Maths and Further Maths AL Prep 2023.301166190
Maths and Further Maths AL Prep 2023.301166190
Summer Work
Westcliff High School
for Boys
The Mathematics Department at WHSB wants to ensure that you make the best start to your
Year 12 study as possible. You may have heard about a step up from GCSE to A Level, and that
even Grade 9 students at GCSE level can find the pace and content of the course challenging,
especially in the first few weeks. Therefore, we insist on you completing the work in this booklet
before you begin the course in September. All of these topics are in the GCSE syllabus, although
if you are an external applicant to WHSB you may not have been taught them as not all schools
teach the entire higher syllabus to all pupils. We have provided worked examples and instruction
throughout so that if any of these topics are not familiar, you should be able to teach yourself
from this booklet. These topics essentially cover the first four chapters of Pure Mathematics 1 (a
few lessons covering any new content will be taught in the first week).
In the first week of the course you will take a test on the contents of this booklet.
If you score below 70% you will be required to complete additional work and take a second test
around two weeks later. If you score below 70% on this second test, it is our view that you are
unlikely to be able to successfully complete the A level course and we would recommend you
discontinue your study of Mathematics in order to pursue a subject for which you are better
suited.
2
Contents
2 Reading list 5
6 Solutions 30
6.1 Solutions to Exercises .......................................................................................................... 30
6.2 Solutions to Practice examination style paper ................................................................ 35
3
Chapter 1
1
Unit 1 Pure Mathematics 1 120 minutes examination 333 %
This unit includes much of what has been studied at GCSE, extending this to set a firm foundation
for the Pure Mathematics done throughout A level. Students will be learning: Proof; Algebra
and Functions; Coordinate Geometry in the (x, y) plane; Sequences and Series; Trigonometry;
Exponentials and Logarithms; Differentiation; Integration and Vectors.
1
Unit 2 Pure Mathematics 2 120 minutes examination 333 %
This unit expands on the work done in Pure Mathematics 1, taking the topics learned previously
and expanding upon them. Students will be learning: Proof; Algebra and Functions; Coordinate
Geometry in the (x, y) plane; Sequences and Series; Trigonometry; Differentiation; Integration
and Numerical Methods.
1
Unit 3 Statistics and Mechanics 120 minutes examination 333 %
These topics are very similar to the Statistics 1 and Mechanics 1 courses from the old specification.
In Statistics students will be learning about Statistical sampling, Data presentation and Interpre-
tation, Probability, Statistical Distributions and Statistical Hypothesis testing. In Mechanics
students will be learning about Quantities and units in Mechanics, Kinematics, Forces and New-
ton’s laws and Moments. This unit is split in to two sections (Statistics and then Mechanics) and
half the marks are awarded for each section.
4
Chapter 2
Reading list
There are many popular books relating to Mathematics published every year and, considering
your intention to study Mathematics at Advanced Level, these may well be of interest to you.
Certainly if you choose to study Mathematics at University you will need to demonstrate your
interest in the subject beyond the curriculum and one way of doing so is by your wider reading.
You may wish to read the following, but there are of course many other books which you can find
in the school library or purchase yourself.
John Derbyshire, Prime Obsession: Bernhard Riemann and the Greatest Unsolved
Problem in Mathematics (Plume Books, 2004)
William Dunham, The Mathematical Universe (Wiley, 1994); Journey Through Genius
(Penguin Books, 1991)
Simon Singh, The Code Book: The Secret History of Codes and Code-breaking (Lon-
don: Fourth Estate, 1999); Fermat’s Last Theorem (Delta, 1997); The Simpsons and
Their Mathematical Secrets (Bloomsbury 2014)
Ian Stewart, Why Beauty is Truth: The History of Symmetry (Basic Books, 2008);
5
Chapter 3
The notes that follow are designed to remind you about material studied at GCSE that will appear
in the first few chapters of Pure Mathematics 1.
If you need additional support with any of these materials the Dr Frost, Maths Genie or Physics
and Maths Tutor websites are very useful.
This booklet covers most of the topics listed here so work through all of the preparatory material
provided before seeking additional help. When you begin the course in September you will also
have access to Microsoft Teams, where lots of materials will be placed. To access this you will
need to use your school email.
There is some new material in the first four chapters of Pure Mathematics 1 and this will be
formally taught in class in the first week, before the Chapters 1-4 test:
6
The below topics are based on the Pure Mathematics 1 textbook list. Material for these topics
is easy to find on websites like www.physicsandmathstutor.com. The material you should know
is:
Chapter 1: Algebra and Functions
Section 1.1: Simplifying an expression by collecting like terms
Where did we do this? This is Key Stage 3-level Algebra
Where can I get extra practice? If you need help with this then this course is not for you.
Section 1.2: The laws of indices
Where did we do this? This is Key Stage 3-level algebra
Where can I get extra practice? If you need help with this then this course is not for you!
Section 1.3: Expanding an expression
Where did we do this? This is Key Stage 3-level algebra
Where can I get extra practice? If you need help with this then this course is not for you!
Section 1.4: Factorising an expression
Where did we do this? This is Key Stage 3-level algebra
Where can I get extra practice? If you need help with this then this course is not for you!
Section 1.5: Factorising a quadratic expression
Video Help
https://www.youtube.com/watch?v=6NIdTWcpK1s&list=PLhfTFUpngHaW6s54XUUZmHJvC
57KyT316&index=3
Where can I get extra practice?
https://www.mathsgenie.co.uk/factorising-harder.html
Section 1.6: The laws of indices for all rational exponents
Video Help
https://www.youtube.com/watch?v=pUekEPvXWCU&list=PLhfTFUpngHaW6s54XUUZm
HJvC57KyT316&index=1
Where can I get extra practice?
https://www.mathsgenie.co.uk/resources/4-indices.pdf
https://www.mathsgenie.co.uk/resources/6-fractional-and-negative-indices.pdf
https://www.physicsandmathstutor.com/pdf-
pages/?pdf=https%3A%2F%2Fpmt.physicsandmathstutor.com%2Fdownload%2FMaths%2
FA-level%2FC1%2FTopic-Qs%2FOCR-MEI%2FC1%2520Algebra%2520-
%2520Indices%25201%2520QP.pdf
https://www.physicsandmathstutor.com/pdf-
pages/?pdf=https%3A%2F%2Fpmt.physicsandmathstutor.com%2Fdownload%2FMaths%2
FA-level%2FC1%2FTopic-Qs%2FOCR-MEI%2FC1%2520Algebra%2520-
%2520Indices%25202%2520QP.pdf
7
Section 1.8: Rationalising the denominator of a fraction when it is a surd
Video Help
https://www.youtube.com/watch?v=vKATQNlrv5o&list=PLhfTFUpngHaW6s54XUUZmHJ
vC57KyT316&index=6
Where can I get extra practice?
https://www.mathsgenie.co.uk/resources/as-pure-algebraic-expressions.pdf
https://www.physicsandmathstutor.com/pdf-
pages/?pdf=https%3A%2F%2Fpmt.physicsandmathstutor.com%2Fdownload%2FMaths%2
FA-level%2FC1%2FTopic-Qs%2FOCR-MEI%2FC1%2520Algebra%2520-
%2520Surds%2520QP.pdf
8
Chapter 3: Equations and Inequalities
Section 3.1: Solving simultaneous linear equations by elimination
Video Help
https://www.youtube.com/watch?v=FvwkZQ0Ymk0&list=PLhfTFUpngHaWJ5wPMJo_1C
U954NqthqcT&index=1
Where can I get extra practice?
https://www.mathsgenie.co.uk/resources/5-simultaneous-equations.pdf
Section 3.2: Solving simultaneous linear equations by substitution
Video Help
https://www.youtube.com/watch?v=FvwkZQ0Ymk0&list=PLhfTFUpngHaWJ5wPMJo_1C
U954NqthqcT&index=1
Where can I get extra practice?
https://www.mathsgenie.co.uk/resources/5-simultaneous-equations.pdf
Section 3.3: Using substitution when one equation is linear and the other is
quadratic
Video Help
https://www.youtube.com/watch?v=RIIqfS9rXQA&list=PLhfTFUpngHaWJ5wPMJo_1CU9
54NqthqcT&index=2
Where can I get extra practice?
https://www.mathsgenie.co.uk/resources/9-quadratic-simultaneous-equations.pdf
https://www.physicsandmathstutor.com/pdf-
pages/?pdf=https%3A%2F%2Fpmt.physicsandmathstutor.com%2Fdownload%2FMaths%2
FA-level%2FC1%2FTopic-Qs%2FOCR-Set-
1%2FC1%2520Simultaneous%2520Equations.pdf
Section 4.4: Using the intersection points of graphs of functions to solve equations
Video Help
https://www.youtube.com/watch?v=03gyABEr8Zo&list=PLhfTFUpngHaXt-
XLcnpVQxMA320SqbpzY&index=4
Where can I get extra practice?
https://www.mathsgenie.co.uk/resources/as-pure-sketching-and-transforming-curves.pdf
Section 4.5: The effect of the transformations f (x + a) and f (x) + a
Video Help
https://www.youtube.com/watch?v=Vd62T4zpGUQ&list=PLhfTFUpngHaXt-
XLcnpVQxMA320SqbpzY&index=5
Where can I get extra practice?
https://www.mathsgenie.co.uk/resources/9-transforming-graphs.pdf
9
Section 4.6: The effect of the transformations f (ax)) and af (x)
Video Help
https://www.youtube.com/watch?v=1IPfSPVzKQg&list=PLhfTFUpngHaXt-
XLcnpVQxMA320SqbpzY&index=6
Where can I get extra practice?
https://www.mathsgenie.co.uk/resources/9-transforming-graphs.pdf
Section 4.7: Performing transformations on the sketches of curves
Video Help
https://www.youtube.com/watch?v=sCflUfI_gXk&list=PLhfTFUpngHaXt-
XLcnpVQxMA320SqbpzY&index=7
Where can I get extra practice?
https://www.mathsgenie.co.uk/resources/as-pure-sketching-and-transforming-curves.pdf
10
Chapter 4
Questions:
2
𝑥 7 ×𝑥 2 𝑎4 ×(𝑎2 ) 𝑥5
(m) (n) (o)
𝑥4 𝑎8 𝑥 2 ×𝑥 2
11
4.1.2 Expanding and combining like terms
You can expand an expression by multiplying each term inside the bracket by the term(s) outside.
Like terms can be combined to simplify an expression.
Example
Questions:
12
4.1.3 Factorising
You can factorise expressions if each term has a common factor.
An expression will be fully factorised if the terms inside the bracket do not have any common
factors.
Example:
Factorise
Solutions
For quadratics for the form 𝑥2 + 𝑏𝑥 + 𝑐 (i.e where the coefficient of 𝑥2 is 1) we simply need to
think of two numbers which add up to b and multiply to c. If these numbers are w and v then
the quadratic factorises to (𝑥 + 𝑤)(𝑥 + 𝑣).
Example:
Factorise
(a) 𝑥2 + 6𝑥 + 8 (b) 𝑥2 − 5𝑥 + 6
Solutions
(a) Two numbers which add to 6 and multiply to 8 are 4 and 2. Hence the quadratic factorises
to
(𝑥 + 4)(𝑥 + 2)
(b) Two numbers which add to -5 and multiply to 6 are -3 and -2. Hence the quadratic
factorises to
(𝑥 − 2)(𝑥 − 3)
13
This method works because of the way we expand quadratic brackets. Imagine we are given the
quadratic (𝑥 + 𝑚)(𝑥 + 𝑛). Using one of the variety of methods to expand this (we recommend
the grid method) we would get:
× 𝑥 +𝑛
𝑥 𝑥2 𝑛𝑥
+𝑚 𝑚𝑥 𝑚𝑛
Hence (𝑥 + 𝑚)(𝑥 + 𝑛) ≡ 𝑥 2 + 𝑛𝑥 + 𝑚𝑥 + 𝑚𝑛
≡ 𝑥 2 + (𝑚 + 𝑛)𝑥 + 𝑚𝑛
This shows that our previous method for factorising will always work on quadratics of this given
form.
If we wanted to factorise a quadratic of the form 𝑎𝑥2 + 𝑏𝑥 + 𝑐 then we must use a slightly
altered method. Firstly, we find 2 numbers which add to b and multiply to 𝑎 × 𝑐. Call these
numbers 𝑤 and 𝑣 again. The quadratic is then rewritten as (𝑎𝑥 + 𝑤)(𝑎𝑥 + 𝑣).
At this point we must cancel down the coefficients in the brackets in pair, as if they were the
numerator and denominator of a fraction (i.e Divide (𝑎𝑥 + 𝑤) by the highest common factor of
𝑎 and 𝑤, and then divide (𝑎𝑥 + 𝑣) by the highest common factor of 𝑎 and 𝑣). The resulting
brackets will be the factors of your quadratic equation.
Example:
Factorise
Solutions
(a) Two numbers which add to -5 and multiply to 6 are -3 and -2. Hence, we rewrite the
expression as (3𝑥 − 3)(3𝑥 − 2). We note that the first factor has a highest common factor of 3,
so diving by that gives our final factorised form
(𝑥 − 1)(3𝑥 − 2)
(b) Two numbers which add to 7 and multiply to 12 are 3 and 4. Hence, we rewrite the
expression as (6𝑥 + 3)(6𝑥 + 4). We note that the first factor has a highest common factor of
3 and the second factor has a highest common factor of 2, so dividing respectively by these gives
out final factorised form
(2𝑥 + 1)(3𝑥 + 2)
14
Questions:
4. Factorise
6. Factorise
(a) 𝑥2 + 7𝑥 + 12 (b) 𝑥2 + 8𝑥 + 7 (c) 𝑥2 + 11𝑥 + 18
7. Factorise
8. Factorise
15
4.1.4 Surds and rationalising the denominator
You can manipulate surds using the following rules:
𝑎 √𝑎
√𝑎𝑏 ≡ √𝑎 × √𝑏 √𝑏 ≡ √𝑏
These follow the same rules as those of indices, namely (𝑎𝑚 )𝑛 ≡ 𝑎𝑚𝑛 because a surd is just an index
𝑛
𝑚
(recall that 𝑎𝑚 ≡ √𝑎𝑛 .)
𝑎
To rationalise the denominator of a fraction containing a surd of the form you need to multiply by
√𝑏
√𝑏 𝑎√𝑏
to obtain .
√𝑏 𝑏
Example:
Simplify:
(a) √12 ≡ √4 × 3 ≡ √4 × √3 ≡ 2√3
(b) √20 + √5 ≡ √4 × 5 + √5 ≡ √4 × √5 + √5 ≡ 2√5 + √5 ≡ 3√5
√72−√8 √36×2−√4×2 6√2−2√2 4√2
(c) ≡ ≡ ≡ ≡4
√2 √2 √2 √2
√99 99
(d) ≡√ ≡ √9 ≡ 3
√11 11
16
Questions:
9. Simplify
(e) √360 − 2√40 (e) 2√5 − √45 + 3√20 (d) √24 + √150 − 2√96
11. Simplify
2
(a) (√5 + 1)(2√2 + 3) (b) (1 − √2)(4√2 − 3) (c) (2√7 + 3)
(d) (3√2 − 1)(2√2 + 5) (e) (√5 − √2)(√5 + 2√2) (f) (3 − √8)(4 + √2)
12. Express each of the following as simply as possible with a rational denominator
1 2 1 14 3√2 √5
(a) (b) (c) (d) (e) (f)
√5 √3 √8 √7 √3 √15
1 12 1 3 4√20 3√175
(g) (h) (i) (j) 2√54 (k) 3√18 (l)
3√7 √72 √80 2√27
17
4.2 Quadratics
4.2.1 Graphs of Quadratic functions
You need to be able to sketch graphs of quadratic functions. You can do this by a drawing a table
of values, for example you could take values of x between -4 and +4 and find the corresponding
value of y by substituting it into the equation you are given, and then plotting the points on a
graph.
If you are only sketching a graph, you need to know its shape and where it crosses the axes.
A quadratic graph is ∪ shaped if the coefficient of 𝑥2 (𝑎 if the quadratic is given in the form
𝑎𝑥2 + 𝑏𝑥 + 𝑐) is positive.
A quadratic graph is ∩ shaped if the coefficient of 𝑥2 (𝑎 if the quadratic is given in the form
𝑎𝑥2 + 𝑏𝑥 + 𝑐) is negative.
To find out where it crosses the 𝑦-axis you need to know what 𝑦 is when 𝑥 = 0, which is easy
to find by substituting 𝑥 = 0 into your equation.
To find out where it crosses the 𝑥-axis you need to know what 𝑥 is when 𝑦 = 0. You can do this
by several methods, for example factorising, completing the square or using the quadratic
formula. These methods are all covered below.
Example:
(a) Solve 𝑥2 − 5𝑥 + 6 = 0
so either 𝑥 − 3 = 0 or 𝑥 − 2 = 0.
Hence our solutions are 𝑥 = 3 or 𝑥 = 2.
18
(b) Solve 6𝑥2 − 7𝑥 + 2 = 0
Firstly, we try and factorise this. We find two numbers that multiply to 𝑎𝑐 and add to 𝑏, so here
multiply to 12 and add to −7. These numbers are −3 and −4.
Hence we rewrite the expression as (6𝑥 − 3)(6𝑥 − 4) and we note that the first factor has a
common factor of 3 and the second common factor 2.
Hence our factorised form is (2𝑥 − 1)(3𝑥 − 2). Thus our original equation reduces to
(2𝑥 − 1)(3𝑥 − 2) = 0
so either 2𝑥 − 1 = 0 or 3𝑥 − 2 = 0.
1 2
Hence our solutions are 𝑥 = 2 or 𝑥 = 3
Questions:
These quadratics are known as the difference of two squares and you can factorise them
quickly if you spot the pattern.
19
15. Solve the following equations
(a) 𝑞2 – 6𝑞 = −9 (b) 𝑥2 + 81 = 18𝑥 (c) 𝑦2 = 22𝑦 − 121
(d) 4(3𝑥 − 1) = 9𝑥2 (e) −25 = 4𝑦(𝑦 − 5)
20
4.2.3 Completing the square
Completing the square is a valuable technique for solving quadratics (and is how the quadratic
equation is derived), but also for other topics such as graph transformations.
It is crucial that you are proficient at completing the square for AS Mathematics.
Completing the square is essentially a way of rewriting a quadratic expression in the form
𝑎(𝑥 + 𝑏)2 + 𝑐, where 𝑎, 𝑏 and 𝑐 are constants. This makes it easy to solve if we have an equation,
but also easy to see how the expression is a transformation of the graph 𝑦 = 𝑥2, which in turn
allows us to find minimum or maximum points of the curve easily.
We’ll start with the case where 𝑎 = 1, so quadratic equations of the form 𝑥2 + 𝑏𝑥 + 𝑐.
In order to find the completed square form, we have to first identify the closest perfect square.
The closest perfect square is a perfect square (i.e a quadratic of the form (𝑥 + 𝑎)2) where, when
expanded, the coefficient of 𝑥 is the same as in the equation we want to complete the square on.
Example
Given 𝑥2 + 8𝑥 + 10 we would search for a perfect square of the form (𝑥 + 𝑎)2 that, when
expanded, gave 𝑥2 + 8𝑥 + 𝑐, where 𝑐 is a constant.
In this case, the closest perfect square is (𝑥 + 4)2. When expanded, this gives 𝑥2 + 8𝑥 + 16.
(Note that (𝑥 + 𝑎)2 ≡ 𝑥2 + 2𝑎𝑥 + 𝑎2, this will help you search for the correct closest perfect
square).
We then note what we need to subtract or add from the closest perfect square in order to obtain
our original equation. (𝑥 + 4)2 ≡ 𝑥2 + 8𝑥 + 16 so (𝑥 + 4)2 − 6 gives us 𝑥2 + 8𝑥 + 16 − 6.
Hence
𝑥2 + 8𝑥 + 10 ≡ (𝑥 + 4)2 − 6
Given 2𝑥2 − 4𝑥 − 8 we first factorise to 2(𝑥2 − 2𝑥 − 4). The coefficients here need not be nice
numbers, so we suggest working in fraction form,
The preferred form for the completed square form should not contain the square brackets above,
so we expand the square brackets to give
21
The reason we use completed square form is that we can solve quadratic equations from this point.
If 2𝑥2 − 4𝑥 − 8 = 0
2(𝑥 − 1)2 −10 = 0
(𝑥 − 1)2 − 5 = 0
Questions:
20. Solve each equations by completing the square, giving your answers as simply as
possible in terms or surds where appropriate.
22
4.2.3 Using the Quadratic formula
If you complete the square on the equation 𝑎𝑥2 + 𝑏𝑥 + 𝑐 = 0 you get the quadratic formula
−𝑏 ± √𝑏 2 − 4𝑎𝑐
𝑥=
2𝑎
It is just a case of simply substituting in your values of a, b and c in to the given equation.
Example
3+√41 3−√41
Hence your two answers are 𝑥 = and 𝑥 =
8 8
Elimination involves manipulating the equations until one variable can be easily eliminated.This
is the quicker method to solve them but only works for when we have linear terms in 𝑥 and 𝑦, so
not when we have 𝑥2 or 𝑦2.
Example:
4𝑥 − 5𝑦 = 4
6𝑥 + 2𝑦 = 25
If we multiply the first equation by 3 and the second equation by 2 we get 12𝑥 in each equation.
We can then subtract the two equations from each others to obtain an equation only in 𝑦.
12𝑥 − 15𝑦 = 12
12𝑥 + 4𝑦 = 50
23
Subtracting these equations from each other (essentially column subtraction) gives
−19𝑦 = −38
𝑦 = 2
We must substitute back in to one of the original equations to find the value of 𝑥.
Arbitrarily choosing the first equation we get
4𝑥 − 5(2) = 4
4𝑥 − 10 = 4
4𝑥 = 14
𝑥 = 3.5and so the solution is 𝑥 = 3.5, 𝑦 = 2
Substitution can be used to solve any simultaneous equation and does not rely on the equations
being set up such that one term is easily eliminated. You can substitute in an expression (for 𝑥 or
𝑦) given in one equation into the other equation to end up with an equation with just one variable.
Example:
𝑥 + 𝑦 = 11
𝑥𝑦 = 30
𝑦2 − 11𝑦 + 30 = 0
(𝑦 − 5)(𝑦 − 6) = 0
𝑦 = 5 𝑜𝑟 6
Remembering that a solution contains both 𝑥 and 𝑦 terms, we substitute both values back in
to one of the equations to obtain the 𝑥 terms. Note we will have two solutions here.
𝑥 = 11 − (5) or 𝑥 = 11 − (6)
𝑥 = 6 or 5
We must be careful how we give our solutions, ensuring we pair the correct 𝑥 value with the correct
𝑦 value. We could give the solution in two forms:
𝑥 = 6 and 𝑦 = 5
𝑥 = 5 and 𝑦 = 6 or we could write the solutions as coordinate pairs
(6, 5) or (5, 6)
24
Questions:
22. Find the coordinates of intersection of the given straight lines and curve in each case.
(a) 𝑦 = 𝑥 + 2 (b) 𝑦 = 4𝑥 + 11 (c) 𝑦 = 2𝑥 − 1
𝑦 = 𝑥2 − 4 𝑦 = 𝑥2 + 3𝑥 − 1 𝑦 = 2𝑥2 + 3𝑥 − 7
𝑥 − 6𝑦 − 1 = 0 𝑥−𝑦=5 4𝑥 + 𝑦 − 7 = 0
25
4.3 Sketching curves
Sketching curves is often a weakness of Mathematics students, but a crucial skill for answering
many questions and simplifying others. At interview for Mathematics or Mathematics-related
degree courses, students often report back that they were asked to sketch a graph which they
would not have prior knowledge of (𝑦 = 𝑥2 𝑠𝑖𝑛 𝑥, for example). It is important that throughout
the course you develop your graph sketching skills, but some graphs you should already know and
these are covered here.
Remember that for a sketch you always need to know the shape of the graph and where it crosses
the axes (as with quadratic graphs which we covered earlier).
To find out where the graph crosses the axes, you follow the same procedure as with quadratics.
To find out where it crosses the 𝑦-axis you need to know what 𝑦 is when 𝑥 = 0, which is easy to
find by substituting 𝑥 = 0 into your equation.
To find out where it crosses the x-axis you need to know what 𝑥 is when 𝑦 = 0. Initially, the
cubic will already be factorised or will be easily factorisable (you could factorise out a factor of
𝑥 initially and then factorise the remaining quadratic) and so it becomes a case of solving the
individual factors equal to 0.
26
Example:
0 = (𝑥 − 1)2(𝑥 + 1) so 𝑥 = 1 (twice) or 𝑥 = −1
Questions:
25. Sketch each graph, showing the coordinates of any points of intersection with the
coordinate axes
(a) 𝑦 = (𝑥 + 1)(𝑥 − 1)(𝑥 − 3) (b) 𝑦 = 2𝑥(𝑥 − 1)(𝑥 − 5)
(c) 𝑦 = −(𝑥 + 2)(𝑥 + 1)(𝑥 − 2) (d) 𝑦 = 𝑥2(𝑥 − 4)
(e) 𝑦 = 3𝑥(2 + 𝑥)(1 − 𝑥) (f) 𝑦 = (𝑥 + 2)(𝑥 − 1)2
27. Given that the constants 𝑝 and 𝑞 are such that 𝑝 > 𝑞 > 0, sketch each of the
following graphs showing the coordinates of any points of intersection with the
coordinate axes.
(a) 𝑦 = (𝑥 − 𝑝)(𝑥 − 𝑞)2 (b) 𝑦 = (𝑥 − 𝑝)(𝑥2 − 𝑞2)
27
4.3.1 Sketching the reciprocal function
As with the previous two functions we have sketched, the reciprocal function looks different de-
pending on the sign.
𝑘
If you have 𝑦 = 𝑥 for a positive constant 𝑘 the graph looks like the one on the left.
If you have a negative constant 𝑘 then the graph looks like the one on the right.
1
The closest graph to the axes is 𝑦 =
1 The closest graph to the axes is 𝑦 = − 𝑥
𝑥
28
Chapter 5
Practice examination style paper
1. Expand and simplify
(𝑎) (2𝑥 + 3)(2𝑥 − 1) (b) (3𝑥 − 2)2 (c) 5𝑥(4 − 𝑥) − 3(4𝑥 − 8)
2. Factorise
(a) 𝑥2 − 5𝑥 (b) 4𝑎2 − 81 (c) 2𝑥2 + 5𝑥 − 3 (d) 6𝑦2 − 13𝑦 + 5
6. Solve
3 2 +2
(a) 2𝑥−1 = 16 (b) 2(3𝑦 − 10) = 34 (c) 𝑥 2 = 64 (d) 2𝑥 = 8𝑥
7. Simplify
√5+√20 5
(a) 5√3 + √27 (b) (c) √18 × √50 (d) √12 −
√5 √3
8. Solve 𝑥√12 + 9 = 𝑥√3 giving your answer in the form 𝑘√3, where 𝑘 is an integer.
29
Chapter 6
Solutions
1 2 1
12 (a) √5 (b) √3 (c) √2
5 3 4
1
(d) 2√7 (e) √6 (f) √3
3
1 1
(g) √7 (h) √2 (i) √5
21 20
1 4 5
(j) √6 (k) √10 (l) √21
12 9 6
9 9
14 (a) x = 4 or x = −4 (b) x = 7 or x = −7 (c) x = 2 or x = − 2
8 8
(d) x = 3 or x = − 3
7
16 (a) 𝑥 = ±5 (b) 𝑎 = ±6 (c) 𝑦 = ±2
2
(d) 𝑏 = ±4 (e) 𝑎 = ±8 (f) 𝑥 = ±9
3
(g) 𝑦 = ±2 (h) 𝑥 = ±4 (i) 𝑝 = ±3
31
7
(j) 𝑝 = ±2 (k) 𝑝 = ±5 (l) 𝑏 = ±2
3 1 4 1
17 (a) y = 8 or y = −7 (b) w =4 or w = 3 (c) y = − 3 or y =− 2
1 2 3 9 2 1
(m) (𝑥 − 9)2 + 19 (n) (𝑥 − 2) − 4 (o) (𝑥 + 2) − 4
7 2 57 3 2 11 11 2 27
(p) (𝑥 − 2) − (q) (𝑥 − 2) + (r) (𝑥 − ) +
4 4 2 4
1 2 8 1 2 5
(s) (𝑥 + 3) + 9 (t) (𝑥 − 4) − 16
5 2 75 5 2 9
(j) 3 (𝑥 − 2) − 4
(k) 5(𝑥 + 4)2 − 10 (l) 2 (𝑥 + 4) − 8
3 2 37 1 2 13
(m) 4 (𝑥 + 4) + 4
(n) −2(𝑥 − 1)2 + 1 (o) −3 (𝑥 + 3) + 3
1 3 2 7
(p) 3
(𝑥 + 4) − 16
1 2 3
(j) 𝑦 = 1 ± 2 √2 (k) 𝑝 = 3 ± 3 √3 (l) 𝑥 = −3 ± 2 √6
32
1 7 1
(m) 𝑚 = (1 ± √5) (n) 𝑥= (o) 𝑡 = (−1 ± √13)
2 2 6
1
(p) 𝑎 = 4 (7 ± √17)
1
21 (a) x = 1 and y = 3 (b) x = 4 and y = −2 (c) x =− 2 and y = 5
1 5
(d) x = 7 and y = −4 (e) x = −5 and y = −3 (f) x =3 and y =− 3
3
22 (a) (−2, 0) and (3, 5) (b) (−3, −1) and (4, 27) (c) (−2,−5) and ( 2, 2)
1 7
23 (a) x = −1, y = 4 (b) x =2 , y =− 2 (c) x = 0, y = −5
or x = 2, y = 7 or x = 3, y = −6 or x = 4, y = 3
or x = 2, y = −4 or x = 2, y = 1 or x = −2, y = 5
1
24 (a) x = −5, y = −1 (b) x = −1, y = −6 (c) x = 2, y = 5
1 3
x = 4, y = 2 x = 6, y = 1 x = 4, y = 4
33
25
(a) (b)
(c) (d)
(e) (f
34
6.2 Solutions to Practice examination style paper
1 (a) 4x2 + 4x − 3 (b) 9x2 − 12x + 4 (c) 8x − 5x2 + 24
2 (a) x(x − 5) (b) (2a + 9)(2a − 9) (c) (2x − 1)(x + 3) (d) (3y + 1)(2y − 5)
7 3
3 (a) a = 2 or a = −6 (b) x =3 (c) 𝑦 = − 2 or 𝑦 = 1
1
𝑦
5 (a) x 2 y6 (b) x−5 (c) y8 (d) 4x3 (e) (f) 4𝑥 2
25
8 𝑥 = −3√3
9 𝑥 = −2, 𝑦 = 1 and 𝑥 = 2, 𝑦 = 5
10 (a) (b)
(c)
35