**Table of Contents**

** Unit 1 | Algebra**

Page 1 | Expressions and Formulae

Page 3| Solving Linear Equations

Page 4| Expanding and Factorising

Page 5| Factorising Quadratics and expanding double brackets

Page 6| Patterns and Sequences

Page 7| Simultaneous Equations

Page 8| Changing the subject of a Formula

Page 9| Adding , subtracting algebraic formulas

** Unit 2 |Graphs**

Page 1 | Straight line graphs

Page 2 | Graphs of Quadratic functions

** Unit 3 |Geometry and Measure **

Page 2 | Symmetry

Page 3 | Coordinates

Page 4 | Perimeter, Area, Volume

Page 6 | Measurement

Page 7 | Trigonometry

Page 8 | Pythagoras

Page 9 | Angles

Page 10 | Shapes

Page 11| Time

Page 12 | Locus

**Unit 4 | Numbers**

Page 1 | Speed, Distance and time

Page 2 | Rounding and estimating

Page 3 | Ratio and proportion

Page 4 | Factors, Multiples and primes

Page 5 | Powers and roots

Page 7 | Positive and negative numbers

Page 8 | Basic operations

Page 9 | Fractions

Page 10 | Percentages

** Unit 5 | Statistics and Probability **

Page 1 | Sampling data (MA)

Page 2 | Recording and representing data

Page 3 | Mean median range and mode

Page 4 | Standard deviation

**Unit 4 | Calculus **

*Multiplying and Dividing by 10, 100 and 1000 *

1. Once you get the hang of it, multiplying and dividing by **10**, **100** and **1000**. All it involves is moving every digit either to the right or the left. It’s important that you remember how place value works though.

2. We’ll start with **multiplication**. When you **multiply** a number by **10**, **100**, or **1000**, it’s **getting bigger** so all of the digits will have to move to the left.

3. You **look at** the **number of zeros** in what you’re multiplying to **tell you how many spaces you need** to move – when you’re multiplying by **100**, it has two zeroes so you have to move two spaces to the left (by **10**, its one space and by **1000**, its three spaces).

**Example 1:**

Let’s say this is the question we have -> **263** x **100**

We’re multiplying by **100** so this means that we’re going to be **moving ****2** **spaces to the left**. Let’s set this out in a place value chart.

There was nothing left in the tens and the units columns so we had to put a zero in there. Our answer is **26** **300**.

4. **Dividing by** **10**, **100** or **1000** is very similar to multiplying but this time, all the digits in the place value chart will be moving to the right, because they’re getting smaller.

5. Like with multiplication, the number of zeros in what you’re dividing by tells you how many spaces you need to move – dividing by **10** is one space to the right, by **100** is two and by **1000** is three.

**Example 2:**

Let’s say our next question is **840** ÷ **1000**

We’re dividing by **1000** so that means we have to move **3** **spaces** to the right. We’ll use the place value chart to do this again.

Our answer is **0.840** but we can just write this as **0.84**.

6. These methods of **multiplying** and **dividing** can be useful even when your question has **multiples of** **10** or **100** or **1000**. You just have to break up the question – for example if you have **25** x **30**, you can change this to **25** x **3** x **10**. You can find out that **25** x **3** is **75** the you just have to multiply **75** x **10**.

7. Similarly, you can break up **division** questions. If you had **360** ÷ **40** , we know that **40** is the same as **4** x **10** so we can do **360** ÷ **4**, which is **90**, then **divide** that by **10**.

**1) Complete the questions**

**2) What number is 10 times larger than 7.1?**

**3) How many times smaller is 39 than 3900?**

**4) Each many question will he have constructed in 100 days?**

How many question will he have constructed n 100 days?

**5) Johns grandfather splits a 2.5kg bag of flour into 10 containers.**

**6) A schools is holding a harvest fund raiser. Each child has asked to bling in 15 different item sot food. **

There are 125 children in the school.

How much food will there be in total?