P.O.

Box 342-01000 Thika

Email: info@mku.ac.ke
Web: www.mku.ac.ke

DEPARTMENT OF BUSINESS AND SOCIAL

STUDIES

COURSE CODE: BBM 112

COURSE TITLE: FOUNDATION

MATHEMATICS

Instructional manual for BBM – Distance Learning

 TABLE OF CONTENTS
COURSE OUTLINE ........................................................................................................ iv
TABLE OF CONTENTS .................................................................................................. ii

CHAPTER ONE............................................................................................................... 1
NUMBERS........................................................................................................................ 1
Introduction ...................................................................................................................... 1
Real Numbers ................................................................................................................... 1
Rational Numbers ............................................................................................................ 1
Complex Numbers........................................................................................................... 2
Algebra Of Sets Of Real Numbers:................................................................................ 5
Venn Diagrams................................................................................................................. 7

CHAPTER TWO............................................................................................................ 10
EQUATIONS AND INEQUALITIES ....................................................................... 10
Linear Equations: ........................................................................................................... 10
Simultaneous Linear Equations ................................................................................... 14
Quadratic Equations ...................................................................................................... 21
Linear Inequalities ......................................................................................................... 29

CHAPTER THREE ........................................................................................................ 37

FUNCTIONS.................................................................................................................. 37
One To One And Onto Functions................................................................................ 39
One To One Correspondence ....................................................................................... 42
Composition Of Functions............................................................................................ 43
Graphs Of Function ....................................................................................................... 45

CHAPTER FOUR .......................................................................................................... 58

LOGARITHMIC AND EXPONENTIAL NOTATION.......................................... 58
Laws Of Indices.............................................................................................................. 58
Logarithms ...................................................................................................................... 60
Laws Of Logarithms ...................................................................................................... 60

CHAPTER FIVE ............................................................................................................ 62

ARITHMETIC AND GEOMETRIC SEQUENCES AND PROGRESSIONS.... 62
Sequences ........................................................................................................................ 62
Arithmetic Progression (A.P) ....................................................................................... 63
Geometric Progression (G.P) ........................................................................................ 65

CHAPTER SIX ............................................................................................................... 68

COMMERCIAL ARITHMETICS .............................................................................. 68

ii
Simple Interest................................................................................................................ 68
Compound Interest........................................................................................................ 69
Appreciation And Depreciation .................................................................................. 73
Hire Purchase ................................................................................................................. 74
Discount And Commission .......................................................................................... 76

CHAPTER SEVEN ........................................................................................................ 78

MATRICES..................................................................................................................... 78
Operations With Matrices............................................................................................. 78
Matrix Methods .............................................................................................................. 87

CHAPTER EIGHT ........................................................................................................ 89

PERMUTATIONS AND COMBINATIONS........................................................... 89
The Factorial Notation................................................................................................... 90
Permutations................................................................................................................... 92
Combinations.................................................................................................................. 94

iii
 COURSE OUTLINE
Mathematics
Credit Hours: 3 Credits
Contact Hours: 45 Hours

Course Purpose

The course introduces you to fundamental principles of mathematics. This will

equip them with basic mathematical language and reasoning.

Course Objectives

By the end of the course unit the student will be able to:-
i. Explain the concept of numbers and functions: simple and complex
ii. Solve differential and integral calculus problems
iii. Solve simple matrix and functional problems
iv. Apply techniques of matrix algebra

EVALUATION:
CATS AND ASSIGNMENTS - 30%
TRIMESTER EXAMINATIONS -70%

REFERENCES
a) pure mathematics 1 by backhouse
b) Basic mathematics by Brittinger and keedy
c) Finite mathematics by Howard L. Rolf
Any Other relevant text

iv
 CHAPTER ONE

NUMBERS

Introduction
The word “number” came from the latin word “numerus” which mean “to
apportion”, to assign, to allot, to take. Therefore a number is something that
measured the size of an allotment.
Numeral is any symbol that can represent a number. e.g. five is a number
represented by numeral 5 or v.
There are two types of numbers – complex numbers and real numbers.

In this course, we will just define complex numbers, however, real numbers will
be studied in length by looking at its compositions, the algebra of real numbers
properties in operation of real numbers and sets of real numbers.

Real Numbers
A real number is any number that can be written as a decimal. Real numbers
constitute the rational and irrational numbers.

Rational Numbers
2
The root of the word rational is “ratio”. The number is a ratio of 2 or 3. In
3
m
general, a rational number is a number of the form , where m and n are
n
integers, terminating decimals and recurring decimals. This is because the set of
each numbers above can be divided by a non-zero integer.
3
e.g. 3 =
1
−4
−4 =
1
212
2.12 =
100
579
0.579 =
1000
1
0.3333K =
3
3
0.2727 K =
11
Activity

1
Convert the recurring decimal 0.324324… to a fraction. Integers constitute both
the negative whole numbers. They are represented in a number line as follows.

-4 -3 -2 -1 0 1 2 3 4

The positive whole numbers are also called the counting or natural numbers.

Complex Numbers
Its important to note that, its possible to take the root of any nonnegative real
number. However, for negative numbers some are possible, while other are not.
8 = −2 since ( −2 ) = −8
3
e.g. 3

−1 = −1 since ( −1) = −1
3 3

But consider −1 , we let i = −1 . Then i 2 = −1 . But there is no such real number

i, since for any real number r, r 2 ≥ 0 consequently, i −1 is not a real number.
The number i is the prototype imaginary number. Any number of the form
r −1 = ri , where r is a real number, is a pure imaginary number.
The collection of numbers of the form a + bi , where a and b are real numbers
forms the set of complex numbers.
e.g. 2 + 3i
−3
+ 5i
4
−4
7
−π − i
6
In the complex number, the six operations f addition, subtraction, multiplication,
division by non zero, exponentiation and extraction of roots are always possible.
e.g. solve −16
we let −16 = 16 ×1
Therefore −16 = 16 × −1
= 16 × −1
but we know −1 = i and 16 = 4
= 4i

Example
Consider the following subset of real numbers.
{−7, − 6, 2, 2 , 0, 2, π
5 }
List the numbers in this set that are
a) Natural numbers

2
b) Integers
c) Rational numbers
d) Irrational numbers
Solution
a) {2, 7}
b) {−7, 2, 0, 7}
c) {−7, 2, 3 5 , 0, − 1 4 , 7}
d) { 6, 2, π }
Basic Notation in Real numbers
The language of algebra is a language of symbols. We consider some of the
notations used for the operations and relations defined on the real numbers
If a and b represent real numbers, there are four basic arithmetic operations that
can be performed.
Addition a + b
Subtraction a − b
Multiplication ab, a ⋅ b, a ( b ) , a × b
Division a ÷ b, a
b
Special notation is also used to express various relationships between numbers.
a = b a is equal to b
a ≠ b a is not equal to b
a < b ( or b > a ) a is less than b (or b is greater than a )
a ≤ b ( or b ≥ a ) a is less than or equal to b (or b is greater than or equal to a)
Note: the relationship < and ≥ called order relationships, are defined by the
following rules:
a < b means b – a is positive
a ≤ b means b – a is nonnegative
Exercises
1. Determine which numbers in the set are
a) Natural numbers
b) Integers
c) Rational numbers
d) Irrational numbers
i). −8, −8 , 4, 3 3, 0,1
3 4,
ii). 9, −12, −13 , 4,4.21, 1 , π .
2 3
iii). 13, −12, 9, 7, 5
4
2. Plot the following numbers as points on a real line.
a). 3 b) −5 c) 3 d) −3 e) 1 1 f). 8
4 4 2 4

3
 3. Determine whether each of the following is true or false.
a) 6<2 b) 0 < 2 c) 5 ≥ 6 d) 3 ≤ 3 e) 4 ≠ 4
4. Show that the rational number 216/99 has a group of two digits that repeat in
its decimal expansion.

1.4 Properties of Real Numbers

The basis operations of the number system are addition and multiplication. Each
of these operations is called a binary operation because it pairs any two real
numbers with a third real number.
The properties of these operations in real numbers all stem from a few basic
statements, called axioms or postulates, statements that are assumed to be true.
i). Commutative properties allow you to add or multiply numbers in any order:
a+b = b+a 5+ 3 = 3+ 5 = 8
ab = ba 2.5 = 5.2 = 10
ii). Associative properties allow you to change the way in which group
quantities to be added or multiplied.
( a + b) + c = a + (b + c) 3 + 4 +1 = 3 + ( 4 + 1) = ( 3 + 4 ) + 1
( ab ) c = a ( bc ) 3.4.6 = 3 ( 4.6 ) = ( 3.4 ) 6 = 72
Note There are no associative properties for either subtraction or division.
For example ( 9 − 6 ) − 1 = 9 − ( 6 − 1) is wrong.
iii). Distribute properties tie together, multiplication and addition (or
subtraction).
a ( b + c ) = ab + ac. 4 ( 3 + 2 ) = 4.3 + 4.2 = 20
a ( b − c ) = ab − ac
iv). Identify properties single out two special numbers 0 and 1.
0 + a = a Identify property of addition
1.a = a Identify property of multiplication
v). Inverse properties
• Every number a has a unique opposite or negative –a as such that
a + ( −a ) = 0 (inverse property for addition)
• Every number a ≠ 0 has a unique reciprocal 1 such that a. 1 = 1
a a
(inverse property for multiplication).

Equality
Equality of two expressions means that both expressions are same for same
quantity.

Properties of Equality
1. Reflective : a = a
2. Symmetric : if a = b , then b = a

4
 3. Transitive: if a = b and b = c , then a = c

Algebra Of Sets Of Real Numbers:

Given two sets A and B, the set consisting of all those elements which belong to
both
A and B is called the intersection of A and B, denoted by A ∩ B .
e.g. if A = {2, 4, 6,8,10,12} and
B = {3, 6,9,12}
then A ∩ B {6,12}
The set consisting of those element which belong to A or B, or both, is called the
union of A and B and is denoted by A ∪ B
Thus A ∪ B = {2,3, 4, 6,8,9,10,12}
Exercise:
Given that A = {1, 2,3,3, 4,5} , list the members of the following sets

( a ) { x 2 : x ∈ A} ( b ) { 1 2 : x ∈ A} ( c ) { x 2 :< 10}
Definition
The Universal set, denoted by ε , represent all the set of all elements under
consideration.
The complement of a set A is a set of all the elements of the universal set ε
which are not contained in a given set A, and is denoted by A′ .
e.g. ε = {1, 2,3, 4,5, 6} , = {4,5,} ⇒ x1 = {1, 2,3, 6}
The notation n ( A ) is used to denote the number of elements in set A. E.g. If
A = {1, 2,3} , B {2,9,10,11}
then n ( A) = 3, n ( B ) = 4 n ( A ∩ B ) = 1 n ( A ∪ B ) = 8
Notice that
n ( A ∪ B ) = n ( A) + n ( B ) − n ( A ∩ B )
Exercise
1. Given that ε is the set of opposite integers less than 100 and the set A and B
are subsets of ε . A is the set of multiple of 2 and B is the set of multiples of
7.
a. List the member of A, B, A ∩ B, A ∪ B.
b. Write down the value of n ( A) = n ( B ) , n ( A ∪ B ) , n ( A ∩ B ) and verify
that n ( A ∪ B ) = n ( A) + n ( B ) , n ( A ∩ B )
List down A′ and B′, A′ ∩ B′, A′ ∪ B′
2. State (a) the additive inverse (b) the multiplicative inverse (if it exists) for
each of the following numbers.

5
 ( i ) − 6 ( ii ) − 2 3 ( iii ) 0.2 ( iv ) − 2000 ( v ) − ( −1)
(iv). 0 (No multiplicative inverse)
3. Find the values of x for which the following expressions do not exist.
2x + 5 x x 1 1
(i). 2 (ii). (iii). 2 (iv). 2 (v) 2
x − x−6 2x + 5 x −5 x −3 x + 8 x + 15

Definition of open interval

( a, b ) = { x : a < x < b}
The numbers a and b are called the end points of the interval. The graph of the
open interval (a, b) consist of all points on a co-ordinate line the lie between the
points corresponding to a and b.
NB
A bracket is used instead of parenthesis to include the end points. If a < b , then
closed interval denoted by [ a, b] and half open intervals denoted by [ a, b] or
[ a, b] are define as follows.
[ a, b] = { x : a ≤ x ≤ 6}
[ a, b] = { x : a < x ≤ b}
We can also employ certain infinite intervals.
( −δ , a ) = { x : −∞ < x < a}
( −∞, a ) = { x : x < a}
( a, ∞ ) = { x : x > a}
( a, ∞ ) = { x :≥ a}
The set ℜ of real numbers is sometimes denoted as ( −∞, ∞ )
Definition:
If a ∈ℜ then absolute value of a, denoted by a
Is defined as
⎧ a if a ≥ 0
a =⎨
⎩ − a if a < 0
e.g. 3 = 3, −3 = − 3 = 3
2 −2 = − ( )
2 −2 = 2− 2
It can be shown that a = −a , ∀a ∈ℜ
We use the concept of absolute value to define the distance between any two
points on the co-ordinate line.
Definition

6
Let a and b be the co-ordinates of two points A and B, respectively on a co-
ordinate line l. The distance between A and B denoted d(A, B) is d ( A, B ) = b − a .
It is also called the length of the line segment
Note that
d ( B, A) = a − b and b − a = a − b
⇒ d ( A, B ) = d ( B, A)
d ( 0, A) = a − 0 = a
Example
Let A and B have co-ordinates –5, –3, find d(A, B)
Solution
d ( A, B ) = −3 − ( −5 ) = −3 + 5 = 2 = 2
Properties of absolute values
x ≥ 0; x = 0 iff x = 0
xy = xy
x = x ,y≠0
y y
The triangular inequalities hold
i.e. x + y ≤ x + y
2
x2 = x ,
x− y ≤ x − y
x < a iff − a < x < a
x > a, iff x > a or x < −a
x = a, iff x = a or x = −a

Venn Diagrams
Sets and set operations can conveniently be presented in diagrams. The basic
idea is to represent the universal set by a rectangle and other sets by circles
within the rectangle.

The Venn diagrams typically serve to describe relationships among two or more
sets.
Consider the various ways two sets could be depicted. In general, A and B could
be such that A ∩ B = φ , A = B, A ⊂ B , B ⊂ A or they have some, but not all
elements in common. Each of these could be shown separately, but convection
dictates that set A and B be illustrated as overlapping. For example, if
ε = {1, 2,3,K ,10} , A = {1, 2,3} , B = {4,3,5} .
We would show this by Venn diagram as

7
 ε6
A B
1 4
7 3
2 5 10
8 9

NB
i). Elements in the intersecting region is the set of intersection of A and B,
A∩ B .
ii). All elements in the two circles is the set of union of A and B; A ∪ B .
iii). Elements outside the circles is the set of compliment of the union of A and
B; ( A ∪ B ) .
iv). Element outside circle A is the compliment of A; A′ .

Example
Let ε = {1, 2,3,K, 20}
A = {5,10,15, 20}
B = {2, 4, 6,8,10,12,14,18, 20} .
C = {3, 6,9,12,15,18} .
Draw a venn diagram, label the regions and place each element in the
appropriate region.

A B
ε
2 8
5 10 16 4
1 I II
20
III 14 13
15 V
6
7 IV 12
VI 18 17
9
3
11 VII 19 VIII
C

Note that region V, which represents ( A ∩ B ) ∩ C is empty. i.e. ( A ∩ B ) ∩ C = φ

Region VIII represent ( ( A ∪ B ) ∪ C )′ = {1, 7,11,13,17,19} .

Exercise
In the 1992 summer Olympic games, 37 countries won gold medals, 44 won
silver medals, 54 won bronze medals, 30 won both gold and silver medals, 33

8
won both gold and bronze medals, 36 won silver and bronze medals and 28 won
gold, silver and bronze medals.
Required
Represent this information using Venn’s diagram and find;
a) How many countries won only gold medals?
b) How many countries won only silver medals?
c) How many countries won only bronze medals?
d) How many countries won gold and silver medals but no bronze medals?
e) How many countries won gold and bronze medals but no silver medals?
f) How many countries won silver and bronze medals but no gold medals?

9
 CHAPTER TWO

EQUATIONS AND INEQUALITIES

Linear Equations:
An algebraic expression is a symbolic mathematical statement. A symbolic
statement that equate two expression is called an equation. (i.e equation have
equal symbol that separate the two expressions).
Linear equations:
Linear equation are equation of order one. i.e The highest power of the unknown
variable is one.
n
For example x + 3 = 17, 2m − 5 = 25, − 3 = 8 are Linear equations
4
x 2 + 4 = 8, 2 y 3 − y = 7 , are not Linear equations.

Solving linear equations:

Solving an equation involves determining the set of all real numbers for which
the equation is true.
Remark:
Linear equations have exactly one solution value for its variables.
Since an equation states equality of two things, what is done on one side is also
done on the other side.
Example 1
Solve the equation 8 x − 6 = 5 x + 9

Solution
Add 6 to both sides, 8x − 6 + 6 = 5x + 9 + 6
8 x = 5 x + 15
Subtract 5x from both sides
px − 5 x = 5 x − 5 x + 15
3x = 15
Divide both sides by 3
3 x 15
=
3 3
i.e. x = 5
The reason for adding 6 to both sides and subtracting 5x from both sides is to get
rid of −6 on the Left Hand Side (LHS) and 5x on the (RHS). A simpler equation
is obtained in which the L.H.S contains only the unknown and the RHS contains
the known. The LHS of the equation 3x = 15 is divided by 3 to give x and the
RHS is also divided by 3.

Example 2

10
Solve the equation
3x + 34 − 8 x = 11 − 9 x − 13
Solution
3x + 34 − 8 x = 11 − 9 x − 13
Simplify both sides
3x + 8 x + 34 = 11 − 13 − 9 x
i.e. −5 x + 34 = −2 − 9 x
Add 9x to both sides
−5 x + 34 + 9 x = −2 − 9 x + 9 x
4 x + 34 = −2
Subtracting -34 on both sides
4 x + 34 − 34 = −2 − 34
4 x = −36
Dividing both sides by 4
4x 36
=−
4 4
Therefore x = −9

Example 3
2 3 y
Solve y + = 10 +
5 4 2

Solution
LCM of 5, 4 and 2 = 20
Multiplying both sides by 20
⎛2 3⎞ ⎛ y⎞
20 ⎜ y + ⎟ = 20 ⎜ 10 + ⎟
⎝5 4⎠ ⎝ 2⎠
8 y + 15 = 200 + 10 y
Subtracting 10 y from both sides
8 y + 16 − 10 y = 200 + 10 y − 10 y − 2 y + 15 = 200
Subtracting 15 on both sides
−2 y + 15 − 15 = 200 − 15
−2 y = 185
Dividing both sides by −2
−2 y 185
=
−2 −2
1
Therefore y = −92
2
1
Note should there be a term like 1 x in the equation, always write it in the
2
3
improper fraction form, as x and then proceed as in the above example.
2

11
Exercise
Solve the following equations
1. x + 113 = 153
2. x + 8 = −12
3. x − 17 = 37
x
4. =6
8
5. 24 x = 72
x
6. +3= 3
3
7. 24 − 8 = p − 3
1 1 1
8. 3 + 2 x = 17
2 4 2
4 3 1
9. 1 x + = 1 x + 3
5 5 5
12 1 1 3
10. − =1 +
x 2 3 x

Equations involving brackets

Recall that
i). a + ( b + c ) = a + b + c
ii). a + ( b − c ) = a + b − c
iii). a − ( b + c ) = a − b − c
iv). a − ( b − c ) = a − b + c
Use these rules to remove bracket before solving equations involving bracket.

Example 4
Solve the equation 9 x − ( 4 x − 3) = 11 + 2 ( 2 x − 1)
Solution
Removing brackets
9 x − 4 x + 3 = 11 + 4 x − 2
Simplifying both sides
5x + 3 = 4 x + 9
Subtracting 4x and 3 from both sides
5x − 4 x = 9 − 3
Therefore x = 6

12
Example 5
5x + 2 3 7 x − 1
Solve the equation − =
4 2 3
Solution
Multiply both sides by 12 (LCM of 4, 2 and 3)
⎛ 5x + 2 3 ⎞ ⎛ 7x −1 ⎞
12 ⎜ − ⎟ = 12 ⎜ ⎟
⎝ 4 2⎠ ⎝ 3 ⎠
3
i.e. 3 ( 5 x + 2 ) − 12 × = 4 ( 7 x − 1)
2
3 ( 5 x + 2 ) − 18 = 4 ( 7 x − 1)
Removing brackets
15 x + 6 − 18 = 28 x − 4
Simplifying LHS
15 x − 12 = 28 x − 4
Subtracting 28x from both sides and adding 12 to both sides
15 x − 28 x = −4 + 12
i.e. −13x = 8
Dividing both sides by −13
−13 x 8
=
−13 −13
−8
x=
13

Exercise: 2
Solve the following equations
1. 4d + ( 5 − d ) = 7
2. 12m + (1 − 7m ) = 23
3. 3 ( 5 x − 1) = 4 ( 3x + 2 )
3 14 − 3 y − 4
4. y− =
2 5 4
3x + 1 4 x − 3
5. = +3
2 3
x −1 5x − 1
6. −1 =
7 5

Problems leading to simple equations

To solve a word problem in which a number is to be bond
i). Introduce a letter to stand for a number to be found (unknown)
ii). Form an equation involving this letter by expressing the given information
in symbols instead of words.
iii). Solve the equation to get the required number

13
Example 6
The sum two numbers is 120 and their difference is 18. Find the two numbers.
Solution
Let the smaller number be x then, the large number is x + 18 sum of the two
number is x + ( x + 18 )
x + ( x + 18 ) = 120
x + x + 18 = 120
2 x + 18 = 120
2 x = 102
x = 51
Thus, the smaller number is 51 and the larger number is 51 + 18 = 69 .

Example 7
When 55 is added to a certain number and the sum is divided by 3, the result is 4
times the original number. What is the original number?
Solution
Let the number be x
Adding 55 and dividing the sum by 3 gives
x − 55
= 4x
3
Therefore x + 55 = 12 x
55 = 12 x − x
55 = 11x
x=5
Thus, the number is 5

Exercise
1. When I double a number and add 17 , the result is 59 what is the number?
2. When a number is added to 4 times itself, the result is 30 . Find the number.
3. A rectangle is 3 times as long as it is wide. The total length round its
boundary is 56cm . Find its length and width.
4. Find a number such that when it is divided by 3 and 2 added, the result is
17 .
5. A profit of ksh126,000 is shared among 3 business partners, Ann, Bett and
Charles. Charles gets ksh6000 more than Bett while Ann gets twice as much
as Charles. Find how much each gets?
6. A man is 30 years old while his daughter is 4. In how many years time will
the daughter be half the age of her father?

Simultaneous Linear Equations

Pairs of equations with two unknown variables. Consider the equation

14
 3 x + 2 y = 12
4x − 2 y = 2
Each equation contains unknown quantity x and y. The solutions of the
equations are the values of x and y which satisfy both equations simultaneously.
Equation such as these are called simultaneous equations. To solve simultaneous
equations, we look for a pair of numbers which satisfies the two equations at the
same time.
Solutions of simultaneous equations by elimination method
Solve the simultaneous equations
3 x + 2 y = 12 (1)
4x − 2 y = 2 (2)

Solution
Since the LHS of an equation is always equal to the RHS, then ( 3x + 2 y ) and 12 in
equation (1) can be used interchangeably. Also RHS, ( 4 x − 2 ) and 2 in equation
(2) represent the same quantity
Therefore, we can combine the given equation thus
( 3x + 2 y ) + ( 4 x − 2 y ) = 12 + 2
3 x + 2 y + 4 x − 2 y = 14
7 x = 14
x=2
In any of the original equations, we can use 2 instead of x i.e. we can substitute 2
for x.
Using equation 1
3 x + 2 y = 12 become
3 × 2 + 2 y = 12
6 + 2 y = 12
2y = 6
y=3
The solution of the simultaneous equations are therefore x = 2 and y = 3
Note: When we added equation 1 and 2, the variable y was eliminated. We
remained with a simple equation with one unknown.

Example 1
Solve the equations
2 x + 4 y = −12 (1)
5 x + 4 y = 33 (2)
Solution
If we subtract equation (2) from equation (1) we get a simple equation in one
unknown. Thus, ( 2 x + 4 ) − ( 5 x + 4 y ) = −12 − ( −33)

15
 2 x + 4 y − 5 x − 4 y = −12 + 33
− 3 x = 21
x = −7
Substituting for x to solve for y
Thus, 2 x + 4 y = −12 becomes
2 x − 7 + 4 y = −12
− 14 + 4 y = −12
4y = 2
1
y=
2
This method of getting rid of one of the variables by addition or subtractions is
known as elimination method.

Exercise; 1
Solve the simultaneous equations
1. 3 x − y = 8
x+ y =4
2. 3 x − 2 y = 0
x − 2 y = −4
3. 6 x + 4 y = 24
7x − 4 y = 2

More pair of simultaneous equations

Consider the equation
3x − 2 y = 8
x + 5 y = −3
In this pair we cannot eliminate any variable by simple addition or
subtraction. We must first make the coefficient of x or y the same in both
cases.
Solution
3x − 2 y = 8 (1)
x + 5 y = −3 (2)
Leave (1) as it is 3 x − 2 y = 8 (1)
Multiply (2) by 3 3 x + 15 y = −9 (3)
Subtract (3) from (1) −17 y = 17
y = −1
Substituting for x in (1)

16
 3 x − 2 ( −1) = 8
3x + 2 = 8
3x = 6
x=2
Example 1
Solve the simultaneous equations
3x + 4 y = 0 (1)
2 y − 3y = 1 (2)
Solution
Multiply (1) by 2 6 x + 8 y = 20 (3)
Multiply (2) by 3 6 x − 9 y = 3 (4)
Subtract (4) from 3 17 y = 17
y =1
Substitute y = 1 in
3 x + 4 x1 = 10
3 x + 4 = 10
3x = 6
x=2
To solve simultaneous equation by elimination method
1. Decide which variable to eliminate.
2. Make the coefficient of the variable the same in both equations.
3. Eliminate the variables by addition as subtraction as is appropriate.
4. Solve for the remaining variable
5. Substitute your value from (4) above in any of the original equations to solve
for the other variable.

Exercise 2
Solve the simultaneous equations
1. 3 x + 2 y = 16 2. 2 x + 3 y = 27
2x − y = 6 3 x − 2 y = 13
3. x = 5 − 2 y 4. x+ y =0
5x + 2 y = 1 2 y − 3 x = 10
5. 3 x − 4 y = −5 6. 2 x − 7 y = − 10
2x + y = 6 9 y + 5x = 6

Solution of simultaneous equations by substitution method

Considers the equations
3 x − 5 y = 23 (1)

17
 x − 4y = 3 (2)
Using equation (2) add 4y to both sides
x − 4y + 4y = 3+ 4y
x = 3+ 4y (3)
In equation (3) x is said to be expressed in terms of y
In equation (1) use ( 3 + 4 y ) in place of x
3 x − 5 y = 23 becomes 3 ( 3 + 4 y ) − 5 y = 23
i.e. 9 + 12 − 5 y = 23
9 + 7 y = 23
7 y = 14
y=2
Substitute in y = 2 equation 3
x = 3 + 4 ( 2)
x = 3+8
x = 11
This method of solving simultaneous equations is called substitution method

Example 1
x+ y x− y 2
− = (1)
3 4 3
2 x − 3 2 y + 3 19
− = (2)
3 4 12
Solution
Multiply (1) by 12 to remove the denominators
4 x + 4 y − 3x + 3 y = 8
x + 7y = 8 (3)
Multiply (2) by 12 to remove the denominators
8 x − 12 − 6 y − 9 = −19
8x − 6 y = 2 (4)
Using (3) express x in terms of y
x = 8−7y (5)
Substitute (5) in (4) to eliminate x
8 (8 − 7 y ) − 6 y = 2
64 − 56 y − 6 y = 2
62 y = 62
y =1
Substitute y = 1 in (5)
x = 8 − 7 (1)
x =1
To solve simultaneous equations by substitution method

18
1. First decide which variable is easier to eliminate.
2. Using the simpler of the two equations express the variable to be eliminated
in terms of the other.
3. Using the other equations, substitute the equivalent for the variable to be
removed.
4. Solve for the remaining variable.
5. By substitution solve for the other unknown.
6. By substitution, check whether your solutions satisfy the equations

Exercise 3
Use a suitable method to solve the following pairs of simultaneous equation
1. a + b = 3 2. 4 x − 3 y = 1
4a − 3b = 5 x − 4 = 2y

3. 4m − n = −3 4. 5q + 2 p = 10
8m + 3n = 4 3q + 7 q = 29

5. 2 x − 4 y + 10 = 0
3x + y − 6 = 0

2y 2 8 a −1 b +1 1
6. − = 7. − =
5 3 3 2 5 5
y = 2 ( z + 1) a+b
= b −1
3

Forming & solving simultaneous equations

Consider the following situations
Two years ago, a man was 7 times as old as his son. In 3 years time, he will be
only 4 times as old as son.
Solution
If the present age of the man is m and the present are of the son is 5years then
two years ago, the man’s age was (m – 2) years and the son was (5-2) years.
Therefore m − 2 = 7 ( 5 − 2 ) (1)
In 3 years time the man’s age will be m + 3 and the son’s age will be 5 + 3
Therefore m + 3 = 4 ( 5 + 3) (2)
Equation (1) and (2) can be simplified as
m = 75 − 12 (3)
m = 45 + 9 (4)
Since the two equations are equal then,
7 s − 12 = 45 + 9
3s = 21
s=7

19
Substituting 7 for s in (3)
m = 7 × 7 − 12
= 49 − 12
= 37
The present age for man =37 years
The present age for son = 7 years

Example 1
A two digit number is such that its value equals 4 times the sum of its digits. If
27 is added to the number, the result is equal to the value of the number obtained
when the digits are interchanged what is the number.
Solution
Let the tens digit be x and ones digit be y.
Therefore the value of the number is 10x + y and the sum of the digits is x + y
10 x + y = 4 ( x + y )
10 x + y = 4 x + 4 y
6x = 3y
6x − 3y = 0
i.e. 2x − y = 0 (1)
The value of the number formed by interchanging the digits is 10 y + x
Therefore 10 x + y + 27 = 10 y + x
9 x − 9 y + 27 = 0
x − y = −3 (2)
Subtract (2) from (1) x =3
Substituting x = 3 in (1)
( 2 × 3) − y = 0
6− y = 0
y=6
The original number is 36.

Exercise 4
1. The sum of two numbers is 10 and their difference is 6. Find the numbers.
2. Mary is one year older than June, and their ages add up to 15. Find the age of
each girl.
3. A bag contains sh.5 coins and sh.10 coins. There are 14 coins in total and their
value is sh.105. Find the number of each type of coin.
4. Two numbers are such that twice the larger numbers differs from twice the
smaller number by 4. The sum of the two numbers is 17. Find the numbers.

20
5. The cost of 3 sheep and 2 goats is sh.7,200. If 4 sheep and a goat costs
sh.7,600. Find the cost of two goats and a sheep.

Quadratic Equations
Earlier on, we studied linear equations and their solutions. Now, we shall
consider the solution of an equation that contains the unknown to the second
power. Such an equation is called a quadratic equation.
Quadratic equations can be written inform of ax 2 + bx + c = 0 where a, b and c are
constants and a ≠ 0
The form ax 2 + bx + c = 0 is called the standard quadratic form, the terms in the
LHS are arranged in descending powers of the variable. On the LHS, there is
only the zero.
When solving quadratic equations, it is necessary to write the equation in
standard form. The solution of a quadratic equation in the standard form is the
value of the variable that makes the LHS equal to zero, hence, forming a true
statement.

Solving quadratic equations

Consider the equation x 2 + 5 x + 6 = 0 . In factor form the equation becomes
( x + 2 )( x + 3) = 0
This equation states that the product of ( x + 2) and ( x + 3) is zero.
We know that
If a and b are real numbers and a × b = 0 then either a = 0 or b = 0 or a = b = 0
If an equation has the value (as a root) then x − 1 must be factors of the LHS of
the equation.
By the property if ( x + 2 )( x + 3) = 0 then either x + 2 = 0 or x + 3 = 0
Since each of these factors is linear then we use the method of solving linear
equations
if x + 3 = 0 and if x + 2 = 0
then x = −3 then x = −2
Example 1
Solve equation
(a) ( 3x + 4 ) ( 2 x − 1) = 0
(b) x ( x − 5) = 0
Solution
(a) ( 3x + 4 ) ( 2 x − 1) = 0
For the product to be equal to zero, then one or other factors must be equal to 0
If 3x + 4 = 0 or if 2 x − 1 = 0 thus 3x = −4
then 2 x = 1

21
 −4 1
Therefore x = ; x=
3 2
−4 1
Therefore the solution of the equation ( 3x + 4 )( 2 x − 1) = 0 or x = or x =
3 2
(b) x ( x − 5) = 0 This equation x and x − 5 either x = 0 or x − 5 = 0 then x = 5
Therefore x = 0 or 5 is the solution to the equation.
Note; The solutions of a quadratic equations are also known as its roots.

Solving quadratic equation by factor method

We have just seen that if the LHS of an equation is the product of linear factors
and the RHS equals zero, there will be one solution for each linear factors. Thus,
we can solve some standard quadratic equations of the form a ×2 +bx + c = 0 by
factoring the LHS of the expression into linear factors
In general, to solve a quadratic equation by factor method, we use the following
procedure
1. Write the equation in standard quadratic form
2. Factorize the LHS completely
3. Set each of the factors containing the variable equal to zero and solve the
resulting equations
4. Check the solution by substituting in the original equation. Substitute
each solution at a time.
Note that a quadratic equation must have two roots
Example1
Solve the quadratic equation x 2 − 2 x − 8 = 0
Solution
x2 − 2x − 8 = 0
= ( x − 4 )( x + 2 ) = x 2 − 2 x − 8
Thus , x 2 − 2 x − 8 = 0 becomes ( x − 4 )( x + 2 ) = 0
⇒ Either x − 4 = 0 or x + 2 = 0
i.e. x = 4 or x = −2
The solution of x 2 − 2 x − 8 = 0 is x = 4 or x = −2

Example 2
Solve the equation in standard form 4 x 2 = 20 x − 25
Solution
Write the equation in standard form
4 x 2 = 20 x − 25 ⇒ 4 x 2 − 20 x + 25 = 0
( 2 x − 5) = 0 factorizing the LHS
2

2
2x − 5 = 0 ⇒ x = setting the repeated factors equal to zero once
5
This is an example of repeated root and should be written twice

22
Exercise 1
Solve the following equations
1. x 2 + 3 x + 2 = 0
2. x 2 + 6 x − 16 = 0
3. x 2 = −11x − 10
4. x 2 − 14 x = 15
5. x 2 = 27 − 6 x
6. b 2 − 7b = −10
7. x 2 + 4 x = 0
8. 2 y 2 − 18 = 0
9. 6 x 2 − 5 x + 1 = 0
10. 9 x 2 + 20 = −27 x
11. 2 x 2 − 7 x − 9 = 0
12. x ( x + 3) = −2

Solution of quadratic equation by completing the squares

Consider the quadratic equation x 2 + 4 x − 12 = 0
On adding 12 to both sides, we have x 2 + 4 x = 12
Making the expression on LHS a perfect square, by adding 4 on both sides, we
get
x 2 + 4 x + 4 = 16
Factorizing the LHS gives
( x + 2)
2
= 16
Taking square root of both sides gives
x + 2 = 16
x + 2 = ±4
x = −2 ± 4
x = 2 or −6

Example 1
Solve x 2 + 5 x + 1 = 0 using completing the squire method
Solution
Subtracting 1 from both sides gives x 2 + 5 x = −1
Making the LHS a * square gives
2
⎛5⎞ ⎛5⎞
x + 5 x + ⎜ ⎟ = −1 + ⎜ ⎟
2

⎝2⎠ ⎝2⎠
25 25
x2 + 5x + = −1
4 4
25 21
x2 + 5x + =
4 4

23
 ⎛ 5 ⎞ 21
Factoring the LHS gives ⎜ x + ⎟ =
⎝ 2⎠ 4
Taking square root gives
5 21
x+ =±
2 4
5
x = − ± 4.583
2
0.417 9.583
=− or −
2 2
Therefore x= -0.2085 or x - 4.792
Note: The method of completing the square enables us to solve quadratic
equation which cannot be solved by factorization.
Exercise 2
Use completing the square method to solve the following quadratic equations
1. x 2 + 2 x − 1 = 0
2. x 2 − 8 x + 13 = 0
3. x 2 + 5 x + 3 = 0
1 1
4. x 2 − x − = 0
2 3
5. x − 5 x + 2 = 0
2

If the coefficient of x 2 ≠ 0 i.e a ≠ 1 proceed as below.

Solve the equation
2x2 + 4x + 1 = 0
Solution
Subtracting 1 from both sides 2 x 2 + 4 x = −1
1
Making the coefficient of x 2 one by dividing through by 2, x 2 + 2 x = −
2
1
Completing the square in LHS x 2 + 2 x + 1 = − + 1
2
Factoring the LHS
1
( x − 1) =
2

2
1
x +1 = ±
2
x = −1 ± 0.5
= −1 ± 0.071
Therefore x = 0.2929 or – 1.7071 to 4 significant figures
Exercise 3
6. 2 x + 3 x − 7 = 0
2

7. 5 x + 6 x − 3 = 0
2

8. 6 x 2 − 5 x − 4 = 0

24
 9. ( x + 1)( x + 3) = 13
10. 3 x 2 + 7 x − 4 = 0
11. 4 x 2 + 12 x − 9 = 0
12. 2 x ( x + 1) = 4

The quadratic formula

Consider the general quadratic equation ax 2 + bx + c = 0 where a ≠ 0 subtracting c
from both sides ax 2 + bx = −c
b c
Dividing trough by a a, x 2 + x = −
a a
2
⎛ b ⎞
Complete the square on HLS by adding ⎜ ⎟ to both sides
⎝ 2a ⎠
2 2
b ⎛ b ⎞ c ⎛ b ⎞
x2 + x + ⎜ ⎟ = − + ⎜ ⎟ but
a ⎝ 2a ⎠ a ⎝ 2a ⎠
2 2
⎛ b ⎞ c b c
⎜ ⎟ − = 2−
⎝ 2a ⎠ a 4a a
b − 4ac
2
=
4a 2
2
⎛ b ⎞ b − 4 ac
2
b
Therefore x + x + ⎜ ⎟ =
2

a ⎝ 2a ⎠ 4a 2
2
⎛ b ⎞ b 2 − 4 ac
Factoring the LHS gives ⎜ x + ⎟ =
⎝ 2a ⎠ 4a 2
Taking squire roots of both sides gives
b b 2 − 4ac
x+ =±
2a 4a 2
−b b 2 − 4ac
It therefore follows that x = =±
2a 4a 2
−b ± b 2 − 4ac
Thus x =
2a
This is the solution to the general quadratic equation and is known as the
quadratic formula.
Example
Use quadratic formula to solve 2 x 2 − 5 x − 3 = 0
Solution
Comparing this equation to the general quadratic equation ax 2 + bx + c = 0 , we get
a = 2, b = −5 and c = −3
Substituting in quadratic formula

25
 −b ± b 2 − 4ac
x=
2a
−5 ± 25 − 4 ( 2 )( −3)
x=
4
5 ± 49
=
4
5±7
=
4
12 −2
= or
4 4
1
Therefore x = 3 or x = −
2
Exercise
Use the quadratic formula to solve the following equations
1. x 2 + 7 x + 3 = 0
2. 2 x + 7 − 7 x 2 = 0
3. 4d 2 + 7 d + 3 = 0
4. 1 − 3 x − 3 x 2 = 0
5. 9 p 2 + 24 p + 16 = 0
6. 6k 2 + 9k + 1 = 0

Formation of quadratic equations

Consider the following examples
Example 1
Peter travels to his uncle’s home, 30km away from his place. He cycles for two
third of the journey before the bicycle develops mechanical problems and he has
to push it for the rest of the journey. If his cycling speed is 10km/hr faster than
his walking speed and he completes the journey in 3 hours and 20 minutes.
Determine his cycling speed.
Solution
Let Peter’s cycling speed be xkm/hr. Then, his walking speed is (x – 10)km/hr.
⎛2 ⎞
Time taken in cycling = ⎜ × 30 ⎟ ÷ x
⎝3 ⎠
20
= hr
x
Time taken in walking (30 – 20) ÷ (x – 10)
10
= hr
x − 10
⎛ 20 10 ⎞
Total time = ⎜ + ⎟ hr
⎝ x x + 10 ⎠

26
 20 10 1
Therefore, + =3
x x − 10 3
20 10 10
+ =
x x − 10 3
60 ( x − 10 ) + 30 ( x ) = 10 x ( x − 10 )
10 x 2 − 190 x + 600 = 0
x 2 − 19 + 60 = 0
19 ± 361 − 240
x=
2
x = 15 or x = 4
If his cycling speed is 4km/hr, then his walking speed is (4-10)km/hr = - 6km
which is not unrealistic. Therefore his cycling is 15km/hr.

Example 2
A group of young men decided to raise sh.480,000 to a business to a start a
business. Before the actual payment was made, four of the members pulled out
and each of those remaining had to pay an additional sh.20,000. Determine the
original number of the members.

Solution
480000
Let the original number be x. Originally each had to pay after withdraw
x
480000
each had to pay .
x−4
480000 480, 000
Now, + 20, 000 =
x x−4
Simplifying, we get
480 480
+ 20 = . Taking the LCM x ( x − 4 )
x x−4
480 ( x − 4 ) + 20 x ( x − 4 ) = 480 x
480 x − 1920 + 20 x 2 − 80 x = 480 x
20 x 2 − 80 x − 1920 = 0
x 2 − 4 x − 96 = 0
4 ± 16 + 384
x=
2
4 ± 20
=
2
= 12 or – 8
Thus since we are dealing with measurements – 8 is inadmissible hence 12 was
the original number.

27
Equations leading to quadratic equations
Many equations involving fractions eventually lend to quadratic equations.

Example
3 4
Solve the equation + =2
2x + 1 5x −1
Solution
Multiply each term by the LCM of the denominators in order to remove the
fractions.
LCM of denominators = ( 2 x + 1)( 5 x − 1)
⎡⎛ 3 ⎞ 4 ⎤
Therefore ( 2 x + 1)( 5 x − 1) ⎢⎜ ⎟+ ⎥ = 2 ( 2 x + 1)( 5 x − 1)
⎣⎝ 2 x + 1 ⎠ 5 x − 1 ⎦
( 5x − 1) × 3 + ( 2 x + 1) × 4 = ( 2 x + 1)( 5 x − 1) × 2
Multiply out and simplify
3 ( 5 x − 1) + 4 ( 2 x + 1) = 2 ( 2 x + 1)( 5 x − 1)
15 x − 3 + 8 x + 4 = 2 (10 x 2 − 2 x + 5 x − 1)
23 x + 1 = 20 x 2 + 6 x − 2
Rearranging the equation into standard quadratic form
20 x 2 − 17 x − 3 = 0
17 ± 289 − 4 ( −60 )
x=
40
17 ± 529
=
40
17 ± 23 −6 −3
= = 1 or =
40 40 20
Exercise
Solving the following equations
x+2 x+3
1. =
x−2 x−9
3x + 5
2. = x −1
6x + 5
1
3. 2 − = x
x
9
4. x − = 0
x
72
5. x − 9 =
x −8
x + 10 7x
6. =
x −5 x −5

28
 x −1 x + 3 1
7. + =
2 4 x −1
2 y−2
8. +1 =
y 3
y −3 1 4
9. − = −y
4 y 3
1 1 1
10. +3= −
x −1 x+2 4

Linear Inequalities
In this section, we are concerned with statements which involve the following
symbols.
> Meaning ‘greater than’ e.g. 6>2 means 6 is greater
than 2
< Meaning ‘less than’ e.g. 3<7 means 3 is less than 7.
≥ Meaning ‘greater than or equal to’
≤ Meaning ‘less than or equal to’
Statements containing these symbols are called inequalities or in equations. For
example x < 2, x ≥ 2, y ≤ 2, y > 10 are inequalities.

A statement such as x > 2 means all numbers that are greater than 2; which is a
range of values. Just as we represent individual numbers on a number line, we
can also represent such a range of numbers on a number line as shown in the
following examples.

Example 1
Illustrate each of the following on a number line
(a). x > 3 (b). x ≥ 3 (c). x < −2 (d). x ≤ −2
Solution
(a). x > 3
x>3
0

0 1 2 3 4 5 6

In the figure above, the number 3 is not included in the list of numbers to the
right of 3. The heavy arrow shows that the values of x go on without end. The
open dot 0 is used to indicate that 3 is not included.

(b). x ≥ 3

29
 x≥3
0

0 1 2 3 4 5
The number 3 is included in the list of numbers required. The closed dot is used
to show that 3 is part of the list.
(c). x < −2
x < −2
0

-4 -3 -2 -1 0
The number – 2 is not included.

(d). x ≤ −2
x ≤ −2
0

-4 -3 -2 -1 0
The number – 2 is included.

Compound statements
Sometimes, two simple inequalities may be combined into one compound
statement such as a < x < b . This statement means that a < x and x < b or x > a
and x < b .

Example
Write the following pairs of simple inequality statements as compound
statements and illustrate them on a number line.
a) x ≤ 3, x > −3
b) x > −1 and x < 2

Solution
a) x ≤ 3, x > −3 becomes −3 < x ≤ 3
Therefore x lies between – 3 and 3 and 3 is included.

-4 -3 -2 -1 0 1 2 3 4

b) x > −1 and x < 2 becomes −1 < x < 2 therefore x lies between – 1 and 2.

-3 -2 -1 0 1 2 3

30
Solutions of linear inequalities in one unknown
Solving an inequality means obtaining all the possible values of the unknown
which make the statement true. This is done in much the same way as solving an
equation.

Example 1
Solve the following inequalities
(a). x − 3 < 7 (b). x + 5 > 11
Solution
(a). x − 3 < 7
⇒ x − 3 + 3 < 7 + 3 (adding 3 to both sides)
⇒ x < 10 is the solution of the inequality x − 3 < 7
(b). x + 5 > 11
⇒ x + 5 − 5 > 11 − 5 (subtracting 5 from both sides)
⇒x>6
NB; Adding or subtracting the same number from both sides of an inequality
does not change it.
Example 2
Solve the following inequalities
1
(a). 3x − 4 ≥ 5 (b). x + 5 ≤ 14
4
Solution
(a). 3x − 4 ≥ 5
⇒ 3x − 4 + 4 ≥ 5 + 4
⇒ 3x ≥ 9
3x 9
⇒ ≥ (dividing both sides by 3)
3 3
⇒ x≥3
1
(b). x + 5 ≤ 14
4
1
⇒ x + 5 − 5 ≤ 14 − 5
4
1
⇒ ≤9
4
1
⇒ x× 4 ≤ 9× 4
4
x ≤ 36
NB: Multiplying or dividing both sides of an inequality by the same positive
number does not change it

Multiplication and division of inequalities by negative numbers

31
We know that 8 < 10. Consider multiplying both sides of this inequality by any
negative number, say – 4,
LHS = 8 × −4 = −32
RHS = 10 × −4 = −40
We know that – 32 is greater than – 40. i.e. −4 × 8 > 10 × −4 .
Thus, the inequality R reversed.
Similarly 8 ÷ −4 = −2 and 10 ÷ −4 = −2.5
But we know that
−2 > −2.5
Thus, the inequality is reversed.
In general, multiplying or dividing both sides of an inequality by a negative
number reverses the inequality sign.

Example 1
Solve the inequality 3 − 2 x ≥ 15
Solution
3 − 2 x ≥ 15
⇒ 3 − 2 x − 3 ≥ 15 − 3
⇒ −2 x ≥ 12
−2 x 12
⇒ ≥
2 −2
⇒ x ≤ −6

Solving simultaneous inequalities

Inequalities that must be satisfied at the same time are called simultaneous
inequalities.

Example 4
Solve the following pair of simultaneous inequalities
3− x < 5, 2x − 5 < 7
Solution
3− x < 5,
⇒ −x < 2
⇒ x > −2 (i)
Also 2 x − 5 < 7
2 x < 12
x<6 (ii)
Combining (i) and (ii) we have −2 < x < 6 . Thus, x lies between -2 and 6.
This is represented on a number line as

-3 -2 -1 0 1 2 3 4 5 6 7

Example 5

32
 Solve the inequality 3x − 2 < 10 + x < 2 + 5 x
Solution
Split the inequality into two simultaneous inequalities as
3x − 2 < 10 + x (i)
and 10 + x < 2 + 5 x (ii)
Solve each separately
3x − 2 < 10 + x
⇒ 3x − x < 10 + 2
⇒ 2 x < 12
⇒x<6 (iii)
10 + x < 2 + 5 x
⇒ 10 − 2 < 5x − x
⇒ 8 < 4x
⇒2< x (iv)
Combining (iii) and (iv) we get 2 << x < 6

Exercise
A). Solve the following inequalities and represent the solutions on number lines
1. x + 4 > 11
2. 2 x − 8 ≤ 4
3. 3 > 4 x − 2
4. 7 ≤ 5 x + 12
1
5. x −3 > 4
3
6. 4m − 3 < 7m
7. 2 − 2 p > 13 − 3 p
1
8. q > 2 − 4q
3
1
9. r <5
9
10. 2 (1 + x ) + 3 ( x − 2 ) ≥ 25
B). Solve the following simultaneous inequality and represent each solution on a
number line
1. 2 x < 10, 5 x ≥ 15
2. x + 7 < 0, x − 2 > −10
3. 4 x − 33 < −1, − 2 < 3 x + 1
4. 2 x − 5 < 22 ≤ 5 x − 6
5. 3x − 4 < 8 + x < 2 + 7 x
6 x + 2 < 3x + 8 < 27 x − 1
Inequality Involving Fractions
e.g. Solve the inequality

33
2x − 7
≤3
x−5
Solution
2x − 7
− 3 ≤ 0 - Standard form
x−5
2 x − 7 − 3 x + 15
≤0
x−5
−x + 8
≤0
x −5
Critical values: x = 5, x = 8
Test interval: ( −∞,5) , ( 5,8) , ( 8, ∞ )
−x + 8
Test: is ≤ 0?
x−5
Solution interval:
( −∞,5) , ( 8, ∞ )
Exercise
x +1
1. Solve the inequality ≤2 and represent the solutions
x+3
graphically.[Solution interval is (-5, -3)]
2. Solve ( x + 2 )( x − 1)( x − 5) > 0 and represent the solutions graphically.
3. The braking distance, d (in feet) of a car traveling v mph is approximated by
(
d = v + v2
20 )
. Determine those velocities that result in braking distance of
less than 75 feet.
4. Solve the inequalities below
x2 − x − 2
i). ≥0
x2 − 4 x + 3
ii). 5 x − c > 11
iii). 0 < 2− 3 x ≤ 1
4 2
iv). x − 10 < 0.05
v). 5 − 3x < 7
vi). ( 2x + 4) > 0
x+4
vii). <3
2x −1
viii). x3 − x 2 − 4 x + 4 ≥ 0
x+6
ix). <2
x +1
5 3
x). >
x−6 x+2

34
5. A rectangle with a perimeter of 100m is to have an area of at least 500m2.
Within what bounds must the length of the rectangle lie?
6. Use inequality notation to denote each of the given statements
i). x is non negative
ii). x is at least 200

Inequalities Involving Polynomials of Degree n

We shall use the following theorem to solve such equations
Theorem:
Let an x n + K + a1 x1 + a0 be a polynomial. If the real numbers c and d are
successively the solutions of the polynomial are positive or all values are
negative.
If we choose any number k such that c < k < d , and if the value of the polynomial
is positive for x = k , then the polynomial is positive for every x in (c, d). Similarly,
if the polynomial at x = k a test value for the interval (c, d).

Examples
1. Solve 2 x 2 − x < 3

Solution:
2 x 2 − x − 3 < 3 Standard form
( x + 1)( 2 x − 3) < 0 Factored form
From the factored form, the equation
2 x 2 − x − 3 = 0 has solutions -1 and 3 called critical numbers.
2

3
-1 0 2
These points divide the axis into three parts
( )( )
( −∞, −1) , −1, 3 2 3 2 , ∞ , referred to as the test intervals.
We test the sign of polynomial 2x 2 − x − 3 in each interval using an appropriate
test value.

Interval ( −∞, −1) ( −1, 3 2 ) ( 3 2 , ∞) k

K -2 0 2
Test value at k 7 -3 3

35
 Sign of polynomial in the + - +
interval

+ – +

-1 0 3
2

(
Thus the solutions 2 x 2 − x − 3 < 0 , are the real numbers in the interval −1, 3
2 )
2. Solve the quadratic inequality x 2 < x + 6
Solution
x2 − x − 6 < 0 - Standard form
( x − 3)( x + 2 ) < 0 - Factor
Critical numbers x = 3, x = −2
Graph:

3
-2 0

Test interval ( −∞, −2 ) , ( −2,3)( 3, ∞ ) ,

Test : is ( x − 3)( x + 2 ) < 0 ?
Interval ( −∞, −2 ) ( −2,3) ( 3, ∞ )
Test value -3 0 4
Test sign + - +

The inequality is satisfied only by the middle test interval.

Therefore the true solution test is the interval (-2, 3)

3. Solve the cubic inequality

2 x 3 + 5 x 2 ≥ 12 x
Solution
2 x 3 + 5 x 2 − 12 x ≥ 0 Standard form
x ( 2 x + 5 x − 12 ) ≥ 0
2

x ( 2 x − 3)( x + 4 ) ≥ 0
Critical numbers: x = −4, x = 0, x = 3
2
(
Test intervals ( −∞, −4 ) , ( −4, 0 ) 0, 3
2 )( 3 2 , ∞ )

36
Test: is x ( 2 x − 3)( x + 4 ) ≥ 0
Solution intervals: [ −4, 0] , ⎡ 3 , ∞ ⎤
⎣ 2 ⎦

CHAPTER THREE

FUNCTIONS
Definition 1
Let A and B be sets. A function f from A to B is a rule that assigns exactly one
element of B to each element of A.

If b is the unique element of B assigned by the function f to the element a of A, we

write f (a)= b . i.e. if f is a function from A to B write f : A ® B .

There are generally 4 ways to represent a function:

i. Verbally: by a description in words e.g. p(t) is the population of the world
at time t.
ii. Algebraically – by a formula e.g. f (x)= x 2
iii. Visually – by a graph
e.g.
y
y=x

x
iv. Numerically – by a table of values
e.g..
x 1 2 3
x 2 1 4 9

Definition 2

37
If f is a function from A to B then A is called the Domain of f and B the Codomain
of f.

If f (a)= b , “b” is called the image of “a” and “a” is called the pre-image of “b”.

The set of all images of the elements of A is called the range. Consider the figure
below

f
y y
a b = f (a )

A B
f
The function f maps A to B.
i.e. f : A ® B
A is the domain of f
B is the codomain of f.
A is the pre-image of b.
B is the image of a
f (a)= b is the range i.e. set of all images of elements of set A, more precisely all
the elements in B constitute the range.

Example 1
The squaring function from the et of integers to the set of integers assigns to each
integer number x its square x2.
i.e. f (x)= x 2 e.g. f (3)= 32 = 9 , f (4)= 42 = 16 etc
The domain of the function f (x)= x 2 is the set of all integers. The codomain is
the set of all positive integers. (Since all squares are positive). The range is the
set of all positive integers which are perfect squares.
(i.e. 0, 1, 4, 9, 16, …)

Example 2
For the function f (x)= 2 x 2 + 3x - 1 evaluate
i. f(2)
ii. f(a)
iii. f(a+h)

Solution
2
i. f (2)= 2 (2) + 3(2)- 1 = 8 + 6 - 1 = 13

38
ii. f (a)= 2a 2 + 3a - 1
2
iii. f (a + h)= 2 (a + h ) + 3(a + h)- 1
= 2 (a 2 + 2ah + h 2 )+ 3(a + h)- 1
= 2a 2 + 4ah + 2h 2 + 3a + 3h - 1

Addition and multiplication of functions

Definition
Let f1 and f 2 be functions from set A to the set of real numbers. Then the sum
f1 + f 2 and the product f1 f 2 are also functions from the set A to the set of reals
defined by
( f1 + f 2 )(x)= f1 (x)+ f 2 (x) [sum]
and
( f1 f 2 )(x)= f1 (x) f 2 (x) [product]

Example
Let f1 and f 2 be functions from the set of real numbers to the set of real numbers
i.e. from ¡ to ¡ such that f1 (x )= x 2 and f 2 (x)= x - x 2 . Find f1 + f 2 and f1 f 2

Solution
( f1 + f 2 )(x )= f1 (x )+ f 2 (x)= x 2 + (x - x 2 )= x
( f1 f 2 )(x)= x 2 (x - x 2 )= x3 - x 4

Exercise
If f (x)= x 2 + 1 and g (x)= x + 2 are functions from the set of real numbers to the
set of real numbers i.e. from ¡ to ¡ . Find f + g and fg.

One To One And Onto Functions

Definition 1 – ONE TO ONE FUNCTION
A function f is said to be one to one or injective if and only if f (x)= f (y ) implies
that x = y for all x and y in the domain of f. In other words a function within
domain A is called a one to one function if no two elements of A have the same
image in the codomain of B. Consider the function f and g below
Figure I

39
 B
A

4y y10
3y y7
1y y2

f is one to one since all the elements in A have unique image in B.

Figure II
B
A

4y y10
3y
2y y4

g is not one to one since 3 and 2 in A have the same image 4 in B.

Example 1
Determine whether the function f from the set {a, b, c, d } to the set {1, 2,3, 4,5}
with f (a)= 4 , f (b)= 5 , f (c)= 1 and f (d )= 3 is one to one.

Solution

a 1
b 2
3
c
4
d 5
f
f is one to one since every element in the domain has a unique image.
Example 2
Determine whether the function f (x)= x + 1 for x = 0,1, 2,3 is one to one .
Solution
f (x)= x + 1

40
f (0)= 0 + 1 = 1
f (1)= 1 + 1 = 2
f (2)= 2 + 1 = 3
f (3)= 3 + 1 = 4

0 1
1 2
2 3
3 4
f
The function is one to one.

Exercise
1. Determine whether the function f (x)= x3 from ¡ to ¡ is one to one.
Explain.
2. Is the function f (x)= 3x + 4 from the set of integers to integers one to one?
Why?.

Definition 2 (ONTO FUNCTION)

A function f from A to B is called onto or surjective if and only if for every
element b Î B there is an element a Î A with f (a)= b . i.e for onto functions
every member of the codomain is the image of some element of the domain.

Example
Let f be a function from the set {a, b, c, d } to the set {1, 2,3} defined by f (a )= 3 ,
f (b)= 2 , f (c)= 1 and f (d )= 3 . Is f an onto function?
Solution
a
b 1
c 2
d 3
f
f is an onto function since all the three elements of the codomain are images of
elements in the domain.
Note: for onto function, every element in the codomain must have a match in the
domain.

41
Exercise
With an explanation determine whether the following functions from the set of
integers to integers are one to one or onto.
1. f (x)= x 2
2. f (x)= x + 1

Definition 3

One To One Correspondence

A function f is called a one to one correspondence or bijective if it is both one to
one and onto. In other words a bijection is both an injection and a surjection.

Example
Let f be the function from the set {a, b, c, d } to {1, 2,3, 4} with f (a)= 4,
f (b)= 2, f (c)= 1 and f (d )= 3 . Is f a one to one and onto function? Why?
Solution
a
b 1
c 2
d 3
f 4
f is a one to one and onto function.
Reasons
1. Its one to one since all the elements in the domain takes on distinct values
in the codomain.
2. Its onto since all the four elements in the codomain are images of elements
in the domain. Therefore f is a bijection.

Exercises
Determine whether each of the functions below from the set of real numbers to
the set of real numbers i.e. from ¡ to ¡ is a one to one correspondence. Explain.
i. f (x)= 2 x + 1
ii. f (x)= x 2 + 1
iii. f (x)= x3

42
Summary of different types of correspondences
i. One to one but not onto

a 1
b 2
c 3
4
ii. Onto but not one to one

a 1
b 2
c 3
d
iii. One to one and onto
a 1
b 2
c 3
d 4

iv. Neither one to one nor onto

a 1
b 2
c 3
d 4
v. Not a function
a 1
b 2
c 3
4

Composition Of Functions
Definition
If f and g are functions of a variable x, then the composition of the functions f and
g denoted fog is defined by
fog (x)= f (g (x))

43
and the domain of fog is given by
Dom ( fog )= {(X , g (x)): x Î X and g (x )Î Dom f }
Example
Let f and g be the functions from the set of integers defined by f (x)= 2 x + 3 and
g (x)= 3x + 2 . What is the composition of
i. f and g.
ii. g and f.

Solution
i. ( fog )x = f (g (x ))= f (3 x + 2)
= 2(3 x + 2) + 3 = 6 x + 7
ii. gof (x )= g ( f (x ))= g (2 x + 3)
= 3(2 x + 3)+ 2 = 6 x + 11
Example 2
If f (x)= x 2 and g (x)= x + 1 , find fog .
Solution
2
fog = f (g (x))= f (x + 1)= (x + 1)
Remarks
fog and gof are not equal hence the commutative property does not hold for
composition of functions.

Exercise
Determine fog and gof given that
1
i. f (x)= x3 and g (x)= x 3
x- 1 1
ii. f (x)= and g (x)=
x+ 1 x
iii. f (x)= x and g (x)= x 2 + 1

Inverse functions
Definition The functions f and g are said to be inverses of each other iff
i. f (g (x ))= x for every x in the domain of g.
ii. g ( f (x ))= x for every x in the domain of f.

If g is the inverse of f then we denote g by f - 1 , thus f ( f - 1 (x ))= x and

f - 1 ( f (x ))= x

44
Example 1
1
Show that the functions f (x)= 2 x + 3 and g (x )= (x - 3) are inverses of each
2
other.
Solution
æ1 ö æ1 ö
f (g (x))= f çç (x - 3)÷
÷
÷ = 2 çç (x - 3)÷÷+ 3 = x
çè 2 ø çè 2 ø÷
and
1
g ( f (x ))= g (2 x + 3)= ((2 x + 3)- 3)= x
2
Hence inverse

Example 2
Let f be the function from {a, b, c, d } to {1, 2,3} such that f (a)= 2 , f (b)= 3 and
f (c)= 1 . Find f - 1 .

Solution
The inverse function f - 1 reverses the correspondence given f such that
f - 1 (1)= c , f - 1 (2)= a and f - 1 (3)= b .
Remarks: A function has an inverse iff it’s a one to one correspondence.

Exercise
1
1. Show that the functions f (x)= x3 and g (x)= x 3 are inverses of each other.
2. Show that the functions f and g are inverses of each other by showing that
f (g (x ))= x .
i.f (x)= x3 - 8 and g (x)= 3 x - 8
x- 5 3x + 5
ii. f (x)= and g (x )=
2x + 3 1- 2 x
3. Find the inverse of the functions
i. f (x)= 3x - 2
5 - 3x
ii. f (x )=
2

Graphs Of Function
A graph of a function f is a set of all points (x, f(x)) in a co-ordinate plane such
that x is in the domain of f.

45
Finding Domain and Range from Graph of function

Examples
1. Sketch the graph of the function f (x)= 2 x + 3
x 0 -1.5 2
f (x)= y 3 0 7

y y=2x+3

-2 -1 1 2 3 x
-1

-4

Þ the function is linear with gradient = 2 and y intercept = 3. Domain and range
is the set of all ¡
3 x - 12
2. Graph the function f (x )=
4
X 0 4
Y -3 0
y

3x - 12
y=
4

4 x

46
Remarks
It can be shown that two lines are perpendicular if the product of their slopes is -
1. e.g. 2 x + y + 3 = 0 and 2 x + - 4 y + 7 = 0 are perpendicular because,
2 x + y + 3 = 0 can be written as y = - 2 x - 3 hence gradient is -2.
2x + 3 2 1
2 x + - 4 y + 7 = 0 can be written as y = , hence gradient is = .
4 4 2

1
The product of their gradients are - 2´ =- 1
2

Examples
Find the equation of a line passing through (-2, 3) and (4, 5).
Solution
D y - 5- 3 - 8
Gradient = =
Dx 4+ 2 6
Choose any point (x, y) on the line
- 8 y- 3 - 8
\ gradient = = Þ y- 3= (x + 2)
6 x+ 2 6
3. Find a line through the point (1, 5) which is perpendicular to the line
though the points (-2, 3) and (4, 2).
Solution
1
The line through (-2, 3) and (4, 2) has gradient of - . The gradient of the
6
perpendicular line =6. Thus the required line is of slope 6 through
(1,5) Þ y - 5 = 6 (x - 1)
Aids for Sketching Graphs of Functions
Intercepts, symmetry and equation recognition can aid us to sketch the graph
of functions.
Symmetry
Definition
a. A function is even if its graph is symmetric with respect to Y-axis.
b. A function is odd if its graph is symmetric with respect to the Origin.
Example
Determine whether the following functions are even, odd or neither and
hence sketch their graphs.
a. g (x)= x3 - x
b. h (x)= x 2 + 1
c. f (x)= x3 - 1
Solution
a. g (x)= x3 - x is odd since g (- x)= - x3 + 1 = - g (x)

47
 y
y = x3 - x
x=y

-1 1 x

b. h (x)= x 2 + 1 is even since h (- x)= x 2 + 1 = h (x)

c. The function is neither even nor odd. H (x)= x3 - 1

48
 y

y = x3 - 1

1 x

-1

The graphs of some Basic Functions that Occur Frequently in Application

y

f (x )= c Constant Function
c

| | | | | | | |
x

¯
f (x )= x Identity Function
¯
¯
| | | |
¯ | | | | x
¯

49
 y

f (x )= x 3¯
Absolute value Function
2
¯
1
¯
| | | |
¯ | | | |
-2 -1 1 2 3 x
-1
¯

f (x )= (x) ¯
Square root Function
2
¯
¯
| | | |
¯ | | | | 2 4 x
¯

f (x )= x 2 4
¯
Squaring Function
¯
¯
0|
¯ | 2| x
¯

f (x )= x 3 ¯
Cubing Function
¯
¯
| | | |
¯ | | | | x
¯

50
 y

1
f (x )=
x

x2 + y 2 = c

c x

Shifting, Reflecting and Stretching Graphs

Many functions have graphs that are similar transformations of familiar graphs
shown above.
Horizontal and Vertical Shifts:
Let C Î Â + . Vertical and horizontal shifts in the graph of y = f (x) are
represented as follows:
a. Vertical shift c units upward: h (x)= f (x)+ c
b. Vertical shift c units downward: h (x)= f (x)- c
c. Horizontal shift c units to the right: h (x)= f (x - c)
d. Horizontal shift c units to the left: h (x)= f (x + c)
Some graphs can be obtained from a combination of vertical and horizontal
shifts:

Example
Use the graph of f (x)= x 2 to sketch the graph of each of the following
a. h (x)= x 2 + 2
b. g (x)= x 2 - 3

51
 2
c. f (x )= (x - 2)
2
d. k (x)= (x + 4)
e. f (x)

y = x2 + 2
y
y = x2
3¯
2 y = x2 - 3 x
¯
1
¯
| | | |¯ | | | |
-2 -1 x
-1
¯
-2
¯
-3
¯

2
(c )(d )k (x)= (x + 4)
2
y
f (x)= (x + 4)
f (x )= x 2 2
f (x)= (x - 2)

| | | | | | | | | |
-4 -3 -2 -1 1 2 3 4 x

1. Use the graph of f (x)= x3 to sketch the graphs of each of the following
functions
a. g (x)= x 3 + 1
3
b. h (x )= (x - 1)
3
c. k (x)= (x + 2) + 1

52
 g (x )= x 3 + 1
y
f (x )= x 3
(a, b) 2¯
3
h (x )= (x - 1)
¯
1
¯
| | | |
¯ | |1 | |2 x
¯

c.
y
f (x )= x 3
3
f (x)= (x + 2) + 1
2¯

¯
1
¯
| | | |
¯ | | | |
-3 -2 -1 1 2 3 x
¯

Reflections in the Co-ordinate Axes:

Reflections in the co-ordinate axes, of the graph y = f (x) are represented as
follows.
Reflection in the x-axis: h (x)= - f (x)
Reflection in the y-axis: h (x)= f (- x)

Examples
Sketch a graph of each of the following functions
a. g (x)= - x
b. h (x)= - - x
c. k (x)= - x+ 2

Solution

53
 y

h (x )= - x
y= x

| | | | | | | |
-2 -1 1 2 3 4 x

g (x )= - x
k (x )= - x+ 2

Let f (x)= x \ k (x)= - x + 2 = - f (x + 2).

\ The graph f, is first, a left of two units, followed by a reflection in the X-axis.

Non-rigid transformations
The shifts and reflections are called rigid transformations because the basic shape
of the graph is unchanged, only the positions change Non-rigid transformations
are those that cause distortion.

e.g. A non-rigid transformation of the graph y = f (x) is represented by y = c f (x)

where the transformations is a vertical sketch if c > 1 and a vertical shrink if
0 < c < 1.

Example
Sketch a graph of each of the following
a) h (x)= 3 x
1
b) g (x )= x
3

h (x )= 3
y= x

3
¯
2¯
1¯

a)
h (x)= 3 x = 3 f (x)Þ vertical stretch (multiply each value of y by 3)

54
 1
b) g (x )= f (x )Þ h is a vertical shrink of f.
3

3 y= x
¯ 1
y= x
2¯ 3
1¯

-3 -2 -1 1 2 3

Exercise
Graph the function f (x)= x 2 - 4 x + 3
Solution
Select arbitrary values of the variable
Compute the corresponding values of the function and arrange in tabular form.
x -1 1 3 5
f(x) 8 0 0 8
y

y = x2 - 4 x + 3

| |
1 3 x

Graph the equation y = x 3 - x

X -2 - 3 -1 0 1 2
2
Y -6 - 15 0 0 0 6
5

55
 y

y = x3 - x

Remarks
1. The graph of a function of the form f (x)= ax 2 + bx + c (a ¹ 0) is called a
parabora. If a > 0 , the parabola opens upwards È . If a < 0 , the parabola
opens downwards Ç .
The lowest or highest point of a parabola is known as a vertex and is given by
(- b , C - b2
2a 4a
. )
The axis of symmetry is the vertical line x = - b .
2a
a
2. In the graph of f (x )= , x = 0 does not belong to the domain of the
x
a
function. As x ® 0 , f (x)® ¥ . We describe this behaviour by saying that
x
has a vertical asymptote at x = 0 .
a
Graph of ® x - axis as x ® ¥ . Thus we say that the x-axis i.e. Line y=0 is the
x
a
horizontal asymptote to .
x

Examples
x
i. y= has vertical asymptote at x=1 and the line y=0 is a
(x - 1)(x - 1)
horizontal asymptote
x3 - 2 x + 1
ii. y= has a vertical asymptote x = 0 .
x2
There is no horizontal asymptote, since the degree of the numerator is
larger than the degree of the denominator.

56
 x2 - x
3. y = does not have asymptote at x = 1 since the numerator is also 0 at
x- 1
x = 1.
This function is not defined at x = 1 but has the same value as the function
x " member ¹ 1.

Exercise
1. Graph the following equations. Find the co-ordinates of the vertex and the
equation of the axis of symmetry.
a. y = x 2
b. y = 4 - x 2
2. Graph the equations y = x 2 - 2 x and y = x 2 + 2 x on the same axes.
3. Graph the following functions. Find the vertical and horizontal asymptotes

a. y = x3
b. y = x 3 - 1
c. y = x 3 + x 2 + x
4
d. y =
x
1
e. y =
x- 1
1
f. y = 1 +
x
g. y = x - x 2 + 1
4

57
 CHAPTER FOUR

LOGARITHMIC AND EXPONENTIAL NOTATION

Exponent
Recall 23 = 2 × 2 × 2} 3 factors
35 = 3 × 3 × 3 × 3 × 3} 5 factors and so on
Thus 4 = a × a × a × a
The raised numeral is called an exponent or power and a is the base
In general of n = a x
= a × a ×K× a} x factors
Where x is a positive integer, a x is the exponential form on n, where a is the base
and x the exponent or power (also called index)

Laws Of Indices
i). a m × a n = a m + n
e.g. 23 × 25
= ( 2 × 2 × 2) × ( 2 × 2 × 2 × 2 × 2)
1424 3 1442443
(3 factors) (5 factors)

= 21444
× 2 × 2 ×4× 2 × 2 × 2 ×32
224444
(3 + 5) same factors

=2 8

Therefore 23 × 25 = 23+5
= 28
ii). a ÷ a n = a m − n
m

e.g. simplify 37 ÷ 34
7 factors
6444 7444 8
3× 3× 3× 3× 3× 3× 3
=
31×4 × 3 ×33
324
4 factors

= 3123
× 3× 3
( 7-4) factors
= 37 − 4
= 33

(a )
y
iii). x
= a x× y = a xy
e.g. simplify ( 22 )
3

= 22 × 22 × 22

58
 From (i) we have
= 22+ 2×2 = 26
But 2 + 2 + 2 = 2 × 3
So in evaluating ( 22 ) , we have in fact multiplied the indices together
3

iv). Consider 34 ÷ 34 using (ii)

34 ÷ 34 = 34 − 4 = 30
Using factor form
34 3 × 3 × 3 × 3
34 ÷ 34 = 4 = =1
3 3× 3× 3× 3
Therefore 30 = 1
In general any non-zero number raised to power zero, equals 1 i.e. a 0 = 1
where a ≠ 0

v). Consider x 2 ÷ x 5
From (ii) x 2 ÷ x 5 = x 2 −5 = x −3 using factor method
x×x 1
= 3
x × x × x× x× x x
1
Therefore x −3 = 3
x
1
i.e. a − x = x where a ≠ 0
a

−x x
⎛a⎞ ⎛b⎞
vi). From v above it can be proved that ⎜ ⎟ =⎜ ⎟
⎝b⎠ ⎝a⎠
( ab ) = a xb x
x
vii).

x
⎛a⎞ ax
viii). ⎜ ⎟ = x
⎝b⎠ b
1 1

ix). a = a
n n

Note n a means the nth root of a and n is called the order of the root

x). If x m = x n ⇒ m = n and if x m = y m ⇒ x = y

Exercise
1. Simplify
a6
a). 58 × 55 b). p 3 × p 4 × p 5 c). 218 ÷ 215 d).
a4

59
 e). x 5 + x 8 f). 1000 g). 9x 2 y 4 h). 4 x 7 y 2 × 2 xy 3 z 2
35a 7 b12 c 3
i). ( 53 bc 2 )
2
j).
5a 5b 4 c 2

2. If A = 27 x 4 y 3 z 4 and B = 3x 2 yz 2 find (a). AB (b). A ÷ B (c). A2

3. Solve for x in 9 x +1 + 32 x +1 = 36
4. Solve for x and y in (a). 2 2 x + y = 8 and 3x − y = 1
Solve the equation 9 x × 3( ) = 315
2 x −1
5.
m
⎛ 1 ⎞
6. If ⎜ ⎟ × 81− n = 243 , express m in terms of n.
⎝ 27 ⎠

Logarithms
If a m = b then the logarithm of b to base a is m.
The exponents of a is the logarithm of b to base a i.e. a m = b ⇒ log a b = m

Laws Of Logarithms
i). If A and B are positive real numbers, then logb ( AB ) = logb A + logb B
Proof
Let log a A = m and log a B = n
⇒ a m = A and a n = B
AB = a m × a n = a m + n
= AB = a m + n
⇒ log a ( AB ) = m + n
But log a A = m and log a B = n
Therefore log a ( AB ) = log a A + log a B
⎛ A⎞
ii). Similarly it can be proved that log a ⎜ ⎟ = log a A − log a B
⎝B⎠
( log a A ) = p log a A
p
iii).
iv). From a 0 = 1 then log a 1 = 0 where a ≠ 0
v). If we recall that a1 = a then log a a = 1 where a ≠ 0

Example
1. Solve for x given log 3 9 = x
Solution
log 3 9 = x
⇒ 3x = 9
3 x = 32

60
 Therefore x = 2
2. Solve for x given
log x 8 = 3
⇒ x3 = 8
x 3 = 23
⇒x=2

Common and natural logarithms

The systems of logarithms with 10 as the base is called the common logarithms.
i.e. log10 A . This imply that if 10nnnnnnnnnnnnnn where the base is not
explicitly written its understood to be 10.
e.g. log 2 is understood to be log10 2 .
Common logarithms are applied in computation. Since all positive real numbers
can be expressed as standard number. i.e. as products of 10.
e.g. 1.2 = 1.2 × 100
12 = 1.2 × 101
120 = 1.2 × 10 2
0.12 = 1.2 × 10−1 etc
By the use of common logarithms tables and applying the laws of logarithms
computation is made easier. (This content is omitted here. Student are advised
to read on how to compute using logarithm tables).
Another system of logarithm is the logarithm with an irrational number as the
base. This irrational number is exponential (e = 2.71828…). This system is
commonly used in advanced mathematic such as calculus and classical
mechanics.

Note in your calculator, the key log gives common logarithms and lin stands for
‘natural logarithms’.

Exercise
Solve for x given
i). log 2 2 1 = x
4
3
1
ii). log ( x + 1) = −2
2
log 75 + log 9 + log 5
iii). Evaluate
log 5 + log 45
iv). Find y if log 2 y − 2 = log 2 92

61
 CHAPTER FIVE

ARITHMETIC AND GEOMETRIC SEQUENCES AND PROGRESSIONS

Sequences
If numbers are arranged in a definite order according to a specific rule, they form
a sequence
Examples
i). 1, 2, 3, 4, …
ii). 2, 4, 6, 8, …
iii). 1, -1, 1, -1
iv). 1 , 1 , 1 , 1
3 6 12 24

Arithmetic sequences
Any sequence of numbers which have a common difference is called an
Arithmetic sequence. The common difference is the difference between two
consecutive terms in the sequence.
i). 1, 2, 3, 4, … common difference = 2
ii). 2, 4, 6, 8, … common difference = 2
In general if the first term of an Arithmetic sequence is denoted a and the
common difference is denoted d then the sequence will have the terms.
1st → a
2nd → a + d
3rd → a + 2d
4th → a + 3d
M
nth → a + ( n − 1) d
Example
Given the arithmetic sequence 4, 11, 18, …, find

i). The common difference

ii). The 6th term
Solution
i). d = 11 – 4 = 7
ii). nth term = a + ( n − 1) d with a = 4, n = 6 and d = 7
Then 6th term = 4 + (6 – 1)7 = 39

Practice question
The 20th term of an Arithmetic sequence is 6 and the 16th term is 20. Find the first
term and the common difference.
[ANS: a = -130 and d = 10]

62
Geometric sequence
A sequence with a common ratio between two consecutive terms is called a
geometric sequence. E.g. 1, 2, 4, 8, 16, … is a geometric sequence with common
ratio 2.
In general a sequence with first term a and common ratio r has the terms
1st → a
2nd → ar
3rd → ar2
4th → ar3
M
n th → ar n −1
Example
The forth term of a geometric sequence is 16. If the first term is 2 find
i). The common ratio
ii). The seventh term
Solution
i). a = 2
4th term = ar 3 = 2r 3 = 16
r 3 = 16 = 8
2
r= 8=2
3

ii). 7 term = ar 6 = 2 × 26 = 128

th

Practice question
Find the 5th, 10th and 21st terms of the geometric sequence given by 3, 6, 12, …
[ANS: 48, 1536, 3145728]

Series/Progressions
The sum of the terms of a sequence is called a series. e.g. for sequence 1, 4, 7, 10,
… the series is 1 + 4 + 7 +10 + …. If the terms of a series are finite then its called
a progression e.g. 1 + 4 + 7 +10 + …+…+25

Arithmetic Progression (A.P)

An A.P is obtained by adding the terms of an arithmetic sequence
Consider 1 + 4 + 7 +10 + ….
If we let Sn denote the sum of the first n terms of the series. Then we have
S1 = 1
S2 = 1 + 4 = 5
S3 = 1 + 4 + 7 = 12 etc for n = 1, 2, 3

Formula for the sum of an A.P

63
For an AP with first term a and common difference d then the sum of the first n
term is
S n = a + ( a + d ) + ( a + 2d ) + K + ⎡⎣ a + ( n − 1) d ⎤⎦ (1)
Starting with the last term, this can also be written as;
S n = ⎡⎣ a + ( n − 1) d ⎤⎦ + K + ( a + 2d ) + ( a + d ) + a (3)
Adding (1) and (2) we obtain
2 S n = ⎡⎣ 2a + ( n − 1) d ⎤⎦ + ⎡⎣ 2a + ( n − 1) d ⎤⎦ + K + ⎡⎣ 2a + ( n − 1) d ⎤⎦ = n ⎡⎣ 2a + ( n − 1) d ⎤⎦
Thus S n = n ⎡⎣ 2a + ( n − 1) d ⎤⎦
2

Example 1s
For the series 1 + 4 + 7 +10 + …, Find the sum of the first
i). 10 terms
ii). 100 terms
Solution
i). a = 1, d = 3, n = 10
Therefore S n = n ⎡⎣ 2a + ( n − 1) d ⎤⎦
2
S10 = 10 ⎡⎣ 2 ×1 + (10 − 1) 3⎤⎦
2
= 5 [ 2 + 27] = 5 × 29 = 145
ii). a = 1, d = 3, n = 100
Therefore S100 = 100 ⎡⎣ 2 × 1 + (100 − 1) 3⎤⎦
2
= 50 [ 2 + 99 × 3]
= 50 [ 2 + 297 ]
= 50 [ 299] = 14950
Example 2
The sum of a number of consecutive terms of an arithmetic progression is -19½ ,
the first term is 16½ and the common difference is -3. Find the number of terms
of the AP.

Solution
S n = n ⎡⎣ 2a + ( n − 1) d ⎤⎦
2
But Thus Sn = −19 1 a = 16 1 d = −3
2 2
Substituting into the formula, we have −39 = n ⎡33 − 3 ( n − 1) ⎤ or
2 2⎣ ⎦
−39 = n ( 36 − 3n )
Therefore 3n 2 − 36n − 39 = 0
Dividing through by 3 we obtain

64
n 2 − 12n − 13 = 0
Therefore n = 13 or −1 . Hence the number of term is 13.

Practice question
The sum of the first eight terms of an A.P is 220. If the third term is 17, find the
sum of the first six terms.
[ANS: S6 = 123 ]

Geometric Progression (G.P)

The series obtained by adding the terms of a geometric sequence is called a
geometric series or geometric progression (G.P)
Consider the series
2 + 6 + 18 + 54 + …
S1 = 2
S2 = 2 + 6 = 8
S3 = 2 + 6 + 18 = 26 etc
In general if the first term of a G.P is a and the common ratio is r them the sum
S n of the first n terms is given by
S n = a + ar + ar 2 + K + ar n −1 (1)
Multiplying (1) by the common ratio r, we get
rS n = ar + ar 2 + ar 3 + K + ar n (2)
Subtracting (1) from (2);
rS n − S n = ar n − a
or S n ( r − 1) = a ( r n − 1)
a ( r n − 1)
or S n = (3)
r −1
The formula is convenient for r > 1.
Alternatively subtract (2) from (1) to get
S n − rS n = a − ar n
or S n (1 − r ) = a (1 − r n )
a (1 + r n )
Therefore S n = (4)
1− r
Which is the preferable formula when r < 1.

Example 1
Find the sum of the first 9 terms of the G.P 8 + 24 + 72 + …
Solution
a = 8, r = 3

65
 a ( r n − 1)
Sn = since r > 1
r −1
8 ( 39 − 1)
Therefore S9 =
3 −1
8 (19683 − 1)
= = 4 × 19682
2
= 78728

Example 2
For the G.P; 8 – 4 – 2 – …, Find the sum of the first 10 terms
Solution
a = 8, r = −4 = −1
8 2
a (1 + r )
n

Therefore S n = since r < 1

1− r
8 ⎛⎜ 1 − −1 ( ) ⎞
10

⎝ 2 ⎟⎠
Hence S10 =
1 − −1
2( )
=
8 1− 1 ( 1024 )
3
2
⎛ 1023 ⎞
= 16 ⎜
3 ⎝ 1024 ⎟⎠
341
=
64
Practice question
The sum of the first three terms of a geometric series is 26. If the common ratio is
3, find the sum of the first six terms.
[ANS; S6 = 728 ]

Exercise
1) Find the sum of the number of terms in the following progressions
i). 5 + 8 + 11… The first 6 terms
ii). 20 + 29 + 38… The first 51 terms
iii). 1 + 1 + 2 K The first 5 terms
62 31 31
iv). 18 – 6 + 2… The first 10 terms
2) In a G.P the sum of the second and third terms is 6 and the sum of the third
and fourth term is -12. Find the first term and the common ratio.
3) In an A.P the 13th term is 27, and the 7th term is three times the second term.
Find the first term, the common difference and the sum of the first ten terms.

66
4) The first term of a G.P is 4. If the common ration is 2, find the greatest
number of terms that will give a sum less than 40.
5) John’s salary is k₤ 12000 p.a. His salary increases by 10% annually. Find the
total amount he will have earned in 6 years.

67
 CHAPTER SIX

COMMERCIAL ARITHMETIC

Simple Interest
Interest is the money charged for the use of borrowed money for a specific
period of time if a sum of money is deposited in or borrowed from a financial
institution for a period of time, it earns interest. The sum of money borrowed or
deposited is called the principal (p). The ratio of interest earned in given period
of time to the principal is called the rate (r) of interest. The rate of interest is
normally expressed as a percentage of the principal per annum (p.a).
When interest is calculated using only the initial principal at a given rate and
time, it is called simple interest. (1). The simple interest is calculated using the
formula
I = Prn, where
n is the number of interest period which could be either months or years.

Example 1
Calculate the simple interest and the amount on sh.16000 for 1½ years at 14% per
annum.
Solution
14 3
I = 16000 × ×
100 2
= sh.3360
Amount = P + I
= sh.16000 + sh.3360
= sh.19360

Example 2
Calculate the rate of interest if sh.4500 earns sh.500 after 1½ years.
Solution
From the simple interest formula
100I
I = Prn, r=
pn
Since r is a percentage.
100 × 500
r= = 7.4%
1
4500 × 1
2
Example 3

68
Juma invested a certain amount of money in a bank which paid 12% p.a simple
interest. After 5 years, his total savings were sh 5600. Determine the amount of
money he invested initially.

Solution
Let the amount invested be sh,P
n = 5 years
r = 12% p.a.
But A = P + I
⎛ 12 ⎞
Therefore 5600 = P + ⎜ P × ×5⎟
⎝ 100 ⎠
= P + 0.6 P
= 1.6P

Compound Interest
In compound interest, the interest for each period is added to the principal before
interest is calculated for the next period. To see how compound interest is
computed, we will consider the following situation. Suppose sh.P is invested at
r% per period compound interest. The accumulated amount after 3 interest
period can be calculated as follows.
⎛ rP ⎞
Amount after 1st period = sh. ⎜ P + ⎟
⎝ 100 ⎠
⎛ r ⎞
= sh. P ⎜1 + ⎟
⎝ 100 ⎠
2nd Period
r ⎛ r ⎞
Interest = sh. × P ⎜1 + ⎟
100 ⎝ 100 ⎠
⎛ r ⎞ r ⎛ r ⎞
Amount = sh. P ⎜1 + ⎟ + sh. × P ⎜1 + ⎟
⎝ 100 ⎠ 100 ⎝ 100 ⎠
⎛ r ⎞ ⎛ r ⎞⎛ r ⎞
Factoring out P ⎜1 + ⎟ we have P ⎜1 + ⎟ ⎜1 + ⎟
⎝ 100 ⎠ ⎝ 100 ⎠ ⎝ 100 ⎠
2
⎛ r ⎞
Therefore Amount = P ⎜ 1 + ⎟
⎝ 100 ⎠
3rd period
2
r ⎛ r ⎞
Interest = sh. × P ⎜1 + ⎟
100 ⎝ 100 ⎠
2 2
⎛ r ⎞ r ⎛ r ⎞
Amount = P ⎜1 + ⎟ + × P ⎜1 + ⎟
⎝ 100 ⎠ 100 ⎝ 100 ⎠

69
 2
⎛ r ⎞
Factoring out P ⎜ 1 + ⎟ we get
⎝ 100 ⎠
2
⎛ r ⎞ ⎛ r ⎞
Amount = P ⎜1 + ⎟ ⎜1 + ⎟
⎝ 100 ⎠ ⎝ 100 ⎠
3
⎛ r ⎞
= P ⎜1 + ⎟
⎝ 100 ⎠
We can therefore notice that for n interest periods, the accumulated amount
would be
n
⎛ r ⎞
A = P ⎜1 + ⎟
⎝ 100 ⎠

Example 1
Find the amount at the end of the fourth year if sh.30,000 is deposited at 15% p.a.
compound interest.
Solution
From the formula
4
⎛ 15 ⎞
A = sh. 30, 000 ⎜1 + ⎟
⎝ 100 ⎠
= 30, 000 ×1.154
= sh. 52470
Example 2
A man wants to have sh.30,000 in 8 years. How much money must he invest
now if the rate of interest is 7.5% p.a. compound interest?
Solution
Using compound interest formula
A = sh.30,000
r = 7.5%
n = 8 interest periods.
8
⎛ 7.5 ⎞
Therefore 30,000 = P ⎜ 1 + ⎟
⎝ 100 ⎠
30,000 = P (1.075 )
8

sh. 30,000
Therefore, P =
(1.075)
8

= sh.16821

Example 3
Find the rate per annum at which a certain amount of money doubles after being
invested for a period of 5 years compounded annually.
Solution

70
Let the amount invested be sh.P and the interest rate per annum be r%
5
⎛ r ⎞
Amount after 5 years = sh. 2P so, 2 P ⎜ 1 + ⎟
⎝ 100 ⎠
5
⎛ r ⎞
Therefore 2 = ⎜1 + ⎟
⎝ 100 ⎠
⎛ r ⎞
Taking 5th roots of both sides ⎜ 1 + ⎟ = 1.149 (logarithms or calculators can be
⎝ 100 ⎠
used to evaluate 5 2 )
⎛ r ⎞
Therefore ⎜ 1 + ⎟ = 1.149
⎝ 100 ⎠
r
= 0.149
100
r = 14.9%
Some accounts have their interests compounded semiannually, quarterly,
monthly or daily. Unless specifically stated otherwise, a stated interest rate is the
rate per year, and is called the nominal annual rate. The interest rate per
compound period is the annual rate divided by the number of compound period
8
per year e.g. An 8% annual rate becomes % = 2% quarterly rate. The interest
4
period should be number of years times the number of times, the interest is
compounded per year.

In general, if P invested for t years at a nominal rate r, compounded m times per

year, then the total number of compounding period is
n = mt
r
The interest rate per compounding period is i = and the compounded amount
m
A = P (1 + i )
n

mt
⎛ r⎞
A = ⎜1 + ⎟
⎝ m⎠
Example
What would be the accumulated amount after 3 years if 15,000 is invested at 16%
p.a. compounded
a) Annually
b) Semiannually
c) Quarterly
d) Monthly
Solution
Note the nominal annual rate is 16%
a) Annually

71
 3
⎛ 16 ⎞
A = 15, 000 ⎜1 + ⎟
⎝ 100 ⎠
= 15, 000 (1 + 0.16 )
3

= 15, 000 (1.16 )

3

= Sh.23413.40
b) Semiannually
3× 2
⎛ 16 1 ⎞
A = 15, 000 ⎜ 1 + × ⎟ (we are multiplying r, by ½ which is the same as
⎝ 100 2 ⎠
diving it by 2 – the number of times interest is compounded per year)
Therefore A = 15, 000 (1.08 )
6

A = sh.23803.10
3× 4
⎛ 16 1 ⎞
A = 15, 000 ⎜ 1 + × ⎟
⎝ 100 4 ⎠
A = 15, 000 (1 + 0.04 )
12

A = 15, 000 × 1.0412

= sh.24015.50
Exercise
1. Find the simple interest that would accrue when a welfare group lends to a
member sh.15,000 at the rate of 12% in one year.
2. The simple interest on a given sum of money borrowed for 4 years at 10%
exceeds the simple interest on the same sum borrowed for 2½ years at 12%
p.a. by sh.12960. What was the sum of money borrowed?
3. A butcher obtained a loan on which simple interest was changed at 14% p.a.
He cleared his loan by paying sh.24805 at the end of 1½ years. Find the sum
borrowed?
4. Find the compound interest in each of the following
a. Sh.8000 invested for 2 years at 13% p.a.
b. Sh.8500 invested for 2 years at 5% p.a. compounded
i. Semiannually
ii. Quarterly
5. A farmer invested sh.48000 for 5 years. Calculate the rate per annum of
compounded interest if the accumulated amount was sh.77304.50
6. A Juakali mechanics wants to accumulate sh.400,000 in 5 years. How much
money must he invest now at 10% p.a. compounded interest?
7. Kimani deposited sh.40000 in a savings account for 3 years at a simple
interest rate of 12.5% p.a. how much money would he have lost if he had
deposited the same amount for 2 years in a fixed deposit account where the
money is compounded at 16% p.a.?

72
8. It is that the population of a country increased by 4% each year. If the
population of the country was 25 million in 1st January 1996, find what it
would be to the nearest thousands on 31st December 2005.

Appreciation And Depreciation

Definition
Appreciation means the increase or gain in value of fixed assets with time. This
means that the value of an asset next month or next year is more than it is today.

Definition
Depreciation is the loss in value of a fixed asset with time. In this case the value
of the asset next month or next year is less than it is today. This maybe due to
use, obsceneness or just passage of time e.g. cars, computers, furniture etc.

Example
A house is valued at sh.800,000 and is expected to appreciate in value by 15%
each year. Find its value after 3 years.
Solution
Value today = sh.800,000
⎛ 15 ⎞
Value next year = sh ⎜ 800, 000 + × 800, 000 ⎟
⎝ 100 ⎠
= 920,000
⎛ 15 ⎞ 115
Value in 2 years time = sh ⎜ 920, 000 + × 920, 000 ⎟ or sh 920, 000 ×
⎝ 100 ⎠ 100
= 1,058,000
115
Value in 3 years = sh 1, 058, 000 ×
100
= 1,216,700
NB: We could use the compound interest formula because the rate of increase in
value is constant throughout the period.
3
⎛ 15 ⎞
i.e. sh ⎜1 + ⎟ = sh 1, 216, 700
⎝ 100 ⎠
Example
A car valued at £ 6,000 depreciates each year at 10% of its value in the beginning
of the year. What will be its value after 2 years?
Solution
Value today £ 6,000
10
Depreciation in year 1 = × 6000 = 6000
100
90
Value after year 1 = × 6000 = 5400
100

73
 90
Value after year 2 = × 5400 = 4860
100
NB We can use the compound interest formula with negative rate.
2
⎛ 10 ⎞
i.e. £ 6000 ⎜1 − ⎟ = £6000 (0.90)
2
⎝ 100 ⎠
= £4860

Example
The value of a building was sh 3 million at the end of 1997 appreciated by 20% in
1998, 10% in 1999 but depreciated by 15% in 2000.
Solution
In this case, the appreciation and depreciation is not constant and therefore we
cannot use the formula. This example involved both appreciation and
depreciation.
Value 1997 = sh.3,000,000
Value 1998 = (1 + 0.2)sh.3,000,000
= 3.6m=sh.3,600,000
Value 1999 = (1 + 0.1)sh.3.6m
Sh.3,960,000
Value 2000 = (1 – 0.15) sh.3,960,000
= sh.3,366,000
Exercise
1. A machine was bought 3 years ago at Ksh.1.5m it depreciated at 20% every
year. What is its value today?
2. A house bought at £ 25,000 appreciation by 10% in the first year and
subsequently 2 more years at 12%.
a) Find its value after 3 years
b) Supposing that the rate of appreciation was constant throughout the 3
year period, what rate could produce the same effect?
3. The population of a city was 10,000 3 years ago. It increased by 20 per 1000 in
the 1st year, 25 per 1000 in the next and 30 per 1000 in the third year. Find the
population at the end of the 3 years to the nearest 1000.

Hire Purchase
Many times, individuals find themselves compelled to spend huge sums of
money on basic needs and emergencies. As a result, they have to acquire certain
items on credit. To buy on credit implies making a down payment (deposit) or
no down payment and then paying the balance by installments on regular basis.

In this method, interest has to be charged on the borrowed money. The

borrowed money here is the difference on the cash price and the down payment.

74
The rate of interest charged depends on the time, the amount and the lending
body.

The interest here implies the fee charged on carrying items home for credit and is
also called carrying charge.

Example
Achieng wants to buy a sewing machine on hire purchase. It has a cash price of
sh.7,500. She can pay the cash price or make a downpayment of sh.2250 and 15
monthly installments of sh.550 each. How much interest does she pay under the
installment plan? What is the rate of interest charged per month?
Solution
Down payment = 2250.00
Total amount of installment 550 x = 8250.00
15
Hire purchase price = 10500.00
Amount of interest carrying = 10500.00
charge -7500.00
Sh.3000.00

To calculate the rate of interest we note Achieng takes the sewing machine as
soon as she pays the down payment. When a down payment is made, interest is
charged on the balance from the cash price of the item.
Therefore borrowed money = sh.7500 – 2250
= sh.5250
(This is the new principal)
n
⎛ r ⎞
Recall the compound interest formula A = P ⎜1 + ⎟
⎝ 100 ⎠
A is the principal + carrying charge (Total installments paid)
Therefore A = 5250 + 3000 or 15 x 550 = sh.8250
P is the principal (borrowed money)
15
⎛ r ⎞
Therefore 8250 = 5250 ⎜1 + ⎟
⎝ 100 ⎠
15
⎛ r ⎞
1.571 = ⎜ 1 + ⎟ taking 15 root on both sides
⎝ 100 ⎠
r
1.03057 = 1 +
100
r
= 0.03057
100
r = 3.057% per month

75
Exercise
1. The cash price of a bed is sh.6500. A man buys it on hire purchase by making
a down payment of sh.2300 followed by 12 monthly installments of sh.490.
Calculate the carrying charge.
2. The cash price of a cooker is sh.9000. A customer bought the cooker by
paying 15 monthly installments of sh.950 each. Calculate;
a) Hire purchase price
b) The carrying charge
c) The rate of interest
3. A businessman offers a photocopying machine for either a downpayment of
sh.5000 and 15 monthly installments of sh1050 each, or a downpayment of
sh.7500 and 10 monthly installment of sh.1250 each.
a) Which plan is cheaper and by how much
b) If the machine can be bought for sh.18000 cash, which of the two plan
carries a higher rate of interest?

Discount And Commission

Discount
Discount is a price reduction. Manufactures and wholesalers offers retailers
discounts so that they can resell the goods at a profit. Such discounts are off the
manufacturers and wholesalers list price (i.e. suggested retail price). Such
discount is called a trade discount. A seller can offer a price reduction from the
invoice price if the buyer decides to pay in cash (i.e. immediately) such discount
are called cash discounts. Cash discount may also be offered as a way of
attracting more customers.

Discount is usually expressed as percentage of the marked price.

The sales price = marked price – discount.

Example
A trader offers a Christmas sale with a discount of 10% on all her merchandise.
If Judy buys goods worth sh.9500. How much does she actually pay to the
trader.
Solution
Discount = 10% of sh.9500
10
= × sh.9500
100

76
 = sh. 950
Sales price = sh.9500 – sh.950
= sh.8550 (This is what Judy pays).
Commission
Many sales people are paid a certain percentage of the value of the goods they
sell. This is called commission. The more goods they sell, the more commission
they get. Like discount, commission is usually expressed as a percentage of the
sales.

Example
In one month, a motor vehicle salesman sold 3 motor vehicles, one at sh.1.5
million, another at sh.750,000 and the other at sh.200,000. If he is paid a
commission of 7%, how much did he get?
Solution
Total value of vehicles sold (sales)
= sh.1,500,000 + sh.750,000 + sh.200,000 = sh.2,450,000
7
Commission = × sh.2,450,000
100
= sh.171500

Exercise
1. Calculate the amount of commission in
a) At 8% on sh.3000 worth of sales
b) At 7% on k₤275 worth of sales

2. Find the commission percent in the following

Commission Sales
a) Sh.500 sh.25,000
b) Sh.3866.40 k₤ 6444
c) k₤ 27 sh.6000
3. Calculate the actual cost if a 10% discount is given on an invoice of
a) Sh.505 b). sh.1299.50
4. The list price of a personal computer is sh.160,000. The manufacturer offers a
30% trade discount. What is the trade discount amount and the net price?
5. A salesman gets 10% commission on the first k₤ 1000 worth of goods sold and
15% on the sales above k₤ 1000. Find the total worth in Ksh. of goods sold if
in a certain month he got sh.5000 as commission payment.

77
 CHAPTER SEVEN

MATRICES
Definition: If m and n are positive integer, then m × n matrix (read “m by n”) is a
rectangular array of numbers.
⎛ 5 4K 6 ⎞
⎜ ⎟
⎜ 2 1 3⎟
⎛ a11 a12 ,K , a1n ⎞
⎜ ⎟ e.g. ⎜ 1 1 1⎟
⎝ a21 a22 ,K , a2 n ⎠ ⎜ ⎟
⎜1 1 1⎟
⎜ 8 7 11⎟
⎝ ⎠
In which each entry aij , of the matrix is real number. An m × n matrix has m
vows (horizontal lines) and n columns (vertical lines).

The entry in the i th and j th column is denoted by the double subscript notation
aij . We call i the row subscript because it gives the position in horizontal line,
and j the column subscript because it gives the position in the vertical lines.
A matrix having rows and columns is said to be of order m × n , if m = n , the
matrix is said to be square matrix of order n .

Example of matrices
⎡ 1⎤
a) Order 1× 4 → ⎢1, −3, 0, ⎥
⎣ 2⎦
⎡0 0 ⎤
b) Order 2 × 2 → ⎢ ⎥
⎣0 0 ⎦
⎡ −1 0 5 ⎤
c) Order 2 × 3 ⎢ ⎥
⎣ 2 1 −4 ⎦
⎡5 0⎤
d) Order 3 × 2 → ⎢⎢ 2 −2 ⎥⎥
⎢⎣ −7 4 ⎥⎦

A matrix that has only one row is a row matrix, and matrix that has only one
column is a column matrix.

Operations With Matrices

Matrix Addition

78
If A = ⎡⎣ aij ⎤⎦ and B = ⎡⎣bij ⎤⎦ are matrices both of order m × n, then their sum is the
m × n matrix given by
A + B = ⎡⎣ aij + bij ⎤⎦
NB Then sum of two matrices of different order is undefined
Examples
⎛ −1 0 ⎞ ⎛ 1 3⎞
a) ⎜ ⎟ and B = ⎜ ⎟
⎝ 0 1⎠ ⎝ −1 2 ⎠
⎛ −1 2 ⎞ ⎛ 1 3 ⎞ ⎛ −1 + 1 2 + 3 ⎞ ⎛ 0 5 ⎞
A+ B = ⎜ ⎟+⎜ ⎟=⎜ ⎟=⎜ ⎟
⎝ 0 1 ⎠ ⎝ −1 2 ⎠ ⎝ 0 + ( −1) 1 + 2 ⎠ ⎝ −1 3 ⎠
⎡1⎤ ⎡ −1⎤
b) A = ⎢ −3⎥ B = ⎢⎢ 3 ⎥⎥
⎢ ⎥
⎢⎣ 2 ⎥⎦ ⎢⎣ 2 ⎥⎦
⎡ 1 ⎤ ⎡ −1⎤ ⎡1 + ( −1) ⎤ ⎡ 0 ⎤
⎢ ⎥
∴ A + B = ⎢⎢ −3⎥⎥ + ⎢⎢ 3 ⎥⎥ = ⎢ −3 + 3 ⎥ = ⎢⎢ 0 ⎥⎥
⎣⎢ 2 ⎦⎥ ⎣⎢ 2 ⎦⎥ ⎢⎣ 2 + 2 ⎥⎦ ⎢⎣ 4 ⎥⎦
⎡1 2 0 ⎤ ⎡ 2 1 0 ⎤ ⎡1 + 2 2 + 1 0 + 0⎤ ⎡3 3 0 ⎤
c) A + B = ⎢⎢1 4 1 ⎥⎥ + ⎢⎢ 4 0 1 ⎥⎥ = ⎢⎢1 + 4 4 + 0 1 + 1 ⎥⎥ = ⎢⎢5 4 2⎥⎥
⎢⎣ 2 1 4⎥⎦ ⎢⎣ 1 2 3⎥⎦ ⎢⎣ 2 + 1 1 + 2 4 + 3⎥⎦ ⎢⎣3 3 7 ⎥⎦
Matrix subtraction
If A = ⎡⎣ aij ⎤⎦ and B = ⎡⎣bij ⎤⎦ are matrix both of order m × n then their difference is the
m × n matrix given by A − B = ⎡⎣ aij − bij ⎤⎦
Examples
⎡1 ⎤ ⎡0⎤ ⎡ 1 + −0 ⎤ ⎡ 1 ⎤
a. A = ⎢⎢ 3 ⎥⎥ B = ⎢ 1 ⎥ A − B = ⎢⎢ 3 + −1⎥⎥ = ⎢⎢ 2 ⎥⎥
⎢ ⎥
⎢⎣ 2 ⎥⎦ ⎢⎣ 2 ⎥⎦ ⎢⎣ 2 + −2 ⎥⎦ ⎢⎣ 0 ⎥⎦

⎛ −1 2 ⎞ ⎛ 1 3⎞ ⎡ −1 −1 2 − 3⎤ ⎛ −2 −1 ⎞
b. A = ⎜ ⎟ B=⎜ A− B = ⎢ =
⎝ 0 1⎠
⎟
⎝ −1 3 ⎠ ⎣0 ( −1) 1 − 3 ⎥⎦ ⎜⎝ 1 −2 ⎟⎠

⎡1 − 2 2 − 1 0 − 0 ⎤
⎡1 2 0 ⎤ ⎡ 2 1 0⎤
c. A=⎢ ⎥ B=⎢ ⎥ ∴ A − B = ⎢⎢1 − 4 4 − 0 1 − 1 ⎥⎥
⎣ 2 1 4⎦ ⎣4 0 1⎦ ⎢⎣ 2 − 1 1 − 2 4 − 3⎥⎦

79
 ⎡ −1 1 0 ⎤
= ⎢⎢ −3 4 0 ⎥⎥
⎢⎣ 1 −1 1 ⎥⎦

Matrix product
If A = ⎡⎣ cij ⎤⎦ is an m × n matrix and B = ⎡⎣bij ⎤⎦ in an n × p matrix, then the product
A × B is the m × p matrix
A × B = ⎡⎣cij ⎤⎦
Where cij = a1i b1 j + ai 2b2 j + K a2inbnj
The definition indicate a row by column, where the entries cij in the i th row and
j th column of the product AB which is obtained by multiplying the entries in the
i th row of A by the corresponding entries in the i th column of B and then adding
the result.

Example
We consider matrix A of 3 × 2 and B of 2 × 1 .
⎡1 2⎤
⎡ 2⎤
A = ⎢⎢ 2 1 ⎥⎥ B=⎢ ⎥
⎢⎣ 3 0 ⎥⎦ ⎣ 3⎦

3× 2 2 ×1 3 ×1
⎡1 2 ⎤ ⎡ (1× 2 ) + ( 2 × 3) ⎤ ⎡ 2 + 6 ⎤ ⎡ 8 ⎤
⎡2⎤ ⎢
⎢ ⎥
AB = ⎢ 2 1 ⎥ × ⎢ ⎥ = ⎢( 2 × 2 ) + (1× 3) ⎥⎥ = ⎢⎢ 4 + 3⎥⎥ = ⎢⎢7 ⎥⎥
3
⎢⎣ 3 0 ⎥⎦ ⎣ ⎦ ⎢⎣ ( 3 × 2 ) + ( 0 × 3) ⎥⎦ ⎢⎣ 6 + 0 ⎥⎦ ⎢⎣ 6 ⎥⎦
⎛ 2 1⎞ ⎛3 2⎞ ⎡( 2 × 3) + (1× 1) ( 2 × 2 ) + (1× 0 ) ⎤
A=⎜ ⎟ , A × B = ⎢ 0 × 3 + 1× 1
⎟ B⎜
⎝ 0 1⎠ ⎝1 0⎠ ⎣( ) ( ) ( 0 × 2 ) + ( 0 × 0 )⎥⎦
⎡7 4 ⎤
=⎢ ⎥
⎣1 0 ⎦
2× 2
⎡2⎤
A = [1, −2 −3] B = ⎢⎢ −1⎥⎥ AB = ⎡⎣(1× 2 ) + ( −2 × 1) + ( 3 × 1) ⎤⎦ = [1]
⎢⎣ 1 ⎥⎦
3 ×1 1× 3 1× 1

80
 ⎡2⎤
A = ⎢⎢ −1⎥⎥ B = [1, −2 −3]
⎢⎣ 1 ⎥⎦
3 ×1 1× 3

⎡ 2 ×1 2 x − 2 2 x − 3 ⎤ ⎡ 2 −4 −6 ⎤
AB = ⎢ −1×1 −1× −2 −1× −3⎥⎥ = ⎢⎢ −1 2 3 ⎥⎥
⎢
⎢⎣ 1× 1 −1x − 2 1× −3 ⎥⎦ ⎢⎣ 1 −2 −3⎥⎦

Identity matrix
Definition
The n x n matrix that consists of 1’s on its main diagonal 0’s elsewhere in the
identity matrix of order n and is denoted by
⎡1 0 0 K 0 ⎤
⎢0 1 0 K 0⎥ ⎡1 0 0 ⎤
In = ⎢ ⎥ e.g. ⎢ 0 1 0 ⎥
⎢0 0 1 K 0⎥ ⎢ ⎥
⎢ ⎥ ⎢
⎣ 0 0 1 ⎥⎦
⎣0 0 0 K 0⎦
3× 3

0 0 0K1
Note that and identity matrix most be square. If A is an n x n matrix, then the
identity matrix has the property.
Axin = A I n × A = A
⎛ 1 0 ⎞⎛ 2 4 ⎞ ⎛ 2 4 ⎞⎛ 1 0 ⎞ ⎛ 2 4 ⎞
e.g. (i) ⎜ ⎟⎜ ⎟=⎜ ⎟⎜ ⎟=⎜ ⎟
⎝ 0 1 ⎠⎝ 3 2 ⎠ ⎝ 3 2 ⎠⎝ 0 1 ⎠ ⎝ 3 2 ⎠

⎡1 0 0 ⎤ ⎡ 4 0 1 ⎤ ⎡ 4 0 1 ⎤ ⎡1 0 0 ⎤ ⎡ 4 0 1 ⎤
(ii) ⎢0 1 0⎥ ⎢1 3 6 ⎥ = ⎢1 3 6 ⎥ ⎢ 0 1 0⎥ = ⎢1 3 6 ⎥
⎢ ⎥ ⎢ ⎥ ⎢ ⎥ ⎢ ⎥ ⎢ ⎥
⎢⎣0 0 1 ⎥⎦ ⎢⎣ 2 5 2⎥⎦ ⎢⎣ 2 5 2⎥⎦ ⎢⎣ 0 0 1 ⎥⎦ ⎢⎣ 2 5 2⎥⎦

Determinants of matrix
Each square matrix Z has an associated number called Determinant of A,
denoted by A or DetA. This notation should not be confused with absolute
value of real numbers. If A is a square matrix of order 1(1×1) then A has only one
element thus A = [ a11 ] and we define A = a11. If A is a square matrix of order 2
i.e. ( 2 × 2 ) then

81
 ⎛a a ⎞
A = ⎜ 11 12 ⎟
⎝ a21 a22 ⎠

Definition
Then the determinant of A is defined by
A = a11 a22 − a21 a12
Another notation that can be used is
a a
A = 11 12 = a11 a22 − a21 − a12
a21 a22
Example
⎛ 2 −1 ⎞
Find A if A = ⎜ ⎟
⎝ 4 −3 ⎠
Solution
2 −1
A= = ( 2 )( −3)( −4 )( −1) = −6 + 4 = −2
4 −3
Inverse of matrix
In this section we consider the multiplicative inverse of a value x which is x −1 .
We know that x −1 = 1 . Then we define a multiplicative inverse of a matrix in a
similar way.
Defn: Let A be a square matrix of orders n ( i.e n× n ) . If there exists a matrix A−1
such that AA−1 = I n = A−1 A then A−1 is the inverse of A
Example
⎡1 4⎤
Find the inverse matrix A = ⎢ ⎥
⎣ −1 −3⎦
Solution
⎡ 1 4 ⎤ ⎛ x11 x12 ⎞ ⎛ 1 0 ⎞
⎢ −1 −3⎥ ⎜ x ⎟=⎜ ⎟
⎣ ⎦ ⎝ 21 x22 ⎠ ⎝ 0 1 ⎠
A A −1 I2

⎡ (1) x11 + ( 4 ) x21 (1) x11 + ( 4 ) x22 ⎤ ⎛ 1 0⎞

AA−1 = ⎢ =
⎣( −1) x21 + ( −3) x21 ( −1) x12 + ( −3) x22 ⎥⎦ ⎜⎝ 0 ⎟
1⎠

⇒ x11 + 4 x21 = 1 x12 + 4 x21 = 0

− x11 + 3x21 = 0 − x12 + 3 x22 = 1
when you these simultaneous equation you will get
x11 = −3 x21 = 1 x12 = −4 x22 = 1

82
 ⎡ −3 −4 ⎤
A−1 = ⎢ ⎥
⎣1 1⎦
This method seems tedious and requires a lot of time, but there is an alternative
method which takes less time.
Consider a matrix A of order 2 ( i.e. 2 × 2 ) given by
⎡a b ⎤
A=⎢ ⎥
⎣c d ⎦
Then A is invertible (i.e. has an inverse) if ad − bc ≠ 0, then,
1 ⎡ d −b ⎤
A1 =
ad − bc ⎢⎣ −c a ⎥⎦
1 ⎡ d −b ⎤
=
A ⎢⎣ −c a ⎥⎦

Example
⎛ 1 4⎞
1) Consider A = ⎜ ⎟
⎝ −1 3 ⎠
First we find determinant of A = ad − bc = (1)( −3)( −4 )( −1)
= −3 + 4 = 1
⎡ −3 −4 ⎤ ⎡ −3 −4 ⎤
Therefore A−1 = 1 ⎢ =
1 ⎣ 1 1 ⎥⎦ ⎢⎣ 1 1 ⎥⎦
⎡ 3 −2 ⎤
2) Consider A = ⎢ ⎥ find A−1
⎣ −2 2 ⎦

A = ad − bc = ( 3)( 2 ) −( −1)( −2 ) = 6 − 2 = 4

1 ⎡ d −b ⎤ 1 ⎡ 2 1⎤
∴ A−1 = =
ad − bc ⎢⎣ −c a ⎥⎦ 4 ⎢⎣ 2 3⎥⎦
⎡2 1 ⎤ ⎡1 1 ⎤
⎢ 4 4⎥ ⎢ 2 4⎥
= =
⎢2 3 ⎥ ⎢1 3 ⎥
⎣ 4 4⎦ ⎣ 2 4⎦

Systems of equations
A system of two equation in x and y is any equation in those variables. A
solution of this system is an ordered pair that satisfies each equation in the
system. When you find the set of all solutions you are solving the system of
equation.

83
There are several methods to solve systems of equation. These methods are
applied depending on the complexity of the system of equation and the number
of variable in them. The following are the methods.
• Method of substitution
• Graphical method
• Method of elimination
• Use of matrix methods.( Inverse and row echelon methods)
Recall we discussed elimination and substitution method in chapter two.
But let us remind ourselves with few examples.
Method of substitution
This method is applied especially when working with two simple equation
having two variables.
Examples
1) Solve the following system of equations using substitution method.
a. x + y = 4
x− y =2

b. x 2 − x − y = 1
− x + y = −1
Solution
a. x + y = 4
x− y =2
We first decide to solve for either x or y and then equate that variable to the
other then we produce a single variable equation.
We take x + y = 4 ∴y = 4− x
Therefore substitute y in the other equation with x + 4
x − y = 2 ⇒ x − (4 − x) = 2
x−4+ x = 2
2x − 4 = 2 ⇒ 2x = 2 + 4 = 6

2x = 6 ⇒ x = 6 = 3 x=3
2
Since y = 4 − x ⇒ y = 4 − 3 ∴ y = 1
Thus the solution in the ordered pair ( x, y ) = ( 3,1)
b. x 2 − x − y = 1
− x + y = −1
We take − x + y = −1 to obtain a substitution expression
∴ y = x −1
Therefore In the equation x 2 − x − y = 1
x 2 − x − ( x + 1) = 1

84
 x 2 − x − ( x + 1) = 1
x2 − 2x = 0
∴ x ( x − 2) = 0
x = 0 or x − 2 = 0 x = 2
If x= 0 then y = x − 1 = 0 − 1 = −1
Solution ( x, y ) = ( 0, −1)
If x = 2 then y = x − ⇒ y = 2 − 1 = 1
Solution ( x, y ) = ( 2,1)
The two solutions ( 0 − 1) and ( 2,1) are the solution of the above system of
equations.

Examples
2) A total of $12,000 is inverted in two funds paying 9% and 11% simple interest.
If the year interest is $1180, how much of the $12,000 is inverted at each rate.
Solution
9% = 9 = 0.09, 11% = 11 = 0.11
100 100
We take x ,y variables to represent the simple interest rates.
∴ 0.09 x + 0.11 y = 1180
x + y = 12, 000
Therefore substitute for y ⇒ y = 12, 000 − x
We consider 0.09 x + 0.11 y = 1180
0.09 x + 0.11(12, 000 − x ) = 1180
0.09 x + 1320 − 0.11x = 1180
0.09 x − 0.11x = 1180 − 1320
−0.02 = −140 ∴= −140 = 7000
−0.02
Since y = 12000 − x
= 12000 − 7000
= 5000
The solution is an ordered pair (7000, 5000)

Method of elimination
The key step in this method is to obtain coefficients that differ only in the sign so
that by adding the two equations this variable is eliminated.

Example
a) Solve the system of linear equation
3x + 2 y = 4
5x − 2 y = 8
Solution

85
In this question note that the coefficient of y differ only by sign
∴ 3x + 2 y = 4
+5 x − 2 y = 8
∴ x = 12 = 3
8 x + 0 = 12 8 2
We take one equation 3 x + 2 y = 4 and substitute x = 3
2
( )
3 3 + 2y = 4
2
1
∴9 + 2y = 4 ⇒ 4 + 2y = 4
2 2
2y = 4 = 4 1 ⇒ 2y = − 1
2 2
∴y = − 1
4
(
The solution is an order pair 3 , − 1
2 4 )
b) Solve the system of linear equation
2 x − 3 y = −7
3 x + y = −5

Solution
In this equation we multiply the second equation with a value 3 in order for the
coefficient of y to be the same.
⇒ 2 x − 3 y = −7 ⇒ 2 x − 3 y = −7
3 ( 3x + y = −5) 9 x + 3 y = −1 5
∴ 2 x − 3 y = −7
9 x + 3 y = −15
+ ∴11x = −22
11x + 0 = −22
x = −2
By taking 2 x − 3 y = −7 we can solve for y
⇒ 2 ( −2 ) − 3 y = −7
− 4 − 3 y = −7 ⇒ − 3 y = − 7 + 4 = − 3
−3 y = −3
y = −3 = 1
−3
The solutions is an ordered pair ( −2,1)
Solve 5x + 3 y = 9
2 x − 4 y = 14
Solution
The first equation multiplied by 4 and the second on by 3
⇒ 4 ( 5 x + 3 y = 9 ) ⇒ 20 x + 12 y = 36
3 ( 2 x − 4 y = 14 ) 6 x − 12 y = 42

86
 20 x + 12 y = 36
6 x − 12 y = 42 ∴ x = 78 =3
26
26 x + 0 = 78

Therefore we take 2 x − 4 y = 14 and substitute x = 3

2 ( 3) − 4 y = 14 ⇒ 6 − 4 y = 14
−4 y = 14 − 6 = 8 ∴y = 8 = −2
−4
The solution is an ordered pair ( 3, −2 )

Matrix Methods
We use matrix when the number of variables is 2 or greater. These methods
enable us to solve a system of equation with many variable easily where the
other two methods cannot and even if they can, to provide the solution it will
consume a lot of time.
Inverse matrix method
If the coefficient matrix A of a square system in invertible (has an inverse matrix)
the system has a unique solution, which is given by.
AX = B Multiply by inverse if A
−1 −1
A AX = A B
I n X = A −1 B
X = A−1 B

Example
Consider a system of linear equation
x + 4y = 2
−x − 3y = 1
We solve using inverse matrix method.
We rearrange in order to get the coefficients
⎡1 4⎤ ⎡2⎤ ⎡x⎤
Therefore A = ⎢ ⎥ and B = ⎢ ⎥ x=⎢ ⎥
⎣ −1 −3⎦ ⎣1 ⎦ ⎣ y⎦
∴ x = A−1 B
⎡ d −b ⎤
We find A−1 ⇒ A−1 = 1
det A ⎢⎣ −c a ⎥⎦
det A = (1)( −3) − ( −1)( 4 ) = −3 + 4 = 1
⎛ −3 −4 ⎞ ⎛ −3 −4 ⎞
A−1= 1 ⎜ =
1 ⎝ 1 1 ⎟⎠ ⎜⎝ 1 1 ⎟⎠
∴ x = A−1 B

87
 ⎛ −3 −4 ⎞ ⎡ 2 ⎤
=⎜ ⎟⎢ ⎥
⎝ 1 1 ⎠ ⎣1 ⎦
⎡ x ⎤ ⎡( −3 × 2 ) + ( −4 × 1) ⎤ ⎡ −6 − 4 ⎤ ⎡ −10 ⎤
⎢ y ⎥ = ⎢ 1× 2 + 1× 1 ⎥ = ⎢ 2 + 1 ⎥ = ⎢ 3 ⎥
⎣ ⎦ ⎣ ( ) ( ) ⎦ ⎣ ⎦ ⎣ ⎦
Hence x = -10 and y = 3
Example 2
Use matrix method to solve the following pair of simultaneous equation
3a + 2b = 2
4a − b = 5
⎛ 3 2 ⎞ ⎡ a ⎤ ⎡12⎤
⎜ ⎟⎢ ⎥ = ⎢ ⎥
⎝ 4 −1⎠ ⎣ b ⎦ ⎣ 5 ⎦
−1 ⎛ −1 −2 ⎞
The inverse of the coefficient matrix is x⎜ ⎟
11 ⎝ −4 3 ⎠
Pre-multiplying both sides of matrix equation by the inverse
−1 ⎛ −1 −2 ⎞ ⎡ 3 2 ⎤ ⎡ a ⎤ −1 ⎛ −1 −2 ⎞ ⎡12⎤
⎜ ⎟ = ⎜ ⎟
11 ⎝ −4 3 ⎠ ⎣⎢ 4 −1⎦⎥ ⎣⎢ b ⎦⎥ 11 ⎝ −4 3 ⎠ ⎣⎢ 5 ⎦⎥
−1 ⎡ −11 0 ⎤ ⎡ a ⎤ −1 ⎡ −22 ⎤
=
11 ⎢⎣ 0 −11⎥⎦ ⎢⎣ b ⎥⎦ 11 ⎢⎣ −33⎥⎦
⎡a ⎤ ⎡ 2⎤
⎢b ⎥ = ⎢ 3⎥
⎣ ⎦ ⎣ ⎦
Therefore a = 2 and b = 3

Exercise
Use matrix method to solve the following pairs of simultaneous equations
1. −2 x + 3 y = 3
x + 3y = 4
2. 2c + 3d = −2
3c + d = 4
3. 2 p + 3q = 15
7 q + 5 p = − 13
4. 3 x + y = 8
− y + 2 x = −3
5. 2 x + y = 7
4 x + 3 y = 17
6. 3 x + 3 y = 5
2x + 6 y = 7
7. 3 x + 4 y = −5
2y − x = 9
2

88
 CHAPTER EIGHT

PERMUTATIONS AND COMBINATIONS

Arrangements
This chapter aims at teaching a method of approach to certain problems
involving arrangements and selections.
Example 1; From a pack of playing cards, the Ace, King Queen, Jack and Ten of
Spades are taken. In how many ways can three of these five cards be placed in a
row from left to right?
The first card can be any one of the five, Viz:
A; K; Q; J; 10
When the first card has been placed, there are four cards left to choose from, and
so the possible ways of placing the first cards are:
AK, AQ, AJ, A10;
KA, KQ, KJ, K10;
QA, QK, QJ, Q10;
JA, JK, JQ, J10;
10A, 10K, 10Q, 10J;
Thus, for each of the 5 ways of choosing the first, there are 4 ways in which the
second card may be chosen; therefore there are 5 × 4 (i.e. 20) ways of choosing the
first two cards.
Now for each of the 20 ways of placing the first two cards, there are 3 cards left
to choose from (e.g. if the first two cards were AK, third could be Q, J or 10);
therefore there are 20 × 3 ways of placing the third card.

Thus, three cards chosen from the Ace, King, Queen, Jack, and Ten of Spades
may be placed in a row from left to right in 60 different ways.

Example 2; Three schools have teams of six or more runners in a cross- county
race. In how many ways can the first six places be taken by the three schools, if
there are dead heats?
First it should be made clear that there is no question of the individuality of the
runners, but only which school each of the first six runners belongs to.
The first place can be taken by any of the 3 schools.
When the first runner has come in, the second place can be taken by any of the 3
schools, so the first two places can be taken in 3 × 3 , or 32, ways.
Similarly, the third place can be taken by any of the 3 schools, so the first three
places can be taken in 32 × 3 or 33, ways.
Continuing the argument for the fourth, fifth and sixth places, it follows that the
first six places may be taken in 36, or 729, ways by the three schools.

89
Example 3; How many even numbers, greater than 2000, can be formed with the
digits 1, 2, 4, 8, if each digit may be used only once in each number?
If the number is greater than 2000, the first digit can be chosen in 3 ways (Viz 2,
4, or 8).
Then, whichever has been chosen to be the first digit, there are 2 ways in which
the last digit may be chosen, in order to make the number even. Thus, there are
3 × 2 ways of choosing the first, last and last digits.
When the first and last digits have been chosen, there are 2 digits, either of which
may be the second digit of the number. Thus there are 3 × 2 × 2 ways of choosing
the first, last and second digit.
Now, when three digits have been chosen, there is only 1 left to fill the remaining
place, and so there are 3 × 2 × 2 ×1 , i.e. 12 even numbers greater than 2000 which
may be formed from the digits 1, 2, 4, 8, without repetitions.
The following table is useful for showing the argument briefly
Position of digit First Last Second Third
Number of possibilities 3 2 2 1

It is to be understood, in this and later tables, that the choice is made in the order
of the first line.

Exercise
1) Ten boys are running a race. In how many ways can the first three places be
filled, if there are no dead heats?
2) How many five- figure odd numbers can be made from the digit 1, 2, 3, 4, 5, if
no digit is repeated
3) There are sixteen books on a shelf. In how many ways can these be arranged
if twelve of them are volumes of a history, and must be kept together, in
order?
4) Three letters from the word RELATION are arranged in a row. In how many
ways can this be done? How many of these contain exactly one vowel?
5) Four men and their wives sit on a bench. In how many ways can they be
arranged if
a) There is no restriction,
b) Each man sits next to his wife?

The Factorial Notation

There are times when a problem on arrangements leads to an answer involving a
product of more factors than it is convenient to write down. The next example
shows how this may arise.
Example 4 In how many ways can the cards of one suit, from a pack of playing
cards, be placed in a row?
Position of card in row First Second … Twelfth Thirteenth

90
 Number of possibilities 13 12 … 2 1

The table abbreviates the type of argument used in the last three examples, and it
leads to the conclusion that the cards of one suit can be placed in a row in
13 ×12 ×11×10 × 9 × 8 × 7 × 6 × 5 + 4 × 3 × 2 ×1 ways
To shorten the answer the product could be evaluated, giving 6 227 020 800; but
it is easier to write.
13!
(which is read, ‘factorial thirteen’, or by some, ‘thirteen shriek’!). Thus,
7! = 7 × 6 × 5 + 4 × 3 × 2 ×1 = 5040 and similarly for any other positive integer.
The factorial notation will be used freely in this chapter and the reader should
become thoroughly used to it.

9!
Example 5 (a) Evaluate ,
2!7!
(b) Write 40 × 39 × 38 × 37 in factorial notation
a) Written in full,

9! 9 × 8 × 7 × 6 × 5 × 4 × 3 × 2 × 1
=
2!7! 2 × 1× 7 × 6 × 5 × 4 × 3 × 2 × 1

9×8
=
2 ×1
= 36
36 × 35 × K × 2 × 1
b) 40 × 39 × 38 × 37 = 40 × 39 × 38 × 37 ×
36 × 35 × K × 2 × 1
40!
=
36!
Exercise
1. Evaluate
6!
a) 3!, b). 5!, c).
( 3!)
2

2. Express in factorial notation:

a). 6 × 5 × 4, b). n ( n − 1)( n − 2 ) , c).

7× 6×5
, d).
( n + 1) n ( n − 1)
3 × 2 ×1 3 × 2 ×1
3. Express in factors:
a). 20 !+ 21!, b). 15!+ 4 (14!) , c) n !+ 2 ( n − 1) !
4. Simplify:
15! 15! 16! 2 × 16! 16! n! n!
a). + , b. + + , c). +
11!4! 12!3! 9!7! 10!6! 11!5! ( n − r )!r ! ( n − r + 1)!( r − 1)!

91
Permutations
In example 4, it was found that 13 playing cards could be placed in a row in 13!
ways. If we consider n unlike objects placed in a row, using the same method,
Position of object in row 1st 2nd … (n-1)th nth
Number of possibilities N n–1 … 2 1
We find that they may be arranged in n! ways.
The arrangements of the n objects are called permutations. Thus
ABC, ACB, BCA, BAC, CAB, CBA, are the 3! permutations of the three
letters A, B, C.
Again, in example 1, it was found that 3 cards chosen from 5 unlike cards could
be arranged in 60 ways. This might be expressed by saying that there are 60
permutations of 3 cards chosen from 5 unlike cards.
A permutation is an arrangement of a number of objects in a particular order. In
practice, the order may be in space, such as from left to right in a row; or it may
be in time, such as reaching the winning post in a race, or dialing on a telephone.
How many permutations are there of r objects chosen from n unlike objects?
The method is indicated in the table below
L
Order of choice of 1st 2nd 3rd ( r − 1) r th
th

object
Number of n ( n − 1) ( n − 2 ) L ( n − r + 2 ) ( n − r + 1)
possibilities
Thus there are
n ( n − 1)( n − 2 )K ( n − r + 2 )( n − r + 1)
permutations of the objects. But
n ( n − 1)( n − 2 )K ( n − r + 2 )( n − r + 1)
n ( n − 1)( n − 2 )K ( n − r + 2 )( n − r + 1) × ( n − r )K 2 × 1
=
( n − r )K 2 × 1
n!
=
( n − r )!
Therefore there are n !( n − r ) ! permutations of r objects chosen from n unlike
objects, if r is less than n .
(We have already found that there are n! permutations of n unlike objects.)

Example 6; There are 20 books on a shelf, but the red covers of two of them clash,
and they must not be put together. In how many ways can the books be
arranged?
This is best tackled by finding out the number of ways in which the two books
are together, and subtracting this from the number of ways in which the 20 books
can be arranged if there is no restriction.
Suppose the two red books are tied together, then there are 19 objects, which can
be arranged in 19! ways. Now if the order of the two red books is reversed, there

92
will again be 19! arrangements; so that there are 2 ×19! ways of arranging the
books with the red ones next to each other.
With no restriction, 20 books can be arranged in 20! ways; therefore the number
of arrangements in which the red books are not together is
20!− 2 ×19! = 18 ×19!
Example 7; In how many ways can 8 people sit at a round table?
Since the table is round, the position of people relative to the table is of no
consequence. Thus, supposing they sit down, and then all move one place to the
left, the arrangement is still the same.
Therefore one person may be considered to be fixed, and the other 7 can then be
arranged about him or her in 7! ways. Thus there are 5040 ways in which 8
people can sit at a round table.

Example 8; In how many ways can the letters of the word BESIEGE be arranged?
First, give the three E’s suffixes: BE1SIE 2 GE3 . Then, treating the E’s as different,
the 7 letters may be arranged in 7! ways.
Now, in every distinct arrangement, the 3 E’s may be rearranged amongst
themselves in 3! ways, without altering the positions of the B, S, I, or G; for
instance, SEIBEEG would have been counted 3! times in the 7! arrangements as
SE1IBE 2 E3G, SE 2 IBE 3 E1G, SE3 IBE1E 2 G,
SE1IBE 3 E 2 G, SE 2 IBE1E 3G, SE3 IBE 2 E1G,
Therefore the number of distinct arrangements of the letters in BESIEGE is
7! 3! = 840.
In the next exercise there are some examples which are best tackled from first
principles, like the next example.
Example 9 How many even numbers, greater than 50,000, can be formed with
the digits 3, 4, 5, 6, 7, 0, without repetitions?
Compared with example 3, 12.1 there are two extra difficulties: the number can
have either 5 or 6 digits, and the number cannot begin with 0. Therefore the
problem is split up into four parts:
(1). Numbers with 5 digits, the first digit being even.

Position of digit in number 1st 5th 2nd 3rd 4th

Number of possibilities 1 2 4 3 2
This gives 1× 2 × 4 × 3 × 2 = 48 possibilities.
(2) Numbers with 5 digits, the first digit being odd.
Position of digit in number 1st 5th 2nd 3rd 4th
Number of possibilities 2 3 4 3 2
This gives 2 × 3 × 4 × 3 × 2 = 144 possibilities.

(3) Numbers with 6 digits, the first digit being even

Position of digit in 1st 6th 2nd 3rd 4th 5th

93
 number
Number of possibilities 2 2 4 3 2 1
This gives 2 × 2 × 4 × 3 × 2 ×1 = 96 possibilities

(4) Numbers with 6 digits, the first digit being odd

Position of digit in 1st 6th 2nd 3rd 4th 5th
number
Number of possibilities 3 3 4 3 2 1

This gives 3 × 3 × 4 × 3 × 2 ×1 = 216 possibilities

Therefore the total number of possibilities is 48 + 144 + 96 + 216 = 504

Exercise
1. Seven boys and two girls are to sit together on a bench. In how many ways
can they arrange themselves so that the girls do not sit next to each other?
2. There is room for ten books on a bedside table, but there are fifteen to choose
from. Of these, however, a Bible and a book of ghosts stories must go at the
end. In how many ways can the books be arranged?
3. I a crocket team, the captain has settled the first four places in the batting
order, and has decided that the four bowlers will occupy the last four places.
4. How many numbers of five digits can be made from the digits 1, 2, 3, 4, 5, 6,
7, 8, 9, when each number contains exactly one even digit and no digit more
than once?
5. Six natives and two foreigners are seated in a compartment of a railway
carriage with four seats either side. In how many ways can the passengers
seat themselves if
a. The foreigners do not sit opposite each other.
b. The foreigners do not sit next to each other.

Combinations
In the last section, attention was given to permutations, where the order of set of
objects was of importance; but in other circumstances, the order of selection is
irrelevant. If for instance, eight tourists find there is only room for five of them at
a hotel, they will be chiefly interested in which five of them stay there, rather
than in any order of arrangement.

When a selection of objects is made with no regard being paid to order, it is

referred to as a combination. Thus, ABC, ACB, CBA, are different permutations,
but they are the same combination of letters.

Example 10 In how many ways can 13 cards be selected from a pack of 52 playing
cards?

94
First of all, suppose that thirteen cards from the pack are laid on a table in an
order from left to right. From the last section, it follows that this can be done in
52!/59! ways.

Now each combinations of cards can be arranged in 13! ways, therefore the
number of permutations = 13! × (the number of combinations)
52!
Therefore = 13! × (the number of combinations)
39!
Therefore the number of combinations of 13 cards chosen from a pack of playing
cards is 52!/(39!13!)
In how many ways can r objects be chosen from n unlike objects?
it was shown above that there are n !/ ( n − r ) ! permutations of r objects chosen
from n unlike objects.

Now each combination of r objects can be arranged in r! ways, therefore the

number of permutations = r ! × (the number of combinations)
n!
Therefore = r ! × (the number of combinations)
( n − r )!
Hence the number of combinations of r objects chosen from n unlike objects is
n!
( n − r ) !r !
For brevity, the number of combinations of r objects chosen from n unlike objects
is written nCr thus
n!
n
Cr =
( n − r ) !r !
⎛n⎞
n
Cr is also sometimes written as n Cr and ⎜ ⎟
⎝r⎠
Example 11 A mixed hockey team containing 5 men and 6 women is to be
chosen from 7 men and 9 women. In how many ways can this be done?
Five men can be selected from 7 men in 7C5 ways, and 6 women can be selected
from 9 women in 9C6 ways.
Now for each of the 7C5 ways of selecting the men, there are 9C6 ways of
selecting the women, therefore there are 7C5 × 9C6 ways of selecting the team.
7! 9!
7
C5 × 9C6 = ×
2!5! 3!6!
= 21× 84
Therefore the team can be chosen in 1764 ways.

Exercise

95
1. Evaluate: (a). 10C2 , (b) 6C4 (c). 7C3 (d) 9C5 (e).
8
C4 .
Express in factors: (f). nC2 , (g) nC3 (h). nCn − 2 (i) n +1C2 (j). n +1Cn −1 .
2. Nine people are going to travel in two taxis. The larger has five seats, and the
smaller has four. In how many ways can the party be split up?
3. Two punts each hold six people. In how many ways can a party of six boys
and six girls divide themselves so that there are equal numbers of boys and
girls in each punt?
4. Four people are to play bridge and four others are to play whist. Find the
number of ways in which they may be chosen if eleven people are available.
5. A committee of ten is to be chosen from nine men and six women. In how
many ways can it be formed if at least four women are to be on the
committee?

96
SAMPLE EXAMINATION PAPER

COURSE CODE : MATH 100

COURSE TITLE : MATHEMATICS
TIME : 2 HOURS

INSTRUCTIONS
• Answer Question ONE and any other Two Questions

QUESTION ONE
a) i). Give two examples of a set of numbers that are real numbers. (2
marks)
ii). Define a rational number. (1 mark)
b) i). List the members of the set of real numbers for which the expression
1
does not exist. (1 mark)
( x − 1)( x − 2 )( x − 3)
ii). Explain the term function, image of a function and the domain of a
function.
(3 marks)
⎛f ⎞
iii). Given that f ( x ) = ( x + 3) and g ( x ) = (16 − x 2 ) . Find ⎜ ⎟ x and Dom
⎝g⎠
⎛f ⎞
⎜ ⎟x
⎝g⎠
(3 marks)

c) i). Find y if log 2 y − 2 = log 2 92 (3 marks)

log 75 + log 9 + log 5
ii). Solve for x without using tables or a calculator
log 5 + log 45
(3 marks)
d) Solve the following equations
i). 8 y − 3 x = 12
5 y − 2x = 7 (3 marks)
ii). 3 − x − 2 x = 0
2
(3 marks)
3x
e) Solve the inequality 1 − ≥ x − 4 and represent the solution graphically.
2
(3
marks)
20!
f) i). Evaluate (2
3! 8!
marks)

97
 ii). Write 50 × 49 × 48 × 47 × 46 in factorial form. (2 marks)
iii). Using an example of matrix A and B, what does the phrase “matrix
multiplication is not commutative” mean.
(1 mark)
QUESTION TWO
a) i). Derive the quadratic formula by solving the equation ax 2 + bx + c = 0 where
a, b, and c are real numbers and a ≠ 0 . (Hint use completing square
method)
(4 marks)
ii). Use the formula derived above to solve the equation 2 x 2 + 7 x − 15 = 0 .
(3
marks)
⎛ 3 2⎞
b) i). Find the inverse of the matrix M where M = ⎜ ⎟ and hence solve the
⎝2 5⎠
⎛ x⎞ ⎛ 10 ⎞
matrix equation MX = C in which X = ⎜ ⎟ and C = ⎜ ⎟
⎝ y⎠ ⎝3⎠
(5 marks)
⎡2 1 1⎤ ⎡ 2 0 −1⎤
ii). Given that A = ⎢1 2 1 ⎥ B = ⎢⎢ 1 1 −1⎥⎥ find ( AB )
⎢ ⎥ T
(4
⎢⎣ 3 2 2 ⎥⎦ ⎢⎣ −4 −1 3 ⎥⎦
marks)
c) Solve the inequalities below
x2 − x − 2
≥0 (4 marks)
x2 − 4 x + 3

QUESTION THREE
a) i). Given that f ( x ) = 5 x + 1 and g ( x ) = x 2 . Express the composite function fog
and gof in their simplest form possible and find f ( g ( −2 ) ) and g ( f ( 3) )
(6
marks)
ii). Find the inverse of the function f ( x ) = ( 2 x − 3) (4
marks)
b) The third term of a geometric sequence is 9 and 6th term is 243. Find the first
term and the common ratio. (5
marks)
c) Given A = {1, 2, 3, 4, 5} , B = {2, 4, 6, 8, 10}
C = {3, 4, 5, 6, 7} , ε = {1, 2, 3,K,12} find
i). A U B
ii). A I B

98
 iii). A′
iv). ( B U C )′
v). ( A I C )′ (5 marks)

QUESTION FOUR
a) A sewing machine valued at sh.25,000 can be bought by cash at a discount of
10% or by installments whereby a deposit of sh.3,000 is paid followed by 15
monthly installments of sh.1,500 each. Find.
i). The cash price of the machine. (1 mark)
ii). The hire purchase price of the machine. (2
marks)
iii). The carrying charge. (2 marks)
iv). The interest rate of hire purchase buying. (3
marks)
b) If $1700 is invested at 7.8% compounded quarterly, find the amount
compounded at the end of 10 years in Ksh. given 1$ = 72.00.
(4 marks)
c) Given that log10 2 = 0.301 , log10 5 = 0.699 and log10 3 = 0.4771 . Find
i). log10 50 (2 marks)
ii). log10 30 (3 marks)
d) In how many ways can the letters of the

99
 Mt Kenya University
SCHOOL OF APPLIED SOCIAL SCIENCES
DEPARTMENT OF BUSINESS STUDIES
BACHELOR OF BUSINESS MANAGEMENT
MARCH 2010 CAT 2
BBM 112: FONDATION MATHEMATICS

INSTRUCTIONS: ANSWER QUESTIONS ONE (COMPULSORY) AND ANY OTHER TWO

QUESTIONS

QUESTION ONE (COMPULSORY) 30 MARKS

(a) Solve this equation x

5 4 x −1 = 7 x + 2 (5 Marks)

0 -1 2 4 11 5
(b) Given A = B=
1 -1 -3 1 4 2
-2 3 5 1 2 1

(i). Find AB (5marks)

(ii). Hence solve the simultaneous equations

4x + 11y +5z =2
X + 4y + 2z = 1
X + 2y +z = 4 (5 marks)

(c) A rocket is fired vertically upwards; its height h metres after t seconds is given by
h=98t-4.9t2

(i). Find an expression in terms of t the rate of change of height (3

Marks)
(ii). Find the maximum height reached ( 5 Marks)

dy
(d) It is given that = x3+2x-1 and that y=13 when x=2, find y in terms of x (6
dx
Marks)

100
 QUESTION TWO (20 MARKS)
x2
The function f is defined by f(x) = , x≠1
1− x
(a) Find f1 (x) and f11(x) (8
marks)
(b) Find the values of x for which f1(x) =0 (4
Marks)
(c) Use the second derivative to these values of x minimizes f(x) (2
Marks)
(d) Find the coordinates of the turning point distinguishing them (6
Marks)

QUESTION THREE (20 MARKS)

(a) Find the values of a and b if x-1 and x-2 are both factors of x3+ax2+bx-6 (6
marks)

(b) Evaluate without using mathematical devices 2log63 +log612+log68-log624 (4

marks)

(c) How many different arrangement can be made by taking (i) five (ii) all of the letters
of the word NUMBERS
(4 Marks)

1 9
(d) Consider the expansion of (3X2- )
X
(i). How many terms are there in this expansion (2
marks)
(ii). Find the constant term in this expansion (4
marks)

QUESTION FOUR (20 MARKS)

(a) Solve the following pair of simultaneous equations, using matrices

X+2y=2
4y-3x=7 (6 marks)

2 1 3 1 -1 3
(b) If A = -1 0 1 B= 1 0 1
3 4 2 1 1 3

(i). Find AB (5 Marks)

(ii). Find BA (5 Marks)

101
(iii). Find A+B (4 Marks)

QUESTION FIVE (20 MARKS

dy
(a) If = 2-x2 and y=3 when x=2, find y in terms of x (6 Marks)
dx

(b) Find the area of the region bound by the curve y = x2+1, the ordinates x=1, x=2 and x
axis (6 marks)

(c) By rotating a quadrant of the circle x2 + y2 = r2 about the axis of x, find a formula for
the volume of a sphere (8 Marks)

102
 Mt Kenya University
UNIVERSITY EXAMINATIONS 2009
SCHOOL OF APPLIED SOCIAL SCIENCES
DEPARTMENT OF BUSINESS STUDIES
BACHELOR OF BUSINESS MANAGEMENT
UNIVERSITY EXAMINATION APRIL 2010
BBM 112: FOUNDATION MATHEMATICS

INSTRUCTIONS: ANSWER QUESTIONS ONE (COMPULSORY) AND ANY OTHER TWO

QUESTIONS

QUESTION ONE (COMPULSORY) 30 MARKS

8−3 2
(a) Express in the form a+b 2 , where a and b are integers. [4marks]
4+3 2
(b) A committee of 5 people is to be selected from 6 men and 4 women. Find
(i) The number of different ways in which the committee can be
selected [2marks]
(ii) The number of these selections with more women than men
[3marks]
(c)
(i) Given that log 9 x = a log 3 x , find a [1mark]
(ii) Given that log 27 y = b log 3 y find b [1mark]
(iii) Hence solve, for x and y, the simultaneous equations
6 log 9 x + 3 log 27 y = 8
log 3 x + 2 log 9 y = 2 [5marks]
(d) The function f and g are defined, for x ∈ ℜ , by
f: x → 3x − 2
7x − a
g:x→ , where x ≠ -1 and a is positive.
x +1

(i) Obtain the expression of f-1 and g-1 [3marks]

(ii) Determine the value of a for which f-1g(4) = 2 [4marks]

⎛ 2 3⎞
(e) It is given that A = ⎜⎜ ⎟⎟ and that A +A -1 – KI = O, where I is the identity matrix
⎝ 1 2 ⎠
and O is the zero matrix. Evaluate k [3narks]
4
(f) Evaluate ∫
1
(6x -3√x) dx [4marks]

103
QUESTION TWO 20 MARKS
(a) f(x) = 3x 3 -2x2 + kx +9
Given that when f(x) is divided by x+2 there is a remainder of -35
i) find the value of the constant k, [2marks]
ii) find the remainder when f(x) is divided by (3x -2) [3narks]
(b)
1
i) express as a power of 2 [1mark]
32
1

ii) express (64) x as a power of 2 [2 marks]

iii) hence or otherwise solve the equation
1

(64) x 1
= [5 marks]
2 x
32
(c) (i) Expand (1 +3x)8 in ascending powers of x up and including the term in x3.
You should simplify each coefficient in your expansion [4marks]
(ii) Use your series, together with a suitable value of x which you should state,
to estimate the value of (1.003)8 giving your answer to 8 significant figures. [3marks]

QUESTION 3 (20 MARKS)

(a) a group operates a chain of filling stations in each of which are employed
cashiers, attendants and mechanics as shown below
Types of filling stations
Large Medium Small
Cashiers 4 2 1
Attendants 12 6 3
Mechanics 6 4 2
The numbers of filling stations are
Nairobi Thika
Large 7 3
Medium 5 8
Small 12 4
How many of the various types of staff are employed in Nairobi and Thika [6marks]
⎛ 7 − 3 − 3⎞ ⎛1 3 3 ⎞
⎜ ⎟ ⎜ ⎟
(b) if A = ⎜ − 1 1 0 ⎟ and B = ⎜1 4 3 ⎟
⎜ −1 0 1 ⎟⎠ ⎜1 3 4 ⎟
⎝ ⎝ ⎠
(i) Find A +B [3 Marks]
(ii) Find AB [5 marks]
(iii) Hence solve the simultaneous equations
x +3y +3z =3
x +4y +3z = 8
x +3y +4z = 2 [6Marks]

104
QUESTION FOUR (20 MARKS)
x2
Given that y =
2− x
dy (4 − x) x
(a) Show that = [4 marks]
dx (2 − x ) 2
d2y
(b) Find [4 marks]
dx 2
(c) Find the coordinates of the two points on the curve where the gradient of the curve is
zero stating their nature. [8 marks]
(d)Find the equation of the tangent at the point (1.5, 4.5) [4 marks]

QUESTION FIVE (20 MARKS)

1 + x − 4x 3
(a) Evaluate (i) ∫ ( )dx [3 marks]
x3
1
(ii) ∫ ( x 2 + 2 + 2 )dx [3 marks]
x
−1
(iii) ∫ x 2 ( x − 1)( x − 2 )dx [4 marks]
−2
dy 3 x − 2
(b) If = , find y in terms of x, when it passes through the point (1, 1)
dx x3
[5marks]
2
(c) Find the area enclosed by x-axis, x=4 and x =5 of the curve y =x (3- x)
[5 marks]

105