O LEVEL MATHEMATICS

WORKBOOK

BASED ON THE NEW LOWER SECONDARY CURRICULUM

by
KAZIBA Stephen

Key Topics covered in the book

• NUMBER BASES
• WORKING WITH INTEGERS
• FRACTIONS, PERCENTAGES AND DECIMALS
• RECTANGULAR CARTESIAN COORDINATES IN 2 DI-
MENSIONS
• GEOMETRIC CONSTRUCTION SKILLS
• SEQUENCE AND PATTERNS
• BEARINGS
• GENERAL AND ANGLE PROPERTIES OF GEOMET-
RIC FIGURES
• DATA COLLECTION AND PRESENTATION .
• REFLECTION
• EQUATION OF LINES AND CURVES
• TIME AND TIME TABLES
.

NEW EDITION 2020

The only way to learn mathematics is to do mathematics.
Preface

Due to the increased demand of my textbooks by the learners,teachers and parents ,i have come
up with this new edition of mathematics work book to supplement on the already designed learn-
ers book by the NCDC .My most important objective has been to make the book more user
friendly.To accomplish this i have used simple language and i have included many new features
that will help students learn from the book.Supplementary notes have been included for topics
that hadnot been covered by learners by the time schools were closed.
The book contains exhaustive explanatory notes that are aimed at equiping students with mathe-
matical skills.Questions have been provided on topics such as Number bases,working with integers
and many others .I am convinced that any student who will use this book will never remain the
same

ACKNOWLEDGEMENTS

First of all I offer my sincere gratitude to the almighty God, who has brought me this far because
with his grace anything is possible. I would firstly like to thank my friends and teachers more
so,Dr Henry Busulwa(Lecturer Makerere university) , Dr Tadeo Senyoga(Lecturer Makerere uni-
versity),Mr Madoi geofrey,Fr Kyazze Frank(Nyenga seminary),Mr sekirabi edward (Nyenga semi-
nary),Mr Makumbi edward(Ndejje ss ),Mr waninga Robert (Bishop ss Mukono),Mr kamala Alfred
(Gombe ss),Mr Nshuguyika stephen(Mt st mary’s Namagunga),Mr ssempagala solomon(Namilyango
high school) , and Sylvia for your love , time and constant advice you shared with me during my
studies . Thank you for the many helpful discussions , for your constant interest and time, en-
couragement and guidance . Really, you have both been amazing and an inspiration.Thank you
so much am really indebted.

NOTE:This partial version of book is free and can be accessed through any means ,however the
full package is to be out soon ,which will contain all the topics and assessment forms.

Practice makes mathematics easier i

Table of Contents

Table of Contents ii

1 NUMBER BASES 1
1.0.1 Identifying numbers of different bases on an abacus . . . . . . . . . . . . . 1
1.0.2 Place Values Using the Abacus . . . . . . . . . . . . . . . . . . . . . . . . 2
1.0.3 Converting Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1.0.4 Arithmetic Operation on Numbers in Various Bases . . . . . . . . . . . . 8
1.0.5 Activity of intergration on number bases . . . . . . . . . . . . . . . . . . . 13

2 WORKING WITH INTEGERS 17

2.0.1 Natural Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2.0.2 Identify Even, Odd, Prime and Composite Numbers . . . . . . . . . . . . 18
2.0.3 Differentiating between natural numbers and whole numbers/integers . . . 19
2.0.4 Use Directed Numbers (Limited to Integers) in Real-life Situations . . . . . 20
2.0.5 Use the Hierarchy of Operations to Carry out the Four Mathematical Op-
erations on Integers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.0.6 Use the Hierarchy of Operations to Carry out the Four Mathematical Op-
erations on Integers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.0.7 Finding the Factors and Multiples of numbers . . . . . . . . . . . . . . . . 29
2.0.8 Finding the Prime Factors of any Number . . . . . . . . . . . . . . . . . . 30
2.0.9 Highest Common Factor(HCF) . . . . . . . . . . . . . . . . . . . . . . . . 32
2.0.10 Work Out and Use Divisibility Tests of Some Numbers . . . . . . . . . . . 33
2.0.11 Lowest Common Multiple(LCM) . . . . . . . . . . . . . . . . . . . . . . . 34

3 FRACTIONS, PERCENTAGES AND DECIMALS 36

3.0.1 Types of fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
3.0.2 Converting Improper Fractions to Mixed Numbers and Vice Versa . . . . . 38
3.0.3 Operations on Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
3.0.4 Addition of Fractions with the Same Denominators . . . . . . . . . . . . . 43
3.0.5 Addition of Fractions with different Denominators . . . . . . . . . . . . . . 45
3.0.6 Fractions and decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
3.0.7 Identify and Classify Decimals as Terminating, Non-terminating and Re-
curring Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
3.0.8 Converting Recurring Decimals into Fractions . . . . . . . . . . . . . . . . 62
3.0.9 Percentages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
3.0.10 Calculate a Percentage of a Given Quantity . . . . . . . . . . . . . . . . . 69

4 RECTANGULAR CARTESIAN COORDINATES IN 2 DIMENSIONS 73

4.0.1 Identifying the x− axis and y−axis . . . . . . . . . . . . . . . . . . . . . . 73
4.0.2 Plotting Polygons (shapes) . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
4.0.3 Use of Appropriate Scale for Given Data . . . . . . . . . . . . . . . . . . . 79

ii
Chapter 1: NUMBER BASES

1.0.1 Identifying numbers of different bases on an abacus

1. Which possible base does each abacus below represent?

2. Complete the table below

BASE NUMERALS
four
five
six
seven
eight
nine
ten
eleven
twelve
sixteen

1
 1.0.2 Place Values Using the Abacus

3. Represent the following numbers on an abacus

(i) 334f ive

(ii) 122f our

(iii) 2120three

(iv) 4501six

(v) 5231ten

(vi) 273eight

(vii) 101two

2 Practice makes mathematics easier

 (viii) 74nine

(ix) t21eleven

4. State the place value of each numeral in the following numbers

(i) t221eleven

(ii) 64seven

(iii) 8441nine

(iv) 342f ive

5. State the value of each numeral in the following numbers:

(i) 3234f ive

Practice makes mathematics easier 3

 (ii) 1223f our

(iii) 21three

(iv) 452six

(v) 5239ten

(vi) 11two

1.0.3 Converting Numbers

NOTE:

• The digits 10 and 11 are represented by t and e respectively in number bases.For digits
above 12 ,we can use any letter of your choice to represent them

• When converting a decimal number to base ten,the digits on the left of the decimal
point are given positive powers starting from 0, 1, 2, 3 · · ·,while the digits on the right
of the decimal point are given negative powers starting from −1, −2, −3 · · ·

4 Practice makes mathematics easier

6. convert the following figures to base ten
(i) 343f ive

(ii) 87t2eleven

(iii) 6ettwelve

(iv) 24.43f ive

(v) 0.454six

7. Convert the following numbers to the bases indicated:

(i) 21ten to the binary system

Practice makes mathematics easier 5

 (ii) 5213ten to the octal system

(iii) 5432 to base six

(iv) 342 to base eight

(v) 15529ten to twelve

(vi) 234f ive to base six

(vii) 561seven to base nine

6 Practice makes mathematics easier

 (viii) 654six to base four

8. Find the value of n in the following equation

(i) 42n = 1010three

(ii) 205n = 124nine

(iv) 1n1f our = 41six

(v) 45n = 29

(vii) 100001two = 45n

Practice makes mathematics easier 7

 1.0.4 Arithmetic Operation on Numbers in Various Bases

ADDITION
If the sum of the digits exceeds the base, divide that sum by the base then write down the
remainder and carry the whole number.

9. Workout the following leaving your answer in the base indicated

(a) 123seven + 542seven

(b) 211f ive + 234f ive

(c) 32.24nine + 5.16nine

10. Workout 121three + 325seven giving your answer in base five

SUBTRACTION:

In case of borrowing the new value is the sum of the base and the digit which was small.

11. Workout the following leaving your answer in the base indicated

(a) 63eight − 52eight

8 Practice makes mathematics easier

 (b) Subtract 342eight from 567eight

(c) t45twelve − 376twelve

(d) 30.241f ive − 14.143f ive

(e) Workout 221three − 101two giving your answer in base four

Hint: First convert 221three and 101two to base ten and then finally express the answer
in the required base

MULTIPLICATION

In multiplication ,we first find the product of any two numbers as we do in base ten,then we
divide this product by the base number and there after we write the remainder and carry
the quotient to the next place value position.

12. Workout the following leaving your answer in the base indicated

(a) 136eight × 4eight

Practice makes mathematics easier 9

 (b) 152eight × 43eight

(c) et5twelve × 8ttwelve

(d) 124f ive × 32f ive

(e) 10010two × 110two

(f) 675nine × 6nine

(g) Multiply 323f ive by23f ive

(h) Workout 1011two × 12three giving your answer in binary base

Hint:First convert 1011two and12three to base ten and then finally express the answer in
the required base

10 Practice makes mathematics easier

 DIVISION

STEPS

• change each number base to base ten

• Divide the two numbers in base ten

• change the result back to the required base

13. Workout the following leaving your answer in the base indicated

1 2212three ÷ 21three
Hint: First convert 2212three and 21three to base ten and then finally express the answer
in the required base

(a) 110111two ÷ 101two

(b) 245eight ÷ 5eight

(c) 1111two ÷ 101two

Practice makes mathematics easier 11

 (d) Divide 100011two by 111two

(e) Divide 150nine by 20nine

12 Practice makes mathematics easier

1.0.5 Activity of intergration on number bases

Coronavirus disease (COVID-19) is an infectious disease caused by a new virus. The disease
causes respiratory illness (like the flu) with symptoms such as a cough, fever, and in more se-
vere cases, difficulty breathing.The virus that causes COVID-19 is mainly transmitted through
droplets generated when an infected person coughs, sneezes, or exhales. These droplets are too
heavy to hang in the air, and quickly fall on floors or surfaces.
By March 19, 33 African countries had reported more than 600 cases and 17 deaths due to
COVID-19, the disease caused by the new coronavirus. Some of the African countries that have
reported cases of the disease include ,Rwanda,Tanzania,Kenya, Ethiopia, Sudan , Guinea, Mo-
rocco, Tunisia, Egypt, Algeria, Senegal, Togo, Cameroon, Burkina Faso, the Democratic Republic
of the Congo (DRC), South Africa, Nigeria, Ivory Coast, Gabon and Ghana. In Africa the number
of people who have gotten infected of COVID-19(corona virus) is increasing day and night,and
its approximated to be about 633 cases. The following data has been gathered for some of the
african countries.

Table 1.1: Table showing the trend of corona virus in some of the african countries(19th- 03-
2020)

COUNTRY INFECTED NUMBER QUARANTINE PATIENTS

UGANDA 0 2
KENYA 8 31
TANZANIA 19 10
SENEGAL 37 254
DRC 12 24
EGYPT 126 240

TASK
INSRUCTION:Have your answers in the spaces provided

Practice makes mathematics easier 13

 1. As a TIS student,how many Quaratine patients do we have in Africa when you are using
the nonary base system?

2. As S.1 student, of TIS how many people are infected with the corona virus in Africa using
the duodecimal base system ?

3. If you are sent to Egypt to make research, and you find out that Egypt is using the seximal
base system , what would be the number of infected patients in Egypt?

4. According to research it has been found out that quarantine patients in senegal and DRC
have been put in groups of five.As a student what is the total number of quarantine patients
when arranged in groups of five?

5. How many people are infected with the corona virus in East african countries when using
the system of 4 patients?

14 Practice makes mathematics easier

6. On 18th march 2020 Italy had registered approximately 1240 people who had been infected
with corona virus ,unfortunately on 19th march 2020, 400 people died of the virus.?

(i) As a math student how many deaths did italy register on 19th march when using the
nonary base system.

(ii). Using the system of 5 patients how many infected individuals did italy remain with on
19th march 2020?

7. In not more than 150 words, advice the ministry of Health of Uganda on how they can curb
the spread of the disease to the different parts of the country.

Practice makes mathematics easier 15

Activity of intergration on number bases

On April 4, 2020 the Covid19 task force started the distribution of food in Kawempe Divi-
sion(kampala district). Each member in the household was given a package containing 6 kgs of
maize flour,and 3 kg of beans. There are 10 households in the community with 3, 5, 7, 4, 6, 5,8,12,
13,4 members respectively.
TASK

1. Determine the number of packages the task force distributed in kawempe division.

2. Determine the total weight of the maize flour that was distributed in the division. Practice
makes mathematics easier

3. In case there are some remaining packages,discuss what the task force should do with them.

4. The prices of, beans and maize flour was approximated to be at 4000UGX and 2500UGX
perkilogram respectively.What is the total amount of money spent by the government on
maize flour and beans in the 10 households.

16 Practice makes mathematics easier

Chapter 2: WORKING WITH INTEGERS

2.0.1 Natural Numbers

Introduction
Natural numbers can be classified into various groups of numbers. In your primary education,
you learnt numbers such as even, odd, prime and composite.

1. Natural Numbers
These are numbers used in counting.e.g N={1, 2, 3, 4 · · · }

2. Whole Numbers
These are counting numbers including zero.e.g W={0, 1, 2, 3, 4 · · · }

3. Square Numbers
These are numbers got after multiplying a natural number by itself.e.g S={1, 4, 9, 16 · · · }

4. Cube Numbers
These are numbers got after multiplying a natural number three times.e.g C={1, 8, 27, 64 · · · }

5. Even Numbers
This is a number that is exactly divisible by two .e.g E={2, 4, 6, 8 · · · }

6. Factors
Factors of numbers are all numbers that divide exactly into it.e.g 6 is divisibleby {1, 2, 3, 6}
Therefore the factors of 6 are F6 ={1, 2, 3, 6}

7. Prime Numbers
This is a number with only two factors one and itself .e.g E={2, 3, 5, 7 · · · }

8. Prime Factor
This is a factor which is a prime number.

9. Prime Factorisation
Expresses a number as a product of only its prime factors .

10. Composite Numbers

This is a number with more than two factors .e.g {4, 6, 8 · · · }

11. Multiple of a Number

Is that number multiplied by another integer .i.e When two numbers are multiplied together,
the product is called multiple.g Multiples of 5 include {5, 10, 15, 20 · · · }.

12. Lowest common multiple(L.C.M)

Is the lowest multiple of two or more numbers

13. Highest Common Factor(H.C.F)

Is the highest number that divides exacly in two or more numbers .H.C.F is also called
Greatest Common Divisor(G.C.D)

17
2.0.2 Identify Even, Odd, Prime and Composite Numbers
Name : Score :

Prime and Composite Numbers

Color the numbers.

Prime Composite Neither prime nor composite

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
Printable Math Worksheets & Charts @ www.mathworksheets4kids.com

Writing and reading numbers

1. Write the following in words:
(a) 6,800

(b) 9,888,008

(c) 722,820,060

(d) 8,999,909,700

(e) 6,745,842,003

18 Practice makes mathematics easier

 (f) 3,730,284,654,040

2. Write the following in figures

(a) seven hundred three million seven thousand and six

(b) Four billion seventy-nine million five thousand six

(c) One trillion three hundred forty billion seven hundred seventy-five million two hundred
sixty thousand

(d) Nine hundred ninety- nine trillion seven hundred eighty eight billion five hundred ninety
nine million nine hundred ninety nine thousand eight hunded eighty six

(e) seventy seven million two hundred sixty seven thousand nine hundred eighty

2.0.3 Differentiating between natural numbers and whole num-

bers/integers

Activity:Relating natural numbers and integers

Two learners Hannah and Ritah went to the school canteen to buy some snacks for their
breakfast. Ritah bought 3 pancakes at UGX.200 each and 1 ban at UGX. 300. Hannah
checked her bag and found out that her money was stolen. She borrowed some money from
Ritah. She bought four 4 pancakes and 2 bans.
Questions

(a) Which of the two learners had more money?

(b) How much money did Hannah borrow from Ritah?

(c) Ritah said that Hannah had negative UGX. 1400. Was she correct?

Practice makes mathematics easier 19

 (d) Give reasons for your answer.

2.0.4 Use Directed Numbers (Limited to Integers) in Real-life

Situations

Activity: Integers in real-life situations

Read the story below and answer the questions.
Once upon a time, there lived an old woman. She had hot and cold stones and a big pot of
water. If she put one hot stone in the water, the temperature of the water would rise by 1
degree. If she took the hot stone out of the water again, the temperature would go down by
1 degree.i.e if the temperature of the water was 28 degrees and the old woman removes 2
hot stones ,the temperature would drop to 26 degrees ,and if the temperature of the water
was at 85 degrees and the old woman adds 4 hot stones,the temperature would rise to 89
degrees.

Questions

(a) If the temperature of the water is 24 degrees and the old woman adds 5 hot stones,
what is the new temperature of the water?

(b) Now imagine that the temperature of the water is at 29 degrees. The old woman
takes a spoon and takes out 3 of the hot stones from the pot.What is the tempera-
ture of the water when the old woman removes 3 hot stones? Explain your answer.

(c) The old woman also had cold stones. If she adds 1 cold stone to the water, the tem-
perature goes down by 1 degree. The temperature of the water was 26 degrees. Then
the old woman added 4 cold stones.What is the temperature of the water after the old
woman added 4 cold stones

20 Practice makes mathematics easier

 (d) Give a reason for your answer.

(e) Imagine that the temperature of the water was 22 degrees and the old woman removes
3 cold stones. What happens to the temperature of the water?

(f) What is the new temperature of the water? Explain your answer.

2.0.5 Use the Hierarchy of Operations to Carry out the Four

Mathematical Operations on Integers

3. Sarah moved 5 steps to the right from a fixed point. Then she moved 9 steps to the left.
(a) How far is Sarah from the fixed point?

(b) Peter gave his answer as 4 steps to the left of the fixed point and John as –4 (negative
4). Who is correct? Give reasons for your answer.

2.0.6 Use the Hierarchy of Operations to Carry out the Four

Mathematical Operations on Integers

NUMBER LINE
Integers can be illustrated on a number line (number scale) as shown below

Positive integers are to the right of a zero and negative integers are to the left of zero.Positive
integers are shifts to the right while negative integers are shifts to the left

Practice makes mathematics easier 21

 ADDITION OF NUMBERS ON A NUMBER LINE
Using a number line Workout
Work out − 4 ++ 6 using a numberline

+
6
−
4

−5 −4 −3 −2 −1 0 +
1 +
2 +
3 +
4
+
2

−
4 ++ 6 =+ 2

SUBTRACTION OF NUMBERS ON A NUMBER LINE

Work out − 3 − 4 using a number line

−
4 −
3

− − − − − − − − − − 0
10 9 8 7 6 5 4 3 2 1
−
7

−
3 +− 4 =− 7
MULTIPLICATION OF NUMBERS ON A NUMBER LINE

Multiplication is interpreted as repeated addition of positive or negative numbers.

Work out + 2 ×+ 3
SOLUTION
+
2 ×+ 3 =+ 2 ++ 2 ++ 2
+ + +
2 2 2

0 + + + + + + + + + +
1 2 3 4 5 6 7 8 9 10
+
6

+
2 ×+ 3 = 6

22 Practice makes mathematics easier

DIVISION OF NUMBERS ON A NUMBER LINE

Division is interpreted as repeated subtraction of positive or negative numbers

STEPS
• Draw an empty number line.
• Start from the right hand side of the number line.i.e From the Dividend
• Subtract by groups i.e subtract the divisor from the dividend up to when you reach
zero.
• Count the jumps made from the dividend
(i) Workout + 6 ÷+ 2 using a numberline
+
6=6−2−2−2
=0
+ +
6÷ 2=3

3 is the number of times you can subtract 2 from 6 before you get to zero i.e 3 represents
the jumps made (skip 2 digits from 6)

− − −
2 2 2

0 + + + + + + + + + +
1 2 3 4 5 6 7 8 9 10
3 jumps

(ii) Work out 40 ÷ 8

Practice makes mathematics easier 23

 Summary for the rules of multiplication and division of integers

RULE RESULT EXAMPLE

+
A positive× A positive A positive 2 ×+ 4 =+ 8
A positive× A negative A negative +
2 ×− 3 =− 6
−
A negative × A negative A positive 2 ×− 2 =+ 4
+
A positive÷A positive A positive 4 ÷+ 2 =+ 2
A positive ÷ A negative A negative +
4 ÷− 2 =− 2
−
A negative ÷ A positive A negative 4 ÷+ 2 =− 2
−
A negative ÷A negative A positive 4 ÷− 2 =+ 2

4. Workout the following numbers using a number line

+
(a) 3 ++ 5

+
(b) 4−6

−
(c) 7 −− 3

+
(d) 4 −+ 8

(e) +
5 −− 3

24 Practice makes mathematics easier

(f) 4 ×+ 2

(g) +
3 ×− 3

(h) +
4 ×− 2

+
(i) 23 ×+ 6

(j) +
3 −− 4

+
(k) 9÷3

(l) 24 ÷ 4

Practice makes mathematics easier 25

 5. Work out the following in degrees

6. Work out the following:

(a) +
32 +− 5

+
(b) 84 − 6

−
(c) 17 −− 13

+
(d) 104 −+ 5

(e) +
51 −− 32

26 Practice makes mathematics easier

 (f) 42 ×+ 2

(g) +
13 ×− 3

(h) +
74 ×− 2

+
(i) 123 ×+ 6

(j) +
73 −− 4

+
(k) 99 ÷ 3

(l) 124 ÷ 4

7. Work out
Hint:BODMAS MUST BE APPLIED

(a) +
3 ×− 4 ×− 6

(b) +
4 ×− 2 ×+ 5

Practice makes mathematics easier 27

 (c) +
7 ×− 8 ×+ 4

−
(d) 20 ×− 6 ÷+ 2

−
(e) 25 ÷ 5 ×− 8

−
(f) 34 ×+ 2 ÷+ 2

(g) 24 of 13–(18 ÷ 6 + 3) ÷ (9 × 3 − 25)

(h) 89 − (99 − 84 ÷ 2 + 2)

(i) 6 ÷ (2 + (2 × 6 − 2))

28 Practice makes mathematics easier

 (j) 4 of (4 + 3) − 2(1 + 9) ÷ 4

8. In a certain mathematics test a correct answer scores 5 marks and an incorrect answer, the
child gets a penalty of two marks deducted. Joy guessed all the answers. She got 12 correct
and 8 wrong. Work out her total marks.

2.0.7 Finding the Factors and Multiples of numbers

9. List all the common divisors/ factors of the following:

(a) 16

(b) 60

(c) 112

(d) 225

10. List down multiples of the following numbers that are less than 50

(a) 5

(b) 20

(c) 9

(d) 10

Practice makes mathematics easier 29

 2.0.8 Finding the Prime Factors of any Number

Express each of the following numbers as a product of its prime factors

(a) 36

Prime Factor Number

2 36
2 18
3 9
3 3
1
36 = 2 × 2 × 3 × 3
36 = 22 × 32

NOTE
To express our answer in power notation we apply the law of indices as below

LAW Example
a × an = a(m+n)
m
2 × 24 = 27
3

am ÷ an = a(m−n) 25 ÷ 22 = 23
(am )n = am×n (23 )3 = 29
a1 = a 21 = 2
a0 = 1 20 = 1
m 2
( ab )m = abm ( 23 )2 = 322
a−m = a1m 2−4 = 214

(b) 108

Prime Factor Number

2 108
2 54
3 27 (2.1)
3 9
3 3
1
108 = 2 × 2 × 3 × 3 × 3 (2.2)
108 = 22 × 33 (2.3)

NB
Equation (2.2) expresses our answer as a product of prime factors
Equation (2.3) expresses our answer in power notation
The above method in equation(2.1) is known as prime factorisation
11. Find the prime factors of the following numbers. Give your answer in power form(Power
notation).

30 Practice makes mathematics easier

(a) 28

(b) 54

(c) 204

(d) 156

(e) 225

(f) 1020

Practice makes mathematics easier 31

 (g) 132

2.0.9 Highest Common Factor(HCF)

STEPS
To find the HCF of two or more numbers:
• Express each of the numbers as a product of prime factors,
• Pick out the least power of each common factor. The product of these gives the HCF
or GCF
EXAMPLES
(a) Find the HCF of 210 and 360
SOLUTION
Prime Factor Number
2 210
3 105
5 35
7 7
1
210 = 21 × 31 × 51 × 71
Prime Factor Number
2 360
2 180
2 90
3 45
3 15
5 5
1

360 = 23 × 32 × 51
The common factors are 2,3 and 5.So we pick out those with the lowest(smaller) power
.i.e On 23 and 21 ,we choose the one with the smaller power ,which is 21
HCF = 21 × 31 × 51
=2×3×5
HCF = 30

32 Practice makes mathematics easier

 METHOD 2

(b) Find the HCF of 12 and 15.

SOLUTION

F12 = {1, 2, 3, 4, 6, 12} and F15 = {1, 3, 5, 15}

The common factors are {1, 3}. The highest of these is 3. Therefore,the HCF of 12
and 15 is 3.

12. Find the HCF of the following:

(a) 96, 57

(b) 49 ,84

(c) 72,144,288

(d) 28,42,98

2.0.10 Work Out and Use Divisibility Tests of Some Numbers

13. Given the following numbers: 111,621,2821,10044,686,795,132,444,234,1089,485,12655756

TASK
Find out which of them are divisible by:

(a) 3

Practice makes mathematics easier 33

 (b) 2

(c) 4

(d) 9

(e) 11

2.0.11 Lowest Common Multiple(LCM)

(a) Find the LCM of 16, 12 and 24.

16 12 24
2 8 6 12
2 4 3 6
2 2 3 3
2 1 3 3
3 1 1 1
LCM = 2 × 2 × 2 × 2 × 2 × 3
LCM = 48

(b) Find the LCM of 210 and 360

SOLUTION

210 360
2 105 180
2 105 90
2 105 45
3 35 15
5 35 5
7 7 1
1 1
LCM = 2 × 2 × 2 × 3 × 3 × 5 × 7
LCM = 2520

14. Find the LCM of the following numbers:

(a) 216, 288

34 Practice makes mathematics easier

 (b) 120, 24, 18

(c) 30, 45, 80 ,65

(d) 225,105,210

15. Determine the smallest sum of money out of which a number of men, women and children
may receive UGX. 150, Ush.50 and Ush.200 each.

Practice makes mathematics easier 35

Chapter 3: FRACTIONS, PERCENTAGES
AND DECIMALS

Introduction
In this topic, you will use knowledge of place values to manipulate fractions, decimals and per-
centages. You will convert fractions to decimals, decimals to percentages and vice versa.
a
1. A fraction is a number in the form b

2. In a fraction the top number is called the numerator(a) and the bottom number is called
the denominator(b)

3. A fraction is in simplest form (lowest terms) when the top and bottom cannot be any smaller

4. In comparing fractions the one with a larger percentage is the largest

3.0.1 Types of fractions

• Proper fraction
In a proper fraction the numerator is less than the denominator. Thus 34 and 7
8
are both
proper fractions.

• Improper fraction
7
In an improper fraction the numerator is greater than the denominator. Thus 5
and 43 are
both improper fractions.

• Equivalent fractions
Equivalent fractions have the same value. In an equivalent fraction both the numerator and
denominator are multiplied or divided by the same number.Thus 58 and 10 16
are equivalent
fractions

NOTE
In a mixed number a whole number is followed by a proper fraction. Thus 1 43 and 3 58 are both
mixed numbers. A mixed number can be converted into an improper fraction and vice versa
4
1. Roberta shades 7
of a shape. What fraction of the shape is left unshaded?

2. A tablet is divided into 4 equal parts. Stephen swallows 41 of the tablet and Priscilla eats
another 42 of the tablet. What fraction of the tablet is left?

36
3. During a graduation party ,the graduand divided the cake into 12 equal parts.The visitors
5 1
eat 12 of the cake,the parents eat 12 of the cake.What fraction of the cake is left

4. A rectangular field contains 40 spaces for car parking. There are 32 cars parked in the field p.

(a) What fraction of the car park is full?

(b) What fraction of the car park is empty?

3 5
5. Benjamin eats 12
of the sweets in a packet. Shakur eats another 12
of the sweets.

(a) What fraction of the sweets has been eaten?

(b) What fraction of the sweets is left?

6. Draw a circle with its two lines of symmetry.

2
(a) Shade 4
of the shape.

1
(b) Shade another 4
of the shape.

(c) What is the total fraction now shaded?

(d) How much is left unshaded?

Practice makes mathematics easier 37

3.0.2 Converting Improper Fractions to Mixed Numbers and Vice
Versa

Summary

(D × W ) + N
D
W here :
D = denominator
N = numerator
W = wholenumber

EXAMPLES
1. Convert 3 52 into an improper fraction
SOLUTION

(D × W ) + N
D
W here :
D=5
N =2
W =3
(D × W ) + N (5 × 3) + 2
=
D 5
15 + 2
=
5
17
=
5

2. Express 11
4
as a mixed number.
R
We are required to express our answer in the form W D

11
= 2remainder3
4
3
=2
4

5
3. Reduce 10
to its simplest form

5 5÷5
=
10 10 ÷ 5
1
=
2

4. Find the equivalent fractions for 31

We can find the equivalent fractions by multiplying the numerator and denom-
inator by the same number

38 Practice makes mathematics easier

 1 1×2 2
= =
3 3×2 6
1 1×4 4
= =
3 3×4 12
1 1×5 5
= =
3 3×5 15
1 2 4 5
T heref ore = = =
3 6 12 15

1. Convert these mixed numbers to improper fractions.

(a) 5 47

(b) 15 81

(c) 3 79

(d) 1 24

2. Write these fractions in order of increasing size. 6 13 , 10

8
, f rac1412, f rac1315

3. Arrange the fractions 2 56 , 6 94 , 78 and 1

2
in descending order of magnitude

Practice makes mathematics easier 39

 4. A young child is 64 months old. Find the age of the baby in years as a mixed number in
the simplest form.

5. In an office there are 5 51 reams of paper. There are 500 sheets of paper in each full ream.
How many sheets of paper are there in the office?

6. Change these mixed numbers to vulgar fractions:

(a) 6 35

2
(b) 3 17

7. Express the following improper fractions as a mixed number.

38
(a) 9

231
(b) 15

54
(c) 7

40 Practice makes mathematics easier

 29
(d) 13

8. Draw diagrams to show these improper fractions:

9
(a) 4

8
(b) 3

3.0.3 Operations on Fractions

• For fractions with plus (+) and minus (−) signs only, find the LCM and workout
• For fractions with combined operations, the BODMAS rule must be observed.

Work out problems from real-life situations

EXAMPLES

1
1. Find 10
of UGX. 10000

SOLUTION

1
= of 10000
10
1
= × 10000
10
1
= × 10000

10

= UGX1000

Practice makes mathematics easier 41

 4
2. Find 8
of UGX. 16,000

SOLUTION

4
= of 16, 000
8
4
= × 16, 000
8
4 : 2000
= × 16000

8

= 4 × 2000
= UGX8000

1. Find:
1
(a) 4
of UGX.24,000

1
(b) 4
of 180

8
(c) 7
of 56

5
(d) 9
of 8100

7
(e) 10
of UGX. 2,500,000

42 Practice makes mathematics easier

 6
2. In a test, there are 80 marks. Mimmi gets 8
of the marks. How many marks does she get?

3
3. At Taibah international school school there are 850 pupils. If 50
of the pupils are left-
handed, how many left-handed pupils are there in the school?

3.0.4 Addition of Fractions with the Same Denominators

To ADD fractions with like or the same denominator, simply add the numerators then copy the
common denominator. Always reduce your final answer to its lowest term.

EXAMPLES

1 2
1. Add 8
+ 8

Practice makes mathematics easier 43

 2 1
2. ADD 9
+ 9

2 1 2+1
+ =
9 9 9
3
=
9
Reduce the fraction to its lowest term
1
3


= 3
9


1
=
3

4 2
1. Work out 8
+ 8

2. Work out 2 13 + 3 23

5 3 1
3. Work out 12
+ 12
+ 12

4. If Praise sells 58 of her clothes to Maria keziah,and 2

8
of it to Alexadra.What fraction of her
clothes has she sold.

5. Tendo ate 13 of a fish for lunch and another 1

3
of the fish for supper.What fraction of the fish
did Tendo eat altogether

5
6. 6
+ 26 + 7
6

44 Practice makes mathematics easier

 7. 1 13 + 3 32 + 5 13

3.0.5 Addition of Fractions with different Denominators

Given two unlike fractions where the denominators are NOT the same,the fractions can be solved
using two methods.

• LCM method

• Cross Multiplication method

The following steps are followed when using the LCM method
Steps for Adding Fractions with Unlike Denominators

• Identify the least common denominator by finding the least common multiple for the de-
nominators.

• Write equivalent fractions (making sure that each equivalent fraction contains the least
common denominator (LCM))

• Add the equivalent fractions that you wrote in step 2. (The denominators should now be
the same.)

• Reduce the fraction to its lowest term

EXAMPLES

1. Add 34 + 31
STEP 1:Finding the LCM of 4 and 3.
LCM=12

Divide the denominator by the LCM and then multiply it with the numerator
3 1 (12 ÷ 4) × 3 + (12 ÷ 3) × 1
+ =
4 3 12
3×3+4×1
=
12
9+4
=
12
13
=
12

2. Add 53 + 92
METHOD 2

Practice makes mathematics easier 45

 3. Add 18 + 31
LCM method
STEP 1:Finding the LCM of 8 and 3.
LCM=24

Divide the denominator by the LCM and then multiply it with the numerator
1 1 (24 ÷ 8) × 1 + (24 ÷ 3) × 1
+ =
8 3 24
3×1+8×1
=
24
3+8
=
24
11
=
24

4. Add 12 + 31
STEP 1:Finding the LCM of 2 and 3.
LCM=6

Divide the denominator by the LCM and then multiply it with the numerator
1 1 (6 ÷ 2) × 1 + (6 ÷ 3) × 1
+ =
2 3 6
3×1+2×1
=
6
3+2
=
6
5
=
6

5 2
1. Work out 7
+ 3

46 Practice makes mathematics easier

 3 2
2. Work out 5
+ 9

7 4
3. Work out 8
+ 6

Subtraction of Fractions with Same Denominators

To SUBTRACT fractions with like or the same denominator, simply subtract the numerators
then copy the common denominator. Always reduce your final answer to its lowest term.

EXAMPLES

3 2
1. Work out 4
− 4

SOLUTION

Practice makes mathematics easier 47

 2 1
2. Work out 9
− 9

2 1 2−1
− =
9 9 9
1
=
9

5 2
1. Work out 7
− 7

2. Work out 4 57 − 2 72

9 7
3. Kristi had 10
of a cake ,she ate 10
of it.What fraction remained

Subtraction of Fractions with different Denominators

Given two unlike fractions where the denominators are NOT the same,we follow the same steps
as in addition.

EXAMPLES

6 3
1. Work out 11 − 22
STEP 1:Finding the LCM of 11 and 22.
LCM=22

48 Practice makes mathematics easier

 Divide the denominator by the LCM and then multiply it with the numerator

6 3 (22 ÷ 11) × 6 − (22 ÷ 22) × 3

− =
11 22 22
2×6−1×3
=
22
12 − 3
=
22
9
=
22

Cross multiplication method

6 3 (22 × 6) − (11 × 3)
− =
11 22 22 × 11
132 − 33
=
242
99
=
242
9
99
>

=
* 22
242



9
=
22

2. Workout 56 − 31
STEP 1:Finding the LCM of 6 and 3.
LCM=6

Divide the denominator by the LCM and then multiply it with the numerator

5 1 (6 ÷ 6) × 5 − (6 ÷ 3) × 1
− =
6 3 6
1×5−2×1
=
6
5−2
=
6
3
=
6
1
3


= 2
6


1
=
2

Practice makes mathematics easier 49

 Cross multiplication method
5 1 (3 × 5) − (6 × 1)
− =
6 3 3×6
15 − 6
=
18
9
=
18
1
9


= 2
18
>

1
=
2
7 4
1. Work out 11
− 22

2. Work out 4 56 − 1
3

3 1
(a) Work out 4
− 2

5 3
(b) 6
− 4

3 1
(c) 4
− 3

4 3
(d) 5
− 6

50 Practice makes mathematics easier

Addition of Mixed Fractions
3
1. Work out 1 + 5

3 3
1+ =1
5 5

5
2. Work out 5 + 9

5 5
5+ =5
9 9

7
3. Work out 3 + 8

7 7
3+ =3
8 8

4. Work out 1 12 + 2 35

Convert the mixed fractions into an improper fraction

(2 × 1) + 1 (2 × 5) + 3
= +
2 5
3 13
= +
2 5
Finding the LCM of 5 and 2
LCM=10
(10 ÷ 2) × 3 + (10 ÷ 5) × 13
=
10
5 × 3 + 2 × 13
=
10
15 + 26
=
10
41
=
10

1. Work out 1 57 + 4 27

2. Work out 6 43 + 4 13

Practice makes mathematics easier 51

 3. Daniel bought 6 41 kg of chicken on monday and 7 34 kg on tuesday.How many kilograms did
he buy altogether.

Subtraction of Mixed Fractions

1. Subtract6 75 − 2 71

Changing the mixed fractions into an improper fraction

47 15
= −
7 7
47 − 15
=
7
32
=
7
4
=4
7

2. Subtract4 35 − 2 51

Changing the mixed fractions into an improper fraction

23 11
= −
5 5
23 − 11
=
5
12
=
5
2
=2
5

1. Work out 3 15 − 1 87

2. Work out 6 34 − 4 31

52 Practice makes mathematics easier

Multiplication of Fractions

When multiplying fractions,the numerator and the denominator are multiplied separately.
3 2
1. Work out 5
× 7

3 2 3×2
× =
5 7 5×7
6
=
35

2. Work out 69 of 37
6 3 6 3
of = ×
9 7 9 7
6×3
=
9×7
18
=
63
2
18
>

= 7
63
>

2
=
7

2 5
1. Work out 3
× 7

3 8
2. Work out 4
× 9

Multiplying Mixed Fractions

Convert the mixed fraction into an improper fraction ,and then apply the multiplication rules
1. Work out4 35 × 2 51

Changing the mixed fractions into an improper fraction

23 11
= ×
5 5
23 × 11
=
5×5
253
=
25
3
= 10
25

Practice makes mathematics easier 53

 2. Work out2 35 × 2 73

Changing the mixed fractions into an improper fraction

13 17
= ×
5 7
13 × 17
=
5×7
221
=
35
11
=6
35

1. Work out 1 78 × 3 72

2. Work out 8 75 × 4 32

Division of Fractions

Flip And Multiply

6 7
1. Work out 9
÷ 3

Flip the second fraction and then multiply

6 7 6 3
÷ = ×
9 3 9 7
6×3
=
9×7
18
=
63
2
18
>

= 7
63
>

2
=
7

7 4
2. Work out 8
÷ 3

54 Practice makes mathematics easier

 Flip the second fraction and then multiply
7 4 7 3
÷ = ×
8 3 8 4
7×3
=
8×4
21
=
32

3
1. Work out 8
÷ 2 41

4
2. Work out 7
÷ 2 31

7
3. Work out 21 ÷ 3

EXERCISE
1. Without using a calculator, express the following as a single fraction:
2 3
(a) 5
+ 7

(b) 1 23 + 2 14
(c) 4 16 + 1 19
20
1
− 3 20
(d) 1 67 + 2 49
1
(e) 2
− 43 + 58 − 7
16
+ 19
32

2. Express the following fractions in their lowest term

13
(a) 26
30
(b) 72
17
(c) 68
56
(d) 22

(e) 3 14
84

Practice makes mathematics easier 55

 4
(f) 10 28
909
(g) 27

3. Evaluate the following fractions.Answers should be as simplest as possible.

5 7
(a) 2 14 × 66
×4

(b) 7 81 × 5
16

(c) 3 23 ÷ 2
5

(d) 1 ÷ 6 12
30

2 1
(e) 5
÷ 2

2
(f) 3
× 75 × 21
32

2 4
(g) 3
of 5

7
(h) 21 ÷ 9

(i) 1 27 ÷ 6

(j) 5 14 of 10 45

3.0.6 Fractions and decimals

A decimal number is a number with a decimal point. Thus 1.56 is a decimal number

Activity: Convert Fractions to Decimals

To convert a fraction to decimal, divide the numerator by the denominator.
EXAMPLES

1. Using a calculator, convert the following fractions into decimal numbers:

1
(a) 2

1
=1÷2
2
= 0.5

1
(b) 4

1
=1÷4
4
= 0.25

56 Practice makes mathematics easier

 3
(c) 4

3
=3÷4
4
= 0.75

Activity: Convert Decimals to Fractions

A decimal number can be exact or inexact An exact decimal or terminating decimal is a decimal
that ends. This decimal is converted into a fraction as follows:

Decimal
• Divide the decimal by one to get 1

• Multiply both top and bottom by 10 for every number after the decimal point.e.g 0.2 ,it has
one number after the decimal point so we shall multiply by 10 .for 1.25,it has two numbers
after the decimal point so we multiply by 100

EXAMPLES

1. Convert the following decimals to fractions

(a) 0.5

Decimal
=
1
0.5
0.5 =
1
we have one number after the decimal point so we multiply the denominator and
numerator by 10
0.5 × 10
=
1 × 10
5
=
10
1
5


= 2
10
>

1
=
2

(b) 1.05

Decimal
=
1
1.05
1.05 =
1

Practice makes mathematics easier 57

 we have two numbers after the decimal point so we multiply the denominator and
numerator by 100
1.05 × 100
=
1 × 100
105
=
100
* 21
105



=
* 20
100



21
=
20

(c) 0.625
Decimal
=
1
0.625
0.625 =
1
we have three numbers after the decimal point so we multiply the denominator and
numerator by 1000
0.625 × 1000
=
1 × 1000
625
=
1000
*5
625



= :8
1000

5
=
8

Addition and subtraction of decimals

To add or subtract two decimal numbers, line up the decimal points and then workout.

1. Without using a calculator, evaluate:

(a) 3.21 + 4.5

(b) 0.32 + 12.965 + 1.1

58 Practice makes mathematics easier

 2. Without using a calculator, evaluate:

(a) 8.97 − 2.82

(b) 76.3 − 34.1

Multiplication and Division of decimals

To multiply or divide two decimal numbers, express the decimal numbers in fractions and then
workout.
EXAMPLES

1. Without using a calculator, evaluate: 0.5 × 0.08

Practice makes mathematics easier 59

 Convert the decimals into fractions

0.5 × 10 0.08 × 100

0.5 × 0.08 = ×
1 × 10 1 × 100
5 8
= ×
10 100
Multiply the numerators and denominators separately

5×8
=
10 × 100
40
=
1000
Reduce the fraction in its lowest term

1
40
>

= : 25
1000

1
=
25

2. Without using a calculator, evaluate:0.25 × 0.004

Convert the decimals into fractions

0.25 × 100 0.004 × 1000

0.25 × 0.004 = ×
1 × 100 1 × 1000
25 4
= ×
100 1000
Multiply the numerators and denominators separately

25 × 4
=
100 × 1000
100
=
100000
Reduce the fraction in its lowest term

*1
100


= : 1000

100000

1
=
1000

0.032
3. Without using a calculator, evaluate: 0.16

Convert the decimals into fractions

0.032 32 16
= ÷
0.16 1000 100

60 Practice makes mathematics easier

 Flip the second fraction

32 100
= ×
1000 16
32 × 100
=
1000 × 16
3200
=
16000
1
=
5

EXERCISE

1. Without using a calculator, evaluate: 13.79 − 12.547

2. Without using a calculator, evaluate: 136 − 14.54

3. Convert the following decimal numbers into fractions in their lowest terms:

(a) 0.125

(b) 0.08

(c) 0.75

(d) 0.375

(e) 0.625

(f) 1.75

(g) 2.35

(h) 0.3

(i) 0.37

(j) 0.0225

4. Without using a calculator, evaluate: 308.6 + 20.475 + 1.36

5. Using a calculator, convert the following fractions into decimal numbers:

5
(a) 8

7
(b) 4

47
(c) 20

3
(d) 8

17
(e) 50

Practice makes mathematics easier 61

3.0.7 Identify and Classify Decimals as Terminating, Non-terminating
and Recurring Decimals

• A terminating decimal(An exact decimal ): is a decimal number that contains a finite number
of digits after the decimal point.Fractions like 53 , 21 , 38 can be converted into decimals and they
end or terminate: 35 = 0.6, 21 = 0.5, 38 = 0.375
• Non-terminating decimal: is a decimal number that never repeats. Example :
0.076923 · · · , 0.05882352 · · · ,1.4223213345 · · ·
• Recurring Decimal(Repeating decimals):is a decimal number that contains an infinite number
of digits.Fractions like 23 , 15
2 1
, 11 do not end or terminate when converted into decimals: 23 =
2 1
0.66666 · · · , 15 = 0.13333 · · · , 11 = 0.09090 · · ·
EXERCISE
1. Using a calculator Write the following fractions as recurring decimals:
36
(a) 99
2
(b) 11
1
(c) 6
45
(d) 99
5
(e) 9

3.0.8 Converting Recurring Decimals into Fractions

• A recurring decimal is a decimal with endless repeating digits after the decimal point.
• A recurring decimal 0.363636 · · · is the same as 0.36 or 0.3̇6̇
• A recurring decimal is converted into a fraction as follows:
1 Let x = recurring decimal.
2 Let n= the number of recurring digits
3 Multiply the recurring decimal by 10n E.g when only one number is repeating i.e
n=1,101 = 10 so we multiply through out by 10,when n=2,102 = 100,so we multiply
through out by 100
4 Eliminate the recurring part by subtracting (3)-(1)
5 Solve for x,expressing your answer as a fraction in its lowest form

62 Practice makes mathematics easier

 EXAMPLES
1. Convert 0.5555 · · · into a fraction.
SOLUTION

Let the fraction be x

x = 0.5555 · · · (3.1)
n=1,since we have only one repeating digit i.e 5 so 10n , 101 = 10
Multiply through Equation (1) by 10
x × 10 = 0.5555 · · · × 10 (3.2)
10x = 5.555 · · · (3.3)
Subtracting Equation (3)-Equation(1)
(3.4)

10x = 5.555 · · ·

−
x = 0.555 · · ·

9x = 5
Divide through out by 9
9x 5
=
9 9
9
x 5
=
9
9
5
x=
9

2. Express 0.363636 · · · as a fraction in its simplest form

SOLUTION

Let the fraction be x

x = 0.363636 · · · − − − − − − − − − − − − − −(1)
n=2,since we have only two repeating digit i.e 3 and 6 so 10n , 102 = 100
Multiply through Equation (1) by 100
x × 100 = 0.363636 · · · × 100
100x = 36.363636 · · · − − − − − − − − − − − − − (3)
Subtracting Equation (3)-Equation(1)

100x = 36.363636 · · ·

−
x = 0.363636 · · ·

Practice makes mathematics easier 63

 99x = 36
Divide through out by 99
99x 36
=
99 99
4
99x

 36
>

= 11
99

99
>


4
x=
11

3. Express 0.891 as a fraction in its simplest form

SOLUTION

Let the fraction be x

x = 0.891 − − − − − − − − − − − − − − − − − − − − − − − − − − − − − (1)
n=3,since we have only three repeating digits i.e 8,9 and 1 so 10n , 103 = 1000
Multiply through Equation (1) by 1000
x × 1000 = 0.891891 · · · × 1000
1000x = 891.891891 · · · − − − − − − − − − − − − − − − − − − − − − − − − − (3)
Subtracting Equation (3)-Equation(1)

1000x = 891.891891 · · ·

−
x = 0.891891 · · ·

999x = 891
Divide through out by 999
999x 891
=
999 999
* 33
999x
  891



=
999
 * 37
 999



33
x=
37

4. Express 1.2̇7̇ as a fraction in its simplest form

SOLUTION

Let the fraction be x

x = 1.2̇7̇ − − − − − − − − − − − − − − − − − − − − − − − − − − − − − (1)
n=2,since we have only two repeating digits i.e 2 and 7 so 10n , 102 = 100

64 Practice makes mathematics easier

 Multiply through Equation (1) by 100
x × 100 = 1.2727 · · · × 100
100x = 127.2727 · · · − − − − − − − − − − − − − − − − − − − − − − − − − (3)
Subtracting Equation (3)-Equation(1)

100x = 127.2727 · · ·

−
x = 1.2727 · · ·

99x = 126
Divide through out by 99
99x 126
=
99 99
* 14
99x

 126



= 11
99

99
>


14
x=
11

5. Express 0.16̇ as a fraction in its simplest form

SOLUTION

NOTE:For this question on the Right Hand Side(RHS) of the decimal point we have only
one digit that is recurring,so for us to solve it we ought to remain with the recurring part
on the RHS of the decimal point
Let the fraction be x
x = 0.16̇ − − − − − − − − − − − − − − − − − − − − − − − − − − − − − (1)
Both sides of the equation are multiplied by 10 (Since we have only one number after the
decimal point that is not recurring) so that the repeating part of the number is immediately
next to the decimal.
x × 10 = 0.1666 · · · × 10
10x = 1.666 · · · − − − − − − − − − − − − − − − − − − − − − − − − − − − − − (2)
n=1,since we have only one repeating digit i.e 6 so 10n , 101 = 10
Multiply through Equation (2) by 10
10x × 10 = 1.666 · · · × 10
100x = 16.666 · · · − − − − − − − − − − − − − − − − − − − − − − − − − (3)
Subtracting Equation (3)-Equation(2)

100x = 16.666 · · ·

−
10x = 1.666 · · ·

90x = 15

Practice makes mathematics easier 65

 Divide through out by 90
90x 15
=
90 90
1
90x

 15
>

= 6
90

90
>


1
x=
6

6. Express 2.014545 · · · as a fraction in its simplest form

SOLUTION

NOTE:For this question on the Right Hand Side(RHS) of the decimal point we have only
one digit that is recurring,so for us to solve it we ought to remain with the recurring part
on the RHS of the decimal point
Let the fraction be x
x = 2.014545 − − − − − − − − − − − − − − − − − − − − − − − − − − − − − (1)
Both sides of the equation are multiplied by 100 (Since we have two numbers after the
decimal point that are not recurring) so that the repeating part of the number is immediately
next to the decimal.
x × 100 = 2.014545 · · · × 100
100x = 201.4545 · · · − − − − − − − − − − − − − − − − − − − − − − − − − − − − − (2)
n=2,since we have only two repeating digits i.e 4 and 5 so 10n , 102 = 100
Multiply through Equation (2) by 100
100x × 100 = 201.4545 · · · × 100
10000x = 20145.4545 · · · − − − − − − − − − − − − − − − − − − − − − − − − − (3)
Subtracting Equation (3)-Equation(2)

10000x = 20145.4545 · · ·

−
100x = 201.4545 · · ·

9900x = 19944
Divide through out by 9900
9900x 19944
=
9900 9900
: 554
9900x
  19944
 
= : 275
9900

9900
 
554
x=
275

66 Practice makes mathematics easier

 EXERCISE
1. Convert the following recurring decimals into fractions
(a) 0.777 · · ·
(b) 0.4444 · · ·
(c) 0.1333 · · ·
(d) 1.2565656 · · ·
(e) 0.0131313 · · ·
2. Convert the following numbers into recurring decimals
7
(a) 9
1
(b) 3
2
(c) 6
15
(d) 99

3. Express the recurring decimal 1.633 · · · as a fraction

4. Convert 2.13535 · · · to a fraction.
5. Express 0.3̇8̇ as a fraction in its simplest form
6. Express 2.43 as a fraction in its simplest form
7. Express 0.45 as a fraction in its simplest form
8. Express 0.63 as a fraction in its simplest form
9. Express 0.37̇ as a fraction in its simplest form
10. Express 0.3181818 · · · as a fraction in its simplest form

3.0.9 Percentages

• Percentage is a fraction whose denominator is 100.

• The Symbol for percentage is written as %.

Convert Fractions and Decimals into Percentages and Vice Versa

• To change a percentage into a fraction or decimal divide by 100. Thus

Percentage Fraction Fraction in lowest term Decimal

60 3
60% 100 5
0.6
75 3
75% 100 4
0.75
15 3
15% 100 20
0.15

• To change a fraction into a percentage multiply by 100. Thus

Practice makes mathematics easier 67

 Fraction Conversion Percentage
3 3
5 5
× 100 60%
3 3
4 4
× 100 75%
1 1
2 2
× 100 50%

• To change a decimal into a percentage multiply by 100. Thus

Decimal Conversion Percentage

0.5 0.5 × 100 50%
0.84 0.84 × 100 84%
0.125 0.125 × 100 125%

EXERCISE
1. Express each percentage as a fraction in its simplest form
(a) 16%
(b) 30%
(c) 24%
(d) 15.5%
2. Express each percentage as a decimal
(a) 67%
(b) 25%
(c) 84.5%
(d) 50%
3. Express each fraction as a percentage
9
(a) 10
49
(b) 50
11
(c) 20
14
(d) 25

4. Express each decimal as a percentage

(a) o.25
(b) 0.125
(c) 0.486
(d) 0.34
5. Find 10% of 40,000
6. Find 25% of 120

68 Practice makes mathematics easier

 7. Express 44 as a percentage of 80
8. In a tray of 30 eggs 3 are rotten. Find the percentage of rotten eggs
9. In a mathematics test marked out of 60,Daniel obtained 56 marks. Find his percentage
mark
10. In a class, 90 students are boys and 25% are girls. Find the number of girls in the class

3.0.10 Calculate a Percentage of a Given Quantity

The percentage of a quantity can always be calculated in terms of percentage increase or percentage
decrease.Thus this is referred to as a percentage change
Change in value
• Percentage change = Original value
× 100
• Change in value =|New value-Old value|
increase in value
• Percentage increase = Original value
× 100
• An increase of 20% means the new value is 120% of the old value
decrease in value
• Percentage decrease = Original value
× 100
• A decrease of 20% means the new value is 80% of the old value
EXAMPLES
1. Stephen had 60 goats. Now he has 63 goats. What is the percentage increase?

Increase in value = New value − Old value

= 63 − 60
=3
increase in value
Percentage increase = × 100
Original value
3
= × 100
60
= 5%

2. The price of bread increased from Shs 3800 to Shs 4000. Find the percentage increase in
the price of the item

Increase in value = New value − Old value

= 4000 − 3800
= 200
increase in value
Percentage increase = × 100
Original value
200
= × 100
3800
= 5.263%

Practice makes mathematics easier 69

 3. The price of an item reduced from Shs 8,000 to Shs 6,000. Find the percentage decrease in
the price of the item

Decrease in value = Old value − New value

= 8000 − 6000
= 2000
Decrease in value
Percentage decrease = × 100
Original value
2000
= × 100
8000
= 25%

4. An item costing Shs 3,000 is reduced by 20%. Find its new cost price
A decrease(reduction) of 20% means the new value is 80% of the old value

80
New cost price = × Old value
100
80
= × 3000
100
= Shs2400

EXERCISE

1. The table below shows the marks obtained by some students of s.1 at Taibah international
school in two mathematics tests. For each one, calculate the percentage differene(change)
and make a conclusion whether it is an increase or a decrease.

Student Test 1 Test 2 Change in value Percentage change Conclusion

Mimmi 92 97 – – –
Cooper 100 92 – – –
Praise 92 83 – – –
Tendo 100 72 – – –
Hannah 100 67 – – –

2. The population of a school increased from 1,200 to 1,500 students. Find the percentage
increase in the population of the school

3. The price of an item reduced from Shs 4,000 to Shs 3,400. Find the percentage decrease in
the price of the item

4. In a closing-down sale, a shop offers 50% cut of the original prices. What fraction is taken
off the prices?

5. In a survey one in five people said they preferred a particular brand of Coca Cola. What is
this figure as a percentage?

6. Peter pays tax at the rate of 25% of his income. What fraction of Peter’s income is this?

70 Practice makes mathematics easier

 1
7. When Carol was buying a house, she had to make a deposit of 10
of the value of the house.
What percentage was this?
1
8. I bought a coat in the January sales with 5
price cut of the selling price. What percentage
was taken off the price of the coat?
9. Akasha bought some fabric that was 1.75 metres long. How could this be written as a
fraction?
10. A car park contains 20 spaces. There are 17 cars parked in the car park.
(a) What Percentage of the car park is full?
(b) What Percentage of the car park is empty?
11. An item costing Shs 8,000 is increased by 15%. Find its new cost price
12. Copy and complete the table.The column headings will help you.You are required to fill in
the fraction and percentage columns as done in the first three rows
1 1 1
Tens Ones Tenth( 10 ) Hundredth ( 100 ) Thousandth( 1000 ) Fraction Percentage
1
5 2
50
1 2 4 12 52 1240
1
2 5 4
25
1 5 2 — —
5 — —
— 80
17
20
—
— 64
0 0 4 — —
3
10
–
4 0 3 — —
0 6 4 — —

Practice makes mathematics easier 71

 ACTIVITY OF INTERGRATION
• Taibah international school has two sections, that is, Lower UNEB (S.1-S.4) and Upper
UNEB (S.5-S.6). The Director of studies of the school needs to draw a timetable for the
online lessons for both sections. The sections should start and end their morning lessons
at the same time before break time, start and end their break time at the same time. The
after break lessons should start at the same time. The lunchtime for both sections should
start at the same time and end at the same time.The after Lunch lessons should start at
the same time and end at the same time.Math must have 3 hours in a week in each class

• Support: The time to start lessons for the two sections is 8.30am and lessons end at 4:30pm.
The duration of the lesson for the Lower UNEB section is 1 hour and that of the Upper
UNEB is 2 hours.Assume the following subjects to be offered

Math English History Art Geography CRE Music

Biology Chemistry Physics Entrepreneurship Home mgt Psychology P.E

• Resources: Knowledge of fractions, percentages, natural numbers, factors, multiples, lowest

common multiples, and the subjects taught in all classes and of time.

• Tasks:
– Help the Director of studies by drawing the timetable for the week (monday to friday)
for the two sections.
– How many lessons does each section have up to lunchtime?
– What is the total number of hours in a week for the lower section

72 Practice makes mathematics easier

Chapter 4: RECTANGULAR CARTESIAN
COORDINATES IN 2 DIMEN-
SIONS

Introduction
This topic is key in building the concept of location. The knowledge achieved from this topic can
be used in locating places. In order to locate places you need a starting point (reference point).

• A pair of values written in the form (x, y) is called coordinates

• A point with given coordinates can be plotted on the x − y plane
• The x − y plane is the same as the coordinate plane or the rectangular Cartesian plane
• On the x − y plane, the horizontal axis is called the x−axis and the vertical axis is called
the y− axis.
• The x−axis meets the x−axis at a point called the origin. The coordinates of the origin are
(0, 0)
• On the x−axis, values to the right of the origin are positive and those to the left are negative
• On the y−axis, values above the origin are positive and those below are negative

4.0.1 Identifying the x− axis and y−axis

Activity : Plotting Points

STEPS:

• Find the value of x on the x− axis.i.e Start from the origin (0,0) and move the required
steps along the x− axis
• Locate the value of y on the y− axis.i.e Start from the origin (0,0) and move the required
steps along the y− axis
• The intersection of the x and y values is the point
EXAMPLE
Plot the following points on a graph paper A(6,4), B(5,9), C(8,3), D(-4,4), E(-2,-8), F(2,-3),
G(3,4),and H(4,-3)
SOLUTION
A(6,5). Start from the origin and first move 6 units to the right (because its positive) ,then 4
units upwards .The intersection is point A

73
 y
10
B
9

5
D G A
4
C
3

0
−5 −4 −3 −2 −1 0 1 2 3 4 5 6 7 8 9 10 x
−1

−2
F H
−3

−4

−5

−6

−7
E
−8

−9

−10

EXERCISE
1. (a) Plot the following points on a graph paper A(-4,2), B(-3,5), C(1,5), D(2,2), E(-5,-5),
F(-3,-2),G(-1,-5), H(2,-2), I(8,2) , J(8,-4) and K(2,-4)
(b) Join points ABCDA,EFGE,HIJKH
(c) Name the figures formed in each case

74 Practice makes mathematics easier

2. (a) Write down the points plotted on the graph paper below

Practice makes mathematics easier 75

 y
10

8
K
7

6
B L A
5

4
G
3
H
2 I
E
1
F
0
−8 −7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6 7 8 9 10 x
N
−1

−2 M
P
−3 J
−4
C D
−5

−6

−7

−8

−9

−10

(b) Join points ABCDA

(c) Name the figure formed in each case

3. Write down the plotted points

(a) A

(b) B

(c) C

(d) X

76 Practice makes mathematics easier

 (e) Y
(f) T
(g) S
(h) Join points ABC and XYTS ,and name the figures formed in each case

y y
5 5
C S T
4 4

3 3

2 2
A B X Y
1 1

0 0
0 1 2 3 4 5 6 x 0 1 2 3 4 5 6 x

4.0.2 Plotting Polygons (shapes)

A regular polygon is a polygon which is equiangular (all angles are of the same size) and equilateral
(all sides have the same length).

Sides 3 4 5 6 7 8 9 10
Name Triangle Quadrilateral Pentagon Hexagon Heptagon Octagon Nonagon Decagon

EXAMPLE:
1. Join the points A(1,1) ,B(5,1) and C(3,4) to form a triangle
y
5
C
4
3
2
A B
1
0
0 1 2 3 4 5 6x

Practice makes mathematics easier 77

 2. What is the possible coordinate of the corner of the rectangle ABCD?
y
5

4
C
3

2
A B
1

0
0 1 2 3 4 5 6 x

3. What are the possible coordinates of the corners of the square KLMN?
y
5
K L
4

0
0 1 2 3 4 5 6 x

4. In each case the coordinates of 3 corners of a square are given. Find the coordinates of the
other corner.
(a) (2, -2), (2, 3) and (-3, 3)
(b) (2, 3), (3, 4) and (1, 4)
(c) (2, 2), (4, 4) and (4, 0)
(d) (-6, 2), (-5, -5) and (1, 3)
(e) (-5, -2), (-2, -1), and (-1, -4)
5. The coordinates of 3 corners of a rectangle are given below. Find the coordinates of the
other corner of each rectangle.
(a) (-4, 2), (-4, 1) and (6, 1)
(b) (0, 2), (-2, 0) and (4, -6)
(c) (-4, 5), (-2, -1) and (1, 0)
(d) (-5, 1), (-2, 5) and (6, -1)
6. (a) The coordinates of 2 corners of a square are (-4, 4) and (1, -1). Explain why it is
possible to draw three different squares using these two points.

78 Practice makes mathematics easier

 (b) Draw the three different squares.
(c) If the coordinates of the corners had been (-5, 1) and (1, 3) would it still be possible
to draw 3 squares? Draw the possible squares.
7. Half of a heptagon with one line of symmetry can be drawn by joining the points with
coordinates: (2, 4), (-2, 1), (-2, -1), (0, -3) and (2, -3). Join the coordinates. You have
drawn one half of the heptagon. Complete the heptagon. Write down the coordinates.
8. On the same axes, plot the points P(3, 4), Q(5, 4), R(6, 2) and S(2, 2),Join the points and
name the formed figure PQRS.

4.0.3 Use of Appropriate Scale for Given Data

At times we encounter large values for x and y ,and for such cases we are required to use a
convenient scale such that all our values can be able to fit on the graph paper.
EXAMPLE:
Plot the following points on the axes: A(5, 50), B(10,100), C(15,150), D(20,200),E(25,250) ,F(30,
300),G(35,350).
you realise that on the horizontal axis(x- values) there are 5 units for each space and On the
vertical axis (y- values)there are 50 units for each space
Horizontal scale : 1cm:5
Vertical axis :1cm :50
y
400
G
350
F
300
E
250
D
200
C
150
B
100
A
50

0
0 5 10 15 20 25 30 35 40 x

EXERCISE
1. For each part, draw a pair of axes with suitable scales and plot the points:
(a) A(1, 15), B(4, 35), C(8, 45)
(b) M(15, 100), N(35, 500), P(40, 700)

Practice makes mathematics easier 79

 2. Plot the points X(2, 60), Y(4, 50), Z(0, 70), T(7, 60)
3. On the same axes, plot the following points A(4, 10 ), B(-2, -40), C(3, 0), D(0, 30), E(-3,
15) and F(0, -20).Use a scale of 1cm to represent 1 unit on the x- axis and 1cm to represent
5 units on the y- axis
4. A quadrilateral has vertices A(-10, 0), B(-10, 25), C(15, 25) and D(25, -10). Plot the points
of the quadrilateral and identify it. Use a scale of 2cm to represent 10 units on both axes
5. A quadrilateral has vertices A(1, 20), B(-3, 30), C(-2, -10) and D(2, -20). Plot the points
of the quadrilateral and identify it.
Situation of Integration
A Senior One learner has reported in her class and has settled at her desk.
Support: The classroom is arranged in rows and columns. It is big a big class with each learner
having his/ her own desk.
Resources: Knowledge of horizontal and vertical lines i.e. rows and columns, coordinates
Knowledge: counting numbers
Task: The mathematics teacher has asked her to explain how she can access her seat, starting
from the entrance of the class. Discuss whether there are other ways of reaching her seat.

80 Practice makes mathematics easier

 WISDOM CORNER
1. Our greatest weakness lies in giving up.The way to success is trying one more time
2. We must accept finite dissappointments but never loose infinite hope
3. Procrastination makes easy things hard and hard things harder
4. The people who achieve incredible success in the world aren’t always the most naturally
brilliant but are rather the hardest workers
5. The road to success is often a lonely one
6. you are braver than you believe,stronger than you seem and smarter than you think
7. The more that you read,the more things you will know,the more that you learn,the more
places you will go.
8. Every successful person has a painful story.
Every painful story has a successful ending.Accept the pain and get ready for success
9. Successful people have two things on their face silence (to avoid problems) and smile (to
solve problems)
10. The problem is most people give up during the struggle · Never knowing how close they were
to victory!!The only way you’ll fail is if you QUIT. NEVER QUIT

REFERENCE:Maths prototype by NCDC

For any inquiries,corrections and additions you can reach me on the following
addresses:
kazibastephen4@gmail.com
0703822752/0787698238(Whatsapp)
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1
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Practice makes mathematics easier 81