers
SkillSHEET 5.2
Order of operations II
order:
1. brackets
WORKED Example
a 7+8÷4 b 12 × 2 + 4 × 5
THINK WRITE
a 1 Write the question. a 7+8÷4
2 There are two operations to be performed: =7+2
addition and division. Following the order =9
of operations rules, perform division first,
followed by addition.
b 1 Write the question. b 12 × 2 + 4 × 5

2 There are three operations to be performed: = 24 + 4 × 5
multiplication, addition and another = 24 + 20
multiplication. According to the order of = 44
before the addition, from left to right. So,
multiply 12 by 2 first, then multiply 4 by 5
and add the two products together.
Try these
1 56 − 49 ÷ 7 2 18 + 6 × 8 3 10 + 8 ÷ 8
= 56 − . . . .. . . . . = ......... + ......... = ........................
= ........................ = ........................ = ........................
4 144 ÷ 12 × 2 5 6×3+5×8 6 72 − 64 ÷ 8
= ......... × 2 = ......... + 5 × 8 = ......... − .........
= ........................ = ......... + ......... = ........................
= ........................
7 7×2+9 8 12 + 12 × 2 ÷ 6 9 6+6×4+8
= ......... + 9 = ......... + ......... ÷ 6 = ......... + ......... + ...... . . .
= ........................ = ......... + ......... = ........................
= ........................
91
SkillSHEET
answers
10 11 × 8 + 9 × 3 11 5 × 4 − 2 × 9 12 20 − 8 × 2 ÷ 4
= ......... + 9 × ......... = ......... − ......... × 9 = ......... − ......... ÷ 4
= ........................ = ........................ = ........................
= ........................ = ........................ = ........................
92
SkillSHEET
answers
SkillSHEET 5.3
Order of operations with brackets
order:
1. brackets (from left to right)
WORKED Example
Find the value of the following, using the order of operations rules.
a 5 × (2 + 4 × 7) b 4 × (3 × 5 + 5) × (7 − 4)
THINK WRITE
a 1 Write the question. a 5 × (2 + 4 × 7)
2 Expressions in brackets must be evaluated = 5 × (2 + 28)
first. Inside the brackets there are two = 5 × 30
operations to be performed: addition and = 150
multiplication. According to the order of
before the addition. Once the value of the
expression in brackets is obtained, multiply
it by 5.
b 1 Write the question. b 4 × (3 × 5 + 5) × (7 − 4)

2 Expressions in brackets must be done first, = 4 × (15 + 5) × (7 − 4)
followed by multiplication. Inside the first = 4 × 20 × (7 − 4)
set of brackets, multiplication must be = 4 × 20 × 3
done before addition (which in this case is = 80 × 3
in the same order as it is written). So = 240
evaluate the contents of the first and
second sets of brackets, and then multiply
the three numbers together.
Try these
1 2 × (15 − 6) 2 (10 − 8) × (4 + 2) 3 12 ÷ 4 × (54 − 49)
= 2 × ........ = ........ × (4 + 2) = ........ ÷ ........ × ....... .
= ........................ = ........ × ........ = ......... × .........
= ........................ = ........................
4 44 ÷ 11 × (16 − 5) 5 (18 + 6 × 8) × 2 6 5 × (63 − 9 × 6)
= ........ ÷ ......... × ........ = (18 + ........ ) × ........ = ........ × (........ − ....... . )
= ........ × ........ = ........ × ........ = ........................
= ........................ = ........................ = ........................
93
SkillSHEET
answers
7 (4 + 21 ÷ 3) × 9 8 (6 + 3) × (7 + 2) 9 10 × (8 + 9 × 3)
= (. . . . . . . . ) × . . . . . . . . = ........ × (7 + 2) = ........ × (........ + ....... . )
= ........ × ........ = ........ × ........ = ........................
= ........................ = ........................ = ........................
10 9 ÷ 3 × (4 + 3) 11 2 × 4 × (6 + 3 × 2) 12 (7 + 2) × (12 ÷ 4 − 3)
= ........ ÷ ........ × ........ = ........ × ........ × (6........ ) = ........ × (........ − ....... . )
= ........................ = ........................ = ........................
= ........................ = ........................ = ........................
94
SkillSHEET
answers
SkillSHEET 5.4
Operations with directed numbers
For addition of directed numbers follow these rules.
1. If both numbers have the same sign, add them together; the answer will have the same sign.
2. If numbers have opposite signs, subtract the smaller number from the larger. The answer will have the
sign of the larger number.
For subtraction of directed numbers, follow these rules.
1. Replace subtraction with addition and change the sign of the number that is being subtracted to opposite.
2. Perform the addition.
For multiplication and division of directed numbers, follow these rules.
1. Multiply (or divide) the numbers.
2. If both numbers have the same sign, the product (quotient) will be positive.
3. If two numbers have opposite signs, the product (quotient) will be negative.
WORKED Example
Perform each of the following calculations.
a -5 + -4 b 2 + -6 c -7 − -3 d 5 × -8 e -16 ÷ -4
THINK WRITE
a Since both numbers have the same sign (that a −5 + −4
is, they are both negative), add them together. = −5 – 4
The answer will have the same sign (negative) = –9
as the numbers in question.
b Since the numbers have different signs, b 2 + −6

subtract 2 from 6. The answer must have the =2–6
sign of the larger number. So since 6 is larger = –4
than 2 and it is negative, the answer is also
negative.
c 1 To subtract negative 3 is the same as to add c −7 − −3

positive 3, so replace subtraction with = −7 + 3
addition and omit the negative sign in front
of the 3.
2 Since the numbers have different signs, = −4
subtract 3 from 7. Since 7 is larger than 3
and it is negative, the answer is also
negative.
d Multiply 5 by 8. Since the numbers have d 5 × −8 = −40

opposite signs, the answer is negative.
e Divide 16 by 4. Since both numbers have the e −16 ÷ −4

same sign, the answer is positive. – 16
= ---------
–4
=4
95
SkillSHEET
answers
Try these
Perform each of the following calculations.
1 −2 + −3 = . . . . . . . . . . . . . . . . . . . . . . . . 2 −2 + 5 = ........................
3 −6 + 4 = . . . . . . . . . . . . . . . . . . . . . . . . 4 −12 + −4 = ........................
5 −2 − −7 = . . . . . . . . . . . . . . . . . . . . . . . . 6 −8 − −12 = ........................
7 5 − −7 = . . . . . . . . . . . . . . . . . . . . . . . . 8 −8 − 4 = ........................
9 6 − −3 = . . . . . . . . . . . . . . . . . . . . . . . . 10 −6 − 5 = ........................
11 −6 × −2 = . . . . . . . . . . . . . . . . . . . . . . . . 12 5 × −4 = ........................
13 −8 × 7 = . . . . . . . . . . . . . . . . . . . . . . . . 14 12 ÷ −3 = ........................
15 −20 ÷ −4 = . . . . . . . . . . . . . . . . . . . . . . . .
96
SkillSHEET
answers
SkillSHEET 5.5
Combining like terms
Terms that contain exactly the same pronumeral(s) are called like terms. Like terms can be collected
together by adding (or subtracting) their coefficients. A coefficient is a number in front of the term. Note
that if there is no number, then the coefficient is 1.
WORKED Example
Simplify each of the following expressions by combining like terms.
a x + 3x - 2x b 3x + 6 + 4x - 1
THINK WRITE
a All three terms are like terms, as they contain the same a x + 3x − 2x
pronumeral (x). Collect the three terms together by = 2x
adding the coefficients of the first two terms and then
subtracting the coefficient of the third term (1 + 3 − 2).
b 1 Collect the terms containing x by adding their b 3x + 6 + 4x − 1

coefficients together (3 + 4). = 7x + 6 − 1
2 Simplify further by subtracting 1 from 6. = 7x + 5
Try these
1 5x + 7x = ____x 2 11x − 7x = 4__
3 4x + 3x + 8x = . . . . . . . . . . . . . . . . . . . . . . . . . . 4 6x − 2x − x = ............ ............. .
5 9x − 5x + 2x = . . . . . . . . . . . . . . . . . . . . . . . . . . 6 x + 4x − 3x = ............ ............. .
7 3x + 7x − 9 = . . . . . . . . . . . . . . . . . . . . . . . . . . 8 15x − 8 − 7x = ............ ............. .
9 4x + 12 − x = . . . . . . . . . . . . . . . . . . . . . . . . . . 10 2x + 5 + 3x − 2 = ............ ............. .
11 7x + 8 − 2x + 7 = . . . . . . . . . . . . . . . . . . . . . . . . . . 12 4x − 2x + 6 − x − 5 = ............ ............. .
97
SkillSHEET
answers
SkillSHEET 5.6
To simplify a fraction, divide both numerator and denominator by the highest common factor.
WORKED Example
8
Write ------ in simplest form.
52
THINK WRITE
------ = 2
------
52 13
Try these
1 13
------ = . . . . . .. . . . . . 2 26
------ = ............ 3 4
------ = ............
52 52 52
4 12
------ = . . . . . .. . . . . . 5 48
------ = ............ 6 2
--- = ............
52 52 6
7 4
--- = . . . . . . . .. . . . 8 8
------ = ............ 9 15
------ = ............
6 10 20
10 12
------ = . . . . . .. . . . . . 11 8
------ = ............ 12 24
------ = ............
20 26 42
13 18
------ = . . . . . .. . . . . . 14 7
------ = ............ 15 12
------ = ............
48 56 36
16 80
--------- = . . . . .. . . . . . . 17 135
--------- = ............ 18 99
--------- = ............
360 360 360
98
SkillSHEET
answers
SkillSHEET 5.7
Highest common factor
Factors that are the same for two or more numbers are called common factors. The largest of the common
factors is called the highest common factor (HCF).
WORKED Example
Find the highest common factor for the numbers 12 and 20.
THINK WRITE
1 List all factors of 12. 1, 2, 3, 4, 6, 12
3 Select the numbers that appear on both lists Common factors: 1, 2, 4

(that is, the common factors).
4 State the largest of the common factors. HCF = 4
Try these
Find the highest common factor for the following pairs of numbers.
1 4 and 6 2 12 and 16
Factors of 4: 1, 2, 4 Factors of 12: ............................
Factors of 6: 1, 2, ____, ____ Factors of 16: ............................
Common factors: ____, ____ Common factors: ............................
HCF: . . . . .. . . . . . . . . . . . . . . . . . . . . . . HCF: ............................
3 9 and 27 4 10 and 18
Factors of 9: . . . . . . . . . . . . . . . . . . . . . . . . . . . . Factors of 10: ............................
Common factors: . . . . . . . . . . . . . . . . . . . . . . . . . . . . Common factors: ............................
HCF: . . . . .. . . . . . . . . . . . . . . . . . . . . . . HCF: ............................
5 4 and 12 6 8 and 20
HCF: . . . . .. . . . . . . . . . . . . . . . . . . . . . . HCF: ............................
99
SkillSHEET
answers
7 15 and 18 8 16 and 24
HCF: . . . . .. . . . . . . . . . . . . . . . . . . . . . . HCF: ............................
9 20 and 50 10 18 and 26
HCF: . . . . .. . . . . . . . . . . . . . . . . . . . . . . HCF: ............................
100
SkillSHEET
answers
SkillSHEET 6.1
Flow charts
When constructing flow charts, we put numbers inside the boxes and operations on top of the arrows. The
number in the first box is called an input number, while the number in the last box is called an output
number. The output number is obtained by performing the operation, shown by the arrow, on the input
number.
WORKED Example 1
Find the output number in the following flow chart. +2
THINK WRITE
1 Copy down the given flow chart. +2
2 The input number is 3; the operation shown +2

by the arrow tells us that we need to add 2 to
3 5
the input number. So the output number must
be 5 because 3 + 2 = 5.
WORKED Example 2
Complete the following flow chart by writing the missing number ×
on top of the arrow.
4 20
THINK WRITE
1 Copy down the given flow chart. ×
4 20
2 The input number 4 is multiplied by a certain ×5

number to give 20. Since 4 × 5 = 20, the
4 20
number on top of the arrow is 5.
Try these
1 Find the output number in each of the following flow charts.
a +3 b –4 c ×2 d ÷4
4 6 6 8
e +9 f –3 g ×4 h ÷9
5 10 8 9
i +8 j –7
7 11
101
SkillSHEET
answers
2 Complete each of the following flow charts by writing the missing number on top of the arrow.
a + b – c × d ÷
8 12 7 2 10 50 16 2
e + f – g × h ÷
9 17 15 6 11 88 36 4
i + j –
19 29 17 12
Applying more than one operation
WORKED Example 3
Use 6 as your starting number, and find the result after applying the following operations.
a + 4, ∏ 5 b ¥ 3, - 8
THINK WRITE
a 1 Start with a 6 and perform the first a 6 + 4 = 10
operation (add 4).
2 Now start with the result of the first 10 ÷ 5 = 2
operation (10) and perform the second
operation (divide by 5).
3 Write down the result. The result is 2.
b 1 Start with a 6 and perform the first b 6 × 3 = 18

operation (multiply by 3).
2 Now start with the result of the first 18 − 8 = 10
operation (18) and perform the second
operation (subtract 8).
3 Write down the result. The result is 10.
Try these
3 Use 6 as your starting number, and find the result after applying the following operations.
a + 5, × 3 b − 2, ÷ 4
6 + 5 = .. . . . . . . . . . . . ............ . − 2 = ............ .
11 × . . . . . . . . . . . . . = . . . . . . . . . . . . . ............ . ÷ 4 = ............ .
The result is . . . . . . . . . . . . . . . . . . . . . . . . . . The result is ............ ............. .
c ÷ 2, + 10 d × 5, ÷ 3
............. ÷ ............. = ............. ............ ............. .
............. + .............. = ............. ............ ............. .
102
SkillSHEET
answers
e ÷ 3, − 2 f × 8, − 12
.......................... ............ ............. .
.......................... ............ ............. .
g − 5, + 18 h + 12, ÷ 9
.......................... ............ ............. .
.......................... ............ ............. .
i + 7, − 11 j ÷ 6, × 1
.......................... ............ ............. .
.......................... ............ ............. .
k − 4, × 11 l × 6, + 4
.......................... ............ ............. .
.......................... ............ ............. .
103
SkillSHEET
answers
SkillSHEET 6.2
Inverse operations
The four basic operations and their inverse operations are shown in the table below:
Inverse
Operation operation
+ −
− +
× ÷
÷ ×
WORKED Example
Write the inverse of each of the following.
a ¥3 b -4
THINK WRITE
a The inverse of multiplication is division; the a ÷3
number must remain unchanged. So the
inverse of multiplying by 3 is dividing by 3.
b The inverse of subtraction is addition, so the b +4

inverse of minus 4 is plus 4.
Try these
Write the inverse of each of the following.
1 + 5 ..................... 2 − 7 ..................... 3 × 6 ..................... 4 ÷ 8 .....................
5 − 12 . . . . . . . . . . . . . . . . . . . . . 6 ÷ 9 ..................... 7 × 11 . . . . . . . . . . . . . . . . . . . . . 8 + 8 .................... .
9 − 10 . . . . . . . . . . . . . . . . . . . . . 10 ÷ 2 . . . . . . . . . . . . . . . . . . . . .
104
SkillSHEET
answers
SkillSHEET 6.3
Building expressions
To build up an expression using x and the four operations, the information in the table below may be useful.
Input Operation Output

x +5 x+5
x −5 x−5
x ×5 5x
x
x ÷5 ---
5
Note that in the above table the number 5 was used in all operations. It should be understood that any other
number could be used in place of 5.
WORKED Example
Fill in the output column with appropriate expressions.
Input Operation Output

a x - 12
b 3x ∏8
THINK WRITE
a We need to subtract 12 from the input number a Input Operation Output
x. This is written as an algebraic expression.
x − 12 x − 12
b The input number 3x needs to be divided by 8. b

In algebra, division is usually denoted using Input Operation Output
3x 3x
fractions. The output expression is ------ . 3x ÷8 ------
8 8
Try these
Fill in the output column of the table with appropriate expressions.
Input Operation Output Input Operation Output

1 x +4 2 x −7
3 x ×8 4 x ÷4
5 3x + 2.6 6 5x − 17
7 x+2 ÷9 8 x−9 × 0.6
x
9 7x + 3
--- 10 --- −8
5 3
105
SkillSHEET
answers
SkillSHEET 6.4
Solving equations by backtracking
To solve equations using backtracking, construct a flow chart and then use inverse operations to find the
value of the unknown. Remember that the inverse of addition is subtraction, the inverse of subtraction is
addition, the inverse of division is multiplication and the inverse of multiplication is division.
WORKED Example
Solve the following equations, using backtracking.
a x + 25 = 90 b 3x - 30 = 180
THINK WRITE
a 1 Write the equation. a x + 25 = 90
2 Construct a flow chart and build up an
expression beginning with x. + 25
x x + 25
90
3 Use backtracking and inverse operations to + 25

solve for x.
x x + 25
65 90
– 25
4 Write the solution. x = 65
b 1 Write the equation. b 3x − 30 = 180
2 Construct a flow chart and build up an ×3 − 30
expression beginning with x.
x 3x 3x – 30
180
3 Use backtracking and inverse operations to ×3 – 30

find the value of x.
x 3x 3x – 30
70 210 180
÷3 + 30
4 Write the solution. x = 70
106
SkillSHEET
answers
Try these
Solve the following equations, using backtracking.
1 x + 55 = 90 2 x − 12 = 29
x = ..................... x = .....................
x
3 3x = 51 4 --- = 14
5
x = ..................... x = .....................
5 2x + 7 = 19 6 5x − 1 = 44
x = ..................... x = .....................
7 4(x − 3) = 32 8 3(x + 7) = 30
x = ..................... x = .....................
x–4 x+6
9 ----------- = 1 10 ------------ = 9
5 4
x = ..................... x = .....................
107
SkillSHEET
answers
SkillSHEET 6.5
Combining like terms
Terms that contain exactly the same pronumeral(s) are called like terms. Like terms can be collected
together by adding (or subtracting) their coefficients. A coefficient is a number in front of the term. Note
that if there is no number, then the coefficient is 1.
WORKED Example
a x + 3x - 2x b 3x + 6 + 4x - 1
THINK WRITE
a All three terms are like terms, as they contain the same a x + 3x − 2x
pronumeral (x). Collect the three terms together by = 2x
adding the coefficients of the first two terms and then
subtracting the coefficient of the third term (1 + 3 − 2).
b 1 Collect the terms containing x by adding their b 3x + 6 + 4x − 1

coefficients together (3 + 4). = 7x + 6 − 1
2 Simplify further by subtracting 1 from 6. = 7x + 5
Try these
1 5x + 7x = ____x 2 11x − 7x = 4__
3 4x + 3x + 8x = . . . . . . . . . . . . . . . . . . . . . . . . . . 4 6x − 2x − x = ............ ............. .
5 9x − 5x + 2x = . . . . . . . . . . . . . . . . . . . . . . . . . . 6 x + 4x − 3x = ............ ............. .
7 3x + 7x − 9 = . . . . . . . . . . . . . . . . . . . . . . . . . . 8 15x − 8 − 7x = ............ ............. .
9 4x + 12 − x = . . . . . . . . . . . . . . . . . . . . . . . . . . 10 2x + 5 + 3x − 2 = ............ ............. .
11 7x + 8 − 2x + 7 = . . . . . . . . . . . . . . . . . . . . . . . . . . 12 4x − 2x + 6 − x − 5 = ............ ............. .
108
SkillSHEET
answers
SkillSHEET 6.6
Expanding expressions containing
brackets
To expand (multiply out) expressions containing brackets, multiply each term in the brackets by the
coefficient in front.
WORKED Example
Expand each of the following.
a 3(2x − 4) b -2(4x + 7)
THINK WRITE
a 1 Write the question. a 3(2x − 4)
2 Multiply 3 by 2x and then 3 by − 4. = 3 × 2x + 3 × − 4
3 Simplify. = 6x − 12
b 1 Write the question. b −2(4x + 7)

2 Multiply −2 by 4x and then −2 by 7. = −2 × 4x + − 2 × 7
3 Simplify. = − 8x − 14
Try these
Expand each of the following.
1 3(2x + 1) 2 2(4x + 2)
= 3 × . . . . .. . + 3 × . . . . . . . = ....... × 4x + ....... × .......
= ....... + ....... = ....... + .......
3 7(x − 5) 4 6(5x − 4)
= . . . . . . . × . . . . . . . + . . . . . . . × −5 = ....... × ....... + ....... × .......
= ....... − ....... = ............ ............. .
5 4(3x − 1) 6 − 2(2x + 3)
= .......................... = −2 × ....... + ....... × .......
= .......................... = ............ ............. .
7 − 3(3x + 4) 8 − 4(2x − 2)
= .......................... = ....... × ....... + ....... × .......
= .......................... = ............ ............. .
9 − 5(x − 2) 10 − 6(x − 1)
= .......................... = ............ ............. .
= .......................... = ............ ............. .
109
SkillSHEET
answers
SkillSHEET 6.7
Checking solutions by substitution
A solution to an equation is a number that when substituted into the equation makes it a true statement.
To check whether the given number is the solution to a particular equation, replace the pronumeral with
the given number and see if the left side of the equation equals the right side. If it is, then the given number
is the solution to the equation.
WORKED Example
Answer true or false to each of the following.
a The solution to the equation x + 4 = 16 is 12.
b The solution to the equation 6x − 5 = x + 6 is 3.
THINK WRITE
a 1 Copy the equation, then consider the left a x + 4 = 16
and right sides.
2 Replace x with 12 (the number suggested Left side = x + 4 Right side = 16
as a solution).
3 Simplify the left side (12 + 4 = 16). Left side = 12 + 4
Left side = 16
4 Consider the result (16 = 16): it is a true The statement is true.
statement, so state your conclusion.
b 1 Copy the equation, then consider the left b 6x − 5 = x + 6

and right sides. Left side = 6x − 5 Right side = x + 6
2 Replace x with 3 (the number suggested as =6×3−5 =3+6
a solution). = 18 − 5 =9
3 Simplify each side of the equation. = 13
4 The result (13 = 9) is obviously not true, so The statement is false.
state your conclusion.
Try these
Answer true or false to each of the following.
1 The solution to the equation x + 10 = 24 is 14.
Left side = x + . . . . . . . . . . . . . Right side = 24
Left side = . . . . . . . . . . . . . + . . . . . . . . . . . . .
Left side = . . . . . . . . . . . . .
The statement is . . . . . . . . . . . . . . . . . . . . . . . . . .
2 The solution to the equation x − 8 = 11 is 20.
Left side = x − 8 Right side = ............ .
Left side = . . . . . . . . . . . . . − 8
Left side = . . . . . . . . . . . . .
The statement is . . . . . . . . . . . . . . . . . . . . . . . . . .
110
SkillSHEET
answers
3 The solution to the equation 6x = 42 is 8.
Left side = 6x Right side = 42
Left side = 6 × . . . . . . . . . . . . .
Left side = . . . . . . . . . . . . .
The statement is . . . . . . . . . . . . . . . . . . . . . . . . . .
x
4 The solution to the equation --- = 5x is 8.
5
x
Left side = --- Right side = ............ .
5
Left side = . . . . . . . . . . . . . ÷ . . . . . . . . . . . . . Right side = 5 × ............ .
Left side = . . . . . . . . . . . . . Right side = ............ .
The statement is . . . . . . . . . . . . . . . . . . . . . . . . . .
x
5 The solution to the equation --- + 7 = 12 is 10.
2
........................................................................................................
........................................................................................................
.................................................... ....................................................
........................................................................................................
The statement is . . . . . . . . . . . . . . . . . . . . . . . . . .
6 The solution to the equation 8x − 4 = 5x + 5 is 3.
........................................................................................................
........................................................................................................
.................................................... ....................................................
........................................................................................................
The statement is . . . . . . . . . . . . . . . . . . . . . . . . . .
7 The solution to the equation 11x + 8 = 12x + 13 is 6.
........................................................................................................
........................................................................................................
.................................................... ....................................................
........................................................................................................
The statement is . . . . . . . . . . . . . . . . . . . . . . . . . .
111
SkillSHEET
answers
SkillSHEET 6.8
Writing equations from worded
statements
Follow these steps to write an equation from a worded sentence.
Step 1 Break the sentence into parts.
Step 2 Identify what type of algebra or arithmetic is required.
Step 3 Connect individual parts to form an equation.
The table below shows some common words and expressions and their mathematical meaning.
Word expression Operation

‘the sum of’, ‘is added to’, ‘plus’ +
‘the difference between’, ‘is subtracted from’, ‘minus’ –
‘the product of’, ‘is multiplied by’, ‘times’ ×
‘the quotient of’, ‘is divided by’ ÷
‘is equal to’, ‘the result is’, ‘gives’ =
We also need to remember the following rules.

1. The multiplication sign between the number and the pronumeral is omitted (not written). For example,
2 × x is written as 2x.
2. Division of algebraic terms is usually written as a fraction with the number that is being divided (the
dividend) in the numerator and the number by which we are dividing (the divisor) in the denominator.
x
For example, x ÷ 2 is written as --- .
2
112
SkillSHEET
answers
WORKED Example
Write an equation for each of the following statements, using x to represent the unknown number.
a Five times a certain number gives 15.
b When 12 is subtracted from a certain number, the result is 6.
THINK WRITE
a 1 Break the sentence into parts and identify a ‘Five times’ means ‘5 ×’
the type of arithmetic or algebra required. ‘A certain number’ means x
‘Gives 15’ means ‘= 15’
2 Form an equation by combining the 5 × x = 15
individual parts together. 5x = 15
b 1 Break the sentence into parts and identify b ‘12 is subtracted from’ means ‘– 12’
the type of arithmetic or algebra required. ‘A certain number’ means x
‘The result is 6’ means ‘= 6’
2 Form an algebraic equation from the x –12 = 6
individual parts. Note that the number from
which we are subtracting is written first,
while the number that is being subtracted
is written second. In this case, x is written
first and 12 second, since 12 is subtracted
from a certain number.
Try these
Write an equation for each of the following statements, using x to represent the unknown number.
1 When 3 is added to a certain number, the result is 100.

‘3 is added to’ means . . . . . . . . . . . . . .
‘A certain number’ means . . . . . . . . . . . . . .
‘The result is 100’ means . . . . . . . . . . . . . .
Equation: x + . . . . . . . . . . . . . . = . . . . . . . . . . . . . .
2 Nine times a certain number is 72.

‘Nine times’ means . . . . . . . . . . . . . .
‘Is 72’ means . . . . . . . . . . . . . .
Equation: . . . . . . . . . . . . . . = 72
3 When 4 is subtracted from a certain number, the result is 19.

‘4 is subtracted from’ means . . . . . . . . . . . . . .
Equation: . . . . . . . . . . . . . .
4 Dividing a certain number by 5 gives 12.

‘Dividing by’ means . . . . . . . . . . . . . .
‘Gives 12’ means . . . . . . . . . . . . . .
Equation: . . . . . . . . . . . . . .
113
SkillSHEET
answers
5 The difference between a certain number and 7 is 3.
‘The difference between’ means . . . . . . . . . . . ...
‘Is 3’ means . . . . . . . . . . . . . .
Equation: . . . . . . . . . . . . . .
6 The product of a certain number and 12 is 88.

‘The product of’ means . . . . . . . . . . . . . .
‘Is 88’ means . . . . . . . . . . . . . .
Equation . . . . . . . . . . . . . .
7 The sum of 23 and a certain number is 50.

‘The sum of’ means . . . . . . . . . . . . . .
‘Is 50’ means . . . . . . . . . . . . . .
Equation . . . . . . . . . . . . . .
8 When a certain number is divided by 10, the result is 3.

‘Is divided by’ means . . . . . . . . . . . . . .
Equation . . . . . . . . . . . . . .
9 Seven times a certain number gives 56.

‘Seven times’ means . . . . . . . . . . . . . .
‘Gives 56’ means . . . . . . . . . . . . . .
Equation . . . . . . . . . . . . . .
10 Five more than a certain number is 9.

‘Five more than’ means . . . . . . . . . . . . . .
‘Is 9’ means . . . . . . . . . . . . . .
Equation . . . . . . . . . . . . . .
114
SkillSHEET
answers
SkillSHEET 6.9
Checking solutions to inequations
A given value is a possible solution to an inequation (or inequality) if, when substituted in place of the pro-
numeral, the value makes the inequality a true statement.
Follow these steps to determine whether a given value is a possible solution to the inequality.
Step 1 Substitute the given value for the pronumeral in the inequation and simplify.
Step 2 Consider the result: if it is a true statement, the given value is a possible solution to the inequation;
if the statement is false, the given value is not a solution.
WORKED Example
State whether the value given in brackets is a possible solution to the inequation for each of the
following.
a
a 5x < 16 [x = 3] b --- ≥ –2 [a = –9]
3
THINK WRITE
a 1 Write the inequation. a 5x < 16
2 Substitute 3 for x in the inequation. Is 5 × 3 < 16?
3 Simplify the left-hand side and consider Is 15 < 16? Yes
whether the statement is true.
4 State your conclusion. So x = 3 is a possible solution to the given
inequation.
a
b 1 Write the inequation. b --- ≥ –2
3
2 Substitute –9 for a in the inequation. –9
Is ------ ≥ –2?
3
3 Simplify the left-hand side and consider Is –3 ≥ –2? No
whether the statement is true.
4 State your conclusion. So a = –9 is not a possible solution to the given
inequation.
Try these
State whether the value given in brackets is a possible solution to the inequation for each of the following.
b
1 3x < 18 [x = 6] 2 --- ≥ 2 [b = 8]
4
8
Is 3 × 6 < . . . . . . . . . . . . . . ? Is -------- ≥ .............. ?
.......
Is 18 < . . .. . . . . . . . . . . ? . . . . . . . . . . . . . . Is .............. ≥ .............. ? ..............

So x = 6 . . . . . . . . . . . . . . a possible solution So b = 8 .............. a possible solution
to the given inequation. to the given inequation.
115
SkillSHEET
answers
3 –4y > 16 [y = –5] 4 5p ≤ 1 [p = –2]
Is –4 × . . . . . . . . . . . . . . > . . . . . . . . . . . . . . ? Is .............. × .............. ≤ .............. ?
Is . . . . . . . . . . .. . . > . . . . . . . . . . . . . . ? . . . . . . . . . . . . . . Is .............. ≤ .............. ? ..............
So y = –5 . . . . . . . . . . . . . . a possible solution So p = –2 .............. a possible solution
c
5 --- ≤ –3 [c = –14] 6 12x < 30 [x = 3]
7
........................................................ ........................................................
........................................................ ........................................................
So c = –14 . . . . . . . . . . . . . . a possible solution So x = 3 .............. a possible solution

d
7 ------ > –5 [d = 8] 8 5u ≥ –16 [u = –3]
–2
........................................................ ........................................................
........................................................ ........................................................
So d = 8 . . . . . . . . . . . . . . a possible solution So u = –3 .............. a possible solution

a
9 --- > 4 [a = 20] 10 k + 2 ≤ 5 [k = 3]
5
........................................................ ........................................................
........................................................ ........................................................
So a = 20 . . . . . . . . . . . . . . a possible solution So k = 3 .............. a possible solution

116
SkillSHEET
answers
SkillSHEET 6.10
Showing inequations on a number line
Inequations of the type x > a, x < a, x ≥ a and x ≤ a (where a is any number) can be represented using a
number line, by following these steps:
Step 1 Locate the required number a on the number line.
Step 2 If the sign of inequality is < or >, put an open or empty circle over number a (to indicate that this
number is not included). If the sign of inequality is ≥ or ≤, place a closed or solid circle above
number a (to indicate that the number is included).
Step 3 If we need to show numbers greater than (>) or greater than or equal to (≥) a, draw an arrow to the
right of the circle (as numbers on the line increase from left to right). If we need to show numbers
less than (<) or less than or equal to (≤) a, draw an arrow to the left of the circle.
The four basic inequalities and their graphical representation are shown in the table below. Note that in the
examples shown the value of a is 1.
Mathematical
statement Worded statement Number line diagram
x>1 x is greater than 1
–4 –3 –2 –1 0 1 2 3 4
x≥1 x is greater than or equal to 1

–4 –3 –2 –1 0 1 2 3 4
x<1 x is less than 1

–4 –3 –2 –1 0 1 2 3 4
x≤1 x is less than or equal to 1

–4 –3 –2 –1 0 1 2 3 4
WORKED Example
Indicate each of the following on a number line.
a x > –2 b x£3
THINK WRITE
a Draw a number line and locate −2. Since the a
sign of inequality is >, place an empty circle
–4 –3 –2 –1 0 1 2 3 4
above −2 (to indicate that −2 is not included)
and draw an arrow to the right of the circle.
b Draw a number line and locate 3. Since the b

sign of inequality is ≤, place a solid circle
–4 –3 –2 –1 0 1 2 3 4
above 3 (to indicate that 3 itself is included)
and draw an arrow to the left of the circle.
117
SkillSHEET
answers
Try these
Indicate each of the following on the number lines.
1 x>4 –4 –3 –2 –1 0 1 2 3 4 2 x≤–1 –4 –3 –2 –1 0 1 2 3 4
3 x≥0 –4 –3 –2 –1 0 1 2 3 4 4 x<2 –4 –3 –2 –1 0 1 2 3 4
5 x≤4 –4 –3 –2 –1 0 1 2 3 4 6 x > –2 –4 –3 –2 –1 0 1 2 3 4
7 x < –3 –4 –3 –2 –1 0 1 2 3 4 8 x≥2 –4 –3 –2 –1 0 1 2 3 4
118
SkillSHEET
answers
SkillSHEET 7.1
Converting units of length, capacity and
time
Converting units of length
To convert units of length, the following chart may be useful.
÷ 10 ÷ 100 ÷ 1000
mm cm m km
× 10 × 100 × 1000
WORKED Example 1
Convert each of the following to the units given in brackets.
a 20 m (cm) b 3000 m (km)
THINK WRITE
a 1 To convert to smaller units, we need to a 20 × 100 = 2000
multiply. Since 1 m = 100 cm, multiply by
100.
2 Write the answer. 20 m = 2000 cm
b 1 To convert to larger units, we need to b 3000 ÷ 1000 = 3

divide. Since 1 km = 1000 m, divide by
1000.
2 Write the answer. 3000 m = 3 km
Try these
1 Convert each of the following to the units given in brackets.
a 70 m (cm) b 350 m (cm) c 5 m (cm)
70 × . . . . . . . . . = . . . . . . . . . 350 × ......... = ......... .................. = .........
70 m = .. . . . . . . . cm 350 m = ......... cm 5 m = ......... cm
d 10 km (cm) e 400 km (cm) f 5000 km (m)
10 × . . . . . . . . . = . . . . . . . . . . . . . . . .............................. ....................................
10 km = . . . . . . . . . cm . . . . . . .............................. ....................................
g 200 cm (m) h 500 mm (cm) i 8000 m (km)
200 ÷ . . . . . . . . . = . . . . . . . . . 500 ÷ ......... = ......... ......... ÷ ......... = .........
200 cm = . . . . . . . . . m 500 mm = ......... cm 8000 m = ......... km
119
SkillSHEET
answers
j 200 000 cm (km) k 50 cm (m) l 750 m (km)
200 000 ÷ . . . . . . . . . . . . . . . . . . = . . . . . . . . . .................................... ....................................
200 000 cm = . . . . . . . . . km .................................... ....................................
m 78 m (cm) n 25 km (cm) o 8 m (cm)
.................................... .................................... ....................................
.................................... .................................... ....................................
Converting units of capacity

The following chart can be used to convert between kilolitres, litres and millilitres.
×1000 ×1000
kL L mL
÷1000 ÷1000
The following conversions may also come in handy.
1 cm3 = 1 mL 1 000 000 cm3 = 1 m3
1000 cm3 = 1 L 1 m3 = 1 kL
WORKED Example 2
Copy and complete the following unit conversions.
a 6L= mL b 700 mL = L c 0.45 L = cm3
THINK WRITE
a Check the conversion chart. a 6 L = 6 × 1000 mL
To convert litres to millilitres, multiply by = 6000 mL
1000.
b Check the conversion chart. b 700 mL = 700 ÷ 1000 L
To convert millilitres to litres, divide by 1000. = 0.7 L
c Check the conversion chart. c 0.45 L = 0.45 × 1000 mL

1000. Note that 1 mL = 1 cm3. = 450 cm3
Try these
2 Convert each of the following to the units in grouping symbols.
a 2 L (mL) b 3000 mL (L)
2 L = 2 × . . . . . . . . . mL 3000 mL = 3000 ÷ ......... L
2 L = . . .. . . . . . mL 3000 mL = ......... L
120
SkillSHEET
answers
c 13 kL (L) d 7000 mL (L)
13 kL = . . . . . . . . . × . . . . . . . . . L 7000 mL = ........................... L
13 kL = . . . . . . . . . L 7000 mL = ......... L
e 5500 mL (L) f 260 L (kL)
5500 mL = . . . . . . . . . . . . . . . . . . L 260 L = ........................... kL
5500 mL = . . . . . . . . . . . . . . . . . . L 260 L = .................. kL
g 2.5 L (mL) h 32 000 mL (L)
2.5 L = .. . . . . . . . . . . . . . . . . . . . . . . . . . mL 32 000 mL = ........................... L
2.5 L = .. . . . . . . . mL 32 000 mL = ......... L
i 55 mL (L) j 0.035 L (mL)
55 mL = . . . . . . . . . . . . . . . . . . . . . . . . . . . mL 0.035 L = ........................... L
55 mL = . . . . . . . . . mL 0.035 L = ......... L
k 420 L (mL) l 0.99 kL (L)
420 L = . . . . . . . . . . . . . . . . . . . . . . . . . . . mL 0.99 kL = ........................... L
420 L = . . . . . . . . . mL 0.99 kL = ......... L
Converting units of time

Units of time can be converted as follows.
1 year = 12 months = 26 fortnights = 52 weeks 1 hour = 60 minutes
1 fortnight = 2 weeks 1 minute = 60 seconds
WORKED Example 3
Convert each of the following to the units shown in brackets.
a 2 years (months) b 3 fortnights (weeks)
THINK WRITE
a One year = 12 months, so to convert years to a 2 years = 2 × 12 months
months multiply the number of years by 12. = 24 months
b One fortnight = 2 weeks, so to convert fortnights b 3 fortnights = 3 × 2 weeks

to weeks, multiply the number of fortnights by 2. = 6 weeks
121
SkillSHEET
answers
Try these
3 Convert each of the following to the units shown in brackets.
a 3 years (months) b 2 years (weeks)
3 years = 3 × . . . . . . . . . months 2 years = ......... × ......... weeks
3 years = . . . . . . . . . months 2 years = ......... weeks
c 4 years (fortnights) d 5 fortnights (weeks)
4 years = . . . . . . . . . × . . . . . . . . . fortnights 5 fortnights = ......... × ......... weeks
4 years = . . . . . . . . . fortnights 5 fortnights = ......... weeks
e 48 months (years) f 24 weeks (fortnights)
48 months = 48 ÷ . . . . . . . . . years 24 weeks = ......... ÷ ......... fortnights
48 months = . . . . . . . . . years 24 weeks = ......... fortnights
g 18 months (years) h 5 years (months)
18 months = . . . . . . . . . . . . . . . . . . years 5 years = .................. months
18 months = . . . . . . . . . years 5 years = ......... months
i 4 fortnights (weeks) j 5 hours (minutes)
4 fortnights = . . . . . . . . . . . . . . . . . . weeks 5 hours = .................. minutes
4 fortnights = . . . . . . . . . weeks 5 hours = ......... minutes
k 300 seconds (minutes) l 3 hours (seconds)
300 seconds = . . . . . . . . . . . . . . . . . . minutes 3 hours = 3 × ......... minutes
300 seconds = . . . . . . . . . minutes 3 hours = ......... minutes
300 seconds = ?? minutes 3 hours = ......... × ......... seconds
3 hours = ......... seconds
122
SkillSHEET
answers
SkillSHEET 7.2
Highest common factor
Factors that are the same for two or more numbers are called common factors. The largest of the common
factors is called the highest common factor (HCF).
WORKED Example
Find the highest common factor for the numbers 12 and 20.
THINK WRITE
3 Select the numbers that appear on both lists Common factors: 1, 2, 4

(that is, the common factors).
4 State the largest of the common factors. HCF = 4
Try these
Find the highest common factor for the following pairs of numbers.
1 4 and 6 2 12 and 16
Factors of 4: 1, 2, 4 Factors of 12: ............................
Factors of 6: 1, 2, ____, ____ Factors of 16: ............................
Common factors: ____, ____ Common factors: ............................
HCF: . . . . .. . . . . . . . . . . . . . . . . . . . . . . HCF: ............................
3 9 and 27 4 10 and 18
HCF: . . . . .. . . . . . . . . . . . . . . . . . . . . . . HCF: ............................
5 4 and 12 6 8 and 20
HCF: . . . . .. . . . . . . . . . . . . . . . . . . . . . . HCF: ............................
123
SkillSHEET
answers
7 15 and 18 8 16 and 24
HCF: . . . . .. . . . . . . . . . . . . . . . . . . . . . . HCF: ............................
9 20 and 50 10 18 and 26
HCF: . . . . .. . . . . . . . . . . . . . . . . . . . . . . HCF: ............................
124
SkillSHEET
answers
SkillSHEET 7.3
To simplify a fraction, divide both numerator and denominator by the highest common factor (HCF).
WORKED Example
8
Write ------ in simplest form.
52
THINK WRITE
------ = 2
------
52 13
Try these
1 13
------ = . . . . . .. . . . . . 2 26
------ = ............ 3 4
------ = ............
52 52 52
4 12
------ = . . . . . .. . . . . . 5 48
------ = ............ 6 2
--- = ............
52 52 6
7 4
--- = . . . . . . . .. . . . 8 8
------ = ............ 9 15
------ = ............
6 10 20
10 12
------ = . . . . . .. . . . . . 11 8
------ = ............ 12 24
------ = ............
20 26 42
13 18
------ = . . . . . .. . . . . . 14 7
------ = ............ 15 12
------ = ............
48 56 36
16 80
--------- = . . . . .. . . . . . . 17 135
--------- = ............ 18 99
--------- = ............
360 360 360
125
SkillSHEET
answers
SkillSHEET 7.4
Finding and converting to the lowest
common denominator
To obtain the lowest common denominator (LCD) of two or more fractions, we need to find the lowest
common multiple (LCM) of the denominators of these fractions.
WORKED Example 1
5
Find the lowest common denominator of --- and 3--- .
6 8
THINK WRITE
1 To obtain the lowest common denominator of Multiples of 6: 6, 12, 18, 24, 30, 36, 42, 48
the given fractions, we need to find the LCM Multiples of 8: 8, 16, 24, 32, 40, 48, 56, 64
of 6 and 8. To find the LCM, list some LCM = 24
multiples of 6 and 8 and select the smallest
number that is on both lists.
5 3
2 LCM represents the lowest common LCD of --- and --- is 24.
6 8
denominator, so write the answer.
To convert a fraction to the LCD, we need to establish how many times the original denominator fits or
divides into the LCD. We then need to multiply both numerator and denominator of the fraction by that
number.
WORKED Example 2
5 3
Convert --- and --- to fractions with the lowest common denominator of 24.
6 8
THINK WRITE
--- = 5×4
------------ = 20
------
6 6 6×4 24
numerator and denominator of 5--- by 4.
6
--- = 3×3
------------ = 9
------
8 8 8×3 24
numerator and denominator of 3--- by 3.
8
Try these
1 Find the lowest common denominator of each of the following pairs of fractions.
5 1 3 2
a --- and --- b --- and ---
7 6 4 3
Multiples of 7: . . . . . . . . . . . . Multiples of 4: ............
LCM = . . . . . . . . . . . . LCM = ............
5 1 3 2
LCD of --- and --- is . . . . . . . . . . . . LCD of --- and --- is ............
7 6 4 3
126
SkillSHEET
answers
1 1 2 3
c --- and --- d --- and ---
6 4 3 5
LCM = . . . . . . . . . . . . LCM = ............
1 1 2 3
6 4 3 5
2 5 1 5
e --- and --- f --- and ---
3 6 6 8
LCM = . . . . . . . . . . . . LCM = ............
2 5 1 5
3 6 6 8
3 3 5 5
g --- and --- h --- and ---
8 4 9 6
LCM = . . . . . . . . . . . . LCM = ............
3 3 5 5
8 4 9 6
2 Convert each pair of fractions in question 1 to fractions with their respective lowest common
denominators.
5 5 × ....... 3 3
a --- = ----------------- = .......
-------- b --- = --- = .......
--------
7 7 × ....... ....... 4 4 .......
1 1 × ....... ....... 2 2 × ....... .......

--- = ----------------- = -------- --- = ----------------- = --------
6 6 × ....... ....... 3 3 × ....... .......
1
c --- = ....... × .......- = .......
---------------------- --------
2
d --- = ....... × .......- = .......
---------------------- --------
6 ....... × ....... ....... 3 ....... × ....... .......
1 ....... × ....... ....... 3 ....... × ....... .......

--- = ----------------------- = -------- --- = ----------------------- = --------
4 ....... × ....... ....... 5 ....... × ....... .......
2
e --- = ....... × .......- = .......
---------------------- --------
1
f --- = ....... × .......- = .......
---------------------- --------
3 ....... × ....... ....... 6 ....... × ....... .......
5 ....... × ....... ....... 5 ....... × ....... .......

--- = ----------------------- = -------- --- = ----------------------- = --------
6 ....... × ....... ....... 8 ....... × ....... .......
127
SkillSHEET
answers
3
g --- = ....... × .......- = .......
---------------------- --------
5
h --- = ....... × .......- = .......
---------------------- --------
8 ....... × ....... ....... 9 ....... × ....... .......
3 ....... × ....... ....... 5 ....... × ....... .......

--- = ----------------------- = -------- --- = ----------------------- = --------
4 ....... × ....... ....... 6 ....... × ....... .......
128
SkillSHEET
answers
SkillSHEET 7.5
Converting a mixed number to an
improper fraction
WORKED Example
Convert 2 3--- into an improper fraction.
8
THINK WRITE
------
8 8
number.
Try these
... 21
1 1 3--- = ---- 2 2 5--- = ------ 3 1 2--- = ............
5 5 8 7
...
4 2 7--- = . . . . . . . . . . . . 5 3 1--- = ............ 6 2 4--- = ............

8 2 5
7 4 3--- = . . . . . . . . . . . . 8 1 1--- = ............ 9 5 5--- = ............

4 9 6
10 4 3--- = . . . . . . . . . . . .
7
129
SkillSHEET
answers
SkillSHEET 7.6
Multiplying decimals by 10, 100 or 1000
To multiply a decimal number by a power of 10, move the decimal point to the right one place for each zero
in the power of 10. For example, to multiply by 10 move the decimal point one place to the right, and to
multiply by 1000 move it three places to the right. Note that if there are not enough digits after the decimal
point, we can always add extra zeros.
WORKED Example
a 5.67 × 10 b 0.7 × 100
THINK WRITE
a To multiply a decimal number by 10, move the a 5.67 × 10 = 56.7
decimal point one place to the right (as there is
one zero in 10).
b To multiply a decimal number by 100, we need b 0.7 × 100

to move the decimal point two places to the = 0.70 × 100
right. However, there is only one digit after the = 70
decimal point (7). So add a zero first (to create
two decimal places), and then move the
decimal point. Note that we write the answer
as 70, rather than 070.
Try these
1 2.56 × 10 = . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 7.6 × 10 = .............. ..............
3 0.98 × 10 = . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 3.49 × 100 = .............. ..............
5 2.6 × 100 = . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 70.1 × 100 = ............................
7 0.2 × 100 = . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 5.321 × 1000 = .............. ..............
9 10.2 × 1000 = . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 0.758 × 1000 = .............. ..............
11 2.5 × 100 = . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 3.576 × 10 = ............................
130
SkillSHEET
answers
SkillSHEET 7.7
Multiplying a whole number by a fraction
To multiply a whole number by a fraction:
WORKED Example
a 3--- × 50 b 75 × 4
---
5 3
THINK WRITE
a 1 Write the question. a 3
--- × 50
5
2 Convert 50 into a fraction by writing it = 3
--- × 50
------
5 1
over 1.
3 Cross-cancel 50 and 5 by dividing each by = 3
--- × 10
------
1 1
5 (that is, 50 ÷ 5 = 10; 5 ÷ 5 = 1).
------
1
whole number).
b 1 Write the question. b 75 × 4

---
3
2 Convert 75 into a fraction by writing it = 75
------ × 4
---
1 3
over 1.
------ × 4
---
1 1
by 3 (that is, 75 ÷ 3 = 25; 3 ÷ 3 = 1).
---------
1
number.
Try these
1 2
--- × 50 2 1
--- × 27 3 3
------ × 40
5 3 10
27
= 2
--- × .......
-------- = .......
-------- × -------- = .......
-------- × .......
--------
5
....... ....... ....... ....... .......
2
= -------- × .......
--------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... 1 ....... ....... ....... .......
= .......
-------- = .......
-------- = .......
--------
....... ....... .......
= ............................ = ............................ = ............................
131
SkillSHEET
answers
4 16 × 3
--- 5 60 × 5
------ 6 81 × 2
---
4 12 9
16 3
= -------- × -------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- = .......
-------- = .......
--------
....... ....... .......
= ............................ = ............................ = ............................
7 42 × 7
--- 8 36 × 4
------ 9 12 × 4
---
8 15 3
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- = .......
-------- = .......
--------
....... ....... .......
= ............................ = ............................ = ............................
10 10
------ × 14 11 23
------ × 200 12 6
--- × 35
7 10 5
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- = .......
-------- = .......
--------
....... ....... .......
= ............................ = ............................ = ............................
13 28 × 9
--- 14 20 × 7
--- 15 15 × 3
---
4 6 2
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- = .......
-------- = .......
--------
....... ....... .......
= ............................ = ............................ = ............................
132
SkillSHEET
answers
SkillSHEET 7.8
Converting units of length, capacity and
time
÷ 10 ÷ 100 ÷ 1000
mm cm m km
× 10 × 100 × 1000
WORKED Example 1
a 20 m (cm) b 3000 m (km)
THINK WRITE
100.

1000.
Try these
1 Convert each of the following to the units given in brackets.
a 70 m (cm) b 350 m (cm) c 5 m (cm)
70 × . . . . . . . . . = . . . . . . . . . 350 × ......... = ......... .................. = .........
70 m = .. . . . . . . . cm 350 m = ......... cm 5 m = ......... cm
d 10 km (cm) e 400 km (cm) f 5000 km (m)
10 × . . . . . . . . . = . . . . . . . . . . . . . . . .............................. ....................................
10 km = . . . . . . . . . cm . . . . . . .............................. ....................................
g 200 cm (m) h 500 mm (cm) i 8000 m (km)
200 ÷ . . . . . . . . . = . . . . . . . . . 500 ÷ ......... = ......... ......... ÷ ......... = .........
200 cm = . . . . . . . . . m 500 mm = ......... cm 8000 m = ......... km
133
SkillSHEET
answers
j 200 000 cm (km) k 50 cm (m) l 750 m (km)
200 000 ÷ . . . . . . . . . . . . . . . . . . = . . . . . . . . . .................................... ....................................
200 000 cm = . . . . . . . . . km .................................... ....................................
m 78 m (cm) n 25 km (cm) o 8 m (cm)
.................................... .................................... ....................................
.................................... .................................... ....................................
Converting units of capacity

The following chart can be used to convert between kilolitres, litres and millilitres.
×1000 ×1000
kL L mL
÷1000 ÷1000
The following conversions may also come in handy.
1 cm3 = 1 mL 1 000 000 cm3 = 1 m3
1000 cm3 = 1 L 1 m3 = 1 kL
WORKED Example 2
Copy and complete the following unit conversions.
a 6L= mL b 700 mL = L c 0.45 L = cm3
THINK WRITE
a Check the conversion chart. a 6 L = 6 × 1000 mL
1000.
b Check the conversion chart. b 700 mL = 700 ÷ 1000 L
To convert millilitres to litres, divide by 1000. = 0.7 L
c Check the conversion chart. c 0.45 L = 0.45 × 1000 mL

1000. Note that 1 mL = 1 cm3. = 450 cm3
Try these
2 Convert each of the following to the units in grouping symbols.
a 2 L (mL) b 3000 mL (L)
2 L = 2 × . . . . . . . . . mL 3000 mL = 3000 ÷ ......... L
2 L = . . .. . . . . . mL 3000 mL = ......... L
134
SkillSHEET
answers
c 13 kL (L) d 7000 mL (L)
13 kL = . . . . . . . . . × . . . . . . . . . L 7000 mL = ........................... L
13 kL = . . . . . . . . . L 7000 mL = ......... L
e 5500 mL (L) f 260 L (kL)
5500 mL = . . . . . . . . . . . . . . . . . . L 260 L = ........................... kL
5500 mL = . . . . . . . . . . . . . . . . . . L 260 L = .................. kL
g 2.5 L (mL) h 32 000 mL (L)
2.5 L = .. . . . . . . . . . . . . . . . . . . . . . . . . . mL 32 000 mL = ........................... L
2.5 L = .. . . . . . . . mL 32 000 mL = ......... L
i 55 mL (L) j 0.035 L (mL)
55 mL = . . . . . . . . . . . . . . . . . . . . . . . . . . . mL 0.035 L = ........................... L
55 mL = . . . . . . . . . mL 0.035 L = ......... L
k 420 L (mL) l 0.99 kL (L)
420 L = . . . . . . . . . . . . . . . . . . . . . . . . . . . mL 0.99 kL = ........................... L
420 L = . . . . . . . . . mL 0.99 kL = ......... L
Converting units of time

Units of time can be converted as follows.
1 year = 12 months = 26 fortnights = 52 weeks 1 hour = 60 minutes
1 fortnight = 2 weeks 1 minute = 60 seconds
WORKED Example 3
Convert each of the following to the units shown in brackets.
a 2 years (months) b 3 fortnights (weeks)
THINK WRITE
a One year = 12 months, so to convert years to a 2 years = 2 × 12 months
months multiply the number of years by 12. = 24 months
b One fortnight = 2 weeks, so to convert fortnights b 3 fortnights = 3 × 2 weeks

to weeks, multiply the number of fortnights by 2. = 6 weeks
135
SkillSHEET
answers
Try these
3 Convert each of the following to the units shown in brackets.
a 3 years (months) b 2 years (weeks)
3 years = 3 × . . . . . . . . . months 2 years = ......... × ......... weeks
3 years = . . . . . . . . . months 2 years = ......... weeks
c 4 years (fortnights) d 5 fortnights (weeks)
4 years = . . . . . . . . . × . . . . . . . . . fortnights 5 fortnights = ......... × ......... weeks
4 years = . . . . . . . . . fortnights 5 fortnights = ......... weeks
e 48 months (years) f 24 weeks (fortnights)
48 months = 48 ÷ . . . . . . . . . years 24 weeks = ......... ÷ ......... fortnights
48 months = . . . . . . . . . years 24 weeks = ......... fortnights
g 18 months (years) h 5 years (months)
18 months = . . . . . . . . . . . . . . . . . . years 5 years = .................. months
18 months = . . . . . . . . . years 5 years = ......... months
i 4 fortnights (weeks) j 5 hours (minutes)
4 fortnights = . . . . . . . . . . . . . . . . . . weeks 5 hours = .................. minutes
4 fortnights = . . . . . . . . . weeks 5 hours = ......... minutes
k 300 seconds (minutes) l 3 hours (seconds)
300 seconds = . . . . . . . . . . . . . . . . . . minutes 3 hours = 3 × ......... minutes
300 seconds = . . . . . . . . . minutes 3 hours = ......... minutes
300 seconds = ?? minutes 3 hours = ......... × ......... seconds
3 hours = ......... seconds
136
SkillSHEET
answers
SkillSHEET 7.9
Converting minutes to fractions of an
hour
To convert between minutes and hours, remember that:
60 minutes = 1 hour
We can change a certain number of minutes to a fraction of an hour by dividing the number of minutes by
60.
WORKED Example
Write 20 minutes as a fraction of an hour.
THINK WRITE
1 Form a fraction by writing 20 as the 20 minutes = 20
------ hour
60
numerator and 60 as the denominator.
2 Simplify the fraction by dividing both 20 minutes = 1
--- hour
3
numerator and denominator by the highest
common factor of 20 and 60, that is, divide
both by 20.
Try these
Write each of the following as a fraction of 1 hour.
45 .......
1 45 minutes = ------ hour 2 30 minutes = --------
- hour
60 60
45 minutes = .......
-------- hour 30 minutes = .......
-------- hour
....... .......
3 50 minutes = .......
-------- hour 4 25 minutes = .......
-------- hour
....... .......
50 minutes = .......
-------- hour 25 minutes = .......
-------- hour
....... .......
5 12 minutes = .......
-------- hour 6 48 minutes = .......
-------- hour
....... .......
12 minutes = .......
-------- hour 48 minutes = .......
-------- hour
....... .......
137
SkillSHEET
answers
SkillSHEET 8.1
Classifying angles
Angles can be classified according to their size as shown in the table below.
Size of the angle Name of the angle

Between 0° and 90° An acute angle
90° angle A right angle
Between 90° and 180° An obtuse angle
180° angle A straight line or angle
Between 180° and 360° A reflex angle
360° angle One revolution (or a perigon)
WORKED Example
State the type of each of the following angles according to its size.
a 72° b 132° c 210°
THINK WRITE
a The angle 72° is between 0° and 90°. Find the name for the a An acute angle
angle of such size in the table and write it down.
b Angle 132° is between 90° and 180°. State the name of such b An obtuse angle
an angle.
c Angle 210° is between 180° and 360°, so classify it c A reflex angle

accordingly.
Try these
State the type of each of the following angles according to its size.
1 15° Angle type: . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 136° Angle type: ............................
138
SkillSHEET
answers
SkillSHEET 8.2
Classifying triangles according to the
lengths of their sides
Triangles can be classified according to their side lengths as follows.
Triangle name Diagram Description

An equilateral triangle All three sides are equal
in length.
An isosceles triangle Exactly two sides are

equal in length.
A scalene triangle All three sides are of

different lengths.
Note that in the diagrams the sides of equal length are shown by identical markings.
WORKED Example
State the name of the triangle shown.
THINK WRITE
Two sides of the triangle have identical markings Name: an isosceles triangle
on them; therefore these two sides are equal in
length. State the name of the triangle with exactly
two equal sides.
Try these
State the name of the triangles shown.
1 2
Triangle name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... Triangle name: ............................................ . .
139
SkillSHEET
answers
3 4
5 6
7 8
Triangle name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...........
140
SkillSHEET
answers
SkillSHEET 8.3
Angles in a triangle
Triangles can be classified according to their side lengths as follows.
Triangle name Diagram Properties

An equilateral triangle All 3 sides are equal in length. All angles are
the same and equal to 60°.
An isosceles triangle Two sides are equal in length. The base angles
(the angles opposite the equal sides) are equal
in size.
A scalene triangle All 3 sides are of different lengths. All

3 angles are of different size.
α β
Angle sum of a triangle

The sum of the interior angles in any triangle is 180°.
p r
p + q + r = 180°
WORKED Example
Find the value of the pronumerals in each of the following triangles.
a b c
35º 65°
40°
b a
a b
b 58º
THINK WRITE
a 1 The sum of the 3 angles (b, 35° and 58°) must be 180°. Write a b + 35° + 58° = 180°
this as an equation.
2 Simplify by adding 35° and 58° together. b + 93° − 93° = 180° – 93°
3 Solve for b. b = 87°
Continued over page
141
SkillSHEET
answers
THINK WRITE
b 1 Form an equation by making the sum of the angles in the b a + b + 40° = 180°
given triangle equal 180°.
2 The markings on the triangle indicate that it is an isosceles a=b
triangle. Therefore, the base angles (angles a and b) are equal in
size.
3 In the original equation, replace b with a (since they a + a + 40° = 180°
represent the same value) to obtain an equation with one
unknown.
4 Solve for a. 2a + 40° = 180°
Subtract 40° from both sides of the equation. 2a + 40° − 40° = 180° – 40°
2a = 140°
Divide both sides by 2. a = 140° ÷ 2
a = 70°
5 State the value of b (it is the same as a). b = 70°
c 1 The markings on the sides of the given triangle indicate that c b = 65°
it is an isosceles triangle. Therefore, its base angles (angles b
and 65°) are equal in size.
2 Form an equation by letting the sum of the angles in the a + b + 65° = 180°
triangle equal 180°.
3 Substitute the value of b into the equation. a + 65° + 65° = 180°
4 Solve for a. a + 130° = 180°
a + 130° − 130° = 180° – 130°
a = 50°
Try these
1 Find the value of the pronumeral in each of the following triangles.
a b c 96º t
55º 30º
g 25º
40º
68º x
......................................... . . . . . . ................................... .........................................
......................................... . . . . . . ................................... .........................................
......................................... . . . . . . ................................... .........................................
......................................... . . . . . . ................................... .........................................
d e f
60º 33º 30º
54º
k 60º f z 60º
......................................... . . . . . . ................................... .........................................
......................................... . . . . . . ................................... .........................................
......................................... . . . . . . ................................... .........................................
......................................... . . . . . . ................................... .........................................
142
SkillSHEET
answers
2 Find the value of the pronumeral in each of the following right-angled triangles.
a 45º b c
a 40º
25º
......................................... . . . . . . ................................... .........................................
......................................... . . . . . . ................................... .........................................
......................................... . . . . . . ................................... .........................................
......................................... . . . . . . ................................... .........................................

a b c 64º
c
52º
55º e
......................................... . . . . . . ................................... .........................................
......................................... . . . . . . ................................... .........................................
......................................... . . . . . . ................................... .........................................
......................................... . . . . . . ................................... .........................................

a u
b c
k
28º
48º
d
......................................... . . . . . . ................................... .........................................
......................................... . . . . . . ................................... .........................................
......................................... . . . . . . ................................... .........................................
......................................... . . . . . . ................................... .........................................
143
SkillSHEET
answers
d t e f
57º
32º f
70º p
......................................... . . . . . . ................................... .........................................
......................................... . . . . . . ................................... .........................................
......................................... . . . . . . ................................... .........................................
......................................... . . . . . . ................................... .........................................
144
SkillSHEET
answers
SkillSHEET 8.4
Complementary angles
Two angles are complementary if their sum is 90°. For example, 30° and 60° are complementary, because
30° + 60° = 90°. If two angles are complementary, one angle is said to be the complement of the other.
WORKED Example 1
Find the complement of 65°.
THINK WRITE
1 Let the unknown angle be x. Form an equation by letting the sum of x + 65° = 90°
the given angle and its complement be 90°.
2 Solve for x by subtracting 65° from both sides of the equation. x + 65° − 65° = 90° – 65°
x = 25°
WORKED Example 2
Find the value of the pronumeral in the diagram at right.
THINK WRITE a
20°
1 Angles a and 20° are complementary and so add to 90°. a + 20° = 90°
State this as an equation.
2 Solve for a by subtracting 20° from both sides of the a + 20° − 20° = 90° – 20°
equation. a = 70°
Try these
1 Find the complement of each of the following angles.
a 70° b 59° c 36°
x + 70° = . . . . . . . . . . . . . . . . . . . ...... ............. . ............ ............. .
.......................... . . . . . . ...... ............. . ............ ............. .
x = ............. . . . . . . ...... ............. . ............ ............. .
The complement of 70° The complement of 59° The complement of 36°
is . . . . . . . . .. . . . . . . . . . . . . . . . . is . . .......... ............. . is ............ ............. .
145
SkillSHEET
answers
d 12° e 44° f 39°
.......................... . . . . . . ...... ............. . ............ ............. .
.......................... . . . . . . ...... ............. . ............ ............. .
.......................... . . . . . . ...... ............. . ............ ............. .
The complement of 12° The complement of 44° The complement of 39°
is . . . . . . . . .. . . . . . . . . . . . . . . . . is . . .......... ............. . is ............ ............. .
2 Find the value of the pronumeral in each of the following diagrams.
a b a c
a
x 10°
a
60°
a + . . . . . .. . = . . . . . . . . . . . . . . . ..... ............. . ............ ............. .
.......................... . . . . . . ...... ............. . ............ ............. .
.......................... . . . . . . ...... ............. . ............ ............. .
146
SkillSHEET
answers
SkillSHEET 8.5
Supplementary angles
Two angles are supplementary if their sum is 180°. For example, 120° and 60° are supplementary, as
120° + 60° = 180°. If the angles are supplementary, one angle is said to be the supplement of the other.
WORKED Example 1
Find the supplement of 60°.
THINK WRITE
1 Let the supplement of the given angle be x. The sum of the given x + 60° = 180°
angle and its supplement is 180°. State this as an equation.
2 Solve for x by subtracting 60° from both sides of the equation. x + 60° − 60° = 180° – 60°
x = 120°
WORKED Example 2
Find the value of the pronumeral in the diagram at right.
30°
THINK WRITE
1 Angle b and angle 30° are supplementary and so add up to b + 30° = 180°
180°. State this as an equation.
2 To solve for b subtract 30° from both sides of the equation. b + 30° − 30° = 180° – 30°
b = 150°
Try these
1 Find the supplement of each of the following angles.
a 25° b 47° c 92°
x + 25° = . . . . . . . . . . . . . . . . . . . ...... ............. . ............ ............. .
.......................... . . . . . . ...... ............. . ............ ............. .
x = ............. . . . . . . ...... ............. . ............ ............. .
The supplement of 25° The supplement of 47° The supplement of 92°
is . . . . . . . . .. . . . . . . . . . . . . . . . . is . . .......... ............. . is ............ ............. .
147
SkillSHEET
answers
d 115° e 160° f 39°
.......................... . . . . . . ...... ............. . ............ ............. .
.......................... . . . . . . ...... ............. . ............ ............. .
.......................... . . . . . . ...... ............. . ............ ............. .
The supplement of 115° The supplement of 160° The supplement of 39°
is . . . . . . . . .. . . . . . . . . . . . . . . . . is . . .......... ............. . is ............ ............. .
2 Find the value of the pronumeral in each of the following diagrams.
a b c y 155°
80°
50° y x
148
SkillSHEET
answers
SkillSHEET 8.6
Angle sum of a quadrilateral
A quadrilateral is a closed 2-dimensional four-sided shape. The sum of the angles in any quadrilateral is 360°.
All quadrilaterals can be subdivided into two groups: parallelograms and other quadrilaterals. Parallelo-
grams are quadrilaterals with opposite sides being parallel and include a square, a rectangle, a parallelogram
and a rhombus. Other quadrilaterals include a kite, a trapezium and an irregular quadrilateral. The table below
summarises properties of these quadrilaterals.
Quadrilateral Sides Angles
Parallelograms
Square Opposite sides are parallel. All angles are 90°.
All sides are equal in length.
Rectangle Opposite sides are parallel and All angles are 90°.
equal in length.
Parallelogram Opposite sides are parallel and Opposite angles are equal in
equal in length. size.
Rhombus Opposite sides are parallel. Opposite angles are equal in

All sides are equal in length. size.
Other quadrilaterals
Kite Adjacent sides are equal in The angles between the
length. unequal sides are equal in size.
Trapezium One pair of opposite sides are

parallel.
149
SkillSHEET
answers
WORKED Example
Find the value of the pronumeral in each of the following diagrams.
a b
m 120° y
110° 70°
140° 2x
30°
THINK WRITE
a 1 Form an equation by letting the sum of the angles in the a m + 120° + 110° + 70° = 360°
quadrilateral be 360°.
2 Solve for m by subtracting 300° from both sides of the m + 300° = 360°
equation. m = 360° – 300°
m = 60°
b 1 Since the adjacent sides of the quadrilateral are equal in b 2x = 140°
length, it is a kite. In a kite, angles between unequal
sides are equal in size. State this as an equation.
2 Solve for x by dividing both sides by 2. x = 140° ÷ 2
= 70°
3 The angle sum of a quadrilateral is 360°. State this as an y + 2x + 30° + 140° = 360°
equation.
4 Replace 2x with 140° as these angles are equal in size. y + 140° + 30° + 140° = 360°
5 Solve for y by subtracting 310° from both sides of the y + 310° = 360°
equation. y = 360° – 310°
= 50°
Try these
Find the value of the pronumerals in each of the following quadrilaterals.
1 2
130°
80° x
105°
85° x
x + 85° + . . . . . . . . . . . . . . +. . . . . . . . . . . . . . = 360° x + ............. + ............. + ............. = .......... . . .

x + . . . . . . . . . . . . . . = . . . . . . . ....... ................................................................... .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....... ............................................................... .... .
x = . . . . . . . ....... ................................................................... .
3 4
135°
x
m
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ........................................................... ........ .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ........................................................... ........ .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ........................................................... ........ .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ........................................................... ........ .
150
SkillSHEET
answers
5 6
60° 30°
m 100° b
n
a
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ........................................................... ........ .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ........................................................... ........ .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ........................................................... ........ .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ........................................................... ........ .
7 y 8
2x
140°
y x
120°
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ........................................................... ........ .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ........................................................... ........ .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ........................................................... ........ .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ........................................................... ........ .
9
20°
50° x
20°
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............
151
SkillSHEET
answers
SkillSHEET 8.7
Angle sum of a polygon
The sum of the interior angles of any polygon can be calculated using the formula: 180° × (n – 2) or
(180n – 360)°, where n is the number of sides of the polygon.
The sum of the exterior angles in any polygon is 360° (regardless of the number of sides).
A regular polygon has all sides equal in length and all angles equal in size. The size of each angle of a
regular polygon can therefore be found by dividing the sum of the interior angles by the number of the
angles n, and the size of each exterior angle can be found by dividing 360° by n.
WORKED Example
For a regular decagon find:
a the sum of the interior angles b the size of each interior angle c the size of each exterior angle.
THINK WRITE
a 1 Write the general formula for the sum of the interior a Angle sum = 180° × (n – 2)
angles of a polygon.
2 Identify the value of n for a decagon. n = 10
3 Substitute the value of n into the formula and evaluate. Angle sum = 180° × (n – 2)
= 180° × 8
= 1440°
1440
b Since the dodecagon is regular, all interior angles are equal b One interior angle = ------------
in size. So to find the size of each angle, divide the angle 10
sum by the number of angles. = 144°
c The sum of the exterior angles in any polygon is 360°. In a 360
regular dodecagon there are 10 equal exterior angles. So to c One exterior angle = ---------
10
find the size of each exterior angle, divide the sum by the = 36°
number of angles.
Try these
For each of the following regular polygons find:
i the sum of the interior angles
ii the size of each interior angle
iii the size of each exterior angle.
1 A regular quadrilateral (n = 4) 2 A regular pentagon (n = 5)
i Angle sum = 180° × (n – 2) i Angle sum = 180° × (n – 2)
= .............. = ..............
= .............. = ..............
ii One interior angle = ii One interior angle =

.............. ..............
= .............. = ..............
iii One exterior angle = iii One exterior angle =

.............. ..............
= .............. = ..............
152
SkillSHEET
answers
3 A regular hexagon (n = 6) 4 A regular heptagon (n = 7)
= .............. = ..............
= .............. = ..............

.............. ..............
= .............. = ..............

.............. ..............
= .............. = ..............
5 A regular octagon (n = 8) 6 A regular nonagon (n = 9)

= .............. = ..............
= .............. = .............. .

.............. ..............
= .............. = ..............

.............. ..............
= .............. = ..............
153
SkillSHEET
answers
SkillSHEET 8.8
Angles and parallel lines
A straight line cutting two or more parallel lines is called a transversal.
When a transversal cuts a set of parallel lines, a number of angles are formed as shown below.
Corresponding angles
Angles that are on the same side of the transversal and are both either above or below e a
the parallel lines are called corresponding. g c
Corresponding angles are equal in size. f b
In the diagram shown, there are four pairs of corresponding angles: a and b, c h d
and d, e and f, and finally g and h. Angles in each pair are equal in size, that is,
a = b, c = d, e = f and g = h.
Corresponding angles are sometimes called ‘F’ angles because of their positions
with respect to the parallel lines and the transversal.
Alternate angles
Angles that are on opposite sides of the transversal, positioned between the parallel
lines (so that one is below a parallel line while the other is above the second parallel c a
line) are called alternate.
d b
Alternate angles are equal in size.
In the diagram shown there are two pairs of alternate angles: a and d, and c and b.
Angles in each pair are equal in size, that is, a = d and c = b.
Alternate angles are also known as ‘Z’ angles.
Co-interior angles
Angles that are on the same side of the transversal, positioned between the parallel
c a
lines are called co-interior angles.
Co-interior angles are supplementary (that is, they add to 180º). d b
In the diagram shown at right, there are two pairs of co-interior angles: a and b,
and c and d. Angles in each pair are supplementary; that is, a + b = 180º, and
c + d = 180º.
Co-interior angles are often called ‘C’ angles.
154
SkillSHEET
answers
WORKED Example 1
In the diagrams shown, state whether the given angles are corresponding, alternate or co-interior.
a b c
x
x
y
y x y
THINK WRITE
a Study the diagram. The shown angles are on the same side of a Angles x and y are corresponding.
the transversal and are both above the parallel lines (F angles).
Name the relationship between the angles.
b The given angles are on opposite sides of the transversal and b Angles x and y are alternate.
between the parallel lines (2 angles). Name the relationship
between the angles.
c The angles shown are on the same side of the transversal and c Angles x and y are co-interior.
both are between the parallel lines (C angles). Name the
relationship between the angles.
WORKED Example 2
Find the value of the pronumerals in the following diagram. Give reasons for your answers.
105°
z x
y
THINK WRITE
1 Angle x and angle 105° are both to the right of the x + 105° = 180° (as co-interior)
transversal, positioned between the parallel lines.
Therefore, these angles are co-interior and so add up to
180°. State this as an equation.
2 Solve for x by subtracting 105° from both sides of the x + 105° – 105° = 180° – 105°
equation. x = 75°
3 Angles y and 105° are corresponding, as they are both to y = 105° (as corresponding)
the right of the transversal and are both below the parallel
lines. Corresponding angles are equal in size.
4 Angle z is alternate to 105°, as they are positioned between z = 105° (as alternate)
the parallel lines on opposite sides of the transversal.
Alternate angles are equal in size.
Angle properties can be used to test whether the given straight lines are parallel.
Straight lines are parallel if:
1. corresponding angles are equal
2. alternate angles are equal
3. co-interior angles are supplementary.
155
SkillSHEET
answers
WORKED Example 3
In each case state whether line AB is parallel to line CD.
a b c d
60° A B 60°
A B A B 120° A B
120°
60° 120° 60° 55°
C D C D C D D
C
THINK WRITE
a The angles shown are corresponding and are equal in size. a The line AB is parallel to CD.
State your conclusion.
b Alternate angles are equal, so decide whether the two lines are b The line AB is parallel to CD.
parallel.
c 1 The given angles are co-interior. Check whether they are c 120° + 60° = 180°
supplementary by adding them together.
2 Co-interior angles are supplementary (as they added up to The line AB is parallel to CD.
180°), so state your conclusion.
d The angles given are in a corresponding position, but are not d The line AB is not parallel to CD.
equal in size. State whether the given lines are parallel.
Try these
1 In the diagrams shown state whether the given angles are corresponding, alternate or co-interior.
a b c
x
x x
y y
y
x and y are . . . . . . . . . . . . . . . . . . . . . . x and y are ...................... x and y are ................... . . .
d e f
x
y x x
y y
g h i
x
x y
y x
y
156
SkillSHEET
answers
2 Find the value of the pronumerals in the following diagrams. Give reasons for your answers
a b c
x
110°
100° t 140°
s x y
.............................................. .............................................. ................................... . . .

.............................................. .............................................. ................................... . . .
.............................................. .............................................. ................................... . . .
.............................................. .............................................. ................................... . . .
d e f
36° x y z
y 50° x 95°
5y
.............................................. .............................................. ................................... . . .

.............................................. .............................................. ................................... . . .
.............................................. .............................................. ................................... . . .
.............................................. .............................................. ................................... . . .
g h i
30°
30° x + 10°
70°
x 7y 3x
.............................................. .............................................. ................................... . . .

.............................................. .............................................. ................................... . . .
.............................................. .............................................. ................................... . . .
.............................................. .............................................. ................................... . . .
3 In each case state whether line AB is or is not parallel to line CD.
a b A C c A
65°
A B 60°
C
65° 55° B
C D 100° 70°
D
B D
The line AB is The line AB .............. The line AB ..............

.............. to CD. parallel to CD. parallel to CD.
157
SkillSHEET
answers
d A C e f B D
B
110°
A
70° 70° 85°
80° 85°
C D
B D A C
The line AB . . . . . . . . . . . . . . The line AB .............. The line AB ..............

parallel to CD. parallel to CD. parallel to CD.
g h i B D
50° A B
A B 60°
50° 120°
C D C D
110° 100°
A C
The line AB . . . . . . . . . . . . . . The line AB .............. The line AB ..............

parallel to CD. parallel to CD. parallel to CD.
158
SkillSHEET
answers
SkillSHEET 8.9
Angle relationships
When two lines cross each other, two pairs of vertically opposite angles are formed. Vertically opposite
angles are equal in size. In the figure shown below ∠AOB = ∠DOC and ∠AOD = ∠BOC.
A B
D C
Angles on a straight line are called supplementary. Supplementary angles add up to 180°. In the figure
shown below ∠AOB + ∠BOC = 180°.
A C
O
WORKED Example
For each of the following, name the relationship between the angles shown and write this relationship
as an algebraic statement. (Do not simplify.)
a b x 7x – 10
x + 120
2x – 40
THINK WRITE
a 1 The angles shown are formed by two a The given angles are vertically opposite.
intersecting lines and are opposite each
other. State the angle relationship.
2 Vertically opposite angles are equal. Write x + 120 = 2x − 40
this as an algebraic statement.
b 1 The angles shown are on a straight line. b The given angles are supplementary.
Name the corresponding relationship.
2 Supplementary angles add up to 180°. x + 7x − 10 = 180
Write this as an algebraic statement.
159
SkillSHEET
answers
Try these
For each of the following name the relationship between the angles shown and write this relationship as an
algebraic statement. (Do not simplify.)
1 2 3
2x
3x x + 20 x
4x – 200
3x – 20
4 5
2x + 10
5x – 250
2x
7x
6 7 8
2x – 55
x + 30 3x + 10
2x + 40
x
3x + 4 x
9 10
x
x + 10
7x – 50 x
2x + 80 2x – 5
2x
160
SkillSHEET
answers
SkillSHEET 8.10
More angle relationships
b
a c
Angles on a straight line add to 180°.
a + b + c = 180°
b a
c f
Angles at a point add to 360°. d e
a + b + c + d + e + f = 360°
When two lines intersect, two pairs of vertically opposite angles are formed.
Vertically opposite angles are equal in size.
a
In the diagram shown at right, a = b and c = d, as they are vertically opposite. c d
b
WORKED Example
a b c
30°
70° 35° 120°
40° a 40°
b 35°
c
c
THINK WRITE
a 1 Angle b and angle 30° are supplementary and so a b + 30° = 180°
add
up to 180°. State this as an equation.
2 To solve for b subtract 30° from both sides of b + 30° − 30° = 180° – 30°
the equation. b = 150°
3 Angle c and angle 30° are vertically opposite c = 30°
and therefore are equal in size.
b 1 Angles a, 40° and 70° are on a straight line and b a + 40° + 70° = 180°
so add up to 180°. State this as an equation.
2 To solve for a, first add 40° and 70° together. a + 110° = 180°
3 Subtract 110° from both sides of the equation. a + 110° − 110° = 180° – 110°
a = 70°
c 1 Angles 35°, 120°, 35°, 40° and c are at a point c 35° + 120° + 35° + 40° + c = 360°
and so add up to 360°. State this as an
equation.
2 Simplify by adding the numbers on the left side 230° + c = 360°
of the equation together.
3 Subtract 230° from both sides of the equation 230° − 230° + c = 360° – 230°
to find the value of c. 230° − 230° + c = 130°
161
SkillSHEET
answers
Try these
1 2 3
80° 62° x
x 118°
120° 80° y y
a
4 5 6
50°
x
60°
3x 120° x x 3m
80° x
3x
162
SkillSHEET
answers
SkillSHEET 8.11
Measuring and drawing lines
Measuring the length of a line
When measuring the length of sides of different shapes with a ruler, it is important to remember that the
large marks (with numbers next to them) represent centimetres (cm) and the small marks represent milli-
metres (mm). Each centimetre contains 10 millimetres.
To measure the length of a line (or the side of a shape) in millimetres, follow these steps.
1. Position the ruler along the line so that the zero mark is at one end of it.
2. Look at the other end of the line. Note the number of centimetres, indicated by the nearest large mark to
the left of the end-point of the line.
3. Count the number of millimetres (that is, the small marks) from the last large mark to the end of the line.
4. Multiply the number of centimetres by 10, and then add the number of millimetres.
WORKED Example 1
Find the length of the following line in millimetres.
A B
THINK WRITE
1 Position the ruler along the line so that the A B
zero mark is at one end of it.
0 cm 1 2 3 4
2 The nearest centimetre mark to the end of the AB = 3 cm 4 mm

line shows 3 cm. From the 3-cm mark, there
are 4 millimetre marks to the end of
the line.
3 Convert 3 centimetres to millimetres by = 3 × 10 + 4
multiplying by 10 and then add 4 mm to = 30 + 4
find the total length of the line. = 34 mm
Try these
1 Find the lengths of the following lines in millimetres.
a A B b A
Length of the line = . . . . . . . . . . . . . .

Length of the line = ..............
163
SkillSHEET
answers
c A d B
A
B
e Length of the line = . . ............ f A B

Length of the line = ......... . . . . .
A B
g A h A
Length of the line = .......... . . . .
B
Length of the line = . . . . . . . . . . . ...
i A
Ruling a line to a required length

To draw a line of a required length we use a ruler. On the ruler, large marks with numbers next to them
represent centimetres, while small marks represent millimetres.
Centimetre Millimetre
marks marks
0 1 2 3 4 5 6 7 8 9
164
SkillSHEET
answers
WORKED Example 2
Rule a line with a length of
a 6 cm b 54 mm
THINK DRAW
a Place your ruler on the page a
where you want to draw a 0 1 2 3 4 5 6 7 8 9
line. Draw a line (by
moving your pencil along
the ruler) from the large
mark with 0 next to it to the
large mark with 6 next to it.
The resultant line is 6 cm
long.
b 54 mm = 5 cm and 4 mm. b
First draw a line from the 0 1 2 3 4 5 6 7 8 9
large mark with 0 next to it
to the large mark with 5
next to it. (This gives 5 cm
of length.) Now extend the
line to the fourth small
mark. (This gives another
4 mm of length.) The
resultant line is 54 mm long.
Try these
2 Rule lines of the following lengths:
a 4 cm b 7 cm c 12 cm d 48 mm e 72 mm
f 80 mm g 66 mm h 9.2 cm i 3.5 cm j 5.8 cm
165
SkillSHEET
answers
SkillSHEET 8.12
Constructing angles with a protractor
The following worked example shows the procedure of constructing an angle using a protractor.
WORKED Example
Construct an angle of 75°, using a protractor.
THINK DRAW
1 Draw a baseline. Position your protractor so
that its centre is at one end point of the
baseline and its 0° mark is at the other. 0°
2 Locate a 75° angle (use the scale with the 0

75°
on the baseline) and mark it with a small dot.
0°
3 Remove the protractor. Join the vertex of the

angle (that is, the end point of the baseline,
where the centre of the protractor was) with
the 75° mark using a straight line.
Try these
Construct each of the following angles using a protractor.
1 90° 2 60°
3 72° 4 45°
166
SkillSHEET
answers
5 30° 6 120°
7 150° 8 36°
9 40° 10 24°
167
SkillSHEET
answers
SkillSHEET 8.13
Using a pair of compasses to draw circles
The most basic use of a pair of compasses is to draw a perfect circle.
Your compasses consist of a point and a place to insert a pencil. The point of the compasses is placed
where the centre of the circle is to be. The circle is then drawn by moving the pencil around this centre. The
distance between the point of the compasses and the end of the pencil is equal to the radius of the circle.
WORKED Example
Construct a circle with a radius of 3 cm.
THINK DRAW
1 Set the legs of the compasses a distance of
3 cm apart.
cm 1 2 3 4
2 Place the point of the compasses where the

centre of the circle is to be, and rotate the
pencil around the centre to draw the circle.
168
SkillSHEET
answers
Try these
In the space below, draw a circle with a radius of:
1 5 cm 2 2 cm
3 24 mm 4 37 mm
169
SkillSHEET
answers
SkillSHEET 9.1
Rounding to one decimal place
To round a decimal fraction to 1 decimal place, follow these steps.
1. Consider the digit in the second decimal place.
2. If it is less than 5, simply omit this digit and all digits that follow.
3. If it is 5 or larger, add 1 to the preceding digit (that is, to the digit in the first decimal place) and omit all
digits that follow.
WORKED Example 1
Round each of the following numbers to 1 decimal place.
a 5.371 b 8.7234
THINK WRITE
a Consider the digit in the second decimal place. It a 5.371 ≈ 5.4
is 7, which is greater than 5. So add 1 to the
preceding digit (3) and omit all digits that follow.
b The digit in the second decimal place is 2, which b 8.7239 ≈ 8.7
is less than 5. So simply omit this digit and all
digits that follow (that is, omit 2, 3 and 9).
Note that the sign ≈ is read as ‘is approximately equal to’.
Try these
Round each of the following decimal fractions to 1 decimal place.
1 4.47 ≈ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...... 2 0.77 ≈ .....................................................
3 1.209 ≈ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......... 4 1.569 ≈ .....................................................
5 0.913 ≈ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......... 6 7.235 ≈ .....................................................
7 0.5502 ≈ .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... 8 10.2978 ≈ ................................................... . .
9 6.3004 ≈ .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... 10 0.394 12 ≈ .................................................. . . .
170
SkillSHEET
answers
SkillSHEET 9.2
Measuring angles with a protractor
Angles smaller than or equal to 180° can be measured with a semicircular protractor, as shown in the
following worked example.
WORKED Example 1
Find the size of the following angle.
THINK WRITE
1 Position your protractor so that its centre is at
the vertex and its baseline (with the 0)
coincides with one of the arms of the angle.
60°
0°
2 Read the size of the angle, indicated by the The size of the given angle is 60°.
second arm. (Make sure you use the scale that
begins with 0 where the first arm is.) Write
your answer.
A circular protractor could be used in exactly the same manner as the semicircular one to measure the angle
in the above worked example.
60°
0°
A circular protractor is also used in the same way to measure a reflex angle (that is, an angle between
180° and 360°). However, if a circular protractor is unavailable, a reflex angle can be measured using a
semicircular protractor. To do this, we measure the smaller angle first and then subtract it from 360°.
171
SkillSHEET
answers
WORKED Example 2
Find the size of the following angle, using a semicircular
protractor.
THINK WRITE
1 First measure the obtuse angle. Position the
protractor so that its centre is at the vertex, its 0 is
at one arm of the angle and the angle size increases
towards the other arm of the obtuse angle.
100°
0°
2 Read the size of the obtuse angle, as indicated by the The obtuse angle = 100°
second arm of the angle. Write down the answer.
3 To find the size of the reflex angle, subtract the The reflex angle = 360° − 100°
obtuse angle from 360°. The reflex angle = 260°
Try these
1 Find the size of each of the following angles.
a b
The required angle = . . . . . . . . . . . . . .
The required angle = ..............

c d

e
The required angle = . . . . . . . . . . . . . .
172
SkillSHEET
answers
2 Find the size of each of the following angles, using a semicircular protractor.
a b
The obtuse angle = . . . . . . . . . . . . . .
The reflex angle = 360° − . . . . . . . . . . . . . .
The reflex angle = . . . . . . . . . . . . . .
The obtuse angle = ..............
The reflex angle = 360° − ..............
The reflex angle = ..............
c d
The acute angle = . . . . . . . . . . . . . .

The acute angle = ..............
The reflex angle = 360° − . . . . . . . . . . . . . .
The reflex angle = 360° − ..............
The reflex angle = . . . . . . . . . . . . . .
The reflex angle = ..............
The acute angle = . . . . . . . . . . . . . .
The reflex angle = 360° − . . . . . . . . . . . . . .
The reflex angle = . . . . . . . . . . . . . .
173
SkillSHEET
answers
SkillSHEET 9.3
Measuring the length of a line
When measuring the length of sides of different shapes with a ruler, it is important to remember that the
large marks (with numbers next to them) represent centimetres (cm) and the small marks represent milli-
metres (mm). Each centimetre contains 10 millimetres.
To measure the length of a line (or the side of a shape) in millimetres, follow these steps.
Step 1 Position the ruler along the line so that the zero mark is at one end of it.
Step 2 Look at the other end of the line. Note the number of centimetres, indicated by the nearest large
mark to the left of the end-point of the line.
Step 3 Count the number of millimetres (that is, the small marks) from the last large mark to the end of
the line.
Step 4 Multiply the number of centimetres by 10, and then add the number of millimetres.
WORKED Example
Find the length of the following line in millimetres.
A B
THINK WRITE
1 Position the ruler along the line so that the A B
zero mark is at one end of it.
0 cm 1 2 3 4
2 The nearest centimetre mark to the end of the AB = 3 cm 4 mm

line shows 3 cm. From the 3-cm mark, there
are 4 millimetre marks to the end of
the line.
3 Convert 3 centimetres to millimetres by = 3 × 10 + 4
multiplying by 10 and then add 4 mm to = 30 + 4
find the total length of the line. = 34 mm
Find the lengths of the following lines in millimetres.

Try these
1 A B 2 A

174
SkillSHEET
answers
3 A 4 B
A
B
5 Length of the line = . . . . . ......... 6 A B

Length of the line = ......... . . . . .
A B
7 A 8 A
Length of the line = .......... . . . .
B
9 A
175
SkillSHEET
answers
SkillSHEET 9.4
Multiplying and dividing by powers of 10
To multiply a whole number by a power of 10, add as many zeros to that number as there are in the power
of 10. For example, to multiply by 10, add one zero and to multiply by 100, add two zeros.
To multiply a decimal fraction by powers of 10, move the decimal point one place to the right for each
zero in the power of 10. For example, to multiply by 10, move the decimal point one place to the right,
while to multiply by 1000 move it three places to the right. Note that if there are not enough digits after the
decimal point, we can always add extra zeros.
WORKED Example 1
a 72 ¥ 10 b 540 ¥ 1000 c 5.67 ¥ 10 d 0.7 ¥ 100
THINK WRITE
a To multiply a whole number by 10, add one 0 a 72 × 10 = 720
to the number, as there is only one zero in 10.
b To multiply a whole number by 1000, add b 540 × 1000 = 540 000

three zeros, since there are 3 zeros in 1000.
c To multiply a decimal by 10, move the decimal c 5.67 × 10 = 56.7

point one place to the right (as there is one
zero in 10).
d To multiply a decimal by 100, we need to d 0.7 × 100

move the decimal point two places to the right.
= 0.70 × 100
However, as there is only one digit after the
= 70
decimal, we add a zero first (to create two
decimal places) and then move the decimal
point. Note that we write the answer as 70,
rather than 070.
To divide a whole number or a decimal fraction by powers of 10, move the decimal point to the left one
place for each zero in the power of 10. Note that although a whole number does not have a decimal point,
we can always add it at the end of the number (for example, 35 and 35. are the same number). Also note
that, if there are not enough digits to move the decimal point the required number of places, we can always
add extra zeros.
176
SkillSHEET
answers
WORKED Example 2
a 234 ∏ 100 b 350 ∏ 1000 c 75.6 ∏ 10 d 4.1 ∏ 1000
THINK WRITE
a 1 Put a decimal point at the end of the whole a 234 ÷ 100 = 234. ÷ 100
number.
2 To divide by 100, move the decimal point 2 234 ÷ 100 = 2.34
places to the left, as there are 2 zeros in
100.
b 1 Put a decimal point at the end of the whole b 350 ÷ 1000 = 350. ÷ 1000
number.
2 There are 3 zeros in 1000, so to divide by 350 ÷ 1000 = 0.350
1000 move the decimal point 3 places to 350 ÷ 1000 = 0.35
the left. You may omit the zero at the end
of the resulting decimal (as 0.350 = 0.35).
c To divide by 10, move the decimal point one c 75.6 ÷ 10 = 7.56

place to the left (as there is one zero in a ten).
d To divide by 1000, move the decimal point d 4.1 ÷ 1000 = 0.0041

three places to the left, since there are three
zeros in 1000. (Add two extra zeros in front of
the number as you go.)
Try these
a 23 × 10 b 45 × 10 c 235 × 10 d 530 × 10
= ....................... = . . . . . . . . . . . . . .......... = ....................... = .......................
e 2500 × 10 f 71 × 100 g 531 × 100 h 300 × 100
= ....................... = . . . . . . . . . . . . . .......... = ....................... = .......................
i 25 × 1000 j 710 × 1000 k 2 × 10 000 l 70 × 10 000
= ....................... = . . . . . . . . . . . . . .......... = ....................... = .......................
a 2.56 × 10 b 7.6 × 10 c 0.98 × 10 d 3.49 × 100
= ....................... = . . . . . . . . . . . . . .......... = ....................... = .......................
177
SkillSHEET
answers
e 2.6 × 100 f 70.1 × 100 g 0.2 × 100 h 5.321 × 1000
= ....................... = . . . . . . . . . . . . . .......... = ....................... = .......................
i 10.2 × 1000 j 0.758 × 1000 k 2.5 × 10 000 l 3.576 × 10 000
= ....................... = . . . . . . . . . . . . . .......... = ....................... = .......................
a 128 ÷ 10 b 7560 ÷ 10 c 3400 ÷ 10 d 2050 ÷ 10
= 128. ÷ 100 = . . . . . . . . . . . . . .......... = ....................... = .......................
= .......................
e 15 ÷ 100 f 7 ÷ 100 g 560 ÷ 100 h 7210 ÷ 100
= ....................... = . . . . . . . . . . . . . .......... = ....................... = .......................
i 3 ÷ 1000 j 75 ÷ 1000 k 600 ÷ 1000 l 2500 ÷ 10 000
= ....................... = . . . . . . . . . . . . . .......... = ....................... = .......................
a 9.2 ÷ 10 b 52.3 ÷ 10 c 0.5 ÷ 10 d 8.19 ÷ 100
= ....................... = . . . . . . . . . . . . . .......... = ....................... = .......................
e 4.9 ÷ 100 f 123.4 ÷ 100 g 0.3 ÷ 100 h 71.1 ÷ 1000
= ....................... = . . . . . . . . . . . . . .......... = ....................... = .......................
i 155.6 ÷ 1000 j 4.25 ÷ 1000 k 75.3 ÷ 10 000 l 1000.5 ÷ 10 000
= ....................... = . . . . . . . . . . . . . .......... = ....................... = .......................
178
SkillSHEET
answers
SkillSHEET 9.5
Conversion of units of length

× 1000 × 100 × 10
km m cm mm
÷ 1000 ÷ 100 ÷ 10
WORKED Example
a 20 m [cm] b 3000 m [km]
THINK WRITE
100.

1000.
Try these
1 70 m [cm] 2 350 m [cm] 3 5 m [cm]
70 × . . . . . . . = . . . . . . . 350 × ....... = ....... ....... = .......
70 m = . . .. . . . cm 350 m = ....... cm 5 m = ....... cm
4 10 km [cm] 5 400 km [cm] 6 5000 km [m]
10 × . . . . . . . = . . . . . . . ............................ ............................
10 km = . . . . . . . cm ............................ ............................
179
SkillSHEET
answers
7 200 cm [m] 8 500 mm [cm] 9 8000 m [km]
200 ÷ . . . . . . . = . . . . . . . 500 ÷ ....... = ....... ....... ÷ ....... = .......
200 cm = . . . . . . . m 500 mm = ....... cm 8000 m = ....... km
10 200 000 cm [km] 11 50 cm [m] 12 750 m [km]
200 000 ÷ . . . . . . . . . . . . . . = . . . . . . . ............................ ............................
200 000 cm = . . . . . . . km ............................ ............................
13 78 m [cm] 14 25 km [cm] 15 8 m [cm]
............................ ............................ ............................
............................ ............................ ............................
180
SkillSHEET
answers
SkillSHEET 9.6
Substitution into a formula
To substitute the values of pronumerals into a formula, replace the pronumerals with their corresponding
values. When all but one pronumeral in the formula are replaced with numbers, the value of the remaining
pronumeral can be evaluated. Order of operations must be observed at all times while evaluating.
WORKED Example
Substitute the given values of the pronumerals into the formula and hence find the value of P.
P = 2(l + w), l = 4 cm, w = 8 cm
THINK WRITE
1 Write the question. P = 2(l + w), l = 4, w = 8, P = ?
2 Replace l with 4 and w with 8. P = 2(4 + 8)
3 To find the value of P, perform addition inside P = 2 × 12
the brackets first and then multiply the result P = 24 cm
by 2.
Try these
Substitute the given values of the pronumerals into each formula and hence find the value of the unknown
pronumeral. Note: All measurements are in centimetres.
1 P = 2(l + w), l = 3, w = 7 2 P = 2(l + w), l = 2.5, w = 1.4
P = 2 × (. . . . . . . + . . . . . . . ) P = 2 × (2.5 + ....... )
P = 2 × . .. . . . . P = ............................
P = ............................ P = ............................
3 A = l × w, l = 12, w = 5 4 A = l 2, l = 1.2
............................ ............................
............................ ............................
5 C = 2πr, π = 3.14, r = 8 6 C = πD, π = 22

------ , D = 14
7
............................ ............................
............................ ............................
7 A = πr 2, π = 3.14, r = 9 8 A = 1--- bh, b = 9, h = 5.4

2
............................ ............................
............................ ............................
h
9 A = bh, b = 8.6, h = 2.45 10 A = --- (a + b), a = 2.8, b = 5, h = 3
2
............................ ............................
............................ ............................
............................
181
SkillSHEET
answers
SkillSHEET 9.7
Solving equations
To solve an equation, follow the steps outlined below.
Step 1 Consider the operations (and their order) that were performed in the process of forming the
equation.
Step 2 Perform inverse operations on both sides of the equation in reverse order, until the pronumeral is
left by itself on one side of the equation.
For example, if in the process of forming an equation the unknown number is first multiplied by 3 and then
1 is added, to solve the equation we need to first subtract 1 from both sides of the equation and then divide
both sides by 3. That is, if the order of operations is × 3, + 1, then the operations in reverse order must be
− 1, ÷ 3.
WORKED Example
Solve each of the following equations.
a 2x + 5 = 13 b 5a – 4 = –24
THINK WRITE
a 1 Write the equation. a 2x + 5 = 13
2 In the process of forming this equation, the 2x + 5 – 5 = 13 – 5
unknown number x is first multiplied by 2 2x = 8
and then 5 is added. To solve the equation
we need to perform inverse operations in
reverse order; that is, subtract 5 and then
divide by 2. So subtract 5 from both sides
of the equation.
3 Divide both sides of the equation by 2 to 2x 8
------ = ---
find the value of x. 2 2
x=4
b 1 Write the equation. b 5a – 4 = –24

2 The unknown number a is first multiplied 5a – 4 + 4 = –24 + 4
by 5 and then 4 is subtracted. To solve this 5a = –20
equation we need to perform inverse
operations in reverse order; that is, add 4
and then divide by 5. So add 4 to both
sides of the equation.
3 Divide both sides of the equation by 5 to 5a – 20
find the value of x. Left sid ------ = ---------
5 5
a = –4
182
SkillSHEET
answers
Try these
Solve each of the following equations.
1 2x + 9 = 11 2 3x – 5 = 13
2x + . . . . . .. – 9 = 11 – . . . . . . . 3x – ....... + ....... = 13 + 5
2x = . . . . . . . ....... = 18
2x 18
------ = .......
-------- .......
-------- = --------
2 2 ....... .......
x = ....... x = .......
3 5a + 2 = 17 4 7m – 4 = 31
....... + . . .. . . . – 2 = . . . . . . . – . . . . . . . ....... – ....... + ....... = ....... + .......
....... = ....... ........................................................
-------- = .......
.......
-------- ........................................................
....... .......
....... = ....... ........................................................
5 9c + 18 = 0 6 4y – 7 = 9
................................................. .................................................
................................................. .................................................
................................................. .................................................
................................................. .................................................
7 6p + 5 = –13 8 10d – 22 = –2
................................................. .................................................
................................................. .................................................
................................................. .................................................
................................................. .................................................
9 8k + 15 = –17
.................................................
.................................................
.................................................
.................................................
183
SkillSHEET
answers
SkillSHEET 9.8
Area of squares, rectangles and triangles
The area of many plane figures can be found by using a formula. The table below shows the formula for the
area of some common shapes.
Shape Formula
1. Square A = l 2, where l is a side length.
2. Rectangle w A = l × w, where l is the length and w is the

width.
3. Triangle A = 1--2- bh, where b is the base length and h

the height.
h
WORKED Example 1
Find the area of a rectangle with dimensions shown below.
4 cm
3 cm
THINK WRITE
1 Write the formula for the area of a rectangle. A=l×w

2 Identify the values of l and w. l = 4 and w = 3
3 Substitute the values of l and w into the A=4×3
formula and evaluate. Include the appropriate = 12 cm2
units.
184
SkillSHEET
answers
WORKED Example 2
Find the area of the triangle at right.
4.5 cm
THINK WRITE 10 cm
1 Write the formula for the area of a triangle. A = 1--- bh
2
2 Identify the values of b and h. b = 10, h = 4.5
3 Substitute the values of b and h into the A= 1
--- × 10 × 4.5
2
formula.
4 Evaluate. (Since one of the values is even, = 5 × 4.5
halve it first if you are not using a calculator, = 22.5 cm2
to make calculations easier.) Remember to
include the correct unit (cm2).
Try these
1 Find the area of each of the squares below.
a b c
8 cm 3.6 km
29 mm
A = l2 A = l2 ....................................
= 82 = .............................. ....................................
= .............................. = .............................. ....................................
d e f 12.5 cm
3.7 cm
2.9 m
.................................... . . . . . . .............................. ....................................
.................................... . . . . . . .............................. ....................................
.................................... . . . . . . .............................. ....................................
185
SkillSHEET
answers
2 Find the area of each of the rectangles below.
a b c
3m 27 mm 47 cm
9m
38 mm 62 cm
A=l×w A=l×w ....................................
=9×3 = . ............................. ....................................
= . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . = . ............................. ....................................
d 2.2 km e 3.85 m f
49.7 km
6.4 m
34 m
6.3 m
.................................... . . . . . . .............................. ....................................
.................................... . . . . . . .............................. ....................................
.................................... . . . . . . .............................. ....................................
3 Find the area of each of the triangles below.
a b c
12 m 6.2 cm
9.4 cm 76 mm
9m 82 mm
A = 1--- bh A = 1--- bh ....................................

2 2
= 1
--- × 9 × 12 = . ............................. ....................................
2
= . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . = . ............................. ....................................
d e 6.3 km f
3.7 m
4.2 m 8.4 km
9.7 m
.................................... . . . . . . .............................. ....................................
.................................... . . . . . . .............................. ....................................
.................................... . . . . . . .............................. ....................................
186
SkillSHEET
answers
SkillSHEET 9.9
Substitution into area formulas
Substituting the values of pronumerals into a formula means replacing the pronumerals with their corre-
sponding values. When all but one of the pronumerals in the formula are replaced with numbers, the value
of the remaining pronumeral can be evaluated. Order of operations must be observed at all times while eval-
uating.
WORKED Example
Substitute the values of the pronumerals into the formula, and hence find the value of A.
A = 1--- (a + b)h, a = 4 cm, b = 8 cm, h = 5 cm
2
THINK WRITE
1 Write the given information. A = 1--- (a + b)h, a = 4, b = 8, h = 5, A = ?

2
2 Replace a with 4, b with 8, and h with 5. A= 1
--- × (4 + 8) × 5
2
3 To find the value of A, add 4 and 8 first, then A= 1
--- × 12 × 5
2
divide the sum by 2 and finally multiply the A=6×5
result by 5. A = 30 cm2
Try these
Substitute the values of the pronumerals into each of the following formulas and hence find the value of A.
Note: All measurements are given in cm.
1 A = l 2, l = 7 2 A = l 2, l = 1.2
. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................... . . .
. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................... . . .
3 A = l × w, l = 12, w = 5 4 A = l × w, l = 6.4, w = 7.2
. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................... . . .
. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................... . . .
5 A = π r2, π = 3.14, r = 9 6 A = π r2, π = 22

------ , r = 14
7
. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................... . . .
. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................... . . .
187
SkillSHEET
answers
7 A = b × h, b = 8.6, h = 2.45 8 A = 1--- b × h, b = 9, h = 5.4
2
. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................... . . .
. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................... . . .
9 A = --1- (a + b)h, a = 6, b = 10, h = 7 10 A = --1- (a + b)h, a = 2.8, b = 5, h = 3

2 2
. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................... . . .
. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................... . . .
188
SkillSHEET
answers
SkillSHEET 9.10
Total surface area of cubes and
rectangular prisms
The total surface area (TSA) of a cube can be found using the formula: TSA = 6l2, where l is the length of
the edge of the cube.
The total surface area (TSA) of a rectangular prism is given by: TSA = 2(lh + lw + wh), where l is the
length, w is the width and h is the height of the prism.
WORKED Example
Find the total surface area of each of the solids shown.
a b
5 cm
8 cm
5 cm 10 cm
THINK WRITE
a 1 The solid shown is a cube. Write down the a TSAcube = 6l2
formula for the total surface area of the
cube.
2 State the value of l (the length of the edge l=5
of the cube).
3 Substitute 5 for l into the formula and TSA = 6 × (5)2
evaluate. TSA = 6 × 25
TSA = 150 cm2
b 1 The solid shown is a rectangular prism. b TSArectangular prism = 2(lh + lw + wh)

Write the appropriate TSA formula.
2 Identify the values of the pronumerals. l = 10, w = 8 , h = 5
3 Substitute the values of the pronumerals TSA = 2(10 × 5 + 10 × 8 + 8 × 5)
into the formula and evaluate. TSA = 2(50 + 80 + 40)
TSA = 340 cm2
189
SkillSHEET
answers
Try these
Find the total surface area of each of the solids shown.
1 2
8 cm
12 cm
1 cm
2 cm
TSAcube = ....... TSArectangular prism = .......

l = ....... l = ......., w = ......., h = .......
TSA = 6 × (.......)2 TSA = 2 (....... × ....... + ....... × ....... + ....... × .......)
STA = ....... × ....... STA = 2 (....... + ....... + .......)
STA = ....... cm2 SAT = ....... cm2
3 4
12.4 cm
m
7.5
2 cm
2 cm
TSA ....... = ....... ..........................................

............................ ..........................................
TSA = .............. ..........................................
STA = .............. ..........................................
STA = .............. ..........................................
5 6
33 cm
40 cm
50 cm
1.3 mm
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
190
SkillSHEET
answers
7 8
8m
2.1 m
8m 8.4 mm
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
191
SkillSHEET
answers
SkillSHEET 9.11
Total surface area of triangular prisms
Any triangular prism has two identical triangular faces and three rectangular faces (which may, or may not
be the same). To find the total surface area (TSA) of a triangular prism, find the area of each individual face
and add them all together.
The area of a triangular face can be found using the formula A = 1--- × b × h, where b is the base length
2
and h is the height of the triangle.
The area of a rectangular face can be found using the formula A = l × w, where l is the length and w is
the width of the rectangle.
WORKED Example
Find the total surface area of each of the following prisms.
a 5.2 mm b
13 cm 12 cm
m
10 m
6 mm 20 cm
5 cm
THINK WRITE
a 1 The front and back faces of the given prism a A= 1

--- ×b×h
2
are identical triangles. Write the formula
for finding the area of a triangle.
2 Identify the values of the pronumerals. b = 6, h = 5.2
3 Substitute the values of the pronumerals Afront = Aback = 1
--- × 6 × 5.2
into the formula and evaluate. 2
Afront = Aback = 15.6 mm2
4 The other three faces are identical A=l×w
rectangles (because the front face is an
equilateral triangle). Write the formula for
the area of a rectangle.
5 Identify the values of the pronumerals. l = 10, w = 6
6 Substitute the values of the pronumerals Aleft side = Aright side = Abottom = 10 × 6
into the formula and evaluate. Aleft side = Aright side = Abottom = 60 mm2
7 To find the total surface area, add the areas TSA = 2 × 15.6 + 3 × 60
of all faces together. Since there are two STA = 31.2 + 180
identical triangular faces and three STA = 211.2 mm2
identical rectangular faces, a shortcut can
be used. That is, multiply the area of the
triangle by 2 and the area of the rectangle
by 3, and then add.
Continued over page
192
SkillSHEET
answers
THINK WRITE
b 1 The front and back faces of the given prism are b A= 1

--- ×b×h
2
identical triangles. Write the formula for finding
the area of a triangle.
2 Identify the values of the pronumerals. (Since b = 5, h = 12
the triangle is right-angled, the height is given
by one of the shorter sides.)
3 Substitute the values of the pronumerals into Afront = Aback = 1
--- × 5 × 12
the formula and evaluate. 2
Afront = Aback = 30 cm2
4 The other three faces are rectangles. Write the A=l×w
formula for the area of a rectangle.
5 In this prism all rectangular faces are different, Left side: l = 20, w = 13
so we need to find the area of each face Right side: l = 20, w = 12
separately. Identify the values of the Bottom: l = 20, w = 5
pronumerals for each face.
6 For each face substitute the values of the Aleft side = 20 × 13 = 260 cm2
pronumerals into the formula and evaluate the
Aright side = 20 × 12 = 240 cm2
area.
Abottom = 20 × 5 = 100 cm2
7 To find the total surface area, add the areas of TSA = 2 × 30 + 260 + 240 + 100
all faces together. (As there are two identical STA = 660 cm2
triangular faces, simply multiply the area of the
triangle by 2.)
193
SkillSHEET
answers
Try these
Find the total surface area of each of the following prisms.
1 2
8.7 mm
4 cm
3.5 cm 7 cm
20 mm
10 mm
Afront = Aback = 1
--- ×b×h Afront = Aback = .......
2
b = ......., h = ....... ..........................................
Afront = Aback = 1
--- × ....... × ....... Afront = Aback = .......
2
Afront = Aback = .............. Afront = Aback = ..............

Aleft side = Aright side = Abottom = l × w Aleft side = Aright side = Abottom = ..............
l = ......., w = ....... ..........................................
Aleft side = Aright side = Abottom = ....... × ....... Aleft side = Aright side = Abottom = ..............
Aleft side = Aright side = Abottom = .............. Aleft side = Aright side = Abottom = ..............
TSA = 2 × ....... + 3 × ....... TSA = ............................
STA = ....... + ....... TSA = ..............
STA = .............. TSA = ..............
194
SkillSHEET
answers
3 4
3 cm 5 cm
4 cm 8 cm
12 cm
6.9 cm
8 cm Afront = Aback = 1
--- ×w×h
2
..........................................
w = ......., h = .......
..........................................
Afront = Aback = 1
--- × ....... × .......
2
..........................................
..........................................
Afront = Aback = ..............
.......................................... A=l×w
.......................................... Left side: l = ......., w = .......
.......................................... Right side: l = ......., w = .......
.......................................... Bottom: l = ......., w = .......
.......................................... Aleft side = .............. × .............. = ..............
.......................................... Aright side = .............. × .............. = ..............

.......................................... Abottom = .............. × ............. = ..............
TSA = 2 × ....... + ....... + ....... + .......
STA = ............................
5 6 41 cm
15 cm
9 cm 40 cm
25 mm 20 mm
44 cm
8 mm
Afront = Aback = ....... ..........................................
.......................................... ..........................................
Afront = Aback = ....... ..........................................
Afront = Aback = .............. ..........................................
Afront = Aback = .............. ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
Aleft side = .............. ..........................................
Aright side = .............. ..........................................
Abottom = .............. ..........................................
TSA = ............................ ..........................................
STA = ............................ ..........................................
195
SkillSHEET
answers
SkillSHEET 9.12
Volume of cylinders
The formula V = AH can be used for any solid that has a uniform cross-sectional area.
For a cylinder, the cross-section is a circle whose area is given by A = π r 2, where r is the radius of the
circle. Therefore, the formula for the volume of a cylinder is V = π r 2H, where r is the radius of the cylinder
and H is its height. (Use the value for π from your calculator.)
Note that the actual height of the cylinder does not always represent the true meaning of the word; that
is, height is not necessarily vertical. (In fact it is only vertical if the cylinder stands on one of its circular
faces.) Height should be thought of as the dimension which is perpendicular to the cross-section of the
object.
WORKED Example 1
Find the volume of the cylinder shown, correct to 2 decimal places.
10 cm
12 cm
THINK WRITE
1 Write the formula for the volume of a V = π r 2H

cylinder.
2 Identify the values of the pronumerals. Note 10
r = ------ = 5, H = 12
that we are given the diameter rather than the 2
radius. In order to obtain the radius, divide the
diameter by 2 (since d = r × 2).
3 Substitute the values of the pronumerals into V = π × 52 × 12
the formula and evaluate. State your answer V = 942.48 cm3
correct to 2 decimal places, and include the
appropriate units.
196
SkillSHEET
answers
Try these
Find the volume of the cylinders shown, correct to 2 decimal places.
1 4m
2 20 cm
11 cm
14 m
V = π r 2H V = ...................................
r = ......., H = ....... V = ...................................
V = π × ....... × ....... V = ...................................
V = ................................... V = ...................................
3 15 cm 4 60 mm
5 cm 16 mm
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
5 6 21 cm
8m
9m
17 cm
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
197
SkillSHEET
answers
SkillSHEET 9.13
Volume of triangular prisms
The volume (V) of any prism can be calculated using the formula V = AH, where A is the area of the cross-
section and H is the height of a prism.
In a triangular prism, the cross-section is a triangle whose area is given by A = 1
--- × b × h, where b is the
2
base length and h is the height of the triangle. Therefore, the formula for the volume of a triangular prism
can be written as V = 1
--- × b × h × H, where b and h are the base length and the height of the triangular face
2
respectively, and H is the height of the prism.
Note that the actual height of the prism does not always represent the true meaning of the word; that is,
height is not necessarily vertical. (In fact it is only vertical if the prism stands on one of its triangular faces.)
Height should be thought of as the dimension which is perpendicular to the cross-section of the prism.
WORKED Example
Find the volume of the triangular prism shown.
4 cm
10 cm
8 cm
THINK WRITE
1 Write the formula for the volume of a V= 1

--- ×b×h×H
2
triangular prism.
2 Identify the values of the pronumerals. b = 8, h = 4, H = 10
Remember that h is the height of the
triangular face and H is the height of the
prism. Since the given prism does not stand
on its triangular face, its height (H) is not
vertical; it is the dimension perpendicular to
the triangular face.
3 Substitute the values of the pronumerals into V= 1
--- × 8 × 4 × 10
the formula and evaluate. Include the 2
appropriate unit in your answer. V = 160 cm3
198
SkillSHEET
answers
Try these
Find the volume of the triangular prisms shown.
1 2
6.9 cm 8.7 cm
30 cm
12 cm 10 cm
8 cm
V= 1
--- ×b×h×H V = ..........................................
2
b = ......., h = ......., H = 12 b = ......., h = ......., H = .......
V= 1
--- × ....... × ....... × ....... V = ..........................................
2
V = .......................................... V = ..........................................
3 52 mm 4 8m
6m
95 mm 60 mm 10 m
7m
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
5 6
10 m 12 m
13 m 20 mm
18 mm
24 mm
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
199
SkillSHEET
answers
SkillSHEET 9.14
Volume of cubes and rectangular prisms
The volume of a prism can be calculated using the formula:
Volume = area of base × height
For a cube of length l, the area of the base is l2.
So the volume of a cube is given by the formula: V = l3, where l is the length of the side of the cube.
Similarly, the volume of a rectangular prism is given by the formula: V = l × w × h, where l is the length,
w is the width and h is the height of the prism.
WORKED Example
Find the volumes of the following solids.
a b
5 cm
8 cm
12 cm
10 cm
THINK WRITE
a 1 This solid is a cube. Write the formula for a V = l3
the volume of a cube.
2 Identify the value of l. l = 10
3 Substitute 10 for l into the formula and V = 103
evaluate. V = 1000 cm3
b 1 The solid shown is a rectangular prism. b V=l×w×h

Write the appropriate volume formula.
2 Identify the values of the pronumerals. l = 12, w = 8, h = 5
3 Substitute the values of l, w and h into the V = 12 × 8 × 5
formula and evaluate. V = 480 cm3
Try these
Find the volume of each of the following solids.
1 2
4m
4m
2.4 cm
12 m
V = l3 V=l×w×h
l = .......... l = ......... . , w = ......... . , h = ......... .
V = .......... V = ......... . × ......... . × ......... .
V = . . . . . . . . . . cm3 V = ......... . m3
200
SkillSHEET
answers
3 4
19 cm
3.6 cm
18 mm
4 cm
V = .......... V = ......... .......... .......... .......... .
l = .......... l = ......... . , w = ......... . , h = ......... .
V = ........................................ V = ......... .......... .......... .......... .
V = . . . . . . . . . . mm3 V = ......... . cm3
5 11 mm 6
10.2 cm
85 mm
92 mm
1 cm
1.4 cm
V = .......... V = ......... .......... .......... .......... .
. . . . . . . . . . . . . .. . . . . . ......... .......... .......... .......... .
V = ........................................ V = ......... .......... .......... .......... .
V = . . . . . . . . . . mm3 V = ......... . cm3
7 8 4.7 cm
12.5 m
V = .......... V = ......... .
. . . . . . . . . . . . . .. . . . . . ......... .......... .
V = ........................................ V = ......... .......... .......... .......... .
V = . . . . . . . . . . m3 V = ......... . cm3
201
SkillSHEET
answers
SkillSHEET 10.1
Addition of directed numbers
For the addition of directed numbers follow these rules.
1. If both numbers have the same sign, add them together. The answer will have the same sign.
2. If numbers have opposite signs, subtract the smaller number from the larger. The answer will have the
sign of the larger number.
WORKED Example
a 7 + -5 b -8 + -2
THINK WRITE
a Numbers have opposite signs, so subtract 5 a 7 + −5
from 7. Since the larger number (7) is positive, =7–5
so is the answer. =2
b Both numbers are negative, so add them b −8 + −2

together. The answer will have the same sign = −8 − 2
as the numbers (that is, negative). = –10
Try these
1 6 + −3 2 7 + −12 3 −8 + 4 4 −12 + 13
= 6 . . . . . . . .. . 3 = 7 – . . . . . . . .. . ......... .......... .......... ......... .......... ........ . .
= . . . . . . . . . . .. . . . . . . . . = . . . . . . . . . . . . . . ..... . ......... .......... .......... ......... .......... ........ . .
5 −7 + −11 6 12 + 8 7 −9 + −6 8 −8 + −8
. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .......... ......... .......... .......... ......... .......... ....... . . .
. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .......... ......... .......... .......... ......... .......... ....... . . .
9 −2 + 4 + −5 10 12 + −5 + −1 11 6 + 2 + −8 12 −2 + −3 + −7
. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .......... ......... .......... .......... ......... .......... ....... . . .
. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .......... ......... .......... .......... ......... .......... ....... . . .
. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .......... ......... .......... .......... ......... .......... ....... . . .
202
SkillSHEET
answers
SkillSHEET 10.2
Moving up and down or left and right
Several translations in one (either horizontal or vertical) direction can be replaced with a single translation
by using the following rules.
1. If two translations are in the same direction (for example, both up), add the number of units for each
translation and keep the direction.
2. If two translations are in opposite directions (for example, one left and the other right), subtract the
smaller number of units from the larger and keep the direction that had the larger number of units.
WORKED Example
Replace each of the following with a single translation that would have taken the object from its
starting point to its final position.
a 3 down, 1 down, 2 down b 4 left, 6 right
THINK WRITE
a 1 Since all translations are in the same a 3+1+2=6
direction (that is, all three are down), add
the units together.
2 Replace three translations down with a 3 down, 1 down, 2 down = 6 down
single translation in the same direction
(that is, down).
b 1 Since the translations are in opposite b 6−4=2

directions, subtract the smaller unit from
the larger.
2 Replace the two translations with a single 4 left, 6 right = 2 right
one. Since translation to the right had more
units, the final translation must be in the
same direction (that is, to the right).
Try these
Replace each of the following with a single translation that would have taken the object from its starting
point to its final position.
1 2 up, 7 up . . . . . . . . . . . . . . . . . . . 2 3 down, 4 down ...................
3 5 left, 1 left . . . . . . . . . . . . . . . . . . . 4 3 right, 6 right ...................
5 4 up, 3 up, 5 up . . . . . . . . . . . . . . . . . . . 6 7 down, 1 down, 3 down ...................
7 8 right, 2 right, 5 right, 2 right . . . . . . . . . . . . . ...... 8 1 left, 2 left, 3 left, 4 left ...................
9 3 up, 5 down . . . . . . . . . . . . . . . . . . . 10 4 down, 7 up ...................
11 8 left, 2 right . . . . . . . . . . . . . . . . . . . 12 6 right, 1 left ...................
13 2 up, 3 down, 7 up . . . . . . . . . . . . . . . . . . . 14 6 left, 2 left, 9 right ...................
15 4 up, 7 down, 3 up, 1 down . . . . . . . . . . . . . . . . . .. 16 8 left, 4 right, 7 right, 3 right, 5 left ................ . . .
203
SkillSHEET
answers
SkillSHEET 10.3
Translation of a point
If a point is moved up, down, right, left or in any combination of these directions, we say that it has been
translated.
WORKED Example
Use graph paper to show the original position of point P and its position after each of the following
translations.
a 5 right b 2 left, 3 up
THINK DRAW
a Draw a point on graph paper and label it P. a
Imagine moving the point 5 units (that is, 5
P P'
squares) to the right. Draw the point in its new
position and label it P′.
b Draw a point on graph paper and label it P. b

Move the point 2 units to the left and then 3
P'
units up. Draw the image of the point after the
translation and label it P′.
P
Try these
Use graph paper to show the original position of point P and its position after each of the following trans-
lations.
1 2 right 2 3 left 3 5 down
4 2 left, 1 up 5 3 right, 2 up 6 1 left, 4 down
7 2 down, 3 left, 1 down 8 3 up, 1 right, 1 down, 2 right 9 2 down, 1 right, 3 up, 2 left
204
SkillSHEET
answers
SkillSHEET 10.4
Reflection of a point
A reflection is an exact image of an object as seen in a mirror. A reflection is as far behind the mirror as the
object is in front of it.
To find a reflection of a point in a given line, follow these steps.
Step 1 Draw a perpendicular line from the point to the mirror line.
Step 2 Extend the perpendicular line beyond the mirror line.
Step 3 Measure the distance from the point to the mirror line along the perpendicular line. The reflection
is on the other side of the mirror, at the same distance along the line.
WORKED Example
Draw a reflection of the given point in the dotted line.
THINK DRAW
1 Draw a line from point P so that it is
perpendicular to and extends beyond the
dotted line.
P
2 Point P is 4 units (that is, 4 squares) from the

dotted line when measured along the
perpendicular line. To find the position of the
reflection, measure out 4 units along the P'
P
perpendicular on the other side of the dotted
line. Label the reflection P′.
Try these
For each of the following, draw a reflection of the given point in the dotted line.
1 2 3
P
P P
205
SkillSHEET
answers
4 5 6
P
P
P
7 8 9
P
P
10
206
SkillSHEET
answers
SkillSHEET 10.5
Reflection of an object
A reflection is an exact image of an object, as seen in a mirror. A reflection is as far behind the mirror as the
object is in front of it.
A reflection always has reversed orientation; that is, right appears left and left appears right. A mirror is
useful for looking at reflections of various shapes.
WORKED Example
Draw reflections of each of the following objects using the dotted line as the ‘mirror’ line.
a b
THINK DRAW
a A reflection is as far behind the mirror as the a
shape is in front of it. Use a mirror to help you
draw the reflection.
b Reflect the shape in the mirror line. Make sure b

that all vertices of the image are as far from the
line as the vertices of the original shape.
207
SkillSHEET
answers
Try these
1 Draw reflections of each of the following objects in the dotted line.
a b
2 For each of the following, indicate where a mirror should be placed to produce the given image.
a b
c d
208
SkillSHEET
answers
SkillSHEET 10.6
Rotation of a point
The turning of an object about a certain point is called a rotation. To rotate a point half a turn (180°), follow
these steps.
Step 1 Join the given point and the centre of rotation with a straight line.
Step 2 Extend the line beyond the centre of rotation.
Step 3 Locate the image: it is as far from the centre of rotation as the original point.
WORKED Example 1
Show the final position of point P after a half-turn rotation about the dot.
THINK DRAW
1 Join the point P and the centre of rotation
with a straight line and extend the line beyond
the centre of rotation. P
2 Measure the distance from point P to the

centre of rotation: it is 4 units. The image of
point P is on the other side of the centre of P P'
rotation, 4 units from it along the line. Label
the image P′.
To rotate a point any number of degrees in either a clockwise or anticlockwise direction, follow these steps.
1. Join the given point with the centre of rotation.
2. Position your protractor so that its centre is at the centre of rotation; that is, the 0 mark is at the given
point and angle size increases in the required direction (clockwise or anticlockwise).
3. Measure out the required number of degrees and put a small mark.
4. Join the centre of rotation and the degree mark with a straight line.
5. Measure the distance of the given point from the centre of rotation.
6. Locate the image along the new line: it is as far from the centre of rotation as is the original point.
209
SkillSHEET
answers
WORKED Example 2
Show the image of point P after
rotating it 90° in a clockwise direction.
THINK DRAW
1 Join point P with the centre of rotation.
Position your protractor so that its centre is at
the centre of rotation, its 0 is at point P and
angle size increases in the clockwise 90°
direction. Mark the 90° angle. P
2 Remove your protractor and join 90° and the

centre of rotation with the straight line.
3 Measure the distance from point P to the

centre of rotation (it is 4 units). The image is
P'
located the same distance from the centre
along the 90° line. Label the image P′. 90°
P
Try these
1 For each of the following, show the final position of point P after a half-turn rotation about the dot.
a b c
P
P P
d e
P
210
SkillSHEET
answers
2 Show the image of point P after the following rotations.
a b c
P P P
90° anticlockwise 270° anticlockwise 135° clockwise

d e
P
P
1 3
--- turn clockwise --- turn clockwise
4 4
211
SkillSHEET
answers
SkillSHEET 10.7
Rotation of an object through 180∞
An object turning about a certain point is called a rotation.
To specify the rotation we need to identify the centre of rotation (that is, the point about which the object
is to be rotated). We also need to state the size of the angle of the rotation and whether the object is to be
turned in a clockwise or anticlockwise direction.
If we consider a rotation of 180°, it is not necessary to specify the direction as clockwise or anticlock-
wise because it would produce the same result. The image obtained after a rotation of 180° with the centre
of rotation at the centre or middle of the object is the same as looking at the object upside down.
Try these
1 Which of the following letters are the same when you look at them upside down?
O S H N B
2 List which of the remaining letters of the alphabet look the same after a rotation of 180° with the centre
of rotation at the middle of the letter.
212
SkillSHEET
answers
SkillSHEET 11.1
Grid coordinates I A B C D E
The position of a point or symbol can be accurately described 1 ✄ ☎ ✆ ❙ ❖
using both a horizontal and vertical label. Consider the grid at right.
With a grid system, each square on the grid can be described 2 ● ❆ ❄ ❁ ❏
using a letter and a number. These are called the coordinates of
the point or symbol. The horizontal label is listed first, followed by 3 ❚ ❘ ◆ ✶ ❉
the vertical label.
4 ❍ ✱ ✥ ✲ ✴
5 ✹ ✦ ✪ ✷ ■
WORKED Example
Give the coordinates of the symbol ✶ in the grid above.
THINK WRITE
1 Locate the symbol on the grid. The symbol is in the fourth column and the third row
of the grid.
2 Consider the horizontal labels across the top Column label is D.
of the grid. Write the label of the column that
has the symbol you want.
3 Consider the vertical label down the side of Row label is 3.
the grid. Write the label of the row that has
the symbol you want.
4 Write the coordinates for the symbol, listing Coordinates of the symbol: D3
the horizontal label first.
Try these
Give the coordinates for the following symbols in the grid above.
1 ❍
The symbol is in the . . . . . . . . . . . . . column and the ............ . row.
Column label is . . . . . . . . . . . . .
Row label is . . . . . . . . . . . . .
Coordinates of the symbol: . . . . . . . . . . . . .
2 ❄
Column label is . . . . . . . . . . . . .
Row label is . . . . . . . . . . . . .
213
SkillSHEET
answers
3 ☎
Column label is . . . . . . . . . . . . .
Row label is . . . . . . . . . . . . .
4 ❉
Column label is . . . . . . . . . . . . .
Row label is . . . . . . . . . . . . .
214
SkillSHEET
answers
SkillSHEET 11.2
Grid coordinates II A B C D E
The position of a point or symbol can be accurately described 1 ✄ ☎ ✆ ❙ ❖
using both a horizontal and vertical label. Consider the grid at right.
With a grid system, each square on the grid can be described 2 ● ❆ ❄ ❁ ❏
using a letter and a number. These are called the coordinates of
the point or symbol. The horizontal label is listed first followed by 3 ❚ ❘ ◆ ✶ ❉
the vertical label.
4 ❍ ✱ ✥ ✲ ✴
5 ✹ ✦ ✪ ✷ ■
WORKED Example
Draw the symbol that is found:
a at E5 b 2 squares to the right of A3.
THINK WRITE
a 1 Identify the square in the grid a E5 is the square in the 5th column and the 5th row
corresponding to E5. of the grid.
2 Draw the symbol. Symbol is ■.
b 1 Identify the square in the grid b A3 is the square in the 1st column and the 3rd row.
corresponding to A3.
2 Locate the square in the grid that is 2 The square that is 2 squares to the right of A3 has
squares to the right of A3. the coordinates C3.
3 Draw the symbol. Symbol is ◆.
Try these
Draw the symbol that is found:
1 at E1 2 at B5 3 at C4
Symbol is .. . . . . . . . . . . . Symbol is ............ . Symbol is ............ .
4 3 squares above D4 5 1 square below B3 6 4 squares to the left of E2
Coordinates of required Coordinates of required Coordinates of required
square: . . . . . . . . . . . . . square: ............ . square: ............ .
Symbol is .. . . . . . . . . . . . Symbol is ............ . Symbol is ............ .
215
SkillSHEET
answers
SkillSHEET 11.3
Plotting coordinate points
The position of any point on a Cartesian plane can be defined by two numbers called coordinates. The
coordinates of a point are written as an ordered pair of numbers in brackets. The first number in the brackets
is the x-coordinate and the second number is the y-coordinate of the point. The coordinates of the point P
are therefore written as P(x, y).
The x-coordinate (first number in brackets) indicates the number of units to the right (if positive) or to the
left (if negative) that the point is from the origin. The y-coordinate (second number in brackets) indicates
the number of units up (if positive) or down (if negative) that the point is from the origin. For example, to
locate a point with coordinates (2, 5), we need to start at the origin and move 2 units to the right and then
5 units up.
WORKED Example
State the size and the direction of the moves from the origin in order to locate each of the following
points.
a A(2, –1) b B(0, 4) c C(–3, 0)
THINK WRITE
a The first number (2) indicates the number of a 2 right, 1 down
units to the right; the second number (−1)
indicates the number of units down.
b The x-coordinate is 0, so there is no move b 4 up
across. The y-coordinate indicates the number
of units up.
c The x-coordinate indicates the horizontal c 3 left
movement. Since it is negative, it indicates
movement to the left. As the y-coordinate is 0,
there is no vertical (up or down) move.
Try these
1 State the size and the direction of the moves from the origin in order to locate each of the following
points.
a A (2, 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ b B (3, 2) ......................................................
c C (0, 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... d D (1, 0) ......................................................
e E (2, –2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............. f F (–4, –4) .................................................... . .
g G (–5, 0) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............. h H (0, –3) ..................................................... .
i I (–1, 1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............. j J (3, –4) ......................................................
2 Draw a Cartesian plane and show the locations of the points in question 1.
216
SkillSHEET
answers
SkillSHEET 11.4
Substitution into rules
To substitute a given value of the pronumeral into an algebraic sentence. replace the pronumeral with that
value. When all pronumerals have been replaced with numbers, the expression can be evaluated. Order of
operations must be observed at all times when evaluating.
WORKED Example
Substitute 5 for x in each of the following rules and then find the value of y.
a y=x+7
b y = 2x - 3
THINK WRITE
a 1 Replace x with the given value (5). The rest a y=5+7
of the expression remains unchanged.
2 Add 5 and 7 to find the value of y. y = 12
b 1 Substitute 5 for x, remembering that in b y=2×5−3

algebra 2x means 2 × x.
2 To find the value of y, perform the y = 10 − 3
multiplication first, followed by the y=7
subtraction.
Try these
1 Substitute 5 for x in each of the following rules and then find the value of y.
a y=x+9 b y=x−3 c y = 12 + x d y = 25 − x
y=5+9 y = .......... − 3 y = 12 + .......... y = ..............
y = .............. y = . . . . . . . . . . . ... y = .............. y = ..............
e y = 4x f y = 7x g y = 3x − 4 h y = 2x + 6
y = 4 × .......... y = . . . . . . . . . . . ... y = .............. y = ..............
y = .............. y = . . . . . . . . . . . ... y = .............. y = ..............
i y = 25 − 3x j y = 11 + 6x
y = 25 − 3 × . . . . . . . . . . . . . . y = . . . . . . . . . . . ...
y = .............. y = . . . . . . . . . . . ...
217
SkillSHEET
answers
2 Substitute 3 for x in each of the rules in question 1 and hence find the value of y.
a y=x+9 b y=x−3 c y = 12 + x d y = 25 − x
y=3+9 y = . . . . . . . . . . . ... y = .............. y = ..............
y = .............. y = . . . . . . . . . . . ... y = .............. y = ..............
e y = 4x f y = 7x g y = 3x − 4 h y = 2x + 6
y = .............. y = . . . . . . . . . . . ... y = .............. y = ..............
y = .............. y = . . . . . . . . . . . ... y = .............. y = ..............
i y = 25 − 3x j y = 11 + 6x
y = .............. y = . . . . . . . . . . . ...
y = .............. y = . . . . . . . . . . . ...
218
SkillSHEET
answers
SkillSHEET 11.5
Completing a table of values for a given
rule
To complete a table of values for a given rule, follow these steps.
Step 1 Substitute each value of x into the rule.
Step 2 Calculate the corresponding value of y.
Step 3 Put the value of y into the appropriate cell of the table by placing it directly below the corresponding
value of x.
WORKED Example
Complete the table of values for each of the following.
a y=x+5 b y = 2x - 3
x –2 –1 0 1 2 x –2 –1 0 1 2
y 3 4 y
THINK WRITE
a The first two columns of the table are already a y=x+5
filled in. To complete the table, substitute each
value for x in turn into the given rule and find x –2 –1 0 1 2
corresponding value of y.
y 3 4 5 6 7
When x = 0, y = 0 + 5 = 5
When x = 1, y = 1 + 5 = 6
When x = 2, y = 2 + 5 = 7
b Substitute each given value of x into the rule b y = 2x − 3

y = 2x − 3, and find the corresponding value of
y. Write these values into the appropriate cells x –2 –1 0 1 2
of the table.
y –7 –5 –3 –1 1
When x = −2, y = 2 × (−2) − 3 = −4 − 3 = −7
When x = −1, y = 2 × (−1) − 3 = −2 − 3 = −5
When x = 0, y = 2 × (0) − 3 = 0 − 3 = −3
When x = 1, y = 2 × (1) − 3 = 2 − 3 = −1
When x = 2, y = 2 × (2) − 3 = 4 − 3 = 1
Try these
Complete the table of values for each of the following.
1 y=x+9 2 y=x−5
x –2 –1 0 1 2 x –2 –1 0 1 2
y 7 8 y –7 –4
219
SkillSHEET
answers
3 y = x + 12 4 y = 5x
x –2 –1 0 1 2 x –2 –1 0 1 2
y 14 y –5
5 y = 2x + 8 6 y = 2x − 10
x –2 –1 0 1 2 x –2 –1 0 1 2
y y
7 y = −3x + 4 8 y = −x − 7
x –2 –1 0 1 2 x –2 –1 0 1 2
y –2 y –6
220
SkillSHEET
answers
SkillSHEET 11.6
Plotting a line using a table of values
To plot a line whose equation or rule is given, follow these steps.
Step 1 Set up a table of values and use the given rule to fill it in.
Step 2 Draw a set of axes.
Step 3 In the table, each pair of corresponding values of x and y gives the coordinates of a point on the
line. Plot these points on the set of axes.
Step 4 Join the points to form a straight line.
Step 5 Write the rule of the line next to its graph.
WORKED Example
Draw up a table of values and plot the graph for the following rule.
y=x+1
THINK WRITE/DRAW
1 Set up a table of values, including some negative and y=x+1
positive values of x, and 0. Fill in the table by
substituting the values of x into the given rule and x –2 –1 0 1 2
calculating the corresponding value of y.
When x = −2, y = −2 + 1 = −1 y –1 0 1 2 3
When x = −1, y = −1 + 1 = 0
When x = 0, y = 0 + 1 = 1
When x = 1, y = 1 + 1 = 2
When x = 2, y = 2 + 1 = 3
2 Draw a set of axes (Cartesian plane). y
7 y=x+1
3 Each pair of corresponding values of x and y in the table 6
gives coordinates of points belonging to the graph. 5
4
These points are (−2, −1), (−1, 0), (0, 1), (1, 2) and 3
(2, 3). Plot these points on the set of axes. 2
1
4 Join the points to form a straight line and label the graph. 0 x
–5 –4 –3 –2–1
–1 1 2 3 4 5
–2
–3
–4
–5
–6
–7
221
SkillSHEET
answers
Try these
Draw up a table of values and plot the graph for each of the following rules.
1 y=x−1 2 y=x+2
x –2 –1 0 1 2 x –2 –1 0 1 2
y –3 –1 y
y y
10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
1 1
0 x 0 x
–10–9 –8 –7 –6 –5 –4 –3 –2 –1
–1 1 2 3 4 5 6 7 8 9 10 –10–9 –8 –7 –6 –5 –4 –3 –2 –1
–1 1 2 3 4 5 6 7 8 9 10
–2 –2
–3 –3
–4 –4
–5 –5
–6 –6
–7 –7
–8 –8
–9 –9
–10 –10
3 y = −2x 4 y = 2x − 3
x –2 –1 0 1 2 x
y y
y y
10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
1 1
0 x 0 x
–10–9 –8 –7 –6 –5 –4 –3 –2 –1
–1 1 2 3 4 5 6 7 8 9 10 –10–9 –8 –7 –6 –5 –4 –3 –2 –1
–1 1 2 3 4 5 6 7 8 9 10
–2 –2
–3 –3
–4 –4
–5 –5
–6 –6
–7 –7
–8 –8
–9 –9
–10 –10
222
SkillSHEET
answers
5 y = −x + 4 6 y = −2x + 1
x x
y y
y y
10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
1 1
0 x 0 x
–10–9 –8 –7 –6 –5 –4 –3 –2 –1
–1 1 2 3 4 5 6 7 8 9 10 –10–9 –8 –7 –6 –5 –4 –3 –2 –1
–1 1 2 3 4 5 6 7 8 9 10
–2 –2
–3 –3
–4 –4
–5 –5
–6 –6
–7 –7
–8 –8
–9 –9
–10 –10
223
SkillSHEET
answers
SkillSHEET 11.7
Measuring the rise and the run
To measure the rise and the run for a straight line, follow these steps.
Step 1 Select two points on the line. If the line goes through the origin, it is easiest if you select the origin
and any other point. If the line cuts both axes, select the x-intercept and the y-intercept.
Step 2 Construct the gradient triangle, so that the two points are the vertices.
Step 3 Measure the horizontal distance (that is, the distance along the horizontal side of a triangle)
between the two points. This distance represents the run. Note that the run is always positive.
Step 4 Measure the vertical distance (that is, the distance along the vertical side of a triangle) between the
two points. This distance represents the rise. Note that if the line slopes upward from left to right,
the rise is positive, and if the line slopes downward, the rise is negative.
WORKED Example
State the rise and the run for each of the following straight lines.
a b y
y
4 4
3 3
2 2
1 1
–4 –3 –2 –1 1 2 3 4 x –3 –2 –1–1 1 2 3 4 5 6 x
–1
–2 –2
–3 –3
–4 –4
THINK WRITE/DRAW
a 1 Since the line goes through the origin, select the origin and a
y
some other point. Draw the gradient triangle so that the
selected points are the vertices. 4
3
2
3
1
2
–4 –3 –2 –1 1 2 3 4 x
–1
–2
–3
–4
2 Measure the distance along the horizontal side of the triangle (that
is, how much it is from 0 to 2). Hence state the value of the run. Run = 2
3 Measure the distance along the vertical side of the triangle (that is, Rise = 3
how much it is from 0 to 3) to find the value of the rise. Since y
the line slopes upward from left to right, the rise is positive.
4
b 1 Since the line cuts both axes, select the x- and y-intercepts. b 3
Draw the gradient triangle so that the selected points are the 2
vertices. 1 –2
6
–3 –2 –1–1 1 2 3 4 5 6 x
–2
–3
–4
2 Measure the distance along the horizontal side of the triangle (it is
from 0 to 6), and hence state the value of the run. Run = 6
3 Measure the distance along the vertical side of the triangle (that is, Rise = −2
from 0 to 2) to find the value of the rise. Since the line slopes
downward from left to right, the rise is negative.
224
SkillSHEET
answers
Try these
State the rise and the run for each of the following straight lines.
1 y 2 y
4
4
3 3
2 2
1 1
–3 –2 –1 1 2 3 4 5 6 x –3 –2 –1–1 1 2 3 4 5 6 x
–1
–2 –2
–3 –3
Run = ..................... Run = .....................

Rise = ..................... Rise = .....................
3 y 4 y
5
4 4
3 3
2 2
1 1
x –3 –2 –1–1 1 2 3 4 5 6 x
–3 –2 –1 1 2 3 4 5 6
–1
–2 –2
–3 –3
Run = ..................... Run = .....................

Rise = ..................... Rise = .....................
5 y 6 y
4 4
3 3
2 2
1 1
–3 –2 –1 1 2 3 4 5 6 x –3 –2 –1–1 1 2 3 4 5 6 x
–1
–2 –2
–3 –3
Run = ..................... Run = .....................

Rise = ..................... Rise = .....................
225
SkillSHEET
answers
7 y 8 y
4 4
3 3
2 2
1 1
–3 –2 –1 1 2 3 4 5 6 x –3 –2 –1 1 2 3 4 5 6 x
–1 –1
–2 –2
–3 –3
Run = ..................... Run = .....................

Rise = ..................... Rise = .....................
9 y 10 y
4 3
3 2
2 1
1 x
–4 –3 –2 –1–1 1 2
–3 –2 –1–1 1 2 3 x
–2
–2 –3
–3 –4
Run = ..................... Run = .....................

Rise = ..................... Rise = .....................
226
SkillSHEET
answers
SkillSHEET 11.8
Substituting 0 for x and y into a rule
Zero can be substituted into a rule connecting two variables x and y for either of the variables. When zero
is substituted for x, y can be evaluated. If we replace y with zero, the value of x can be found.
WORKED Example
For the expression y = x − 5, substitute:
a x = 0 and find the corresponding value of y b y = 0 and find the corresponding value of x.
THINK WRITE
1 Write the rule. y=x−5
2 Replace x with zero. a When x = 0, y = 0 − 5
3 Evaluate y. y = −5
4 Now replace y with zero. b When y = 0,
0=x−5
5 Add 5 to both sides to find the value of x. 0+5=x−5+5
(Note that 5 = x and x = 5 are equivalent 5=x
statements.) x=5
Try these
For each of the following expressions, substitute:
a x = 0 and find the corresponding value of y
b y = 0 and find the corresponding value of x.
1 y=x−3 2 y=x+5
a When x = 0, y = . . . . . . . . . . – 3 a When x = 0, y = ......... .
When x = 0, y = . . . . . . . . . . When x = 0, y = ......... .
b When y = 0, . . . . . . . . . . = x – 3 b When y = ......... . , ......... . = x + 5

When y . . . . . . . . . . + 3 = x – 3 + 3 ......... . – ......... . = x + 5 ......... .
When y .......... = x (or x = . . . . . . ... . ) ......... . = x (or x = ......... . )
3 y=x−9 4 y=x+7
a When x = 0, y = . . . . . . . . . . . . . . . . . . . . a When ......... .......... .......... .
When x = 0, y = . . . . . . . . . . ......... .......... .......... .
b When y = 0, . . . . . . . . . . = x – 3 b When ......... .......... .......... .

. . . . .. . . . . + .......... = .................... ......... .......... . = ......... .......... .
.......... = x (or x = . . . . . . ... . ) ......... . = x (or x = ......... . )
227
SkillSHEET
answers
5 y=x−8 6 y=x+6
a . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . a ......... .......... .......... .
. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . ......... .......... .......... .
b . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . b ......... .......... .......... .

. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . ......... .......... .......... .
. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . ......... .......... .......... .
7 y = −x − 5 8 y = −x + 5
a . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . a ......... .......... .......... .
. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . ......... .......... .......... .
b . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . b ......... .......... .......... .

. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . ......... .......... .......... .
. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . ......... .......... .......... .
9 y = −x − 4 10 y = −x + 10
a . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . a ......... .......... .......... .
. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . ......... .......... .......... .
b . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . b ......... .......... .......... .

. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . ......... .......... .......... .
. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . ......... .......... .......... .
228
SkillSHEET
answers
SkillSHEET 12.1
Reading column graphs
Graphical representation of data allows us to see the ‘whole picture at a glance’. Many questions about the
data can be easily answered by simply looking at the graph.
WORKED Example
The graph at right shows the number of 1000 Production of moccasins
moccasins manufactured at a small factory over 900
the past year. 800
a During what month was the level of production 700
600
at its lowest? 500
b In which months was the level of production 400
equal? 300
200
c What was the highest number of moccasins
100
produced and in what month(s) did this occur? 0
Jan
Feb
Mar
Apr
May
Jun
July
Aug
Sept
Oct
Nov
Dec
d By how much did the July production exceed
the December production? Months
e Describe and explain any patterns that you can
see.
THINK WRITE
a Find the shortest column and write the answer. a The lowest level of production was in January.
b Look for the columns of equal length (this is b The level of production was the same in February
best done by using a ruler). and November and also in April and October.
c Find the longest column and read its length, c In July, the production level achieved its highest —
using the vertical axis (the frequency). 1000 pairs per month.
d Find the number of moccasins produced in d July production = 1000

December and subtract it from the number December production = 150
produced in July (this is known from the So July production exceeds the December
previous question). production by 1000 − 150 = 850 pairs
e Study the graph and see if it suggests any e From the graph the production of moccasins
pattern. Briefly describe and try to explain increases steadily from January until July (when it
what you see. reaches its maximum). It then steadily slows down.
The lowest level of production was in January, fol-
lowed closely by February. This could probably be
explained by the seasonal demand in moccasins,
that is, in winter the demand increases dramati-
cally, as compared to summer months.
229
SkillSHEET
answers
Try these 110 Car sales
The graph at right shows monthly car sales for 100
No. of cars sold

90
a local caryard over the past year. 80
70
60
50
1 During what month were the lowest sales 40
figures recorded? 30
20
10
2 In which months was the number of cars sold
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sept
Oct
Nov
Dec
equal?
Months
3 What was the highest number of cars sold and in what month
did this occur?
4 By how much did the December sales exceed the January sales?
5 What was the difference between the highest and the second highest sales figures recorded over the last
year?
6 What were the total sales for the year?
7 By how much did winter sales exceed the autumn sales?
8 Is there any pattern in sales that you can see?
230
SkillSHEET
answers
SkillSHEET 12.2
Reading scales (How much is each
interval worth?)
When reading scales it is important to remember that the intervals between the adjacent marks are equal. To
find the value of each interval, find the value of the section of the scale whose endpoints are known (that is,
the length between the adjacent major marks) and then divide by the number of intervals along this section.
WORKED Example
For each of the following scales, find how much each interval is worth.
a b c
20 30 5 6 100 200
THINK WRITE
a 1 Find the value of the section of the scale a 30 − 20 = 10
between the major marks by calculating
the difference between the endpoints.
2 There are 10 intervals between the major 10 ÷ 10 = 1
marks. So, to find the value of each
interval, divide the value of the section of
the scale by 10.
3 Write the answer in words. Each interval is worth one unit.
b Repeat steps 1–3 as in part a. b 6−5=1

1 ÷ 10 = 0.1
Each interval is worth 0.1 of a unit.
c Repeat steps 1–3 as in part a. c 200 − 100 = 100

100 ÷ 5 = 20
Each interval is worth 20 units.
Try these
For each of the following scales, find how much each interval is worth.
1 2
40 50 70 80
50 − 40 = . . . . . . . . . . . . . . 80 − … = ..............
10 ÷ … = . . . . . . . . . . . . . . … ÷ … = ..............
Each interval is worth . . . . . . . . . . . . . . . . . . . . . . . . . ... Each interval is worth ............................
3 4
11 12 23 24
............................ ............................
............................ ............................
231
SkillSHEET
answers
5 6
10 20 300 400
............................ ............................
............................ ............................
7 8
8 9 20 30
.......................................... ............................
.......................................... ............................
9 10
400 500 4000 5000
............................ ............................
............................ ............................
232
SkillSHEET
answers
SkillSHEET 12.3
Reading line graphs
Line graphs give meaningful information about the in-between values of particular data. They are com-
monly used to display changes over a period of time.
WORKED Example
The line graph at right shows the height of a child (Jack) Increase in Jack’s height
over 5 years. 170 between 2001 and 2006
a What was Jack’s height in 2004? 160
b When did Jack’s height reach 150 cm?
150
c How much did Jack grow from 2002 to 2005?
Height (cm)
140
130
120
110
100
2001 2002 2003 2004 2005 2006
Years
THINK WRITE
a Read vertically up from 2004 on the Years axis a Jack’s height in 2004 was 156 cm.
to the point intersecting the line graph, then
across to the Height axis. Work out the
corresponding value on the Height axis and
answer the question.
b Read horizontally across from the Height axis b Jack’s height reached 150 cm in 2002.
to the point intersecting the line graph, then
down to the Years axis. Work out the
corresponding value on the Years axis and
answer the question.
c 1 State the corresponding height value for c Height in 2002 was 150 cm.
2002 (use your answer to part b).
2 Find the corresponding height value for Height in 2005 was 163 cm.
2005.
3 Subtract the heights and answer the 163 − 150 = 13
question. Change in Jack’s height was 13 cm.
233
SkillSHEET
answers
Try these
1 The line graph at right represents the Temperature change during the day
temperature change during a particular
day. 35°
a What was the temperature at 30°
Temperature (°C)
25°
ii 9.00 am . . . . . . . . . . . . . . . . . . . . . . . . . . . .
20°
ii 1.00 pm? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15°
10°
b At what time/s was the temperature
5°
ii 30°C . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0
0 6 am 7 8 9 10 11 12 1 2 3 4 5 6 pm
Time of day
ii 25°C? . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c By how much did the temperature increase between 6.00 am and 4.00 pm?
2 The sunrise times on successive Mondays Sunrise times

are shown in the following graph. 6.35
6.30
a What is the sunrise time for Monday of Week 5? ............................ 6.25
6.20
b When is sunrise earlier than 6.15 am? ............................
Time of day (am)
6.15
c Between which two weeks does the sunrise time change the most? 6.10
6.05
............................
6.00
5.55
5.50
5.45
5.40
1 2 3 4 5 6 7
Week number
234
SkillSHEET
answers
SkillSHEET 12.4
Producing a frequency table from a
frequency histogram
To produce a frequency table from a frequency histogram, follow these steps.
Step 1 Prepare a table with two columns headed ‘Score’ and ‘Frequency’.
Step 2 Copy the scores (written underneath the horizontal axis) into the ‘Score’ column.
Step 3 The frequency of each score is given by the height of the column above that score, so read the
frequency of each score from the histogram and write it in the corresponding cell of the frequency
column.
WORKED Example
Copy and complete the following frequency table to show the data represented in the frequency
histogram.
Score Frequency
10
9
16 5 8
Frequency
7
17 6
5
18 4
3
19 2
1
20 16 17 18 19 20 21
Score
21
THINK WRITE
1 Consider the frequency of the first score (16). The height of the Score Frequency
corresponding column in the frequency histogram is 5. This has
already been entered in the table. 16 5
2 Consider the next score (17). The frequency of this score is given by
the height of the corresponding column, which is 7. So write 7 in the 17 7
second cell of the frequency column. 18 4
3 Read the height of the third column for the third score (18). This
corresponds to a frequency of 4, so write 4 in the appropriate cell of 19 2
the frequency column.
Consider the heights of the next three columns (corresponding to the 20 3
4
frequencies of the scores 19, 20 and 21). They are 2, 3 and 1 21 1
respectively. Write these numbers in the appropriate cells of the
frequency column.
235
SkillSHEET
answers
Try these
Complete the frequency tables to show the data represented in each frequency histogram.
1 10
9 Score Frequency
8
Frequency
7 30 2
6
5 31
4
3 32
2
1 33
30 31 32 33 34 35
Score 34
35 4
2 10
9 Score Frequency
8
Frequency
7 56 3
6
5 57 4
4
3 58
2
1 59
56 57 58 59 60 61 62
Score 60
61
62
3 10
9 Score Frequency
8
Frequency
7 78
6
5 79
4
3 80
2
1 81
78 79 80 81 82
Score 82 3
4 10 Score Frequency
9
8 100
7
Frequency
101
6
5 102
4
3
103
2 104
1
105
100 101 102 103 104 105
Score
236
SkillSHEET
answers
5 10
9 Score Frequency
8
Frequency
7 49
6
5 50
4
3 51
2
1
52
49 50 51 52 53 54
Score 53
54
237
SkillSHEET
answers
SkillSHEET 12.5
Presenting data in a frequency table
A set of data can be presented in a frequency table as follows:
1. Each possible value of scores in the data set is placed in ascending order in the first column of the table,
named ‘Score’.
2. Next, each score in the data set is tallied; that is, one tally mark for every score is placed in the corre-
sponding cell of the ‘Tally’ column.
3. Finally, the number of tallies for each score is counted and recorded in the corresponding cell of the
‘Frequency’ column.
Note: The frequency of each score shows the number of times each score in the data set has occurred.
WORKED Example
Complete the following frequency table for the scores listed below.
7, 4, 8, 3, 5, 6, 9, 4, 7, 3, 5, 6, 8, 5, 9, 3, 7, 9, 3, 8, 4, 6, 7, 5, 6
Score Tally Frequency

3
4
5
6
7
8
9
THINK WRITE
1 Read the first score from the list. It is 7, so put one tally mark in the Score Tally Frequency
tally column for the score of 7.
2 Read the next score from the list. It is 4, so put one tally mark for the 3  4
score of 4.
Continue moving along the list and adding one tally mark for each 4  3
3
score, until all scores are tallied. 5  4
4 Now count the number of tally marks for each score and write that
number in the corresponding cell of the frequency column. That is, 6  4
there are four tally marks for the score of 3, so put 4 in the first cell
7  4
of the frequency column; there are three tally marks for the score of
4, so write 3 in the corresponding cell of the frequency column and 8  3
so on, until the table is complete.
9  3
238
SkillSHEET
answers
Try these
Complete the frequency tables for each of the following sets of scores.
1 7, 9, 6, 10, 8, 9, 11, 6, 9, 10, 11, 8, 7, 9, 11, 10

6
7
8
9
10
11
2 26, 28, 30, 25, 27, 26, 29, 28, 27, 25, 26, 28, 29, 30, 26, 28, 25

25
26
27
28
29
30
3 22, 21, 17, 19, 20, 18, 23, 21, 17, 23, 19, 18, 20, 22, 21, 18, 23, 20

17
18
19
20
21
22
23
239
SkillSHEET
answers
4 35, 33, 39, 37, 34, 36, 38, 33, 36, 35, 34, 38, 37, 36, 39, 34, 36, 37, 35, 35

33
34
35
36
37
38
39
5 112, 117, 113, 118, 116, 115, 114, 118, 114, 117, 118, 116, 114, 113, 116, 117, 115, 114, 117, 115

112
113
114
115
116
117
118
240
SkillSHEET
answers
SkillSHEET 12.6
Presenting data as a stem-and-leaf plot
In a stem-and-leaf plot the final digit of each number is shown in the leaf column, and the preceding
digit(s) is shown in the stem column.
The numbers in both stem and leaf columns are ordered from smallest to largest. The key on the plot lets
the reader know how to read each score.
WORKED Example
Copy and complete the following stem-and-leaf plot of the given data. Key: 3 4 = 34
Stem Leaf
34, 56, 49, 61, 37, 70, 63, 52, 41, 61 3 4 .......
4 ....... 9
5 ....... .......
6 1 ....... .......
7 .......
THINK WRITE
1 Copy the given stem-and-leaf plot. The key on the plot tells us that Key: 3 4 = 34
the digit in the tens place of each number makes up a stem and the Stem Leaf
digit in the units place makes up a leaf. 3 4 7
2 Fill in the missing numbers on the plot as follows: 4 1 9
i There are two numbers in the set whose stem (that is, the digit in 5 2 6
the tens place) is 3. They are 34 and 37. As 34 is already listed, 6 1 1 3
enter 37 by placing its leaf (7) in the space provided. 7 0
ii There are two numbers in the set whose stem is 4. They are 41
and 49. As 49 is already listed, enter 41 by placing its leaf (1) in
the space provided.
iii There are two numbers in the set whose stem is 5. They are 52
and 56. Enter these numbers by placing their leaves (2 and 6) in
order of increasing size in the spaces provided.
iv There are three numbers in the set whose stem is 6. They are 61,
61 and 63. As one of the scores (61) has already been listed, enter
the remaining two numbers by placing their leaves in the space
provided.
v Finally, there is one number in the set whose stem is 7. It is 70.
Enter this number by placing its leaf (0) in the space provided.
Try these
For each of the following sets of data complete the stem-and-leaf plots given.
1 25, 47, 22, 59, 36, 61, 30, 43, 54, 60
Key: 22 = 22
Stem Leaf
2 2 .......
3 ....... .......
4 ....... 7
5 ....... .......
6 ....... 1
241
SkillSHEET
answers
2 70, 66, 85, 90, 93, 84, 69, 71, 88, 67
Key: 66 = 66
Stem Leaf
6 6 ....... .......
7 ....... .......
8 ....... ....... 8
9 ....... .......
3 101, 122, 117, 135, 104, 112, 139, 140, 143, 126, 129, 137, 136, 125
Key: 101 = 101
Stem Leaf
10 1 .......
11 ....... .......
12 ....... 5 ....... .......
13 ....... ....... ....... 9
14 ....... .......
4 64, 48, 59, 55, 71, 49, 64, 69, 70, 57

Key: 48 = 48
Stem Leaf
4 8 .......
5 ....... ....... .......
6 ....... 5 .......
7 ....... .......
5 252, 269, 248, 273, 250, 276, 281, 259, 262, 277, 280, 265, 264, 271, 266
Key: 248 = 248
Stem Leaf
24 8
25 ....... ....... .......
26 ....... ....... ....... 6 .......
27 ....... ....... ....... .......
28 0 .......
242
SkillSHEET
answers
SkillSHEET 12.7
Finding the mean
The mean is the average of all values in a set of data. To find the mean:
1. find the sum of all scores in the set
2. divide the sum by the number of scores in the set.
WORKED Example
a Find the sum of all scores for the following data: 2, 3, 7, 5, 2, 4, 5.
b Divide this sum by the number of scores in the data set to find the mean.
THINK WRITE
a Add all scores in the set together. a Sum of scores = 2 + 3 + 7 + 5 + 2 + 4 + 5
Sum of scores = 28
b 1 Count the number of scores in the set. b Number of scores = 7

2 Divide the sum obtained in part a (28) by the 28
number of scores. Mean = ------
7
Mean = 4
Try these
1 a Find the sum of all scores for the following data: 3, 5, 12, 13, 8, 7.
a Sum of scores = 3 + ....... + ....... + ....... + 8 + .......
Sum of scores = ..............
b Number of scores = ..............
Mean = .......
--------
.......
Mean = ….
2 a Find the sum of all scores for the following data: 6, 9, 11, 7, 10, 12, 5, 13, 8.
a Sum of scores = 6 + ....... + ....... + ....... + ....... + ....... + ....... + ....... + .......
Sum of scores = ..............
Mean = .......
--------
.......
Mean = ..............
3 a Find the sum of all scores for the following data: 51, 45, 51, 47, 51, 49.
a Sum of scores = ................................................................................................................
Sum of scores = ..............
Mean = .......
--------
.......
Mean = ..............
243
SkillSHEET
answers
4 a Find the sum of all scores for the following data: 7.4, 7.6, 7.9, 7.7, 7.4, 7.6, 7.7, 7.8.
a Sum of scores = ................................................................................................................
Sum of scores = ..............
Mean = .......
--------
.......
Mean = ..............
5 a Find the sum of all scores for the following data: 5.8, 4.4, 5.8, 6.2, 5.9, 5.7, 5.5, 4.7.
a Sum of scores = ................................................................................................................
Sum of scores = ..............
Mean = .......
--------
.......
Mean = ..............
244
SkillSHEET
answers
SkillSHEET 12.8
Arranging a set of data in ascending
order
To arrange a set of numbers in ascending order, rewrite them in order from smallest to largest.
WORKED Example
Arrange the following set of data in ascending order.
23, 35, 17, 32, 27, 20, 31
THINK WRITE
Select the smallest number in the set (17) and write it 17, 20, 23, 27, 31, 32, 35
first. The second smallest number is 20, so write it next.
Continue to look through the set and select the next
smallest number until all numbers are used. It is helpful
to cross out each number that you have used from the
original list as you go.
Try these
Arrange the following sets of data in ascending order.
1 33, 27, 30, 22, 39, 42, 24
.............., 24, .............., .............., .............., .............., 42
2 81, 59, 68, 74, 65, 77, 86, 60
59, .............., .............., .............., .............., .............., .............., ..............
3 139, 124, 155, 137, 117, 140, 152, 136
.............., .............., .............., .............., .............., .............., .............., ..............
4 300, 284, 290, 292, 276, 311, 293, 307, 289
.............., .............., .............., .............., .............., .............., .............., .............., ..............
5 7.0, 12.6, 7.5, 9.3, 6.9, 10.2, 13.1, 8.4, 9.9
.............., .............., .............., .............., .............., .............., .............., .............., ..............
245
SkillSHEET
answers
SkillSHEET 12.9
Finding the location of the median
n+1
If a set of data contains n scores, the median is given by the ------------ th score.
2
Note that, for the sets of data containing an odd number of scores, the median will be one of the actual
scores; for the sets with an even number of scores, the median will be positioned halfway between the two
middle scores.
WORKED Example
State the location of the median for a set of data containing:
a 5 scores b 12 scores.
THINK WRITE
a 1 Identify the value of n. a n=5
5+1
2 Substitute the value of n into the formula Location of the median = ------------
for the location of the median and simplify. 2
Location of the median = 6---
2
Location of the median = 3
3 State the position of the median. So the median is the 3rd score in the set.
b 1 Identify the value of n. b n = 12

12 + 1
2 Substitute the value of n into the formula Location of the median = ---------------
2
n+1
------------ and simplify. Location of the median = 13
------
2 2
Location of the median = 6 1---

2
3 State the position of the median. So the median is halfway between the 6th and the
7th scores in the set.
Try these
State the location of the median for the sets of data containing the following number of scores.
6 scores 7 scores
1 n=6 2 n=7
....... + 1 ....... + 1
Location = ----------------- Location = -----------------
2 2
Location = .......
--------- Location = .......
--------
2 .......
Location = .............. Location = ..............

So the median is So ..........................................
.......................................... ..........................................
.......................................... ..........................................
246
SkillSHEET
answers
3 8 scores 4 9 scores
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................

.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
.......................................... ..........................................
247
SkillSHEET
answers
SkillSHEET 12.10
Finding the middle score of a set of data
The middle score of a set of numbers is a score such that there is an equal number of scores both to the left
and to the right of it. In order to find the middle score, the set of data must first be arranged in numerical
order.
Note: In this SkillSHEET we will only consider sets with odd numbers of scores.
WORKED Example
Find the middle score for the following set of numbers by arranging them in numerical order.
23, 35, 17, 32, 27, 20, 31
THINK WRITE
1 Rewrite the given set in ascending order. 17, 20, 23, 27, 31, 32, 35
2 Count the number of scores in the set. There The middle score is 27.
are 7 scores. The middle score is the fourth
score, as there are 3 scores to the left and to
the right of it. Count out the fourth score
(from either end) in the set and write the
answer.
Try these
Find the middle score for the following sets of numbers by arranging them in numerical order.
1 33, 27, 30, 22, 39, 42, 24

22, 24, .............., .............., .............., .............., ..............
The middle score is ..............
2 81, 59, 68, 74, 65, 77, 86, 60, 52

52, .............., .............., .............., .............., .............., .............., .............., ..............
3 139, 124, 155, 137, 117, 140, 152, 136, 141, 120, 109
.............., .............., .............., .............., .............., .............., .............., .............., .............., .............., ..............
4 300, 284, 290, 292, 276, 311, 293, 307, 289

.............., .............., .............., .............., .............., .............., .............., .............., ..............
5 7.0, 12.6, 7.5, 9.3, 6.9, 10.2, 13.1, 8.4, 9.9

.............., .............., .............., .............., .............., .............., .............., .............., ..............
248
SkillSHEET
answers
SkillSHEET 12.11
Finding the middle score for data
arranged in a stem-and-leaf plot
There is a simple and convenient technique for finding the middle score of a data set that is arranged in a
stem-and-leaf plot.
Step 1 Cross off the first and the last number on the leaf part of the stem-and-leaf plot.
Step 2 Cross off the second and the second last number on the leaf part of the stem-and-leaf plot.
Step 3 Continue to cross off one number from the top and one number from the bottom of the plot,
remembering to move forward (away from the stem) at the top and backward (towards the stem) at
the bottom of the plot.
Step 4 The last remaining number that is not crossed off is the middle score of the given data set.
Note: In this SkillSHEET we will only consider data sets with an odd number of scores.
WORKED Example
Find the middle score of the following data set.
Key: 1 | 3 = 13
Stem Leaf
1 3 6 8
2 0 3 7 7
3 4 6 7 8 9
4 3 5 6
5 0 1
THINK WRITE
1 On the leaf part of the stem-and-leaf plot, Key: 1 | 3 = 13
cross off the first and the last number. That is,
cross off 3 and 1. Stem Leaf
1 3 6 8
2 Next cross off the second number and the one 2 0 3 7 7
before last (6 and 0). 3 4 6 7 8 9
4 3 5 6
3 Continue moving towards the middle of the 5 0 1
plot, crossing off one number from the top
and one number from the bottom, until there
is only one number left. This number is the
middle score.
4 State the middle score using the given key. The middle score is 36.
The middle score has a stem that equals 3 and
a leaf that equals 6. (Using the given key this
should be read as 36.)
249
SkillSHEET
answers
Try these
Find the middle score for each of the following data sets.
1 Key: 1 | 4 = 14 2 Key: 5 | 7 = 57
Stem Leaf Stem Leaf
1 4 7 8 5 7 9
2 0 4 4 5 6 0 1 4 5
3 0 0 1 3 7 7 2 3 6 6 8 9 9
4 2 3 6 8 0 1 1 4 5
5 1 2 9 2 3 4
The middle score is .............. The middle score is ..............
3 Key: 11 | 2 = 112 4 Key: 25 | 7 = 257

Stem Leaf Stem Leaf
11 2 3 8 9 25 7
12 1 4 7 7 8 26 0 3 7
13 0 1 1 3 27 1 3 6 8 9
14 3 5 9 28 2 3 4 5 7
15 6 7 7 29 5 6 8
5 Key: 10 | 3 = 10.3 6 Key: 16 | 0 = 160

Stem Leaf Stem Leaf
10 3 5 5 16 0 0 1 4 4 5 7
11 1 2 6 8 17 0 1 2 3 6 8 8
12 1 1 3 9 18 1 1 2 2 3
13 4 7 19 0
14 2 5 20 2
250
SkillSHEET
answers
SkillSHEET 12.12
Finding the score in a data set that
occurs most frequently
To find the score in the data set that occurs most frequently:
1. count the number of times each score in the data set occurs
2. select the score that occurs most often (that is, occurs the largest number of times).
WORKED Example
For the following data set find the score that occurs most frequently.
3, 7, 9, 5, 4, 3, 5, 7, 3, 9, 5, 3, 3
THINK WRITE
1 The scores in the given set take 5 different A score of 3: 5 times
values: 3, 4, 5, 7 and 9. Count the number of A score of 4: 1 time
times each value occurs in the set. A score of 5: 3 times
A score of 7: 2 times
A score of 9: 2 times
2 State the score that occurs the largest number The score that occurs most frequently is 3.
of times.
Try these
For each of the following data sets find the score that occurs most frequently.
1 3, 3, 4, 4, 5, 5, 5, 6, 6, 6, 6, 7, 7, 8
A score of 3: .............. times
A score of 4: .............. times
A score of 5: .............. times
A score of .............. : .............. times
A score of .............. : .............. times
A score of .............. : .............. times
The score that occurs most frequently is ...........................
2 12, 12, 13, 14, 14, 17, 17, 17, 18

A score of 12: .............. times
A score of .............. : .............. times
A score of .............. : .............. times
A score of .............. : .............. times
A score of .............. : .............. times
3 15, 13, 18, 24, 20, 13, 18, 20, 24, 18, 15
A score of 13: .............. times
A score of .............. : .............. times
A score of .............. : .............. times
A score of .............. : .............. times
A score of .............. : .............. times
251
SkillSHEET
answers
4 59, 52, 56, 60, 57, 57, 59, 60, 52, 52, 56, 56, 60, 57, 59, 52
A score of .............. : .............. times
A score of .............. : .............. times
A score of .............. : .............. times
A score of .............. : .............. times
A score of .............. : .............. times
5 36, 37, 39, 44, 39, 36, 33, 44, 37, 39, 33, 36, 44, 37, 39, 33
A score of .............. : .............. times
A score of .............. : .............. times
A score of .............. : .............. times
A score of .............. : .............. times
A score of .............. : .............. times
252
SkillSHEET
answers
SkillSHEET 13.1
Understanding chance words
Most everyday events could be described as either certain, likely,
Even chance
Impossible
even chance (fifty-fifty), unlikely, or impossible to occur.
Unlikely
Certain
Likely
On the probability scale these can be shown as follows:
0 0.5 1.0
WORKED Example
Describe the probability of each of the following events occurring, using the words certain, likely, even
chance, unlikely, or impossible.
a You roll a standard die and a number larger than 3 appears uppermost.
b You draw a card from a standard deck of playing cards and it is the 11 of spades.
THINK WRITE
a Of the six numbers on a standard die (1, 2, 3, 4, 5 and a There is an even chance that this event will
6), half are greater than 3. So I am just as likely to occur.
obtain a number larger than 3 as I am to obtain a
number that is 3 or less.
b In a standard deck the number cards are numbered from b It is impossible for this event to occur.
2 to 10, so it is impossible to draw an 11, as there is no
such card in any suit
Try these
Describe the probability of each of the following events occurring using the words certain, likely, even
chance, unlikely or impossible.
1 There will be a leap year in 2012. . . . . . . . ..... ............. .
2 A card drawn from a standard deck of playing cards will be a picture card. ............ ............. .
3 A fair die is rolled and the number that appears uppermost is greater than 1. ............ ............. .
4 Two fair dice are rolled and the sum of the numbers that appear uppermost is 13. ............ ............. .
5 Tonight there will be a weather update on the 6 o’clock news. ............ ............. .
6 Half of the students in your class will be late to school tomorrow morning. ............ ............. .
7 You will be studying mathematics next year. ............ ............. .
8 A pink marble is drawn from a bag containing 3 red and 4 yellow marbles. ............ ............. .
9 A red marble is drawn from a bag containing 2 red and 6 green marbles. ............ ............. .
10 A fair die is rolled twice. The sum of the numbers that appear uppermost will be greater than 1.
253
SkillSHEET
answers
SkillSHEET 13.2
Understanding a deck of playing cards
A standard deck of playing cards consists of 52 cards. All cards are divided into 4 suits. There are two black
suits: spades (♠) and clubs (♣), and two red suits; hearts (♥) and diamonds (♦). In each suit there are 13
cards including a 2, 3, 4, 5, 6, 7, 8, 9, 10, a jack, a queen, a king and an ace. (Note that there is no 1.) The
jack, queen and king are called picture cards.
8 7 6 5 4 3 2 8 7 6 5 4 3 2 8 7 6 5 4 3 2 8 7 6 5 4 3 2
09 09 109 09
J1 J1 J J1
Q
Q
Q
Q
K
K
K
K
A
A
A
A
2 2 2 2
WORKED Example
For a standard deck of playing cards, state the number of:
a diamonds
b black queens.
THINK WRITE
a Diamonds is one of the four suits and there are a There are 13 diamonds.
13 cards in any suit.
b There is one queen in each suit and there are b There are 2 black queens.
two black suits (clubs and spades).
Try these
For a standard deck of playing cards, state the number of:
1 black cards . . . . . . . . . . . . . . . . . . . . . . . . . . 2 aces ............ ............. .
3 picture cards . . . . . . . . . . . . . . . . . . . . . . . . . . 4 queens of hearts ............ ............. .
5 kings . . . . . . . . . . . . . . . . . . . . . . . . . . 6 clubs ............ ............. .
7 not spades . . . . . . . . . . . . . . . . . . . . . . . . . . 8 red cards ............ ............. .
9 tens . . . . . . . .. . . . . . . . . . . . . . . . . . 10 red jacks ............ ............. .
11 black threes . . . . . . . . . . . . . . . . . . . . . . . . . . 12 red nines ............ ............. .
13 number cards greater than 6 . . . . . . . . . . . . . . . .......... . 14 red picture cards ............ ............. .
254
SkillSHEET
answers
SkillSHEET 13.3
Forming fractions
Fractions are used to represent parts of a whole. They consist of a top number, called the numerator and a
bottom number, called the denominator. The denominator shows how many objects (items, parts etc.) there
are, while the numerator shows how many we are concerned with. That is, a fraction shows the number of
objects (items, parts etc.) that we are concerned with out of all available objects. So to form a fraction, we
put the number of things we are concerned with over the total number of these things.
WORKED Example
Form fractions to illustrate each of the following.
a One sector of a sector graph is 45°.
b 7 marbles in a pack of 20 are red.
THINK WRITE
45
a Altogether there are 360° in a circle, so the a ---------
360
denominator is 360. The sector that we are
concerned with is 45°, so the numerator is 45.
7
b There are 20 marbles in a pack, so the b ------
20
denominator is 20. There are 7 marbles that we
are concerned with (that is, red marbles), so
the numerator is 7.
Try these
Form fractions to illustrate each of the following. (Note: Do not simplify.)
1 One sector in a sector graph is 120° (that is, out of 360°).
2 There are three blue marbles in a bag of ten.
3 Rachel spent $1 on lunch out of her $5 pocket money.
4 There are 7 girls in a class of 18.
5 In a bag of 20 balloons there are 8 green ones.
6 Nathan broke a chocolate into 4 equal pieces and gave one to his sister.
7 In a deck of 52 cards there are 4 aces.
8 Surprisingly, 70% of all students in the class passed the test.
9 Lena solved 85 problems from the book that contained 100 problems.
10 Alex spends 3 hours a day travelling to and from work.
11 Michael has 3 weeks of holidays every year.
12 Maestro the cat ate 4 goldfish from the tank that contained 10 goldfish.
13 In a deck of 52 cards, 13 are spades.
14 There are 4 queens in a deck of cards; 2 of them are red.
15 There are 13 diamonds in a deck of cards; 3 of them are picture cards.
16 In a sector graph one of the sectors has an angle which measures 45°.
17 In a sector graph one of the sectors represents 40% of the data.
18 Yesterday, 25% of all cars in the car park were white.
255
SkillSHEET
answers
SkillSHEET 13.4
To simplify a fraction, divide both numerator and denominator by the highest common factor.
WORKED Example
8
Write ------
52
in simplest form.
THINK WRITE
------ = 2
------
52 13
Try these
1 13
------ = 2 26
------ = 3 4
------ =
52 . . . . . .. . . . . . 52 ............ 52 ............
4 12
------ = 5 48
------ = 6 2
--- =
52 . . . . . .. . . . . . 52 ............ 6 ............
7 4
--- = 8 8
------ = 9 15
------ =
6 . . . . . . . .. . . . 10 ............ 20 ............
10 12
------ = 11 8
------ = 12 24
------ =
20 . . . . . . .. . . . . 26 ............ 42 ............
13 18
------ = 14 7
------ = 15 12
------ =
48 . . . . . .. . . . . . 56 ............ 36 ............
16 80
--------- = 17 135
--------- = 18 99
--------- =
360 . . . . .. . . . . . . 360 ............ 360 ............
256
SkillSHEET
answers
SkillSHEET 13.5
Converting a fraction into a decimal
To convert any fraction into a decimal, divide its numerator by the denominator. This can be easily done
using a calculator.
WORKED Example
15
Convert ------ into a decimal.
80
THINK WRITE
To convert the given fraction into a decimal, divide 15
------ = 0.1875
80
15 by 80. This can be done with the help of a
scientific calculator by pressing the following
sequence of buttons and recording the result:
15 ÷ 80 =
With a graphics calculator, press the keys for
15 ÷ 80 and then finish by pressing EXE
or ENTER .
Try these
Convert each of the following fractions into decimals.
15 5 7 25 41
1 ------ 2 ------ 3 --- 4 ------ 5 ---------
40 16 8 80 100
= ............ = ............ = ............ = ............ = ........... .
45 91 15 138 159
6 --------- 7 --------- 8 ------ 9 --------- 10 ---------
300 128 64 200 160
= ............ = ............ = ............ = ............ = ........... .
257
SkillSHEET
answers
SkillSHEET 13.6
Converting a fraction into a percentage
To convert a fraction into a percentage, multiply the fraction by 100%.
WORKED Example
Convert each of the following fractions into percentages.
a 3--- b 2---
5 3
THINK WRITE
a 1 To change a fraction to a percentage, a 3
--- = 3
--- × 100%
5 5
multiply by 100%.
2 Write 100 as a fraction by putting it over 1. = --- × --------- %
3 100
5 1
--------- %
5
4 Simplify by dividing 300 by 5. = 60%
b 1 To change a fraction to a percentage, b 2

--- = 2
--- × 100%
3 3
multiply by 100%.
2 Write 100 as a fraction by putting it over 1. = --- × --------- %
2 100
3 1
--------- %
3
4 Convert the improper fraction into a mixed = 66 2--- %
3
numeral.
Try these
Convert each of the following fractions into percentages.
3 4 3
1 --- 2 --- 3 ---
4 5 8
3 4 3
= --- × 100% = --- × 100% = --- × 100%
4 5 8
3 100
= --- × --------- % = .......
-------- × .......
-------- % = .......
-------- × .......
-------- %
4 ....... ....... ....... ....... .......
= .......
-------- % = .......
-------- % = .......
-------- %
....... ....... .......
= ............% = ............ % = ............ %
258
SkillSHEET
answers
2 7 1
4 --- 5 --- 6 ---
5 8 3
2 7 1
= --- × . . . . . .. . . . . . % = --- × ............ % = --- × ............ %
5 8 3
= .......
-------- × .......
-------- % = .......
-------- × .......
-------- % = .......
-------- × .......
-------- %
....... ....... ....... ....... ....... .......
= .......
-------- % = .......
-------- % = .......
-------- %
....... ....... .......
= ............% = ............ % = ............ %
5 3 5
7 --- 8 --- 9 ---
6 7 9
5
= --- × . . . . . .. . . . . . % = ........................ % = ........................ %
6
= ........................% = ........................ % = ........................ %
= ............% = ............ % = ............ %
= ............% = ............ % = ............ %
259
SkillSHEET
answers
SkillSHEET 13.7
Multiplying a fraction by a whole number
To multiply a fraction by a whole number:
WORKED Example
- × 360 × 25
60 45
a -------- b ---------
100 100
THINK WRITE
--------- ×
60
a 1 Write the given problem. a 360
100
60
- × 360
---------
100 1
over 1.
--- × 360
---------
5 1
by 20 (that is, 60 ÷ 20 = 3; 100 ÷ 20 = 5).
--- × 72
------
1 1
by 5 (that is, 360 ÷ 5 = 72; 5 ÷ 5 = 1).
---------
1
whole number).
--------- ×
45
b 1 Write the given problem. b 25
100
45
- × 25
------
100 1
over 1.
------ × 25
------
20 1
by 5 (that is, 45 ÷ 5 = 9; 100 ÷ 5 = 20).
--- × 5
---
4 1
by 5 (that is, 25 ÷ 5 = 5; 20 ÷ 5 = 4).
------
4
4
number.
260
SkillSHEET
answers
Try these
20 10 35
1 --------- × 36 2 --------- × 58 3 --------- × 20
100 100 100
....... 36 10
- × --------
= -------- = -------- × .......
-------- = .......
-------- × .......
--------
100 ....... ....... 1 ....... .......
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- = .......
-------- = .......
--------
....... ....... .......
= ............ = ............ = ............
75 5 2
4 --------- × 32 5 --------- × 70 6 --------- × 160
100 100 100
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- = .......
-------- = .......
--------
....... ....... .......
= ............ = ............ = ............
17 92 45
7 --------- × 5000 8 --------- × 250 9 --------- × 80
100 100 100
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- = .......
-------- = .......
--------
....... ....... .......
= ............ = ............ = ............
110 230 125

10 --------- × 75 11 --------- × 24 12 --------- × 40
100 100 100
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- = .......
-------- = .......
--------
....... ....... .......
= ............ = ............ = ............
261
SkillSHEET
answers
SkillSHEET 13.8
Listing the sample space
A sample space is the list of all the possible outcomes obtained from an experiment. It is usually denoted
using the symbol S, with the list of outcomes enclosed in {} braces and separated by commas.
WORKED Example
List the sample space (possible outcomes) for the following experiment.
A fair standard (6-sided) die is rolled.
THINK WRITE
A fair standard 6-sided die has its faces numbered S = {1, 2, 3, 4, 5, 6}
from 1 to 6. When it is rolled, the outcome is the
number that appears on the top face. Since any
face can appear as the top face, possible outcomes
are all numbers from 1 to 6. List these numbers.
Try these
List the sample space (possible outcomes) for each of the following experiments.
1 A coin is tossed.
S = {Heads, . . . . . . . . . . . . . . . . . . . . . . . . . . }
2 A fair octahedral (8-sided) die is rolled.

S = {1, 2, . . . . . . . , . . . . . . . , . . . . . . . , . . . . . . . , . . . . . . . , ....... }
3 A circular spinner numbered from 1 to 10 is spun.

S = {. . . . . . . , . . . . . . . , . . . . . . . , . . . . . . . , . . . . . . . , . . . . ... , ....... , ....... , ....... , ....... }
4 A marble is selected from a bag containing 3 green, 5 red and 8 yellow marbles.
S = ....................................................
5 A vowel from the English alphabet is randomly selected.

....................................................
6 A card is selected from a deck containing picture cards (jack, king, queen) only.
....................................................
7 A person is asked to name the month in which he or she was born.

....................................................
8 A day of the school week is selected for a Year 9 Maths test.

....................................................
9 An even number between 21 and 51 is randomly selected.

....................................................
10 A coin is drawn from a purse containing all types of Australian coins.

....................................................
262
SkillSHEET
answers
SkillSHEET 13.9
Calculating the angle in a sector graph
There are 360° in a full circle. So to find the size of a sector in degrees, given its size as a fraction of a full
circle, multiply the fraction by 360°.
To multiply a fraction by 360°:
1. change 360 into a fraction by writing it over 1
WORKED Example
3
Finding the size of a sector in degrees, if the sector is --- of a circle.
5
THINK WRITE
3
1 To express a fraction of a circle in degrees, multiply --- × 360
by 360. 5
3 360
2 Convert 360 into a fraction by writing it over 1. = --- × ---------
5 1
3 72
3 Cross-cancel 5 and 360 by dividing each by 5 (that is, = --- × ------
360 ÷ 5 = 72; 5 ÷ 5 = 1). 1 1
216
4 Multiply the numerators together and the = ---------
denominators together. 1
5 Convert the improper fraction into a mixed number = 216°
(which in this case is actually a whole number) and
include the degree sign.
Try these
Find the size of each of the following sectors in degrees, given that their size as a fraction of a circle is:
2 1 3
1 --- 2 --- 3 ------
5 3 10
2 1 3
--- × 360 --- × 360 ------ × ............
5 3 10
2 360 1
= --- × --------- = --- × .......
-------- = .......
-------- × .......
--------
5 ....... 3 ....... ....... .......
2
= --- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
1 1 ....... ....... ....... .......
= .......
-------- = .......
-------- = .......
--------
....... ....... .......
= ............ = ............ = ............
263
SkillSHEET
answers
3 5 2
4 --- 5 ------ 6 ---
4 12 9
3 5 2
--- × . . . . . . . . . . . . ------ × ............ --- × ............
4 12 9
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- = .......
-------- = .......
--------
....... ....... .......
= ............ = ............ = ............
7 4 4
7 --- 8 ------ 9 ---
8 15 5
7 4 4
--- × . . . . . . . . . . . . ------ × ............ --- × ............
8 15 5
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- = .......
-------- = .......
--------
....... ....... .......
= ............ = ............ = ............
1 23 29
10 --- 11 ------ 12 ------
6 36 60
1 23 29
--- × . . . . . . . . . . . . ------ × ............ ------ × ............
6 36 60
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- × .......
-------- = .......
-------- × .......
-------- = .......
-------- × .......
--------
....... ....... ....... ....... ....... .......
= .......
-------- = .......
-------- = .......
--------
....... ....... .......
= ............ = ............ = ............
264
SkillSHEET
answers
SkillSHEET 13.10
Multiplying proper fractions
To multiply fractions:
2. multiply the numerators together and the denominators together.
WORKED Example
Perform the following multiplication: 3
---
5
× 1--6- .
THINK WRITE
1 Write the question. 3
--- × 1
---
5 6
2 Cross-cancel 3 and 6 by dividing each by 3 = 1
--- × 1
---
5 2
(that is, 3 ÷ 3 = 1; 6 ÷ 3 = 2).
------
10
Try these
2 1 1 1 3 1
1 --- × --- 2 --- × --- 3 ------ × ---
5 2 3 2 10 3
1 --------
= --- × ....... = .......
-------- = .......
-------- × .......
--------
5 ....... 6 ....... .......
....... .......
= -------- = --------
....... .......
3 1 1 1 2 1
4 --- × --- 5 --- × --- 6 --- × ---
4 2 2 2 3 2
= ........................ = ........................ = ........................
= ........................ = ........................ = ........................
= ........................ = ........................ = ........................
7 2 4 1 4 3
7 --- × --- 8 --- × --- 9 --- × ---
8 3 5 4 9 4
= ........................ = ........................ = ........................
= ........................ = ........................ = ........................
= ........................ = ........................ = ........................
265
SkillSHEET
answers
1 1
10 --- × ---
8 4
= ........................
= ........................
= ........................
266
SkillSHEET
answers
SkillSHEET 14.1
The degree of a vertex
A network consists of objects connected by lines. The objects are known as vertices and the lines as edges.
The number of edges to which each vertex is connected is known as the degree of the vertex.
WORKED Example
State the degree of each vertex in the network shown. A
B
E
C
D
THINK WRITE
1 Starting with any vertex, count the Vertex A is connected to B, C and E, so the degree is 3.
number of edges. The number of edges
is equal to the degree.
2 Repeat step 1 for all the remaining Vertex B is connected to A and C, so the degree is 2.
vertices. Vertex C is connected to A, B, D and E, so the degree is 4.
Vertex D is connected to C and E, so the degree is 2.
Vertex E is connected to A, C and D, so the degree is 3.
Try these
State the degree of each vertex in each of the networks shown below.
1 C 2 B
E
B
A
D
D
A
C
Degree of A is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Degree of A is .................................
Degree of B is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Degree of B is .................................
Degree of C is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Degree of C is .................................
Degree of D is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Degree of D is .................................
Degree of E is .................................
267
SkillSHEET
answers
3 C 4 A
B
E C D
B
A D
F E
Degree of A is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Degree of A is .................................
Degree of B is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Degree of B is .................................
Degree of C is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Degree of C is .................................
Degree of D is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Degree of D is .................................
Degree of E is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Degree of E is .................................
Degree of F is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Degree of F is .................................
5 C
B D
A F
Degree of A is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Degree of B is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Degree of C is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Degree of D is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Degree of E is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Degree of F is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Degree of G is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
268
SkillSHEET
answers
SkillSHEET 14.2
Vertices, edges and regions of a network
A network where no edges cross over each other is known as a planar network. In these networks, the edges
divide the network into regions or faces. The vertices are not a part of any region. The space outside a net-
work is always counted as a region.
WORKED Example
Find the number of vertices, edges and regions in the network shown. A
B
E
C
D
THINK WRITE
1 Count the number of vertices. There are 5 vertices.
2 Count the number of edges. Take care not to There are 7 edges.
count any edge twice.
3 Count the number of regions. Remember the There are 4 regions.
region outside the network.
Try these
Find the number of vertices, edges and regions in each network shown below.
1 C 2 B
E
B
A
D
D
A
C
The number of vertices is . . . . . . . . . . . . . . . . . . . .............. The number of vertices is .............................. . . .
The number of edges is . . . . . . . . . . . . . . . . . . . . . . ........... The number of edges is ................................ .
The number of regions is . . . . . . . . . . . . . . . . . . . . ............. The number of regions is .............................. . . .
269
SkillSHEET
answers
3 C 4 A
B
E C D
B
A D
F E
The number of vertices is . . . . . . . . . . . . . . . . . . . .............. The number of vertices is .............................. . . .
The number of edges is . . . . . . . . . . . . . . . . . . . . . . ........... The number of edges is ................................ .
The number of regions is . . . . . . . . . . . . . . . . . . . . ............. The number of regions is .............................. . . .

5 C
B D
A F
The number of vertices is . . . . . . . . . . . . . . . . . . . ..............
The number of edges is . . . . . . . . . . . . . . . . . . . . . . ...........
The number of regions is . . . . . . . . . . . . . . . . . . . . .............
270
SkillSHEET
answers
SkillSHEET 14.3
Euler’s formula for planar networks
Euler’s rule for all planar networks is given by the formula:
V=E−F+2
where V is the number of vertices, E is the number of edges and F is the number of faces (also known as
regions).
WORKED Example
Confirm Euler’s formula for the network shown. A
B
E
C
D
THINK WRITE
1 Count the number of vertices, edges and faces V = 5, E = 7, F = 4
in the network.
2 Write Euler’s formula. V=E−F+2
3 Substitute the values into the formula and 5=7−4+2
simplify. 5=3+2
5=5
4 Compare both sides of the formula and draw The right-hand side and left-hand side of the formula
your conclusion. are both the same; therefore, Euler’s formula is
confirmed.
Try these
Confirm Euler’s formula for each network shown below.
1 C 2 B
E
B
A
D
D
A
C
V = ........, E = ........, F = ........ V = ........ , E = ........ , F = ........
V=E−F+2 .................................
................................. .................................
................................. .................................
................................. .................................
271
SkillSHEET
answers
3 C 4 A
B
E C D
B
A D
F E
................................. .................................
................................. .................................
................................. .................................
................................. .................................
................................. .................................
5 C
B D
A F
.................................
.................................
.................................
.................................
.................................
272
SkillSHEET
answers
SkillSHEET 14.4
Paths in networks
A path in a network begins at one vertex and ends at another. A path through a network that uses each edge
exactly once is known as an Euler path. A path that goes through each vertex exactly once is known as a
Hamiltonian path.
WORKED Example
Use the network shown to find: A
a an Euler path
b a Hamiltonian path B
E
C
D
THINK WRITE/DRAW
a 1 Determine the degree of each vertex. a There are exactly two odd vertices and three even
vertices.
2 Since there are exactly 2 vertices with odd A
degrees (A and E), an Euler path has to 3
4
start and finish there; for example, it could B 1
begin at A and end at E. Attempt to find a
2 7 E
path that uses each edge.
C 5
D
6
3 List the sequence of vertices along the An Euler path is A–C–B–A–E–D–C–E.
path.
b Choose any starting vertex and try to visit all b A possible Hamiltonian path is A–B–C–D–E.
the other vertices of the network. (Not all the
edges need to be used.)
Try these
For each of the networks below:
a determine whether there is an Euler path through the network and, if so, give an example
b find a Hamiltonian path.
1 C 2 B
E
B
A
D
D
A
C
a Euler path: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... a Euler path: .......................................

b Hamiltonian path: . . . . . . . . . . . . . . . . . . . . . . . . . . ............. b Hamiltonian path: .................................... . . .
273
SkillSHEET
answers
3 C 4 A
B
E C D
B
A D
F E
a Euler path: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... a Euler path: .......................................

b Hamiltonian path: . . . . . . . . . . . . . . . . . . . . . . . . . . ............. b Hamiltonian path: .................................... . . .
5 C
B D
A F
a Euler path: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...

b Hamiltonian path: . . . . . . . . . . . . . . . . . . . . . . . . . . .............
274
SkillSHEET
answers
SkillSHEET 14.5
Traversable networks
A network is traversable if it can be drawn without lifting the pen off the paper or going over an edge twice.
To decide whether or not a network is traversable, the following information can be used.
• A network is traversable (starting and finishing at the same vertex) if the degree of all the vertices is
even.
• A network is traversable (starting at one odd vertex and finishing at the other odd vertex) if there are
exactly two odd vertices.
• If there is one odd vertex or more than two odd vertices, the network will not be traversable.
WORKED Example
State whether or not the following networks are traversable. Give a reason for your answer.
a B b B c B
A E A C
A E C C
D D
D E
F
THINK WRITE
a 1 Find the degree of each vertex. a All the vertices have an even degree.
2 Check whether the network is traversable As all the vertices have an even degree, the
and give a reason. network is traversable — it will start and finish at
the same vertex. One traversable path is
B–A–F–D–B–E–F–C–B.
b 1 Find the degree of each vertex. b Vertices D and E are odd. All the other vertices are
even.
2 Check whether the network is traversable As there are exactly 2 odd vertices the network is
and give a reason. traversable. If we start at vertex D, we will finish at
vertex E. One traversable path is
D–A–B–D–E–C–B–E.
c 1 Find the degree of each vertex. c Vertex A is even. The other four vertices are odd
(all of them have a degree of 3).
2 Check whether the network is traversable As there are more than two odd vertices the
and give a reason. network is not traversable.
275
SkillSHEET
answers
Try these
State whether or not each of the following networks is traversable. Give a reason for your answer
1 C 2 B
E
B
A
D
D
A
C
3 C 4 A
B
E C D
B
A D
F E
5 C
B D
A F
276

Skill Sheets

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Skill Sheets

Uploaded by

Copyright:

Available Formats

SkillSHEET

d 482 e 123 f 1418

2 Add these numbers, setting them out in columns as shown.

d 347 e 696 f 399

a 137 + 841 b 723 + 432 c 149 + 562 + 55

d 47 + 198 + 12 e 376 + 948 + 11 f 8312 + 742 + 2693

Subtraction of whole numbers

Now 4 can be taken from 12 and 10 from 20 to give 18.

a 1 Since 7 cannot be subtracted from 2, take one a 6 88912

2 We cannot take 10 from the tens column, as it

a 98 − 54 b 167 − 132 c 47 836 − 12 713

d 149 − 63 e 642 803 − 58 204 f 3642 − 1811

g 664 − 397 h 12 900 − 8487 i 69 000 − 3561

__2 _3_ ___

...... ...... ........

g × 563 h × 367 i × 845

....... ....... ........

j × 956 k × 6750 l × 8253

....... .......... ..........

m × 7196 n × 4936 o × 5039

......... .......... ..........

2 Calculate the following using long multiplication.

×___8 ×__9_ ×___8

+__30 +___0 +__2_

+___8 +____ +____

.......... .......... ..........

.......... .......... ..........

.......... .......... ..........

.......... .......... ..........

.......... .......... ..........

.......... .......... ..........

j × 395 k × 7462 l × 3758

.......... .......... ..........

.......... .......... ..........

.......... .......... ..........

m × 2183 n × 9241 o × 4569

.......... .......... ..........

.......... .......... ..........

.......... .......... ..........

.......... .......... ..........

Note: The sign ≈ is read as ‘is approximately equal to’.

1 0.322 ≈ . . . . . . . . . . . . . . 2 0.257 ≈ . . . . .......... 3 1.723 ≈ .............. 4 2.555 ≈ ..............

5 4.308 ≈ . . . . . . . . . . . . . . 6 12.195 ≈ . . ............ 7 8.4678 ≈ .............. 8 25.033 78 ≈ ......... . . .

9 18.333 333 ≈ . . . . . . . . . . . . . . 10 0.166 666 6 ≈ ..............

3 and ____ , 6 and ____ , 12 and ____ .

3 and ____ , 39 and ____ .

a 24 ____ , ____ , ____ , ____ , ____ , ____ , ____ , ____

b 39 ____ , ____ , ____ , ____

1 and ____ ____ and ____

2 and ____ ____ and ____

____ and ____

Factors of 8 are Factors of 50 are

Factors of 24 are Factors of 45 are

Multiples of 7: 7, 14, 21, . . . . . . . . . . . . . Multiples of 4: 4, 8, 12, .............

5 5×6 3 × .......- = ............................

1 1×7 2 ....... × .......

....... – ....... ....... + ....... + .......-

1 ... 3 ... 5 1 4 5 ...

... ... ... 5 9

3 -------- 4--- ....... 11

1 × 5 + ....... 2 × ....... + 5 × ....... + .......-

4 2 7--- = 5 3 1--- = 6 2 4--- =

7 4 3--- = 8 1 1--- = 9 5 5--- =

×_8 ×9_ ×___8

+30 +_0 +__2_

+_8 + +__

3 and , 6 and , 12 and .

3 and , 39 and .

a 24 , , , , , , ,

b 39 , , ,

1 and and

2 and and

and