01 - Ans - Coursebook 9 - Merged-2
01 - Ans - Coursebook 9 - Merged-2
01 - Ans - Coursebook 9 - Merged-2
12 a 6 b −24 c 1.5
13 a −10 b −7.5 c 9 d −1.3
14 a 5.76 b −2.4 c 4.6 d −35
15 One is 5 and the other is −4. We cannot say which is p and which is q.
1 a 4 < 20 < 5 b 15 < 248 < 16 c 17 < 314 < 18 d 9< 83 .5 < 10 e 12 < 157 < 13
2 Because 63 = 216 < 305 and 73 = 343 > 305
3 a 13 b 6 c 20 d 5 e 17
3 3 3 3
4 a 4 < 100 < 5 b 6 < 222 < 7 c 9 < 825 < 10 d 6 < 326 < 7 e 3 < 3 58 . 8 < 4
5 a 122 = 144 < 160 and 132 = 169 > 160 b 1600
6 a 35 b 11
3
7 125 = 5; 102 = 100 so 125 > 10
8 a 25 b 4.5 c 6.8 d 12 e 1.9
9 a 7.42 b 10.39 c 5.85 d 8.57 e 21.54
12 a 4K b 32K c K × K or K2 d 1 K
8
13 a 2 b 2 c 4 d 6
End-of-unit review
1 a 3 b −2.5 c −9.2 d −2.1
2 a 16 b −14.7 c 12 d 0.1
3 a 11.25 b 2.5 c −5.625
4 a −3.6 b −6.3 c 2.5
5 a 10 < 111 < 11 b 18 < 333 < 19 c 4 < 3 111 < 5 d 6 < 3 333 < 7
6 a 14 b 6
7 15.8
8 8.2
9 31 < 1000 < 32; 3 1000 = 10 and 3 × 10 = 30
10 a 0.5 b 0.25 c 0.25 d 0.04
11 a 1 b 1 c 1 d 1
9 8 6 144
12 a 5 1 b 1001.1
4
13 a 102 b 103 c 10−2 d 10−3 e 100
14 a 95 b 83 c 73 d a−2 e n−1
15 a 2−1 or 1 b 152 c 202 d 5−2
2
16 a a6 b a−2 c a2 d a5 e a−2
17 a 43 b a−2 c n
18 a 0 b −1 c 7 d 2
2 (2 )
8 No. The term-to-term rule is ‘add 1 ’, so although Jake got the first part correct 1 n , the first term 1 + 4 is not 4,
2
so he got the second part wrong. The correct answer 1 n + 3 1 .
2 2
9 T
he sequence is decreasing, so the nth term expression for this sequence cannot start with 6n as this would give an
increasing sequence.
10 Yes. Each pattern increases by 3 squares (the term-to-term rule is ‘add 3’), so the nth term will start with 3n. The
number of squares in the patterns is 5, 8, 11, 14, and 3 × 1 + 2 = 5, 3 × 2 + 2 = 8, 3 × 3 + 2 = 11, 3 × 4 + 2 = 14.
End-of-unit review
1 Non-linear; the term-to-term rule is ‘subtract 1, subtract 2, subtract 3, …’
2 14. Check students’ methods.
3 12. Check students’ methods.
4 i 0, 6, 16, 30 ii 198 ii 798
5 a 2n + 3 b 12 − 2n c 3n − 11
6 The sequence is increasing so it can’t have a −6n term, as this would make the sequence decrease.
7 A
nders. Each pattern increases by 2 dots (the term-to-term rule is ‘add 2’), so the nth term will start with 2n. The
number of dots in the patterns is 4, 6, 8, 10, and 2 × 1 + 2 = 4, 2 × 2 + 2 = 6, 2 × 3 + 2 = 8, 2 × 4 + 2 = 10.
8 a y = x + 2 b y = x8 c y = 5(x − 2) d y = 2x − 1
9 a x → x − 1 b x → 4x c x → x + 7 d x → 10x − 2
3
10 a x → x − 11 b 4 × −1.2 + 11 = 6.2
4
11 a x → 2(x + 22.5) b 50 − 22.5 = 2.5
2
80 10–1–1
80××10 ==88 0.08 10–2–2
0.08÷÷10 3.2 1011
3.2÷÷10 ==0.32
0.32 320 1033
320÷÷10
0.008 1033
0.008××10 800 1022
800÷÷10 32 10–2–2
32××10 3.2 10–1–1
3.2××10
End-of-unit review
1 a 2.1 b 6 c 0.63 d 0.36 e 1
f 20 g 70 h 300 i 60 j 500
2 a 0.16 b 0.45 c 0.088 d 0.1 e 0.0016
f 4 g 0.7 h 4 i 5 j 80
3 a i 0.4 ii 0.8 iii 1.2 iv 1.6 v 2
b Larger
4 a i 150 ii 75 iii 50 iv 37.5 v 30
b Smaller
5 a 900 b 3700 c 240 d 5.55 e 0.075
f 534 g 2 h 1 i 0.62 j 76
6 No. Check students’ examples.
7 a 2.8 b 11.86 c 0.555 d 0.30 e 0.1235 f 112.000
g 100 h 230 i 0.65 j 0.02 k 1.00 l 1.0
8 a 4000 b 3900 c 3890 d 3893 e 3893.0
f 3893.0 g 3893.01 h 3893.010 i 3893.0096 j 3893.009 56
9 a 4 b 33 c 37 d 20 e 11
f −1 g 10 h 14 j 25 k 0
10 a 16 b 38 c 121 d 490
End-of-unit review
1 12
2 a 15 b $180
3 13.5 km/h
4 9.3 km/h
5 31 m/s
6 Cyclist B. A = 23.6 km/h, B = 24.1 km/h
7 a i 8.8 km/h ii 9.5 km/h b Second part c 8.3 km/h
d° c°
D C
3 a 9 cm and 9 cm b 15 cm and 25 cm
4 Other diagrams are possible.
5 a green b brown
6 Other diagrams are possible.
7 a 3 by 4 b
B C
b A
c A B C
d A B C
3 a b
b c
2 a
End-of-unit review
1 a 24° b 156°
2 a 40°
b OP and OQ are the same length because O is the centre of the shape.
c 70°
d The interior angle is twice the size of b and 2 × 70 = 140.
3 128°
4 a 46°, corresponding angles
b 152°. Angle ECD = 28°, corresponding angles, and b = 180 − 28, angles on a straight line
5 c = 105 + 33 = 138, exterior angle of a triangle
d = 180 − (87 + 33) = 60
6 Other views are possible.
7 a
b B C D
1
Colour Tally Frequency
Red
Yellow
Blue
Green
2
Make of car Tally Frequency
BMW
Ford
Nissan
Toyota
Vauxhall
Other
3
Number of
Tally Frequency
holidays
0
1
2
3
4
5
6
5
Flavour Stage 7 Stage 8 Stage 9 Stage 10 Stage 11
Vanilla
Strawberry
Chocolate
Raspberry ripple
Mint choc-chip
Other
End-of-unit review
1 Good basketball players are also good at rugby.
2 a 1. For example: Boys eat more chocolate than girls do.
2. For example: ‘How much chocolate do you eat per week?’, ‘How many chocolate bars do you eat,
on average, per week?’
3. For example: amount of chocolate eaten by boys and girls
4. For example: survey
5. For example: whole class (if there is an equal gender ratio in the class), or 10% of Maha’s school,
with equal number of boys and girls
6. For example: as accurate as possible
b Will people they tell the truth? Will they remember chocolate bars but forget individual chocolates
they’ve eaten? She needs to find a way of defining the size of chocolate bars.
c Some might not want to tell her the truth. Some might not be able to remember accurately.
3 a American women and Canadian women must be fairly similar, so they must have about the same
number of shoes.
b Different climates mean different footwear, possibly American women have (and spend) more (or less)
money than Canadian women.
4 a For example: This average would have been based on a large sample of shop assistants.
b For example: Shop assistants in cities might earn more than those not in cities, so the true average
might be lower.
5 a No ‘zero’ option, overlapping values, different sized groups, no ‘7 or more’ option, can’t tell whether
this is for men or women. Note: different number of men and women in the sample doesn’t affect
her data collection sheet.
b Men Women
Number of films Tally Frequency Tally Frequency
0
1–2
3–4
5–6
7+
6 a 23 m
24
b Check students’ answers.
End-of-unit review
1 a 1 b 4 c 3 d 2 e 5 f 7
3 5 4 5 7 9
2 7
a . Student’s check
9
3 5
a b 1 c 1 7 d 5 1 e 2 11 f 3 19
8 3 30 24 15 24
4 7
a 1 m b Student’s check
20
5 a 9 b 180 c 3 8 d 8 e 2 f 1
9 45 3 4
6 a 1 b 8
16 25
7 a 15 b 24 1 c 62 1 d 1 7 e 1 5 f 1 1
2 2 20 28 5
8 4
For example, ÷ = 3 8
3 2 9
End-of-unit review
1 Check students’ drawings, including construction lines, all measurements ± 2 mm and ± 2°.
2 a Check students’ drawings, including construction lines, all measurements ± 2 mm and ± 2°.
b i 50° ± 2° ii Angle sum of triangle = 180°, 180° – 90° – 40° = 50°.
3 Check students’ drawings, all angles ± 2°.
4 C
heck students’ constructions of inscribed square, including construction lines. All measurements
± 2 mm and ± 2°.
5 C
heck students’ constructions of an inscribed equilateral triangle and an inscribed regular hexagon,
including construction lines. All measurements ± 2 mm and ± 2°.
6 8.94 mm
7 0.33 m
8 12.53 cm
9 60 cm2
3 a x + y b 3x + y c 6x + y d 4 x − y e 11x − 4 y f 9x − 8 y
5 6 9 10 14 20
g 3a + 4b h 12a + 5b i 10a + 9b j 8a − 5b k 9a − 2b l 20a − 27b
12 30 24 40 30 45
4 a A, D, F b B, C, E c G; the answer is x
3
d You can ignore the letter, work out the fractions, then put the letter back in at the end.
1 a (x + 4)(x + 1) = x2 + 1x + 4x + 4 b (x – 3)(x + 6) = x2 + 6x – 3x – 18
= x2 + 5x + 4 = x2 + 3x – 18
c (x + 2)(x – 8) = x2 – 8x + 2x – 16 d (x – 4)(x – 1) = x2 – x – 4x + 4
= x – 6x – 16 2
= x2 – 5x + 4
2 a x2 + 10x + 21 b x2 + 11x + 10 c x2 + 2x – 15
d x2 + 4x – 32 e x2 – 9x + 14 f x2 – 14x + 24
3 a y2 + 6y + 8 b z2 + 14z + 48 c m2 + m – 12
d a2 – 7a – 18 e p2 – 11p + 30 f n2 – 30n + 200
4 a C b B c A d C
5 a (x + 2)2 = (x + 2)(x + 2) b (x – 3)2 = (x – 3)(x – 3)
= x2 + 2x + 2x + 4 = x2 – 3x – 3x + 9
= x2 + 4x + 4 = x2 – 6x + 9
6 a y2 + 10y + 25 b z2 + 2z + 1 c m2 + 16m + 64
d a2 – 4a + 4 e p2 – 8p + 16 f n2 – 18n + 81
7 a i x2 – 4 ii x2 – 25 iii x2 – 49
b There is no term in x, and the number term is a square number.
c x2 – 100
d x2 – y2
8 a 33 × 29 = 957, 28 × 34 = 952, 957 – 952 = 5
b 16 × 12 = 192, 11 × 17 = 187, 192 – 187 = 5
c The answer is always 5.
d n n+1
n+5 n+6
End-of-unit review
1 a x5 b y12 c z10 d 15m9 e 6n11 f 6p7
g q6 h r3 i t5 j 2u2 k 3v6 l 7w
2 a 3a b 2b + 16 c 5c + 2d d 16z – 2
3 a ab b 40cd c w
2
d 9e2
4 a 13 b 19 c 13 d 54
e 3 f 48 g –8 h 21
i 89 j 0 k 84 l – 42
5 a x = 19 b x = – 4 c y = 65 d y = 60 e z = 2 f z = 6
6 a 2(x + 3) b 4(y – 3) c 3(a – 1) d 10(2 – x) e 6(4 + 5z) f 10(5 – 3b)
g x(5x + 1) h a(3 – 5a) i 8(4y – x) j 3y(2x – 1) k 2m(9 + 4n) l 3n(8 – 9n)
2y y
7 a 2x b 3x c 3x d e 15 y f
3 5 7 15 8 6
g x + y h 12x − y i 5a + 3b j 15a + 8b k 20a − 3b l 12a − 14b
4 20 15 20 24 21
8 a x2 + 7x + 10 b x2 + x – 12 c x2 – 3x – 54
d x2 – 14x + 40 e x2 – 64 f x2 – 12x + 36
9 4(2x + 5) + 3(8x – 4) = 8x + 20 + 24x – 12 = 32x + 8 = 8(4x + 1)
End-of-unit review
1 a 1 b 1.5 c 1.75 d 4
2 a 1 b 2 c 1.96 d 8
3 a 4 b 4.54 c 4
4 T
he children are better. Use either the modal class or the median. The modal class for the children is 70–74 and
for adults is 75–79. The median for the children is in the class 70–74 and that for adults is in the class 75–79. Also
the range for children is smaller because there are no children’s estimates above 84.
5 F
ind either the medians or the means, and the ranges. The medians are Coola 58 and Freezy 63. The means are
55.6 and 61.4. Freezy has a higher average. The ranges are Coola 37 and Freezy 64. Freezy sales are more varied.
6 a You can use the median or the mean. The medians are 32 and 38.5 so Clancy has a better median. The means
are about 38.5 and 39, which are about the same.
b The ranges are 95 and 41 so Bristoe has more varied scores.
End-of-unit review
1 a 50.4 b 288 c 6.39 d 195.3
2 a 700 mm b 384 kg c 912 hours
3 a 232.2 b 11.61 c 116.1 d 580.5
4 a 27% b 68% c No. 32% of the women cycle and only 27% of the men.
5 School A 67%, school B 91%. The percentage from school B is greater.
6 a The population is 9600. b The price is $40 420. c The mass is 5.76 kg.
7 A price can increase by any percentage. It cannot decrease by more than 100%.
8 $123.76
9 The percentage profit is 53% (or 53.3%).
10 $590.75
11 a $11 172 b 21.2%
2 a y b y
iv iii
6 6
5 5
ii iv
4 4
3 3
ii i
2 B i iii 2 B
1 1
0 0
x x
0 1 2 3 4 5 6 7 0 1 2 3 4 5 6 7
3 y
6
5 b
c
4
3
a
2
1
0
x
0 1 2 3 4 5 6 7 8 9 10
4 a y b (1, −2)
4
3
2
X
1
0 x
–4 –3 –2 –1 1 2 3 4
–1
Y
–2
Z
–3
–4
0 x 0 x
–4 –3 –2 –1 1 2 3 4 –4 –3 –2 –1 1 2 3 4
–1 –1
–2 –2
2 y
6
5
4
c 3 a
2
b 1
0 x
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6
–1
–2
d
B –3
–4
–5
–6
5 a Rotation 90° anticlockwise about (−1, 2) b Rotation 90° clockwise about (−3, 2)
c Rotation 180° about (−1, 1) d Rotation 180° about (2, −1)
e Rotation 90° anticlockwise about (0, −4)
6 y
6
aii 5
4
Y X
3
ci
2
1
0 x
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6
–1
bii Z bi
–2
ai
–3
–4
–5
cii
–6
d i The positions of the shapes are different, even though the elements of the transformations are the same.
ii Yes, as a different order often results in a different finishing position.
iii For example: Reflect in line y = −2, then reflect in line x = 3
7 a i Rotation 90° clockwise, centre (1, 2) ii Translation 2
−4
iii Reflection in the line x = 4.5
b i For example: Translation 0 then reflection in the line x = 1
2
2
ii For example: Rotation 90° anticlockwise, centre (−3, −6) followed by a translation
8
0 x
–4 –3 –2 –1 1 2 3 4
–1
–2
2 a y b y c y
4 4 4
3 3 3
2 2 2
1 1 1
0 x 0 x 0 x
–4 –3 –2 –1 1 2 3 4 –4 –33 –22 –11 1 2 3 4 –4 –3 –22 –11 1 2 3 4
–1 –1
–1 –1
–1
–2 –2
–2 –22
–3 –33 –3
–4 –4 –4
3 a Enlargement scale factor 2, centre (−5, 2) b Enlargement scale factor 4, centre (−6, −2)
4 Enlargement scale factor 3, centre (4, −5)
5 a y
10
9
8
7
6
5
4
3
2
1
0
x
0 1 2 3 4 5 6 7
b For example, triangle with vertices at (1, 1), (2, 1) and (1, 3); enlargement scale factor 2, centre (0, 1).
If Ahmad is correct, the coordinates of the vertices of the enlargement should be at (2, 2), (4, 2) and (2, 6).
y
6
5
4
3
2
1
0
x
0 1 2 3 4 5 6
Vertices are at (2, 1), (4, 1) and (2, 5), not (2, 2), (4, 2) and (2, 6).
5 cm
2 cm 2 cm
3 3 cm
3 cm B
A 6 cm
3 cm 3 cm
4 cm
5 C
1.5 cm
10 cm
12 cm
6 a b c
7 W X
Z Y
8
P Q
70 km
End-of-unit review
1 Exterior angle = 360° ÷ 5° = 72°.
Interior angle = 180° − 72° = 108°
Angles around a point = 360°, 360 ÷ 108 = 3.3... pentagons.
Only three pentagons will fit around a point, leaving a gap of 360° − 324° = 36°.
2 y
6
5 C
4 D
3
2
A B
1
0
x
0 1 2 3 4 5 6 7
4 a y b y
4 4
3 3
2 2
1 1
0 x 0 x
–4 –3 –2 –1 1 2 3 4 –7 –6 –5 –4 –3 –2 –1 1 2 3 4
–1 –1
–2 –2
–3 –3
–4 –4
4 cm
7 2 cm 2 cm Y
X 8 cm 2 cm
2 cm
End-of-unit review
1 a x = 9 b x = 12 c x = −4.5 d x = −9
2 a m = 8.5 b m = 22 c m = 4.25
3 a 8x = 2x + 36 or 4x = x + 18 b x = 6 c 14 cm
4 a 2(N + 10) = 4(N − 10) b N = 30
5 a x = 8, y = 16 b x = 30, y = 40 c x = 15, y = 11
6 Solve the equations x + y = 100 and x – y = 95 to get the numbers 2.5 and 97.5.
7 x = 6.4. Here are some possible values.
x 6 7 6.5 6.4 6.3
3x + x² 54 70 61.75 60.16 58.59
8 a x ≥ 7 b x ≤ −4 c x > 14.5
9 a
0 7
b
–4 0
c
0 14.5
10 a 6x + 3 < 50 b x < 7 5 c 7
6
11 a True b True c False
End-of-unit review
1 a Sea green 1 : 1.4, Fern green 1 : 1.375 b Fern green
2 a 1 : 1.5 b 1 : 1.75 c The Dales
3 160 ml
4 a 42 g b Check students’ checking methods.
5 a Yes, as the number of packets bought increases, so does the total cost (the ratio stays the same).
b No, the ratio does not stay the same as the numbers are not related.
c Yes, as the amount of fuel bought increases, so does the total cost (the ratio stays the same).
d No, the ratio does not stay the same as the numbers are not related.
6 a $44 b $13.75
7 a $3.28 b $3.16 c 300 g jar
8 a €522 b £55
9 $695 = £439.87, £479 = €756.82. He should buy the laptop in America.
End-of-unit review
1 a 50 000 cm2 b 4 m2 c 900 mm2
d 8.2 cm2 e 90 00 000 cm3 f 24.5 m3
g 7000 mm3 h 0.27 cm3 i 80 ml
j 450 cm3 k 9 litres l 3600 cm3
2 a 18.6875 m2 (Check: 6 m × 3 m = 18 m2) b $988
3 a 30 000 m 2
b 46 000 m 2
c 8000 m2
d 2 ha e 9.4 ha f 0.56 ha
4 a 153.9 cm2 b 44.0 cm
5 7 cm
6 3.4 cm
7 a 152.5 cm2 b 46.8 cm
8 a 192 cm 3
b 180 cm3 c 444 cm3
9 b 222 cm2 c 492 cm2
10 V = 3619 mm3, SA = 1508 mm2
11 5.2 cm
1 2 3 4 5 6
2 a 1 b 1 c 16 = 4
9 4 36 9
3 a 1 b 1 c 1
4 4 2
4 a 1, 2, 3 on one; 1, 2, 3, 4, 5 on the other b i 2 7
ii 15 iii 4
5 15
5 a 6 + + + The axes can be the other way round.
4 + + +
2 + + +
1 2 3
b i 13 ii 0 iii 2 iv 5
9 9
6 a 43 b 2 11
c 12
3
7 a 1
b i 100 ii 19 81
iii 100 iv 1
9 + + + + + + + + + + 100 4
8 + + + + + + + + + +
7 + + + + + + + + + +
6 + + + + + + + + + +
5 + + + + + + + + + +
4 + + + + + + + + + +
3 + + + + + + + + + +
2 + + + + + + + + + +
1 + + + + + + + + + +
0 + + + + + + + + + +
0 1 2 3 4 5 6 7 8 9
8 a T + + + + + + + + + + 3
b i 20 ii 1
5
H + + + + + + + + + +
1 2 3 4 5 6 7 8 9 10
D E A R
b i 1 ii 7 iii 3 iv 13
16 16 16 16
End-of-unit review
1 a 0.98 b 0.89 c 0.66
2 a 0.60 b 0.20 c 0.04
3 a 5 + + + + +
4 + + + + +
3 + + + + +
2 + + + + +
1 + + + + +
1 2 3 4 5
b i 1 ii 8 iii 6 c i 2 ii 14 1
iii 25
5 25 25 5 25
4 a T + + + + + + + + b i 1 ii 1 iii 7
4 4 16
H + + + + + + + +
1 2 3 4 5 6 7 8
End-of-unit review
1 a 085° b 138° c 245° d 330°
2 a i 065° ii 245°
b i 124° ii 304°
c i 308° ii 128°
d i 236° ii 056°
3 a Check students’ scale drawings. b 150 km c 267°
4 10.7 km, 075°
5 a 5.5 km b 56 cm
6 $1920
6 a 1 b 1 c − 1
2 20 50
7 a y b 1
2
6
5
4
3
2
1
x
–4 –3 –2 –1 0 1 2 3 4
–1
8 a 2 b 1 c −4 d 0
9 a 6 b −4 c 12 d 0.1
2 a 2 b −2 c 3 d −3
3 a A and C b A c B and C d D
4 a y = 6x b y = 6x + 8
5 a 5 b 2 c −5 d −2
6 A and C are parallel; B, D and E are parallel.
c i 1 ii 2
3
6 a C b B c D d A
7 a y = − 1 x + 10 b B
4
c A is x + 4y = 80 or y = − 1 x + 20; C is x + 4y = 0 or y = − 1 x.
4 4
–20 –10 0 x
10 20 30 40 50 60
–10
–20
6 y x = 3.0; y = −1.6
8
6
4
2
x
–4 –2 0 2 4 6 8
–2
–4
–6
40
30
20
10
0 2 4 6 8 10 M
Length (metres)
60
40
20
0 1 2 3 4 5 m
Minutes
2000
1500
1000
500
0 n
100 200 300 400 500
Sheets
Cost (dollars)
300
200
100
0 x
20 40 60 80 100
Fuel (litres)
0 x
2 4 6 8 10
0 t
2 4 6 8 10
3 a c = 5d b c c i $32.50 ii 11 km
60
50
40
30
20
10
0 d
2 4 6 8 10 12
4 a y = 2t + 6 b y
28
24 d
20
16
12
8
4
0 t
2 4 6 8 10 12
c i 16 ii 9 minutes d The graph becomes horizontal.
5 a c = 20 − 0.5t b c c $13.50
20
16
12
8
4
0 t
4 8 12 16 20
0 y
1 2 3 4 5 6 7 8 9
7 a 12 million b 15 million c 0.1 d P = 0.1t + 12
8 a A = 2000 + 50t b A c i $2250 ii 12 years
2800
2600
2400
2200
2000
1800
1600
0 y
2 4 6 8 10 12
End-of-unit review
1 a − 1 b 7 c 1
3 2
2 a 0.2 b −2 c 1
2
3 a 4 b −5 c 3 d −1
4 a y = −2x + 4 b y = − 1 x + 1 c y = 1 x − 2 d y = x − 2
4 2 2 3
5 a −2 1
b c 2
2
6 A and C are parallel; B and E are parallel
7 a x = 4.2 and y = 0.4 b x = 6.4 and y = −0.7 c x = 5.5 and y = −3.5
0 x
–4 –2 2 4
–1
Cost in dollars
250
200
150
100
50
0 1 2 3 4 5 6 7 8 d
Days
1000
500
0 x
20 40 60 80 100
Hong Kong dollars
b Masses of students in 9T
y
14
12
Frequency
10
8
6
4
2
0 x
40 45 50 55 60 65 70
Mass (kg)
c 24 d 2
3
2 a 50 at each surgery
b Oaklands Surgery Birchfields Surgery
Time, t (minutes) Frequency Midpoint Time, t (minutes) Frequency Midpoint
0 ≤ t < 10 25 5 0 ≤ t < 10 8 5
10 ≤ t < 20 10 15 10 ≤ t < 20 14 15
20 ≤ t < 30 12 25 20 ≤ t < 30 17 25
30 ≤ t < 40 3 35 30 ≤ t < 40 11 35
c Waiting times at two doctors’ surgeries
Oaklands Birchfields
y
30
25
Frequency
20
15
10
5
0 x
0 10 20 30 40
Waiting time (minutes)
d Over three times as many people had to wait less than 10 minutes in Oaklands surgery compared to
Birchfields. More people had to wait over 10 minutes in Birchfields surgery compared to Oaklands.
b More girls spend between 0 and 4, and 12 and 20 hours doing homework each week, whereas more boys spend
between 4 and 12 hours doing homework each week.
c 40 boys and 50 girls
d No, as there were 10 more girls than boys surveyed. There should have been the same number of boys and girls
in order to make a fair comparison.
4
3
2
1
0
J F M A M J J A S O N D x
Month
b Example: Rainfall decreases steadily from January to April, then increases between April and July. Apart from
an increase between August and Spetember there is a steady decrease between July and November. The year
finishes with a small increase between November and December.
c June and July
2 a y Number of tourists worldwide
Number of tourists (millions)
1000
950
900
850
800
750
700
650 x
2002 2004 2006 2008 2010 2012
Year
b Number of tourists is increasing each year. The number increased at a similar rate between 2002 and 2008,
then from 2008 to 2010 it increased at a smaller rate.
c 880 million
d Answer between 950 and 970 million
20
18
16
14
12
10 x
Mon Tues Wed Thur Fri Sat Sun
Day of week
b For example: The maximum temperatures increased gradually during the week, peaked on Thursday, then
gradually decreased for the rest of the week. The minimum temperatures started increasing from Tuesday,
peaked on Thursday, dropped back down on Friday and Sunday, with a slight increase on Saturday.
c Friday
4 a 43 million b 1998 and 2000 c 2000 and 2002
d No because the graph is increasing and decreasing by different amounts. There is no real pattern to the figures.
5 a Mass is increasing every year. b Age 10 and Age 12 c 50 kg
d No because by age 18 a girl should be almost fully grown. You cannot tell whether she will put on more mass
or stay the same.
20
15
10
5
0
x
0 5 10 15 20
Hours doing homework
b Negative correlation. The more homework the students does, the less TV they watch.
2 a History and music test
y results of 15 students
80
70
60
Music result (%)
50
40
30
20
10
0 x
0 20 40 60 80 100
History result (%)
b No correlation. Getting a good result in one subject doesn’t mean a student will get a good, or bad,
result in the other.
28
24
20 x
25 30 35
Maximum daytime temperture (°C)
b Positive correlation. The higher the temperature the more cold drinks were sold.
4 a Positive correlation. The greater the distance, the longer the journey took.
b 6 km in 16 minutes. It should have taken less time, so the taxi may have been delayed in traffic.
b For example: On average the boys ran faster than the girls, as their mean and median were lower. The girls had
the fastest modal time, but they had a larger range showing that their times were more varied than the boys.
c For example: No, as the girls mean and median are both slower. This shows that on average the boys are faster.
3 a Website A Website B
12 8 9
4 3 0 0 13 4 6 8
8 7 6 5 5 5 2 1 14 5 5 5 6 6 8
9 8 5 3 3 2 2 15 4 5 6 7 7 8
1 0 16 6 7 8 9
Key: For Website A, 0 | 13 means 130 hits
For Website B, 12 | 8 means 128 hits
End-of-unit review
1 a 60
b Andersons Supermarket Chattersals Supermarket
Time, t (minutes) Frequency Midpoint Time, t (minutes) Frequency Midpoint
0 ≤ t < 15 5 7.5 0 ≤ t < 15 32 7.5
15 ≤ t < 30 8 22.5 15 ≤ t < 30 13 22.5
30 ≤ t < 45 38 37.5 30 ≤ t < 45 10 37.5
45 ≤ t < 60 9 52.5 45 ≤ t < 60 5 52.5
c
Time it takes employees
to travel to work
Andersons supermarket
y Chattersals supermarket
40
Frequency
30
20
10
0 x
0 15 30 45 60
Time (minutes)
d For example: More than 6 times as many employees took less than 15 minutes to travel to work to Chattersals
than Andersons, whereas nearly 4 times as many took between 30 and 45 minutes to travel to Andersons than
Chattersals. Only 5 employees (8%) from Chattersals took longer than 45 minutes to travel to work, compared
with 9 employees (15%) from Andersons.
2 a
Number of visitors (millions)
Number of visitors
y
to a theme park
3
2.5
2
1.5
1 x
2002 2004 2006 2008 2010 2012
Year
b Visitor numbers are steadily increasing.
c 1.65 million
d Answer between 2.5 and 2.6 million (inclusive)
3 a i Mode ii Median iii Range iv Mean
Boys times 67 s 69 s 32 s 69.1 s
Girls times 56 s 63 s 32 s 64.5 s
b The range is the same for the boys and the girls so they are both as varied as each other. The median and the
mean for the boys and girls are all over 60 seconds. The boys’ mean and median are higher than the girls’. The
girls’ mean and median are closer to 60 seconds. The girls’ mode is only 4 seconds under 60 seconds, whereas
the boys’ mode is 7 seconds over 60 seconds.
c No, the boys’ median is higher, but is further away from 60 seconds, as is their mean, so the boys are worse at
estimating 60 seconds.