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UPDATED TO 2020-22 SYLLABUS

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CAIE IGCSE ADD MATHS (0606)

Determine the shape

a > 0 – u-shaped ∴ minimum point
1. Functions a < 0 – n-shaped ∴ maximum point
Use the turning point
One-to-one functions: each x value maps to one distinct 2
Express y = ax2 + bx + c as y = a (x − h) +k
y value (check using vertical line test) by completing the square
e.g. n 2 n 2
x2 + nx  ⟺ (x + ) −( )
f (x) = 3x − 1 2 2
2
a (x + n) + k
Many-to-one functions: there are some f (x) values
which are generated by more than one x value Where the vertex is (−n, k)
e.g. Find the y -intercept:
Substitute x as 0 to get y intercept
f (x) = x2 − 2x + 3
Find the x-intercept:
Domain =x values Range = y values Factorize or use formula
Type of root by calculating discriminant b2 − 4ac
Notation: f (x) can also be written as f :x↦ If b2 − 4ac = 0, real and equal roots
To nd range: If b2 − 4ac > 0, real and distinct roots
Complete the square 2
If b − 4ac < 0, no real roots
Intersections of a line and a curve: if the equations of the
x2 − 2x + 3 → (x − 1)2 + 2
line and curve leads to a quadratic equation then:
Work out min/max point If b2 − 4ac = 0, line is tangent to the curve
If b2 − 4ac > 0, line meets curve in two points
Minimum point = (1, 2) If b2 − 4ac < 0, line does not meet curve
∴ all y values are greater than or equal to 2. f (x) ≥2 Quadratic inequality:
One-to-many functions do not exist (x − d) (x − β ) < 0 ⟹ d < x < β
Domain of g (x) = Range of g −1 (x)
(x − d) (x − β ) > 0 ⟹ x < d or x > β
Solving functions:
f (2): substitute x = 2 and solve for f (x) 3. Equations, inequalities and
fg (x) : Substitute x = g(x)
f −1 (x) : let y = f (x) and make x the subject graphs
Composite Functions:
f (g (x)) or f ⋅ g (x) Transformation of graphs:
Substitute all instances of x in f(x) with g(x) f (−x): re ection in the y -axis
Simplify −f (x) : re ection in the x-axis
If it is f 2 (x) ,  or f (f (x)) , then for every x in f(x) f (x) + a : translation of a units parallel to y -axis
substitute f(x)’s contents
f (x + a) : translation of –a units parallel to x-axis
Inverse Functions
f (ax): stretch, scale factor a1 parallel to x-axis
Only 1 to 1 functions have inverses
af (x) : stretch, scale factor a parallel to y -axis
If f(x) is a function, equate f(x) to y
Modulus function:
Replace all occurrences of x in f(x) with y
Denoted by ∣f (x)∣
Try to make x the subject of the function again
Modulus of a number is its absolute value
That is the f −1 (x)
Never goes below x-axis
Transformation of graphs:
Makes negative graph into positive by re ecting
f (−x): re ection in the y -axis
negative part into x-axis
−f (x) : re ection in the x-axis
Solving modulus function:
f (x) + a : translation of a units parallel to y -axis Sketch graphs and nd points of intersection
f (x + a) : translation of –a units parallel to x-axis Square the equation and solve quadratic
Relationship of a function and its inverse:

2. Quadratic Functions The graph of the inverse of a function is the re ection

of a graph of the function in y = x

To sketchy = ax2 + bx + c ; a ≠ 0

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Simultaneous linear equations can be solved either by

4. Indices & Surds substitution or elimination
Simultaneous linear and non-linear equations are
generally solved by substitution as follows:
4.1. Indices
Step 1: obtain an equation in one unknown & solve it
Step 2: substitute the results from step 1 into the
De nitions:
linear equation to nd the other unknown
for a > 0 and positive integers p and q
The points of intersection of two graphs are given by the
1 solution of their simultaneous equations
a0 = 1                                    a−p =
ap
1
ap = p
p p
a                                    a q = ( q a) 7. Logarithmic & Exponential
Rules: Functions
for a > 0, b > 0 and rational numbers m and n
De nition
am × an = am+n                                     an × bn = (ab)n
for a > 0 and a ≠ 1
m n
a a a n
= am−n                                      n = ( ) y = ax ⇔ x = loga y
an b b
n
(am ) = amn For loga y to be de ned

y > 0 and a > 0, a ≠ 1

4.2. Surds
When the logarithms are de ned
De nition
An irrational root is a surd, not all roots are surds loga 1 = 0                                              loga b + loga c ≡ log
 
Rationalizing the Denominator loga a = 1                                              loga b − loga c ≡ log
When the denominator is a surd, we can simplify by
multiplying both the numerator and the denominator by the log b
rationalization factor to rationalize loga b ≡                                                  loga bn ≡ n log
log a
When solving logarithmic equations, check solution with
original equation and discard any solutions that causes
logarithm to be unde ned
5. Factors of Polynomials x
Solution of a = b where a ≠ −1,  0,  1
If b can be easily written as an , then
To nd unknowns in a given identity
Substitute suitable values of x ax = an ⇒ x = n
OR
Equalize the given coe cients of like powers of x Otherwise take logarithms on both sides, i.e.

 
log b
log ax = log b and so x =
Factor Theorem: log a

If (x − t) is a factor of the function p(x) then p(t) =0 log ⇒ log10  

ln  ⇒ loge  
  Change of base rule:
Remainder Theorem:
logb (x)
loga (x) =
If a function f (x) is divided by (x − t) then: loga (x)

Remainder = f (t) Logarithmic & Exponential Graphs

The formula for remainder theorem:

Dividend = Divisor  ×  Quotient + Remainder

6. Simultaneous Equations

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Mostly in the form y = axn or y = Abn , that must be

converted to the form y = mx + c.

9. Circular Measure
Radian measure:

π = 180º               2π = 360º

8. Straight Line Graphs π

Degree to Rad = × 180 Rad to Degree = × 180
π

Arc length:
Equation of a straight line:
s = rθ
y = mx + c
Area of a sector:
y − y1 = m(x − x1 )
1 2
Gradient:
A= r θ
2
y2 − y1
m=
x2 − x1 10. Trigonometry
Length of a line segment:
Trigonometric ratio of special angles:
2 2
Length = (x2 − x1 ) + (y2 − y1 )

Midpoint of a line segment:

x1 + x2 y1 + y2
(  ,  )
2 2
Point on line segment with ratio m:n

nx1 + mx2 ny1 + my2

(  ,  )
m+n m+n SINE CURVE COSINE CURVE
Parallelogram:
ABCD is a parallelogram ⟺ diagonals AC and BD
have a common midpoint
Special parallelograms = rhombuses, squares,
rectangles
Special gradients:
Parallel lines: m1 = m2
Perpendicular lines: m1 m2 = −1
Perpendicular bisector: line passes through midpoint
To work out point of intersection of two lines/curves, TANGENT CURVE CAST DIAGRAM
solve equations simultaneously
Find Tangent: Once the gradient is obtained, substitute
the point into the slope-intercept form to get c and the
equation.
Find normal: Obtain the gradient by taking the negative
reciprocal (see perpendicular gradients ). Once the
gradient is obtained, substitute the point (original point)
into the slope-intercept form to get c and the equation.
Find Area, using two methods
Straight Line graphs: nd variables when an equation that
does not involve x and y but rather other forms of x and y
example: (x3 ) or ln(y) . This is represented as a straight
line.

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Trigonometric ratios: 4
e.g. Expand (2x − 1)
1 1 1 (2x − 1)4 =4 C0 (2x)4 +4 C1 (2x)3 (−1)
sec θ =       cosecθ =         cot θ =
cos θ sin θ tan θ
Trigonometric identities: +4 C2 (2x)2 (−1)2 +4 C3 (2x)  (−1)3 +4 C4 (−1)4

sin θ = 1(2x)4 + 4 (2x)3 (−1) + 6 (2x)2 (−1)2

tan θ =                                          sin2 θ + cos2 θ = 1
cos θ   3 4
+4 (2x) (−1) + 1 (−1)
2 2 2 2
cot θ + 1 = cosec θ                                         tan θ + 1 = sec θ
= 16x4 − 32x3 + 24x2 − 8x + 1
Sketching trigonometric graphs:
The powers of x are in descending order

12.2. Sequences & Series

Arithmetic Progression

A sequence made by adding the same value each time.

A common di erence d is added or subtracted (n-1) times
11. Permutations & General form: Un = a + (n − 1) d
Where n is the number of the term, a (U1 ) is the rst term
Combinations and d is the common di erence
Formula for the sum of the rst n terms between ustart
Basic counting principle: to nd the number of ways of to uend
performing several tasks in succession, multiply the
number of ways in which each task can be performed:
n
Sn = (ustart +  uend )
e.g. 5 × 4 × 3 × 2 2
Factorial: n! = n × (n − 1) × (n − 2) … × 3 × 2 × 1 Example:
NOTE: 0! = 1 Sequence: 1,2,3,4,5,6
Permutations: Sum: 21
The number of ordered arrangements of r objects
taken from n unlike objects is:  
Geometric Progression
n n!
  Pr = A sequence made by multiplying by the same value each
(n − r)!
time.
Order matters A common ration r is multiplied or divided (n-1) times
General form: Un = ar n−1
Combinations:
Where n is the number of the term, a is the rst term and
The number of ways of selecting r objects from n r is the common ratio
unlike objects is:
Example:
n!
n
= Sequence: 2, 4, 8, 16, 32
  Cr
r! (n − r)! Sum: 62
Order does not matter
Formula for the sum of the rst n numbers of a geometric
series
12. Series 1 − rn
Sn = a1 ×
1−r
12.1. Binomial Expansion  
Sum to in nity
The binomial theorem allows expansion of any
n
expression in the form (a + b) Where the common ratio satis es the condition:
−1 < r < 1, it is an in nite geometric progression
(x + y )n =n C0 xn +n C1 xn−1 y +n C2 xn−2 y 2 (convergent progression)

+ … +n Cn y n 1
S∞ = a1 ×
1−r

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dy
13. Vectors in 2 Dimensions dx
=0

2nd Derivative: nds nature of the stationary point

Position vector: position of point relative to origin, OP d2 y
Forms of vector: If dx2 > 0 → minimum stationary point
d2 y
If dx2 < 0 → maximum stationary point
( )                          AB                          p                         ai − bj
a Chain rule:
b
dy dy du
Parallel vectors: same direction but di erent magnitude
= ×
dx du dx
Generally,   AB = OB − OA Product rule:
Magnitude = i2 + j 2
Unit vectors: vectors of magnitude 1 dy dv du
=u +v
Examples: consider vector AB
dx dx dx
Quotient rule:
AB = 2i + 3j
dy v du   −  u dv
∣ ∣ = dx 2 dx
AB = 13 dx v
∣ ∣
Special Di erentials
1
∴ U nit vector  = (2i + 3j)
13 dy
 (sin ax) = a cos ax
dx
Collinear vectors: vectors that lie on the same line
Velocity Vecotr: dy
 (cos ax) = −a sin ax
dx
( )
a
dy
b  (tan ax)  = a sec2 ax
dx
Getting velocity from speed: Find k to get velocity based dy ax+b
on speed  ( e ) = aeax+b
dx
∣ a ∣ dy 1
k × ( ) = speed  (ln x) =
∣ b ∣ dx x
′
Point of intersection: dy f (x)
 (ln (f (x)) =
dx f (x)
Object 1 = ( initial y ) + t ( )
initial x a
b Related rates of change:

Object 2 = ( initial y ) + t ( )
initial x c If x and y are related by the equation y = f (x), then
d dx dy
the rates of change dt and dt are related by:
Object 1 = Object 2 at time t. If both x and y are not same at
intersection time then they will never meet. dy dy dx
= ×
dt dx dt
14. Di erentiation & Small changes:
= f (x) and small change δx in x causes a small
If y
Integration change δy in y , then

dy
14.1. Di erentiation δy ≈ ( ) ×  δx
dx x=k

FUNCTION 1ST DERIVATIVE 2ND DERIVATIVE 14.2. Integration

2
y= xn dy n−1 d y n−2
dx = nx dx2 = n (n − 1) x
xn+1
∫ axn = a +c
INCREASING FUNCTION DECREASING FUNCTION (n + 1)
dy dy
>0 <0 (ax + b)n+1
dx dx
∫ (ax + b) =n
+c
a(n + 1)
Stationary point: equate rst derivative to zero
d

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De nite integral: substitute coordinates/values & nd c Special Integrals

Inde nite integral: has c (constant of integration)
∫ sin (ax + b) = − a1 cos (ax + b) + c
Integrating by parts: ∫ cos (ax + b) = a1 sin (ax + b) + c
dv du ∫ sec2 (ax + b) = a1 tan (ax + b) + c
∫ u  dx = uv − ∫ v dx  ∫ 1 1
ax+b = a ln ∣ax + b∣ + c
dx dx
∫ eax+b = a1 eax+b + c
What to make u: LATE

Logs Algebra Trig e

14.3. Kinematics

To nd area under the graph (curve and x-axis):

Integrate curve
Substitute boundaries of x
Subtract one from another (ignore c)
b Particle at instantaneous rest, v =0
∫ y d̃ x Maximum displacement from origin, v =0
a
Maximum velocity, a = 0
To nd area between curve and y-axis:
Make x subject of the formula
Follow above method using y -values instead of x-
values

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1. Sequences, Functions and

Graphs
1.1. Graphs
A linear graph is a graph in the form of a line.
All graphs have y-axes and x-axes
X-axes are horizontal while y-axes are vertical
A linear graph has the formula of y=mx+c, where m is the
gradient and c is the y-intercept.
The gradient of a graph is the steepness of it
If the value of the gradient is positive, the line is going
upwards
If the value of the gradient is negative, the line is going
downwards
The intersection of two points in a linear graph is the
solution to the pair of lines/simultaneous equations.
1.2. Sequences
A sequence is a pattern in multiple terms grouped
together
Patterns are usually adding a constant number to each of
the terms, or subtracting a constant number.
E.g. 5,7,9,11… the pattern in the sequence is adding 2 to
each term.
These sequences can be represented using an equation.
E.g. for the above sequence, the representation is y =
Graphs of direct proportion cross the origin (0,0). 3+2n, where y is the next term and n is the number of the
The inverse of a linear function is di erent from a linear term is the sequence.
function, as it’s domain and ranges are opposites. This can help nd the nth term of a sequence, where n is a
\ given whole number.
E.g. if we were supposed to nd the 48th tern, we could do
3+2(49) = 101.
To nd the nth term, use the formula a(n) = a(1)+(n-1)d,
where a(n) is the term needed to be found, a(1) is the rst
term, n is the term number of a(n) and d is the di erence.

2. Expressions
Expressions are commonly used in algebra
A linear expression is an expression to the power of 1.
A term is an expression containing at least a single
mathematical expression.
E.g. Find the inverse of f(x) = 3x-5) A variable is a letter used to represent an unknown
number, while the coe cient is the recognisable number
next to it.

E.g. 6a = 6 times the value of ‘a’.

Expressions can contain one or more variables, and one

or more coe cients.
An expression does not contain an ‘=’ symbol.
We can break down/simplify an expression to make it
looks smaller and neater, by bringing the terms together.

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E.g. 6x + 3y + 4x+ 7y A solution set can be written by the use of a number line.
= 6x + 4x + 3y + 7y
= 10x + 10y,
which can be factored into 10( x+y) using the distributive law.

2.2. Equations
Equations are two or more expressions, equated using
the symbol ‘=’ which means ‘is equal to’
An equation usually has an expression on either side of
the ‘=’ symbol.
Whenever we perform any action to one side of the
equation, we must also perform it to the other side to
keep the equation balanced.
Simultaneous equations are two or more equations which
have the same solutions. We can perform operations on
simultaneous equations to solve them.

E.g.  2x+8y = 12 --- (Multiply by 3)

2.3. Formulae
3x+4y = 10 --- (Multiply by 2)
6x+24y = 36 A formula is a mathematical rule expressed in algebraic
-  6x+8y = 20 symbols.
We can substitute values into formulae to be able to solve
16y = 16
an equation.
So y = 1
E.g. If the formula to nd y is 25-x, we can take the value of x
We can substitute the value of y into the equation. 4y
as 1,2,3 and so on to be able to nd the value of y.
means 4 times y, which is 4x1 = 4
The plural of ‘formula’ is ‘formulae’.
So we can then write 3x+4 = 10
A function is a relationship between two or more
So, 3x = 6
variables. A
We can get that x = 2.
Changing the subject in an equation means changing the
Inequalities can be written using the symbols <, >, ≤ and equation in a way that we get a required variable on one
≥. side of the equation.

E.g. y = k/x
And we want to make this in terms of x
Multiply both equations by x and divide by y
So we can get x = k/y

The quadratic equation comes in the form of

ax^2+ bx + c = 0,
where a, b, and c are known, while x is unknown,
and a is not equal to 0, and the highest power/degree is of 2.

We can simplify quadratic equations.

Likewise, we can also expand quadratic equations.

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E.g. Finding out the o cial provided solution, asking the

teacher for simpli ed working, etc.
1. Using understanding and
Strategies in solving 1.3. Stage 9

problems Multiple data can be stored in the form of statistical

diagrams (table, stem-and-leaf, histogram, bar chart, pie
chart etc).
1.1. Stage 7 While creating a diagram, keep in mind the titles for the
data of each set.
Strategic thinking allows us to carefully solve any Irrelevant facts must not be paid attention to.
problem. Counter-examples can be used to prove a statement not
Data presented in the form of graphs must be carefully true.
analysed (frequency, mode, median etc).
Mathematical symbols (+, -, /, x) are used as operations in E.g. For every integer n, prove that n^3 is positive.
problems. Solution:
In more advanced mathematics, symbols such as pi are If n is positive, then n^3 is positive (3^3 = 27).
If n is negative, then n^3 is negative ([-3]^3 = -27)
used.
Mathematical patterns must be identi ed by proper Thus proved false.
analysis.
Reasoned solutions must include given facts from the
E.g. 1, 1, 2, 3, 5, 8…(the pattern is to add the previous two question as evidence.
numbers together to get the next number) Assumptions (unless stated in the question), have the
ability to prove a statement for more general questions,
Working logically will require the use of applying past but they can lead to wrong answers for more speci c
learned concepts to a given problem (e.g. proportion, questions.
graphs, area, algebra etc) Recognising connections and similarities between sub-
We must always check what the question is asking us to parts of questions will allow us to become more e cient
nd. in solving questions.
Explaining results must include the calculations we did, It is important to read through the entire question at least
what methods we use, our ndings as well as the unit (if once without solving.
applicable). Alternative strategies often help building a stronger
foundation, allowing us to be able to answer more general
questions on the same topic.
1.2. Stage 8
Mathematical symbols can be identi ed with the proper
understanding of the question.
2. Using Techniques and
E.g. “AND” => To add, “OR” => To make multiple cases. Skills in Solving
Exceptional/counter examples are the method of nding Mathematical Problems
what is NOT asked, and this is commonly used in
probability questions.
The truth of a statement can only be proved when the
2.1. STAGE 7
ndings (answers) are substituted into the question.
The laws of arithmetic (PEMDAS) will be used while
The solutions and answers must be accurate in terms of
calculating complex mathematical equations.
signi cant gures (5 or more for working, 3 or more for
answers). PEMDAS ==> Parentheses, exponent, multiplication, division,
To reason out solutions, make sure to include evidence addition, subtraction
from the question about speci c details.
Comparing solutions can be done by presenting it in Multiplication and division can be done on which
di erent ways (e.g. pie charts, bar graphs, providing operation comes rst. The same goes for addition and
detailed solutions for reasoning etc). subtraction.
Re ning approaches while discussing with others can help Other operations such as modulus, absolute value, oor
us double-check our methods and see if there is any and ceiling functions, will help us with calculations in
simpler or more logical way of solving a question. higher mathematics.
Units of measurement, such as meters, kilograms, and
litres, are used in our daily lives while performing

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activities (e.g. weight, driving, gasoline etc) The usual number of signi cant gures is 3. More than 3
Two-dimensional shapes have length and width (breadth), gures are also accepted.
while 3D gures also have depth as a dimension. During intermediate working, we have to round o non-
To draw accurate mathematical diagrams and graphs, terminating decimals to 5 signi cant gures or more.
create a frequency table to simplify raw data.
To check whether the answer is true, check the answer of
the inverse and then subtract it from 1 in probability
questions.
In questions requiring us to approximate, we must round
o the values and then calculate.
Working must always be double-checked in order not to
miss anything out.

2.2. STAGE 8
To simplify algebraic expressions, we can either factorise
or move all terms to one side.
Estimation of measurements of units can be done by
using the ratios.
Solving quadratic equations can be done by using the Double-checking the answer will help us to realize
quadratic formula. whether we made a mistake or not.

E.g. If we get an answer as -4:30 p.m., we can immediately

2.3. STAGE 9 interpret that our answer is wrong since time cannot be
negative.
Signi cant gures are numbers or digits required in
mathematics in order to give a proper quantity. It is important to pay attention to the UNITS.

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what it shows.
Read the title of the graph or chart. The title tells what
1. Interpreting and discussing information is being displayed.
To relate the results to the original question, we must nd
results all the data given and then try to solve the question.

A graph helps us to analyze data.

1.4. Mean, Median and Mode
The main types of graphs include bar graphs and line
graphs. The median of a set is the number in the middle of the set
All graphs include a y-axis (vertical axis) as well as an x-
when arranged in ascending order.
axis (horizontal axis) The mean of a set is the average of all data.
The mode of the set is the most frequently repeating
1.2. Bar Graphs number in the set.
The range of the set is the di erence between the largest
A bar graph analyzes data in the form of rectangular bars, and the smallest number in the given set.
while a line graph analyzes data in the form of lines. E.g. Find the mean of: 2,3 and 4.
Mean = average 2+3+4 = 9 9/3 = 3 (Answer)

1.5. Discrete and Continuous Data

Discrete data is information that can only take certain
values.
Continuous data is data that can take any value.
Discrete data is represented using pie charts or bar
charts
Examples of continuous data include height, weight,
temperature, length etc.

A bar graph is easier to analyze compared to a line chart,

1.6. Pie Charts
because the value of the bar which hits a value on the y-
axis is the answer to the question.
A pie chart a type of graph in which a circle is divided into
E.g. Find the number of children who like red.
sectors that each represent a proportion of the whole.
The red bar on the chart is on the value 8 on the y-axis,
which is the nal answer.

1.3. Line Graphs

The point at which the line month on the x-axis meets with Comparing data from pie charts can be done by taking the
a value on the y-axis and is on the given line, is the answer percentage of each set of data.
for the question.
E.g. Find the total sales in the month of October.
October meets with the value 150 on the number line, so
2. Probability
the answer is 150 units.
To interpret a graph or chart, read the title, look at the The math of chance
key, read the labels. Then study the graph to understand How often an event happens over total possibilities

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Represented using fractions, decimals or percentages  

Fractional probability must be more than or equal to 0, but
less than or equal to 1 Probability of getting a six on the rst roll:
Number of  chances of  it happening
Fractional Probability = T otal number of  outcomes Total possibilities = 6 Number of ‘6’ appearing = 1 ,
Example: 35 ==> Out of 5 outcomes, 3 chances of it happening. So fraction = 16
 

2.1. Probability line: Probability of getting a six on the second roll:

2 0 17

Total possibilities = 6 Number of ‘6’ appearing = 1,

So fraction = 16
Impossible Unlikely Even Chance Likely Certain
Multiplying
0 1 1
× 1
= 1
6 6 36
Here, the two events are dependent on each other, as if no 6
1-in-6 Chance 4-in-5 Chance is rolled on the rst roll, it is impossible to get 2 6’s in two
rolls.
Impossible = 0
1
0 < Unlikely Chance < 2
1 2.4. Conditional Probability
Even Chance = 2
1
1 < Likely Chance < 2
Formula:
1 = Certain, de nite or 100%

2.2. Theoretical Probability

Probability based on reasoning or on mathematical
calculation

Example: If a coin is tossed twice, by theoretical probability,

1 Question:
the chance of it getting on a head is 0.5 or 2
Susan took two tests. The probability of her passing the two
tests is 0.6. The probability of her passing the rst test is 0.8.
Find the probability of her passing the second test.
Solution:
P(Both tests pass) = 0.6
P(First test pass ) = 0.8
0.6
P(Second test pass) = 0.8 = 0.75 <= Answer

2.5. Example Problems

Q1. Paper: Maths Specimen Paper 1 #8
Question:
Experimental Probability
Martin is playing a game. The probability of winning is 0.3.
Probability based on multiple experiments What is the probability of not winning?
Solution:
Example: A statistician ipped a coin 24,000 times, and
P(Winning) = 0.3
12,012 of them were heads. Based on his experiments,
12,012 P(Winning + Losing) = 1,
we can say that the probability of getting heads is 24,000 ,
as it is the total P(Losing) = 1- 0.3 = 0.7 = Answer
which is 0.5005 in decimals.
 
This is purely based on experimental data.
Q2: Paper: Maths Paper 2 April 2018 #2
Complete these sentences.
2.3. Multiplying Probabilities P(Win+Lose) = 1
P(Lose) = 1 - 0.6 = 0.4 = Answer
Multiply all the fractions which you get  
Multiply, as the events are dependent on each other. The probability that a football team wins a match is 0.6 and
Example: Find the probability of getting 2 6’s while rolling the probability it does not win is...
two fair dies. P(Win) = 0.6 P(Win+Lose) = 1

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P(Lose) = 1 - 0.6 = 0.4 = Answer External sources can be found online; i.e. it is not collected
  by the data analyst.
The probability that a player scores a goal is... and the Internal sources come from the data analysis themselves
probability that the player does not score a goal is 3/8. through experiments, and often include multiple trials to
P(No Score) = 38 decrease the risk of human error.
P(Score + No Score) = 1 Taking data through an internal source will require
3 5 experimenting or taking a questionnaire.
P(Score) = 1 - 8 = 8
  Before taking examples, the hypothesis, goal for the
The probability that a fan supports a team is 72% and the analysis, and prediction must be made to compare with
probability that the fan does not support the team is...%. the actual results in the end.
P(Support) = 72% Two way tables require us to ll some blanks in tables
P(Support + No Support) = 100% \n P(No Support) = with enough information.
100%-72% = 28% = Answer Class intervals can be shown by taking intervals while
using continuous data. This helps us to simplify the table
and can help us to form them into graphs.
3. Data analysis is a eld of
both Mathematics and 4. STAGE 7*
Computer Science involving The mean of a sequence is its average (Sum/Number of
Data Values)
calculation with the help of The mode of a sequence is its most frequently occuring
element.
graphs, charts, and tables. The median of a sequence is its middle value.
The range of a sequence is the di erence between its
Data analysis helps humans to predict minor and major largest and smallest values.
events that are most likely to happen based on frequency. A frequency table/diagram contains values, tally marks
Discrete data is data that has values belonging to and frequency.
di erent sets.
A set of data is said to be continuous when any values can
be taken within a nite or in nite interval.
There are three terms commonly used in data analysis:
mean, median, and mode.
The mean of a sequence can be determined by taking the
average of the sequence, by adding all the values and
dividing it by the number of items/elements in the
sequence.
The median can be taken by arranging the elements of
the sequence in ascending order, then picking the middle
number in the new sequence.
Note that while taking the median in a sequence with an
even number of a sequence, we must add the two middle
numbers and then divide it by 2.
The mode of the sequence is most frequently occuring
element.

In this table, the mean is 3 (rounded o ), the median is 7 and In this image, the scores are the class.
there is no mode.
To calculate the mean, multiply each class by the
Collecting data should be done through both an internal frequency, add all the values (sum of all data), and divide
and external source. it by the sum of the frequency.

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→ In the above chart, the sum of all data is

1+2+9+4+20+30+42+40+27+10 = 185
The sum of the frequencies is 30.
Mean = 185/30 = 6.17 (3 s.f.)

Bar charts are charts that use bars to represent values.

A pie chart uses a circle divided into di erent sectors that
represent values.
A line graph is a graph with a line which represents each
value at the point of intersection.
A pictogram is a frequency table that uses pictures
instead of tally marks.
To calculate the mean value from the frequency table,
Analysis of a line graph can be done by drawing a line
multiply the class by the frequency, and divide it by the
connecting the x-value to its y-value. That will give us the
number of items in the class.
answer.

STAGE 9

Frequency diagrams for continuous data have class

intervals instead of single-class values.
A line graph for time series is a line graph with values
taken over regular time intervals.

STAGE 8

DIscrete data is data not grouped into class intervals → 1,

2, 3, 4, 5
Continuous data is grouped into intervals → 1 ≤ x ≤ 5
We have to use the modal class when calculating the
mode for continuous data. Scatter plots are diagrams that use dots to indicate values
Mean for continuous data is called the ‘estimated mean’. for data points.
To calculate the estimated mean, we divide the sum of the Scatter plots are interpreted the same way as line graphs.
frequency • mid point by the total frequency values. A back-to-back stem-and-leaf diagram portrays values
with similar stems in a more organized manner.
Each set of leaves in this diagram has a di erent key.

A stem-and-leaf diagram shows each class interval, along

with di erent values in the class interval.
A key is important while interpreting or creating a stem-
and-leaf diagram.

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1. Length, Mass and Capacity

1.1. Length
Length helps us to measure how long something is (from
one point to another point).
The units of length always end in ‘meters’.
The common units of length include millimeters (mm) ,
centimeters (cm) , meters (m) , and kilometers (km) .
Millimeters are used to measure small items, such as 1.3. Capacity
paper clips.
Centimeters can be used to measure objects which we Capacity, sometimes known as volume, helps to measure
use in our daily life, such as rulers or books. the amount of space anything takes up.
Meters are commonly used to measure height. Units for capacity end with ‘liter’.
Kilometers are used to measure long distances travelled. Commonly used capacity units include milliliters and
liters.
Milliliters are used to measure small amounts of space,
such as the capacity of a water bottle.
Liters are used to measure large amounts of space, such
as the amount of water in a gallon.
1 liter is 1000 milliliters, and 1 milliliter is equal to 0.001
liters.

1.4. Example Questions

1. A water bottle has a capacity of 50ml. Find how many
liters are needed to ll 80 of these bottles.

Solution:
80 x 50 = 4000ml
Units used in the US are di erent from those used in the 1 liter (l) = 1000ml
UK. 4000ml = 4l (answer)
1 US mile is equal to 5/8ths of a kilometer.
1 US Inch is equal to 2.54 centimeters, and 1 foot is 30.84 2. Write these measurements in ascending order: 30cm,
centimeters. 0.35m, 320mm, 28cm.

Solution: Convert all to a common length (cm)

1.2. Mass 30cm = 30cm
28cm = 28cm
Mass is commonly used to measure the weight of an 0.35m = 35cm
object. 320mm = 32cm
The units of mass always end in ‘grams’.
In ascending order: 28, 30, 32, 35
There are three common units: grams, kilograms, and
Answer: 28cm, 30cm, 320mm, 0.35m
tons.
Grams (g) are used to measure light objects, such as a 3. A land of area 3km^2 has 33% of it used for growing
book or a laptop. crops. Find the area of land used for growing crops in
Kilograms (kg) are used to measure relatively heavy cm^2.
objects, such as rice.
Tons (t) are used to measure heavy objects, such as cars Solution:
or airplanes. 3 x 33% = 99/100 km^2
1km = 100,000cm
1km^2 = 1km x 1km = 100,000cm x 100,000cm =
10,000,000,000cm^2
99/100km^2 = 99/100 x 10,000,000,000cm^2 =
9,900,000,000cm^2 (Answer)

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Find the average speed of a vehicle if it traveled 120 km in 3

2. Time and Rate of Change hours.
Total distance = 120km
Total time = 3 hours
2.1. Introduction
Average speed = 120/3 = 40km/hr (Answer)
Time is a dimension by which us humans use to help
measure the ongoing and continuous sequence of events.
Time is used as a quantity.
3. Area and Perimeter
Time can be often measured using minutes, seconds, or
hours. 3.1. Perimeter
Time can be measured by using a 12-hour clock or a 24-
hour clock. Perimeter = Total measure of sides in a 2- dimensional
A 12-hour clock has time restarting at 12:00 while a 24- shape.
hour clock has time restarting at 24:00 or 00:00.
Time in 12-hour clocks are often ending with either A.M. Important Formulae:
or P.M. Perimeter of:
We can convert time from a 12-hour clock to a 24-hour Squares, rectangles, trapezoids, parallelograms and
clock just by adding 12 hours to it. For example, 4:00 P.M.
triangles: Add the measures of all the sides.
is equal to 4+12=16:00.
Circles = 2 r or d, where r is the radius and d is the
Adding 12 hours is only for time in PM. diameter of the circle. Perimeter of a circle is called
Speed is inversely proportional to time.
‘circumference’.
A travel graph usually shows the ratio between time and
distance traveled, from which we can calculate speed.

2.2. Travel Graphs

Travel graphs help us to analyze the ratio between
distance traveled against the time needed. It is
interpreted using a line graph:

Speed is inversely proportional to time for a constant

distance
The x-axis represents the time, while the y-axis Example Questions:
represents the speed.
1. Find the perimeter of a square with sides 4 cm.
The point where two values meet on the graph represents
Solution:
the distance traveled by multiplying the time with the
speed. Square has 4 sides, 4cm/side
4 + 4 + 4 + 4 = 4 x 4 = 16cm
2.3. Speed, Distance and Time
2. Find the circumference if a circle, which has a radius
Speed = Distance/Time of 5 cm. Give your answer in terms of .
Distance = Speed x Time
Solution:
Time = Distance/Speed
2 =2x x5
Average speed = Total distance/Total time
= 10 cm.
E.g:
3.2. Area

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Area = Amount of space covered by a 2- dimensional

gure.

Important Formulae:

Square and Rectangle = Length x Breadth

Circle = r^2

3.3. Volume
Volume = Amount of space covered by a 3-dimensional
Parallelogram = Base x Height object.
Important Formulae:

Cube and cuboid = Length x Width x Height

4
Sphere = 3 r^3
1
Triangular Prism = 2 x width x length x height

1
Triangle = Base x Height x 2

lwh
Pyramid = 3

Trapezoid = a+b
2 xh

Cylinder: Base area x Height

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Volume of cuboid = 6 x 5 x 7 = 30 x 7 = 210

216 > 210, so the cube has a larger volume.

4. Position and Movement

Position refers to the location of an object, while
movement refers to the distance of it after moving.
In mathematics, we can nd how far an object moved with
3.4. Metric Conversion the use of appropriate apparatus, such as rulers and
measuring tape.
Commonly used metric units: Another way to measure how far an object has moved is
with the help of the cartesian plane.
Length The midpoint of a segment refers to the point bisecting
the length of the segment.
Centimeters (cm)
Meters (m)
4.2. Coordinate System
Kilometers (km)

These units may be squared to calculate area (e.g. cm^2), or The coordinate system refers to the cartesian
cubed to calculate volume (e.g. cm^3). coordinates.
The horizontal axis is the x-axis while the vertical axis is
1 m = 100 cm (One hundred)
1 km = 1,000 m (One thousand) the y-axis.
1 km = 100,000 cm (One hundred thousand) Both axes have equally spaced points.
1 m^2 = 10,000 cm^2 (Ten thousand) Distance can be measured by calculating how far a point
1 km^2 = 1,000,000 m^2 (One million) has travelled.
To measure the midpoint of a line, calculate (x1/x2, y1/y2)
1 km^2 = 10,000,000,000 cm^2 (Ten billion)
where x1 and y1 are the coordinates of the starting point,
Volume and x2 and y2 are the coordinates of the ending point.
Transforming, translating and rotating an image will
Mililiter (ml or mL) preserve it’s angle values, using the concept of similarity.
Litre (l or L) Translating an image will move it to the
Centimeters Cubed (cm^3) left/right/top/bottom by a given factor.
Meters cubed (m^3) Rotating an image will rotate it by a given angle value.
Kilometers cubed (km^3) Transforming an image will move it to a given quadrant,
where the x- and y-coordinates are determined by the
1 m^3 = 1,000,000 cm^3 (One million) quadrant.
1 km^3 = 1,000,000,000 m^3 (One billion) Locus points are all possible points from a given distance
1 km^3 = 1,000,000,000,000,000 cm^3 (One quadrillion) from a xed point of line.
1 ml = 1 cm^3 \
1 L = 1000 ml = 1000 cm^3

3.5. Practice Problems

**Question 1: **
A cube has side lengths 5 centimeters. Calculate the volume
of the cube.
Solution:
A cube has all the sides equal: length, width and depth. One
side is 5cm, so all sides are 5cm.
5cm x 5cm x 5cm = 125cm
Answer = 125cm^3
**Question 2: **
A cube has sides of length 6 cm. A cuboid has sides of lengths
6cm, 7cm and 5 cm. Calculate which has the larger volume,
the cube or the cuboid.
Solution:
Volume of cube = 6 x 6 x 6 = 36 x 6 = 216 4.3. Change in Shape

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A shape can be rotated on a given point with a given 1. Square - All 4 sides are equal, all angles are 90° each
angle. (symmetric)
A shape can be re ected along a given line. 2. Rectangles - 4 sides, two sets of parallel sides, all
A shape can be translated up/down/left/right on a angles are 90° each (symmetric)
cartesian plane with a given direction and magnitude. 3. Triangle - Three-sided gure, angles may vary
Shapes can be enlarged by a scale factor, where all the (Sometimes symmetric)
sides are all multiplied by the same ratio (called the scale 4. Circle - No sides, a curved gure with an angle of 360°.
factor). (Symmetric, in nite lines)
Tessellation is a way of covering a space using the
identical gures, without any overlaps. The line of symmetry divides the entire gure into 2 equal
parts. It can be equally horizontally, vertically or
diagonally.
Acute angles are those less than 90°, right angles are 90°,
obtuse angles are larger than 90°, re ex angles are
larger than 180°.
The angles on a straight line is 180°.
Congruent shapes are identical; they have same values
for sides and angles.

5.2. Triangles
A triangle is a gure with three sides
An isosceles triangle has two equal sides and angles.
A right triangle consists of a 90° angle.
An equilateral triangle has equal sides and equal angles
(60°)
Pythagoras’ Theorem can be applied to a right triangle.

Certain shapes (which have no sides, such as circles) are

not able to tessellate because there will be gaps within
the shapes.
Triangles and quadrilaterals are able to tessellate.
Bearings always measure clockwise from north on the
compass.
Distance on a coordinate plane can be measured by
subtracting the di erence between the number of the two
points on either axis.
The midpoint of a segment refers to the point bisecting
the length of the segment.

5. Shapes and Geometric

Reasoning
2D shapes are created by extending a line from its two
points.
There are many types of 2D shapes, and the common
ones are:

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Congruence of Triangles can be identi ed using the four

properties: SAS, ASA, SSS, RHS (S = Side, A = Angle, R =
Right Angle, H = Hypotenuse)

The longest side of a right triangle is called it’s

hypotenuse.
Obtuse triangles consist of an angle greater than 90°.
The exterior angle of a triangle is equal to the sum of the
two opposite interior angles.
Triangles can be constructed using a protractor, ruler and
a compass.
A triangle always has an angle sum of 180°. This is due to
alternate angles.
Exterior angles are equal to the two opposite interior
angle sum.
5.3. Quadrilaterals
Quadrilaterals have four sides and their angle sum is 360°
Examples of quadrilaterals are kites, rectangles, squares,
and rhombuses.
Quadrilaterals have an exterior angle sum of 360°
All quadrilaterals have 4 vertices, 4 sides and two
diagonals.

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The value of each diagonal is equal to the square root of All 3D gures have volume, which is the amount of
the sum of the two unlike sides of the quadrilaterals. substance that can t into the gure.
All 3D gures have a net. A net can be reasoned/created
through the 3D view of the gure.
5.4. Polygons
Other polygons commonly include pentagons (5),
hexagons (6), hectogons (7) and octagons (8).
FInding the number of angles in a polygon can be done
using the formula: (n-2) • 180.

Properties of Common Solids:

Solid Name Faces Edges Vertices

Cube/Cuboid 6 12 8
Sphere 1 0 0
Tetrahedron 4 6 4
5.5. Angles Square-Based Pyramid 5 8 5
Cone 1 1 1
Angles can be acute (< 90°), right (=90°) or obtuse (>90°). Cylinder 3 2 0
Re ex angles are more than 180°.
Alternate angles occur on di erent sides of the
transversal are equal. 5.7. Example Questions
Corresponding angles are formed when a line passes two
parallel transversals. Question 1
Angles on a straight line add up to 180°.

Solution:
It is known that the perimeter is 20cm.
This means that each side is 20/4 = 5cm.
Thus, area of each square = 5^2 = 25 cm^2
There are a total of 8 squares, which makes the total area:
5.6. 3D Figures
25 • 8 = 200cm^2
Question 2
3D gures are formed when a 2D gure is extended from
all points.
Examples of 3D gures include cones, cubes, cylinders,
and cuboids.
3D gures have volume; which is the amount of substance
that can t into the gure.

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Solution:
Since ACE is isosceles, the total angle sum of 180° is 46° + 2y°
Solution: 180 = 46 + 2y
Area of P = 17 ==> Side of Square P = √17 2y = 134
Area of R = 50 ==> Side of square R = √50 Y = 67
Side of Q = x ==> Area of Q = x^2 Since CE is a transversal, using the concepts of Alternate
Using Pythagoras’, (√17)^2 + x^2 = (√50)^2 Angles, we get x to be 46.
x^2 = 50 - 17 = 33 Note that since x and y are variables, our answers MUST NOT
Thus, the area of square Q is 33 cm^2. include degrees in them.
Question 3

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Ordering decimals includes comparing di erent decimals

and ordering them by value, either in ascending order
1. Place Values, Ordering and (from smallest to biggest) or descending order (from
biggest to smallest).
Pounding The greater a decimal is, the closer it is to 1.
The smaller a decimal is, the further away it is from 1.
1.1. Place Value
1.3. Rounding
Like whole numbers, decimals also have place values
The decimal place values: Rounding is the process of approximating numbers by
omitting some digits of the number.
Usually, rounding is to the closest one, ten, hundred or
whole number (rounding to whole numbers are
speci cally for decimals).

General rule for rounding:

1. First, clarify which place you are rounding to. Is it to

the nearest 10s, 100s or 1000s?
Notice that the more right we go, we divide the place
2. Check the digit of the number in that place value. (E.g.
values by 10
In 38, we look at the digit ‘3’ when rounding to the
÷10 ÷10 nearest 10s. )
3. Look at the digit to the direct right of it.
Hundreds ==> Tens ==> Ones 4. If that digit is more than or equal to 5, round the
In the same manner, we divide by ten the more right we number up.
go in decimals.
The decimals for place values are similar to the normal If that digit is less than 5, round the number down.
place values, except that we add a ‘ths’ at the end

E.g. tenths, hundredths , thousandths… 2. Integers, Powers and Roots

When we multiply decimals by 10, 100 or 1000, we shift
the decimal point to the right by 1 digit, 2 digits and 3 2.1. Integers
digits respectively.
Integers are whole numbers, which can be positive or
E.g. negative in value.
1.5 x 10 = 15.0 = 15 Integers do not have a fractional component, i.e. they are
1.567 x 100 = 156.7 whole numbers
1.90389 x 1000 = 1903.89 The range of values of an integer is a whole number from
negative in nity to in nity, including zero (0).
We use the same method for division, except that we Integers can be added, subtracted, multiplied or divided.
move the decimal point to the left by 1 digit, 2 digits and 3 Integers have to be rational, i.e. they cannot be numbers
digits respectively. like √2 or √3, which cannot be further rationalized.
Rules for multiplying negative numbers:
E.g.
1.567 ÷ 10 = 0.1567
134.5678 ÷ 100 = 1.345678
0.12345 ÷ 1000 = 0.00012345

We can get decimals through negative powers as well. For

example,

10^-1 = 0.1,
10^-2 = 0.01,
10^-4 = 0.0001…
The power represents the number of digits there should be
behind the decimal point.

1.2. Ordering

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2.3. Roots
2.2. Powers
The root of a number of a number is the number that
Powers are also known as exponents. would have to be multiplied by itself by a number of times
Powers of a number says how many times we have to to get the original number.
multiply the number by itself over again. For example, the fourth root of 81 is 3, as 3 x 3 x 3 x 3 =
81, and we multiply the number 3 by itself four times.
E.g. The second root is called the square root, and the third
22 = 2 x 2 = 4 root is called the cube root. Other roots are named by
3 4 = 3 x 3 x 3 x 3 = 81 their number.
A root is denoted by using the symbol √.
Powers are written by using a superscript, which is a Square roots are denoted as √, cube roots are denoted as
smaller version of a number written on top of another 3 √, fourth roots are de ned as 4 √ and so on.

number, like written above. We can estimate roots, by nding the closest root to a
In 2 5 , 5 is the exponent, and the number 2 is called the given number.
coe cient.
There are a few rules of doing operations with exponents: E.g. There is no absolute root to the √10. However, √9 is 3,
and 9 is close to 10, so we can estimate the √10 to be 3.
mn mn
1. a =a
2. a ÷ an = am−n 2.4. Factors and Multiples
m
m n (m+n)
3. a x a = a
4. (xy)3 = x 3 y 3 A factor (also called a divisor) is a number which you can
divide another number by
Any number to the power of 0 is always equal to 1
E.g. 2 is a factor of 6, because we can divide 6 by 2. 3 is also a
E.g. factor of 6.
9 0 = 1, A multiple is the value which we get when we multiply another
100 0 = 1, value by a number.
45.78 0 =1 etc E.g. 12 is a multiple of 6, because we can get 12 from
Squares up to 20: multiplying 2 into 6.

The GCF (Greatest Common Factor) of two or more

numbers is their largest common factor.

E.g. GCD(12, 14) = 2, because that is the largest number

which we can divide both 12 and 14 by.

LCM stands for lowest common multiple, which is the

lowest common multiple which two or more numbers
have.

E.g. LCM(2,3) = 6 the lowest common multiple of 2 and 3 is 6.

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Prime numbers are the numbers which can only be We can substitute the value of y into the equation. 4y
divided by 2 numbers, which are 1 and itself. means 4 times y, which is 4x1 = 4

A few prime numbers: 2,3,5,7,11, 13, 17,19… So we can then write 3x+4 = 10
So, 3x = 6
A number can be factorized, which is the process of We can get that x = 2.
dividing a number by other prime numbers.
This process is called prime factorization. Inequalities can be written using the symbols <, >, ≤ and
≥.

3. Expressions, Equations and

Formulae
3.1. Expressions
Expressions are commonly used in algebra
A linear expression is an expression to the power of 1.
A term is an expression containing at least a single
mathematical expression.
A variable is a letter used to represent an unknown
number, while the coe cient is the recognisable number
next to it.

E.g. 6a = 6 times the value of ‘a’.

Expressions can contain one or more variables, and one

or more coe cients.
An expression does not contain an ‘=’ symbol.
We can break down/simplify an expression to make it
looks smaller and neater, by bringing the terms together. A solution set can be written by the use of a number line.

E.g. 6x + 3y + 4x+ 7y
= 6x + 4x + 3y + 7y
= 10x + 10y,
which can be factored into 10( x+y) using the distributive law.

3.2. Equations
Equations are two or more expressions, equated using
the symbol ‘=’ which means ‘is equal to’
An equation usually has an expression on either side of
the ‘=’ symbol.
Whenever we perform any action to one side of the
equation, we must also perform it to the other side to
keep the equation balanced.
Simultaneous equations are two or more equations which
have the same solutions. We can perform operations on
simultaneous equations to solve them. 3.3. Formulae
E.g.  2x+8y = 12 --- (Multiply by 3) A formula is a mathematical rule expressed in algebraic
3x+4y = 10 --- (Multiply by 2) symbols.
6x+24y = 36 We can substitute values into formulae to be able to solve
-  6x+8y = 20 an equation.

16y = 16 E.g. If the formula to nd y is 25-x, we can take the value of x

So y = 1 as 1,2,3 and so on to be able to nd the value of y.

The plural of ‘formula’ is ‘formulae’.

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A function is a relationship between two or more digit number, and insert both values side by side.
variables. A
Changing the subject in an equation means changing the E.g. 30 x 6 ==> 0 x 6 = 0, 3 x 6 = 18, so 30x6 = 180
equation in a way that we get a required variable on one
Carryovers are numbers that we carry above the next
side of the equation.
place values’ place and add them to the product/sum we
E.g. y = k/x get.
And we want to make this in terms of x
Multiply both equations by x and divide by y
So we can get x = k/y

The quadratic equation comes in the form of

ax^2+ bx + c = 0,
where a, b, and c are known, while x is unknown,
and a is not equal to 0, and the highest power/degree is of 2.

We can simplify quadratic equations.

Divisibility tests are an easy way to test whether a number
Likewise, we can also expand quadratic equations.
is divisible by another number.

Number Divisibility Test Example

The number should end with 0,
2 20, 32, 50, 1430
2, 4, 6, or 8
The sum of the digits should be
3 180, 60, 33, 42, 981
divisible by 3.
The last 2 digits of the number
4 16, 20, 24, 80
4. Calculation should be divisible by 4.
The number should end in 0 or
5 50, 30, 20, 105, 155
5.
4.1. Stage 7
The number should be even
6 36, 48, 600
Calculating mentally is one of the most fundamental skills and divisible by both 2 and 3.
in mathematics The last three digits of the
8 16, 80, 120
Multiplication is also known as repetitive addition. In the number must be divisible by 98
expression 3 x 5, we add 3 together 5 times. The sum of the digits of the
9 18, 108, 135
number must be divisible by 9.
The number must end in at
10 10, 20, 30, 1890
least one 0.
The number must end in at
100 100, 200, 300, 500
least two 0s.

To multiply one-digit numbers with simple decimals,

multiply the numbers without the decimal point, and then
divide it by the number of zeroes in the decimal.

E.g. 6 x 0.8 ==> 6 x 8 = 48, 48/10 = 4.8

To multiply fractions with whole numbers, multiply the

numerator by the given value, and then divide this product
by the denominator
Even numbers are divisible by 2.
Odd numbers give a remainder of 1 when divided by 2 E.g. 64 x 2/4 ==> 64 x 2 = 128, 128/4 = 32
The right-most digit of a number is it’s ones digit, the next The order of operations is PEMDAS, and the order must
number its tens, the next its hundreds and so on be followed at all times.
We multiply by 10 while going to the right when dealing
with decimal place values.
To multiply a 2-digit number by a 1 digit number, simply
multiply the one-digit number with both digits of the 2-

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Adding or subtracting decimals with di erent decimal Cube numbers are numbers resulting from the
places can be accomplished by writing them vertically. multiplication of a number by itself 3 times.

Roots are the numbers that are multiplied together to get

another number.
Fractions can be converted into decimals and
Dividing and multiplying decimals by single-digit numbers percentages.
require rounding up/down based on given decimal value.
Round up only if the value is more than or equal to 5, and ==> 1/2 = 50% = 0.5
round down otherwise. ==> 2/10 = 20% = 0.2

Multiplying fractions requires us to multiply the

numerators together and the denominators together.
Dividing fractions will require us to convert to
multiplication, by converting the second fraction into its
reciprocal.

To multiply or divide decimals, we must rst nd the

number of decimal places. Once the operations is/are
completed, we round the answer to the given number of
decimal places.

4.2. Stage 8
Square numbers are numbers which result from Multiplying and dividing decimals requires the use of
multiplying a number by itself twice. place values.
Square numbers are often written in an exponent while
E.g. 2.4 x 3 = 24 x 3/10 = 7.2 (place value: tenth)
squaring.
To calculate simple fractions and percentages of
quantities, we have to multiply the numerator by the given
quantity and then divide it by the denominator.
Units of measurement are used to measure di erent
quantities.

Meter = S.I. Unit

Kilometer = 1000m

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Centimeter = 1/100m Percentages can be used to compare di erent quantities

Millimeter = 1/1000m by nding the individual quantities.
Ratio notation is in the form of a:b, which can be
Direct proportion can be written in the form of y = kx + c, converted into a/b.
where k is a constant. Proportions come in two forms: direct ( y=kx), and inverse
( y = k/x).
==> If 2 eggs are used to make 1 pie, how many eggs are
Proportion is similar to ratio, as the common ratio in
needed for 10 pies?
proportional quantities will always be the same no matter
1 pie = 2
the value.
10 pies = 2 x 10 = 20 eggs
E.g. 1m = 100cm
The order of operations must be strictly followed at all
Ratio = 1:100
times.
2m = 200cm ==> 2:200 = 1:100
==> 6 / 2(1+2) [PEMDAS] = 6/2(3) = 6/6 = 1
Ratios are always to be simpli ed unless stated.
Dividing integers and decimals will require the use of a
decimal point, where the divisor is multiplied by 10 and 5.2. Stage 8
the division resumes.
Equivalent fractions, decimals and percentages can be
4.3. Stage 9 solved either through calculation or the use of diagrams
(shading).
Factors are values that can divide another given value. By dividing the numerator by the denominator of a
fraction, we get a decimal answer.
==> Factors of 8: 1, 2, 4, 8 (all these numbers can divide 8). Recurring and terminating decimals can be represented
as fractions (e.g. 33.33333… = 100/3)
Transforming to division can help us to divide by decimals
For fractions with common denominators, we have to list
and place the decimal point correctly.
them by the order of their numerators.
The e ect of multiplying or dividing a number by another
Mixed numbers are improper fractions with an integer
number between 0 and 1 will make it a decimal value.
value and a fractional value.
There are in nite decimals between two whole numbers.
E.g. 3/2 = 1 1/2

5. Fractions, Decimals, To convert a fraction into a mixed number, divide it’s

denominator by the numerator, the quotient is the integer
Percentages, Ratio and and the remainder is the fractional part.
Multiply numerators together and denominators together
Proportion of a fraction during multiplication.
To divide fractions, take the reciprocal of the divisor and
multiply the fractions together.
5.1. Stage 7
Simple fractions are fractions whose numerators are less
than their denominators.
Percentages are fractions who have a denominator of
100.
To convert decimals into fractions, convert the
denominator into a base of 10.
The number of zeroes in the denominator is the number
of digits behind the decimal place.
Comparing fractions can be done using a calculator or
drawing equal diagrams.
Adding and subtracting fractions require us to convert the Ratios can be simpli ed by dividing it by a common value.
denominators into the same value. The unitary method involves the usage of nding only one
Multiply the numerator by the number and leave the value and then multiplying it to nd the answer.
denominator as is when multiplying a fraction by an
integer.
5.3. CHECKPOINT PAST PAPERS
100% signi es a whole, 50% signi es 1/2
To nd percentages of quantities, convert the percentage
into fractions and then multiply.

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Q1. Q2.

Solution:

1. Convert ALL values into denominators of 100, and

Solution:
then to percentages.
a) Multiply the numerator with the integer.
1/5, 3/20, 7/50, 4/25 → 20/100, 15/100, 14/100, 16/100 → 8 x 1/3 = 8/3
20%, 15%, 14%, 16% b) Take the reciprocal of the divisor, and multiply.
6/2/3 = 6 x 3/2 = 9
2. Match these values with their respective percentages. Q3.

Solution:

The concept is to understand that the number of digits

behind the decimal place is the number of zeroes in the
exponent of 10.

a) To get 640, we move the decimal place right by 3 → 1000

b) To get 64, we move the decimal place left by 2 → 100
c) Divide 6.4 by 100 and we get → 0.064

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Mathematics

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