Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 1 of 28

SECTION ONEChapter 1 – NumberExercise 1.11 (a) 30 (b) 300 (c) 3 (d) 0.03

2 (a) 0.8 (b) 0.08 (c) 0.008 (d) 80 000

3 (a) 500 (b) 500 (c) 0.5 (d) 0.05

4 (a) 10 000 (b) 0.01 (c) 1 (d) 0.001

Exercise 1.2Number lines leading to the following answers.

1 (a) (i) 38 000 (b) (ii) 38 300 (c) (iii) 38 270(b) (i) 22 000 (b) (ii) 21 800 (c) (iii) 21 790(c) (i) 15 000 (b) (ii) 15 500 (c) (iii) 15 480(d) (i) 58 000 (b) (ii) 58 400 (c) (iii) 58 440

2 (a) Nearest 100 000(b) Nearest 10 000(c) Nearest 1000

3 (a) 5000 (b) 9000 (c) 68 000 (d) 73 000

4 (a) 500 (b) 1700 (c) 100 (d) 12 800

5 (a) 60 (b) 850 (c) 5840 (d) 10

Exercise 1.31 (a) 6000 (b) 800 (c) 90 (d) 5000

(e) 4 (f) 7 (g) 0.8 (h) 0.08

2 (a) 6800 (b) 6900 (c) 4.6 (d) 7.4(e) 53 (f) 46 (g) 0.87 (h) 0.88

3 (a) 87 600 (b) 477 (c) 0.876(d) 82.4 (e) 82.5

Exercise 1.41 (a) 6.4 (b) 4.1 (c) 0.9

(d) 8.7 (e) 1.1 (f) 0.1

2 (a) 4.38 (b) 5.72 (c) 5.80

(d) 1.48 (e) 3.90 (f) 6.27

3 (a) 0.001 (b) 0.008 (c) 0.005

(d) 3.654 (e) 3.457

Exercise 1.5Pupils’ answers may differ slightly from those listedbelow.

1 (a) 800 (b) 1800 (c) 8000

(d) 3600 (e) 3500

2 (a) 100 (b) 200 (c) 3

(d) 0.2 (e) 2

3 (a), (c) and (d)

Chapter 2 – AlgebraExercise 2.11 a � 2 2 b � 5 3 c � 7 4 d � 1

5 e � 8 6 f � 3 7 g � 8 8 h � 2

9 i � 2 10 j � 5 11 k � 5 12 l � 1

13 m � 2 14 n � 2 15 e � 11 16 p � 9

17 q � 2 18 r � 17 19 s � 3 20 t � 19

21 u � 4 22 v � 4 23 w � 7 24 x � 12

25 y � 10 26 z � 7 27 a � 2 28 b � 3

29 c � 6 30 d � 12

Exercise 2.21 a � 5 2 b � 11 3 c � 9 4 d � 17

5 e � 4 6 f � 18 7 g � 10 8 h � 3

9 i � 11 10 j � 11

Exercise 2.31 a � 12 2 b � 10 3 c � 4 4 d � 24

5 e � 45 6 f � 12 7 g � 27 8 h � 12

9 i � 20 10 j � 24

Exercise 2.41 a � 3 2 b � 10 3 c � 7 4 d � 12

5 e � 7 6 f � 11 7 g � 6 8 h � 15

9 i � 3 10 j � 3 11 k � 7 12 l � 15

13 m � 12 14 n � 4 15 p � 5 16 q � 20

17 r � 3 18 s � 11 19 t � 3 20 r � 4

Checkpoint Maths 1 Answers

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Chapter 3 – Shape, space andmeasuresExercise 3.11 (a) 10 cm (b) 7 cm (c) 2 cm (d) 3.5 cm

(e) 9.5 cm (f) 1.5 cm (g) 4.5 cm (h) 0.5 cm(i) 6.7 cm (j) 2.8 cm

2 Pupils’ drawings of lines.

Exercise 3.2Pupils’ measurements may differ by �2°.

1 (a) 45° (b) 22° (c) 95°(d) 138° (e) 115° (f) 135°

2 (a) a � 90° b � 140° c � 130°(b) d � 34° e � 58° f � 122° g � 146°(c) h � 62° i � 298°(d) j � 33° k � 71° l � 256°(e) m � 32° n � 135° o � 58° p � 328°(f) q � 107° r � 328° s � 326° t � 39°

3 Pupils’ drawings of angles.

Exercise 3.3Pupils’ constructions of triangles.

Exercise 3.4Pupils’ constructions of triangles and measurementsof angles.

Exercise 3.5Pupils’ constructions of circles and circle patterns.

Exercise 3.6Pupils’ own constructions involving regular hexagons.

Exercise 3.7Pupils’ constructions of shapes.

Chapter 4 – Handling dataExercise 4.11 (a) Embarrassing (b) Biased (c) Unclear

(d) Give several answers to choose from(e) Irrelevant (f) Biased (g) Embarrassing

2 Pupils’ own questions for health survey.

Exercise 4.21

2

3

4 Pupils’ own survey and graphs.5 Pupils’ own survey and graphs.

Chapter 5 – Using and applyingmathematics/ICTInvestigation1 Pupils find that the total of the three angles of

each of their triangles is approximately 180°.Results are unlikely to be exactly 180° due toerrors in measuring.

win58%

draw36%

lose 6%Turkey results

win61%

draw22%

lose17%

Spain results

easy 24%

ok42%

hard21%

no reply13%

Number of litres of milk consumed

2 Section 1 – Using and applying mathematics/ICT

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 2 of 28

Litres of milk

Number of litres of milk consumed

Num

ber o

f hou

ses

0

10

20

30

40

50

60

1 2 3 4 5 6

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2 Pupils find that the total of the four angles of eachof their quadrilaterals is approximately 360°.Results are unlikely to be exactly 360° due toerrors in measuring.

3 Pupils find that the total of the five angles of eachof their pentagons is approximately 540°. Resultsare unlikely to be exactly 540° due to errors inmeasuring.

4 Each time the total of the angles increases by180°.

ICT activityPupils carry out their own survey and displayresults with an appropriate graph using aspreadsheet package. Pupils also make validconclusions from their results and graphs.

Review 1A1 (a) 8.6 (b) 0.8 (c) 4.6

2 (a) 8 (b) 0.8 (c) 5

3 Approximately 3000

4 (a) a � 4 (b) b � 9 (c) c � 4

(d) d � 20 (e) e � 14

5 Pupils’ angles

6 Pupils’ constructions and measurements of angles.

7

Review 1B1 (a) 0.08 (b) 7.59 (c) 4.96

2 (a) 0.86 (b) 7.5 (c) 29 000

3 Approximately 20

4 (a) a � 18 (b) b � 6 (c) c � 18

(d) d � 9 (e) e � �2

5 Pupils’ angles

6 Pupils’ constructions and measurements.

7

SECTION TWOChapter 6 – NumberExercise 6.11 (a) 630 (b) 46 (c) 8.4

(d) 0.65 (e) 10.7

2 (a) 4500 (b) 720 (c) 96

(d) 4.85 (e) 603.3

3 (a) 460 000 (b) 6800 (c) 380 000

(d) 84 (e) 70 000

4 (a) 68 (b) 7.2 (c) 0.89

(d) 0.064 (e) 0.0054

5 (a) 35 (b) 6.55 (c) 0.0562

(d) 0.008 (e) 0.000 34

6 (a) 0.000 64 (b) 0.046 (c) 9.5

(d) 0.000 008 45 (e) 0.004

7 (a) 57 (b) 49 (c) 31

(d) 84 (e) 11

8 (a) 56 (b) 54 (c) 8 (d) 9 (e) 8

(f) 6 (g) 9 (h) 8 (i) 7 (j) 36

Exercise 6.21 (a) 3 (b) 0 (c) 3

2 (a) �2 (b) �1 (c) �8

3 (a) �6 (b) �5 (c) �8

4 (a) �1 (b) �2 (c) �6

others3%

black 6%

red 33%

white25%

green 3%

silver19%

blue 11%

Colour of car sold by a dealer

1 15%

2 20%

330%

425%

5 10%

Survey on number of bedrooms

Section 2 – Number 3

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 3 of 28

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Exercise 6.31 (a) 1 (b) 3 (c) 2

(d) 3 (e) 6 (f) 3

2 (a) �1 (b) �1 (c) �3

(d) �5 (e) �1 (f) �1

3 (a) �6 (b) �8 (c) �14

(d) �7 (e) �6 (f) �12

4 (a) �4 (b) �1 (c) �3

(d) �1 (e) 0 (f) �2

5 (a) 1 (b) 3 (c) 4

(d) 1 (e) 4 (f) 2

6 (a) 10 °C (b) 4 °C (c) �10 °C

(d) 5 °C (e) 18 °C (f) �12 °C

(g) �4 °C (h) �9 °C (i) �20 °C

(j) �21 °C

7 (a) €260 (b) �€290

(c) €1030 (d) €190

(e) €470

8 (a) 8 (b) �9 (c) �21

(d) �1 (e) �15

9 1450 m

10 64 m

Exercise 6.41 (a) �48 (b) �30 (c) �28

2 (a) �20 (b) �63 (c) �49

3

4 (a) 8 (b) �3 (c) �12

(d) 10 (e) 5 (e) 9

Exercise 6.51 (a) 3 (b) �3 (c) �3

(d) 3 (e) 4 (f) �5

2 (a) �5 (b) �7 (c) �4

(d) �4 (e) �7 (f) �4

3

4

5

Exercise 6.61 A grid with the following left uncrossed:

2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53,59, 61, 67, 71, 73, 79, 83, 89, 97.

2 Pupils’ solutions from the internet or anencyclopaedia.

3 (a) 1 2 3 6

(b) 1 3 9

(c) 1 7

(d) 1 3 5 15

(e) 1 2 3 4 6 8 12 24

(f) 1 2 3 4 6 9 12 18 36

(g) 1 5 7 35

(h) 1 5 25

(i) 1 2 3 6 7 14 21 42

(j) 1 2 4 5 10 20 25 50 100

4 (a) 3 � 22 (b) 25 (c) 32 � 22 (d) 5 � 23

(e) 11 � 22 (f) 7 � 23 (g) 24 (h) 13 � 3(i) 11 � 7 � 3 (j) 7 � 32

Exercise 6.71 (a) 4 (b) 5 (c) 6 (d) 3 (e) 9

2 (a) 42 (b) 60 (c) 70 (d) 90 (e) 231

4 Section 2 – Number

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 4 of 28

� �3 �2 �1 0 �1 �2 �3

�3 �9 �6 �3 0 �3 �6 �9

�2 �6 �4 �2 0 �2 �4 �6

�1 �3 �2 �1 0 �1 �2 �3

�0 �0 �0 �0 0 �0 �0 �0

�1 �3 �2 �1 0 �1 �2 �3

�2 �6 �4 �2 0 �2 �4 �6

�3 �9 �6 �3 0 �3 �6 �9

x �5 �4 �3 �2 �1 0 �1 �2 �3 �4 �5

y �3 �4 �5 �6 �7 8 �9 10 11 12 13

p �5 �4 �3 �2 �1 �0 �1 �2 �3 �4 �5

q �8 �7 �6 �5 �4 �3 �2 �1 0 1 2

x �4 �3 �2 �1 �1 �2 �3 �4

y �6 �8 12 24 �24�12 �8 �6

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Exercise 6.81 (a) 9 (b) 25 (c) 64 (d) 100

(e) 121 (f) 144 (g) 225 (h) 400

2 Pupils’ diagrams leading to the followinganswers.

(a) 4.41 cm2 (b) 9.61 cm2 (c) 1.44 cm2

(d) 27.04 cm2 (e) 39.69 cm2 (f) 0.49 cm2

3 (a) 5.76 cm2 (b) 38.44 cm2 (c) 21.16 cm2

(d) 56.25 cm2 (e) 174.24 cm2 (f) 566.44 cm2

4 Pupils check answers to 2 and 3 with a calculator.

Exercise 6.91 (a) 5 (b) 3 (c) 11

(d) 13 (e) 0.1 (f) 0.3

2 Pupils check answers to 1 with a calculator.

3 (a) �13� (b) �

17� (c) �

27�

(d) �130� (e) �

56� (f) �

79�

Exercise 6.101 (a) 64 (b) 216 (c) 1000 (d) 729

2 (a) 1331 (b) 8000 (c) 15.625 (d) 238.328

Chapter 7 – AlgebraExercise 7.11 (a)

(b)

(c) The number of grey tiles is double the numberof white tiles.

(d) 200 grey tiles

2 (a)

(b)

(c) The number of grey tiles is 4 more than thenumber of white tiles.

(d) 104 grey tiles

3 (a)

(b)

(c) The number of grey tiles is double the numberof white tiles, plus 2.

(d) 202 grey tiles

4 (a)

(b)

(c) The number of grey tiles is double the numberof white tiles, minus 2.

(d) 198 grey tiles

Section 2 – Algebra 5

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 5 of 28

Number of white tiles 1 2 3 4 5

Number of grey tiles 2 4 6 8 10

Number of white tiles 1 2 3 4 5

Number of grey tiles 5 6 7 8 9

Number of white tiles 1 2 3 4 5

Number of grey tiles 4 6 8 10 12

Number of white tiles 1 2 3 4 5

Number of grey tiles 0 2 4 6 8

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5 (a)

(b)

(c) The number of grey tiles is the number ofwhite tiles squared.

(d) 10 000 grey tiles

Exercise 7.21 (a) �2 (b) 12, 14

2 (a) �2 (b) 11, 13

3 (a) �3 (b) 19, 22

4 (a) �4 (b) 22, 26

5 (a) �7 (b) 36, 43

6 (a) �7 (b) 42, 49

7 (a) �9 (b) 54, 63

8 (a) �0.5 (b) 3, 3.5

9 (a) �0.25 (b) 1.5, 1.75

10 (a) �2 (b) �1, �3

11 (a) �4 (b) 12, 8

12 (a) �12 (b) 96, 84

Exercise 7.31 (a) �2 (b) 1536

2 (a) Difference doubles each time

(b) 1023

3 (a) �2 (b) �116�

4 (a) �0.2 (b) �0.7

5 (a) Denominator increases by 1 each time(b) �1

11�

6 (a) Numerator and denominator increase by 1each time

(b) �11

01�

7 (a) Difference increases by 2 each time(b) 100

8 (a) Difference increases by 2 each time(b) 103

9 (a) The difference of the difference increases by6 each time

(b) 1000

10 (a) �5 (b) 9 765 625

Exercise 7.41 (a) 13, 15 (b) 2n � 1

2 (a) 14, 16 (b) 2n � 2

3 (a) 19, 22 (b) 3n � 1

4 (a) 20, 23 (b) 3n � 2

5 (a) 25, 29 (b) 4n � 1

6 (a) 27, 31 (b) 4n � 3

7 (a) 31, 36 (b) 5n � 1

8 (a) 34, 39 (b) 5n � 4

9 (a) 43, 50 (b) 7n � 1

10 (a) 59, 69 (b) 10n � 1

11 (a) 29, 34 (b) 5n � 1

12 (a) 36, 43 (b) 7n � 6

13 (a) 20, 24 (b) 4n � 4

14 (a) 11.5, 13.5 (b) 2n � 0.5

15 (a) 5, 6 (b) n � 1

Exercise 7.51 (a) 37, 50 (b) n2 � 1

2 (a) 43, 56 (b) n2 � 7

3 (a) 35, 48 (b) n2 � 1

4 (a) 125, 216 (b) n3

5 (a) 126, 217 (b) n3 � 1

6 (a) 122, 213 (b) n3 � 3

6 Section 2 – Algebra

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 6 of 28

Number of white tiles 1 2 3 4 5

Number of grey tiles 1 4 9 16 25

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Chapter 8 – Shape, space andmeasuresExercise 8.11

2 Rectangle

3 Isosceles triangle

4 Parallelogram

Exercise 8.21 (a) S � (�6, �2)

(b) Diagonals cross at (0, 1)

(c) 72 units2

2 (a) Parallelogram

(b) 72 units2

(c) It has the same area as the rectangle PQRS, i.e.the slope of the parallelogram does not affectits area.

3 (a) J � (0, 10) (b) 0

6543210�1�2�3�4�5�6

1

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�2

�3

�4

�5

�6

2

3

4

5

6

x

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I

G

H

6543210�1�2�3�4�5�6

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�4

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2

3

4

5

6

x

y

D

EF

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1

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�5

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2

3

4

5

6

x

y

A

B

D

C

Section 2 – Shape, space and measures 7

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 7 of 28

C

A

B

G

H

F

E

D

876543210�1�2�3�4�5�6�7�8

1

�1

�2

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�4

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�7

�8

2

3

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5

6

7

8

x

y

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Exercise 8.31 (a) Pupils’ constructions of a regular hexagon.

(b) B � (7, 4), C � (7, �4), D � (�8, 0), E � (�7, �4), F � (�7, 4)

2 (a) Pupils’ drawings of an octagon.

(b) Answers will vary depending on length of sides QR, ST, UV and WP.

(c) Answers will vary.

Exercise 8.41 B � 1.5, C � 2.4, D � 4.8

2 F � 0.9, G � 1.5, H � 1.75

3 I � 4.4, J � 5.2, K � 5.9, L � 6.3, M � 6.8

4 Q � 2.4, R � 4.6, S � 5.8, T � 6.4, U � 7.8, V � 8.8, W � 9.8

Exercise 8.51 A � (1, 1.5), B � (1.2, �1.5), C � (�0.9, �1.6), (D � �1.8, 0.7)

2 E � (1, 1.8), F � (3, �2.4), G � (�3.6, �2.6), H � (�1.6, 3.6)

3 J � (1, 0.5), K � (0.75, �0.25), L � (�0.85, �0.25), M � (�0.55, 0.25)

4 P � (37.5, 25), Q � (25, �37.5), R � (�37.5, �12.5), S � (�42.5, 45)

5 Pupils’ graphs 6 Pupils’ plots

Chapter 9 – Handling dataExercise 9.11–5 Pupils’ histograms (these will depend on class intervals chosen).

6 (a) (b)

8 Section 2 – Handling data

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 8 of 28

% score

Freq

uenc

y

Percentage scores in test

0

2

4

6

8

10

12

14

0–9 10–19 20–29 30–39 40–49 50–59 60–69 70–79 80–89 90–99

Percentage Frequency

0–9 0

10–19 0

20–29 0

30–39 2

40–49 6

50–59 13

60–69 12

70–79 7

80–89 4

90–99 0

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7 (a) (b)

8 (a) (b)

Chapter 10 – Using and applying mathematics/ICTInvestigation1 In a 2 � 2 board there are a total

of 5 squares. These can be broken down like this.

2 In a 3 � 3 board there are a total of 14 squares. These can be broken down like this.

Section 2 – Using and applying mathematics/ICT 9

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 9 of 28

Number of oranges

Oranges on tree

0

1

2

3

4

5

6

7

8

9

0–19 20–39 40–59 60–79 80–99 100–119 120–139

Freq

uenc

y

Number of computers

Number of computers repaired

0

1

2

3

4

5

6

7

8

9

0–9 10–19 20–29 30–39 40–49 50–59 60–69

Freq

uenc

y

Number of oranges Frequency

0–19 6

20–39 8

40–59 8

60–79 2

80–99 5

100–119 4

120–139 7

Number of Frequency

computers repaired

0–9 2

10–19 8

20–29 3

30–39 6

40–49 7

50–59 3

60–69 2

Size of square Number

1 � 1 4

2 � 2 1

Total 5

Size of square Number

1 � 1 9

2 � 2 4

3 � 3 1

Total 14

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3 In 4 � 4 and 5 � 5 boards the results are as follows.

Results for 4 � 4

Results for 5 � 5

For an 8 � 8 board the total number of squares isgiven by:

82 � 72 � 62 � 52 � 42 � 32 � 22 � 12 � 204

4 Total number of squares for an n � n board isgiven by:

n2 � (n � 1)2 � (n � 2)2 � … � 12

5 Total number of squares in an n � m rectangle,where m � n is given by:

mn � (m � 1)(n � 1) � (m � 2)(n � 2)� … � m � n � 1

ICT activityThe spreadsheet below summarises the results for 2 � 2 � 2, 3 � 3 � 3, 4 � 4 � 4, 5 � 5 � 5, 10 � 10 � 10and N � N � N sized cubes.

Review 2A1 Pupils’ definitions of the square root of a

number.

2 (a) 68.9 (b) 15.8

3 11, 13, 17, 19

4 5 � 32 � 2

5 36

6 12

7 (a) 23, 27 (b) 27, 18

8 3n � 1

9 A � (3, 4), B � (2, �4), C � (�4, 1), D � (�4, �2)

10 (a)

(b)

Review 2B1 64

2 (a) 0.9 (b) 0.3

3 97

4 2 � 3 � 5 � 7

5 13

6 264

7 (a) 36, 49 (b) 88, 77

8 5n � 2

9 P � (0.4, 1), Q � (0.5, �1), R � (�0.3, 1), S � (�0.8, �1.5)

Number of people

Attendance at youth club

0

5

10

15

20

0–19 20–39 40–59 60–79 80–99

Freq

uenc

y

10 Section 2 – Reviews

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 10 of 28

Size of square Number

1 � 1 16

2 � 2 9

3 � 3 4

4 � 4 1

Total 30

Size of square Number

1 � 1 25

2 � 2 16

3 � 3 9

4 � 4 4

5 � 5 1

Total 55

Number of people Frequency

0–19 0

20–39 11

40–59 16

60–79 7

80–99 2

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10 (a)

(b)

SECTION THREEChapter 11 – NumberExercise 11.11 (a) 15 (b) 30 (c) 45

2 (a) 9 (b) 27 (c) 63

3 (a) 12 (b) 60 (c) 108

4 (a) 13 (b) 91 (c) 143

5 (a) €1.55 (b) €3.21

(c) €56.84 (d) €1236.15

6 (a) 609 (b) �152�

7 (a) �280� (or equivalent)

(b) 0.75 litres

(c) 2.25 litres

8 (a) €48

(b) �23450� (or �4

78�)

(c) €7

Exercise 11.21 (a) �

15� (b) �

19� (c) �1

36�

(d) �67� (e) �

25� (f) �

58�

2 (a) �57� and �

12

51� (b) �

58� and �

23

02� (c) all

(d) �130�, �3

90� and �

15

50� (e) �3

62�, �1

36� and �

18

50� (f) none

3 Pupils’ diagrams.

Exercise 11.31 (a) True (b) True (c) True

(d) True (e) True (f) False

2 (a) �36�, �

59�, �

23� (b) �

18

04�, �

26�, �

37�

(c) �13�, �

12

06�, �1

63� (d) �

23

70�, �

34

70�, �

11

45�

3 Player B

4 �295� is a higher proportion

5 Grape, pineapple, orange, mango, passion fruit

Exercise 11.41 (a) �

59� (b) �1

51� (c) �

57� (d) �

11

03� (e) �

22

23�

2 (a) �59� (b) �

37� (c) �1

31� (d) �2

73� (e) �

25�

3 (a) �57� (b) �

23� (c) �

23� (d) �

12�

4 (a) �13

70� (b) �

46

70� (c) �1

54�

(d) �236� (e) �

14

18� (f) 0

5 (a) �13

85�

6 (a) �596�

7 (a) �116� (b) �1

58� (c) �1

34� (d) �6

10�

8 (a) 1�23� (b) 5�

12� (c) 1�1

728� (d) �

38�

Exercise 11.51 (a) �2

64� (b) �

14�

2 7 hours and 12 minutes

3 20 minutes

4 �12

07�

5 3 hours, 11 minutes and 15 seconds

6 (a) 8 (b) 25 (c) 18

(d) 48 (e) 44 (f) 8

7 (a) �290� (b) �3

70� (c) �

45�

(d) �172� (e) �

78� (f) �

12

90�

Number of people

Attendance at production

0

2

4

6

8

10

12

151–200 201–250 251–300 301–350 351–400

Freq

uenc

y

401–450

Section 3 – Number 11

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 11 of 28

Number of people Frequency

151–200 1

201–250 2

251–300 11

301–350 2

351–400 9

401–450 5

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Exercise 11.61

2 Numerator is bigger than denominator. 3 Numerator � denominator.

4 Pupils’ own answers, for example, �12� �

15� �

25�. 5 Yes, followed by pupils’ explanation.

6 Pupils’ descriptions.

Exercise 11.71 (a) 0.05 (b) 0.2 (c) 0.25 (d) 0.21

.4 285 7

.(e) 0.0416

.(f) 0.1

.7.

2 (a) �130� (b) �2

35� (c) �

58� (d) �1

3070� (e) �

18

70�

3 (a) �23� (b) �

39

79� (c) �

79

59� (d) �9

10� (e) �

39

59

39�

4 (a) 0.55, 0.7 (b) 0.100, 0.27 (c) 0.625, 0.73, 0.8

(d) 0.3003, 0.303, 0.33 (e) 0.01, 0.10, 0.101 (f) 0.32, 0.403, 0.43

Exercise 11.81 (a) €5.35 (b) €4.65 2 (a) €71.80 (b) €14.80 3 (a) 0.69 m (b) 69 cm

4 (a) €110.81 (b) €68.81 overdrawn 5 €818 422.22 6 €35.70

Exercise 11.91 white � 47% blue � 23% red � 30% 2 70% 3 (a) 60% (b) 40%

4 (a) �17030� (b) �1

2080� (c) �1

1000� (d) �1

2050�

5 (a) 27% (b) 30% (c) 14% (d) 25%

6 (a) 0.39 (b) 0.47 (c) 0.83 (d) 0.07 (e) 0.02 (f) 0.2

7 (a) 31% (b) 67% (c) 9% (d) 5% (e) 20% (f) 75%

12 Section 3 – Number

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 12 of 28

Size

of c

ube

Numerator

1 2 3 4 5 6 7 8 9 10 11 12

1 1 2 3 4 5 6 7 8 9 10 11 12

2 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6

3 0.3333 0.6667 1 1.3333 1.6667 2 2.3333 2.6667 3 3.3333 3.6667 4

4 0.25 0.5 0.75 1 1.25 1.5 1.75 2 2.25 2.5 2.75 3

5 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8 2 2.2 2.4

6 0.1667 0.3333 0.5 0.6667 0.8333 1 1.1667 1.3333 1.5 1.6667 1.8333 2

7 0.1429 0.2857 0.4286 0.5714 0.7143 0.8571 1 1.1429 1.2857 1.4286 1.5714 1.7143

8 0.125 0.25 0.375 0.5 0.625 0.75 0.875 1 1.125 1.25 1.375 1.5

9 0.1111 0.2222 0.3333 0.4444 0.5556 0.6667 0.7778 0.8889 1 1.1111 1.2222 1.3333

10 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 1.1 1.2

11 0.0909 0.1818 0.2727 0.3636 0.4545 0.5455 0.6364 0.7273 0.8182 0.9091 1 1.0909

12 0.0833 0.1667 0.25 0.3333 0.4167 0.5 0.5833 0.6667 0.75 0.8333 0.9167 1

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Chapter 12 – AlgebraExercise 12.11 (a) y � 6

(b) y � 2

(c) x � 6

(d) x � 1

(e) y � x

(f) y � 3x

(g) y � �x

(h) y � �x � 3

2 Horizontal

3 Vertical

4 Sloping

5 Sloping

6 Vertical

7 Horizontal

8 Sloping

Exercise 12.21

2

3

4

5

6

104 6 820�2�4�8 �6

2

4

6

8

10

12

14

x

y

104 6 820�2�4�8 �6�2

�4

�6

�8

2

4

6

x

y

104 6 820�2�4�8 �6�2

�4

�6

�8

2

4

6

x

y

104 6 820�2�4�8 �6�2

�4

�6

�8

2

4

6

x

y

104 6 820�2�4�8 �6�2

�4

�6

�8

2

4

6

x

y

104 6 820�2�4�8 �6�2

�4

�6

�8

2

4

6

x

y

Section 3 – Algebra 13

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 13 of 28

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Chapter 13 – Shape, space andmeasuresExercise 13.11

2

3

4

5

6

7

8

14 Section 3 – Shape, space and measures

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 14 of 28

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Exercise 13.21

2

3

4

5

6

Exercise 13.31 Order 4 2 Order 6 3 Order 13

4 Order 3 5 Order 2 6 Infinite order

Exercise 13.41

2 Pupils’ own designs.

3 Pupils’ pictures depicting rotational symmetry.

Section 3 – Shape, space and measures 15

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 15 of 28

Order of rotational symmetry Angle between images

2 180°

3 120°

4 90°

5 72°

6 60°

8 45°

9 40°

10 36°

12 30°

20 18°

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16 Section 3 – Handling data

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 16 of 28

Exercise 13.51

2 (a) 4 units to the right and 1 unit upward.

(b) 9 units to the right.

(c) 2 units to the left and 2 units upward.

(d) 3 units downward.

(e) 7 units to the left and 3 units downward.

3 (a) Corresponding vertices on object and imageare not joined.

(b) One possible arrow is shown here.

Chapter 14 – Handling dataExercise 14.11 (a) (i) �

16� (ii) �

16� (iii) �

13�

(b) (i) 10 (ii) No, as it is down to chance.

2 (a) �16� (b) �

16� (c) �

12�

(d) �56� (e) 0 (f) �

66� or 1

3 (a) (i) �17� (ii) �

67�

(c) �71

� � �67� � 1

It is certain that a baby is born either on aTuesday, or not on a Tuesday.

4 (a) �5100� (b) �1

10� (c) 1 (d) 0

5 (a) �23

02� (b) �

13

22�

6 (a) �226� or �1

13� (b) �2

56� (c) �

22

16�

(d) �236� (e) Pupils’ answers

7 (a) �15�

8 (a) (i) �12

00� or equivalent (ii) �2

30�

(b) (i) �159� (ii) �1

29�

9 (a) TCATACCATCTAATCACT

(b) �16� (c) �

26� or equivalent

(d) �36� or equivalent (e) �

16�

Exercise 14.21 (a)

(b) �146� or equivalent

(c) �166� or equivalent

(d) �186� or equivalent

2 (a)

(b) (i) �214� (ii) �2

44� or equivalent

(iii) �244� or equivalent (iv) 0

(v) �264� or equivalent (vi) �

12

84� or equivalent

(vii) �264� or equivalent (viii) �2

64� or equivalent

(b)

(d)

(c)

(a)

Dice

2

Dice 1

1 2 3 4

1 1, 1 2, 1 3, 1 4, 1

2 1, 2 2, 2 3, 2 4, 2

3 1, 3 2, 3 3, 3 4, 3

4 1, 4 2, 4 3, 4 4, 4

Dice

2

Dice 1

1 2 3 4

1 1, 1 2, 1 3, 1 4, 1

2 1, 2 2, 2 3, 2 4, 2

3 1, 3 2, 3 3, 3 4, 3

4 1, 4 2, 4 3, 4 4, 4

5 1, 5 2, 5 3, 5 4, 5

6 1, 6 2, 6 3, 6 4, 6

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Chapter 15 – Using and applying mathematics/ICTInvestigation1 1

ICT activityAn example of a possible spreadsheet is shown below. Pupils should be encouraged to use formulaewherever possible. The spreadsheet showing which ‘Microsoft Excel’ formulae were used is also shown.

If the cost of labour increases to €10.00/hr, the retailer will have to pay €22.96 for each coat.

2 Pupils describe some of the patternsthey see in the fraction triangle.

�12� �

13� �

14� �

15� �

16� �

17�

�12� �

16� �1

12� �2

10� �3

10� �4

12�

�13� �1

12� �3

10� �6

10� �1

105�

�14� �2

10� �6

10� �1

140�

�15� �3

10� �1

105�

�16� �4

12�

�17�

Section 3 – Using and applying mathematics/ICT 17

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 17 of 28

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Review 3A

1 (a) 180

(b) 63

2 (a) �33

15�

(b) �27

92�

3 (a) 0.75, 75%

(b) 0.875, 87.5%

(c) 0.5., 55.5

.%

4 (a) 720

(b) 150

5 (a)

(b)

6 y � 2x, x � y � 9

7

8 45°

9 (a) �12

14�

(b) �264� or equivalent

10 250

Review 3B1 (a) 60

(b) 36

2 (a) 1�12

10�

(b) �27

32�

3 (a) �45�

(b) �34�

(c) �58�

4 (a) 140

(b) 210

104 6 820�2�4�8 �6�2

�4

2

4

6

8

10

x

y

104 6 820�2�4�8 �6�2

�4

�6

�8

2

4

6

8

10

x

y

18 Section 3 – Reviews

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 18 of 28

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5 (a)

(b)

6 x � 6, y � �12� x � 3

7

8 (a) 7 units to the right and 2 units downward.

(b) 6 units downward.

(c) 5 units to the left.

9 12

10 400

SECTION FOURChapter 16 – NumberExercise 16.11 (a) 25% (b) 75% (c) 20% (d) 60% (e) 30%

(f) 70% (g) 15% (h) 65% (i) 8% (j) 17.5%

2 (a) 0.75 (b) 0.4 (c) 0.75 (d) 0.4 (e) 0.12

(f) 0.9 (g) 0.06 (h) 0.175 (i) 1.25 (j) 3.75

Exercise 16.21 (a) 6 (b) 40 (c) 90

2 (a) 10 (b) 30 (c) 70

3 (a) 23 (b) 23 (c) 11.5

4 (a) 87.5 (b) 8.75 (c) 26.25

5 (a) 21.6 (b) 64.8 (c) 108

6 (a) 81 (b) 8.1 (c) 0.81

7 612 8 84

9 3150 10 63

Exercise 16.31 (a) 50% (b) 20% (c) 25%

2 (a) 10% (b) 60% (c) 90%

3 (a) 10% (b) 30% (c) 70%

4 (a) 5% (b) 15% (c) 20%

5 (a) 25% (b) 2.5% (c) 17.5%

6 Win � 68% Draw � 8% Lose � 24%

7 87.5%

8 (a) 45% (b) 30% (c) 25%

Exercise 16.41 (a) 120% (b) 150% (c) 103%

2 (a) 88% (b) 70% (c) 93%

4 6 820�2�4�6�8�2

�4

�6

�8

2

4

6

8

10

x

y

104 6 820�2�4�10 �6�8�2

�4

�6

�8

�10

2

4

6

8

10

x

y

Section 4 – Number 19

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 19 of 28

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Exercise 16.51 (a) 200 (b) 280 (c) 195

2 (a) 180 (b) 240 (c) 175

3 9200 tonnes 4 €212.50 5 €2300

6 €4320 7 €7475 8 €6877

Chapter 17 – Algebra

Exercise 17.11 2x � 8 2 2x � 2y 3 6m � 8

4 3y 5 4p � 4q

Exercise 17.21 4a � 12 2 3b � 6 3 5c � 35 4 4d � 12

5 6e � 6 6 4f � 36 7 11j 8 7h

Exercise 17.31 (a) (y � 2)(y � 3) (b) y2 � 5y � 6

2 (a) (m � 8)(m � 2) (b) m2 � 10m � 16

3 (a) �12� x(x � 2) (b) �

12� x2 � x

4 (a) x(y � 2) (b) xy � 2x

5 (a) 3(x � 5) � x(x � 2) (b) x2 � 5x � 15

6 (a) �12� (x � 1)(x � 4) (b) �

12� x2 � �

52� x � 2

7 (a) (x � y)(x � 2) (b) x2 � 2x � xy � 2y

8 (a) x(y � 1) � 15 (b) xy � x � 15

9 (a) �12� (m � 2)(m � 2) (b) �

12� m2 � 2

10 (a) �12� (x � 1)(x � 1) (b) �

12� x2 � �

12�

Exercise 17.41 (a) x2 � x � 6 (b) x2 � 5x � 24

2 (a) x2 � 2x � 3 (b) x2 � 2x � 63

3 (a) x2 � 6x � 9 (b) x2 � 12x � 35

4 (a) a2 � b2 (b) p2 � q2

5 (a) 6y2 � 23y � 20 (b) 18y2 � 15y � 3

6 (a) 18p2 � 2 (b) �28p2 � 44p � 24

7 (a) 4x2 � 24x � 36 (b) 4x2 � 9

8 (a) �8y2 � 18 (b) 25y2 � 70y � 49

Chapter 18 – Shape, space andmeasuresExercise 18.11 (a) Yes

(b) Scale factor 2

2 (a) No

3 (a) Yes

(b) Scale factor 4

4 (a) Yes

(b) Scale factor 2

5 (a) No

6 (a) Yes

(b) Scale factor 1�12�

Exercise 18.21

2

3

20 Section 4 – Shape, space and measures

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 20 of 28

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4

5

6

Exercise 18.31 2

3

4

5

6O

O

O

O

O

O

Section 4 – Shape, space and measures 21

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 21 of 28

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Exercise 18.41 (a) Scale factor 3

(b)

2 (a) Scale factor 2

(b)

3 (a) Scale factor 3

(b)

4 (a) Scale factor 2�12�

(b)

5 (a) Scale factor 6

(b)

6 (a) Scale factor 1�12�

(b)

22 Section 4 – Shape, space and measures

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 22 of 28

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Section 4 – Using and applying mathematics/ICT 23

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 23 of 28

Total attendance � 366 420 Mean attendance � 11 820

4 The mean attendances were highest on Saturdaysand Sundays as these are at the weekends.

5 Pupils’ reasons.

Chapter 19 – Handling dataQ p. 124(a) The coach is more likely to choose the second

runner for an individual event as he/she iscapable of doing very well.

(b) For a team event the coach is more likely tochoose the first runner as he/she is moreconsistent and therefore less likely to let theteam down.

Q p. 124If inconsistent sportswomen and sportsmen are chosen this is usually because these athletes perform better on ‘big’ occasions.

Exercise 19.11 Mean � 3.3 Median � 4

Mode � 4 Range � 4

2 Mean � 6.4 Median � 5.6Mode � 5.6 Range � 5.9

3 Mean � 2.9 Median � 3Mode � 4 Range � 6

4 Mean � 36.5 Median � 23Mode � 23 Range � 95

5 Mean � 1.8 Median � 2Mode � 1, 2 Range � 5

6 A: Mean � 34 Median � 34.5Mode � 32, 35 Range � 4

B: Mean � 34.5 Median � 34Mode � 38 Range � 8

Pupils’ explanation

7 88.4 kg

8 94 points

9 Pupils’ answer

10 Pupils’ answer

Exercise 19.21 Pupils’ analysis

2 (a) No, as the mean is €30 000

(b) Yes, as both the mode and median are €20 000

3 Pupils’ report

Chapter 20 – Using and applyingmathematics/ICTInvestigationPupils carry out their own research into salespromotions and identify which are better value.

ICT activityBelow is an example of a possible spreadsheet toanswer questions 1–3.

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Review 4A1 (a) 25%

(b) 70%

(c) 60%

2 (a) 210

(b) 280

3 (a) 195

(b) 4200

4 3600 tonnes

5 (a) Expression

(b) Expression

(c) Equation

(d) Equation

6 (a) a2 � 2a � 8

(b) b2 � 10b � 21

7

8 Scale factor of enlargement 2

9 Mean = 6.5Median � 6Mode � 6 and 7

10 Mode � pupils’ explanation

Review 4B1 (a) 33.3%

(b) 45%

(c) 40%

2 (a) 122.5 (b) 30

3 (a) 350 (b) 172.5

4 €6000

5 (a) Expression

(b) Equation

(c) Equation

(d) Expression

6 (a) 6a2 � 5a � 6

(b) 2b2 � 9b � 5

7

8 Scale factor of enlargement 3

9 Mean = 41�23�

Median � 41Mode � 39

10 78.3 kg

24 Section 4 – Reviews

Checkpoint Maths 1 © 2004, Hodder & Stoughton Educational 24 of 28

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SECTION FIVEChapter 21 – NumberExercise 21.11 �

14� � �

28� � �1

46� � �

16

64� � �1

32�

2 �25� � �1

40� � �2

80� � �

25

00� � �

14

60�

3 �38� � �1

66� � �2

94� � �

14

50� � �

27

72�

Exercise 21.21 4 : 5 � 8 : 10 � 40 : 50 � 12 : 15

2 7 : 2 � 14 : 4 � 35 : 10 � 49 : 14

3 8 : 5 � 80 : 50 � 32 : 20 � 4 : 2.5

Exercise 21.31 1 : 24

2 1 : 14

3 1 : 1.75

4 1 : 4.8

5 1 : 2.5

6 516

7 120 g

8 48

9 540

10 352

Exercise 21.41 4 m

2 80 m

3 67.5 m

4 4.25 m

5 2.08 m

6 20 km

7 13.75 km

8 8 km

9 12 cm

10 16 cm

Exercise 21.51 9 units

2 24 000

3 6000

4 81 tonnes

5 (a) 20 hours 50 minutes (b) 384 m

Exercise 21.61 15

2 60 kg

3 22 litres

4 36

Exercise 21.71 150, 100

2 48, 96

3 4 kg, 6 kg

4 25 minutes, 35 minutes

5 1 m, 2 m, 5 m

6 10 km, 15 km, 20 km

7 40 minutes, 1 hour, 2 hours 20 minutes

8 600 g, 900 g, 500 g

9 300 ml, 1200 ml, 1500 ml

10 0.4 cm, 0.6 cm or 4 mm, 6 mm

Chapter 22 – AlgebraExercise 22.11 (a) 12 (b) �1 (c) �6 (d) 5

2 (a) 15 (b) �10 (c) �78 (d) �24

3 (a) 13 (b) 34 (c) �19 (d) 57

4 (a) 16 (b) 0 (c) �14

(d) 28 (e) 7 (f) 2

5 (a) �5 (b) 4 (c) 20

(d) �16 (e) 16 (f) 6

6 (a) 80 (b) 23 (c) 6

(d) �1 (e) 61 (f) 49

Section 5 – Algebra 25

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Exercise 22.21 (a) P � 22 cm, A � 28 cm2

(b) P � 40 cm, A � 96 cm2

(c) P � 13 cm, A � 9 cm2

(d) P � 20.5 cm, A � 18 cm2

(e) P � 81.6 cm, A � 32 cm2

(f) P � 3.4 cm, A � 0.6 cm2

(g) P � 2.9 m, A � 0.45 m2

(h) P � 12.6 m, A � 2.9 m2

2 (a) 32.5 m2 (b) 4675 m2

(c) 18 225 mm2 (d) 3600 cm2

3 (a) 9 cm2 (b) 30 cm2 (c) 18 cm2

4 (a) 420 volts (b) 3200 volts

(c) 600 volts2 (d) 400 volts2

Exercise 22.31 (a) 15 °C (b) 40 °C (c) �15 °C

(d) 100 °C (e) 0 °C

2 527 777 760 °C 3 �273.15 °C

Chapter 23 – Shape, space andmeasuresExercise 23.11 (a) 10 cm2 (b) 18 cm2

(c) 3600 cm2 or 0.36 m2

(d) 7.04 cm2 or 704 mm2

2 (a) 48 cm2 (b) 38 m2

(c) 1504 cm2 or 0.1504 m2

(d) 1.02 m2 or 10 200 cm2

(e) 2475 cm2 or 0.2475 m2 or 247 500 mm2

3 (a) 61.2 cm2 (b) 10 cm

(c) 16 cm (d) 25 cm

4 (a) 6 cm2 (b) 20 cm (c) 55 cm2

5 (a), (b), (c) Pupils’ triangles and calculations

(d) The area is the same in all three parts. Anyvariations result from inaccuracies of drawingand measuring.

6 (a) 17.28 cm2 (b) 10 cm

(c) 2 cm (d) 10 cm

Exercise 23.21 (a) 90 cm2 (b) 104 cm2 (c) 300 cm2

2 (a) 66 cm2 (b) 48 cm2

Exercise 23.31 (a) 28 cm2 (b) 120 cm2

(c) 75 cm2 (d) 1.275 m2

2 (a) 32 cm2 (b) 900 cm2 (c) 5 cm

(d) 1 cm (e) 40 cm

3 (a) 22 cm2 (b) 625 cm2 or 0.0625 m2

(c) 33�13� cm (d) 30 cm or 0.3 m

(e) 30 cm or 0.3 m

Exercise 23.41 (a) 100 cm2 (b) 108 cm2

2 a � 4 cm, b � 10 cm, c � 13�13� cm

3 (a) 200 m2 (b) 120 m2 (c) 60 m2

(d) 12 m (e) 5 m2 (f) 15 m2

Chapter 24 – Handling dataQ p. 152The more times an experiment or event is repeated,the closer the overall result will be to the theoreticalprobability.

Q p. 152There is an equal chance of it landing heads or tails.Just because a coin has already landed tails 5 timesdoes not mean a head is more likely next time.

Q p. 1520.426

Q p. 152The result of the 1000 spins is the most accurate as itis least likely to be affected by rogue results.

Exercise 24.11 Pupils’ results

2 Pupils’ results

26 Section 5 – Handling data

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Exercise 24.21 Pupils’ results

2 (a) �316�

(b) �366� or equivalent

3 (a) Pupils’ results

(b) Pupils’ results are likely to show that thegreater the number of results, the closer theexperimental results resemble the theoreticalprobability.

4 The larger the sample size, the closer the resultsare to the theoretical probability.

Chapter 25 – Using and applyingmathematics/ICTInvestigation

1 98 cm2

2 92 cm2

3 18 cm2

4

ICT activityPupils record their results in a spreadsheet. Aspreadsheet is given here showing the types offormulae that could be used to carry out some of thecalculations.

The graph is likely to show that, as the number oftimes the experiment is carried out increases, theexperimental results get closer to the theoreticalprobability, i.e. �

12�.

Review 5A1 20 cm

2 6 : 12 : 24

3 36°, 54°, 90°

4 (a) 26 (b) 29

5 (a) Perimeter � 2 � (length + width) or equivalent

(b) 26.4 cm

6 48 cm2 7 60 cm2

8 (a) 7 (b) �16� or equivalent

Review 5B1 12 m

2 750 kg, 1000 kg, 1250 kg

3 60°, 90°, 120°, 90°

4 (a) �21 (b) 29

5 (a) Area � �12� � base length �height

(b) 18.48 cm2

6 8 cm 7 6.2 cm

8 (a)

(b) �112�

Section 5 – Reviews 27

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Base length and Total area of Area of piece left

height of triangle pieces removed (cm2)

0 cm 0 100

1 cm 2 98

2 cm 8 92

3 cm 18 82

4 cm 32 68

5 cm 50 50

6 cm 68 32

7 cm 82 18

8 cm 92 8

9 cm 98 2

10 cm 100 0

Coin

Dice

1 2 3 4 5 6

H H1 H2 H3 H4 H5 H6

T T1 T2 T3 T4 T5 T6

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SECTION SIX –CHECKPOINT QUESTIONSNumber1.1 10041.2 15451.3 10551.4 2044

2 0.01, 0.10, 1.01, 1.10, 1.11

3 350, 300

4 126 miles

5 9

6.1 Day 2, Day 3, Day 5, Day 1, Day 46.2 9 °C6.3 �1 °C

7.1 �152�

7.2 37.3 �

13�

8.1 �14�

8.2 10%8.3 40%

9.1 3 � 4 � 5 � 29.2 21 15 � 4

10 33

11 $12.75

12 12.8 km

13 10.69 minutes

14.1 1114.2 1214.3 414.4 814.5 914.6 714.7 10

15 £7.20

16 $1105

17 $72

18 $20.70

19 2.6 km � 2600 metres0.34 m � 340 millimetres1874 ml � 1.874 litres350 g � 0.35 kilograms

20.1 12 g20.2 24 g marked on scale

Algebra1 4(x � 1) cm

2 3y � 15

3 x � 6

4 a � 9b � 6

5 x � 4

6 a � �1b � 1c � 3d � 7

7.1 137.2 7

8 54.2

Shape, space and measures1 41 m2, 30 m

2.1 isosceles

2.2 acute

2.3 obtuse

2.4 reflex

2.5 80 degrees

3 A � (�3, 3)B � (�1, �3)

4.1 2

4.2 3

5 192 cm2

Handling data1 �

25� or 0.4 or 40%

2 1, 2

3.1 16 to 20 hours3.2 11 to 15 hours

(i) 11 (ii) �12

34�

3.3 60 degrees

28 Section 6 – Checkpoint questions

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