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cambridge iGcSE
®

International
Mathematics
Second edition

Ric Pimentel
Terry Wall
The cambridge iGcSE® international Mathematics Student Book helps you
to cover the latest syllabus confidently. it is supported by a Workbook and
an online Teacher’s Guide, as well as by Student and Whiteboard eTextbook
editions. All the digital components are available via the Dynamic Learning
platform.
Cambridge IGCSE® International Mathematics Second edition ISBN 9781510421400 March 2018
Cambridge IGCSE® International Mathematics Workbook ISBN 9781510421639 June 2018
Cambridge IGCSE® International Mathematics Student eTextbook ISBN 9781510420489 April 2018
Cambridge IGCSE® International Mathematics Whiteboard eTextbook ISBN 9781510420496 March 2018
Cambridge IGCSE® International Mathematics Online Teacher’s Guide ISBN 9781510424173 July 2018

online Teacher’s Guide

Deliver more inventive and flexible Cambridge IGCSE® lessons with a cost-
effective range of online resources.
» Save time planning and ensure syllabus coverage with a scheme of work and
expert teaching guidance.
» Support non-native English speakers with a glossary of key terms.
» Improve students’ confidence with exam-style questions including teacher
commentary, as well as with answers to all questions in the Student Book.
The Online Teacher’s Guide is available via the Dynamic Learning platform.
To find out more and sign up for a free, no obligation Dynamic Learning Trial,
visit [Link]/dynamiclearning.

Also available for the new cambridge iGcSE®

syllabuses from March 2018:

IGCSE® is the registered trademark of Cambridge Assessment

International Education
To find your local agent please visit [Link]/agents
or email [Link]@[Link]
Contents
Introduction
Topic 0 Introduction to the graphics calculator
Section 1 The history of the calculator
Section 2 The graphics calculator
Section 3 Plotting graphs
Section 4 Tables of results
Section 5 Lists
Topic 1 Number
Section 1 Hindu mathematicians
Section 2 Vocabulary for sets of numbers
Section 3 Calculations and order of operations
Section 4 Fractions, decimals and percentages
Section 5 Further percentages
Section 6 Ratio and proportion
Section 7 Approximation and rounding
Section 8 Standard form
Section 9 Surds
Section 10 Speed, distance and time
Section 11 Investigations, modelling and ICT
Section 12 Student assessments
Topic 2 Algebra
Section 1 The Persians
Section 2 Algebraic representation and manipulation
Section 3 Further algebraic representation and manipulation
Section 4 Linear and simultaneous equations
Section 5 Solving quadratic equations
Section 6 Using a graphics calculator to solve equations
Section 7 Linear inequalities
Section 8 Laws of indices
Section 9 Fractional indices
Section 10 Sequences
Section 11 Direct and inverse variation
Section 12 Investigations, modelling and ICT
Section 13 Student assessments
Topic 3 Functions
Section 1 The Chinese
Section 2 Function notation
Section 3 Recognising graphs of common functions
Section 4 Transformation of graphs
Contents

Section 5 Using a graphics calculator to sketch and analyse functions

Section 6 Finding a quadratic function from key values
Section 7 Finding the equation of other common functions
Section 8 Composite functions
Section 9 Inverse functions
Section 10 Logarithmic functions
Section 11 Investigations, modelling and ICT
Section 12 Student assessments
Topic 4 Coordinate geometry
Section 1 The French
Section 2 Coordinates
Section 3 Line segments
Section 4 Equation of a straight line
Section 5 Investigations, modelling and ICT
Section 6 Student assessments
Topic 5 Geometry
Section 1 The Greeks
Section 2 Geometrical vocabulary
Section 3 Symmetry
Section 4 Measuring angles
Section 5 Angle properties
Section 6 Pythagoras’ theorem
Section 7 Similarity
Section 8 Properties of circles
Section 9 Investigations, modelling and ICT
Section 10 Student assessments
Topic 6 Vectors and transformations
Section 1 The Italians
Section 2 Simple vectors
Section 3 Magnitude of a vector
Section 4 Transformations
Section 5 Further transformations
Section 6 Investigations, modelling and ICT
Section 7 Student assessments
Topic 7 Mensuration
Section 1 The British
Section 2 Measures
Section 3 Perimeter and area of simple plane shapes
Section 4 Circumference and area of a circle
Section 5 Area and volume of further plane shapes and prisms
 Contents

Section 6 Surface area and volume of other solids

Section 7 Investigations, modelling and ICT
Section 8 Student assessments
Topic 8 Trigonometry
Section 1 The Swiss
Section 2 Sine, cosine and tangent ratios
Section 3 Special angles and their trigonometric ratios
Section 4 The sine and cosine rules
Section 5 Applications of trigonometry
Section 6 Trigonometric graphs, properties and transformations
Section 7 Investigations, modelling and ICT
Section 8 Student assessments
Topic 9 Sets
Section 1 The Germans
Section 2 Sets, subsets and Venn diagrams
Section 3 Investigations, modelling and ICT
Section 4 Student assessments
Topic 10 Probability
Section 1 Order and chaos
Section 2 Theoretical probability
Section 3 Tree diagrams
Section 4 Use of Venn diagrams in probability
Section 5 Laws of probability
Section 6 Experimental probability
Section 7 Investigations, modelling and ICT
Section 8 Student assessments
Topic 11 Statistics
Section 1 Paul Erdös
Section 2 Basic graphs and charts
Section 3 Stem-and-leaf plots
Section 4 Averages and ranges
Section 5 Cumulative frequency
Section 6 Scatter diagrams, correlation and lines of best fit
Section 7 Investigations, modelling and ICT
Section 8 Student assessments
Index
Topic 2
Algebra
contents
Section 1 The Persians
Section 2 Algebraic representation and manipulation
(C1.4, E1.4, C2.5, C2.7, C2.11, E2.7, E2.8, E2.11)
Section 3 Further algebraic representation and manipulation
(C2.7, C2.9, E2.5, E2.7, E2.8, E2.9, E2.10, C3.1, E3.1)
Section 4 Linear and simultaneous equations (C2.3, C2.5, C2.6,
E2.3, E2.5, E2.6, E2.11)
Section 5 Solving quadratic equations (E2.10)
Section 6 Using a graphics calculator to solve equations
(C2.11, C3.6, E2.11, E3.6)
Section 7 Linear inequalities (C2.1, C2.2, E2.1, E2.2, E7.7)
Section 8 Laws of indices (C1.4, E1.4, C2.4, C2.8, E2.4)
Section 9 Fractional indices (E1.4)
Section 10 Sequences (C1.12, E2.12)
Section 11 Direct and inverse variation (E2.13)
Section 12 Investigations, modelling and ICT
Section 13 Student assessments

6
Syllabus
c1.4 E2.5
Calculate powers and roots. Derive, rearrange and evaluate formulae.
c2.1 E2.6
Write, show and interpret inequalities, including Solve simultaneous linear equations in two
those on the real number line. variables.
c2.2 E2.7
Solve simple linear inequalities. Expand brackets, including the square of a
c2.3 binomial.
Solve linear equations. E2.8
c2.4 Factorise: common factor; difference of squares;
Multiply and divide simple indices. trinomial; four term.
c2.5 E2.9
Derive, rearrange and evaluate simple formulae. Algebraic fractions: simplify, including use of
c2.6 factorisation; add or subtract of fractions with
Solve simultaneous linear equations in two linear denominators; multiplication.
variables. E2.10
c2.7 Solve quadratic equations: by factorisation; using
Expand brackets. a graphic display calculator; using the quadratic
formula.
c2.8
Factorisation: common factor only. E2.11
Use a graphic display calculator to solve
c2.9
equations, including those which may be
Algebraic fractions: simplifying; adding or
unfamiliar.
subtracting with integer denominators;
multiplying or dividing two simple fractions. E2.12
Continue a sequence of numbers or patterns.
c2.11
Determine the nth term. Use a difference method
Use a graphic display calculator to solve
to find the formula for a linear sequence, a
equations, including those which may be
quadratic sequence or a cubic sequence. Identify
unfamiliar.
a simple geometric sequence and determine its
c2.12 formula.
Continue a sequence of numbers or patterns.
E2.13
Determine the nth term. Use a difference method
Direct variation (proportion) y ∝ x, y ∝ x2, y ∝ x2, y∝
to find the formula for a linear sequence or a
simple quadratic sequence. Inverse variation y ∝ 1/x, y ∝ 1/x2, y ∝ 1/
E1.4 Best variation model for given data.
Calculate powers and roots. c3.6
E2.3 Use a graphic display calculator to: sketch the
Solve linear equations including those with graph of a function; produce a table of values;
fractional expressions. find zeros, local maxima or minima; find the
intersection of the graphs of functions.

7
 6 Using a graphics calculator
to solve equations
As you saw earlier, a linear equation produces a straight line
when plotted.
The following are all examples of linear equations:
y=x+1 y = 2x – 1 y = 3x y = –x – 2 y=4
They all have a similar format, i.e. y = mx + c.
In the equation:
y=x+1 m=1 and c=1
y = 2x – 1 m=2 and c = –1
y = 3x m=3 and c=0
y = –x – 2 m = –1 and c = –2
y=4 m=0 and c=4
Their graphs are shown below:

y y y
4 4 4

3 3 3

2 2
2
y= x+ 1 1 1
1 y = 2x – 1 y = 3x
–3 –2 –1 0 1 2 3 x –3 –2 –1 0 1 2 3 x
–3 –2 –1 0 1 2 3 x –1 –1
–1 –2 –2
–2 –3 –3

y y
4 5

3 4
y= 4
2 3
y = –x – 2
1 2

0 x 1
–4 –3 –2 –1 1 2 3 4
–1
–4 –3 –2 –1
0
1 2 3 4
x
–2 –1

–3 –2

–4 –3

8
 Using a graphics calculator to plot a linear equation

Using a graphics calculator to

plot a linear equation
In the introductory topic, you learned how to plot a single
linear equation using your graphics calculator. For example, to
graph the linear equation y = 2x + 3:

casio

Texas

Unless they are parallel to each other, when two linear graphs
are plotted on the same axes, they will intersect at one point.
Solving the equations simultaneously will give the coordinates
of the point of intersection. Your graphics calculator will be
able to work out the coordinates of the point of intersection.

9
6 USIng a graphICS CalCUlator to Solve eqUatIonS

Worked example
Find the point of intersection of these linear equations:
y = 2x – 1 and y = 1 x + 2
2

Solution
casio

and enter y = 2x – 1,

Enter y = 1 x + 2,
2

to graph the equations.

followed by to select ‘intersect’ in the ‘graph

solve’ menu.

The results x = 2 and y = 3 are displayed at the bottom of the screen.

Note: Equations of lines must be entered in the form y = …
An equation like 2x – 3y = 9, for example, would need to be rearranged to make y the subject,
so y = 2x – 9 or y = 2 x – 3.
3 3

Texas

and enter y = 2x – 1,

Then y = 1 x + 2,
2

10
 Using a graphics calculator to plot a linear equation

Texas

to graph the equations.

followed by to select ‘intersect’ in the ‘graph ➔

calc’ menu.

to select both lines.

to calculate the point of intersection.

The results are displayed at the bottom of the screen as

x = 2 and y = 3.
Note: See the note for the Casio on the previous page.

Exercise 2.28
1 Use a graphics calculator to find the coordinates of the
point of intersection for each pair of linear graphs.
a y=5–x and y = x – 1
b y=7–x and y = x – 3
c y = –2x + 5 and y = x – 1
d y=x+3 and y = 2x – 3
e x + 3y = –1 and y = 1 x + 3
2
f x–y=6 and x + y = 2
2 Use a graphics calculator to find the coordinates of the
point of intersection for each pair of linear graphs.
a 3x – 2y = 13 and 2x + y = 4
b 4x – 5y = 1 and 2x + y = –3
c x+5=y and 2x + 3y – 5 = 0
d x=y and x + y + 6 = 0
e 2x + y = 4 and 4x + 2y = 8
f y – 3x = 1 and y = 3x – 3
3 By referring to the lines graphed, explain your answers to
Q2 e and f.

11
6 Using a graphics calculator to solve equations

Quadratic equations
As you will recall from Section 5, an equation of the form
y = ax2 + bx + c, in which the highest power of the variable x is
x2, is known as a quadratic equation.
When plotted, a quadratic graph has a specific shape known

as a parabola. This will look like or .

Depending on the values of a, b and c, the position and shape

of the graph will vary, e.g.

y = x2 – 3x + 4 y = – –12 x 2 + x + 4
y y
7 6

6 5

5
4
3
4
2
3
1
2

1 –4 –3 –2 –1 0 1 2 3 4 5 6 7 x
–1

–3 –2 –1 0 1 2 3 4 5 x –2
–1 –3
a = 1, b = –3 and c = 4 1
a = – –,
2
b = 1 and c = 4

Solving a quadratic equation of the form ax2 + bx + c = 0

implies finding where the graph crosses the x-axis. This is
because y = 0 on the x-axis.
Look again at the graph of – 1 x2 + x + 4 = 0.
2
The graph crosses the x-axis at x = –2 and x = 4. These are
therefore the solutions to, or roots of, the equation.
Now look again at the graph of x2 – 3x + 4 = 0. The graph
does not cross the x-axis. Therefore the equation has no real
solutions. (Note: there are imaginary solutions, but these are not
dealt with in this textbook.)
You can also use a graphics calculator to find the solution(s)
to quadratic equations.

12
 Quadratic equations

Casio

and enter y = 1 x2 + x + 4,
2

to graph the equation.

followed by to select ‘root’ in the

‘graph solve’ menu.

Use to find the second root.

The results are displayed at the bottom of the screen.

13
6 USIng a graphICS CalCUlator to Solve eqUatIonS

Texas

and enter y = 1 x2 + x + 4,
2

to graph the equation.

followed by to select ‘zero’ in the ‘graph

calc’ menu.

Use and follow the on-screen prompts to identify a point to

the left and a point to the right of the root, in order for the
calculator to give the point where y = 0.

followed by again and the same steps in

order to find the second point where y = 0.

14
 Quadratic equations

Exercise 2.29
Using a graphics calculator:
i) graph the following quadratic equations
ii) find the coordinates of any roots.
1 a y = x2 – 3x + 2 b y = x2 + 4x – 12
c y = –x + 8x – 15
2 d y = x2 + 2x + 6
e y = –x + x – 4
2 f y = x2 – 6x + 9
2 a y = 1 x2 – 1 x –3 b y = –2x2 + 20x – 48
2 2
c 4y = –x2 + 6x + 16 d –2y = x2 + 10x + 25

15
 Topic 11
Statistics
contents
Section 1 Paul Erdös
Section 2 Basic graphs and charts (C11.1, C11.2, C11.3,
E11.1, E11.2, E11.3)
Section 3 Stem-and-leaf plots
Section 4 Averages and ranges (C11.4, C11.5, C11.6, E11.4,
E11.5, E11.7)
Section 5 Cumulative frequency (C11.6, C11.8, E11.6, E11.7)
Section 6 Scatter diagrams, correlation and lines of best fit
(C11.7, E11.8)
Section 7 Investigations, modelling and ICT
Section 8 Student assessments

16
Syllabus
c11.1 E11.1
Read and interpret graphs or tables of data. Read and interpret graphs or tables of data.
c11.2 E11.2
Interpret discrete and continuous data. Read and interpret discrete and continuous data.
c11.3 E11.3
Read and interpret a (compound) bar chart, line Read and interpret a (compound) bar chart, line
graph, pie chart, stem and leaf diagram and graph, pie chart, stem and leaf diagram and
scatter diagram. scatter diagram.
c11.4 E11.4
Calculate the mean, mode, median, quartiles and Calculate the mean, mode, median, quartiles and
range from lists of discrete data. Calculate the range from lists of discrete data. Calculate the
mean, mode, median and range from grouped mean, mode, median and range from grouped
discrete data. discrete data.
c11.5 E11.5
Calculate the mean from continuous data. Calculate the mean from continuous data.
c11.6 E11.6
Use a graphic display calculator to calculate Read and interpret a cumulative frequency
mean, median and quartiles for discrete data and table and curve. Identify the median, quartiles,
percentiles and inter-quartile range.
mean for grouped data.
E11.7
c11.7
Use a graphic display calculator to calculate
Understand and describe correlation (positive,
mean, median, and quartiles for discrete data and
negative or zero) with reference to a scatter
mean for grouped data.
diagram. Identify the straight line of best fit (by
eye) through the mean on a scatter diagram. E11.8
Understand and describe correlation (positive,
c11.8
negative or zero) with reference to a scatter
Read and interpret a cumulative frequency table
diagram. Straight line of best fit (by eye) through
and curve. Identify the median, quartiles and
the mean on a scatter diagram. Use a graphic
inter-quartile range.
display calculator to find equation of linear
regression.

17
 6 Scatter diagrams, correlation
and lines of best fit
When you collect and record information about two different
aspects (variables) of a data item, such as height and mass of
children, you are collecting bivariate data. You can use the
values of the two variables as the coordinates of a point and
represent them on a scatter diagram (or scatter graph).
Scatter diagrams are particularly useful to help establish if
there is a correlation (relationship) between the two variables.
The way the plotted points lie indicates the type of relationship
between the two sets of data.

Worked example
The heights and masses of 20 children under the age of five were
recorded. The heights were recorded in centimetres and the masses
in kilograms. The data is shown in the table with the heights written
in red and the masses in blue.

Height 32 34 45 46 52 59 63 64 71 73
Mass 5.834 3.792 9.037 4.225 10.149 6.188 9.891 16.010 15.806 9.929
Height 86 87 95 96 96 101 108 109 117 121
Mass 11.132 16.443 20.895 16.181 14.000 19.459 15.928 12.047 19.423 14.331

a Plot a scatter diagram for this data.

b Comment on any relationship that you see.
c Estimate the mass of a child with a height of 80 cm.

Solution
a
30

25

20
Mass (kg)

15

10

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140

Height (cm)
b The points tend to lie in a diagonal direction from bottom left
to top right. This suggests that, in general, as height increases,
mass also increases. Therefore there is a positive correlation
between height and mass.
‘

18
 Scatter diagrams, correlation and lines of best fit

c We have to assume that this child will follow the trend set by
the other 20 children. To find an approximate value for the
weight, we draw a line of best fit. This is a solid straight line
that best passes through the points. It also passes through the
point (x, y) as shown below.
x and y are the means
A line of best fit need not pass through the origin.
of the x and y values
respectively, in this 30
example (77.75, 12.535).
25

20

Mass (kg)
15 (x, y)
10

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140

Height (cm)

The line of best fit can now be used to find an approximate solution
to the question by reading from the graph. If a child has a height of
80 cm, you would expect his/her weight to be in the region of 13 kg.

30

25

20
Mass (kg)

15

10

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140

Height (cm)

Your graphics calculator will plot scatter diagrams and analyse

them. For example, plot the following data for an ice cream vendor
on a scatter diagram and, if appropriate, draw a line of best fit.

Worked example
Use your graphics calculator to plot the following data for an ice cream
vendor on a scatter diagram. If appropriate, draw a line of best fit.

Temperature
15 24 18 24 19 26 22 24 27 28 30 25 22 17
(°c)
Number of ice
8 34 20 38 28 37 32 29 33 35 44 28 30 25
creams sold
‘

19
6 Scatter diagrams, correlation and lines of best fit

Solution
Casio

to select the STAT. mode.

Enter the temperature data in List 1 and the number of ice creams
sold in List 2.

to access the statistical graphing menu.

to check the setup.

The graph type is ‘Scatter’ with the x-values from List 1 and the
y- values from List 2. Each data value is to be counted once.

to plot the scatter diagram.

to select the graph ‘CALC’ menu.

as the line of best fit required is linear.

if the linear information is wanted in the format y = ax + b.

The screen summarises the properties of the line of best fit in the
form y = ax + b.

to plot the line of best fit.

Note: The screen that gives the properties of the line of best fit also gives the value of r, an indicator of
how tight the data is to the line of best fit. This is beyond the scope of this syllabus.
➔

20
 Scatter diagrams, correlation and lines of best fit

Texas

to enter the data into lists.

Enter the temperature data in List 1 and the number of ice creams
sold in List 2.

to enter the statistical plot setup.

Turn ‘Plot 1’ to ‘On’. Choose the scatter graph and ensure the
x-values are from List 1 and the y-values from List 2.

to set scale for each axis.

to plot the scatter diagram.

to select the ‘CALC’ menu.

Select to find the linear equation of the line of best fit

through the points.

21
6 SCatter dIagramS, CorrelatIon and lIneS of beSt fIt

Texas
Ensure that the x-values are from L1 and the y-values from L2.
Leave the ‘FreqList’ blank as this means that each data value will
be counted only once.

With the cursor on ‘Store RegEq’

to select Y1.

to display the equation in the form y = ax + b.

to plot the line of best fit.

Note: When is selected at the last stage, the full equation of the line of best fit is displayed
opposite Y1.

22
 Types of correlation

Types of correlation
There are several types of correlation depending on the
arrangement of the points plotted on the scatter diagram.
y
Strong positive correlation
The points lie tightly around
the line of best fit. As x
increases, so does y.

x
Weak positive correlation y
Although there is direction to
the way the points are lying,
they are not tightly packed
around the line of best fit.
As x increases, y tends to
increase.
x
No correlation y
There is no pattern to the way
in which the points are lying,
i.e. there is no correlation
between the variables x and
y. As a result, there can be no
line of best fit.

x
Strong negative correlation y
The points lie tightly around
the line of best fit. As x
increases, y decreases.

x
Weak negative correlation y
The points are not tightly
packed around the line of best
fit. As x increases, y tends to
decrease.

23
6 SCatter dIagramS, CorrelatIon and lIneS of beSt fIt

Exercise 11.12
1 State what type of correlation you might expect, if any, if the following data was collected and
plotted on a scatter diagram. Give reasons for your answers.
a A student’s score in a Mathematics exam and their score in a Science exam.
b A student’s hair colour and the distance they have to travel to school.
c The outdoor temperature and the number of cold drinks sold by a shop.
d The age of a motorcycle and its second-hand selling price.
e The number of people living in a house and the number of rooms the house has.
f The number of goals your opponents score and the number of times you win.
g A person’s height and their age.
h A car’s engine size and its fuel consumption.
2 The table shows the readings for the number of hours of sunshine and the amount of rainfall
in millimetres for several cities and towns in Europe:

place Hours of sunshine Rainfall (mm)

Athens 12 6
Belgrade 10 61
Copenhagen 8 71
Dubrovnik 12 26
Edinburgh 5 83
Frankfurt 7 70
Geneva 10 64
Helsinki 9 68
Innsbruck 7 134
Krakow 7 111
Lisbon 12 3
Marseilles 11 11
Naples 10 19
Oslo 7 82
Plovdiv 11 37
Reykjavik 6 50
Sofia 10 68
Tallinn 10 68
Valletta 12 0
York 6 62
Zurich 8 136

a Plot a scatter diagram of hours of sunshine against amount of rainfall. Use a spreadsheet
or graphing software if possible.
b What type of correlation, if any, is there between the two variables? Comment on whether
this is what you would expect.
➔
24
 Types of correlation

3 The United Nations keeps an up-to-date database of statistical information on its member
countries. The table below shows some of the information available:

country Life expectancy at Adult illiteracy rate infant mortality rate

birth (years, 2005–10) (%, 2007) Total (per 1,000 births,
Female Male 2005–10)

Australia 84 79 0 5
Barbados 80 74 2 10
Brazil 76 69 10 23
Chad 50 47 68 130
China 75 71 7 23
Colombia 77 69 7 19
Congo 55 53 26 79
Cuba 81 77 0 5
Egypt 72 68 34 35
France 85 78 0 4
Germany 82 77 0 4
India 65 62 34 55
Iraq 72 63 26 33
Israel 83 79 4 5
Japan 86 79 0 3
Kenya 55 54 26 64
Mexico 79 74 7 17
Nepal 67 66 43 42
Portugal 82 75 5 4
Russian Federation 73 60 0 12
Saudi Arabia 75 71 15 19
United Kingdom 82 77 0 5
United States of America 81 77 0 5

a Plot a scatter diagram. Decide if there is a correlation between the adult illiteracy rate and
the infant mortality rate.
b Are your findings in part a what you expected? Explain your answer.
c Without plotting a scatter diagram, decide if you think there is likely to be a correlation
between male and female life expectancy at birth. Explain your reasons.
d Plot a scatter diagram to check your predictions in part c.

25
6 SCatter dIagramS, CorrelatIon and lIneS of beSt fIt

4 The table below gives the average time taken for 30 students in a class to get to school each
morning and the distance they live from the school:

Distance (km) 2 10 18 15 3 4 6 2 25 23 3 5 7 8 2
Time (mins) 5 17 32 38 8 14 15 7 31 37 5 18 13 15 8
Distance (km) 19 15 11 9 2 3 4 3 14 14 4 12 12 7 1
Time (mins) 27 40 23 30 10 10 8 9 15 23 9 20 27 18 4

a Plot a scatter diagram of distance travelled against time taken.

b Describe the correlation between the two variables.
c Explain why some students who live further away may get to school quicker than some of
those who live nearer.
d Draw a line of best fit on your scatter diagram.
e A new student joins the class. Use your line of best fit to estimate how far away she might
live if she takes, on average, 19 minutes to get to school each morning.
5 A department store decides to investigate if there is a correlation between the number of
pairs of gloves it sells and the outside temperature. Over one year, every two weeks, they
record how many pairs of gloves are sold and the mean daytime temperature. The results are
given in the table:

Mean temp (˚c) 3 6 8 10 10 11 12 14 16 16 17 18 18

Number of pairs 61 52 49 54 52 48 44 40 51 39 31 43 35
of gloves
Mean temp (˚c) 19 19 20 21 22 22 24 25 25 26 26 27 28
Number of pairs 26 17 36 26 46 40 30 25 11 7 3 2 0
of gloves

a Plot a scatter diagram of mean temperature against number of pairs of gloves.

b What type of correlation is there between the two variables?
c How might this information be useful for the department store in the future?

Photo credits
pp. 6–7, 16–17 © Shutterstock / Mikhail Leonov
Cover photo © Shutterstock/Oksana Shufrych

26
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