Checkpoint Maths 2 Answer

D - Ans 4 web - 001-024.
qxd
17/8/04
11:13 am
Page 1
Checkpoint Maths 2 Answers

SECTION ONE
Chapter 1 Shape, space and

measures 1
Exercise 1.1
1
Sunday
0200
1012
1400
2212
Monday
0200
1012
1348
2200
Tuesday
0310
1122
1510
2322
Wednesday
0336
1148
1321
2133
(d) 1845
(e) 2330
(f) 1650
Thursday
0255
1107
1515
2327
(a) 1900
(b) 1200
(c) 0005
Friday
0057
0909
1436
2248
(d) 2210
(e) 0815
(f) 2015
Saturday
0638
1450
1648
0100
(g) 0745
(h) 1945
(a) 1 hour 2 min
(b) 1620
(c) 1926
(a) 0840
(d) 2225
7
(c) 0800
Pupils own questions and answers.
(a) 1630
Chapter 2 Number 1
(b) 1606
(c) 1803
(a)
Depart
Exercise 2.1
(b)
Arrive
Depart
Arrive
0523
0631
5.23 am
6.31 am
0715
0823
7.15 am
8.23 am
0904
1012
9.04 am
10.12 am
1028
1136
10.28 am
11.36 am
1
2
(a) 14.8
(b) 31.14
(c) 9.66
(d) 100.01
(e) 44.44
(f) 9.1
(a) 11.1
(b) 10.9
(c) 15.04
(d) 0.01
(e) 11.7
(f) 10
(g) 12
(h) 0
(a) 17.02
(b) 159.36
(c) 43.56
(e) 35.1
(f) 5.1
(h) 10
1445
1553
2.45 pm
3.53 pm
(d) 4
1622
1730
4.22 pm
5.30 pm
(g) 18.63
1809
1917
6.09 pm
7.17 pm
2017
2125
8.17 pm
9.25 pm
Exercise 2.2
1
Dubai
(local time)
(c) 0955
(b) 0820
London
(b) 0535
Exercise 1.2
Dubai
(local time)
(a) 0830
London
Stansted
0500
0715
0915
1040
1315
Luton
0630
0845
1045
1210
1445
Gatwick
0805
1020
1220
1345
1620
Heathrow
0850
1105
1305
1430
1705
2
3
Checkpoint Maths 2 2004, Hodder & Stoughton Educational
(a) 20
(b) 30
(c) 24
(d) 14
(e) 43
(f) 18
(a) 18
(b) 9
(c) 11
(d) 0
(e) 27
(f) 1
(a) 15
(b) 18
(c) 2
(d) 35
(e) 15
(f) 6
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Section 1 Shape, space and measures 2
(a) (12 8) 2 8
Exercise 3.3
(b) 5 (2 4) 30
Pupils perpendicular bisector constructions.
The orientation of pupils diagrams may differ

from the ones shown below.
(c) 2 (3 4 5) 4
(d) (10 4) (3 3) 36
(e) (9 6 3) 2 4 10
(f) (9 6 3) (2 4) 2
5
Page 2
(a)
(b)
(d)
(e)
(a) 20 8 2 6 22
(b) (20 8) 2 6 12
(c) (20 8) (2 6) 1.5
(d) 20 (8 2 6) 10
(e) 20 8 (2 6) 19
(a) 8 3 4 6 14
(b) (8 3) 4 6 38
(c) (8 3) (4 6) 22
(d) 8 3 (4 6) 2
Exercise 2.3
1
2
(a) 4
(b) 4
(c) 3
(d) 8
(e) 12
(f) 6
(a) 13
(b) 37
(c) 12
(d) 12.8
(e) 0.125
(f) 0.5
(f)

measures 2
Exercise 3.1
1
Circumference
Radius, radii
Chord
Diameter
Arc
Sector
Segment
Tangent
(g)
Exercise 3.2
1
Pupils drawings.
Pupils drawings.
Pupils own patterns.
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Section 1 Using and applying mathematics/ICT
Pupils construction of a regular octagon.
(a), (b) Pupils constructions.
Chapter 5 Using and applying

mathematics/ICT 1
(c) Point of intersection is the same distance

from points A, B and C.
Investigation
Pupils constructions.
Chapter 4 Handling data 1

Exercise 4.1
1
Primary
Secondary
Secondary
Primary
Secondary
Only one possible solution for each number is given

below. There are many other correct possibilities.
Some solutions have included the use of the factorial
(!) which, although not covered in the text, could be
introduced for more able students.
1 44 44
4 4
2
4 4
4
3 4 4
4
44
4 4
4
4
5 4 4
4
44
6 4
4
4
7 4 4
4
8 (4 4) 4 4
4
9 4 4
4
44 4
10
4
Pupils suggested research.
4
11 4! 4

4
44 4
12
4
Q p.19
4
13 4! 4

4
14 4 4 4 4
Question (c).
15 44 4 4
16 4 4 4 4
Q p.19
4
17 4 4
4
4
18 4 4
4
4
19 4! 4
4
20
4
21 4! 4

4
22 4 4 4 4
23 (4! 4 4) 4
24 4 4 4 4
Q p.19
Pupils own questions.
Q p.19
Pupils own questions.
Exercise 4.2
Pupils rewritten questions.
25
4 4
4
4
4 4 4
4
44
26 4!
4
Exercise 4.3
4
27 4! 4

4
28 4
4 4
4
Pupils own questions. Ensure questions are clear,

simple, unbiased and relevant.
4
29 4 4!
4
30 4 4 4
4
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Section 2 Number 2
SECTION TWO
ICT activity
As the vertex is dragged, the shape of the triangle
changes but the circumference of the circle still
passes through each of the three vertices.
Chapter 6 Number 2
Exercise 6.1
1
Review 1A
1
(a) 1645
(b) 0030
0620
0900
(a) (3 4) 5 35
(b) (8 6) (7 4) 22
(c) 5 (8 3) 4 51
Pupils construction of a regular hexagon.
arc
sector
chord
Pupils questionnaires.
Pupils examples of a biased question which
should not be used.
(d) A thousandth
(e) One thousand
(f) A thousandth
(g) A thousandth
(h) One thousand
(i) A millilitre
(j) One million
(a) kg
(b) cm
(c) m or cm
(d) ml
(e) t
(f) m
(g) litre
(h) km
(i) litre
(j) cm
Pupils lines and measurements.
Pupils estimates. Answers may vary

considerably.
Exercise 6.2
tangent
(b) A hundredth
(a) One hundred

(c) One thousand
(a) 1 m is 100 cm
so to change from m to cm multiply by 100
to change from cm to m divide by 100.
(b) 1 m 1000 mm
so to change from m to mm multiply by 1000.
so to change from mm to m divide by 1000.
(c) 1 cm 10 mm
so to change from cm to mm multiply by 10.
to change from mm to cm divide by 10.
Review 1B
(a) 40 mm
(b) 62 mm
(c) 280 mm
(d) 1200 mm
2040 on Wednesday
(e) 880 mm
(f) 3650 mm
2300
(g) 8 mm
(h) 2.3 mm
(a) (7 8) (3 2) 3
(a) 2.6 m
(b) 89 m
(c) 2300 m
(d) 750 m
(e) 2.5 m
(f) 400 m
(g) 3800 m
(h) 25 000 m
1625
(b) (7 8) 3 2 7
(c) 7 8 (3 2) 8.6
5
Pupils constructions of a perpendicular bisector.
Pupils examples.
(a) 2 km
(b) 26.5 km
Pupils questionnaires.
(c) 0.2 km
(d) 0.75 km
Pupils examples of a badly written question, i.e.

not clear, not relevant or biased.
(e) 0.1 km
(f) 5 km
(g) 15 km
(h) 75.6 km
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Section 2 Algebra 1
5 1 kg is 1000 g
so to change kg to g multiply by 1000
to change g to kg divide by 1000.
6 (a) 2000 kg
(b) 7200 kg
(c) 2.8 kg
(d) 0.75 kg
(e) 450 kg
(f) 3 kg
(g) 6.5 kg
(h) 7000 kg
7 (a) 2600 ml
Exercise 7.2
1
2
3
(b) 700 ml
(c) 40 ml
(d) 8 ml
8 (a) 1.5 litres
(b) 5.28 litres
(c) 0.75 litres
(d) 0.025 litres
9 138.3 tonnes
6
10 (a) 720 ml
(b) 0.53 litres
Chapter 7 Algebra 1
Exercise 7.1
1 (a) a 2
(b) a 3
(d) a 6
(e) a 5
2 (a) b 7
(b) b 7
(d) b 5
(e) b 8
3 (a) c 4
(b) c 8
(d) c 4
(e) c 8
4 (a) d 2
(d) d 11
(b) d 4
(b) e 4
(d) e 4
(e) e 3
6 (a) f 3
(b) f 3
(d) f 4
(e) f 7
7 (a) g 4
(b) g 12
(d) g 4
(e) g 6
(d) h 5
(b) h 4
(b) k 4
(d) k 4
(e) k 2
10 (a) m 9
(d) m 1
(b) m 17
(b) a 3
(d) a 2
(e) a 2
(a) b 5
(b) b 2
(d) b 2
(e) b 3
(a) c 2
(b) c 5
(d) c 4
(e) c 3
(a) d 2
(b) d 3
(d) d 3
(e) d 3
(a) e 1
(b) e 3
(d) e 3
(e) e 2
(a) f 1.5
(b) f 1
(d) f 3
(e) f 5
(a) g 1
(b) g 5
(d) g 14
(e) g 1
(c) a 1
(c) b 1
(c) c 3
(c) d 5
(c) e 2
(c) f 1
(c) g 5
Exercise 7.3
(b) a 4
(e) a 1
(c) a 4
2 (a) b 2
(d) b 3
(b) b 3
(e) b 12
(c) b 5
3 (a) c 3
(d) c 8
(b) c 5
(e) c 1
(c) c 9
4 (a) d 9
(d) d 1
(b) d 7
(e) d 5
(c) d 4
5 (a) e 3
(d) e 3
(b) e 2
(e) e 2
(c) e 2
6 (a) f 8
(d) f 4
(b) f 7
(e) f 6
(c) f 3
(c) g 3
7 (a) g 4
(d) g 3
(b) g 14
(e) g 5
(c) g 3
(c) h 5
8 (a) h 2
(d) h 3
(b) h 3
(e) h 3
(c) h 10
(c) k 5
9 (a) j 8
(d) j 14
(b) j 15
(e) j 27
(c) j 32
10 (a) k 6
(d) k 15
(b) k 4
(e) k 16
(c) k 6
(c) b 7
(c) c 3
(c) d 9
(c) e 2
(c) f 6
(e) h 11
9 (a) k 6
(a) a 2
1 (a) a 3
(d) a 5
(e) d 9
5 (a) e 2
8 (a) h 2
(c) a 4
(c) m 13
(e) m 4
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measures 3

measures 4
Exercise 8.1
Exercise 9.1
(a) 18.85 cm
(b) 78.54 cm
(c) 125.66 mm
(d) 3.14 m
(a) 25.13 cm
(b) 21.99 cm
(c) 75.40 mm
(d) 39.58 m
(a) 31.4 cm
(b) 35.7 cm
(c) 61.7 cm
(d) 121.4 mm
(e) 13.7 cm
(f) 100.7 cm
(a) 235.6 cm
(b) 424 times
6.3 cm
37.70 m
1
2
3
Exercise 8.2
1
(a) 28.3 cm2
(b) 176.7 cm2
(c) 2.0 mm2

(e) 167.4 cm
2
(d) 918.6 cm2

2
(f) 0.1 cm2
(a) 100.5 cm2
(b) 78.5 cm2
(c) 58.9 cm2
(d) 62.1 cm2
(e) 1.9 cm
(f) 43.4 cm2
Exercise 8.3
1
(a) 25 cm2
(b) 19.6 cm2 (1 dp)
(c) 5.4 cm2 (1 dp)
11.4 cm2
(a) 25.1 cm2 (1 dp)
Exercise 9.2
1
(b) 21.5% (1 dp)

4
(a) 268 cm2

(b) 81 cm
5969 m2
Ring 1 37.7 cm2

Ring 2 62.8 cm2
Ring 3 88.0 cm2
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Exercise 9.3
1
Exercise 9.4
The diagrams that follow show only two possible
nets for the three-dimensional shapes in the
question. Other nets are possible.
1
5
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Section 2 Using and applying mathematics/ICT
P/D
Perimeter/diagonal for even-sided regular polygons
3.15
3.10
3.05
3.00
2.95
2.90
2.85
2.80
6
8
Number of sides
10
12
14
Perimeter/diagonal for odd-sided regular polygons

3.50
3.45
P/D
3.40
3.30
3.25
3.20
3.15
3.10
6
8
Number of sides
10
12
14
The results for odd and even-sided regular

polygons can be combined on a graph as
follows:

mathematics/ICT 2
Perimeter/diagonal for regular polygons

3.6
3.5
3.4
Investigation
3.3
Pupils will produce a variety of nets. The net using

the smallest amount of card is shown below:
3.1
P/D
3.2
3.0
2.9
2.8
2.7
2.6
2.5
35 51 cm
8
20
20
56 cm
ICT activity
17 Pupils generate their own regular polygons and
measure the perimeter and diagonal length of
each.
8
(a) Pupils results should show that, as the

number of sides of the regular polygon
increases, so the value perimeter diagonal
gets closer to .
6
8
Number of sides
10
12
14
Review 2A
1
(a) 40 mm
(b) 284 mm
(c) 850 mm
(a) 7200 kg
(b) 2.8 kg
(c) 50 kg
(a) 2300 ml
(b) 400 ml
(c) 8.9 ml
1600 ml
(a) a 4
(b) b 13
(c) m 5
38.96 cm (2 dp)
452.39 cm2
18.8 cm2 (1 dp)
(b) The value perimeter diagonal gets closer to

, but the results for even and odd-sided
regular polygons differ because they
approach differently. This is shown in the
following graphs.
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Section 3 Algebra 2
Different nets are possible to this one.
10 Different nets are possible to this one.
4 cm
5 cm
5 cm
4 cm
5 cm
4 cm
12 cm
10 cm
5 cm
4 cm
10 Different nets are possible to this one.
SECTION THREE
5 cm
10 cm
4 cm
Chapter 11 Algebra 2
Exercise 11.1
1
(a) a is less than 6

(b) b is greater than 5
4 cm
(c) c is not equal to 10

2
Review 2B
(a) x is less than or equal to 7

(b) y is greater than or equal to 3
(a) 3500 m
(b) 0.75 m
(c) 0.28 m
(a) 800 g
(b) 4100 g
(c) 70 g
(a) 0.7 litres
(b) 20 litres
(c) 0.005 litre
2.32 litres
(a) a 8
42.16 cm (2 dp)
226.19 cm2
(a) 345.6 m
Different nets are possible to this one.
(c) z is less than or equal to 10

3
(a) d is greater than 4

(b) e is less than 7
(c) f is not equal to 8
(b) b 1.5
(c) c 5
(a) m is less than 8

(b) n is greater than 5
(c) f is not equal to 5
(b) 5656 m2
(a) s is less than or equal to 6

(b) t is greater than or equal to 9
(c) u is not equal to 3
4 cm
Exercise 11.2
12 cm
10
Exercise 11.3
4 cm
a 10
2 b 7
c
5
d6
e 10
6 f
76
g 12
h5
j 4
10 k 7
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Section 3 Algebra 3
Exercise 11.4
11
Exercise 11.6
1
2
2
3
3a6
2 4b7
6c9
4 0d3
2 e 1
6 3 f 3
1 g 4
8 3 h 2
5 i 1
Exercise 11.7
10 4 j 4
4
5
6
2
0.5
0.6
0.7
0.8
0.9
1.0
2.2
2.3
2.4
2.5
2.6
2.7
7
8
9
11 a 18
2 21 a 40
160 h 200
4 14 t 28
300 n 400
6 155 h 185
7 n 11
8 1n8
10 d 12
10 40 n 50
Exercise 12.1
10
1 (a) p m q
(b) q m p
2 (a) p m d
(b) m d p
3 (a) s r 3t
rs
(b) t
3
(b) c 2d x
xc
4 (a) d
2
12
d 3b
5 (a) a
2
d 2a
(b) b
3
p 5s
6 (a) r
3
3r p
(b) s
5
m
7 (a) r p
2
m
(b) p r
2
w
8 (a) r 2p
5
1
w
(b) p r
2
5
9 (a) r w dt
wr
(b) t
d
Exercise 11.5
1
2
2
2
3
7
10
11
4
1
5
2
6
2
7
6
8
9
9
10
yc
10 (a) m
x
c
(b) m
yx
Exercise 12.2
1
(a) a c b
(b) b c a
(a) a b c
(b) c a b
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s
3 (a) p
qr
s
(b) r
pq
4 (a) q r 3p
rq
(b) p
3
5 (a) p t mn
tp
(b) n
m
r 3q
6 (a) p
2
r 2p
(b) q
3
7 (a) m rn
m
(b) n
r
vw
8 (a) d
s
ds
(b) v
w
tw
9 (a) m
n
mn
(b) w
t
1
10 (a) w
t mn
1 (a) q r p
(b) q s 2r
2 (a) r 4p 2q
(b) q 2p 3s
r
3 (a) q
p
qs
(b) r
p
r3
4 (a) p
q
q4
(b) r
p
5 (a) n r m
e 62
6 f 55
g 90
8 h 144
i 154
10 j 35
Exercise 13.2
1
1
(b) m t
n
w
Exercise 12.3
a 110
2 b 145
c 55
4 d 95
e 100
6 f 125
g 106
8 h 150
i 90
10 j 60
Exercise 13.3
1
Pupils drawings and measured angles.
Pupils own observations leading to: vertically

opposite angles are equal.
Exercise 13.4
1
(b) n m p
3p n
6 (a) m
2
3x q
(b) p
2
uv
7 (a) x
y
rs
(b) p
q
Pupils own observations leading to:

corresponding angles are equal.
2p 5
8 (a) q
6
6q 5
(b) p
2
3x 7y
9 (a) z
4
3x 4z
(b) y
7
8q
10 (a) r
2p
(b) q 2pr 8

measures 5
Exercise 13.1
Exercise 13.5
1 a 40
b 140
2 c 60
d 120
3 e 40
f 140
4 g 48
h 132
5 j 144
k 36
6 l 70
m 110
7 n 80
o 100 p 100 q 80
8 r 43
s 137
w 145 x 145 y 35
a 130
b 140
9 v 35
c 135
d 70
10 a 36
t 137
u 43
z 145
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13
Section 3 Using and applying mathematics/ICT 3
(a)
Rainfall compared
with hours of sunshine
Exercise 14.1
Pupils own explanations should accompany
each answer.
Rainfall (mm)
(a) Likely to be a positive correlation.

(b) No correlation.
(c) Likely to be a positive correlation.
(d) Likely to be a negative correlation, though
there will be exceptions for vintage
motorcycles.
(e) Different correlations possible check

explanation for justification.
4
(a)
(h) Likely to be a positive correlation.
Time (min)
Distance from school

plotted against travel time
45
35
25
15
5
0
14
100
80
60
40
20
10
20 30 40 50 60
Adult illiteracy rate (%)
70
(b) Pupils explanations.
10 15 20
Distance (km)
25
30
Male life expectancy (years)
Distance from school

plotted against travel time
45
35
25
15
5
0
10 15 20
Distance (km)
(c) Pupils explanations.

(d)
(c) Pupils explanations.
Time (min)
12
120
(b) Strong/moderate positive correlation.

(d)
4
6 8 10
Hours of sunshine
Correlation between adult

illiteracy and infant mortality
Infant mortality per 100
(g) Up to adulthood there is a positive

correlation. However, once adulthood is
reached there is no correlation.
(a)
(b) Very little/no correlation. Pupils

explanations.
(f) Likely to be a negative correlation.
8
7
6
5
4
3
2
1
25
(e) About 11 km
Correlation between male and female

life expectancy in different countries
75
65
55
45
35
30
40 50 60 70 80 90
Female life expectancy (years)
30

mathematics/ICT 3
Investigation
Pupils will each produce a table of results and a
graph of their results. Answers to questions will
depend on class results.
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Section 4 Number 3
ICT activity
(b) Strong positive correlation
Pupils produce their own angle booklets.

7
Review 3A
1 (a)
2
(b)
(c)
(a) c b a
pn
(c) q
m
w
(d) t
2(mn 5)
q 70
r 110
(b) s 104
t 38
u 38
(c) Likely to be no correlation;

pupils explanations.
SECTION FOUR
Chapter 16 Number 3
b 100 c 80 d 35 e 105
f 40
g 35 h 80
(a)
Exercise 16.1
1
(b)
2
(a) Likely to be a positive correlation; pupils

explanations.
(b) Likely to be a negative correlation (with the
exception of vintage cars); pupils
explanations.
(c) Many factors may affect this. For a given
painter at a particular point in time, though,
it is likely to be a positive correlation. Pupils
explanations.
Review 3B
1
(a) x
50%
(a)
4
(b) 21 x 55
5
4
5
0.8
0.9
qp
(a) r
3
t(n 2)
(c) v
m
1.0
(b) 160
(d) 60
(e) 450
(a) 3 years
(b) 4 years
(d) 6 years
(e) 312 years
1.2

1
t
(b) r 5
2
m
1
2q
(d) p r
5
3
1
2
(a) 5%
(b) 6%
(d) 712%
(e) 412%
(c) 8%
(a) 400
(b) 800
(c) 466.67
(d) 850
Exercise 16.3
1
20 loss
6 loss
5 loss
1400 loss
3 profit
70%
2 50%
3 75%
4 25%
50%
6 60%
7 25%
8 75%
75%
10 70%
Exercise 16.5
62.5%
60%
(b) p 57 q 57 r 87 s 93
50%
a 130
f 115
30%
33.3% (1 dp)
q 150
b 130 c 50
g 115 h 65
(c) 5 years
Exercise 16.2
(a) r 30
(c) 90
1.1

(a) 30
Exercise 16.4
(b)
0.7
(a) Likely to be a negative correlation;

(b) Likely to be a positive correlation;
(d)
xw
(b) b
3
(a) p 70
(a) Weak negative correlation
d 65 e 65
i 65
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Page 15
Section 4 Algebra 4
6 28.6% (1 dp)
15
Exercise 17.4
7 40%
1 (a) 3(3m 5)
(b) 2(8 3p)
8 35%
2 (a) 2(2p 3)
(b) 6(3 2b)
9 42%
3 (a) 3(2y 1)
(b) 2(2a 3b)
10 37.5%
4 (a) 3(a b)
(b) 4(2a 3b 5c)
5 (a) a(3b 4c 5d)
(b) 2p(4q 3r 2s)
6 (a) b(b c)
(b) 2a(2a 5b)
7 (a) ab(c d e)
(b) m(2m 3)
8 (a) 3ab(c 3d)
(b) 5a(a 2b)
9 (a) 2ab(4a 3b)
(b) p2(2q2 3r2)
Exercise 17.1
1 (a) 2(2a 5)
(b) 5(2a 3)
(c) 3(3a 7)
2 (a) 3(2b 1)
(b) 5(2b 1)
(c) 5(5b 2)
3 (a) 5(3c 5)
(b) 4(3c 2)
(c) 8(a 3)
4 (a) 4(2 d)
(b) 2(3 2d)
(c) 6(3 2d)
5 (a) 2(3a 2b)
(b) 7(c 2d)
(c) 4(3a 4b)
6 (a) 4(6p 7q) (b) 6(a 5b)
(c) 7(3d 2e)
7 (a) 3(2a 3b 4c)
(b) 2(4a b 2c)
(c) 3(2p 3q 5r)

8 (a) 4(3m 4n 9r)
(b) 7(a 2b 5c)
(c) 8(8p 4q 2r)

9 (a) 3(3a b 6c)
(b) 4(6p 8q 3r)
(c) 3(a b c)
10 (a) 6(a 2b 3c)
(b) 7(p q r)
10 (a) 12(a 2)
(b) 21(2a 3)
11 (a) 11a(1 b)
(b) 4a(1 4 2b)
12 (a) 5b(a 2c 3b)
(b) 2b2(4a 3)
13 (a) a(a 1)
(b) b(1 b)
14 (a) b (1 b)
(b) a(a2 a 1)
15 (a) p(p2 2p 3)
(b) m(7m2 9m 4)
16 (a) 3a(2a2 a 4)
(b) 5a(a2 2a 5)
17 (a) 28ab(2a b)
(b) 12b(6a 3c 4d)
18 (a) 2a (2b 3c)
(b) 7m2n(2mn 3)
19 (a) 6ab(ab 2)
(b) 3c2(1 5c)
20 (a) 5a(b c)
(b) 13bc(b 2c)
(c) 15(2p 4q r)
Exercise 17.5
Exercise 17.2
1 (a) (a b)(c d)
(b) (p q)(r s)
(a) x(2a 3b 4c)
(b) b(7a 8c)
2 (a) (m n)(p q)
(b) (a c)(b d)
(a) q(3p 4 5s)
(b) n(2m 3r 5p)
3 (a) (a 2)(b c)
(b) (a 3)(b c)
(a) x(4a 3x)
(b) b(4a 3b)
4 (a) (a 4)(b c)
(b) (a 3)(b c)
(a) p(6p 5q)
(b) m(7n 2m)
5 (a) (p q)(m n)
(b) (p q)(n m)
(a) x(x a)
(b) p(qr p)
6 (a) (a b)(c d)
(b) (r t)(s v)
7 (a) (x y)(w v)
(b) (a b)(a c)
Exercise 17.3
8 (a) (x y)(z x)
(b) (p r)(q p)
(a) 2y(2x 3z)
(b) 3q(3p 4r)
9 (a) (m n)(n r)
(b) (p r)(x y)
(a) 5m(3n 2p)
(b) 7c(2b 3c)
10 (a) (a 3c)(b 2c)
(b) (a d)(b 1)
(a) 6p(q 5p)
(b) 5x(3x 2y)
(a) 4xy(3x 2y)
(b) 5ab(2b 5a)
(a) 7a(x 2y 3z)
(b) 3x2(10a 2b 3c)
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Section 4 Handling data 3
Exercise 17.6
Exercise 19.2
(a) (3a b)(b c)
(b) (2p q)(3r s)
1

36
(a) (x y)(z y)
(b) (4a b)(2c b)
5

8
(a) (r 2s)(3t r)
(b) (2m 3n)(q 2m)
3 (a)
(a) (5f g)(f 2 h)
(b) (ab c)(d c)
(a) (2gh i)(jk i)
(b) (a b)(c b)

measures 6
Exercise 18.1
1
2
3
(a) 24 cm3
(b) 150 cm3
(d) 4000 cm3
(e) 1500 cm3
(a) 120 cm3
(b) 120 cm3
(d) 4000 cm3
(e) 3861 cm3
(c) 40 cm3
(c) 270 cm3
1

5
(b)
2

5
(c)
2

25
(d)
3

5
Exercise 19.3
1
7

25
8

25
5

25
1

25
2

25
2

25
3

25
8 Mutually exclusive
2

25
10
1

25
11
17

25
12
15

25
or 35
13
25

25
14
20

25
or 45
15
8

25
16
13

25
or 15
or 1
(a) 339.3 cm3 (1 dp)
(b) 2827.4 cm3 (1 dp)
17
12

25
18
7

25
(c) 954.3 cm3 (1 dp)
(d) 924.7 cm3 (1 dp)
19
4

25
20
3

25
1

36
20

36
(e) 155.0 cm3 (1 dp)
Exercise 19.4
Exercise 18.2
1
224 cm3
225 cm3
3200 cm3
1500 cm
3930 cm3 (3 sf)
1

36
4

36
1

36
11

36
1

18
16

36
or 49
1

18
10
16

36
or 49
or 19
or 59
Exercise 19.5
Exercise 18.3
1
8 cm
(a) 5 cm
(b) 6.5 cm
(a) 9 cm
(b) 81 cm2
10 cm
1.51 cm (2 dp)

Exercise 19.1
1
Independent
They are mutually exclusive events.
Independent
1

8
1

12
19

96
1

96
3

8
2

12
or 16
46

96
or 2438
6

96
or 116
9 0 (it is impossible to throw a red face on the

dodecahedron)
10
96

96
or 1
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Section 5 Algebra 5

mathematics/ICT 4
Review 4B
1
7 years
Investigation
66.5%
1
2
(a) 8 cm2
(b) 40 cm3
(c) 32 cm2
(d) 320 cm3
(a) Small triangular cross-section 21 cm2

Enlarged triangular cross-section 84 cm2
(b) Volume of small prism 168 cm
Volume of enlarged prism 1344 cm3
3
3,4 Pupils investigate the relationship between scale

factor of enlargement and its effect on the area
factor and volume factor of enlargement.
If the scale factor of enlargement is n, the area
factor of enlargement is n2 and the volume factor
of enlargement is n3.
The screenshot below shows an example of the

formulae that can be used:
Pupils prepare a report based on their findings.
Review 4A
1
2600
4.2%
66.7% (1 dp)
600%
(a) 4(4a 3)
251.3 cm3 (1 dp)
(a) Pupils examples.
(a) (r 3s)(2t r)
48 cm3
8.9 cm
(a)
4

10
(a)
4

6
or 25
or 23
(b)
(b) (4ab2 c)(a d)
2

10
or 15
(b) 26 or 13
(c)
6

10
(c)
2

9
or 35
SECTION FIVE
Exercise 21.1
1
Pupils tables of sets of co-ordinates leading to

y 2x

y 12x 1

yx2

y 12x 3

y x

y 12x 3

y4

x 3
Pupils explanations.
(b) x(4x 1)
(c) 2bc(3b 1 2c)

(a) (2c a)(3b c)
(b) 7r(2r 3)
(c) 3t(2t2 3t m)
ICT activity
(a) 4(2p q)
17
(b) (4p q2)(2p r)
Exercise 22.2
(b) Pupils examples.
Sloping
Sloping
Vertical
Sloping
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Page 18
Section 5 Algebra 5
5 Horizontal
6 Vertical
y=3
7 Sloping
8 Horizontal
9 Sloping
10 Sloping
Exercise 21.3
1
y
6
y
4
y=x+2
y x = 1
2
2
4
2
2
4
x = 2
y = 2x 3
2
6 x
6 x
2
3
2
6
y
6
y
4
4
2y = x + 6
2
2
y=
2
1
2x
+1
4
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Page 19
Section 5 Algebra 5
y
6
Exercise 21.5
1
(a) y 3x 1
(b) Gradient 3
(a) y 12x 2
(b) Gradient 12
(c) y intercept 2
x
4
(a) y 4x 4
(b) Gradient 4
(c) y intercept 4
5
y
6
(b) Gradient 1
(c) y intercept 1
3
(a) y x 1
(c) y intercept 1
y = x + 3
19
(a) y x 3
(b) Gradient 1
(c) y intercept 3
6
Pupils observations.
Exercise 21.6
2
y = 2x + 2
2
2
10
y
4
2
2
4
y + x = 1
4
3
Exercise 21.4
Pupils own line graphs accompany questions 110.
(a) Gradient 2
y intercept 1
(b) Gradient 3
y intercept 1
(c) Gradient 12
y intercept 3
(d) Gradient 1
y intercept 0
(e) Gradient 1
y intercept 12
(f) Gradient 3
y intercept 4
(g) Gradient 1
y intercept 4
(h) Gradient 1
y intercept 0
(a) Gradient 2
y intercept 4
(b) Gradient 1
y intercept 2
(c) Gradient 3
y intercept 0
(d) Gradient 2
y intercept 4
(e) Gradient 3
y intercept 1
(f) Gradient 1
y intercept 1
(g) Gradient 5
y intercept 4
(h) Gradient 2
y intercept 4
(a) Gradient 1
y intercept 2
(b) Gradient 2
y intercept 1
(c) Gradient 3
y intercept 1
(d) Gradient 1
y intercept 0
1 Gradient 1
2 Gradient 2
(e) Gradient 4
y intercept 8
3 Gradient 12
4 Gradient 2
(f) Gradient 3
y intercept 3
6 Gradient 4
(g) Gradient 0
y intercept 4
5 Gradient
12
7 Gradient 13
9 Gradient 0
8 Gradient 3
(h) Gradient
1

2
y intercept 3
10 Gradient infinite
11 Pupils own observations.

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Page 20

measures 7
Exercise 22.1
1
a 40
b 43
c 30
d 45
e 25, f 35
g 27, h 27, i 36
Exercise 22.2
e 48
h 132
f 84
i 48
k 108
l 108
m 120
r 60
n 60
s 120
Name
of polygon
Number
of triangles
Total sum of
interior angles
150 cm2
138 cm2
triangle
180
288 cm2
quadrilateral
2 180 360
108 cm2
pentagon
3 180 540
703.7 cm2 (1 dp)
hexagon
4 180 720
155.5 cm2 (1 dp)
octagon
6 180 1080
480 cm2
nonagon
7 180 1260
262 cm2
10
decagon
8 180 1440
12
dodecagon
10
10 180 1800
The number of sides is always 2 more than the

number of triangles.
Sum of the
interior
angles
Size of each
interior
angle
p 120
t 120
q 60

measures 8
Number of
sides
g 132
j 48
Exercise 23.1
1
Number
of sides
10
12
Exercise 23.2
1
9 cm
3 cm
(a) 11.3 cm (1 dp)
(b) 2226 cm2
(a) 13 cm
(b) 450 cm2
2 mm
180 360 540 720 1080 1260 1440 1800

60 90 108 120 135 140 144 150
Size of each 120 90 72 60

exterior
angle
45
40
36
Exercise 22.3
30
Exercise 24.1
1
Discrete
2 Continuous
Discrete
4 Continuous
Continuous
6 Continuous
Discrete
8 Continuous
Continuous (usually) 10 Discrete
a 75
b 70 c 120
Exercise 24.2
d 104
Pupils examples.
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Page 21
21
Exercise 24.3
1
Distances travelled to school

70
60
Frequency
Frequency 0 1
12
10
8
6
4
2
0 10
3
30 50
Mark (%)
70
90
100
Heights of students
40
0 1 2 3 4 5 6 7
8
Distance (km)
Mass (kg) 0 1 2 3 4 5 6 7 8 9 1011
Maths test results
2 4 3 5 8 4 2 1
Time (secs)
8 10 12 14 16 18 20 2224
Frequency
14
Number of books
0 10 20 30 40 5060
Frequency
14
26
20
30
Points scored
0 10 20 30 40 50 60 7080
20
Frequency
11
10
Exercise 24.4
0
19
Mean annual
temperatures in two cities
30
Temperatures in 50 towns in July

Frequency
20
15
10
city A
15
20 25 30 35 40
Temperature (C)
0
10
20
30
40
5
0
20
20
18
16
14
12
10
8
6
4
2
0
city B
25
17
0
Height (cm)
18
16
0
15
0
0
14
13
10
Frequency
30
20
0
Frequency
40
10
0 65 70 75 80 85 90
95
Scores
Frequency
50
Frequency
Scores in a golf competition

20
18
16
14
12
10
8
6
4
2
Temperature (C)
21 of 24
D - Ans 4 web - 001-024.qxd
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Page 22
Section 5 Reviews
Ages of spectators compared
Frequency (1000s)
30
football
25
golf
20
Pupils observations based on their results.
Pupils examples.
ICT activity
Pupils analyses of test results.
15
10
Review 5A
Age
60
70
8
0
30
40
50
10
20
yx2
(a)
y
4
3 Pupils sketches of frequency polygons.

5
school A
2
school B
(b)
y = 12 x + 2
Distance (km)
Frequency
Distances travelled by
pupils to two schools
45
40
35
30
25
20
15
10
5
0
y = 2x 1
Pupils explanations. On average, pupils at

school A travel less distance to school than those
at school B.
2
3
(a) Gradient 4, y intercept 5
(b) Gradient 1, y intercept 0
(c) Gradient 12, y intercept 1

(d) Gradient 2, y intercept 1


mathematics/ICT 5
4 x
120
a 75, b 135
226.2 cm2
8 cm
Investigation
Pupils calculations based on their packaging.
22 of 24
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Section 5 Reviews
23
Maths test results

Frequency
8
6
4
2
0
10
20
30
40
50
Score
60
70
80 90 100
Review 5B
1
y 2x 2
(a)
y
4
y=x+3
2
4 x
2
y
(b)
4
y = x + 3
2
2
3
(a) Gradient 3, y intercept 1

(b) Gradient 1, y intercept 4
(c) Gradient 2, y intercept 2
(d) Gradient 2, y intercept 12
72
a 100, b 80, c 220
176 cm2
628.3 cm2
Pupils reports.
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Page 24
Section 6 Handling data
SECTION SIX
CHECKPOINT QUESTIONS
Shape, space and measures

1 (a) a 60, b 60, c 60
(b) Equilateral
Number
2 172 cm2
5 or 6
3 6 cm
About 47 000 feet
4 4 cm
(a) (i) Each small division on the scale shows

10 grams
(ii) Arrow X shows a mass of 280 grams
5 12 cm2
(b) Pupils scales marked to show 70 g.
7 (a) 13 km/litre
(b) 117 km
(c) (i) 39 cents

(ii) 11 cents
4
(a) (i) 32 litres

(ii) $36
8 (a) (i) 80
(ii) 30
(b) (i) 35
(ii) 55
9 (a) 384 cm
(b) 54 (km)
40 (min)
60 (km/h)
(c) 8 cm
3x(5x 2)
x2 5x 6
(2ab c)(4b c)
(a) p 12
(a) 2, 1, 1, 2
(b) 512 cm3

(b) 14 350 m2
(a) Primary
(b) (i) Pupils explanations
(ii) Pupils own questions
(b) 7x 6 20
(iii) 55
Handling data
(a) (7x 6) cm
vu
t
a
10 (a) 444.2 m
Algebra
1
6 4 minutes
(a) Pupils scatter diagrams with line of best fit

drawn.
(b) 14
(b) q 7
(c) r 3
(b) Pupils graphs with line y x 2 drawn.

(c) 23
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Checkpoint Maths 2 Answer

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D - Ans 4 web - 001-024.

Checkpoint Maths 2 Answers

Chapter 1 Shape, space and

Pupils own questions and answers.

Checkpoint Maths 2 2004, Hodder & Stoughton Educational

D - Ans 4 web - 001-024.qxd

Section 1 Shape, space and measures 2

Pupils perpendicular bisector constructions.

The orientation of pupils diagrams may differ

Chapter 3 Shape, space and

Pupils own patterns.

Checkpoint Maths 2 2004, Hodder & Stoughton Educational

D - Ans 4 web - 001-024.qxd

Section 1 Using and applying mathematics/ICT

Pupils construction of a regular octagon.

(a), (b) Pupils constructions.

Chapter 5 Using and applying

(c) Point of intersection is the same distance

Chapter 4 Handling data 1

Only one possible solution for each number is given

Pupils suggested research.

Pupils own questions.

Pupils own questions. Ensure questions are clear,

Checkpoint Maths 2 2004, Hodder & Stoughton Educational

D - Ans 4 web - 001-024.qxd

Pupils construction of a regular hexagon.

(e) One thousand

(h) One thousand

(j) One million

Pupils lines and measurements.

Pupils estimates. Answers may vary

(a) One hundred

Pupils constructions of a perpendicular bisector.

Pupils examples of a badly written question, i.e.

Checkpoint Maths 2 2004, Hodder & Stoughton Educational

D - Ans 4 web - 001-024.qxd

8 (a) 1.5 litres

(b) 5.28 litres

(c) 0.75 litres

(d) 0.025 litres

Checkpoint Maths 2 2004, Hodder & Stoughton Educational

D - Ans 4 web - 001-024.qxd

Section 2 Shape, space and measures 4

Chapter 8 Shape, space and

Chapter 9 Shape, space and

(b) 424 times

(a) 28.3 cm2

(b) 176.7 cm2

(c) 2.0 mm2

(d) 918.6 cm2

(f) 0.1 cm2

(a) 100.5 cm2

(b) 78.5 cm2

(c) 58.9 cm2

(d) 62.1 cm2

(f) 43.4 cm2

(a) 25.1 cm2 (1 dp)

(b) 21.5% (1 dp)

(a) 268 cm2

Ring 1 37.7 cm2

Checkpoint Maths 2 2004, Hodder & Stoughton Educational

D - Ans 4 web - 001-024.qxd

Section 2 Shape, space and measures 4

Checkpoint Maths 2 2004, Hodder & Stoughton Educational

(b) The value perimeter diagonal gets closer to

(e) 312 years