Book 1

Mathematics
Year 9

Year 9
Book 1

Mathematics

nzaid
© Ministry of Education, Sports and Culture, Sämoa, 2004
 Mathematics
Year 9 Book One

GOVERNMENT OF SÄMOA
MINISTRY OF EDUCATION, SPORTS AND CULTURE
Designed, edited and typeset by Egan-Reid Ltd, Auckland as part of the Sämoa
Secondary Education Curriculum and Resources Project for:
© Government of Sämoa Ministry of Education, Sports and Culture, 2001.
Reprinted 2004 with minor amendments.
Funded by the New Zealand Agency for International Development,
Nga Hoe Tuputupu-mai-tawhiti.
Printed through Egan-Reid Ltd.
Managing Contractor: Auckland UniServices Limited.
ISBN 982–517–010–7
TABLE OF CONTENTS

Unit 1: Number – Part I 5

Unit 2: Algebra – Part 1 27

Unit 3: Measurement – Part 1 33

Unit 4: Geometry – Part 1 45

Unit 5: Measurement – Part 2 71

Unit 6: Trigonometry 89

Unit 7: Number – Part 2 99

Unit 8: Probability 115

Unit 9: Algebra – Part 2 121

Unit 10: Geometry – Part 2 127

Unit 11: Statistics 139

Answers 147
MATHEMATICS YEAR 9 BOOK 1
Unit 1: NUMBER — PART 1

In this unit you will be:

1.1 Using The Four Mathematical Operations (+, –, ×, ÷ )
䊑 Integers.
䊑 Fractions.
䊑 Decimals.

1.2 Rounding Numbers

1.3 Evaluating Exponents
1.4 Finding Square Numbers and Square Roots

MATHEMATICS YEAR 9 BOOK 1 5

UNIT 1

Section 1.1 Using The Four Mathematical Operations (+, –, ×, ÷)

Adding and Subtracting Integers

An integer is a number of the set {. . . –3, –2, –1, 0, 1, 2, 3, . . .}.
–3 + –4 = ? and +6 – –3 = ?
are examples of integer addition and subtraction.

The Rules for Integer Addition and Subtraction.

Rule 1: If the signs are the same, this means ADD.
++ → +
–– → +
Rule 2: If the signs are different, this means SUBTRACT.
+– → –
–+ → –

Example 1
Calculate:
(a) –3 + +8 (b) +4 + –2 (c) –8 + +5 (d) –1 + –3

Solution
(a) –3 + +8 = –3 + 8 (b) +4 + –2 = 4–2
= 5 = 2
(c) –8 + +5 = –8 + 5 (d) –1 + –3 = –1 – 3
= –3 = –4

Example 2
Calculate:
(a) +5 – +7 (b) –2 + –3 (c) +4 – –2 (d) –5 – –3

Solution
(a) +5 – +7 = 5–7 (b) –2 + –3 = –2 – 3
= –2 = –5
(c) +4 – –2 = 4+2 (d) –5 – –3 = –5 + 3
= 6 = –2

6 MATHEMATICS YEAR 9 BOOK 1

 UNIT 1

Skill Exercises: Adding and Subtracting Integers

Calculate the following:
(a) 6 – –3 (b) 6 – –4 (c) +3 – –5 (d) –7 – –3
(e) –2 – –5 (f ) +2 – –4 (g) –7 – –7 (h) –2 – –2
(i) –5 – –8 ( j) –8 – –5 (k) –2 + +3 (l) –5 + +3
(m) 5 + +2 (n) –6 + +6 (o) –6 – –6 (p) +3 + +2
(q) +3 + –2 (r) –3 + +5 (s) –3 – –5 (t) +6 – –10

Multiplying Integers
+2 × +3 = ? and –2 × –3 = ?
are examples of integer multiplication.

The Rules for Integer Multiplication.

Rule 1: If the signs of both numbers are the same, the answer is
POSITIVE.
Rule 2: If the signs of both numbers are different, the answer is
NEGATIVE.

Example 1
Calculate:
(a) +2 × +3 (b) –4 × –3 (c) +5 × –2 (d) –3 × +6

Solution
(a) +2 × +3 = 6 (Rule 1) (b) –4 × –3 = 12 (Rule 1)
(c) +5 × –2 = –10 (Rule 2) (d) –3 × +6 = –18 (Rule 2)

Skill Exercises: Multiplying Integers

1. Calculate:
(a) –6 × –3 (b) –4 × +2 (c) +4 × +3 (d) +2 × –3
(e) +3 × –2 (f ) –3 × –5 (g) –50 × –2 (h) –50 × +2
(i) –20 × –2 ( j) +20 × –3

2. Calculate:
(a) –3 × +2 (b) –5 × –5 (c) +2 × +5 (d) –7 × –2
(e) +3 × –6 (f ) –2 × –2 (g) –8 × +8 (h) –3 × –7
(i) +3 × +7 ( j) –3 × +7

MATHEMATICS YEAR 9 BOOK 1 7

UNIT 1

Dividing Integers
–6
+3 = ? and 18 ÷ –6 = ?

are examples of integer division.

The Rules for Integer Division.

Rule 1: If the signs of both numbers are the same, the answer is
POSITIVE.
Rule 2: If the signs of both numbers are different, the answer is
NEGATIVE.

Example
+21 +50
(a) –42 ÷ +6 (b) –88 ÷ –8 (c) + (d) –
3 10

Solution
(a) –42 ÷ +6 = –7 (Rule 2) (b) –88 ÷ –8 = 11 (Rule 1)
+21 +50
(c) + = 7 (Rule 1) (d) – = –5 (Rule 2)
3 10

Skill Exercises: Dividing Integers

1. Calculate:
(a) +6 ÷ –3 (b) –8 ÷ –2 (c) –9 ÷ +3 (d) –15 ÷ –5
(e) +12 ÷ –4 (f ) +18 ÷ +6 (g) –21 + –7 (h) –27 ÷ +3
(i) +30 ÷ –10 ( j) –24 ÷ –8

2. Calculate:
–6 –8 –10 –30
(a) (b) (c) –5 (d) +
3 4 6

–27 –32 –21 –40

(e) + (f ) (g) – (h)
3 4 7 4

–54 –60
(i) –6 ( j) +
6

8 MATHEMATICS YEAR 9 BOOK 1

 UNIT 1

Fractions
A fraction is used to refer to part of a quantity.
1_ 1_ 1_ 1_
2 2 2 +2=1
1_ 1_ 1_ 1_ 1_ 1_ 1_ 1_
4 4 4 4 4 +4+4+4=1
1_ 1_ 1_ 1_ 1_ 1_ 1_ 1_ 1_ 1_ 1_ 1_ 1_ 1_ 1_ 1_
8 8 8 8 8 8 8 8 8 +8+8+8+8+8+8+8=1
2_ 1_ 2_ 1_
Notice that 4 is the same as 2, and 8 is the same as 4.

Equivalent Fractions
Fractions that represent the same amount are called equivalent fractions.

Example
Fill in the boxes to complete the equivalent fractions.
1 2 3 5
(a) = (b) = (c) = (d) =
2 8 5 15 4 12 9 45

Solution
(a) The denominator (bottom (b) The denominator has been
number) has been multiplied multiplied by 3. Do the
by 4. Do the the same to the same to the numerator.
numerator (top number).
1×4 4 2×3 6
= =
2×4 8 5 × 3 15

3×3 9 5 × 5 25
(c) = (d) =
4 × 3 12 9 × 5 45

Skill Exercises: Equivalent Fractions

Fill in the boxes:

1 2 1 2
(a) = (b) = (c) = (d) =
3 18 3 18 4 12 4 12

3 1 2 3
(e) = (f ) = (g) = (h) =
4 12 5 25 5 25 5 25

4 3 3 4
(i) = ( j) = (k) = (l) =
5 25 8 24 7 14 7 21

4 5 3 5
(m) = (n) = (o) = 6 (p) =
9 18 9 27 2 8 16

8 3 7 9
(q) = (r) = (s) = (t) =
10 70 10 70 10 30 10 100

MATHEMATICS YEAR 9 BOOK 1 9

UNIT 1

Simplifying Fractions
When a fraction is changed into the smallest equivalent fraction it is called
simplifying.

Example
Simplify these fractions by filling in the boxes:
15 4 6 12
(a) = (b) = (c) = (d) =
20 4 12 3 9 16

Solution
(a) The denominator has been (b) The denominator has been
divided by 5. Do the same divided by 4. Do the same to
to the numerator. the numerator.
15 ÷ 5 3 4 ÷4 1
= =
20 ÷ 5 4 12 ÷ 4 3

(c) The biggest number that will (d) The biggest number that will
will divide evenly into both the divide evenly into both the
numerator and denominator numerator and denominator
is 3. is 4.
6÷3 2 12 ÷ 4 3
= =
9÷3 3 16 ÷ 4 4

Skill Exercises: Simplifying Fractions

Fill in the boxes:
3 4 20 3
(a) = (b) = (c) = (d) = 3
6 2 8 2 40 2 9

6 9 4 6
(e) = 3 (f ) = (g) = 3 (h) =
9 12 4 12 12 2

8 16 18 30
(i) = ( j) = (k) = 4 (l) = 3
12 3 20 5 24 45

32 40 24 18
(m) = (n) = (o) = (p) =
64 2 64 8 30 5 30 5

70 30 45 95
(q) = (r) = (s) = (t) =
100 10 100 100 100

10 MATHEMATICS YEAR 9 BOOK 1

 UNIT 1

Adding and Subtracting Fractions (Same Denominator)

To add or subtract fractions with the same denominator (the bottom line),
add or subtract the numerators (the top line). The denominator stays the
same (simplify the answer if possible).

Example
Calculate the following and simplify:
3 2 5 3
(a) + = (b) – =
7 7 8 8

Solution
3 2 5 5 3 2
(a) + = (b) – =
7 7 7 8 8 8
This answer is in its simplest This answer can be simplified
form. by dividing the numerator and
denominator by 2.
2÷2 1
=
8÷2 4

Skill Exercises: Adding and Subtracting Fractions (Same

Denominators)

1. Add these fractions, simplify each answer if possible:

2 2 1 5 3 2 2 4
(a) + (b) + (c) + (d) +
5 5 8 8 7 7 9 9

5 5 3 5 1 7 2 8
(e) + (f ) + (g) + (h) +
12 12 10 10 11 11 15 15

1 3 2 4 7 3
(i) + + ( j) + +
7 7 7 15 15 15

2. Subtract these fractions, simplify each answer if possible:

4 3 6 4 7 3 5 2
(a) – (b) – (c) – (d) –
5 5 11 11 10 10 8 8

3 1 9 3 5 1 11 5
(e) – (f ) – (g) – (h) –
4 4 10 10 6 6 12 12

5 3 11 3
(i) – ( j) –
8 8 12 12

MATHEMATICS YEAR 9 BOOK 1 11

UNIT 1

Finding Lowest Common Multiples (LCM)

The smallest number that is common to two or more sets of multiples is
called the lowest common multiple.

Example 1
Multiples of 3 = {3, 6, 9, 12, 15, 18, . . .}
Multiples of 4 = {4, 8, 12, 16, 20, 24, . . .}
So 12 is the lowest common multiple of the two sets of multiples of 3 and 4.

Example 2
Multiples of 4 = {4, 8, 12, 16, 20, 24, 28, . . .}
Multiples of 5 = {5, 10, 15, 20, 25, 30, . . .}
So 20 is the lowest common multiple of the two sets of multiples of 4 and 5.

Skill Exercises: Finding Lowest Common Multiples

Find the lowest common multiples of these pairs of numbers (you might
need to write out the sets of multiples of each number first):
(a) 2 and 3 (b) 5 and 3 (c) 4 and 6
(d) 2 and 5 (e) 7 and 4 (f ) 4 and 8
(g) 3 and 7 (h) 2 and 6 (i) 5 and 7
( j) 12 and 8

Adding and Subtracting Fractions (Different Denominators)

To add or subtract fractions with different denominators change one or
both of them so that they become fractions with the same denominator.

Example
Calculate the following:
2 1 3 1
(a) + (b) –
3 4 5 3

Solution
The denominators in both examples are different. But to add or subtract
fractions, the denominators must be the same.
To make the denominators the same, find their lowest common multiple.
Then find the equivalent fractions.

12 MATHEMATICS YEAR 9 BOOK 1

 UNIT 1

2 1 3 1
(a) + ⇒ LCM = 12 (b) – ⇒ LCM = 15
3 4 5 3

8 3 9 5
= + = –
12 12 15 15

11 4
= =
12 15

Skill Exercises: Adding and Subtracting Fractions (Different

Denominators)

1. Calculate:
2 4 1 4 2 2 5 1
(a) + (b) + (c) + (d) +
3 15 6 5 5 7 8 4

1 1 2 1 1 2 2 3
(e) + (f ) + (g) + (h) +
5 4 3 7 5 3 5 4

1 3 1 3
(i) + ( j) +
3 8 3 7

2. Calculate:
3 2 7 1 5 2 5 1
(a) – (b) – (c) – (d) –
4 3 8 2 9 7 6 9

9 1 5 4 3 1 1 1
(e) – (f ) – (g) – (h) –
10 5 6 7 10 5 2 3

2 1 2 1
(i) – ( j) –
3 4 5 7

Writing Mixed Numbers and Improper Fractions

A mixed number is a combination of a counting number and a fraction
smaller than one.
3 4
2 and 1 are mixed numbers.
4 15

An improper fraction is one in which the numerator is bigger than the

denominator.
11 15
and are improper fractions.
4 11

3 11
2 and are equivalent (both have the same value).
4 4

MATHEMATICS YEAR 9 BOOK 1 13

UNIT 1

Example 1
Change these mixed numbers into improper fractions:
1 2
(a) 4 (b) 3
2 5

Solution
1 1 2 2
(a) 4 = 4+ (b) 3 = 3+
2 2 5 5

4 1 3 2
= + = +
1 2 1 5

8 1 15 2
= + = +
2 2 5 5

9 17
= =
2 5

Example 2
Change these improper fractions into mixed numbers:
7 12
(a) (b)
3 7

Solution
Divide the numerator (top number) by the denominator (bottom number)
and get the remainder.
7 12
(a) = 7÷ 3 (b) = 12 ÷ 7
3 7

= 2 + 1 remainder = 1 + 5 remainder
1 5
= 2 = 1
3 7

Skill Exercises: Writing Mixed Numbers and Improper Fractions

1. Change these mixed numbers into improper fractions:

1 3 3 5
(a) 3 (b) 1 (c) 2 (d) 1
2 4 5 8

2 1 1 3
(e) 3 (f ) 5 (g) 7 (h) 5
3 4 2 7

2 5
(i) 17 ( j) 2
3 12

14 MATHEMATICS YEAR 9 BOOK 1

 UNIT 1

2. Change these improper fractions into mixed numbers:

5 7 3 7
(a) (b) (c) (d)
2 4 2 5

7 11 5 8
(e) (f ) (g) (h)
6 4 3 7

5 17
(i) ( j)
4 11

Multiplying Fractions
Fractions are multiplied by multiplying the numerator (top number) and
denominator (bottom number). Mixed numbers must be changed to
improper fractions first.

Example 1
Calculate:
1 4 3 2 1 3 1 2
(a) × (b) × (c) 2 × (d) 4 ×2
2 5 4 3 3 4 2 3

Solution
1 4 1×4 3 2 3×2
(a) × = (b) × =
2 5 2×5 4 3 4×3

4 6
= =
10 12

2 1
= =
5 2

1 3 7 3 1 2 9 8
(c) 2 × = × (d) 4 ×2 = ×
3 4 3 4 2 3 2 3

21 72
= =
12 6

9
= 1 = 12
12

3
= 1
4

MATHEMATICS YEAR 9 BOOK 1 15

UNIT 1

Skill Exercises: Multiplying Fractions

1. Calculate the following and simplify the answer if you can:

2 1 3 5 5 2
(a) × (b) × (c) ×
3 5 4 8 6 5

3 7 3 1 1 1
(d) × (e) × (f ) ×
4 8 5 4 2 2

3 3 2 3 3 2
(g) × (h) × (i) ×
4 4 5 4 4 5

1 4 1 3 1 3
( j) 3 × (k) 1 ×2 (l) 4 ×3
2 7 2 4 8 5

1 2 5 1
(m) 2 ×1 (n) 3 × 1
3 3 6 4

Instead of writing the multiplication sign (×), another way of writing such
an operation is using the word OF.

Example 2
1 1 1
(a) What is of 10? (b) What is of 2 ?
2 4 2

Solution
1 1 10 1 1 1 1
(a) of 10 = × of 2 = ×2
2 2 1 4 2 4 2

10 1 5
= = ×
2 4 2

5
= 5 =
8

2. Calculate:
1 3 2
(a) What is of ? (b) What is of 20?
2 4 5

3 5 2 3
(c) What is of ? (d) What is of ?
4 8 3 8

3 1 4 3
(e) What is of 5 ? (f ) What is of 3 ?
4 2 5 4

16 MATHEMATICS YEAR 9 BOOK 1

 UNIT 1

Finding Reciprocals of Fractions

The reciprocal of a fraction is the fraction turned upside down.

Example
Find the reciprocals of:
2 3
(a) (b) 2
3 4

Solution
3 3 11
(a) Reciprocal = (b) 2 =
2 4 4
4
Reciprocal =
11

Skill Exercises: Finding Reciprocals of Fractions

1. Find the reciprocals of:

1 3 2
(a) (b) (c)
3 5 3

3 4 7
(d) (e) (f )
8 5 8

2 3 3
(g) (h) (i)
5 4 7

4
( j)
9

2. Find the reciprocals of:

1 2 1
(a) 1 (b) 1 (c) 1
3 5 4

1 9 8
(d) 2 (e) (f )
2 2 3

1 1 1
(g) 3 (h) 2 (i) 3
5 4 3

5
( j)
4

MATHEMATICS YEAR 9 BOOK 1 17

UNIT 1

Dividing with Fractions

To divide by a fraction, multiply by the reciprocal.

Example
1 1 3 2
(a) ÷ (b) 2 ÷
2 3 4 3

Solution
1 1 1 3 3 2 3 3
(a) ÷ = × (b) 2 ÷ = 2 ×
2 3 2 1 4 3 4 2

3 11 × 3
= =
2 4×2

1 33
= 1 =
2 8

1
= 4
8

Skill Exercises: Dividing with Fractions

1. Calculate:
2 1 3 4 3 2
(a) ÷ (b) ÷ (c) ÷
3 2 5 6 8 5

3 1 4 2 3 5
(d) ÷ (e) ÷ (f ) ÷
4 2 5 5 8 2

1 2 7 2 4 1
(g) ÷ (h) ÷ (i) ÷
2 3 8 3 5 3

3 2
( j) ÷
7 7

2. Calculate:
4 2 3 4 3 5
(a) ÷ (b) ÷ (c) ÷
5 3 7 5 4 2

3 2 4 2 7 4
(d) 2 ÷ (e) 4 ÷ (f ) 3 ÷
5 5 7 5 8 5

2 3 5 1 7 2
(g) ÷1 (h) ÷2 (i) 2 ÷ 1
5 5 9 3 9 3

7 3
( j) 4 ÷2
8 4

18 MATHEMATICS YEAR 9 BOOK 1

 UNIT 1

Adding and Subtracting Decimals

Decimals are numbers that have a point (.) in them.
2.39 and 56.4 are decimals.
When adding or subtracting decimals, arrange the numbers so that the
decimal points line up.

Example
(a) 24.7 + 3.07 (b) 24.7 – 3.07

Solution
(a) 24.70 (b) 24.70
+ 3.07 – 3.07
27.77 21.63

Skill Exercises: Adding and Subtracting Decimals

1. Calculate:
(a) 3.4 + 6.23 (b) 17.04 + 3.81
(c) 23.02 + 1.69 (d) 16 + 7.08
(e) 16.92 + 14.28 (f ) 10 + 11.01
(g) 16.1 + 2.07 + 2.41 (h) 3.46 + 0.87
(i) 5.07 + 0.39 + 6.3 (j) 4 + 6.09 + 0.96

2. Calculate:
(a) 3.6 – 1.4 (b) 17.36 – 1.26
(c) 8.4 – 2.7 (d) 3.4 – 0.32
(e) 6 – 2.4 (f ) 10 – 3.86
(g) 6 – 0.96 (h) 17.4 – 2.87
(i) 10 – 0.89 ( j) 17.48 – 2.8

MATHEMATICS YEAR 9 BOOK 1 19

UNIT 1

Multiplying Decimals
To multiply decimals, first count how many places there are after the decimal
points.
Do the multiplication, without using the decimal points.
Put the decimal points in.

Example
(a) 23.4 × 1.36 (b) 6.36 × 0.498

Solution
(a) 23.4 (1 decimal place) (b) 6.36 (2 decimal places)
× 1.3 (1 decimal place) × 0.498 (3 decimal places)
702 5088
2340 57240
3042 254400
316728
30.42 (use 2 decimal places) 3.16728 (use 5 decimal places)

Skill Exercises: Multiplying Decimals

Calculate:
(a) 3.7 × 1.2 (b) 3.8 × 0.5 (c) 47.2 × 0.3
(d) 23.6 × 0.03 (e) 236 × 0.5 (f ) 13.2 × 3.3
(g) 0.036 × 0.5 (h) 0.058 × 20 (i) 0.086 × 2
( j) 0.86 × 100

Dividing with Decimals

The two parts of a division calculation are the dividend and the divisor.
1.45 (dividend)
e.g. 1.45 ÷ 0.5 ⇒
0.5 (divisor)
(dividend) (divisor)
To divide by a decimal, make the divisor a whole number by moving the
decimal points in the divisor and the dividend the same number of places.

20 MATHEMATICS YEAR 9 BOOK 1

 UNIT 1

Example
(a) 1.45 ÷ 0.5 (b) 0.345 ÷ 0.05

Solution
1.45 0.345
(a) 1.45 ÷ 0.5 = (b) 0.345 ÷ 0.05 =
0.5 0.05

14.5 34.5
= =
5 5

= 2.9 = 6.9

Skill Exercises: Dividing with Decimals

Calculate:
(a) 3.6 ÷ 0.4 (b) 4.2 ÷ 0.3 (c) 5.8 ÷ 0.2 (d) 7.2 ÷ 0.6
(e) 1.23 ÷ 0.3 (f ) 2.44 ÷ 0.4 (g) 36.5 ÷ 0.5 (h) 13.8 ÷ 0.6
(i) 0.312 ÷ 0.3 ( j) 0.464 ÷ 0.4

Skill Exercises: Practical Problems – Decimals

1. Tavita walked 1.4 km then rode 3.7 km. How far did he travel
altogether?

2. The sides of a triangle are 2.6 cm, 1.7 cm and 2.4 cm. How far is it
around the triangle?

3. If it is 2.47 km to the bank and Sione has to travel there and back,
how far does Sione have to travel?

4. One side of a square is 0.47 m. How far is it around the square?

5. Upu has run 37.5 m of a 100 m race. How far has she to go?

6. Siose jumped 5.7 m and Tavita jumped 5.38 m. How much further
than Tavita did Siose jump?

7. If 73 cm of material is cut from a piece 2 m long, how long is the

piece left?

8. Ioane is 1.74 m tall. Mareko is 1.09 m. How much taller is Ioane?

9. The petrol tank on Ray’s car holds 40 litres. If he has 6.47 litres in it,
how much petrol will it take to fill the tank?

10. Fili has $8.60 and Lelia gives her another $7.70. If Fili spends $7.50,
how much does she have left?

MATHEMATICS YEAR 9 BOOK 1 21

UNIT 1

Section 1.2 Rounding Numbers

Numbers are rounded to give a sensible answer.

Example 1
Miss Etuati asked her class of 30 pupils to get into groups of four even
teams. How many would be in each team?

Solution
30
30 pupils divided into 4 teams =
4
1_
= 7 2 pupils per team.
But there cannot be half a person. The answer must be rounded to the
nearest whole number. We can only have four teams of seven pupils. (This
means two students are not in a team.)

Example 2
Sani bought 1.5 metres of material at $7.95 a metre. How much would she
pay?

Solution
Cost = 1.5 m × $7.95
= $11.925
Usually the shop keeper would round this up to $11.95.

Example 3
Rounding is also used to find approximate answers.
Five items cost $3.95 each. What is the approximate total cost?

Solution
$3.95 can be rounded up to $4.00
Total cost ≈ $4.00 × 5 = $20
The cost will be approximately $20.

Skill Exercises: Rounding Numbers

Do the following examples and give sensible answers for each:

1. How would you organize 13 people into three groups?

2. What is the approximate cost of 3.5 m of material at $7.95 per

metre?

22 MATHEMATICS YEAR 9 BOOK 1

 UNIT 1

3. Give the approximate answer to 98 × 22. What numbers did you use
for your approximation?

4. Give the approximate answer to 611 ÷ 19. What numbers did you use
for your approximation?

5. Give the approximate answer to 105 × 38. What numbers did you use
for your approximation?

6. Give the approximate answer to 296 ÷ 29. What numbers did you use
for your approximation?

7. If you were dividing 5 tala among seven people, about how much
would each get?

8. If you were dividing 12 tala among 11 people, about how much would
each get?

9. What is the approximate total cost of seven items at $6.95 each?

10. Here is my account after shopping at Lucky Foodtown: $2.95, $3.10,

$0.95, $1.35, $2.80. What is the approximate total cost?

Section 1.3 Evaluating Exponents

An exponent is a number (or variable) written above and to the right of
another number (or variable) which is called the base.
32 is read as ‘3 to the power of 2’.
2 is the exponent and 3 is the base.
32 = 3 × 3 = 9.
32 means that 3 is used as a factor 2 times.
Instead of writing 5 × 5 × 5 × 5, simply write 54 (count the number of times
the 5 is used as a factor, i.e., 4 times). Write 5 as the base and 4 as the
exponent.

A number to the power of 1 is just the number, e.g., 51 = 5.

Example 1
Write the following expressions using exponents:
(a) 3 × 3 × 3 × 3 (b) 5 × 5

Solution
(a) 3 × 3 × 3 × 3 = 34 (b) 5 × 5 = 52

MATHEMATICS YEAR 9 BOOK 1 23

UNIT 1

Example 2
Evaluate:
(a) 24 (b) 63

Solution
(a) 24 = 2×2×2×2 (b) 63 = 6×6×6
= 16 = 216

Skill Exercises: Evaluating Exponents

1. Write the following expressions using exponents:

(a) 4 × 4 × 4 × 4 (b) 2 × 2 × 2 × 2
(c) 5 × 5 × 6 × 6 (d) 2 × 3 × 3 × 2 × 2
(e) 10 × 10 × 5 × 10 (f ) 8 × 8 × 8 × 8
(g) 2 × 3 × 2 × 3 × 2 (h) 2 × 6 × 6 × 2 × 2
(i) 5 × 4 × 4 × 5 × 4 ( j) 5 × 5 × 5 × 2 × 2

2. Evaluate:
(a) 33 (b) 31 (c) 42 (d) 34
(e) 51 (f ) 32 (g) 43 (h) 102
(i) 72 ( j) 92

Section 1.4 Finding Square Numbers And Square Roots

Any whole number multiplied by itself gives a square number.
1×1=1
2×2=2
3×3=9
4 × 4 = 16
The √
} These answers are all square numbers.

(square root) button on a calculator gives the reverse process. It

finds the original number that was multiplied by itself.

Example 1
Calculate the squares of the following:
(a) 2 (b) 5 (c) 6

Solution
(a) 22 = 2×2 (b) 52 = 5×5 (c) 62 = 6×6
= 4 = 25 = 36

24 MATHEMATICS YEAR 9 BOOK 1

 UNIT 1

Example 2
Find the square roots of the following:
(a) 4 (b) 25 (c) 169

Solution
(a) √ 4 = 2 (b) √ 25 = 5 (c) √ 169 = 13

Skill Exercises: Finding Square Numbers and Square Roots

1. Square the following:

(a) 7 (b) 12 (c) 9 (d) 10
(e) 20 (f ) 100

2. Find the square roots of:

(a) 4 (b) 36 (c) 256 (d) 49
(e) 100 (f ) 1

MATHEMATICS YEAR 9 BOOK 1 25

26 MATHEMATICS YEAR 9 BOOK 1
Unit 2: ALGEBRA — PART 1

In this unit you will be:

2.1 Simplifying Algebraic Expressions
䊑 Addition and Subtraction.
䊑 Multiplication.
䊑 Division.

2.2 Expanding and Factorising Algebraic Expressions

䊑 Expanding.
䊑 Factorising.

MATHEMATICS YEAR 9 BOOK 1 27

UNIT 2

Section 2.1 Simplifying Algebraic Expressions

Addition and Subtraction

In algebra, letters (called variables) are used instead of numbers.
3x + 4y = 18 is an algebraic expression.
Variables that are the same can be added or subtracted. This is called
simplifying.
Example

Simplify:
(a) 3x + 2x (b) 5y – 3y
(c) 8m + 15m + 3n (d) 6p + 2q – p – 6q

Solution
(a) 3x + 2x = 5x (b) 5y – 3y = 2y
(c) 8m + 15m + 3n = 23m + 3n (d) 6p + 2q – p – 6q = 5p – 4q

Skill Exercises: Addition and Subtraction

Simplify:
1. (a) 3x + 5x (b) 7a + 3a (c) 6p + p
(d) 5c + 6c (e) 4m + 5m (f ) 9k + 7k
(g) 5w + 14w (h) 10n + n (i) 9g + 2g
( j) d + d (k) 5t – 3t (l) 6b – 3b
(m) 15r – 12r (n) 12p – 12p (o) 24x – 12x
(p) 8p – 2p (q) 7a – 3a (r) 23z – 7z
(s) 11c – 10c (t) 16m – 12m
2. (a) 3n +2n + 4y (b) 4y + 6y – 7y (c) 5x + 8x – 3x
(d) 10y + 6g – 3y (e) 8a – 8b – a (f ) 5a – 9a + 6a
(g) 8xy + 3xy – xy (h) 18n – 11n + 4n (i) 11g – g – 2g
( j) 10z – 7z + 5x (k) 2a + 5a –12 (l) 10r – 2r + 4s
(m) 13a – 3a – 3a (n) 7d + 3s + d (o) 10a +6b – 6b
(p) 3m – 7n + 4m (q) 10ab + ab – 7ab (r) 19x – 7y + 3x
(s) 15c d – 10c d + 7a (t) ak – 9 + 9ak

28 MATHEMATICS YEAR 9 BOOK 1

 UNIT 2

Multiplication
There are three processes used when multiplying algebraic expressions:

1. Variables are multiplied to give powers.

y×y×y = y3

2. Numbers are multiplied separately.

2y × 3y = 6y2

3. Unlike variables are put together in order of powers, then

alphabetically without multiplication signs.
p×q = pq
b×c×a×b = b2ac

Example

Simplify:
(a) 4 × 2r (b) 5 × p × p (c) uv × 3u × r (d) 4p × 3q × –2r

Solution
(a) 4 × 2r = 8r (b) 5 × p × p = 5p2
(c) uv × 3u × r = 3u2rv (d) 4p × 3q × –2r = –24pqr

Skill Exercises: Multiplication

Simplify:
1. (a) 5 × 2m (b) 2 × 10c (c) –7b × –d
(d) 5 × –3f (e) –10s × –2y × 2 (f ) 7a × 4y
(g) 8a × 10b × a (h) 5p × 6s × s (i) a × a × b
( j) ab × ab × b (k) 3 × 3r × 2 (l) 12 × ac
(m) 2m × –3s (n) –6 × –m × m (o) –11 × –k × 2k
(p) 4a × a × –2 (q) 1b × 2ab × 3a (r) qr × –3qr × –3q
(s) wy × –3w × y (t) 2 × –2a × –8

2. (a) 3a × 4a (b) 8y2 × 2x (c) 10f × –4f

(d) h2 × 5h × –2 (e) 8a × 2a × –c (f ) 3ad × ad × –d
(g) 7dp × –3p (h) klm × –k × 6m (i) zm × pm × –m
( j) –2 × –3 × 2 f (k) 5s × –4s (l) 6p × 7p × –p
(m) 9a × –3a (n) 11s × 3s × –1 (o) 7w × –7w
(p) 6yz × –3y (q) 5a × –3ac (r) pqr × –qr
(s) –3 × –4d × –d (t) 2p × 3p × –p

MATHEMATICS YEAR 9 BOOK 1 29

UNIT 2

Division
There are two processes used when dividing algebraic expressions:

1. Numbers are simplified.

12q
= 4q
3

2. Variables are cancelled out.

5pq 5pq
=
q q

= 5p
Example

Simplify:
6xy 8x 3x
(a) (b) (c)
2x 2xy 6xy

Solution
6xy 3xy 8x 4x
(a) = (b) = xy
2x x 2xy

= 3y = 4
y

3x 1x
(c) =
6xy 2x y

1
=
2y

Skill Exercises: Division

Simplify:
12x 12x 15p 20q
(a) (b) (c) (d)
4x 3x 5p 10q

20pq 20pq 5h 6gh

(e) (f ) (g) (h)
5q 10p 10h 12g

7x 3abc
(i) ( j)
28xy 6ac

30 MATHEMATICS YEAR 9 BOOK 1

 UNIT 2

Section 2.2 Expanding And Factoring Algebraic Expressions

Expanding
Removing the brackets of an algebraic expression is called expanding.
Everything inside the brackets is multiplied by the term outside.
5(c + d ) = 5c + 5d (Everything inside the brackets is
multiplied by five).

Example
Expand:
(a) 3(s – 2t) (b) 4x(x + s)

Solution
(a) 3(s – 2t) = 3s – 6t (b) 4x(x + 8) = 4xx + 32x
= 4x2 + 32x
Skill Exercises: Expanding
Expand the following:
1. (a) 4(a + b) (b) 3(3m + 2) (c) 6(2g + h)
(d) 4(3y + z) (e) 2(4a + 7c) (f ) 2(5d + 12)
(g) b(8d + b) (h) 2x(4 + 3y) (i) 2a(4k + 3c)
( j) xy(3a + x) (k) 4(3r –5t) (l) 6( f – 4h)
(m) w(10 – 3w) (n) 9(4g – q) (o) 8k(4p – 7)

2. (a) 5x(y + 3s) (b) 12(d + 3p) (c) 7c (4b – 3)

(d) 11(3 f – 2) (e) h(9e – w) (f ) 7y(5s – 3v)
(g) 8q(6b – 5c) (h) 12x(4r – f ) (i) m(12 – 5m)
( j) 6d(3f – 7) (k) 7b(3m – n) (l) 5g(2 + 3b)
(m) 10(4 f – g) (n) 5k(4 + k) (o) 24(2x – 3)

MATHEMATICS YEAR 9 BOOK 1 31

UNIT 2

Factorising
Factorising is the opposite of expanding. It puts brackets into the algebraic
expression.
Find the highest common factor of each term. Put this factor on the outside
of the brackets and divide it into each team.
18b + 12c = ? (The highest common factor of 18 and 12 is 6)
= 6(3b + 2c)

Example

Factorise:
(a) 4x + 6y (b) 5bc – c

Solution
(a) 4x + 6y (HCM is 2) (b) 5bc – c (HCM is c )
= 2(2x + 3y) = c (5b –1)

Skill Exercises: Factorising

Factorise the following:

(a) 4s – 12y (b) 3w + 9m (c) 12 – 4n
(d) 10k + 15r (e) 4 f – 24v (f ) 18b + 6r
(g) 9j – 27 (h) 16mn + 4n (i) 7ab – 21b
( j) abc + bc (k) 25xy – 5y (l) 15ab + 3a
(m) 20 –15g (n) 9pq +24p (o) 14 fg – 21g
(p) xyz + 2yz (q) 20hj + 4j (r) 2qr + 2q
(s) 100 – 25d (t) 48bg – 36b

32 MATHEMATICS YEAR 9 BOOK 1

Unit 3: MEASUREMENT — PART 1

In this unit you will be:

3.1 Carrying out Practical Measuring Tasks involving Length,
Mass and Time
䊑 The Metric System.
䊑 Estimating and Measuring (Metric Units).
3.2 Converting between Metric Measures
3.3 Converting between Metric and Imperial Measures

MATHEMATICS YEAR 9 BOOK 1 33

UNIT 3

Section 3.1 Carrying Out Practical Measuring Tasks

The Metric System

The main system of measurement in Samoa is called the metric system.
The three basic quantities of the metric system are:

Quantity Quantity Unit Unit

Symbol Symbol
length l metre m
mass m kilogram kg
time t second s

Note: Mass is the amount of material in something. Most people use

the word ‘weight’ when they are talking about mass but the two are
not the same.
An astronaut has the same mass on the earth and the moon. She still has
the same amount of skin, bone and blood. Her weight will be different. On
the moon, gravity is less so she will be pulled down on the scales with less
force and her ‘weight’ will be less.

Estimating and Measuring (Metric Units)

It is very useful to be able to estimate lengths and masses, because it may
not always be easy to measure them. Some useful estimations are:

The height of a standard door is about 2 m.

The length of an adult step is about 1 m.
The length of a size 8 shoe is about 30 cm.
Most adults are between 1.5 m and 2.0 m in height.
It takes about 15 minutes to walk one kilometre.
The mass of a standard bag of sugar is 1 kg.
The mass of a car is about 1 tonne.
1 hectare = 10 000 m2 (about two football fields).
A teaspoon holds about 5 ml of liquid.
The volume of a normal can of drink is about 330 cm3.

34 MATHEMATICS YEAR 9 BOOK 1

 UNIT 3

Example 1
The diagram shows a tall man standing
beside a factory.

Estimate:
(a) The height of the factory.
(b) The height of the door.

Solution
(a) The diagram shows that the height of the
factory is approximately five times the
height of the man.
Estimate the man’s height as 1.8 m.
An estimate for the height of the factory is
5 × 1.8 m = 9 m.

1_
(b) The height of the door is approximately 12 times the height of the
man.
An estimate for the height of the door is
1_
12 × 1.8 = 2.7 m

Example 2
The diagram shows a tall person standing behind
a lorry.
Estimate the length and height of the lorry,
assuming the height of the person is about 1.8 m.

Solution
The diagram shows how to make estimates for
the height and length.

Height ≈ 2 × 1.8 m

≈ 3.6 m
1_
Length ≈ 32 × 1.8 m

≈ 6.3 m

Note: If the height of the person was actually 1.6 m, the estimates
for height and length would change to 3.2 m and 5.6 m respectively.

MATHEMATICS YEAR 9 BOOK 1 35

UNIT 3

Example 3
Feleti leaves for his uncle’s village at 11.45 am. He rides in a car for 42
minutes, visits a friend on the way for 45 minutes and walks for 20 minutes.
What time does he arrive?

Solution
Car ride 42 mins
Visit 45 mins
Walk 20 mins
Total 107 mins
= 1 hr 47 mins

Start time 11.45 am Travelling Time 1 hr 47 mins

add the minutes 45 mins + 47 mins = 92 mins
add the hours 11 am + 1 hr = 12 pm
combine the times 12 pm + 92 min
= 12 pm + 1 hr 32 mins
= 1.32 pm

Skill Exercises: Estimating and Measuring (Metric Units)

1. Estimate the following in your classroom:

When you have finished all estimates, do the actual measurement and
compare the results.
Estimate Actual
(a) length of room
(b) width of room
(c) height of room
(d) height of door
(e) height of windows
(f ) width of black/white board

2. Estimate the following:

(a) The height of a rugby goal.
(b) The width of a rugby field.
(c) The width of a netball court.
(d) The height of a netball post.
Measure the actual heights and widths and compare with your estimates.
Present your results in a table like question 1.

36 MATHEMATICS YEAR 9 BOOK 1

 UNIT 3

3. (a) Estimate the size of your text book (width, height and thickness).
(b) Measure your text book to see how good your estimates were.

4. Estimate the lengths of the following vehicles:

(a) A car (b) A bus.
(c) A truck. (d) A motorcycle.

5. Collect together a number of items of various masses.

(a) Copy and complete the table, writing in the actual mass after each
estimate.

Item Estimate of Mass Actual Mass

Text book
Can of drink

(b) Do you become more accurate at estimating as you have more

practice?

6. Estimate the mass of the following:

(a) A table tennis ball.
(b) A chair.
(c) A large dog.
(d) Your school bag, when full.
(e) A calculator.
(f ) A pen.

Measure the actual mass and present your results in a table like question
5(a).

7. Estimate the time spent on these activities in one week:

Time Estimate
Travelling to school
Eating
Doing homework
Sleeping
Watching movies

MATHEMATICS YEAR 9 BOOK 1 37

UNIT 3

8. In the table below, time can be written in four ways. Copy the table and
complete the missing time.

(a) (b) (c) (d)

Time on
a clock
afternoon afternoon
Digital
time 3.10 pm 11.45 am
Twenty-
four
1635
hour
time
Time in twenty past
words one at night

9. Tasi has a 180 minute video tape in his VCR which has a 24-hour
clock.
(a) Tasi sets the video to record a live world cup rugby match. The
video starts recording at 0425 hours and stops at 0605 hours. How
long is the recording?
(b) He then records a concert on the same tape. The concert lasts 55
minutes and starts at twenty-five minutes to eight at night. When
does the recording stop?
(c) Can Tasi now record a 20 minute cartoon on the same tape?

Section 3.2 Converting Between Metric Measures

The metric system uses a number of standard prefixes for units of length,
mass, etc.
The three most important are:

kilo = 1000
1
centi =
100
1
milli =
1000

38 MATHEMATICS YEAR 9 BOOK 1

 UNIT 3

You will have met many of these already, for example:

1
1 millimetre = metre so 1 metre = 1000 milimetres
1000

1
1 kilogram = 1000 grams so 1 gram = kilograms
1000

1
1 centimetre = metre so 1 metre = 100 centimetres
100

1
1 millilitre = litre so 1 litre = 1000 millilitres
1000

It is also useful to know that:

1 cm3 = 1 millilitre (ml)
and
1000 kg = 1 tonne

Example 1

Complete each of the following statements:

(a) 150 cm = m (b) 360 mm = m

(c) 3.6 tonnes = kg (d) 62 ml = litres

Solution
1 1
(a) 150 cm = 150 × (b) 360 mm = 360 ×
100 1000
= 1.5 m = 0.36 m
1
(c) 3.6 tonnes = 3.6 × 1000 (d) 62 ml = 62 ×
1000
= 3600 kg = 0.062 litres

Example 2
John adds 250 ml of water to a jug that already contains 1.2 litres of water.
How much water is now in the jug?

Solution
1.2 litres = 1.2 × 1000
= 1200 ml
Total volume = 1200 + 250
= 1450 ml or 1.45 litres

MATHEMATICS YEAR 9 BOOK 1 39

UNIT 3

Skill Exercises: Converting between Metric Measures

1. Change the following lengths to mm:

(a) 4 cm (b) 7 cm (c) 26 cm (d) 835 cm
(e) 6.2 cm (f ) 14.7 cm (g) 9.25 cm (h) 0.04 cm

Change the following lengths into cm:

(i) 60 mm ( j) 80 mm (k) 340 mm (l) 9450 mm
(m) 87 mm (n) 262 mm (o) 67.9 mm (p) 6 mm

2. Change the following lengths into cm:

(a) 7 m (b) 18 m (c) 36 m (d) 904 m
(e) 4.3 m (f ) 53.9 m (g) 28.38 m (h) 0.09 m

Change the following lengths into m:

(i) 800 cm ( j) 500 cm (k) 760 cm (l) 2150 cm
(m) 365 cm (n) 57 cm (o) 77.6 cm (p) 6 cm

3. Change the following lengths into m:

(a) 5 km (b) 11 km (c) 63 km (d) 423 km
(e) 7.4 km (f ) 2.56 km (g) 14.321 km (h) 0.07 km

Change the following lengths into km:

(i) 6000 m ( j) 17 000 m (k) 53 000 m (l) 4750 m
(m) 807 m (n) 62 m (o) 3 m (p) 29.3 m

4. Change the following masses into g:

(a) 6 kg (b) 8 kg (c) 15 kg (d) 92 kg
(e) 1.7 kg (f ) 5.47 kg (g) 2.925 kg (h) 0.004 kg

Change the following masses into kg:

(i) 3000 g ( j) 40 000 g (k) 8340 g (l) 29 750 g
(m) 237 g (n) 52 g (o) 9 g (p) 3.6 g

5. Copy and complete each of the following statements:

(a) 320 mm = m (b) 6420 mm = m

(c) 642 mm = m (d) 888 cm = m

(e) 224 cm = mm (f ) 45 m = mm

(g) 320 m = cm (h) 8.73 m = mm

40 MATHEMATICS YEAR 9 BOOK 1

 UNIT 3

6. Convert the following masses to kg:

(a) 8.2 tonnes (b) 160 tonnes (c) 88 g (d) 3470 g

7. Convert the following masses to g:

(a) 3.6 kg (b) 3.7 tonnes (c) 840 mg (d) 62 mg

8. Convert the following volumes to ml:

1
(a) litre (b) 22 litres (c) 0.75 litres (d) 450 cm3
4

9. Convert the following volumes to litres:

(a) 4740 ml (b) 64 ml (c) 300 ml (d) 3600 cm3

10. A cake recipe requires 0.25 kg of flour. Lautele has 550 grams of flour.
How much flour will she have left when she has made the cake? Give
your answer:
(a) in kg. (b) in g.

11. A chemistry teacher requires 250 mg of a chemical for an experiment.

He has 30 grams of the chemical. How many times can he carry out
the experiment?

12. A bottle contains 1.5 litres of cola. Sani drinks 300 ml of the cola and
then Rosa drinks 450 ml. How much of the cola is left? Give your
answer:
(a) in ml. (b) in litres.

13. Tama estimates that the mass of one sweet is 20 grams. How many
sweets would you expect to find in a packet that contains 0.36 kg of
these sweets?

14. To make a certain solution, 50 grams of a chemical must be dissolved

in 4 litres of water.
(a) How much of the chemical should be dissolved in 1 litre of water?
(b) How many ml of water would be needed for 200 mg of the
chemical?
(c) How many grams of the chemical would be dissolved in 500 ml of
water?

MATHEMATICS YEAR 9 BOOK 1 41

UNIT 3

Section 3.3 Converting Between Metric And Imperial Measures

The Imperial system of Measurement is an older system that was common
before the Metric system was introduced.
Some Imperial units are still in general use, so you need to be able to
convert between the two systems.The list below contains a number of useful
conversion facts which you will need in the examples and exercises that
follow.

8 km ≈ 5 miles

1m ≈ 40 inches

30 cm ≈ 1 foot

2.5 cm ≈ 1 inch

1 kg ≈ 2.2 lbs
3_
1 litre ≈ 14 pints
1_
1 gallon ≈ 42 litres
2_
1 acre ≈ 5 hectare

450 g ≈ 1 lb

The following list reminds you of some of the relationships in the Imperial
System:
1 lb = 16 ounces
1 stone = 14 lb
1 mile = 1760 yards
1 yard = 3 feet
1 foot = 12 inches
1 gallon = 8 pints
1 chain = 22 yards
1 furlong = 220 yards

Also note that 1 acre = 4840 square yards (approximately the area of
a football field).

Conversions between metric and imperial units are not precise, so we always
round the converted figure, taking the context into account (see Examples
1 and 2 below).

42 MATHEMATICS YEAR 9 BOOK 1

 UNIT 3

Example 1
While on holiday in the U.S.A, a family see the following road-sign:

NEW YORK 342 miles

How many kilometres are the family from New York?

Solution
Note: 8km ≈ 5 miles
8_
Distance from New York ≈ 342 × 5 kilometres
≈ 547 kilometres
The family are therefore about 547 kilometres from New York.

Example 2
A bottle contains 2.5 litres of milk. How many pints of milk does the bottle
contain?

Solution
3_
Note: 1 litre ≈ 14 pints
Volume of milk ≈ 2.5 × 1.75 pints
≈ 4.375 pints
1_
The bottle contains almost 42 pints of milk.

Example 3
Vera buys 27 litres of petrol for her car. How many gallons of petrol does
she buy?

Solution
Note: 1 gallon ≈ 4.5 litres
27
Quantity of petrol ≈
4.5

≈ 6 gallons
Vera buys approximately 6 gallons of petrol.

Skill Exercises: Converting between Metric and Imperial

Measures

1. Convert the following distances to cm, giving your answers to 2 significant

figures where necessary:
1_
(a) 6 inches (b) 8 inches (c) 72 inches (d) 8 feet
1_
(e) 4 yards (f ) 14 yards

MATHEMATICS YEAR 9 BOOK 1 43

UNIT 3

2. A road-sign in the U.S.A gives distances in miles:

Produce a version of the sign with the equivalent distances given in
kilometres:
SEATTLE 400 miles
AUBURN 384 miles
TACOMA 168 miles
LAKE TAPPS 162 miles
OLYMPIA 148 miles
1_
3. A recipe requires 2 lb of flour. What is the equivalent amount of flour
in:
(a) grams? (b) kilograms? (c) ounces?

4. The capacity of a fuel tank is 30 gallons. What is the capacity of the

tank in:
(a) litres? (b) pints

5. A cow produces an average of 18 pints of milk each time she is milked.

Convert this to litres, giving your answer to 1 decimal place.

6. The mass of a parcel is 4 lb 4 oz. Calculate its mass in kilograms, giving

your answer to 1 decimal place.

7. Copy and complete the table shown, which can be used to convert
speeds between mph and km/h.Where necessary, express your answer
to 3 significant figures.

Mph Km/h
30
50
40
70
80
60
100
70
120

44 MATHEMATICS YEAR 9 BOOK 1

Unit 4: GEOMETRY — PART 1

In this unit you will be:

4.1 Investigating Triangles
䊑 Measuring Angles.
䊑 Classifying Angles.
䊑 Constructing Triangles
䊑 Finding Angles in Triangles.

4.2 Investigating 2-D and 3-D Shapes

䊑 Naming Shapes.
䊑 Representing Shapes.
䊑 Modelling Shapes.

MATHEMATICS YEAR 9 BOOK 1 45

UNIT 4

Section 4.1 Investigating Triangles

Measuring Angles
A protractor can be used to measure or draw angles.
Note: The angle around a complete circle is 360°.
360°

The angle around a point on a straight line is 180°. 180°

A right angle is 90°.

90°
Example 1
C
Measure the angle CAB in the triangle shown.

A B

Solution
Place a protractor on the triangle as shown.
C
The angle is measured as 47°. 50

40
30
20 1
A

0
B
Example 2

Measure this angle.

Solution
Using a protractor, the smaller angle is measured as 100°.
So required angle = 360° – 100°
= 260° 110
100 9
0
80
70
60 5
0 40 3 0 2 0
10

46 MATHEMATICS YEAR 9 BOOK 1

 UNIT 4

Example 3

Draw angles of:

(a) 120° (b) 330°

Solution
(a) Draw a horizontal line. Place a 90
00 80 70
protractor on top of the line and 1 20
1 10 1 60
50
draw a mark at 120°.

40
30
20
10
Then remove the protractor
and draw the angle.

120°

(b) To draw the angle of 330°, first subtract 330° from 360°.
360° – 330° = 30°.

Draw an angle of 30°.

30°

The large angle will be 330°.

330°

MATHEMATICS YEAR 9 BOOK 1 47

UNIT 4

Skill Exercises: Measuring Angles

1. For each of the following angles, first estimate the size of the angle and
then measure the angle to see how good your estimate was.
(a) (b)

(c) (d)

(e) (f )

(g) (h)

48 MATHEMATICS YEAR 9 BOOK 1

 UNIT 4

2. Estimate and measure the size of each of the angles.

(a) (b)

(c) (d)

3. (a) Measure each of the angles in the pie chart.

Favourite drinks for class 9T.

Water

Lemonade

Cola
Orange

Pineapple

(b) Explain how you can tell that cola is the most popular drink.
(c) What is the second most popular drink?

MATHEMATICS YEAR 9 BOOK 1 49

UNIT 4

4. Draw the following angles:

(a) 20° (b) 42° (c) 80° (d) 105°
(e) 170° (f ) 200° (g) 275° (h) 305°

5. In which of these polygons are the angles all the same size?
Find all the angles in each polygon. (You may need to copy the shapes
into your book and extend the lines.)
(a) B (b) B C

A C
A D

E D
F E
(c) B C (d)
B

A D A C

H E G D

G F F E

Classifying Angles
An angle of 90° is a right angle.
Angles of less than 90° are acute angles.
Angles between 90° and 180° are obtuse angles.
Angles between 180° and 360° are reflex angles.

Here are some examples:

Obtuse Acute
Acute Obtuse

Reflex
Reflex Reflex
Right

50 MATHEMATICS YEAR 9 BOOK 1

 UNIT 4

Skill Exercises: Classifying Angles

1. Is each angle below acute, obtuse or reflex?

(a) (b)

(c) (d)

(e) (f )

2. For each shape below state whether the angle at each corner is acute,
obtuse or reflex.
(a) (b) C
B
B
D
A F
D
C A
E

Constructing Triangles
Here you will see how to construct triangles.

Example 1
Draw this triangle and measure the unknown angle.

50° 30°
8cm

MATHEMATICS YEAR 9 BOOK 1 51

UNIT 4

Solution
First drawn the base line of 8 cm.

8 cm

At each end, use a protractor to draw lines at 50° and 30° to the line.

50° 30°
8cm

The intersection of these two lines is the third point of the triangle.
This angle measures about 100°.

Example 2
Draw this triangle.
C

8 cm 7 cm

A B
9 cm
Solution
First draw the base line, AB, of length 9 cm.

A B
9 cm

52 MATHEMATICS YEAR 9 BOOK 1

 UNIT 4

8 cm

A B
9 cm

Then set your compass so that the pencil tip is 8 cm from the point and
drawn an arc with its centre at A, as shown.

A B
9 cm

Then draw a similar arc with your compass set at 7 cm and B as the centre.
The point where the two arc cross is the third corner of the triangle.

MATHEMATICS YEAR 9 BOOK 1 53

UNIT 4

Skill Exercises: Constructing Triangles

1. Draw these triangles accurately. In each triangle, measure the angles

and find their total.
(a) (b)
7 cm 4 cm 7 cm
5cm

8 cm 4cm

(c) (d)

5 cm
30° 50°
120°
6 cm 5 cm

2. Compare your triangles with those drawn by other people in your

class. Do your triangles look the same?

3. Explain why you cannot draw a triangle with sides of lengths 12 cm,
5 cm and 4 cm.

4. Which of these triangles can your draw?

(a) (b)

4 cm 7 cm 15 cm 12 cm

6 cm 8 cm

(c) (d)

3 cm 3 cm 6 cm 6 cm

8 cm 6 cm

Draw those that are possible, and measure the angles in them.

54 MATHEMATICS YEAR 9 BOOK 1

 UNIT 4

5. (a) Draw the triangle below and measure the lengths of the two
sloping sides of the triangle.

40° 50°
A B
8 cm

(b) Measure the third angle in the triangle.

6. Draw each triangle below and measure the third angle in each of the
triangles.
(a) (b)

30° 20°

40° 80°

(c) (d)

40° 100°
70° 70°

What do you notice?

Finding Angles in Triangles

The interior angles of any triangle exterior
will always sum (add up) to 180°. angle
b
exterior
a + b + c = 180° interior angle
angles c
a
exterior
angle

MATHEMATICS YEAR 9 BOOK 1 55

UNIT 4

Example
Find the angle marked a in the diagram opposite.
Solution
70° + 50° = 120° a

so 180° – 120° = 60°

and a = 60° 70° 50°

The final part of this section deals with the classification of triangles.

ISOSCELES TRIANGLE
2 sides of equal
length

2 equal angles

EQUILATERIAL TRIANGLE

All sides are the same

length.
All angles are 60°.

SCALENE TRIANGLE

All sides have

different lengths.
All angles are of
different sizes.

56 MATHEMATICS YEAR 9 BOOK 1

 UNIT 4

Skill Exercises: Finding Angles in Triangles

1. Find the unknown angle in each triangle:

(a) (b)
80° ?

50° ? 35° 120°

(c) (d) ?
94° 23° 81°

62°

(e) (f )
38° ?
91°

17°
41°
?

2. Find the unknown angles in each of the following triangles:

(a) (b)
80° 8 cm
5 cm 5 cm b
85°

a 8 cm
a b

(c) (d)
a 3 cm
3 cm 122°
4 cm 4 cm b
a
b c
4 cm

MATHEMATICS YEAR 9 BOOK 1 57

UNIT 4

3. State whether each triangle below is isosceles, equilateral or scalene:

(a) (b)

45° 7 cm
5 cm

45°
8 cm

(c) (d)

20° 60°

60°
80°

4. For each triangle below, find the interior angle and the marked exterior
angle:
(a) (b)

62° 42°

63° a b
a b

(c) (d)
71° 75°

18°
a
b
120° a b

58 MATHEMATICS YEAR 9 BOOK 1

 UNIT 4

5. Explain how to find the exterior angle without having to calculate an

interior angle.
Find the exterior angles marked on these triangles:
(a) (b)
41° ?

18°
61° ?
124°

(c) (d)
47° ?
?

25°
108°

6. Find the total of the three exterior angles for this triangle.

a
61°

b
65°
c

Do you think you will get the same answer for different triangles? Explain
your answer.

7. For each of the following triangles, draw in the exterior angles and find
their total:
(a) (b)
65°
30°
50°

65° 20°

(c) (d)
58°

38° 62°

Comment on your results.

MATHEMATICS YEAR 9 BOOK 1 59

UNIT 4

8. Find the unknown angle or angles marked in each of the following

diagrams:
(a) (b) a 152°
52°
111°

a 121°

(c) (d)
130° c d
140° a

a 130° b
b

(e) (f )
a b d
c

a
b 110°
c

9. Part of a roof is made out of four similar isosceles triangles.

40°

Copy the diagram and mark the sides that have the same lengths.
On your diagram, write in the size of all the marked angles.

60 MATHEMATICS YEAR 9 BOOK 1

 UNIT 4

10. (a) For this isosceles triangle, find the other two interior angles.

10°

(b) Find the other angles if the 10° increases to 20° and then to 30°.
(c) What do you think will happen if the 10° increased to 40°?

11. One angle of an isosceles triangle is 70°. What are the other angles?
(There is more than one solution!)

Section 4.2 Investigating 2-D And 3-D Shapes

Naming Shapes
You have already met many 2-D shapes; here are some with which you
should already be familiar:

NAME ILLUSTRATION NOTES

Circle Symmetrical about any

diameter

Triangle 3 straight sides

Equilateral Triangle 3 equal sides and 3 equal

angles (= 60°)

Isosceles Triangle 2 equal sides and 2 equal

angles

Right-angle Triangle One angle = 90°

MATHEMATICS YEAR 9 BOOK 1 61

UNIT 4

NAME ILLUSTRATION NOTES

Quadrilateral 4 straight sides

Square 4 equal sides and 4 right

angles

Rectangle Opposite sides equal and

4 right angles

Rhombus 4 equal sides; opposite

sides parallel

Trapezium One pair of opposite

sides parallel

Parallelogram Both pairs of opposite

sides equal and parallel

Kite Two pairs of adjacent

sides equal

Pentagon 5 sides (equal if

regular)

Hexagon 6 sides (equal if

regular)

Octagon 8 sides (equal if

regular)

62 MATHEMATICS YEAR 9 BOOK 1

 UNIT 4

NAME ILLUSTRATION NOTES

There are also several 3-D shapes with which you should be familiar:
Cube All side lengths equal
(square faces), and all
angles right angles

Cuboid Faces are combination

of rectangles (and
squares); all angles right
angles

Cylinder Circular base

Sphere All points on surface

equidistant from centre

Pyramid All slant edges are equal

(square based) in length in a right
pyramid

Prism Cross-section remains

(triangular) the same throughout

Tetrahedron All four faces are

triangular

Note that a square is a special case of a rectangle, as it satisfies the

definition; similarly, both a square and a rectangle are special cases
of a parallelogram, etc.

MATHEMATICS YEAR 9 BOOK 1 63

UNIT 4

Example 1
What is the name of the 2-D shape with 4 sides and with opposite angles
equal?

Solution
The shape has to be a parallelogram.

Example 2
Draw accurately:
(a) a rhombus with sides of length 4 cm and one angle 120°.
(b) a kite with sides of length 3 cm and 4 cm, and smallest angle 60°.
Measure the size of each of the other angles.

Solution 4 cm
(a) 120°
4 cm
4 cm

4 cm

(b) Note that the smallest angle, 60°, must be between the two longest
sides. The other angles are approximately 108°, 108° and 84°.

3 cm 3 cm

4 cm
4 cm
60°

Skill Exercises: Naming Shapes

1. What could be the name of the 2-dimensional shape with 4 sides, which
has all angles of equal sizes?

2. What is the name of a 6-sided, 2-dimensional shape which has sides of

equal lengths?

64 MATHEMATICS YEAR 9 BOOK 1

 UNIT 4

3. Draw a parallelogram with sides of lengths 3 cm and 4 cm and with

smallest angle equal to 60°.

4. Can a 4-sided, 2-dimensional shape have 4 sides of equal lengths, and

not be a square?

5. Can a 4-sided, 2-dimensional shape have 4 angles of equal size, and not
be a square?

6. Name all possible 4-sided, 2-dimensional shapes that have at least 2

sides of equal lengths.

7. Name all possible 4-sided, 2-dimensional shapes that have at most 2

sides of equal lengths.

Representing Shapes
In this section we explore how to draw 3-D shapes, either on squared paper
or on isometric (triangular spotty) paper. Examples of each for a 2 cm
cube, are shown below:

Example 1
On isometric paper, draw a cuboid with sides of lengths 5 cm, 3 cm and
2 cm.

Solution
The diagrams that follow show three of the possible ways of drawing a
2 cm × 3 cm × 5 cm cuboid.

5 cm
5 cm

3 cm 2 cm 3 cm
2 cm

MATHEMATICS YEAR 9 BOOK 1 65

UNIT 4

3 cm

5 cm
2 cm

Example 2
A triangular prism has a cross-section that is a right-angled triangle with
base 4 cm and height 5 cm. The length of the prism is 8 cm.
Draw the prism.

Solution
First draw the cross-section of the prism. Then draw two lines of
length 8 cm, parallel to each other. Complete the triangle at the other end
of the prism.

5 cm

4 cm

5 cm

4 cm

Note: Lines parallel on the object are parallel on the diagram.

66 MATHEMATICS YEAR 9 BOOK 1

 UNIT 4

Example 3
Draw this prism on isometric paper:

4 cm

5 cm
Solution 2 cm

Skill Exercises: Representing Shapes

(Diagrams to be drawn full size unless scale given.)

1. On isometric paper, draw a cube with sides of length 4 cm.

2. On isometric paper, draw a cuboid with sides of lengths 3 cm, 2 cm

and 4 cm.

3. Three cubes with sides of length 2 cm are put side-by-side to form a

cuboid. Draw this cuboid on isometric paper.

4. A cuboid has sides of lengths 3 cm, 6 cm and 2 cm. Draw three

possible views of the cuboid on isometric paper.

5. The cuboid shown in the diagram opposite may be cut in half to

form two triangular prisms. Draw one of these prisms on isometric
paper.

Note: The cut may be made in three different ways.

MATHEMATICS YEAR 9 BOOK 1 67

UNIT 4

6. A triangular prism has a cross-section that is a right-angled triangle

with base 4 cm and height 3 cm.The length of the prism is 6 cm. Draw
the prism on isometric paper.
7. On plain or squared paper, draw a cube with sides of 5 cm.
8. On plain or squared paper, draw a cuboid with sides of lengths 6 cm,
4 cm and 3 cm.
9. A prism has a triangular cross-section with sides of length 6 cm. The
length of the prism is 8 cm. Draw the prism on plain paper.

10. The diagram shows the cross-section

4 cm 4 cm
of a triangular prism. The length of the
prism is 5 cm.
Draw the prism on plain paper. 3 cm

Modelling Shapes
A net can be folded up to make a solid. The diagram below shows one of
the possible nets of a cube:

Diagram to show the

net partially folded

The net of a cube is always made up of 6 squares.

folded
gives

68 MATHEMATICS YEAR 9 BOOK 1

 UNIT 4

Skill Exercises: Modelling Shapes

2 cm
1. Use card to make a net for the cube shown.
Cut it out, fold it up and glue it to make 2 cm
the cube. 2 cm

2. Use card to make a net

for the cuboid shown.
Cut it out, fold it up and
glue it to make the cuboid. 4 cm
6 cm
5 cm

In order to draw the nets of some prisms and pyramids, you will need to
construct triangles as well as squares and rectangles.

3. Use card to make a net for the

prism shown. Cut it out, fold it
up and glue to make the prism.
5 cm
4 cm

4 cm
3 cm

5
3
5 3
4

4 4

4
5 3
3
5

MATHEMATICS YEAR 9 BOOK 1 69

UNIT 4

4. The square base of a pyramid has sides of length 4 cm. The triangular
faces of the pyramid are all isosceles triangles with two sides of
length 5 cm. Use card to make a net for the pyramid. Cut it out, fold it
up and glue to make the pyramid.

Note that you will need to use a pair of compasses to find the position
of the third corner of each triangle, as shown.

5 cm 5 cm

4 cm
5 cm 5 cm

4 cm 4 cm

5 cm 5 cm
4 cm

5 cm 5 cm

70 MATHEMATICS YEAR 9 BOOK 1

Unit 5: MEASUREMENT – PART 2

In this unit you will be:

5.1 Finding Perimeters, Areas and Volumes
䊑 Area and Perimeter of a Square.
䊑 Area and Perimeter of a Rectangle.
䊑 Area and Perimeter of a Triangle.
䊑 Area and Circumference of a Circle.
䊑 Volume of a Cuboid.

5.2 Cubic Measure

䊑 Volume of a Cube.
䊑 Volume of a Cuboid.

MATHEMATICS YEAR 9 BOOK 1 71

UNIT 5

Section 5.1 Finding Perimeters, Areas And Volumes

Area and Perimeter of a Square

The area of a square can be found by counting squares or multiplying the
length of the sides. The area of a square with sides 1 cm is 1 cm2.
Area = 1 cm × 1 cm
= 1 cm2
cm2 means that cm has been multiplied by cm.

4 cm
1 2 3 4
5 6 7 8
4 cm
9 10 11 12
13 14 15 16

Area = 16cm2 Area = 4×4

= 16 cm2
The perimeter of a square is the total length of the four sides.

1 cm 4 cm
1 cm 1 cm
1 cm
4 cm 4 cm

4 cm
Perimeter = 1 + 1 + 1 + 1 Perimeter = 4 + 4 + 4 + 4
= 4 cm = 16 cm

Note also that: 1 m = 100 cm

1 cm = 10 mm

So that, for example: 25 mm = 2.5 cm

8 mm = 0.8 cm
261 cm = 2.61 m
32 cm = 0.32 m
6 cm = 0.06 m

72 MATHEMATICS YEAR 9 BOOK 1

 UNIT 5

Skill Exercises: Area and Perimeter of a Square

1. Find the area and perimeter of each of these squares:

(a)

(b)

(c)

2. Find the area of squares with sides of length:

(a) 10 cm (b ) 12 cm (c) 8 cm
(d) 9 cm (e) 15 cm (f ) 20 cm

3. Find the perimeter of squares with sides of length:

(a) 13 cm (b) 8 cm (c) 16 cm
(d) 19 cm (e) 9 cm (f ) 18 cm

MATHEMATICS YEAR 9 BOOK 1 73

UNIT 5

4. Copy and complete each of these statements:

(a) 3.2 cm = mm (b) 10.3 cm = mm

(c) 28 mm = cm (d) 216 mm = cm

(e) 152 cm = m (f ) 84 cm = m

(g) 1.62 m = cm (h) 1.7 m = cm

(i) 0.82 m = cm ( j) 0.07 m = cm

5. A square has sides of length 20 mm. Find the area of the square in:
(a) mm2 (b) cm2

6. The perimeter of a square is 40 cm. How long are its sides?

7. The area of a square is 36 cm2. How long are its sides?

8. The perimeter of a square is 44 cm. What is its area?

9. The area of a square is 144 cm2. What is its perimeter?

10. For a 2 cm square the perimeter is 8 cm and the area is 4 cm2. The
perimeter is twice the area.
What are the lengths of the sides of a square for which the perimeter is:

(a) Equal to the area?

(b) Half of the area?

Area and Perimeter of a Rectangle

For a rectangle, 5 cm by 2 cm, either count the squares or multiply the
lengths. So for example,

5 cm
1 2 3 4 5
2 cm
10 9 8 7 6

The area of this rectangle is 10 cm2 from counting squares or, alternatively;
Area = 5×2
= 10 cm2

74 MATHEMATICS YEAR 9 BOOK 1

 UNIT 5

Note also that 1 cm is the same as 10 mm, so that a 1 cm square has an

area of 1 cm2 and this can also be written as:
1 cm × 1 cm = 10 mm × 10 mm
i.e. 1 cm2 = 100 mm2

Example
What is 1 m2 in terms of cm2?

Solution
1m×1m = 100 cm × 100 cm
i.e. 1 m2 = 10 000 cm2

Skill Exercises: Area and Perimeter of a Rectangle

1. Find the areas of these rectangles in cm2.

(a) (b)

(c)

(d)

2. Find the perimeters of the rectangles in question 1.

MATHEMATICS YEAR 9 BOOK 1 75

UNIT 5

3. Find the area of these rectangles in suitable units. The diagrams have
not been drawn accurately.
(a) 8 cm (b) 2 cm

3 cm
4 cm

(c) (d)
4 cm
1 mm
11 mm
9 cm

(e) 7 cm (f ) 9 mm
3 mm
6 cm

4. Find the perimeters of the rectangles in questions 3.

5. Find the areas and perimeters of these rectangles:

(a) 6.2 cm (b)
4.5 cm

4 cm 3 cm

(c) (d)
5.4 mm 1.5 m

4.2 mm 1.4 m

(e) 3.6 cm (f ) 7.4 mm

6.1 cm 8 mm

76 MATHEMATICS YEAR 9 BOOK 1

 UNIT 5

6. Find the area and perimeter of this rectangle:

(a) in cm2 and cm.
(b) in m2 and m. 1m

30 cm

7. Find the area of this rectangle in mm2 and cm2:

5 cm

3 cm

8. Find the perimeter and area of this rectangle making clear which units
you have decided to use.
1.5 cm

8 mm

9. A rectangle has an area of 48 cm2. The length of one side is 6 cm.

Find the perimeter of the rectangle.

10. A rectangle has a perimeter of 24 cm and an area of 32 cm2.What are

the lengths of the sides of the rectangle?

Area and Perimeter of a Triangle

For a triangle,
1_
Area = 2 × base × perpendicular height c
a
height
Perimeter = sum of the lengths of the sides
= a+b+c b = Base

Example 1
Find the area of the triangle shown.

Solution 7.5 cm 7.5 cm

1_
Area = 2 ×6×7
7 cm
= 21 cm2
Perimeter = 6 + 7.5 + 7.5
= 21 cm 6 cm

MATHEMATICS YEAR 9 BOOK 1 77

UNIT 5

Example 2
Find the area of the triangle shown.

Solution
1_
Area = 2 ×4×7 10 cm

cm
7 cm
= 14 cm2

7.5
Perimeter = 4 + 7.5 + 10
= 21.5 cm 4 cm

Skill Exercises: Area and Perimeter of a Triangle

1. Find the area of each of these triangles:

(a) (b)
10 cm 5.5 m 7m
6 cm
5m

8 cm
7m
(c) (d)
12 cm

12 cm 70 mm

mm
13.5 cm 40 mm
50
8 cm
30 mm
(e) 4 cm (f )

13 cm
6 cm
6 cm 7 cm
7.2 cm
8 cm

(g) (h) 6.5 mm

7.8 cm

5.2 mm
4.5 cm
9.0 cm 6.8 mm
8.4 mm

78 MATHEMATICS YEAR 9 BOOK 1

 UNIT 5

2. Draw this triangle. Find its area and perimeter to the nearest 0.1 cm2.

30° 70°
8 cm

3. Find the area of this triangle:

7 cm 6 cm

8 cm

Area and Circumference of a Circle

The perimeter of a circle has a special name. It is called the circumference.
The radius (r) is the distance from the centre of the circle to the outside.
The diameter (d) is the distance from one side of the circle to the other
through the centre.
Circumference = π d
or r

Circumference = 2πr
d

Area = πr 2

The symbol π (lower case Greek letter p) represents a special number called
‘pi’.The value of π has been calculated to over 1000 million decimal places;
its value correct to two decimal places is 3.14.

Example 1
A circle has radius 6 cm. Calculate:
(a) its circumference.
(b) its area.

MATHEMATICS YEAR 9 BOOK 1 79

UNIT 5

Solution
(a) Circumference = 2 πr
= 2π × 6
= 37.7 cm to 3 significant figures.
(b) Area = πr 2
= π × 62
= 113 cm2 to 3 significant figures.

Example 2
A circle has diameter 7 cm. Calculate:
(a) its circumference.
(b) its area.

Solution
(a) Circumference = πd
= π×7
= 22.0 cm to 3 significant figures.
(b) Radius = 3.5 cm
Area = πr 2
= π × 3.52
= 38.5 cm2 to 3 significant figures.

Example 3
The circumference of a circle is 18.2 cm. Calculate the length of the diameter,
d, of the circle.

Solution
C = πd

18.2 = πd
18.2
= d
π

d = 5.79 cm to 3 significant figures.

80 MATHEMATICS YEAR 9 BOOK 1

 UNIT 5

Example 4
The area of a circle is 22.8 cm2. Calculate the length of the radius, r, of the
circle.

Solution

A = πr 2

22.8 = πr 2
22.8
= r2
π
22.8
r =
√ π

= 2.69 cm to 3 significant figures.

Skill Exercises: Area and Circumference of a Circle

1. A circle has radius 11 cm. Calculate:

(a) its diameter.
(b) its circumference.
(c) its area.

2. Calculate the circumference and area of a circle with radius 8 cm.

3. Calculate the circumference and area of a circle with diameter 19 cm.

4. Copy and complete the following table:

Radius Diameter Circumference Area

24 cm
1 cm
6 mm
9m
23 km

5. Determine the circumference and area of the circle shown:

12 cm

MATHEMATICS YEAR 9 BOOK 1 81

UNIT 5

Section 5.2 Volume Of A Cuboid

Cubic Measure

1 cm
The volume of this cube is 1 cm3 (1 cubic centimetre).
1 cm 1 cm

Example 1
What is the volume of this solid:

1 cm
1 cm
5 cm

Solution
The solid contains 5 cubes of side 1 cm, so the volume is 5 cm3.

Example 2
What is the volume of this solid:

2 cm

4 cm 1 cm

Solution
This solid contains 8 cubes of side 1 cm, so the volume is 8 cm3.

Skill Exercises: Cubic Measure

1. What is the volume of each of these cuboids:

(a)

2 cm

1 cm
5 cm

(b)

1 cm
2 cm
6 cm

82 MATHEMATICS YEAR 9 BOOK 1

 UNIT 5

(c)

2 cm

2 cm
3 cm

(d)

4 cm

3 cm
3 cm

2. What is the volume of each of these solids:

(a) (b)

2 cm
4 cm
1 cm
2 cm
1 cm
2 cm
(c)

3 cm

3 cm 1 cm

3. The diagram shows the cubes that are used to make the first layer of a
cuboid:
(a) How many cubes are
there in the first layer? 1 cm
(b) What is the volume of
the cuboid if it is made 2 cm
4 cm
up of six layers?

MATHEMATICS YEAR 9 BOOK 1 83

UNIT 5

4. A cuboid is built from 1 cm cubes on top of this rectangular base:

4 cm

5 cm
(a) How many cubes are there in the first layer?
(b) If there are 4 layers, what is the volume of the cuboid?

5. The diagram below shows a large cube made from 1 cm cubes.

(a) How many small cubes are in each layer of the large cube?
(b) What is the volume of the large cube?

4 cm

4 cm
4 cm

Volume of a Cube
Volume of a cube = a×a×a a
= a 3 a
a
where a is the length of each side of the cube.

Note: If the sides of the cube are measured in cm, the volume will
be measured in cm3.

84 MATHEMATICS YEAR 9 BOOK 1

 UNIT 5

Example 1
What is the volume of this cube:

Solution
Volume = 53 5 cm
= 5×5×5
= 125 cm3
5 cm
5 cm
Example 2
What is the volume of this cube in:
(a) m3 ?
(b) cm3?
2m
Solution
2m
(a) Volume = 23 2m
= 2×2×2
= 8 m3
(b) Remember that 1 m = 100 cm, so 2 m = 200 cm.
Volume = 2003
= 200 × 200 × 200
= 8 000 000 cm3

1m3 = 1 000 000 cm3

Skill Exercises: Volume of a Cube

1. What is the volume of each of these cubes:

(a) (b)

3m 4 cm

3m 3m
4 cm
4 cm

(c) (d)

2.5 cm 1.5 m

2.5 cm 1.5 m
1.5 m
2.5 cm

MATHEMATICS YEAR 9 BOOK 1 85

UNIT 5

2. A cube has sides of length 30 cm. What is the volume of the cube in:
(a) cm3? (b) m3?

3. A large box is a cube with sides of length 80 cm. Smaller boxes, which
are also cubes, have sides of lengths 20 cm.
(a) What is the volume of the large box?
(b) What is the volume of a small box?
(c) How many small boxes will fit in the large box?
1_
4. A cube has sides of length 2 m.
Calculate the volume of the cube:
(a) in m3, giving your answer as a fraction.
(b) in m3, giving your answer as a decimal.
(c) in cm3.

5. A cube has sides of length 10 cm. Calculate the volume of the cube in:
(a) cm3. (b) m3.

Volume of a Cuboid
Volume = a × b × c a c
= abc b
where a, b and c are the lengths of the sides of the cuboid.

Example 1
Calculate the volume of the cuboid:

Solution
Volume = 3 × 4 × 7 3 cm
7 cm
= 84 cm3
4 cm

Skill Exercises: Volume of a Cuboid

1. Calculate the volume of each of these cuboids:

(a) (b)

4 cm
3 cm
5 cm 7 cm
2 cm
3 cm

86 MATHEMATICS YEAR 9 BOOK 1

 UNIT 5

(c) (d)

4m 2m
5m 8m
1m 6m

2. A cuboid has sides of length 5 m, 3 m and 1 m.What is the volume of the

cuboid in:
(a) m3? (b) cm3?

3. The diagram shows a large box and a small box, both of which are
cuboids.

5 cm 20 cm
10 cm 60 cm
5 cm
25 cm
(a) Calculate the volume of the large box.
(b) Calculate the volume of the small box.
(c) How many of the small boxes would fit in the large box?

MATHEMATICS YEAR 9 BOOK 1 87

88 MATHEMATICS YEAR 9 BOOK 1
Unit 6: TRIGONOMETRY

In this unit you will be:

6.1 Using Pythagorean Triples to Solve Problems
䊑 Pythagoras’ Theorem.
䊑 Calculating the Length of the Hypotenuse.
䊑 Calculating the Length of the Other Side.
䊑 Using Pythagoras’ Theorem.

MATHEMATICS YEAR 9 BOOK 1 89

UNIT 6

Section 6.1 Using Pythagorean Triples To Solve Problems

Pythagoras’ Theorem
Pythagoras’ Theorem relates the length of the hypotenuse of a right-angled
triangle to the lengths of the other two sides.

se The hypotenuse is always the longest side; it is

t e nu
p o always the side opposite the right angle.
Hy

The diagram opposite shows a right-angled

triangle. The length of the hypotenuse is 5 cm
3 cm
5 cm and the other two sides have lengths
3 cm and 4 cm.
4 cm
In this diagram, a square, A, has been
drawn on the 3 cm side. 5 cm
A 3 cm
Area of square A = 3×3
= 9 cm2 4 cm

In this diagram, a second square, B, has

been drawn on the 4 cm side. 5 cm
A
Area of square B = 4×4
= 16 cm2 4 cm
Squares A and B together have total area:
B
Area A + Area B = 9 +16
= 25 cm2

Finally, a third square, C, has been

drawn on the 5 cm side.
Area of square C = 5×5
= 25 cm2 C
We can see that 5 cm
A
Area A + Area B = Area C

B
This formula is always true
for right-angled triangles.

90 MATHEMATICS YEAR 9 BOOK 1

 UNIT 6

We now look at right angles triangles with sides

a, b and c, as shown opposite.
Area A = a×a
= a2
C
Area B = b×b
= b2 A a c
Area C = c×c b

= c2
B

So,
Area A + Area B = Area C
gives us the formula

a2 + b2 = c 2

for all right-angled triangles.

Pythagoras’ Theorem states that, for any right-angled triangle,

the area of the square on the hypotenuse is equal
se
to the sum of the areas of the squares on t e nu
the two shorter sides. po
Hy

If we use the letters a, b and c for the sides of a right-angled

triangle, then Pythagoras’ Theorem states that
a2 + b2 = c 2 c
b
where c is the length of the hypotenuse.

MATHEMATICS YEAR 9 BOOK 1 91

UNIT 6

Example 1
41 cm
Verify Pythagoras’ Theorem for the 9 cm
right-angled triangle opposite.

Solution 40 cm
Here a = 9cm, b = 40 cm, c = 41 cm

a2 = 92 = 9×9 = 81
b2 = 402 = 40 × 40 = 1600
a2 + b2 = 1681
c2 = 412 = 41 × 41 = 1681
So a2 + b2 = c 2 for this triangle.

Skill Exercises: Pythagoras’ Theorem

1. Which side is the hypotenuse if each of the following right-angled

triangles:
(a) (b)
X
P Y

Q Z
R

(c) (d)
R
J K

L
T

92 MATHEMATICS YEAR 9 BOOK 1

 UNIT 6

2. For each of the following three diagrams:

(i) calculate the area of square A.
(ii) calculate the area of square B.
(iii) calculate the sum of area A and area B.
(iv) calculate the area of square C.
(v) check that: area A + area B = area C.

(a) (b)

C C
A 13 cm 17 cm A
5 cm 8 cm

12 cm 15 cm
B B

(c)

61 cm 60 cm B

11 cm
A

MATHEMATICS YEAR 9 BOOK 1 93