MATHEMATICS 3ESO

Alumno/a:__________________________

Curso:______

I.E.S. MIGUEL DE CERVANTES

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UNIT 1: FRACTIONS AND DECIMALS.on page 3

UNIT 2: POWERS AND ROOTS ..on page 20

UNIT 3: ALGEBRAIC EXPRESSIONS..on page 30

UNIT 4: EQUATIONSon page 44

UNIT 5: SYSTEMS OF

LINEAR EQUATIONS.on page 69

UNIT 6: PROPORTIONALITY..on page 86

UNIT 7: PROGRESSIONS.on page 106

UNIT 8 and 9: PLANE SHAPES

AND SOLIDS..on page 122

UNIT 11: FUNCTIONSon page 146

UNIT 12: LINEAR FUNCTIONS.on page 159

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 UNIT 1

FRACTIONS AND DECIMALS

1. FRACTIONS

Exercise 1:

3
4
Exercise 2:

Exercise 3:

5
Exercise 4

Exercise 5:

6
 Exercise 6:

Order of operations with fractions:

Remember: 1. Brackets.

2. Powers and roots.

3. Divisions and multiplications in the order they

appear.

4. Additions and subtractions in the order they

appear.

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 Exercise 7:

Exercise 8:

Calculate, giving your answers in their simplest form.

a) b) c)

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9
 Exercise 9:

In a group of 160 students, were female. How many students were female?

Exercise 10:

Three eighths of a cake that weighed 1.2 kg has been eaten. How much
does the remaining cake weigh?

Exercise 11:

This list gives the numbers of trees in a small wood:

beech: 32, oak: 74, elm: 2, ash: 15, chestnut: 15, yew: 1.
List each type as a fraction of the number of trees in the wood.

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 Exercise 12:

Of the people invited to the party, could not come because of illness and
could not come because of transport problems. What fraction of those invited
could not come?

Exercise 13:

Sadie has already driven of the distance between college and home. She
wants to split the remaining distance into 5 equal parts. What fraction of the
whole journey is each part?

Exercise 14:

John eats of a bar of chocolate. Linda eats of what remains. What

fraction of the bar of chocolate have they eaten between them?

Exercise 15:

Complete this magic square. All the rows, columns and diagonals must add the
same.

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 Exercise 16:

In an orchestra three fifths of the musicians are men and there are 16
women. How many musicians are there in the orchestra?

Exercise 17:

Three quarters of a kilo of cheese costs 9.75. How much does one kilo of
cheese cost?

Exercise 18:

On a tree plantation, 3 out of every 20 trees have been cut down. If 840
trees have been cut down, how many are left?

Exercise 19:

A company advertises some job vacancies and then hires 18 new employees.
This is three fifths of all of the applicants. How many people applied for
work?

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 Exercise 20:

A shelf in a supermarket holds 80 one-quarter litre bottles and 44 one and a

half litre bottles. How many litres of water are there on the shelf?

Exercise 21:

A lorrys tank contains 225 litres of diesel, and the gauge says the tank is
full. How many litres can the tank hold?

Exercise 22:

Alberto moves forward 5/6 of metre with each step. How many steps must he
take to complete a 9 kilometre walk?

Exercise 23:

In a bicycle race, cyclist A has covered 4/5 of the total route and has 21 km
left before the finish line. How many kilometers are left before cyclist B
reaches the final line, if he has covered 6/7 of the route?

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 Exercise 24:

John is planning for his holiday. He calculates that if he spends a third of his
saving on a plane ticket and a quarter on a hotel, he will still have 570 left.
How much does he have saved?

Exercise 25:

A farmer sells two-fifths of his corn harvest to an animal feed factory, and
a third to a neighbouring farmer. If he still has 40 tonnes left, how many
tones did he harvest?

2. DECIMAL NUMBERS

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15
Converting fractions to decimals

Converting decimals to fractions

. To convert a terminating decimal to a fraction:

1. As the numerator, we use the number without the decimal point.

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 2. As the denominator, we use 1 followed by as many zeroes as digits as the
decimal part has.
3. Simplify the fraction.

. To convert a recurring decimal to a fraction:

a) When the repeating digits are after the decimal point (pure recurring decimal)

1. As the numerator, we use the number without the decimal point minus the
whole number part.

2. As the denominator, we use as many nines as digits as the period has.

3. Simplify the fraction.

b) When the repeating digits arent after the decimal point, the number has some
digits between the decimal point and the period (mixed recurring decimal)

1. As the numerator, we use the number without the decimal point minus
all digits before the repeating numbers.

2. As the denominator, we use as many nines as digits as the period has

followed by as many zeroes as digits are between the decimal point and the
repeating numbers.

Exercise 26:

Convert these decimals to fractions. Give your answers in their simplest form.
a) 0.32 b) 4.5 c) 5.3333 d) 8.35555

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3. RATIONAL AND IRRATIONAL NUMBERS

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Exercise 27:

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UNIT 2 POWERS AND ROOTS
1. POWERS

Properties of powers

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Exercise 1:

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Exercise 2:

Exercise 3:

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 Exercise 4:

Express with a positive index power:

b) c) d)

2. ROOTS
Square roots

Cube roots

Nth roots

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 Exercise 5:

3. RADICALS
When irrational numbers are written in a form using nth roots, they are called
radicals and they give the value exactly. Radicals are exact answers, but their
decimal equivalents are not.

Rules for operating radicals

There are rules you can use to manipulate and simplify radicals. Here is a
summary of those you need to know. When you use them, look for factors
that are square numbers!

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 Exercise 6:

Simplify each of the following expressions, leaving your answer in radical form:

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 Exercise 7:

Simplify each of the following expressions, leaving your answer in radical form:

Exercise 8:

Convert the following fractions so that they share a common denominator, then
simplify them:

a) b) c)

d) e) f)

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4. STANDARD INDEX FORM FOR LARGE AND
SMALL NUMBERS

Operations with numbers in standard form

.Addition and subtraction

1) First we express the two amounts using the same power with a base
of ten. Its better if you use the largest index.

2) Add or subtract the significant digits and keep the power.

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3) If the new significant digit has only a digit before the decimal
point, you have finished. If it has more than one or if it is the zero
you must move the decimal point until you only have one number before
the decimal point.

Example

.Multiplication and division

index
1) First multiply or divide the significant digits. decimal
point
2) Multiply or divide the powers using their properties.

3) The same rule 3 as adding and subtracting in standard form.

Example

Exercise 9:

Write in standard form:

a) 493,000,000 b) 315,000,000,000
c) 0.0004464 d) 12.00056

e) 253 f) 2567.23

Exercise 10:

Write, with all their digits, the following numbers written in standard form:

a) 2.51 106 b) 9.32 10-8 c) 3,76 1012

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 Exercise 11:

Solve these operations using the standard form:

a) 7.77 109 6.5 107 b) 0.05 102 + 1.3 103

c) 3.73 10-2 + 5.1 102 d) (3.4 103) (2.52 10-2)

e) (7.5 107) : (3103) f) (8.06 109) (6.5 107)

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 UNIT 3
Algebraic expressionS
1. ALGEBRAIC EXPRESSIONS
Algebra is a branch of mathematics in which symbols, usually letters of the
alphabet, represent numbers or members of a specified set and are used to
represent quantities so that we can use letters for the arithmetical
operations such as +, , , and the power.
What do you do when you want to refer to a number that you do not know?
Suppose you wanted to refer to the number of buildings in your town, but
haven't counted them yet. You could say 'blank' number of buildings, or
perhaps '?' number of buildings.
In mathematics, letters are often used to represent numbers that we dont
know - so you could say 'x' number of buildings, or 'q' number of buildings.

An algebraic expression has numbers and letters linked by operations. The

letters are called variables. Every addend is called term.

The expression 5n + 3s has two terms: 5n and 3s.

You can simplify an algebraic expression by collecting like terms.

Like terms have exactly the same letters. ( 3x2 and 5x2 are like terms).

Exercise 1:

Simplify these expressions:

a) 4x 2y 2x 3y b) 7p 3q 5q p c) 5c 2b 2c 3b

Exercise 2:

In one month, Dan sends x texts.

a) Alice sends 4 times as many texts as Dan. How many texts does Alice
send?
b) Kris sends 8 more texts than Alice. How many texts does Kris send?

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 Exercise 3:

In a pizza takeaway
a medium pizza has 6 slices of tomato
a large pizza has 10 slices of tomato
How many slices of tomato are needed for c medium pizzas and d large
pizzas?

2. MONOMIALS
A monomial is an algebraic expression containing one term which may be a
number, a variable or a product of numbers and variables, with no negative or
fractional exponents. (Mono implies one and the ending nomial is Greek for
part)
For example: are monomials, but
arent monomials
The number is called coefficient and the variables are called literal part.

If the literal part of a monomial has only one letter, then the degree is the
exponent of the letter.
If the literal part of a monomial has more than one letter, then the degree
is the sum of the exponents of every letter

In the example the degree is 2+1=3

Exercise 4:

Complete the following table:

MONOMIAL VARIABLES COEFFICIENT LITERAL PART DEGREE

-3x2y3
7x3yz

5
2 3
3x

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Addition and subtraction of monomials

You can add or subtract monomials only if they have the same literal part
(they are also called like terms). In this case, you sum or subtract the
coefficients and leave the same literal part. If monomials arent like, the
addition sign must be left in the expression

Look at these examples:

4xy + 3xy = 7xy ; 4x2-5x-x2+x = 3x2-4x

Exercise 5:

Collect like terms to simplify each expression:

a)
b) 5y 3x 2y 4x
c) 2x 35x 7x 1
d)

Multiplication of monomials
To multiply monomials you multiply the coefficients and the variables,
following the rules for working with powers. The result is always a monomial.

Exercise 6:

Multiply the following monomials:

a) b) c)

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 Exercise 7:

Multiply and simplify the following expressions:

a) b)

c) d)

e) f)

Division of monomials
To divide monomials you divide the coefficients and the variables, following
the rules for working with powers. The result not always is a monomial.

The result not always is a monomial. For example isnt a

monomial.

Exercise 8:

a) b) c) d)

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3. POLINOMIALS
A polynomial is an algebraic sum of monomials. (Poly implies many)

For example: x2 + 2x , 3x2 + x3 + 5x + 6 , 4x 6y + 8

If there are two monomials, it is called a binomial, for example 2 x + 2x

If there are three monomials, it is called a trinomial, for example 4x 6y +
8
The degree of a polynomial is the degree of the highest-degree term that it
contains.
Examples: is a fourth-degree binomial; is a second-degree
trinomial
Polynomials are usually written this way, with the terms written in decreasing
order; that is, with the highest exponent first, the next highest next, and so
forth, until you get down to the constant term.

Evaluating a polynomial is the same as calculating its number value at a given

value of the variable. For instance:
Evaluate at

is the numerical value of the polynomial

Always remember to be careful with the minus signs!

Exercise 9:

Adding and subtracting polynomials

You can add or subtract monomials only if they have the same literal part,
that is, if they are like terms. In this case, you sum or subtract the
coefficients and leave the same literal part.

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Example1:

Example 2:

Exercise 10:

Multiplying monomials and polynomials

Monomial x polynomial: distribute the monomial through the brackets.
Multiply all the terms inside the bracket by the term outside is called
expanding the bracket.

Polynomial x polynomial. In this case, we expand double brackets, that is,

each term in the first bracket multiplies each term in the second bracket.

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 Exercise 11:

Exercise 12:

Calculate and then simplify your result:

a) b)

c) d)

e) f)

g) h)

i) j)

k) l)

m) n)

o) p)

q) r)

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 Exercise 13:

A small box contains 12 chocolates. Sam buys y small boxes of chocolates.

a) Write an expression for the number of chocolates Sam buys.

A large box contains 20 chocolates. Sam buys 2 more of the large boxes than the
small ones.
b) Write an expression for the number of the large boxes of chocolates he
buys.
c) Find, in terms of y, the total number of chocolates in the large boxes that
Sam buys.
d) Find, in terms of y, the total number of chocolates Sam buys. Give your
answer in its simplest form.

Exercise 14:

Jake is n years old.

Jakes sister is 4 years older than Jake.
Jakes mother is 3 times older than his sister.
Jakes father is 4 times older than Jake.
Jakes uncle is 2 years younger than Jakes father.
Jakes grandmother is twice as old as Jakes uncle.
a) Copy the table and write each persons age in terms of n.

Jake Sister Mother Father Uncle Grandmother

n

b) Find, in terms of n, how much older Jakes grandmother is than his mother. Give
your answer in its simplest form.

Exercise 15:

Write an expression involving brackets for the volume of this cuboid. Expand the
brackets and simplify your expression.

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Dividing polynomials
1) Write the polynomials in decreasing
order.
2) Find the first term of the quotient,
dividing the first term of the dividend
by the first term of the divisor.
3) Multiply the result times all the
terms of the divisor and subtract from
the dividend.
4) Repeat the process until the degree
of the remainder is less than the
degree of the divisor.

Exercise 16:

Calculate the following divisions:

a) b)
c) d)
e) f)
g) h)
i) j)

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39
4. FACTORISING
Factorising is the reverse process of multiplying out
a bracket (expanding). The factorised expression
has a polynomial inside a bracket, and a term
outside.
This term outside must be a common term (a number
or a letter). It means that the number or the
letter (s) can be found in every term of the expression.
The trick is to see what can be factored out of every term in the expression.
To factorise an expression, look for a common factor for all the terms. If
you remove the brackets in the final expression, you obtain the original one.

Just don't make the mistake of thinking that "factoring" means "dividing off
and making disappear".

Remember: when the term to be factored out coincides with one of the
addends, the unit always remains:

Exercise 17:

Exercise 18:

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 Exercise 19:

5. THREE ALGEBRAIC IDENTITIES.

The square of a sum

The rule in words:

The square of the sum of two terms is the sum of their squares plus two times
the product of the terms.

Be careful here: the square of the sum and the sum of the squares sound very
similar, but are different; the square of the sum is and the sum of squares
is , and for example

The square of a difference

The rule in words:

The square of the difference of two terms is the sum of their squares minus two
times the product of the terms.

The product of a sum and a difference

The rule in words:

The product of a sum and a difference of two terms is the difference of their
squares.

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 Exercise 20:
Expand and simplify:

a) b)

c) d)

e) f)

g) h)

k) l)

m) n)

o) p)

q) r)

s) t)

u) v)

w) x)

y) z)

Exercise 21:
Convert the following concepts into algebraic expressions containing a single
unknown or two unknowns.

a) A tenth of a number.

b) A number plus half that number.

c) The price of a pair of trousers which has been reduced by 20%.

d) The age that a girl was 5 years ago.

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e) Two-thirds of a number, minus 1.

f) The time it takes a cyclist to cover x kilometers if he is travelling at 20 km/h.

g) The perimeter of a rectangle with a base of 10 m and a height of x.

h) The sum of a number and another number which is 10 units larger.

i) The product of a number, x, and the number that comes after it.

j) The area of a triangle with a base of 5 m and a height of x.

k) The square of a number, x, minus double that number.

l) The area of a rectangle whose base is 8 cm greater than its height.

m) The amount I pay for two albums with the same original price, but one of which
is on sale for 15% off and the other for 10% off.

n) The number of animal legs on a farm with x hens and y rabbits.

o) The result of adding 5/9 of a number to another number.

p) The quotient of two numbers minus 5 units.

q) The square of the sum of two numbers.

r) 35% of a number plus another number which is 12% greater.

s) The cost of a mix of two types of paint, one of which costs 8/kg and the other
10/kg.

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 UNIT 4
EQUATIONS
KEYWORDS
Variable Quadratic equation Unknown
Quadratic formula Solution Discriminant
Roots Linear equation Zeros

1. EQUATIONS, SOLUTION OF AN
EQUATION
An equation is an expression of equivalence containing at least one letter
(unknown) whose value we want to determine.

Examples: 2x + 3 = 15 , x2 -16 = 0 , x3 = 81 ,2x-5 = x+1

The solution of an equation is the set of values which, when substituted for
unknowns, make the equation a true statement.

Example: There are two values that make true the following equation:
X2 16 = 0 Solution: {x = 4, x = 4}

Solving an equation means finding its solution (or solutions) or determining that
it has no solution.

There are different types of equations. For example:

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 Exercise 1:

Degree of an equation

The degree of an equation that has not more than one variable in each term
is the exponent of the highest power to which that variable is raised in the
equation.

The equation 3x 17 = 0 is a first-degree equation, since x is raised only to the

first power.
An example of a second-degree equation is 5x2 2x + 1 = 0.
An example of a third-degree equation is 4x3 7x2 = 0.

The equation 3x 2y = 5 is of the first degree in two variables, x and y.

When more than one variable appears in a term, as in xy = 5 , it is necessary
to add the exponents of the variables within a term to get the degree of the
equation.
Since 1 + 1 = 2, the equation xy = 5 is of the second degree.

2. FIRST-DEGREE EQUATIONS

A first-degree equation is called a linear equation. The highest exponent of a

linear equation is 1. The standard form for a linear equation is:
ax + b = c; a, b and c can have any value, except that a cant be zero.

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Examples:

a) 3x + 2 = -10. The solution of this equation is x = -4.

b) 4x -6 = 4 (x + 3) 4x - 6 = 4x + 12 0x = 18 0 = 18 False equation.
This equation has no solution.
c) 4x - 6 = 4 (x - 2) + 2 4x - 6 = 4x - 6 0x = 0 This equation is true for any
value of x. Any number is solution of this equation. It has infinite solutions.

Steps for solving a first degree equation in one variable

1. If there are brackets remove them (expand)

2. If there are denominators remove them (multiplying both sides by the
LCM of the denominators or writing fractions with the same denominator)
3. Transpose the like terms (move to one side the x-terms and the numbers
to the other side)
4. Combine like terms
5. Isolate the unknown (move the coefficient of the x to the other side)
6. Check the solution.

For example:

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 Exercise 2:

Solutions: a) 5; b) sol. ; c) no sol. ; d) 5; e) 13; f) 1/2 ; g) 1/2 ; h) -5

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 Exercise 3:
Solve the following equations:

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49
p)

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Solutions: a)- 2; b) 4 ; c) 7 ; d) 1 ; e) ; f) 0; g) 2/5; h) 3 ; i) 1 ; j) 10; k)
7 ; l) 1 ; m) 5; n) ; o) 1/3 ; p) 0; q) 1; r) -3; s) -3; t) -1/8 ; u) 8 ;
v) -4; w) 25; x) -2/3; y) -7/2; z) 0

Exercise 4:
Solve the following equations, some of them have no solution, some of them have infinite
solutions:

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 +1

Solutions: a) 7/5 ; b) 7 ; c)No sol. ; d) No sol.; e) sol. ; f)2 ; g) 4 ; h) -

5; i) sol. j)6 ; k)No sol; l)No sol; m)-3/2 ;n)-3; o) sol ; p) sol; q)0 ;
r) sol s)-9/2 , t)No sol ; u)No sol ; v) sol ;w)5

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3. QUADRATIC EQUATIONS
A second-degree equation is called a quadratic equation. The highest
exponent of a quadratic equation is 2. The standard form for a quadratic
equation is: ax2+ bx + c = 0; where a, b and c can have any value, except
that a cant be zero.

Exercise 5:

How to solve quadratic equations?

Quadratic equations can be solved using a special formula called the quadratic
formula:

The means you need to do a plus AND a minus, and so there are normally
TWO solutions!
The answers it gives are the solutions to the quadratic equation, and are
often called roots, or sometimes zeros.

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Examples:

The previous examples show that the different types of solutions of the
second-degree equations depend on the value of 2 b 4ac.
b2 4ac is called the discriminant.

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 When b2 4ac is positive, you will get two different solutions.
When b2 4ac is zero, you get one double solution.
When b2 4ac is negative, you get two complex solutions, we say that the
equation dont have real solutions.

Sometimes you can find incomplete quadratic equations, for example:

16x2 25 = 0 , 7x2 + 11x = 0
You can solve these equations in an easy way, without using the quadratic
formula:

Exercise 6:

Solutions: a) 2,3; b) -1/3 double; c) No sol.; d) 1/2, -3; e) No sol; f) 2, -2;

g) 0, 37/11 ; h) 3, -3 ; i) No sol.

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 Exercise 7:

Solve the following second-degree equations:

56
Solutions: a) 1, -4; b) 2, 5; c) 1, 1/2 ;d) -1, -7; e) 1, -2/3 ;f)1, 3/2 ;
g) , ; h)-3, 2/3 ; i) double; j)-7 double; k)-2/3 double l)8, -8;
m)0,5/2; n) 3, -3; o) No sol.; p) , -1/2 ; q) 0, -4;r) 5, -5; s) 0, -4/3 ;
t)-2; u) 3, -1; v) 0, -2 w) 3, -3; x) no sol.; y)-1, -4; z)0, 4

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 Exercise 8:

Solve the following equations:

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Solucitions: a) -1, 3; b)5 ; c) 2, -7/3 ; d)1, -15/2 ; e)0, -4 ; f)No sol.;
g) -1/3 double; h) No sol.; i) 5, -1/2 ; j)4, 1; k) 0, 6; l) ; m) No
sol.; n)0, -5; o) 2, -3/2; p)1, -3/4

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 Exercise 9:

Solutions: a) 5 ; b) 0, -5/7 ; c) 10 ; d) -2/3 e) 0 ; f)No sol

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4. SOLVING PROBLEMS USING
EQUATIONS
To solve word problems we must create an equation that expresses the
relationship between known quantities and the quantities we want to find. It
is helpful to follow the following steps:

1. Read the problem carefully and get a clear idea of what is known and what
is unknown.

2. Use an algebraic language to express the relationship between the

quantities mentioned in the problem.

3. Solve the equation.

4. Check the solution using the problem (not the equation)

5. Express the solution as an answer of the problem using a sentence and

paying attention with the unit of measure.

Exercise 10:

If we add 6 units to a number we obtain the same amount as if we subtract

two from double that number. What is the number?

Exercise 11:

The fence along a school`s rectangular playground measures 2,100 m and its
length is double its width. What are the playgrounds dimensions?

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 Exercise 12:

Carmen spends 122 on one pair of trousers for John and one pair for Helen.
If the trousers for Helen cost 16 more than the trousers for John, how
much did each pair of trousers cost?

Exercise 13:

The difference between four fifths of a number and two thirds of that same
number is 10 units. What is the number?

Exercise 14:

A triangles shortest side is 3 cm less than the second shortest side, and the
second shortest side is 5 cm less than the longest side. If the perimeter of
the triangle is 32 cm, how long is each side?

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 Exercise 15:

Tom is 12 years old and his mother is 38. How many years must pass in order
for Toms age to be half his mothers age?

Exercise 16:

Annes age is double the age of her daughter. Ten years ago her age was
triple her daughters age. How old are they?

Exercise 17:

There are 4 years difference between Sarahs age and Helens age. In 10
years the sum of their ages will be 50. Calculate each of their ages.

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 Exercise 18:

A newsagent sells pens for 3 and markers for 5. One week the newsagent
sells 15 pens more than markets, and takes in a total of 125. How many
markets and pens are sold that week?

Exercise 19:

I paid a bill for 410 with 50 and 20 notes. I used three more 20 notes
than 50 notes. How many notes of each amount did I spend?

Exercise 20:

I bought two shirts that had the same original price, but one of them had a
discount of 20%. I ended up paying 36 in total. What was the final price of
each shirt?

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 Exercise 21:

A nail sinks 2/5 of its length into a wall after one hit with a hammer. With
the second hit it sinks 1.4 cm, and 1 cm (the rest of the nail) is left
exposed. Find the length of the nail.

Exercise 22:

Two identical tanks are full of water. A quarter of the liters of the first one
is removed, and then 30 liters more is removed. Five sixths of the liters of
the second tank is removed and then 19 liters is added. After this, the tanks
contain the same amount of water. What is the capacity of each tank?

Exercise 23:

A trader mixes 10 kg of rice which costs 2.5/kg with another, inferior type
of rice which costs @1.8/kg. How many kilos of cheaper rice does he have to
add for the mix to end up costing 2/kg?

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 Exercise 24:

Six kilograms of coffee that costs 9/kg is mixed with 10 kg of another

cheaper type of coffee. The result is a mix that costs 8/kg. What is the
price of the cheaper coffee?

Exercise 25:

Find a number which addes to its squaare equals 72 (there are two solutions).

Exercise 26:

Calculate the lengths of the sides of the right-angled triangle:

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 Exercise 27:

If we subtract double a specific number from its square, we obtain 35. Find
the number.

Exercise 28:

Find two consecutive numbers whose squares added together equal 145.

Exercise 29:

Find three consecutive numbers which, when the smallest number is multiply
by the middle number, equal the largest number plus 34.

Exercise 30:

One of the catheti of a right-angled triangle is 3 cm longer than the other.

If the area of the triangle is 54 cm2, how long are the catheti.

Exercise 31:

The length of a rectangle is 2 cm longer than the width and the area is 143
cm2, how long are its sides?

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 Exercise 32:

The length of a rectangle exceeds the width by 2 cm and the diagonal is 10

cm long, find the width of the rectangle.

Exercise 33:

Two numbers which differ 3, have a product of 88. Find them.

Exercise 34:

The product of two consecutive odd numbers is 143. Find the numbers.

Exercise 35:

A stone is thrown in the air. After t seconds its height, h, above sea level is
given by the formula h = 80 + 3t- 5t2, Find the value of t when the stone
falls into the sea.

68
 UNIT 5
Systems of linear
EQUATIONS
1. SYSTEMS OF LINEAR
EQUATIONS
A system of linear equations (or linear system) is a collection of linear
equations involving the same set of variables.

For example:

Solving a system of equations means finding the values of the variables that
make all the equations true at the same time.

The solution of this system is x = 3 and y = 1.

Methods to solve systems of linear equations

1) The graphical method

2) The substitution method
3) The algebraic equation method
4) The elimination method

2. THE GRAPHICAL METHOD

When you are solving systems, you are, graphically, finding intersection of lines.
(Remember that the graph of a linear equation, ax + by = c , is a straight line, and
its points are the solutions of the equation).
The graphical method consists of graphing every equation in the system and then
using the graph to find the coordinates of the point(s) where the graphs
intersect. The point of intersection is the solution

Example:

You have to write a table of value for every equation:

69
 x 0 3 x 0 -1
;
Y 3 0 y 1 0

Plot these points in a grid:

Graph both equations very precisely. If you dont graph neatly, your point of
intersection will be way off.

The solution is x = 1 and y = 2.

Substitute these values into both equations to check the solution.

Number of solutions of two-variable systems

For two-variable systems, there are three possible types of solutions:

Case 1: The two lines cross at exactly one point. This point is the only solution to
the system. The two straight-lines are secant in this point. These systems are
called determinate compatible systems.

Example: Solution: the point (1 , 1)

70
Case 2: Since parallel lines never cross, the system has no solution. These
systems are called incompatible systems.

Example: Solution: the system has no solution, the lines are parallel

Case 3: When the two lines are the same line, any point of the line is solution to
the system, the system has infinite solutions. These systems are called
indeterminate compatible systems.

Example: Solution: Infinite solutions. The lines are the same line.

Exercise 1:

Solutions: a) x=3 , y=2; b) sol. c) No sol.

71
3. THE SUBSTITUTION METHOD
To solve a system of equations using the substitution method, first isolate an
unknown in one of the equations and then insert its value into the other equation.
Remember: Always substitute into the other equation and always use
parentheses!!!

72
For example:
a) We isolate the x in the first equation: (*)
b) We substitute x with 3+y in the second equation:
c) We solve the new first degree equation:

d) We plug the value into (*) :

e) The solution is:

f) We check the solution:

Exercise 2:

Solve using the substitution method:

a) b) c)

d) e) f)

73
g) h) i)

Solutions:
; i) x=1; y=1

4. THE EQUALIZATION METHOD

The equalization or algebraic equation method consists of isolating the same
unknown in each and equating the result obtained.

For example:

a) We isolate the in both equations:

b) We equate the two expressions:

c) We solve the equation:

d) We insert this value into any of the expressions of :

e) Solutions:

f) We check the solution:

74
 Exercise 3:

Solve using the algebraic equation method:

a) b) c)

d) e) f)

g) h) i)

75
Solutions:

5. THE ELIMINATION METHOD

The elimination method consists of multiplying one or both equations by an
appropriated number in such a way that when they are added together one of the
unknown disappears. Then you can use back-substitution to solve for the other
variable.
When using elimination, eliminate one variable at a time. It is also important to
write down instructions that indicate how you are manipulating the equations
going from step to step.

For example:

a) We multiply the first equation by -4:

We need that an unknown has the same coefficient with different sign!!!

b) We add the two equations together: -17 and solve:

c) To solve the other unknown, we can plug this value into one of the original
equations or we can repeat the process in order to eliminate the y.

The second way: We multiply the first equations by 3 and the second one by -5:

d) Solution:

e) We check the solution:

Exercise 4:

Solve using the elimination method:

a) b) c)

76
d) e) f)

g) h) i)

77
Solutions: a) x=3; y=2; b) x=3; y=4; c) x=1; y=-1; d) x=-1; y=-2; e) x=-2;
y=3; f) x=0; y=4; g) x=7; y=-3; h) x=2; y=1/2; i) x=2; y=-2

Exercise 5:

Solutions: a)x = 5/22; y= 40/11 ; b) x=-1; y= 2 ; c) x=-12; y =15/2; x=-5

y= 4

78
 Exercise 6:

Say which of the following systems are incompatible and which are
indeterminate:

a) b) c)

d) e) f)

79
 Exercise 7:

Find the value of two numbers if their sum is 12 and their difference is 4.

Exercise 8:

The difference of two numbers is 3. Their sum is 13. Find the numbers.

Exercise 9:

The school that Stefan goes to is selling tickets to a choral

performance. On the first day of ticket sales, the school
sold 3 senior citizen tickets and 1 child ticket for a total of
$38. The school took in $52 on the second day by selling 3
senior citizen tickets and 2 child tickets. Find the price of a
senior citizen ticket and the price of a child ticket.

80
 Exercise 10:

The sum of the digits of a certain two-digit number is 7. Reversing its digits
increases the number by 9. What is the number?

Exercise 11:

A hotel has double and single rooms. In total there are 90 rooms and 165
beds. How many rooms are there of each type?

Exercise 12:

I paid a bill of 145 using 10 and 5 notes. I handed over a total of 17

notes. How many of each note did I use?

Exercise 13:

Find two numbers that add up to 160 and that are separated by a difference
of 6.

81
 Exercise 14:

The difference between two numbers is 12 units. Half of the smaller number
is equal to one-fifth of the larger number. What are the numbers?

Exercise 15:

Three years ago. Lauras age was half of Anas age, and in seven years their
ages will add up to 50. How old are they?

Exercise 16:

Two years ago, Carlos age was triple the age of his son Luis, but in twelve
years his age will only be double that of Luis. Calculate their ages.

82
 Exercise 17:

On a test with 30 questions, students receive 2 points for each correct

answer and lose 1 point for each incorrect answer. A boy who answered all
the questions got a score of 24 points. How many correct answers and how
many incorrect answers did he get?

Exercise 18:

We mix two types of flour, one that costs 0.75/kg and another that costs
1.15/kg, and obtain 50 kg of a mix which costs 1/kg. How much of each
type of flour is used in the mix?

Exercise 19:

We mix two types of coffee, one that costs 5/kg and another that costs
7.5/kg. We obtain 30 kg of a mix which costs 6/kg. How much coffee of
each type does the mix contain?

83
 Exercise 20:

You want to mix two types of olive oil that cost 5/liter and 3/liter to
obtain 25 liters of a mix that will cost 3.80/liter. How many liters of each
type of olive oil do you need to mix?

Exercise 21:

In a language school, 430 students studied either English or French last year.
This year, students studying English have increased 18 % and students
studying French have increased 15 %. There are now 502 students studying
the two languages. Calculate how many English students and how many French
students there were last year.

Exercise 22:

I changed a lot of 20 cent coins for 1 coins, and now I have 12 coins less
than I did before I changed them. How many 20 cent coins did I have?

84
 Exercise 23:

A boat traveled 210 miles downstream and back. The trip downstream took
10 hours. The trip back took 70 hours. What is the speed of the boat in still
water? What is the speed of the current?

Exercise 24:

The senior classes at High School A and High School B planned separate trips
to New York City. The senior class at High School A rented and filled 1 van
and 6 buses with 372 students. High School B rented and filled 4 vans and 12
buses with 780 students. Each van and each bus carried the same number of
students. How many students can a van carry? How many students can a bus
carry?

85
 UNIT 6
PROPORTIONALITY
1. RATIO AND PROPORTION
A ratio is a way of comparing amounts of something. It shows how much bigger one
thing is than another. We write it as a to b, a:b or
For example:
a) Use 1 measure screen wash to 10 measures water
b) Use 1 shovel of cement to 3 shovels of sand
c) Use 3 parts blue paint to 1 part white paint
Ratio is the number of parts to a mix. The paint mix is 4 parts, with 3 parts blue
paint and 1 part white paint.
For example, the ratio of screen wash to water is 1:10. This means for every 1
measure of screen wash there are 10 measures of water.
Mixing paint in the ratio 3:1 means 3 parts blue paint to 1 part white paint

A proportion is the equality of two ratios. We write a proportion as two equal

fractions.

For example, if two bottles of water contain three liters of water, four bottles
contain six liters of water. We write:

2. DIRECT PROPORTINALITY
Two quantities are in direct proportion when they increase or decrease in the
same ratio. For example you could increase something by doubling it or decrease
it by halving.
If we look at the example of mixing paint the ratio is 3 pots of blue paint to 1 pot
of white paint, or 3:1.
But this amount of paint will only decorate two walls of a room. If you wanted to
decorate the whole room, four walls, what amount of each colour do you need?
You have to double the amount of paint and increase it in the same ratio.
If we double the amount of blue paint we need 6 pots.
If we double the amount of white paint we need 2 pots.

86
The amount of blue and white paint we need increase in direct proportion to each
other. Look at the table to see how as you use more blue paint you need more
white paint:

Pots of blue paint 3 6 9 12

Pots of white paint 1 2 3 4

Understanding proportion can help in making all kinds of calculations. It helps you
work out the value or amount of quantities either bigger or smaller than the one
about which you have information.

Constant of direct proportionality

If we calculate the quotient between pots of blue paint and pots of white paint, we
get equal ratios: =., the constant of proportionality is always 3.

You can solve this kind of problems using two different ways:

Example 1:

If you know the cost of 3 packets of batteries is 6.00, can you work out
the cost of 5 packets?

THE UNITARY METHOD

To solve this problem we need to know the cost of 1 packet.
If three packets cost 6.00, then you divide 6.00 by 3 to find the price of 1
packet. (6 3 = 2)
Now you know that they cost 2.00 each, to work out the cost of 5 packets you
multiply 2.00 by 5. (2 x 5 = 10)
So, 5 packets of batteries cost 10.00

THE DIRECT RULE OF THREE

Packets of batteries 3 5
6.00 x

5 packets of batteries cost 10.00

Example 2:
You've invited friends for a pizza supper. You already have the toppings, so
just need to make the pizza base. Looking in the recipe book you notice that
the quantities given in the recipe are for 2 people and you need to cook for 5!
Pizza base - to serve 2 people:
100 g flour ; 60 ml water ; 4 g yeast; 20 ml milk ; a pinch of salt

87
THE UNITARY METHOD
The trick here is to divide all the amounts by 2 to give you the quantities for 1
serving.
Then multiply the amounts by the number stated in the question, 5.
For 1 serving, divide by 2:
100 g 2 = 50 g 60 ml 2 = 30 ml 4g2=2g 20 ml 2 = 10 ml

For 5 servings, multiply by 5:

50 g x 5 = 250 g flour; 3 0 ml x 5 = 150 ml water 2 g x 5 = 10 g yeast
10 ml x 5 = 50 ml milk
The pinch of salt is up to you!

Example 3
Yesterday I paid 12 euro for five hours of parking How much will I pay
today if my car has been in the same car park for three and a half hours?

THE DIRECT RULE OF THREE

Hours 5 3.5
Euro 12 x
I will pay 8.40

3. INVERSE PROPORTINALITY
Two quantities are inversely proportional if one of them varies in the inverse
ratio as the other. If we multiply one of the quantities by a factor, we divide the
other quantity by the same factor.

For example: we want to put 300 kg of potatoes in bags. The size of the bags is
inversely proportional to the number of bags we need.

Weight of the bags (kg) 1 2 3 4

Number of bags 300 150 100 75
If the bags are bigger, we need fewer bags.
Constant of inverse proportionality
The weight of the bags is inversely proportional to the number of bags, if we
calculate the product of weight and number of bags we always get the same
constant:
the constant of proportionality is always
300.

You can solve this kind of problems using two different ways:
Example 1

88
After a sports event, four cleaners take two and a half hours to clean up a
sports center. How long would three cleaners take to do the same job?

THE UNITARY METHOD

To solve this problem we need to know how many hours 1 person needs to do the
job.
If 4 cleaners take 2.5 hours, then you multiply 2.5 h by 4 to find the number of
hours which one cleaner needs. (42.5 = 10 h)
Now to work out the hours for 3 cleaners you divide 10 h by 3.
(10:3 = 3.3 h = 3h 20 min)
So, 3 cleaners take 3h and 20 min to do the same job.
THE INVERSE RULE OF THREE

Cleaners 4 3
Hours 2.5 x

Example 2

Four taps fill a water tank in 10 hours. How long do eight taps need to fill
the same tank?

THE INVERSE RULE OF THREE

Taps 4 8
Hours 10 x

HINT to solve the problems: The first step is to think if the quantities
are direct or inverse proportional

Exercise 1:

Marta needed 75 g of sugar to make a 600 g cake. How many grams will she
need to bake a 1 kg cake?

89
 Exercise 2:

This morning one euro traded at 1.325 dollar. How many euro would you get
for 280 dollar?

Exercise 3:

Four people who live in the same building must pay a water bill of 360. The
bill is to be split proportionately between them, taking into account the area
of each of their flats. If the flats measure 80 m2, 100 m2, 120 m2 and 150
m2, how much must be paid for each of them?

Exercise 4:

A 200 g piece of cheese cost 2.80.How much will another piece of the same
cheese cost if it weighs 325 grams?

Exercise 5:

At a second-hand car dealers, a three-year-old car is sold for 12,000- If

its price varies inversely with its age, how much will it be sold when it is 10
years old?

90
 Exercise 6:

Travelling at an average speed of 60 km/h, a lorry took 1 h 18 min to get

from town A to town B. How many minutes less will it take on the trip back if
it travels at an average speed of 65 km/h?

Exercise 7:

With its employees working 8 hours per day, a factory produces enough to fill
an order in 15 days. How long would it have taken if each worker had been
two hours more every day?

Exercise 8:

I bought an 18 carat gold chain that weighs 30 grams. How many grams of
pure gold does it contain? (Note: 18 carat gold means that 18 out of 24
parts are pure gold and pure gold is 24 carats)

Exercise 9:

A jeweler makes a broach, mixing 15 grams of gold with 5 grams of tin.

What is the caratage (gold purity) of the alloy? (Note: caratage the ratio
of gold to other metals in an alloy- is measured in carats. 1 carat means that
1 out of 24 parts are pure gold)

91
 Exercise 10:

With two kilograms of oranges we can make 1.2 liters of juice. How much
juice can we make with:
a) 9 kg of oranges? b) 20 kg of oranges?

Exercise 11:

If three computers cost 1800, how much would five computers cost?

Exercise 12:

Three elephants eat 75 kg of food. How many kilograms of food eat:

a) Six elephants? b) 26 elephants?

92
4. COMPOUND PROPORTION PROBLEMS
Proportionality is compound if there more than two magnitudes

Here are some examples of problems. You can solve this kind of problems using
two different ways:

Example 1:

Working 8 hours per day, a glass factory makes 6,000 bottles in 3 days. How
long would it take to make 10,000 bottles working 9 hours per day?

THE UNITARY METHOD

To make 6,000 bottles working 8h/day it takes 3 days

To make 6,000 bottles working 1h/day it takes 38 days

To make 1 bottles working 1h/day it takes days

To make 10,000 bottles working 1h/day it takes days

To make 10,000 bottles working 9h/day it takes days

Working 9 hours per day, it would take 4 days to make 10,000 bottles.

THE COMPOUND RULE OF THREE

BOTTLES h/days DAYS

6,000 8 3
10,000 9 x

You always have to write the variable in the last magnitude. Then you write the
rule of three, if the proportionality is inverse, you invert the fraction.
In this problem, the number of bottles and the numbers of days are direct
proportional but, the number of hours per day is inverse proportional to the
number of days

93
Example 2:

Six people eat three days in a restaurant, the total cost is 216. How much
would it cost four people to eat for two days?

PEOPLE DAYS COST

6 3 216
4 2 X

The magnitudes people and days are direct proportional to the cost

Exercise 13:

Four cows produce 800 liters of milk in 5 days. How long will take 8 cows to
produce 2,000 liters?

Exercise 14:

Four people travel through the desert for 20 days, they drink 400 liters of
water. How much water would they need if they were:
a) 7 people travelling for 35 days?
b) 20 people travelling for 20 days?
c) 2 people travelling for 165 days?

94
 Exercise 15:

56 workers build 120 cars in 30 days. How many cars would:

a) 5 workers build in 60 days?
b) 2 workers build in 2 days?
c) 1 worker builds in 1 day?

Exercise 16:

20 cows consume 200 kilos of feed per week. How many kilos of feed do 35
cows consume in one month?

Exercise 17:

Working 8 hours per day a textile factory makes 15,000 pairs of socks in 12
days. How many pairs of socks will it produce over the next ten days if it
doubles its working hours?

Exercise 18:

How many days does the factory (from the previous question) still working
double its normal hours, need to make 20,000 socks?

95
5. DIRECTLY PROPORTIONAL
DISTRIBUTIONS
To distribute an amount, N , in parts that are directly proportional to other
amounts: a, b, c
1st . We divide the total amount by the sum of the other amounts:

2nd. We multiply this value (k) by the number of units in each amount.
Example

Distribute 102 in directly proportional parts to 3, 2, and 1.

The parts are 51, 34 and 17

To check, the new amounts must add N (51+34+17=102)

Exercise 19:

A company distributes its benefits, 80,000, proportionally amongst its three

owners, considering the shares they own. Paul owns 8 shares, Ann owns 12
shares and Steven 20 shares. Calculate the benefit for each owner.

Exercise 20:

A father distributes 99 amongst his three sons in directly proportional parts

to their ages: 8, 12 and 15 years old.

96
6. INVERSELY PROPORTIONAL
DISTRIBUTIONS
To distribute an amount, N , in parts that are inversely proportional to other
amounts: a, b, c
1st . We divide the total amount by the sum of the inverse of the other amounts:

2nd. We divide this value (k) by the number of units in each amount.

Example

Distribute 3900 in parts inversely proportional to 6,4 and 8.

We calculate the sum of the inverses:

We calculate :

Now: The first quantity is: ; the second quantity is:

and the third quantity is:

To check, the new amounts must add N (1200+1800+900=3900)

Exercise 21:

The parents of 3 sisters decide to distribute their total weekly pay, 30, in
inverse proportion to the days they were late to school last month. Nancy
was late 1 day, Sarah was late 2 days and Mary was late 3 days. Calculate
how much each receives.

97
 Exercise 22:

I want to distribute 620 amongst three nephews, in inversely proportional

part to their ages: 1, 3 and 7 years. How much money do I have to give
them?

7. PERCENTAGES
To find a certain percentage of an amount, you multiply the amount by that
percentage and divide by one hundred.(You can use decimals)

Exercise 23:

Calculate the answers in your head:

a) A town has 800 inhabitants. Ten percent of them have never seen the sea.
How many of the inhabitants have never seen the sea?
b) A cake weighed 800 grams, but 75% of it has been eaten. How much does
the remaining cake weight?
c) My class has 28 students. 25% of them got an A in Maths. How many
didnt get an A?
d) There are a million cars in a country. Ninety percent of them are 5 years
old or less. How many cars are over 5 years old?

98
 Exercise 24:

A farmer harvests 25,000 kilos of corn and sells 85% to an animal feed
factory. How many kilos did the feed factory buy?

Exercise 25:

A certain country has a population of eight million, and a study shows that
2.8% of the population is diabetic. How many diabetics does the country
have?

Exercise 26:

A restaurant manager buys 8 kilos of beef loin and orders that 60% of it be
frozen. How many kilos of beef will be frozen?

Exercise 27:

During a tournament a basketball player took 275 shots and made 68% of
them were baskets. How many baskets did he make?

99
 Exercise 28:

Calculate the answers in your head:

a) There are 44 cars in a car park. 11 of them

are red. What percentage of the cars is red?

b) Julian earns 40 cleaning the neighbor`s garden. He saves thirty and

spends the rest. What percentage does he spend?

c) A flock has 27 sheep and 3 goats. What percentage of the flock is goats?

Exercise 29:

A bag contains 6 white beads and 9 black beads. What percentage of each
colour does the bag contain?

Exercise 30:

In a class of 30 students, 12 have signed up for dance lessons. What

percentage of the class is going to dance lessons?

Exercise 31:

The executive jobs in a company are divided up between 2 men and 18 women.
What percentage of the companys executives are women?

100
 Exercise 32:

A 1 kilo cake contains 150 grams of sugar. What percentage of the cake is
sugar?

Exercise 33:

The statics of two players in a basketball tournament are as follows:

Player A 85 shots 68 baskets
Player B 94 shots 72 baskets
What percentage of the shots taken by each player was successful? Which of
two players is more reliable?

Exercise 34:

Calculate the answers in your head:

a) 25 % of the students in my class got A in Physical Education. Seven

students got A. How many students are in the class?

b) Thirty rooms in a hotel are occupied. This is 75 % of all the rooms in the
hotel. How many rooms are there in total?

c) A shepherd sold 8 sheep, which made up 10 % of his flock. How many

sheep were in the flock?

d) A carton of eggs fell on the floor and 6 of them broke. This was 20 % of
all the eggs in the carton. How many eggs did the carton contain?

101
 Exercise 35:

A garage employs 27 women. This is 12 % of its total staff. How many

employees does the company have in total?

Exercise 36:

In a football team, 12 players have missed practice. This is 40 % of all the

players. How many players are on the team?

Exercise 37:

I went to the cinema and it cost 6 euro, which is 80 % of my weekly

allowance. What is my weekly allowance?

Exercise 38:

Carmen lost 12 kilos, which is 15 % of what she weighed one year ago. How
much did she weigh one year ago?

Exercise 39:

Fifty- two of a hospitals beds are occupied. This is 13 % of the total

number of beds. How many beds does the hospital have?

102
Percentage increase

If we increase a quantity by a percentage, then we add that percentage of the

quantity to original.

For example: If 40 is increased by 25%, the results 40 + 40 0.25= 40 + 10

= 50 . This is the same as multiplying 40 by 1 + 0.25 40 1.25 =50

To increase a p% is the same to calculate (100 + p) % of the amount.

Percentage decrease

Finding the percentage decrease is similar to finding the percentage increase, but
we subtract the percentage.

For example: If 40 is decreased by 25%, the results 40 - 40 0.25= 40 - 10

= 30 . This is the same as multiplying 40 by 1 - 0.25 40 0.75 =30

To decrease a p% is the same to calculate (100 - p) % of the amount.

Consecutive percentages increase and decrease

To calculate consecutive percentages, we multiply the percentages.

For example: if we increase 40 by 25%, then we decrease by 25% and after we

increase by 10%, the result is 40 (1.25 0.75 1.1) = 40 1.03125 = 41.25

Exercise 40:

Calculate the answers in your head:

a) A roll of wire is 80 meters long. How much wire will be left if we cut off
25 % of the roll?

b) A loaf of bread that used to cost one euro has gone up in price by 20 %.
How much does it cost now?

c) A shop reduces the prices by 10 %. How much would I pay for a jumper
that used cost 40 euro?

d) Last year there were 600 students at my school. This year the number of
students enrolled has risen by 5 %. How many students are there this year?

103
 Exercise 41:

A town has 6,500 inhabitants, but the population is expected to rise by 20 %

over the next five years. How big is the population expected to be in five
years?

Exercise 42:

The price of a bus ticket used to be 2, but today it goes up 5 %. How much
will a ticket cost from now on?

Exercise 43:

At the beginning of spring a reservoir contains 2,800 cubic decimeter of

water, but recent rainfall has increased its water by 40 %. How much water
does the reservoir contain now?

104
 Exercise 44:

A coat used to cost 265. In the sales the price went down 20 %. What is
the price of the coat after the discount?

Exercise 45:

In a given population, 2480 people last year had the flu. This year the
number is 30 % lower. How many people had the flu this year?

Exercise 46:

A company with 1,675 employees cuts its staff by 8 %. How many employees
does it have after the cut?

105
 UNIT 7
PROGRESSIONS
1. SEQUENCES AND THE Nth TERM
A sequence is a set of ordered numbers that follow a pattern, for example:

5, 9, 13, 17, 21, are the first five terms of a sequence that goes up in 4s.
3, 6, 12, 24, 48, are the first five terms of a sequence that doubles.
1, 4, 9, 16, 25, is the sequence of square numbers.
1, 8, 27, 64, 125, are the cube numbers

Example: Write the next two terms in each sequence.

a) 4, 5, 7, 10, 14, 19,

The terms increase by 1, then 2, then 3. So the next two terms are 19 + 6 = 25
and 25 + 7 =32.
b) 0.6, 0.7, 0.8, 0.9,
The terms increase by 0.1. So the next two terms are 0.9 + 0.1 = 1.0 and 1.0 + 0.1 =
1.1.

Exercise 1:

Copy each sequence and add the next two terms.

a) 4, 9, 14, 19, 24, ___ , ___ b) 100, 93, 86, 79, 72, ___ , ___

c) 54, 27, 13.5, 6.75, ___ , ___ d) 1, 1, 2, 3, 5, 8, ___ , ___

Exercise 2:

Write the first five terms of each of these well-known number patterns.
a) Multiples of 3

b) Powers of 2

c) Prime numbers

d) Square numbers over 100

106
 Exercise 3:

The triangular numbers form a sequence.

a) Copy the table and use the diagrams to complete it.

Diagrams 1 2 3 4 5
Number of
dots

b) Write the first 10 triangular numbers.

c) Why do you think the square numbers (1, 4, 9, 16, 25, ) got their name?

The general term

A sequence will have a rule that gives you a way to find the value of each term.
Example: the sequence 3, 5, 7, 9, starts at 3 and jumps 2 every time:

But the rule should be a formula!

Saying starts at 3 and jumps 2 every time doesnt tell us how to calculate the:
10th term,
100th term, or
nth term, (where n could be any term number we want).

We want a formula with n in it (where n can be any term number).

So, what would the Rule for the sequence 3, 5, 7, 9, be?
Firstly, we can see the sequence goes up 2 every time, so we can guess that the
Rule will be something like 2n (where n is the term number). Lets test it
out:

107
 n Term Test Rule
1 3 2n = 2 x 1 = 2
2 5 2n = 2 x 2 = 4
3 7 2n = 2 x 3 = 6

That nearly worked but that Rule is too low by 1 every time, so let us try
changing it to:
So instead of saying starts at 3 and jumps 2 every time we write the rule as
the Rule for 3, 5, 7, 9, is: 2n+1
Now, for example, we can calculate the 100th term: 2 x 100 + 1 = 201
Notation:
To make it easier to write down rules, we often use this special style:
an represents the general term (general rule or nth term) of the sequence, the
Nth term of a sequence is the expression that represents the value of any of its
terms.
So to mention the 5th term you just write: a5

Example: an =3n+2
To find a5 , the 5th term, put n = 5 in the rule.

Exercise 4:

Exercise 5:

Write three more terms for the following sequences and write the Nth terms
for each sequences:

a) 20, 40, 60, 80, 100,

108
b) 4, 8, 12, 16, 20,

c) 5, 9, 13, 17, 21,

d) 2, 4, 8, 16, 32,

e) 3, 5, 9, 17, 33,

Exercise 6:

Exercise 7:

Write the first three terms and the 10th term in the following sequences:

a)

b)

c)

d)

109
2. ARITHMETIC SEQUENCES
An arithmetic sequence is a sequence in which each successive term is obtained by
adding a constant number to the previous term, then the difference between
consecutive terms is the same, this number is represented by d (the difference)
Examples:
a) 12 , 15 , 18 , 21 , 24 , d = +3

b) 100, 95, 90, 85, 80 , d = -5

The difference can be obtained by subtracting two consecutive terms.

General term of an arithmetic sequence

The Nth term or general term of an arithmetic sequence with a first term (
and a difference of d is obtained as follow:

Lets find the general term of an arithmetic sequence:

Example: 8, 18, 28, 38, 48,

The first term in this sequence is 8 and the difference, d, between consecutive
terms is 10.

Exercise 8:

Write the first five terms in each of the following sequences, whose first
terms and differences are provided. Determine the Nth terms of these
sequences:

a)

b)

c)

110
 Exercise 9:

Find the Nth term of each of these arithmetic sequences. First calculate the
difference:

a) 54, 65, 76, 87, 98,.

b) 114, 91, 68, 45, 22, .

c) 18.2, 20, 21.8, 23.6, 25.4,..

The following can also be used if we dont know the first term:

Exercise 10:

Find the 86th term of the sequence 11, 7, 3, 1, ...

Exercise 11:

Find the difference in an arithmetic sequence where a5= 5 and a19= 65.

Exercise 12:

Find the 60th term of an arithmetic sequence where the fifteenth term is 21
and the difference is 1/3.

111
 Exercise 13:

Find the number of terms (n) in an arithmetic sequence where the first term
is 7, the last term is 112, and the difference is 3.

Exercise 14:

Find the value of the 30th term of an arithmetic sequence if a7= 24 and
a13=72.

Exercise 15:

Jo has 20 in her piggy bank. In each case, find a rule for the amount of
money she will have in the piggy bank after n weeks if she saves:
a) 3 a week b) 5 a week c) 10 a week

Exercise 16:

Caroline has won a prize of 1000 tins of dog food. In each case, find a
formula for the number of tins she will have left after n weeks if her dog
eats:
a) 5 tins a week b) 7 tins a week c) 14 tins a week

112
 Exercise 17:

An author has signed a contract to write a book of 400 pages.

In each case, find a formula for the number of pages left to write after n
days if the author writes:
a) 17 pages a day b) 20 pages a day c) 25 pages a day

Exercise 18:

The first row in a theatre is 4.5 m from the stage, and the eighth row is
9.75 m.
a) What is the distance between two rows?
b) How far is the 17th row from the stage?

Exercise 19:

Calculate the difference and the Nth term in an arithmetic sequence

containing the terms a1=3 and a4=33

113
Sum of the n first terms of an arithmetic sequence

Lets start solving this problem:

How do you add the numbers from 1 to 5000 without actually doing it or using a
calculator?

If you wrote out all the numbers from 1 to 5000 and then wrote them backwards
underneath, you would have twice as many numbers as you needed, but the problem
is easier, here is why:
1 2 3 4 4998 4999 5000
5000 4999 4998 4997 3 2 1
5001 5001 5001 5001 5001 5001 5001

Notice that if we add the two lists, we get a list that is the same number, 5001,
repeating. In fact, since each of the lists is 5000 numbers long, we have, in the
sums, a list of 5000 numbers that are each 5001.
You have to admit that adding 5000 5001s is a lot quicker than the other way
since 5000 5001 = 25,005,000.
But wait, you say, thats too much. We were only supposed to add one list and we
added two. Okay, then the answer must be half as much:
1+2+3 +4 +. +5000 = =12,502,500
In general, if you have an arithmetic sequence of n numbers and you know the first
and
last one, you can find the sum, Sn , by:

Example: Find the sum of the first 30 terms of the sequence 4, 7, 10, 13, 16,
Step 1. Identify a1 =4 and n = 30.
Step 2. Calculate a30 using the general term formula:

Step 3. Substitute:

Exercise 20:

The first term of an arithmetic sequence is 16, and the tenth term is 43.
Calculate a20 and S20.

114
 Exercise 21:

Calculate the sum of the first ten terms of an arithmetic sequence where
a10= 58 and d = 6.

Exercise 22:

Calculate the number of terms (n) in an arithmetic sequence knowing that the
first term is 7,an =53 and Sn=300.

Exercise 23:

Find the sum of the first ten terms in an arithmetic sequence with a first
term of 20 and a difference of 12.

Exercise 24:

The medicine dose is 100 mg the first day and 5 mg off every following day.
The treatment lasts 12 days. How many milligrams must the sick person have
during the whole treatment?

115
 Exercise 25:

A ball rolling on an inclined plane covers 1 m in the 1st second, 4 m in the

2nd, 7 m in the 3rd, and so on. How many metres does it cover in 20
seconds?

3. GEOMETIC SEQUENCES
Sequences of numbers that follow a pattern of multiplying a fixed number from
one term to the next are called geometric sequences. This fixed number is called
ratio. The following sequences are geometric sequences:

Sequence A: 1, 2, 4, 8, 16, ratio = 2

Sequence B: 0.01, 0.06, 0.36, 2.16, 12.96, ratio = 6
Sequence C: 16, -8, 4, -2, ratio = -1/2

The common ratio can be found dividing each term by the previous term.

General term of a geometric sequence

Lets find the general term or Nth term of a geometric sequence:

Example: 5, 10, 20, 40, 80,

The first term in this sequence is 5 and the ratio, r, between consecutive terms is
r=2
a1 = 5
a2 = 52 = 10
a3 = 522 = 522 = 20
a4 = 5222 = 523 = 40..an = 5 2n-1

The general term of a geometric sequence can be calculated from the first term
and the ratio using this expression:

an = a1 rn-1

116
The following expression can also be used if we dont know the first term:

an = ap rn-p

Example: Find the general term of the following geometric sequences:

a) 2, 6, 18, 54, a1=2; r = 3an = 23n-1

b) 200, 100, 50, 25, a1 = 200; r = ; an = 200 (1/2)n-1

Exercise 26:

Find out which of the following sequences are geometric. Find the ratio and
the nth term for the geometric ones.
a) 2, 4, 8, 16, 32, b)

c) d)

e) f) 1, -10, 100, -1000, 10000,.

Exercise 27:

Find the first four terms of the following geometric sequences:

a) b) c)

117
 Exercise 28:

Find the ratio of a geometric sequence where a15 = 192 and a9 = 2187.

Exercise 29:

Find a7 in a geometric sequence where a4 = 125 and r =

Exercise 30:

In a geometric sequence we know that a11 = 256 and a6 . Find the value
of a16 and the general term.

Sum of the n first terms of a geometric sequence

The sum of the n first terms of a geometric sequence can be expressed by a

formula. Lets find it:
The sum of the n first terms of a geometric sequence is:

118
 Exercise 31:

Find the sum of the first 7 terms of a geometric sequence where the second
term is 300 and the ratio is 1/2.

Exercise 32:

The first term of a geometric sequence is 6, the last term is 1458, and the
sum is 2184. Find the ratio and the number of terms.

Sum of the terms of a geometric sequence where -1<r<1

The sum is called the infinite sum

Exercise 33:

The first term of a geometric sequence is 8 and the ratio is r= 0.75.

Find the infinite sum.

119
 Exercise 34:

The fourth term of a geometric sequence is 10 and the sixth one is 0.4. Find
the ratio, the first term, the sum of the first 8 terms and the infinite sum.

Exercise 35:

Maria has been studying the growth of a tree that was 40 m tall when she
began her study. The first year it grew 20 cm, the second year it grew 23
cm and the third year it grew 26 cm. Its growth continued each year
following the same pattern.
a) How much did the tree grow in the ninth year?
b) How tall was the tree 9 years after the study began?

Exercise 36:

Ana started training on 1st January. On that day she ran for 20 minutes, and
every day after that she increased her training time 5 minutes.
a) How long did she run for on 15th January?
b) How long did she train for in total between the day she began training and
15th January?

120
 Exercise 37:

Helen tells two of her friends a secret. The next day, each of her friends
tells the secret to two other friends. On the next day, their friends each
tell the secret to two other friends.
a) How many people are told the secret on the tenth day?
b) Calculate the number of people who were told the secret either before or
on the tenth day.

Product of the n first terms of a geometric sequence

The product of the n first terms of a geometric sequence can be expressed by a

formula.

121
 UNITs 8 and 9
Plane shapes and solids
1. THE PYTHAGOREAN THEOREM
In a right-angled triangle one of the angles of the triangle measures 90 degrees.
The side opposite the right angle is called the hypotenuse. The two sides that
form the right angle are called the legs or catheti. (cathetus in singular)
In a right triangle the sum of the squares of the lengths of the legs equals the
square of the length of the hypotenuse.
This is known as the Pythagorean Theorem.
For the right triangle in the figure, the lengths of the catheti are a and b, and
the hypotenuse has length c.

Using the PythagoreanTheorem, we can calculate the length of one side of a right-
angled triangle if we know the length of the other two sides.

Exercise 1:

Find the value of the third side of the following right triangles ABC in which
A = 90.Round the calculations to the nearest hundredth:

a) b = 7 cm, a = 9 cm. b) b = 3 cm , c = 4 cm

c) a = 12.5 cm, c = 8.6 cm d) a = 0.34 cm, c = 0. 27 cm

122
 Exercise 2:

One of the sides of a rectangle measures 4 cm and the diagonal 6 cm.

Calculate the other side and the perimeter.

Exercise 3:

In a rectangle the length of its sides are 8.3 cm and 5.4 cm.
Calculate the length of its diagonal.

Exercise 4:

Construct a rhombus with diagonals 4 cm and 7 cm. Calculate the perimeter.

Exercise 5:

Construct a square with a diagonal of 7.5 cm. Calculate the perimeter.

Exercise 6:

Find all the missing sides and angles in the polygons below:

123
 Exercise 7:

Calculate the apothem of the following pentagon:

124
 Exercise 8:

Find the length of the side of a square if its diagonal is 42 cm.

Exercise 9:

Find the value of the diagonal of a rectangle if their sides are 45 cm and 28
cm.

Exercise 10:

Find the length of the apothem of a regular hexagon whose sides measure 10
cm.

Exercise 11:

How long are the sides of an equilateral triangle with a height of 24 cm?

Exercise 12:

Calculate the length of the sides of a regular hexagon with an apothem of 40

cm.

125
 Exercise 13:

In a right-angled trapezium, the bases measure 10 cm and 31 cm and the

height is 20 cm, calculate the length of the unknown side.

2. AREAS AND PERIMETER OF PLANE

SHAPES

NAME PLANE SHAPE AREA PERIMETER

SQUARE

RECTANGLE

PARALLELOGRAM

TRIANGLE

RHOMBUS

TRAPEZIUM OR
TRAPEZOID

REGULAR
POLYGON
(n sides)

126
CIRCLE

CIRCULAR
SECTOR

ANNULUS

Exercise 14:

Calculate the area and the perimeter of a rhombus, whose diagonals are of 6
cm and 8 cm.

Exercise 15:

Calculate the area of these shapes:

127
 Exercise 16:

Calculate the area of these shapes

128
 Exercise 17:

Find the area of a regular hexagon whose sides measure 20 cm.

129
 Exercise 18:

Calculate the area of a rhombus whose side is 17 cm and one of its diagonal
is 16 cm

Exercise 19:

Calculate the area of the shadowed shapes:

130
 Exercise 20:

Calculate the area of an isosceles triangle whose equal sides measure 45 cm

and the other side measures 28 cm.

Exercise 21:

Find the area of an isosceles trapezium whose bases are 4 cm and 10 cm and
the other side is 5 cm.

131
3. POLYHEDRA
Polyhedra (in singular polyhedron) are geometric solids whose faces are formed by
polygons
Components:
- Faces are the polygons that bound the polyhedron
- Edges are the lines where two faces join.
- Vertices are the points where three or more
edges meet
- Diagonal is a segment that joins two non-
consecutive vertices
- Dihedron angle is the angle between two faces

Eulers formula

In a single polyhedron (one without holes), the number of faces (f) plus the
number of vertices (v) is equal to the number of edges (e), plus two.
f+v=e+2

Regular polyhedra

The regular polyhedra have all their faces formed by identical regular polygons.

They are:
Tetrahedron: Four equilateral triangles
Cube: Six squares
Octahedron: Eight equilateral triangles
Dodecahedron: twelve regular pentagons
Icosahedron: Twenty equilateral triangles

Regular polyhedra:

Tetrahedron Cube Octahedron Dodecahedron Icosahedron

(hexahedron)

132
 Exercise 22:

Check the Eulers formula in the regular polyhedra:

NAME OF THE Number of faces Number of Number of edges

SOLIDS vertices
TETRAHEDRON
CUBE
OCTAHEDRON
DODECAHEDRON
ICOSAHEDRON

4. CUBOIDS
A cuboid is a geometric objet with faces that are rectangles (in some cases
squares). The special case in which all the faces are squares is the cube.
They have 6 faces, 12 edges and 8 vertices.

If we name the edges of the cuboid a, b and c, its area is:

A 2ab 2ac 2bc 2ab ac bcAnd the volume is V a b c

133
If we name the edges of the cube a, its area is:
A 6a2And the volume is V a3

Diagonal of a cuboid
In this cuboid the triangle with sides
a, b and e is a right triangle, so using
the Pythgorean Theorem we can
say , but the triangle with
sides c, e and d is a right triangle as
well in which d is the hypotenuse
and , that is:
And finally

Exercise 23:

Find the area, the volume and the diagonal of each solid shown below:

134
 Exercise 24:

Find the area, the volume..and the missing length of these cuboids:

Exercise 25:

Find the area and the volume of each solid shown below:

135
5. PRISMS
A prism is a polyhedron with two equal and parallel faces that are polygons (bases)
and the other faces are parallelograms.

The distance between the two bases is the height of the prism.
Prisms can be right prisms when the parallelograms faces are perpendicular to the
bases, otherwise they are oblique prisms.

Depending on the polygons of the bases they can be:

Triangular prisms, square prisms, pentagonal prisms,

This is an hexagonal prism:

The area of a prism is found by adding the areas of its faces, if we call l the side
of the base, a the apothem and h the height of the prism, the total area is

Since the area of each base, which is a regular polygon of n sides, is

and we have n rectangles each one of width l and height h

The volume is the area of base multiplied by the height

136
When the prism is oblique the formula is the same but the height is not the length
of the edge.

Exercise 26:

Find the area and the volume of each prism shown below:

137
6. PYRAMIDS
In a pyramid one of its faces is a polygon called the base and the other faces are
triangles that join at a point that is the apex.
The height of a pyramid (h) is the distance from the base to the apex.

Like the prisms, pyramids can also be right or oblique and depending on the
polygons of the base they can be: triangular, square, pentagonal, hexagonal,etc

This is a square pyramid

The area of a pyramid whose base is a regular polygon of n sides of length b and
apothem g, and calling a to the height of the triangular faces (slant height) is:

The base is a regular polygon with area:

and there are n triangular faces with a total area of

Then the area of the pyramid is

If it is a square based pyramid like the one in the picture, the area is

The volume of a pyramid is

If it is a square based pyramid like the one in the picture, the volume is

138
7. TRUNK OF A PYRAMID
A trunk of a pyramid is the part of a pyramid which is
between two parallel planes. The faces of the solid
obtained by cutting it are called bases of the trunk,
and the distance between the two cutting planes is
the height of the trunk. The side faces are
trapeziums.

The area of a trunk of a pyramid with bases which are regular polygons of n sides,

is being l and l the sides of the base polygons and a the

height of the trapeziums.

In the square based pyramid on the right the area of a trapezium is

Exercise 27:

Find the area and the volume of these pyramids:

139
 Exercise 28:

Find the area and the volume of the trunk of pyramid shown below:

140
8. SOLIDS OF REVOLUTION
A solid of revolution is obtained by rotating a plane shape around an axis.

They are the cylinder (a rectangle is rotated), the cone (a triangle is rotated) and
the sphere (a semicircle is rotated)

9. CYLINDERS
A cylinder is a curvilinear geometric solid formed by a curved surface with all the
points at a fixed distance from a straight line that is the axis of the cylinder and
by two circles perpendicular to the axis that are the bases.

The curved surface unrolled is a rectangle that measures h (the height of the
cylinder) by 2 r (the length of the circumference); the radius of the cylinder is
the radius of any of the two bases.

The area of a cylinder is and the volume is

If the cylinder is an oblique cylinder, the formula for the volume is the same, but
the perpendicular height is not equal to the height of the curved surface.

Exercise 29:

Find the area and the volume of these cylinders

a) Radius = 15 cm and height = 12 cm

b) Diameter = 60 cm and height = 25 cm

141
10. CONES
A cone is a solid bounded by a curved surface that has a common point (vertex)
with a line that is the axis of the cone and a circle perpendicular to the axis that
is called the base of the cone.

Vertex or apex is the top of the cone (V)

Generatix of the cone is the straight line that joins the vertex with the circle of
the base.
The area of the curved surface of the cone is the area of a sector and it is given
by the formula AL = rg and the area of the base is so the total area of
the cone is
The volume of the cone is

11. TRUNK OF A CONE

A trunk of a cone is the part of the cone which is between two
parallel planes.
The faces of the solid obtained by cutting it are called trunk
bases, and the distance between the two cutting planes is the
height of the trunk.
The area of any trunk of a cone is the area of the cone minus
the area of the cone that has been removed

142
 As can be seen in a vertical cut of the cone on the right the
triangles VBC and VAD are similar and some of the measures
can be calculated from the others.

Exercise 30:

Find the area and the volume of these solids:

a) A cone whose height measures 13.4 cm and the radius measures 6.3 cm

b) A cone whose generatix is 7.8 cm and the radius is 3.4 cm

Exercise 31:

The height of the cone of the picture is 38 cm and the radio r is 15 cm. It
has been cut by a plane at 12 cm from the vertex. Calculate:
a) The area of the trunk of the cone
b) The volume of the trunk of the cone

12. SPHERE
In a sphere all points are at the same distance r from the
centre of the sphere C.
The distance from the centre to the surface of the
sphere is called the radius of the sphere r

The area of a sphere of radio r is A = and the volume

is

143
 Exercise 32:

Find the area and the volume of the a sphere whose radius is 5 cm

Exercise 33:

Find the area and the volume of the semisphere (hemisphere):

Exercise 34:

Find the area and the volume of an hexagonal prism where the base edge is 5
cm, the apothem 4 cm and the perpendicular height 13 cm

Exercise 35:

Calculate the volume and the area of a squared-based right pyramid. The
edge of the base is 13.2 cm and the perpendicular height is 17 cm long.

Exercise 36:

The volume of this sphere is 32 cm3. Find its radius and its area.

144
 Exercise 37:

The volume of a cone is 785.4 cm3 and the perpendicular height is 10 cm.
Find the area.

Exercise 38:

A tomato tin is cylindrical. Each tin has a capacity of 1 litre and a base
radius of 5 cm. Find the height and the area of the tin.

Exercise 39:

A solid consists of a cylinder with a diameter of

15 cm and a height of 7 cm glued together to an
hemisphere, on one side and to a cone, with a
height of 10 cm, on the other. Find the total
volume and area of the solid

145
 UNIT 11
FUNCTIONS
1. FUNCTIONS
A function is a relation between two variables called x and y in which:
x is the independent variable and is represented on the horizontal axis (x axis)
y is the dependent variable and is represented in the vertical axis (y axis)
Every x -value is associated to one and only one y-value.
Functions can be represented using grids and points. This is important when the
function behaviour needs to be visualized. But be careful, because there are
graphs which are not functions.

For example:
In this case, for example the x-value
-1 has three different
correspondences, so, it is not a
function.

The set of all the values which the variable x

can take is the domain of the function, and the
set of all values that the variable y takes when
x takes values in the domain is called the range.

Exercise 1:

This graph shows the temperature of the

water pouring on a shower head during a
persons shower.
a) Which variables are associated?

b) What scale is used for each variable?

c) How long does the shower last?

d) What temperature does the water come

146
out at when the shower is turned on?

e) What water temperature does the person like?

f) Someone turns on the water in the kitchen and the temperature drops.
When does this happen?

Exercise 2:

We run water from a tap to fill a water tank. This

graph shows the height the water reaches in the
tank while the tap is running, until the tank is full.

a) What variables are associated?

b) What scale is used for each variable?

c) How long does the water run?

d) What is the height of the tank?

e) How high was the water in the tank before the tap was turned on?

Exercise 3:

Find the domains and ranges of the following functions:

a)
-
b)

147
 Exercise 4:

This graph shows the distance covered by the

participants on a cycling trip as time progresses:
a) How many kilometers did they cover? How long
did the trip last?

b) What scales are used on the axis?

c) During the trip they make a stop. Say when this

was and how long it lasted.

d) When did they cycle faster, before or after the stop?

Exercise 5:

A balloon is released and rises. This graph shows how the balloons height
varies at times passes, until it bursts.
a) How high is it when it bursts? How long
after we release it does burst?

b) Which variable is independent and which

is dependent? What scale is used for each
variable?

c) Say how high the balloon is flying after

2 min and after 7 min.

Exercise 6:

Find the domain of the following functions:

a) b) c)

d) y=3x+2 e) f)

148
2. INCREASING AND DECREASING
FUNCTIONS
The graph of a function has to be studied from the left to the right, that is to
say, how the y-coordinate varies when the x-coordinate increases. If the graph of
a function is going up from left to right, then it is an increasing function,( when
the independent variable increases, the dependent variable also increases).
If the graph is going down from left to right, then it is a decreasing function.
(when the independent variable increases, the dependent variable decreases)

Exercise 7:
The graph shows the trend of a boys weight between the ages of 2 and 20 years.
a) Complete the following table:

Age (years) 2 8 14 20
Weight (kg)

b) Explain whether the function is increasing or

decreasing.

c) Specify in which of these time periods his weight

increased the most: between 2 and 8 years of age,
between 8 and 14 years or between 14 of 20 years.

Exercise 8:

Mark the increasing and decreasing intervals on each graph:

a) b) c)

149
3. MAXIMUM AND MINIMUM
A functions maximum is the point where its coordinate, y, is higher than the
ordinate of other nearby points.

A functions minimum is the point where its coordinate, y, is lower than the
ordinate of other nearby points.

Exercise 9:

The graph shows a patients temperature over four days. The temperature
was taken every six hours.
a) What was the maximum temperature and
when did it occur?

b) What was the minimum temperature and

when does it occur?

c) Specify the intervals in which the

function is increasing and the intervals in
which is decreasing.

Exercise 10:

The graph studies the number of cars parked in

a public car park located in the centre of a
city.

a) Over what period was the study carried out?

b) When did the number of cars parked reach a

minimum? How many cars were there at that
time?

150
c) When did the number of cars parked reach a maximum? How many cars
were there at that time?

Exercise 11:

Mark the increasing and decreasing intervals on the graph. Mark the points
that represent a maximum or minimum.

4. PERIODICITY
Periodic functions are those whose behavior is repeated each time the
independent variable covers a certain interval. The length of this interval is called
a period.

Exercise 12:

The graph shows the distance that separates John from his daughter, who is
spinning round a carousel.
a) How long does it take her to complete
a full spin? How many spins are shown?

b) What is the maximum distance

between John and his daughter? When
do these maxima occur?

c) If the carousel continues to spin, what will the distance be in 90 seconds?

d) Explain why the function is periodic and say what its period is.

151
 Exercise 13:

A tank of water used for watering

plants is filled in 4 minutes, then 2
minutes later it is emptied in 10
minutes, after which it is filled and
emptied again. The graph describes
this process.
a) What is the tanks capacity?

b) When is it full?

c) Continue the function from minute 32 to minute 48.

d) Specify the functions period.

Exercise 14:

The graph describes the distance that separates a comet from the Sun over
the course of time.
a) What is the period?

b) Complete the graph to show the distance covered as the comet completes 3
periods.

5. CONTINUOUS FUNCTIONS
A continuous function is a function whose graph can be drawn without lifting the
chalk from the blackboard, (or the pen from the notebook). Otherwise, the
function is discontinuous. This is only an intuitive definition.

152
 Exercise 15:

A car park charges the following rates:

-The first two hours are free.

-each further hour or fraction of an hour: 1.5

a) How much does it cost to park for 3 hours? And for 3 and a quarter
hours?

b) Plot the function time cost

c) Explain why the graph makes a jump at x = 2, x=3,

d) Is the function continuous or discontinuous?

Exercise 16:

Charles takes one hour to walk from his house to Marias house, which is 5 km
away. He stays there for two and a half hours and goes home by bike. His
trip home takes 15 minutes.

a) Plot the function time distance home for Charles trip.

b) Calculate the speed of his trip home in km/h.

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 Exercise 17:

A tank of water is emptied at a constant rate of 50 litres per minute. The

tank contains 4 000 l.

a) Complete the table that shows the amount of water in the tank as minutes
pass.

Time (min) 0 5 10 20 30 50
Volume (l) 4 000 3 750

b) Plot the functions time amount of water. To do this use the scale: X-
axis: 2 cells = 5 minutes; Y-axis: 2 cells = 1 000 l

Exercise 18:

We unplug an iron whose temperature is 100C and observe that its

temperature decreases to 50C in the first two minutes and then continues to
fall more slowly until reaching room temperature, 18c, in 15 minutes.

a) Plot the function time temperature

b) Can you observe any trend in this function?

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6. POINTS WHERE THE FUNCTION CUTS
WITH THE AXIS:
The y-intercept is the point where the function cuts the y-axis, its coordinates
y=are (o, b), the value b is calculated by the equation f(0) = b.

The x-intercept is the point where the function cuts the x-axis, its coordinates
are (a, 0), the value a is calculated solving the equation f(x) = 0.

Example: Find the intercept points of the function with the axis

y- intercept the point is (0 , 6)

x- intercept

Exercise 19:

Find the intersect points with the axis of the following functions:

a) b) c)

d) e) f)

g) h) i)

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 Exercise 20:

This is the price list of a car park:

Open from 9 h. to 22 h.
First and second hours.................................Free
Third hour and consecutive or fraction.........1 each.
Daily maximum.............................................12
Draw the graph of the function which relates park timing to its price.
Is it a continuous function?

7. WAYS OF EXPRESSING A FUNCTION

1.- By a sentence.

2.- By a table of values.

3.- By an analytical expression.

4.- By a graph.

A function can be studied by a graph which allows us to know some characteristics

of the function. But there is a great amount of functions given by an analytical
expression which connects x and y variables algebraically.

We generally use the letter f to represent a function. If a function tell us to

triple a number and add 1, i.e. 3x + 1, the function may be written in any of these
ways:
i) f (x) = 3x + 1
ii) y = 3x + 1

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To draw the graph of a function:
Write a table of values (Calculate the value of y for each value of x)

x -1 0 1 2 3
y -2 1 4 7 10

Draw a suitable grid. Plot the pairs (x,y) and join them with a line, in this case a
straight line.

Example
Make a table of values of the function y = x2. Then draw the graphs in a suitable
grid.

x -2 -1 0 1 2 3
y 4 1 0 1 4 9

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Example
Complete this table relating the base and height of rectangles whose area is
12m: Represent the function in the form of a graph. Find which expression
corresponds to this function

Base x (m) 1 2 3 4 6 12 x
Height y (m)

Exercise 21:

Copy and complete the table below for the functions:

a) y = x + 2
b) y = x2
x -2 -1 0 1 2 3
Y=x+2
Y=x2-4

Then draw both graphs on a suitable grid

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 UNIT 12
LINEAR FUNCTIONS

1. STRAIGHT LINE GRAPHS

Functions with the expression y = mx

Draw the graph of y = 2x and on the same grid the graph of y = 3x and compare
them.
First we make a table with some points of y = 2x

x -2 -1 0 1 2
y -4 -2 0 2 4

If we make a table with some points of y = 3x

x -2 -1 0 1 2
Y -6 -3 0 3 6

And then we represent all the points

As it can be seen, the line y = 3x is steeper than y = 2x , the x-coefficient is the

gradient and indicates how steep the line is.
All the functions with an expression in the form y = mx go through the origin (the
point O =(0,0)).
If we represent the lines y = 3x and y = 2x , we get: We get decreasing
functions and they go through the origin too.

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Functions with the expression y = mx+n

If we represent the functions y = 2x + 1 and y = 2x 2 we get:

Comparing their graphs we can see that they are straight lines, their gradient is
2, so they are parallel lines, and they cut the y-axis in the points (0,1) and (0,-2)
1 and -2 are called y-intercept.
Summarising all this we make the following definitions:

All straight lines have a similar expression:

y = mx + n where:
m is the gradient or slope, and indicates how steep it is.
n is the y-intercept, the point where the line cuts the y-axis. (The line goes
through the point (0, n)
Parallel lines have the same gradient or slope.

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If the equation of a straight line has no y-intercept, the line goes through the
origin and can be related to ratios.

Any function of the form y =mx + n is called a linear function. Its graph is a
straight line.
Examples: y = 2x + 3, y = 2x , y=1

Linear functions in which n = 0, that is,

y =mx , are called proportionality
functions. The variable y is directly
proportional to x. The constant ratio,
, is called proportionality
constant (or constant of
proportionality). Their graphs pass
through the point (0, 0) . Examples: y =
1.60x , y = 5x

Linear functions in which m = 0, that

is, y = n , are called constant functions. Their graphs are horizontal lines.
Example: y = 1

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Up to now, you have seen diagonal and horizontal lines.
Diagonal lines have equations of the form y =mx + n, where m 0.
Horizontal lines have equations of the form y = n.
But there is another kind of straight lines: vertical lines. They are not functions
because there are infinite values of y corresponding the same value of x.
Vertical lines have equations of the form x = k .

Exercise 1:

Which of these equations have straight line graphs? Indicate if each equation
is that of a horizontal, vertical or diagonal line, or none of these.

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 Exercise 2:

Match each line with its equation.

2. GRADIENTS AND INTERCEPTS

The gradient (or slope) of a straight line tells you how steep it is.
To work out the gradient find how many units the line rises for each unit it runs
across the page.

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For the line y = 2x - 2 , Gradient= m =

For the line y = -3x + 4 , Gradient = m =

The gradient is the coefficient of x in the equation of the line. (m)

- Straight lines with positive gradient are increasing functions.
- Straight lines with negative gradient are decreasing functions.
- The gradient of constant functions is 0.

The intercept is the distance from the origin to where the line cuts the
y -axis.

The line y = 2x 2 cuts the y-axis at (0, 2) . The y-intercept is 2 .

The line y = 3x + 4 cuts the y-axis at (0, 4) . The y-intercept is 4.

The intercept is the constant term in the equation of the line. (n)

Exercise 3:

Find the gradient and intercept of the lines

a) y = 5x + 2 b) y = 2 c) y = 7x d) 3x + 2y = 12

How to calculate the gradient of a line if you know two

points of it?

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Example: The gradient of the line joining P (3, 2) and Q(5, 1) is:

Since the gradient of a straight line tells you how steep it is, parallel lines will
have the same gradient.

3. THE EQUATION y =mx + n

You can write the equation of any straight line in the form y =mx + n

For example: x + y = 5 y = x + 5
4x y = 6 y = 4x 6

The gradient of the line y = mx + n is m.

The y-axis intercept of the line y = mx + n is n.

Example: What are the gradient and intercept of each of these lines?
a) y = 2x + 5 b) y = 1 3x
a) y = 2x + 5 m = 2, c = 5 b) y = 1 3x m = 3, c = 1

Exercise 4:

Match each line with its equation:

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 Exercise 5:

Find the gradient and the intercept of these graphs. Write the equation of
each line.

Exercise 6:

Write the equation of a straight line that is parallel to y = 7 2x and cuts

the y-axis at (0, 3).

4. FINDING THE EQUATION OF A

STRAIGHT LINE GRAPH
1) If you know the gradient of a line and the y-axis intercept you can write the
equation of the line.

Example: What is the equation of a line with gradient 9 passing through

(0,5)?

Gradient = 9 and y-intercept = 5 , so the equation of the line is y = 9x + 5 .

2) If you know the gradient and a point on the line you can find the equation of
the line.

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Example: What is the equation of a line with gradient 8 that passes through
the point (2, 7)?

Gradient = 8 , so the equation of the line is y = 8x + n .

The line goes through (2, 7) so,
7 = 8 2 + n (Put x = 2 and y = 7 in the equation y = 8x + n )
7 = 16 + n n = 9
The equation of the line is y = 8x 9

3) If you know two points on a line you can find the equation of the line.

Example: Find the equation of the line joining (1, 2) and (4, 3).

Gradient= m =
The line goes through (1, 2) so substitute 1 for x and 2 for y in the equation

Then the equation of the line is:

Exercise 7:

Find the equations of the ten lines described and represent:

a) Gradient of 7 and intercepts y-axis at (0,5)

b) Gradient of 0.5 and passes through (0, 3)

c) Parallel to a line with gradient 4 and passing through (3, 8)

d) Gradient of 3 and passing through (4, 7)

e) Gradient of -2 and cutting through (4, -3)

f) Parallel to and passing through (0, -2)

g) Passing through (0, 1) and (1, 5)

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h) Passing through (0, 2) and (5, 7)

i) Passing through the midpoint of (1, 7) and (3, 13) with a gradient of 8

j) Passing through the origin and (4, -3)

Exercise 8:

Where does the line 2y = 9x 5 cross

a) the y-axis

b) the x-axis

c) the line 4y = x + 24

You can use a graph to represent a real-life situation.

Exercise 9:

The price of 1 kg of rice is 1.50.

a) What is the equation of the function amount bought cost? Draw a

graph of it.

b) Give the slope. What does it mean?

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 Exercise 10:

A telephone company charges 30 cents to connect a call and 15 cents per

minute of call time.
a) Write the function that associates call timed with call cost. Draw a graph
of it.

b) What is its slope? What does it mean?

c) How much would we pay for a call that last 8 minutes?

d) How long did a call last if we had to pay 3 for it?

Exercise 11:

A bar uses 2 kg of flour every day to make pasties. It currently has a 30 kg

bag of flour.
a) How much flour will it have after x days have passed?

b) Plot the function time amount of flour.

c) How many days does a bag of flour last? What is the function`s domain of
definition?

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 Exercise 12:

For a ticket to travel 10 km a local train company charges 2. To travel 15

km we pay 2.50.

a) What is the function that tells us how much we have to pay depending on
how many kilometers we travel?

b) How much does it cost to travel 30 km?

Exercise 13:

Yesterday to connect to the internet for 3 hours I paid 3, and today in the
same Internet caf I paid 2.50 for 2 hours of internet use. Find the
equation of the function connection time cost.

Exercise 14:

A tank containing 100 liters of water is emptied at a constant rate of

10l/min.

a) Complete the table of values for the function time amount of water in
tank.

Time (min) 1 2 3 4 5 6 7 8 9 10
Amount of water (l)
b) Plot the function.

c) What is the function`s equation?

d) Write the domain of definition.

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