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Answers To Coursebook Mathematics PDF
Answers To Coursebook Mathematics PDF
–2 –4 –5 2 –2 –10
3 –5 1 –2 –3 5 2 –4 –6
d e
3 –7
2 1 –1 –6
–3 5 –4 7 –8 2
7
Second
− −4 −2 0 2 4
4 8 6 4 2 0
2 6 4 2 0 −2
First 0 4 2 0 −2 −4
−2 2 0 −2 −4 −6
−4 0 −2 −4 −6 −8
13 a b
–36 100
–6 6 –20 –5
2 –3 –2 –4 5 –1
c d
48 64
–12 –4 –4 –16
–3 4 –1 –2 2 –8
14 a, b There are six different pairs: 1 and −12; −1 and 12; 2 and −6; −2 and 6; 3 and −4; −3 and 4.
15 a −15 b 2 c 1 d 6 e 16 f −14
16 a −5 b 12 c −7 d −4 e 4 f 1
End-of-unit review
1 a 2 b −8 c −15 d −10 e −14
2 a 7 b 1 c 17 d 7 e 0
3 a 27 b −2 c −80 d 6 e −2
4
× −2 3 5
−4 8 −12 −20
−3 6 −9 −15
6 −12 18 30
5 −8 and 32
6 a 1, 2, 3, 6, 7, 14, 21, 42 b 1, 2, 4, 13, 26, 52 c 1, 5, 11, 55 d 1, 29
e 1, 2, 4, 8, 16, 32, 64 f 1, 3, 23, 69
7 a, b, c There are three pairs: 3 and 37; 11 and 29; 17 and 23.
8 a 2 × 32 b 25 × 3 c 23 × 52 d 24 × 3 × 5 e 33 × 5 f 52 × 7
9 a 40 b 5 c 288 d 1200
10 a 5 and −5 b 9 and −9 c 13 and −13 d 16 and −16
11 a 8 b 4
12 a 1024 b 2048 c 4096
13 a Shen worked out 3 × 5 and 5 × 3; both equal 15. b 35 = 243 and 53 = 125
14 18
Term 8 9 10 11 12 17 27
b i x 0 1 2 3 4 5 6 7 8 9 10 ii x 0 1 2 3 4 5 6 7 8 9 10
y 0 1 2 3 4 5 6 7 8 9 10 y 0 1 2 3 4 5 6 7 8 9 10
c i y = x + 3 ii y = x − 3
2 a i ii
x 1 2 4 6 x 3 5 9 12
y 5 7 11 15 y 8 14 26 35
iii iv
x 4 8 10 20 x 2 4 8 14
y 7 9 10 15 y −2 −1 1 4
b i y = 2x + 3 ii y = 3x − 1 iii y = x2 + 5 iv y = x2 − 3
3 a i ‘add 8’ ii ‘multiply by 5’
b i y = x + 8 ii y = 5x
4 Razi. Check students’ explanations: e.g. all of Razi’s work, but only one of Mia’s works.
5 y = 3x + 2 Check students’ explanations.
x y
1 5
2 ×3 +2 8
3 11
End-of-unit review
1 a 7, 10, 13 b 11, 6, 1 c 8, 16, 24 d 1, 5, 9
2 B. Rules B, C and D give the correct 3rd term, but only B gives the correct 8th term.
3 a i ‘add 6’ ii Position number 1 2 3 4
Term 6 12 18 24
iii term = 6 × position number iv Look for evidence of students’ checks.
b i ‘add 5’ ii
Position number 1 2 3 4
Term 6 11 16 21
iii term = 5 × position number + 1 iv Look for evidence of students’ checks.
End-of-unit review
1 a 10 000 b ten thousand
2 10 8
3 a 4.1 b 0.23 c 72 d 24
4 a 10.09, 10.8, 10.9, 10.98 b 0.7 m, 77 cm, 7 m, 750 cm
5 a > b < c >
6 a ≠ b = c ≠
7 a 6700 b 240 000 c 8 000 000 d 64 e 12.6 f 7.57
8 a 57.02 m b 2.44 m
9 a 13.7 b 92.7
10 a 1.41 b 0.97
11 a 0.624 b 1.41 c 28.8 d 7.12
12 a 420 b 7 c 900 d 70
13 35.52
14 i $796
ii 18 × $15 + 12 × $28 + 5 × $38 = $270 + $336 + $190 = $796
iv 20 × $15 + 10 × £30 + 5 × $40 = $300 + $300 + $200 = $800
End-of-unit review
1 a m b mm c kg d g e ml f l
2 a m2 b mm2 c cm3 d m3
3 Possible if she has a very small house, but probably not sensible as a door is 2 m high.
4 4 m
5 8 × (70 to 80 kg) + 6 × (30 to 60 kg) = 740 to 1000 kg
6 6 × (1.7 to 1.8 m) = 10.2 to 10.8 m, rounded to 10 or 11 m
7 a T b F c T
8 a 70 miles b 130 miles
9 a 72 km b 328 km
10 300 miles; 472 km = 295 miles or 300 miles = 480 km
11 a 235 miles b $94
4 angle BAC = 180 – (2 × 68) = 44°, isosceles triangle; angle EDC = 44°, corresponding angle
5 S how that the angles of the triangle and the quadrilateral together make the angles of the pentagon. The sum
of the angles is 180° + 360°.
6 T
he angles at A and D are equal (corresponding angles); the angles at B and E are equal (corresponding angles);
the angle at C is common to both triangles.
7 Angle BAC = q, alternate angles; r = angle BAC + p, exterior angles. The result follows.
8 a w = a + c, exterior angle of a triangle; y = b + d, exterior angle of a triangle. The result follows.
b w + y = the sum of two angles of the quadrilateral; x + z = the sum of the other two angles of the quadrilateral;
w + x + y + z = the angle sum of the quadrilateral = 360°.
9 a exterior angle of a triangle
b exterior angle of a triangle
c a + x + y = 180°, angle sum of a triangle; hence a + (b + d) + (c + e) = a + b + c + d + e = 180°.
End-of-unit review
1 a e b f c c d d, f, b or h
2 a = 45°, corresponding angles; b = 45°, vertically opposite angles or alternate angles; c = 45°, vertically opposite
angles; d = 135°, angles on a straight line.
3 a and b, or f and g
4 82° + 27° = 109° so the angle between 82° and 27° is 180° – 109° = 71°; hence a = 71°, alternate angles.
b = 27°, corresponding angles.
5 a = 125° − 41° = 84°, external angle. b = 84° − 35° = 49°, external angle.
6 a corresponding angles b alternate angles c corresponding angles d alternate angles
7 A
ngle ADB = angle ABD, isosceles triangles; angle CDB = angle CBD, isosceles;
Angle B = ABD + CBD = ADB + CDB = angle D.
b 3
c 11. Add up last three frequencies; all are taller than 170 cm.
d 16. Add up the first three frequencies; all are shorter than 180 cm.
2 a
Time, t (seconds) Tally Frequency
25 < t ≤ 30 // 2
30 < t ≤ 35 //// / 6
35 < t ≤ 40 //// //// 9
40 < t ≤ 45 //// // 7
45 < t ≤ 50 /// 3
Total 27
b 27 c 7 d 19 e 8
3 a
Height, h (cm) Tally Frequency
10 ≤ h < 18 //// /// 8
18 ≤ h < 26 //// 5
26 ≤ h < 34 // 2
34 ≤ h < 42 /// 3
Total 18
b 18 c 5 d 15 e 5
4 a 4 b 6 c 30 d 14
5 a
Maths Science English Other subject Total
Girls 8 4 5 1 18
Boys 6 5 1 2 14
Total 14 9 6 3 32
b 5 c 3
6 Car Bus Bicycle Total
Male 7 8 5 20
Female 10 9 3 22
Total 17 17 8 42
End-of-unit review
1 a experiment b observation c survey
2 All. A 10% sample would be too small.
3 99 or 100 for a 10% sample.
4 a C b C
5 a discrete b continuous
6 a Weight, w (g) Tally Frequency
150 < w ≤ 170 / 1
170 < w ≤ 190 //// 5
190 < w ≤ 210 //// // 7
210 < w ≤ 230 /// 3
Total 16
b 5 c 10 d 13 e 16
7
A B C Total
Maths 4 9 5 18
Science 5 2 3 10
Total 9 11 8 28
✦ Exercise 7.3
3 , 5 , 11
Ordering fractions
1, 4, 9 5 , 11 , 2 3, 4, 9
1 a b c d
4 6 12 2 7 14 9 18 3 4 5 10
e 5, 3, 5 f 1, 4 , 7
8 4 6 6 15 10
2 a 4 , 1, 3 b 4 , 11 , 8 c 18 , 5 , 2 d 11 , 3 , 12
11 3 10 7 20 15 61 18 9 16 5 21
e 17 , 9 , 19 f 17 , 11 , 32
20 11 25 18 12 35
3 1 , 11 , 5 , 4
3 27 12 9
4 1 is smaller than 1 , so 5 is closer to one than 4 , so is bigger. Same reasoning for 4 and 3 , etc.
6 5 6 5 5 4
5 a 3 7 b 8 13 c 10 1 d 3 17 e 17 21 f 10 19
8 15 4 28 40 30
g 1 9 h 2 5 i 2 5 j 2 3 k 2 5 l 29
10 9 14 4 12 36
6 a 5 m b 4 1 m
8 8
7 3 m
4
3 A, 45 ÷ 58
4 a 4 12 b 9 12 c 3 23 d 9 23 e 8 13 f 10 14
F Exercise 7.8
1 3
Multiplying and dividing fractions
2 8 9 14
1 a 8
b 16
c 15 d 25 e 28 f 27
2 a 3 b 1 3
c 10 4
d 27 e 14 f 2
10 2 11
3 a 3 b 5 21
c 32 d 7 51 3
e 3 10 f 2 107
8 6
4 a 1 12 b 2 23
c 1 14 d 1 13 e 2 f 1 16
5 MENTAL MATHS IS FUN
End-of-unit review
1 3 4 1 3 2 1
Fraction
4 5 5 10 5 2
Decimal 0.75 0.8 0.2 0.3 0.4 0.5
2 a 0.32 32 = 8
b 100 25
3 a 6% 6 = 3
b 100 50
4 a 0.16 b 16%
5 a 0.375 b 0.364 c 0.415
6 12 , 11 , 3, 5
20 5 8
7 a 78 b 12 8
c 1 21 5
d 12 1
e 6 12 f 117
18
1 m
8 a 110 b 8 1 m
10
9 a $18 b 21 1
c 24 d 12 e 56 f 1 11
35 21
10 a 9 13 kg b 10 54 c 19 14 d 17 12 e 38
11 A, 32 × 53
e f g h
i j k l
2 a 2 b 2 c 1 d 4 e 2 f 1
g 2 h 1 i 1 j 2 k 1 l 2
3 a 6 b 0 c 8 d 0 e 8 f 5 g 4 h 0
4 a 6 b 1 c 8 d 1 e 8 f 5 g 4 h 2
5
Square Rectangle Rhombus Parallelogram Kite Trapezium Isosceles
trapezium
Shape
Number
of lines of 4 2 2 0 1 0 1
symmetry
Order of
rotational 4 2 2 2 1 1 1
symmetry
6 a i 3 ii 3 b i 1 ii 1 c i 0 ii 1 d i 1 ii 1
7 a b c
2 A, B, D, G
3 or
3 cm
3 cm 3 cm
4 cm 4 cm
3 cm 4 cm
3 cm 3 cm
4 cm
7 cm
65 mm
5 cm 5 cm
5 a E b L c H d F e J f I
6 a Students’ nets must be accurate to ± 2 mm. 8 cm
b 24.8 cm ± 5 mm
4 cm
5 cm 5 cm
5 cm
4 cm
5 cm
3 cm
5.5 cm
1.5 cm
1.5 cm
8.5 cm
Diagram not full size
9 cm 15.4 cm
12.5 cm
Diagram not full size
b 3.08 m (allow 3.04 m to 3.12 m)
6 26.4 m (allow 26.1 m to 26.7 m)
End-of-unit review
1 PQ
2 a i 4.2 cm ii 7.1 cm iii 7.6 cm
b i 80° ii 30° iii 70°
3 a i 2 ii 2 b i 1 ii 1 c i 3 ii 3 d i 0 ii 4
4 a (2, 3) b (4, 4) c (3.5, 4)
5 There are many possible nets, these are examples.
6 a E b F c G d L e D f K
7 a 4.5 m b 7 cm
8 a Students’ scale drawings must be accurate to ± 2 mm.
12 cm
B
7 cm
9 cm 2 cm
2 cm
A
10 cm
Diagram not full size
b 15 m
4
24a + 18b
5a + 7b 8a + 3b 3a + 5b
3b + 2a 3a + 4b 5a – b 6b – 2a
5
7cd – 7ef
6 a 1. 7ab and 2ac can’t be simplified by adding them together as the algebra terms are different.
2. 4xy − yx can be simplified by subtraction to 3xy as the algebra terms are the same.
b 1. 7ab + 2ac 2. x2 + 3xy
4 a 3n + 8 = 23, n = 5 b n4 − 8 = 5, n = 52 c 5n − 4 = 2n + 20, n = 8
d 3n + 7 = 4n, n = 7 e 2(n + 5) = 5n − 14, n = 8 f 3(n − 2) = 7(n − 6), n = 9
End-of-unit review
1 a 6p b n + 7 c 9bc d 1 − 6u e 5x + 9 f 6a + 3b
2 a 8a + 5b b 4v − 4 c 2x2 + 12y + 9
3
15ab + 8bc
3 B
oth teams have the same median, 2 goals. The mean for Juventus is 2.05 and for AC Milan is 1.82, so Juventus
scored 0.23 more goals per match, on average. The mode is not helpful in this case because there are three modes
for AC Milan: 0, 1 and 2 all have the same frequency.
4 T
he median for the boys is about 132 cm and for the girls is about 135 cm, making the girls about 3 cm taller,
on average. The mean for the boys is 132.3 cm and for the girls is 135.2 cm; again the girls are about 3 cm taller,
on average.
5 T
he mean for May is 8.3 cm and for November is 18.5 cm. The median for May is between 5 and 10 cm and the
median for November is between 15 and 20 cm. Both these show that on average there is about 10 cm more rain
in November than in May. The range for the two months is similar as both spread over five classes.
6 a 45
b You cannot tell. The nine in the classes 80–84 and 85–89 after dieting definitely lost mass, but some of the
others may not have done so.
c The range increased by about 10 kg.
d The mean mass went down from 104.7 kg to 96.2 kg, an average decrease of 8.5 kg.
End-of-unit review
1 a 8 characters b 9 characters c 9.3 characters d 5 characters
2 a i 95 cm ii 100 cm iii 96 cm iv 30 cm
b The mode. Have more of that size in the shop.
3 a 21–25 b 18.9 c It is in the 16–20 class
4 a 20– b About 31 minutes is a good estimate. c 32.25 minutes
d The estimate should be between 30 and 50 minutes.
5 a 35 boys and 32 girls
b They have the same median, 10. The mean for the boys is 9.9 and the mean for the girls is 9.5. The boys were
about 0.4 answers better.
6 T
he modal class for the newspaper is 11–15 and for the magazine it is 21–25. The mean for the newspaper is 14.1
and for the magazine it is 18.9. This shows that the sentences in the magazine are longer by about 4.8 words.
End-of-unit review
1 a 9 b 2 c 1 d 1
10 5 20 40
2 a 72 m b 6.45 m c 18 kg d 551
3 a 83% b 5976
4 a 106 b 153
5 a 552 b 391
6 No. 20% of 812 is 162 and 812 + 162 = 974.
7 a $8.83 b $22.35 c $53.81
8 a $17.50 b $29.75 c $80.15
9 a 67% b 84%
10 8.7%
11 a 67% increase b 8% decrease c 53% increase
12 X does. 40% are under 25 in town X; in town Y the figure is 30%.
C D E
A B
80 m
D C
Diagram not full size
3 C
heck students’ accurate drawing of both triangles. All construction lines must be visible.
Sasha’s angle XZY = 46°, Dakarai’s angle XZY = 50°. Allow ± 2°, but not both = 48°.
Sasha is correct.
End-of-unit review
1 a Check students’ circles, radius 4 cm.
b Check students’ drawings, arc with radius 6 cm and angle 30°.
2 a, b Check students’ drawings of the perpendicular bisector of AB (7 cm long); all construction lines must be
visible.
3 a, b Check students’ drawings of the bisection of a 65° angle XYZ; all construction lines must be visible.
4 a Check students’ drawings of rectangle ABCD, 7 cm by 3.5 cm.
b i Check students’ drawings of the midpoint of AB. ii Check students’ drawing of the midpoint of CD.
c A 7m B
n
pet o
3.5 m Car half s on
this Tile half
this
D C
Diagram not full size
30°
5 cm
left right
side side
Diagram not full size
6 C
heck students’ accurate drawings of triangles. All construction lines must be visible.
a b
6.5 cm 78 mm
4 cm
8 cm 54 mm
Diagram not full size
7 Check students’ accurate drawings of both triangles. All construction lines must be visible.
Hassan’s triangle Harsha’s triangle
8 cm 8 cm
6.4 cm 4.8 cm
Diagram not full size
0 x
–4 –3 –2 –1 1 2 3 4
–1
–2
–3
–4
–5
–6
0 x
–4 –3 –2 –1 1 2 3 4
–1
–2
–3
–4
–5
–6
0 x
–4 –3 –2 –1 1 2 3 4
–1
–2
–3
–4
–5
–6
0 x
–4 –3 –2 –1 1 2 3 4
–1
–2
–3
–4
–5
–6
–7
0 x
–2 –1 1 2 3 4 5
–1
–2
–3
–4
–5
–6
–7
0 x
–2 –1 1 2 3 4
–1
0 x
–2 –1 1 2 3 4 5 6
–1
–2
–3
0 x
–3 –2 –1 1 2 3
–2
–4
–6
–8
0 x
–4 –3 –2 –1 1 2 3 4
–10
–20
–30
–40
0 x
–4 –3 –2 –1 1 2 3 4
–10
–20
–30
–40
c If x = 20, y = 5 × 20 – 20 = 80 so (20, 80) is on the line.
3 a The values of y are −35, −20, −5, 10, 25, 40. b y
40
30
20
10
0 x
–4 –3 –2 –1 1 2 3 4
–10
–20
–30
–40
0 x
–4 –3 –2 –1 1 2 3 4
–10
–20
–30
–40
c −50 d 60
0 x
–20 –15 –10 –5 5 10 15 20
–1
–2
6 a The values of y are −100, −60, −20, 20, 60, 100, 140. b y
140
120
100
80
60
40
20
–3 –2 –1 0 1 2 3 x
–20
–40
–60
D 2
1
0 x
–2 –1 1 2 3 4
–1 B
C –2
( 2 2 ) ( )
b The midpoint of AC is 2 + –1 , 3 + –2 = 1 , 1 . The midpoint of BD is 3 + –2 , –1 + 2 = 1 , 1 .
2 2 ( 2 2 ) ( )
2 2
(2 2 ) ( 2 2)
9 The midpoint of PR is 2 + 2 , 5 + –1 = (2, 2). The midpoint of QS is –2 + 6 , 3 + 1 = (2, 2).
30
20 Van
10
0
0 10 20 30 40 50 60
Time (seconds)
5 a, b c about 30 km
40
Distance from home (km)
30
20
Shen
10
Sister
13 00 14 00 15 00 16 00 17 00 18 00
Time (24-hour clock)
6 a, b
4
Distance (km)
3 Xavier
2
1 Alicia
0
0 5 10 15 20 25 30 35
Time (minutes)
300
200
100
0
0 10 20 30 40 50
Time (seconds)
150 m from one end and 250 m from the other end.
End-of-unit review
1 A: y = 2, B: x = −4, C: x = 3.5, D: y = x, E: y = −x
2 a The values of y are −4, −2, 0, 2, 4, 6, 8. b y
8
7
6
5
4
3
2
1
0 x
–3 –2 –1 1 2 3
–1
–2
–3
–4
0 x
–2 –1 1 2 3 4 5 6
–1
–2
–3
0 x
–3 –2 –1 1 2 3
–10
–20
Danville 150
Distance from
Newton (km)
100
50
Newton
13 00 14 00 15 00 16 00 17 00 18 00
24-hour clock time
6 a $125 b $200
7 a $24 b $42
8 a 24 and 42 b 120
9 110 g of syrup, 220 g of butter and 440 g of oats
10 1500 ml or 1.5 l
End-of-unit review
1 a 1 : 4 b 4 : 5 c 5 : 1 d 9 : 8 e 1 : 5 : 8 f 2 : 6 : 3
g 2 : 25 h 2 : 3 i 7 : 2
2 a 1 : 8 b 3 : 8 c 2 : 11
3 $72, $108, $180
4 a 21 b 7 c 28
5 $495
6 $3500
7 a $3 b $12 c $60
8 $45
9 a 750 g b 1050 g or 1.05 kg
10 a 24, 30 and 42 b 114
11 sugar = 50 g, butter =100 g and flour = 400 g
1 a 1 b 25 c 5
36 36 18
2 a 2 b 12 c The totals are not all equally likely.
3 a 7 b 2 and 12 c 1 d 1 e 5 f 1 g 5
36 6 12 2 12
4 a 1 b 2
6 9
5 a They could be shown in a table like this.
H1 H2 H3 H4 H5 H6
T1 T2 T3 T4 T5 T6
b i 1 ii 1 iii 1
12 4 6
6 a + 2 3 5
1 3 4 6
1 3 4 6
3 5 6 8
2 1 5 2
b i 9 ii 3 iii 9 iv 3
7 a × 1 2 3 4 5 6
1 1 2 3 4 5 6
2 2 4 6 8 10 12
3 3 6 9 12 15 18
4 4 8 12 16 20 24
5 5 10 15 20 25 30
6 6 12 18 24 30 36
b 23 c 1
3
End-of-unit review
1 a 0.17 b 0.95
2 a 0.9 b 0.7
3 a Shuffle the cards and place them face down before choosing; take a card without looking.
b 0.7 c 0.7
4 a 0.1 b 0.8 c 0.81
5 a 1 ii 13 5
+ 1 2 3 4 b 5 c i
8 16
iii
8
1 2 3 4 5
2 3 4 5 6
3 4 5 6 7
4 5 6 7 8
d × 1 2 3 4
1 1 2 3 4
2 2 4 6 8
3 3 6 9 12
4 4 8 12 16
3
e i 16 ii 0 3
iii 16 iv 1613 v 14
6 a 0 b 0.06, 0.04, 0.045
c Three identical numbers has a small probability. We need a lot of throws to estimate it.
d A 0.025, B 0.015, C 0.005, D 0.035 e 0.025 f It is based on a lot more throws.
3 a y b y c y
6 6 6
5 5 5
4 4 4
3 3 3
2 2 2
1 1 1
0 0 0
0 1 2 3 4 5 6 7 x 0 1 2 3 4 5 6 7 x 0 1 2 3 4 5 6 7 x
4 y
6
5
A
4
c
3
a
2 b
1
0
x
0 1 2 3 4 5 6 7
5 a A to B b A to C c B to D d C to E
Scale factor 2
Scale factor 3
c d
Scale factor 2
Scale factor 4
e f
Scale factor 3
Scale factor 4
Scale factor 2
Scale factor 3
Scale factor 4
4 a b
Scale factor 4
End-of-unit review
1 a y b y
6 6
5 5
4 4
3 3
2 2
1 1
0 0
0 1 2 3 4 5 6 7 x 0 1 2 3 4 5 6 7 x
mirror line x = 4 mirror line y = 3.5
2 a y b y
6 6
5 5
4 4
3 3
2 2
1 1
0 0
0 1 2 3 4 5 6 7 x 0 1 2 3 4 5 6 7 x
Scale factor 2
Scale factor 3
4 y
6
5
A D
4
B
3 C
2
1
0
x
0 1 2 3 4 5 6 7
b i ii 264 cm2
c i ii 756 cm2
d i ii 390 cm2
End-of-unit review
1 a 66.88 cm2 b 28 cm2 c 160 m2
2 a i 25.1 cm ii 50.3 cm2
b i 37.7 cm ii 113.0 cm2
3 a i 2 × 3 × 4 = 24 cm ii 3 × 42 = 48 cm2
b i 3 × 12 = 36 cm ii 3 × 62 = 108 cm2
4 15.4 cm
5 a 29 cm2 b 57.12 cm2
6 120 cm2
7 a 200 cm3 b 220 cm2
8 2208 mm2
9 a 5 cm 13 cm b 360 cm2
5 cm 13 cm
10 cm
12 cm
5 cm
13 cm
8
6
4
2
0
0–19 20–39 40–59 60–79 80–99
Number of cups of coffee sold
8
6
4
2
0
50 60 70 80 90 100
Speed of car (km/h)
b 17
c No. It could not be 50 km/h as ‘50 <’ means that the speed could be very close but not equal to 50.
5 a Heights of plants
12
10
Frequency
8
6
4
2
0
20 25 30 35 40
Height (cm)
b 17. Add the frequencies of the three bars that show heights that are at least 25 cm.
Chocolate Vanilla
Strawberry
Raspberry
b 20%
2 a Vauxhall b 60 = 1 c 35% d 40
360 6
3 a 120 b 135 c No. Men = 180, women = 200.
d More women than men took part in the survey, so when the angles in the pie charts are the same, the women’s
sector must represent a greater number than that in the men’s sector.
4 a 90 = 1 b i 21 ii 35 iii 180
360 4
5 Pembroke School. Pembroke School = 160, Milford School = 154.
25
20
15
10
5
0
J F M A M J J A S O N D
Month
20
15
10
5
0
1985 1990 1995 2000 2005 2010
Year
2005 to 2010
End-of-unit review
1 a The data is continuous. b 13 c 400−600 g d 4 e 50
2 a Number of MP3 players sold daily over a month
14
12
10
Frequency
8
6
4
2
0
0–9 10–19 20–29 30–39 40–49
Number of MP3 players sold daily
30–39 10–19
20–29
e 40%
3 a Key: 1 | 8 means 18 kg
0 8 9
1 2 8 8
2 4 7 8 8 8 8 9
3 4 6 6 7 8 9 9
4 3 5 6 9
5 0 0
b 48% c 6 d 20
25
e i Mode is 28. ii Median is 34, mean is 32.