.

Using negative numbers

 Add, subtract, multiply and divide positive and negative
integers
 Use the sign change key to input negative numbers into a
calculator

Why learn this?

Manipulating negativ
e
numbers is a crucial
skill for
anyone working in
nance.

 You can understand adding or subtracting numbers by

imagining them on a number line. Level 5
2 5 3

1 3 4

Did you know?

 If you add a negative number, the result is smaller. So, adding a negative
number is the same as subtracting a positive number. Level 5
 If you subtract a negative number, the result is bigger. So, subtracting a
negative number is the same as adding a positive number. Level 5
 You can use the sign change key,
into your calculator. Level 5

or () , to enter negative numbers

 When you multiply or divide a positive number by a negative number, the

answer is negative. Level 6

The earliest known

written use of negative
numbers is in an Indian
manuscript from the
seventh century CE
but, confusingly, it
uses as a symbol to
mean negative!

 When you multiply or divide a negative number by a positive number, the

answer is negative. Level 6
 When you multiply or divide a negative number by a negative number, the
answer is positive. Level 6

Level 5
I can add and
subtract positive
integers to/from
negative integers

Work out
a 2 5

b 8 4

c 8 4

d 5 7

e 5 7

f 1 1

g 1 1

h 3 10 2

I can use the sign

change key
to enter negative
numbers into a
calculator

Use the sign change key on your calculator to help with these calculations.
a 303 61

b 48 211

c 13 5

d 481.1 28.3

e Hannahs bank statement shows her balance as 585 at the end of

January. In February, she makes a deposit of 1200 and withdraws 725.
What is her bank balance at the end of February?

I can multiply
and divide a
negative number by a
positive number

Work out
2 5

= 10

a 2 5

b 3 4

c 12 3

d 12 3

e 15 5

f 12 6

g 24 3

h 3 12 4

Getting things in order

add

divide

integer

multiply

negative

Level 5

Work out
a 13 3
e 3 8

b 4 5
f 15 16

c 1 5
g 2 2

d 19 11
h 5 11 2

On Monday night the temperature was 2C. By 4.30 a.m. Tuesday, the
temperature had dropped by 4 degrees. At 8 a.m. Tuesday, the temperature
was 1C.
a What was the temperature at 4.30 a.m.?

I can add or
subtract any
integers

Tip
Use a number line
to help you.

b What was the temperature change between 4.30 a.m. and 8 a.m.?

Work out
8 2

Level 6
=4

a 5 3

b 4 8

c 20 5

d 39 3

e 11 7

f 12 1

g 9 9

h 3 4 2

Learn this

Copy and complete.

a 4

16

c 72 8
e 19

9.5

I can multiply
and divide any
integers

8 48

d 21

f 12

60

Find two different pairs of numbers that multiply to make

28 and have a difference of 3.

When multiplying or dividing with two

integers:
if the signs are the same, the
answer is positive
if the signs are different, the answer
is negative.

Work out these

ii by evaluating the brackets rst, and
ii by expanding the brackets rst.

I can evaluate
expressions with
negative numbers and
bracket

Do you get the same solution each time?

2 (3 5)

ii 2 (3 + 5) = 2 8 = 16
ii 2 (3 + 5) = 2 3 + 2 5 = 6 + 10 = 16
a 3 (4 7)

b 2 (10 3)

c 5 (2 4) d (3 8) 7

Pattern spotting

Copy and continue this pattern to nd the answer to 3 4.

321
31 2
30
Write out another pattern to help you work out 5 3.

Power play

(1)2 1 1 1
Work out
a (1)3
b (1)4
c (1)7
d (1)10
e (1)17
Look for a rule for the value of (1)n, where n is any positive integer.
Write down your rule.

positive

sign

sign change key

subtract

1.1 Using negative numbers

.2 Indices and powers

 Find square numbers, square roots, cube numbers and cube roots
 Write numbers using index notation
 Use the square, square root, cube and cube root keys on a
calculator

 Understand and use the index laws for multiplication and

Why learn this?

division of numbers in index form

Indices are used in fo

rmulae to
measure the amount
of space in
shapes. Square numb
ers are used to
calculate areas, and
cube numbers
are used to calculate
volumes.

 Use the index laws for positive powers of letters

 When you multiply a number by itself, you are squaring it.

For example 42 4 4 16. 16 is a square number. Level 5
 Finding the square root of a number is the inverse, or opposite, of squaring.
___

16 4 because 42 16. 4 is a square root of 16. Level 5

Watch out!
A positive integer
has two square roots, one
positive and one negative,
square
but by conventi
__ on the
the

to
rs
refe
sign
root
positive root only.

 53 is ve cubed which means 5 5 5 125.

125 is a cube number. Level 6
 The
____inverse of cubing is nding the cube root.
3
125 is 5 because 53 125. 5 is the cube root of 125. Level 6
 You can write repeated multiplication of numbers using index notation.
4 4 4 4 4 45 and 3 3 5 5 5 32 53. Level 6
 There are special rules (or laws) for working with numbers written using
index notation.
When multiplying, you add the powers:
Joke!
2
3
23
5
3 3 3
3.
When dividing, you subtract the powers:
58 54 58 4 54. Level 6 & Level 7

Did you know?

Why are the numbers oating?

Because theyre in-da-seas!

Level 5

Without using a calculator, write these squares and square roots.

___

___

a 64

b 25

c 32

d 112

e 100

f 92

g 1

h 36

i 72

j 25

___

I can recall the

rst twelve
square numbers and
their square roots

____
___

I can use the

squares I know
to calculate others
mentally

Use the squares you know to mentally calculate these.

15 = 3 5, so 152 = 32 52 = 9 25 = 225

152
a 142

b 162

c 202

A 16th-century writer
suggested that the
4th power should be
called zenzizenzic,
and the 8th power
should be called
zenzizenzizenzic!

d 212

Estimate these square roots.

Use
calculator to check the exact answer.
__ the square root key on your__
8 22 = 4 and 32 = 9, so 8 lies between 2 and 3 and is closer
__

to 3.

I can estimate
the square
roots of non-square
numbers

Estimate: 8 = 2.8.

__

___

___

___

a 11

b 17

c 32

d 74

Getting things in order

cube

cubed

cube number (e.g. 2 3)

__

3
cube root (e.g. 8 )

index (indices)

Level 6

Write these numbers as squares, cubes or powers of 10.

100 = 102 because 10 10 = 100
a 8

b 64

c 1000

d 10 000

e 1 000 000

I can give the

positive and
negative square roots
of a number

Work out
___

a 121

b the square roots of 81

c the square roots of 4

d 49

I can use index

notation to write
squares, cubes and
powers of 10

____

Rewrite these using index notation.

a 22222222

b 3333

c 7777888

d 5552

Work out
a 43

___

3
c 27

b 23

I can rewrite
numbers using
index notation
_

3
e 1

d 103

Use the cube numbers you know to mentally calculate these.

a 63

c 93

b 83

Estimate these cube roots.

__

3
a 9

___

d (0.1)3

____

3
b 21

Tip
0.1 1 10

I can estimate
the cube roots
of non-cube numbers

____

3
c 50

3
d 90

I can use
the index laws
for multiplying and
dividing numbers in
index form
I can use a
calculator to nd
squares, square roots,
cubes and cube roots

Simplify, leaving your answers in index form.

a 32 33

b 72 75

c 64 62

d 93 9

e 55 52

f 79 74

g 63 62

h 42 42

Use a calculator to write these in order, smallest rst.

3

______

12 167

182

(5)3

___________
___

182 16

Level 7

Simplify these, leaving your answers in index form.

a c6 c5

b d8 d 2

c z3 z4

d t5 t3 t6

e (r 3 r 5) r2

f (u9 u4) u2

Squared away

Keith writes the numbers

1 to 16 on cards and
8
1
15
10
begins to lay them out.
Two cards next to each other always add up to
make a square number.
819
1 15 16
15 10 25 etc.
Lay out the rest of the cards so that this rule
continues.

index law

index notation

inverse

power

I can recall the

cubes of 1 to
5 and 10, and their
roots
I can use the
cube numbers
I know to calculate
others mentally

I can use the

index laws
for multiplying and
dividing letters in
index form

Binary

Computers often use binary strings to store and

process information. A binary string uses only
the digits 0 and 1, for example 0011000101.
How many different binary strings are there with
a one digit
b two digits
c three digits?
List them in each case.
d How many different binary strings are there
with n digits?

square number

square root

1.2 Indices and powers

.3 Prime factor decomposition

 Find the lowest common multiple and the highest common factor
 Find and use the prime factor decomposition of a number
 Understand and use the index laws for multiplication and division
of numbers in index form

 Use the index laws for numbers

Why learn this?

Just like the element
s in
chemistry, prime nu
mbers are
the building blocks
that combine
to make ever y other
number.

 The lowest common multiple (LCM) of two numbers is the

lowest number that is a multiple of them both. Level 5 & Level 6

 The highest common factor (HCF) of two numbers is the highest number that is
a factor of them both. Level 5 & Level 6
 You can write any number as the product of its prime factors.
For example 90 2 3 3 5 or 2 32 5. Level 6
 You can use the prime factor decomposition to nd the HCF and LCM of two
numbers quickly. Level 6

Did you know?

 To multiply powers of the same number, add the indices.

3 3 3
3
4
2
42
To divide powers of the same number, subtract the indices. 3 3 3
32
Level 6 & Level 7
2

24

 Any number to the power zero is 1. For example 30 1, 50 1, 350 1. Level 7

 Negative powers can be written as unit fractions or decimals.
1
1
1
For example 101 __
0.1, 102 ___
0.01, 103 ____
0.001. Level 7
10
100
1000

The 20th-century
composer Messiaen
wrote a piece of
music that used
prime numbers to
create unpredictable
rhythms.

Level 5
Find all the factor pairs for these numbers.
a 56

b 72

c 48

I can nd all the

factor pairs for
any whole number

d 120

I can nd the
HCF of two
numbers

Find the highest common factor (HCF) of these numbers.

a 30 and 42

b 27 and 45

c 18 and 66

d 96 and 144

Find the lowest common multiple (LCM) of these numbers.

7 and 9
Multiples of 7: 7, 14, 21, 28, 35, 42, 49, 56,

Multiples of 9:
LCM = 63
a 12 and 20

I can nd the
LCM of two
numbers

63 ,

9, 18, 27, 36, 45, 54, 63 ,

b 15 and 25

c 30 and 42

d 33 and 121

Level 6

Find the prime factor decomposition of these numbers.

180
180
Look for a pair of factors, neither

18
3

10
6 2

2 3

Getting things in order

of which is 1.
Circle the factor if it is a prime number.
Continue until no further factor pairs are possible.
180 = 2 2 3 3 5 or 22 32 5

a 30

b 42

c 72

d 99

factor

highest common factor (HCF)

I can nd
the prime factor
decomposition of a
whole number

Tip

Check a prime
tion by multiplying the
orisa
fact
factors back together.

index (indices)

index law

index form

Level 6

Simplify these, leaving your answers in index form.

6

a 4 4

b 8 8

c 6 6

d (4 4 ) 4

e 34 35

f 72 73

g 56 54

h 25 22

I can use the

index laws
for multiplying and
dividing numbers in
index form

Use prime factor decomposition to nd the HCF of these numbers.

Complete prime factor decomposition:

Identify common factors, and multiply them:

42 = 2 3 7
154 = 2 7 11
HCF = 2 7 = 14

a 30 and 48

d 176 and 350

42 and 154

b 30 and 100

c 180 and 210

I can nd the
HCF of two
numbers using
their prime factor
decompositions

Use prime factor decomposition to nd the LCM of these numbers.

Complete prime factor decomposition: 84 = 2 2 3 7

308 = 2 2 7 11
Multiply together all the factors but only include overlaps once:
2 2 3 7 11 = 924

84 and 308

a 35 and 42

b 30 and 100

c 180 and 810

I can nd the
LCM of two
numbers using
their prime factor
decompositions

d 176 and 350

I can prove that
any number to
the power zero is 1

a Write down the value of 23. What is the value of 23 23?

b Use an index law to simplify 23 23.
c What is the value of 20?

Level 7

Work these out, writing your answers as decimals.

a 10 10
3

b 10 10

10

c 10

10

I can understand
and use negative
indices

d 10 10

a Use an index law to simplify 22 23.

b What is the value of 21?
c A whole number raised to a negative power is smaller than 1. True or false?

I can use the

index laws to
simplify multiplication
and division
calculations

Use prime factor decomposition to simplify these.

Give your answers in index form.
45 48

45 = 32 5 and 48 = 24 3
so 45 48 = 32 5 24 3 = 24 33 5

a 24 32

b 60 21

c 1500 75

Factor line

Calculate the HCF of 12 and 20.

Draw a pair of axes and join the points (0, 0) and
(12, 20) with a straight line. How many points
with whole-number coordinates (not including
(0, 0)) does the line pass through? What do you
notice?
Make a prediction: how many points with wholenumber coordinates (not including (0, 0)) will the
line connecting (0, 0) to (12, 15) pass through?
Test your prediction to see if you are correct.

lowest common multiple (LCM)

d 126 30

prime factor

Highest common formula

Using your answers from Q6 and Q7, or

otherwise, copy and complete this table.
Number a

Number b

30

42

30

100

180

210

HCF

ab

LCM

Write down a formula for the LCM.

Can you explain why it works?

prime factor decomposition

1.3 Prime factor decomposition

.4 Sequences
 Generate and describe integer sequences
 Generate and predict terms from practical contexts
Why learn this?

 A mathematical sequence is a list of numbers which follow a

rule or pattern. The numbers in a sequence are called the
terms of the sequence. Level 5

Sequences can descr

ibe in
numbers how things
grow
or develop from th
e size of
an insec t population
to the
spread of a forest
re.

 A term-to-term rule tells you what to do to each term to obtain the next
term in a sequence. Level 5
 An arithmetic sequence starts with a number, a, and adds on or subtracts
a constant difference, d, each time. The numbers change in
equal-sized steps Level 5

Super fact!

 To nd the rule for a sequence, look at the differences

between consecutive terms the difference pattern. Level 5
 Not all sequences have equal-sized steps.
For example 1
4
9
16
3

The Fibonacci
sequence is a set of numbers
which appears all over nature. It can
be used to express the arrangement
of a pine cone or how fast some
species reproduce.

Level 6

Level 5
For each sequence, identify the term-to-term rule and write the next two terms.
3

10

13

Term-to-term rule: add 3

The next two terms are 13 + 3 = 16
and 16 + 3 = 19

a 11, 15, 19, 23,

b 19, 16, 13, 10,

c 5, 6.5, 8, 9.5,

d 2.5, 2.6, 2.7, 2.8,

e 2, 4, 8, 16,

f 1, 1, 1, 1,

g 200, 100, 50, 25,

h 9, 3, 1, _31 ,

Look at these growing rectangles.

I can continue or
generate a
sequence and use a
term-to-term rule

Watch out!
A term-to-term
rule could contain add,
subtrac t, multiply
or divide.

a Draw the next rectangle in the sequence.

b Write down the number of squares in each rectangle.
c Does this sequence increase in equal steps?
Describe what is happening each time.
d How many squares will be in the 5th and 6th rectangles?
The rst term of a sequence is 3, and the term-to-term rule is square the
number and add 1. What are the next two terms in the sequence?

10

Getting things in order

arithmetic sequence

difference pattern

flow chart

Which of these sequences are arithmetic sequences?

Copy them and identify the values of a and d
for each sequence.
a
c

3, 5, 7, 9,

1, 4, 9, 16,

10, 7, 4, 1,

7, 17, 27, 37,

Write the sequence generated by this ow chart.

Is it an arithmetic sequence?
Start with 4

Is your
answer bigger
than 50?

Add 13

Yes

Level 5

Learn this
In an arithmetic
sequence, a is the
rst term and d is the
constant difference
that is added on each
time. If the sequence
is decreasing, d is a
negative number.
STOP

I can recognise
and describe an
arithmetic sequence

I can generate a
sequence from a
ow chart

I can recognise
and describe an
arithmetic sequence
I can generate
a sequence from
a practical context

No

Steph is making some terraced houses out of rods.

a Draw the next picture.
b Copy and complete the table.
Number of houses
Number of rods

1
6

c Describe this sequence with a term-to-term rule.

d Is this sequence arithmetic? If so, write down the values of a and d.
George wants to model the spread of a forest re.
He starts by colouring in one square in his book.
The re will spread to another square if it shares
an edge with a square that is already on re.

I can predict and

test the next
term in a practical
sequence

a Copy and complete the table.

Term number
Squares on re
b
c
d
e
f

1
1

Predict the number of squares on re for the 4th and 5th terms.
Draw the fourth term to test your prediction.
What is happening each time? Explain your answer.
Describe this sequence with a term-to-term rule.
Is this sequence arithmetic? If so, write down the values of a and d.

Copy these sequences and write the next two terms.

a 3, 4, 6, 9,

b 100, 99, 97, 94,

c 5, 7, 11, 17,

d 2, 8, 18, 36,

e 49, 36, 25, 16,

f 1, 8, 20, 37,

Look and say

A sequence begins like this.

1, 11, 21, 1211, 111221, ...
What is the next number in the sequence?
Hint: There is a clue in the title.

generate

predict

sequence

Level 6
I can continue a
non-arithmetic
sequence

Fired up

George used a square-based system to model a forest

re in Q7. Repeat his experiment using equilateral
triangles. (You may like to use isometric paper.)
Does the re spread faster or slower?
What real-world situations might this model?

term

term-to-term rule

1.4 Sequences

11

.5 Generating sequences
using rules
 Generate a sequence using a term-to-term rule
 Generate a sequence using a position-to-term rule

Why learn this?

Position-to-term rules
can help
you predict future ins
tances of
events that follow se
quences
such as solar eclip
ses.

 The term number tells you the position of that term in the sequence. Level 5
 A position-to-term rule tells you what to do to the term number to obtain
that term in the sequence. Level 5 & Level 6
 A position-to-term rule can be written in words or in algebra.
For example, 3n 5: n is the term number, so to nd a term multiply its
term number by 3 and add 5. Level 5 & Level 6

Level 5
Each of the arithmetic sequences below has one mistake. Rewrite the sequence
correctly and identify a (the rst term) and d (the constant difference).
a

3, 7, 11, 16,

5, 12, 20, 26,

I can recognise
and describe an
arithmetic sequence

12, 10, 6, 3,

In an arithmetic sequence, the 3rd term is 15 and the 5th term is 23.
What are the values of a and d for this sequence?
In another arithmetic sequence, the 3rd term is 18 and the 7th term is 10.
What are the values of a and d for this sequence?
Use the position-to-term rules to nd the 1st, 2nd, 3rd and 10th terms of these
sequences.
Multiply the term number by 2. When term number = 1, term = 1 2 = 2.
When term number = 2, term = 2 2 = 4.
When term number = 3, term = 3 2 = 6.
When term number = 10, term = 10 2 = 20.
a Multiply the term number by 5.
b Multiply the term number by 3 and add 2.

Watch out!
Dont confuse
term-to-term and
position-to-term rules!

c Multiply the term number by 7 and subtract 4.

d Divide the term number by 2 and add 5.

12

Getting things in order

arithmetic sequence

I can nd a term
given its position
and a position-to-term
rule

decrease

generate

Level 6

Use the position-to-term rules to nd the 1st, 2nd, 3rd and 100th terms of these
sequences.

I can nd a term
given its position
and a position-to-term
rule using positive and
negative numbers

a Multiply the term number by 3.

b Multiply the term number by 2 and subtract 7.
c Subtract 3 from the term number and then multiply by 8.
d Subtract the term number from 10.
e Divide the term number by 4.

I can nd a term
given its position
and an algebraic
position-to-term rule

Use the position-to-term rules to nd the 1st, 2nd, 3rd and 7th terms of these
sequences.
5n 2

Tip

1st term = 5 1 + 2 = 7
2nd term = 5 2 + 2 = 12
3rd term = 5 3 + 2 = 17
7th term = 5 7 + 2 = 37

a 4n 3

b 100 n

c 7n 99

d 6n 8

e 3 2n

f n2

If the number
before n is positive, the
sequence is increasing. If it is
negative, the sequence is
decreasing.

a For each of these position-to-term rules, write the rst ve terms.

5n 7

4n 2

6n 1

3n 2

b What do you notice about the term-to-term rule and the position-to-term
rule in each case?
Match each term-to-term denition to a position-to-term denition.
Term-to-term
a Start at 3, add 2 each time.

Position-to-term
Multiply the term number
ii
by 4 and subtract 2.

Tip
Find the rst
few terms of each
sequence.

b Start at 4, subtract 3 each time.

Multiply the term number

by 3 and add 7.

c Start at 2, add 4 each time.

Double the term number and add 1.

I can understand
and use algebraic
position-to-term rules

True or false?
a The sequence 7n produces the multiples of 7.
b Every term in the sequence 2n 3 is odd.
c The sequence 5 n is a decreasing sequence.
d The sequences 2(n 4) and 2n 8 are not the same.
e Every term in the sequence 3(100 n) is positive.

Can you digit?

The digits 1 to 8 can be arranged as an arithmetic

sequence of two-digit numbers like this.
12, 34, 56, 78 (start at 12, add 22 each time)
Find another way to arrange the digits 1 to 8 as an
arithmetic sequence of two-digit numbers.

increase

position-to-term rule

sequence

Rows by any other name

Calculate the rst ve terms of the

sequence with the position-to-term rule
_1 n(n 1). By what name are these
2
numbers better known?

term

1.5 Generating sequences

using rules

13