NAME:……………………………………………………………………..CLASS:…..………………………….

SECOND TERM E-LEARNING NOTES

JS3 (BASIC 9)
SUBJECT: MATHEMATICS
SCHEME OF WORK

WEEK TOPIC

1. Revision of first term work

2. Simple Equations involving Fractions: Simple Equations involving fractions.
Word problems leading to simple equations involving fractions
3. Simultaneous Linear equations: Compilations of tables of values. Graphical
solution of simultaneous linear equations in two variables.
4. Solution of simultaneous linear equations: Method by elimination and
method by substitution.
5. Similar shapes: identification of similar figures-triangles, rectangles,
squares, cubes and cuboids. Enlargement and scale factor
6. Use of scale factor in calculating lengths, areas and volumes of similar
figures.
7. Trigonometry: the sine, cosine and tangent of an acute angle. Applications
of Tri gonometrical ratios to finding distances and lengths
8. Area of plane Figures: Area of plane figures-Triangles, parallelogram,
trapezium and circle. Calculations of the areas of lands
9. Construction: Bisection of a segment-using a pair of compasses and a ruler.
Bisection of an angle. Construction of angles 900, 450, 600 and 300.
Copying giving angles. Solving quantitative reasoning aptitude problems on
construction.
10.Revision.
11.Examination.
WEEK 1

Revision of Last Term’s Work. The teacher should do a thorough revision of last
term’s work. Topics that were not well understood by the students or areas that
were not well covered due to shortage of time or other reasons should be treated
and class exercises, class activities, assignments, e.t.c should be given within this
week.

WEEK 2.

TOPIC: EQUATIONS WITH FRACTIONS.

CONTENTS:

 Solving simple equations with fractions

 Word problems leading to fractions
 Word problems leading to equations with fractions

SIMPLE EQUATIONS WITH FRACTIONS

2 3x 3 2y 3
Equations such as 3 + x=1, 2 + 5 =10 , 5 = 5 e.t.c are equations involving
fractions.
To solve any of these equations, we consider the L.C.M of the denominators and
multiply each term of the equation by the L.C.M to clear the fractions and solve
the equation as usual.

Example 1
x−4 x
Solve the equation: 5 =2− 2

Solution

The denominators of the fractions in We multiply through by this L.C.M. i.e

this equation are; 5 and 2. (x−4)
10 × =( 2 ×10 ) −¿) = 2(x−4) = 20 -
5
L.C.M of 5 and 2 is 10.
5x
Opening brackets we have,
2 x−¿ 8 = 20 - 5 x 7 x = 28.
Collecting like terms we have, 28
Thus, x = 7 = 4
5 x + 2 x = 20 +8

Example 2

2x 4 17
Solve 3 + 5 = 15

Solution
The denominators are 3, 5 and 15.
Their L.C.M is 30
2x 4 17
Thus, 30 x 3 + 30 x 5 =30× 15

 10 x 2 x + 6 x 4 = 2 x 17
 20 x + 24 = 34
 20 x=34−24=10
 20 x=10
10 1
 x= 20 = 2

EVALUATION

Solve
1 1 1 5 10 y−5
(a) y + 5 = 3 (b) 8 = x (c) 4
=8

NOTE: Sometimes it is not necessary to find the L.C.M of the denominators. If the
equation has a single denominator on both sides of the equation, we simply solve
the equation by cross multiplying as illustrated in the next example below.
 2 14 1 1
Example 3Solve i. t = 21 ii. 3 r − 24 =0
Solution
2 14
i. =
t 21
cross multiplying, we have,
2 ×21=t ×14
42=14 t
42
t= =3
14

1 1
ii. − =0
3 r 24

Rearranging the terms,

1 1
=
3 r 24
Cross multiplying, we have,
1 ×24=3 r ×1 ,
24=3 r
24
r= =8
3

Example 4
2 3
Solve =
m−3 2 m−1

Solution
Cross multiplying, we have,
2(2 m−1) ¿ 3(m−3)
Opening brackets, we have,
4 m−2=3 m−9
Collecting like terms
4 m−3 m=2−9
 m=−7
WORD PROBLEMS INVOLVING FRACTIONS.
When solving word problems, identify the unknown and represent it by any letter
of the alphabet. Form an equation in terms of the unknown based on the given
information and solve the equation. Study the table below

S.N word problem unknown mathematical form

1 a number added to triple the number k k + 3K
2 Three-quarter of a number subtracted from −3 r
r 2r 4
twice the number
3 The product of 5 and one-quarter of a number m
m 5×( 4 +10)
added to ten
4 eight subtracted from three times a number is
z 3z – 8 = 2z
the same as twice the number
5 Two-third of a number subtracted from thrice 2d
d 3d – =5
the number gives five 3
6 The positive difference between nine and five ----- 9–5
7 one-quarter of w subtracted from twenty 1
w 20−( × w)
4

EVALUATION
Write the following in mathematical form

i. The positive difference between 2 a and 5 b

ii. One-third of a number subtracted from n gives ten

iii. Five times m plus twice n gives ten z

iv. The product of two-fifth of k and two

v. one-fourth of the product of eight and five

vi. Three-fifth of the difference between four and y

Example 4
A fisherman had 30 fish in his net. He ate some of them and discovered that there
are 19 fish left. How many did he eat?
Solution
Total number of fish in the net = 30.
Let number of fish eaten = x
Number of fish left in the net = 19
Hence, 30 −x = 19
Or x = 30 – 19 = 11. Hence the man ate 11 fish

Example 5
The sum of the ages of a man and his son is 56 years. In 8 years time, the ratio of
their ages will be 13:5. (a) How old are they now (b) find the difference between
their ages.
Solution
(a) Let the age of the man be m years.
Therefore the son’s age will be (56 – m ) years.
In 8 years time, their ages will be(8 + m ) years (man)
and (8 +56 – m) years (son).
The ratio of their ages at this time is 13:5.
8+m 13
Hence, 8+56−m = 5
Cross multiplying,
we have 5(8 + m) = 13( 64 – m)
Opening brackets,
40 + 5m = 832 – 13m
Collecting like terms,
5m + 13m = 832 - 40
18m = 792
792
m= =44.
18
Hence, the man’s age is 44 years and the son’s age is 56 – 44 = 12 years.
(b)The difference between their ages is 44 – 12 = 32
Example 6
When a certain number is subtracted from 56 and the result divided by 5, it is the
same as if 14 is added to the number and the result divided by 2. Find the number
Solution
Let the number be n
The number subtracted from 56 is 56 – n
56−n
The result divided by 5 is 5

14 added to the number is n + 14

n+14
The result divided by 2 is 2

Hence, according to the given information,

56−n n+ 14
=
5 2
Cross multiplying, we have,
2 ( 56−n )=5(n+14)
Opening brackets,
112 – 2n = 5n + 70
Collecting like terms,
2n – 5n = 70 – 112
−3 n=−42

42
n = 3 =14

n = 14

EVALUATION:
i. Subtract 8 from 78, then find one-seventh of the result
ii. if I add 8 to a certain number and I double the result, my final answer is 36.
What is the number?
WEEKEND ASSIGNMENT.
Refer to the following text books and do the following exercises
(1) (Work book, Nelson Functional Mathematics for Junior secondary school,
book 3). Exercise E, Pages 9 and 10 questions 1 – 5.
(2) ( New General Mathematics for West Africa, for junior secondary school,
U.B.E Edition Book 3). Exercise2f,Page 26 Questions 1 – 5.
(3) ( Nelson Functional Mathematics. Book 3) Exercise 2.6 pages 34 and 35.
Questions 1, 4 , 14 , 19 , 24

WEEKEND READING ASSIGNMENT.

New General Mathematics for West Africa, for junior secondary school, U.B.E
Edition Book 3), Pages102-108

WEEK 3
TOPIC: SIMULTANEOUS LINEAR EQUATIONS

CONTENT:
 Concept of simultaneous equations
 Preparing table of values for variables
 Graphical approach to the solution of simultaneous equations

SUB TOPIC: CONCEPT OF SIMULTANEOUS EQUATIONS

Equations such as x− y =−1……………………..i

x + y=3 ………………………...ii
With two variables x∧ y to be solved at the same time are called simultaneous
equations.

SUB TOPIC: PREPARING TABLE OF VALUES.

The above equations x− y =−1 , x + y=3 are both linear equations with two
variables. For a certain value of x , y has a corresponding value. For example,
considering the equation x− y =−1, making y the subject of the formula,
y = x + 1.
When x takes the value 0, y=0+1=1, When x takes the value 1, y=1+1=2. When
x takes the value 2, y=2+1=3. When x takes the value 3, y=3+ 1=4 . The result can
be displayed in a table as shown below

x 0 1 2
y 1 2 3
The table above is known as table of specification. The table can be extended if
we assign more values to x

EVALUATION
a. Prepare table of specification for the equation y=3−x for x=0 to 2
1
b. Copy and complete the table for the relation y= 2 + x

x -2 -1 0 1 2
y -1.5 ? 0.5 ? ?

SUB TOPIC: GRAPHICAL METHOD OF SOLVING SIMULTANEOUS

EQUATIONS
This method involves creating tables of values for both variables or unknowns. y is
usually made the subject of the formula and referred to as the dependent
variable while x is the independent variable. Simple values can be assigned to x in
order to determine the corresponding values of y . Although two plotted points
are enough to draw the lines of both equations, it is advisable to plot at least
three points. After plotting, the points are expected to lie on the same straight
line for both equations. The lines should intersect at a point or this can be
achieved by extending one or both lines with a ruler. The point of intersection of
the lines gives the solutions of the simultaneous equations. If the lines are
parallel, it means the simultaneous equations have no solution.

NOTE: Educator should guide the students on the choice of simple and reasonable
scales for plotting the points.

Example 1
Solve using graphical approach:
x− y =−1……………………..i
x + y=3 ………………………...ii

Solution
We assign four values to x (0, 1, 2 and 3) and use them to find the corresponding
values of y for both equations.
Considering equation 1( y= x+1).
When x = 0, y = 0 +1 = 1.
When x = 1, y = 1 + 1 = 2.
When x = 2, y = 2 + 1 = 3.
When x = 3, y = 3 +1 = 4.
y = x +1

x 0 1 2 3
y 1 2 3 4

Similarly, from equation ii,

y = 3 – x.
When x = 0, y = 3 – 0 = 3.
When x = 1, y=3−1=2.
When x = 2, y=3−2=1.
When x=3 , y=3−3=0
y = 3−x

x 0 1 2 3
y 3 2 1 0

Using a scale of 2cm = 1 unit for both axes, we plot a graph of y against x for both
equations. See the graph below

-axes

4
=

=
3

=
 2

x -axes
-3 -2 -1 0 1 2 3

Example 2.
Solve graphically the simultaneous equations
2 x− y=−1and x−2 y=4for -1 ≤ x ≤ 3

Solution
Considering equation 2 x− y=−1,
We make y the subject of the formula
Thus, y=2 x +1
When x=−1 , y=2 (−1 ) +1=−2+1=−1
When x=0 , y=2 ( 0 )+1=0+1=1
When x=1 , y=2 ( 1 ) +1=2+1=3
When x=2 , y=2 ( 2 ) +1=4+1=5
When x=3 , y=2 ( 3 ) +1=6+1=7

Similarly, considering equation x−2 y=4 ,

x−4
y=
2
−1−4 −5
When x=−1 , y= 2
=
2
=−2.5

0−4 −4
When x=0 , y= 2 = 2 =−2

1−4 −3
When x=1 , y= 2 = 2 =−1.5

2−4 −2
When x=2 , y= 2 = 2 =−1

3−4 −1
When x=3 , y= 2 = 2 =−1

The results are tabulated below.

x −4
y=2 x +1 y=
2
x -1 0 1 2 3 x -1 0 1 2 3
y -1 1 3 5 7 y -2.5 -2 -1.5 -1 - 0.5
Using
a scale of 1cm = 1unit on y-axes and 2cm = 1unit on x-axes, we plot a graph of y
against x for the two equations as shown in the graph below.

5
 -2-1 1 2 3 4

Example 3.

Solve graphically3 x+ 2 y =4 ………………….1for -2 ≤ x ≤ 1

2 x+3 y =1…………………..2

Solution:

Considering the equation,3 x+ 2 y =4 ,

we make y the subject of the formula.
2 y=4−3 x

4−3 x
or y= 2 .

4−3(−2) 4+6 10
When ¿−2 , y = = = =5 .
2 2 2

4−3(−1) 4 +3 7
When x=−1 , y= = = =¿ 3.5 .
2 2 2

4−3 (0) 4
When x=0 , y= = =2
2 2

4−3(1) 1
When x=1 , y= = =¿ 0.5
2 2

Similarly, for 2 x+3 y =1 ,

1−2 x
y=
3

1−2(−2) 1+ 4 5
When x=−2 , y= = = =¿ 1.67
3 3 3

1−2(−1) 1−2(−1) 3
When x=−1 , y= = = =1
3 3 3

1−2 (0) 1
When x=0 , y= =
3 3

1−2(1) −1
When x=1 , y= =
3 3
 9
x -2 -1 0 1
y 5 3.5 2 0.5
8

7
x -2 -1 0 1
y 1.67 1 0.33 - 0.33
6

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

The two4.Solving
Week lines intersect at the coordinates
simultaneous equations (2, -1).method
using Hence by
x=2 , y=−1
substitution and
is the solution ofmethod
the simultaneous equations.
by elimination .

Content: i. Method by substitution

WEEK END ASSIGNMENT:
Week 3
Nelson Functional Mathematics for Junior Secondary Schools, Book 3. Page
Topic: Solving
87.Questions 1-5.simultaneous equations using method by substitution and
method by elimination
WEEK END READING ASSIGNMENT:
Content
i. General
New Method Mathematics
by substitution
for West Africa, for junior secondary school, U.B.E Edition
iiMethod
Book by elimination
3). Pages 133 – 136
WEEK 4:
TOPIC: SOLVING SIMULTANEOUS EQUATIONS USING METHOD BY
SUBSTITUTION AND METHOD BY ELIMINATION

CONTENT:
I. METHOD BY SUBSTITUTION
II. METHOD BY ELIMINATION

SUB TOPIC: METHOD BY SUBSTITUTION.

This is a method in which one variable is made the subject of the formula and
substituted in the second equation. This will lead to a third equation with one
variable. The equation is then solved for the value of the variable. This value can
be substituted in any of the first twoequations for the value of the second
variable. See examples below.

Example 1.
Solve 2 x+ y=4 ……………..1
1
3 x− y=−1 ……….2
2
using method by substitution

Solution
2 x+ y=4 ………………..Eqni
−3
3 x− y= ……………Eqn ii
2

Considering eqni (2 x+ y=4 ),

y=4−2 x.

Now put y=4−2 x into Eqn ii.

−3
Thus 3 x−( 4−2 x )= 2 ………………………Eqn iii.

−3
3 x−4 +2 x=
2
 −3
5 x−4=
2
3 8−3 5
5 x=4− = =
2 2 2
5
5 x=
2
10 x=5
10 1
x= =
5 2
1
Substitute x= 2 in Eqn i.

1
()
This gives 2 2 + y =4

1+ y=4 ,

y=4−1=3 .
1
Thus x= 2 and y=3

1
()
Check2 2 +3=1+3=4………………………………………………………….Eqn 1

3 ( 12 )−3= 32 −3= 3−6

2
=
−3
2
………………………………………….…..Eqn 2

Example 2
Solve3 x−4 y=−6 ……………………………………..1
7 x−2 y=8 ………………………………………….2

Using method by substitution.

Solution
3 x−4 y=−6 …………………………………………………………………eqn 1

7 x−2 y=8 ……………………………………………………………………..eqn 2

From equation 1, make x the subject of the formula

 4 y−6
3 x=4 y−6 Thus x=
3
4 y−6
Substitute x= 3
into eqn 2

Thus 7 ( 4 y−6
3 )
−2 y=8……………………………………………………..eqn 3

Multiplying through by 3 the L.C.M, we have,

3×7 ( 4 y3−6 )−3 ×2 y=3 ×8

Or 7(4 y −6)−6 y=24
Opening brackets, 28 y−42−6 y =24
Collecting like terms,
28 y−6 y=42+24
Or 22 y=66
66
Or y= 22 =3

Now, put y=3 into eqn1

Thus, 3 x−4 ( 3 )=−6
3 x−12=−6
Or 3 x=12−6
3 x=6
6
Thus, x= 3 =2

Hence x=2 , y=3 is the solution of the simultaneous equations

Check: 3 ( 2 )−4 ( 3 )=6−12=−6……………………………………………eqn 1
7 ( 2 )−2 ( 3 ) =14−6=8……………………………………………………….….eqn 2

EVALUATION
Using method by substitution, solve x− y =0 , y−3 x=1
METHOD BY ELIMINATION

Example 3.
1
Solve 2 x+ y=4 ,3 x− y=−1 2 usingelimination method
Solution
2 x+ y=4 …………………………….……1
1
3 x− y=−1 …………………………….2
2
Adding equations 1 and 2, we have,
1
2 x+3 x + y + (− y ) =4+(−1 )
2
3
5 x+ y− y=4−
2
8−3 5
5 x= =
2 2
5 1 1
x= × =
2 5 2
1
Substitute x= 2 into eqn 1
1
2 × + y =4
2
1+ y=4
y=4−1=3
1
Hence x= 2 y=3

Example 4
Solve 7 x−2 y=8 ……………………………………………………….1
3 x−4 y=−6 …………………………………………………..…2
Solution:
Multiply eqn 1 by 4 and eqn 2 by 2
7 x−2 y=8 ………………………………eqn 1 x 4
3 x−4 y=−6 ……………………………eqn 2 x 2

4 ×7 x−4 ×2 y=8 × 4 ……………………….1

2 ×3 x−2 × 4 y=−6 × 2…………………….2

28 x−8 y=32 ………………………………………..1

6 x−8 y =−12………………………………..……..2

Subtract eqn 2 from eqn 1

28 x−6 x−8 y −(−8 y )=32−(−12)
22 x−8 y +8 y=32+12
22 x=44
44
x= =2
22
Substitute x=2 intoeqn 1
7(2)−2 y =8
14−2 y=8
2 y=14−8=6
6
y= =3 .
2
Therefore x=2 , y=3

EVALUATION
Solve the equations 3 x+ 2 y =7 , 4 x−2 y=7 using method by elimination

WEEKEND ASSIGNMENT
p−5 q
(a) Solve the equation 2
= p−3 , 5 p−10 q=16 simultaneously using any method

of your choice
(b) Solve 2 x+3 y −1=3 , 2 x −2 y =2 Using method by graph, method by elimination
and method by substitution

WEEKEND READING ASSIGNMENT

Nelson Functional Mathematics for Junior Secondary school, book 3 Pg87– 91.

WEEK 5.
TOPIC: SIMILAR FIGURES AND ENLARGEMENT
CONTENT:
i. Concept of similar figures
ii. Examples of similar figures
iii. Enlargement and scale factor

SUB TOPIC: CONCEPT OF SIMILAR FIGURES

Two figures are similar, if they look alike and one is an enlargement or reduction
of the other. Mathematically, if two shapes are similar, the ratio of their
corresponding sides should be constant.

EXAMPLES OF SIMILAR FIGURES

(a) Similar photographs (b) Similar cylinders

(c) Similar Cuboids

Look at the two photographs in (a) above. Although the two photographs are not
of the same size, they look alike. The same applies to (b) and (c).We say that the
pictures in (a), (b) and (c) are similar to each other.
ENLARGEMENT AND SCALE FACTOR
The photograph in fig. a above is enlarged such that the sides are proportional.
In this case, the ratio of the corresponding sides will be constant. Look at the
example below.

Example 1
(a) Measure the length and breadth of the picture in fig. (a)
(b) Find the ratio length : breadth
(c) What do you notice?

Solution
(a) Length = 2cm, Breadth = 4cm (smaller picture)
Length = 2.4cm Breadth = 4.8cm (larger picture)
(b) Length :breadth = 4 : 2 = 4/2 = 2 (smaller picture)
Length : breadth = 4.8 : 2.4 = 4.8/2.4 = 2 (larger picture)

(c) The ratio of length to breadth for each picture is 2

Length : breadth is constant for both pictures in (a) this means that the first
picture is an enlargement of the second picture. Hence when a shape is reduced
or enlarged to give another shape such that the ratio of their corresponding sides
are the same, we say, the two shapes are similar mathematically. This ratio is
what we call the scale factor. The scale factor for the pictures in (a) is 2

Example 2
Consider the shapes below and indicate whether they are similar or not

A
P

Fig. 1 Fig. 2

Q R
B C
Solution
If the two shapes are similar, the ratio of their corresponding sides should be
AB BC AC
equal. i.e PQ = QR = PR

Considering Fig. 1,
AB = 3.2cm
BC = 2.9cm
AC = 4.3cm

Similarly, in fig. 2,
PQ = 2.4cm
QR = 1.8cm
PR = 3.0cm

AB 3.2
= =1.33
PQ 2.4

BC 2.9
= =1.61
QR 1.8

AC 4.2
= =1.40
PR 3.0

From the above calculations, it is clear that the ratios of the corresponding sides
AB BC AC
are not equal i.e PQ ≠ QR ≠ PR . We therefore conclude that the two triangles are
not similar.

NOTE:Educator should print out the above example( fig.1 and fig. 2), make a copy
available to students and instruct them to carry out the measurements. Do not
temper with the dimension of the shapes. The students should not carry out the
measurement directly on the screen of their laptops. The diagrams in the
evaluation question below should also be printed out for the students.
ORAL QUESTIONS.
State whether the following statements are true or false
i. Two figures are similar, if one is a reduction of the other
ii. Two figures are not similar, if one is an enlargement of the other
iii. All isosceles triangles are similar
iv. All cuboids are similar
v. All pictures or images in the television are similar to the original bodies
vi All cubes are similar
EVALUATION
Consider the following shapes and indicate whether they are similar or not. Use
measurement if you are not sure.

(1)

(2)

(3)
WEEKEND ASSIGNMENT

(Work book, Nelson Functional Mathematics for Junior secondary school, book 3).
Page 44 and 45. Exercise A

WEEK 6

TOPIC: USE OF SCALE FACTOR IN CALCULATING LENGTHS, AREAS AND

VOLUMEOF SIMILAR FIGURES.

CONTENT:i. ScaleFactor ( length ratio )

ii. Area of similar shapes

iii. Volume of similar shapes

SUB – TOPIC 1: SCALE FACTOR

When two shapes are similar, the ratio of their corresponding sides are the same.
This ratio is called scale factor or length ratio.

Thus, the scale factor of two shapes is the ratio of two corresponding lengths.

Example

1. The scale factor of twosimilar triangles ABC and PQR shown below is 2.5. If
AB = 12 cm and AC = 10 cm, find the length of (a) PQ (b) PR.

B Q
12cm
@
A C

P R

Solution
The scale factor of 2.5 means each corresponding side on triangle PQR is 2.5 times
the corresponding length on triangle ABC.

(a) PQ = AB x 2.5 = 12 x 2.5 = 30 cm

(b) PR = AC x 2.5 = 10 x 2.5 = 25 cm
2. Determine the scale factor of the figures below.

i 3 cm ii 6 cm

5 cm 10 cm

Solution

Scale factor of the big rectangle to the small rectangle = ratio of their
corresponding sides.
10 cm 6 cm
or
5 cm 3 cm
= 2 cm

∴scale factor = 2 in both cases.

EVALUATION

Find the scale factor of the big rectangle.

i 2 cm ii 6 cm

4 cm 8 cm

SUB–TOPIC 2 : AREA OF SIMILAR SHAPES

The ratio of the area of a figure to the area of the other similar figure is known as
the area factor.

Examples

1. Determine :
(a) The scale factor
(b) The area factor of the triangles below.

6 cm 18 cm

3 cm

9 cm

Solution
18 9
(a) Scale factor = 6 = 3 = 3
9 x9
(b) Area factor = 3 x 3 = 3 x 3 = 9

2. A fashion designer measured and instructed that a particular material 6 m

by 4.5 m will make good birthday shirts for two brothers. If the elder
brother is 1.5m, how tall is the younger brother?
Solution
2
6m 6 60 2
Area factor = 2 = = =
4.5 45 √ 3
4.5 m
But the height of the elder brother is 1.5m. Therefore, the height of the
younger brother would be if 2 = 1.5
√ 3= ?
2 1.5
=
√3 x
x=√
3 × 1.5 2.598
= 2
2

x = 1.3 ( one decimal place )

 3. Two similar cones have corresponding slant heights of 8 cm and 12 cm.
a. Find the ratio of their areas.
b. The area of the smaller cone is 102 cm2.
Calculate the area of the larger cone.

Solution
slant height of smaller cone 8 cm 2
slant height of larger cone
= 12cm 3
=

()
area of smaller cone 2 2 4
a. area of laeger cone = 3 = 9
area of smaller cone 4
b. areaof larger cone = 9

2
102 cm 4
= =9
area of larger cone

102× 9
area of larger cone = 4

= 229.5 cm2

NOTE : The ratio of the areas of two similar shapes is the square of the scale
factor of the two shapes.

EVALUATION

1. If the scale factor of a picture 15 cm long is 1 : 10, what is the length of the
original object ?
3
2. Given that the ratio of the radii of two circles is 4 :
a. Find the ratio of their areas.
b. If the smaller circle has a radius of 12 cm, find the radius of the bigger
circle.
3. Two similar triangle have corresponding sides of length 4 cm and 7 cm. find
the ratio of their areas.

SUB-TOPIC 3: VOLUME OF SIMILAR SHAPES.

The ratio of the volumes of similar shapes could be compared to find the
unknown parameters. This is possibly done using scale factor.The factor could be
their edges, height or volume.

When the volumes of similar shapes are compared,the ratio of the volumes of
the similar solids is the cube of the scale factor of the two solids.

Examples

1. Using the dimensions of the similar shapes below, find their scale factor and
the volume factor.

2cm 3cm

4cm

8cm 12cm

16cm

Solution:

Take the ratio of their corresponding sides

2 3 4 1
Scale factor = 8 = 12 = 16 = 4
 1 1 1 1
Therefore, Volume factor = 4 × 4 × 4 = 64

2. Two cylindrical pots similar in shape are respectively 5cm and 25cm high. If the
smaller pot holds 1.5litres, find the capacity of the larger one.

Solution:
5 1
Scale factor = 25 = 5

1 1 1 1
Hence, the volume factor = 5 × 5 × 5 = 125

Since the smaller pots holds 1.5litres, the bigger pot will holds 1.5 × 125 =
187.5litres.

3. Two similar blocks have corresponding edges of lengths 9cm and 27cm.

a). Find the ratio of their masses.

b). If the mass of the larger block is 216g, find the mass of the smaller block.

Solution:
9 1
Their linear scale factor = 27 = 3

1 1 1 1
Therefore, their volume factor = 3 × 3 × 3 = 27

a). Since mass = volume × density,

hence, mass is proportional to volume.

1
Thus, mass factor = 27

Hence, ratio of their masses = 1 : 27

b). Mass of the larger block = 216g

1
Therefore, mass of the smaller block = 216 × 27 = 8g.
EVALUATION
The sides of two cuboids are in the ratio 3:5. What is the ratio of their volumes?

READING ASSINMENT:

Functional Mathematics BK 3, pg 162-164.

New General Mathematics BK 3, pg 179-180.
WEEKEND ASSIGNMENT:
Functional Mathematics BK 3, pg 163, Ex. 10.3, No. 1-5.
New General Mathematics BK 3, pg 181, Ex. 18b, No. 1-5.

WEEK 7

TOPIC: TRIGONOMETRY

CONTENT:i. The trigonometric ratios

ii. Using Sine and Cosine Tables

iii Applications of sine and cosine

iv. The tangent of an acute angle

v. Applications of Trigonometric ratios to finding distances and lengths.

Sub Topic 1 : The Trigonometric ratios

A trigonometric ratio is a ratio of the lengths of two sides of a right – angled

triangle. The three trigonometric ratios are sine ( sin), cosine ( cos ) and tangent
( tan ).

The figure below show triangle AHK in various positions

H K opp H K

Hyp Adj H
H
 A K A A
The sides of the triangles are as follows.

AH, the hypotenuse

KH, the side opposite to Ȃ

AK, the side adjacent to Ȃ

These are abbreviated to hyp, opp, adj, respectively, so that:

opp adj opp
Sin A = hyp Cos A = hyp Tan A = adj

USE OF SINE

Sines and cosines of angles are used to find the lengths of unknown side in
triangles. The table below gives the sines of some chosen angles.

Angle A Sin A
30⁰ 0.5000
35⁰ 0.5736
40⁰ 0.6428
45⁰ 0.7071
50⁰ 0.7660
55⁰ 0.8192
60⁰ 0.8660

The values in the table are given to 4 significant figures.

Example 1

Calculate the value of x in the figure below.

 20cm x

55⁰

Solution

In the figure above, the hypotenuse is given and x is opposite the given angle.
Thus ,
x
Sin 55⁰ = 20

Thus, x = 20 x sin 55⁰

= 20 x 0.8192

= 16.384 cm

= 16 cm to 2 s.f.

USE OF COSINE

Angle A Cos A
30⁰ 0.8660
35⁰ 0.8192
40⁰ 0.7660
45⁰ 0.7071
50⁰ 0.6428
55⁰ 0.5736
60⁰ 0.5000

Example 2 :

Calculate the value of y in the figure below.

17 cm
50°
y

Solution

The hypotenuse is 17 cm and y is adjacent to the given angle. Thus use the cosine
of the given angle.
y
Cos 50⁰ = 17

Thus, y = 17 x cos 50⁰

= 17 x 0.642 8

= 10.93 cm

= 11 cm to 2 s.f

Example 3:

A village is 8 km on a bearing of 040⁰ from a point O. Calculate how far the village
is north of O.

Solution

The figure below shows the position of thevillage,V in relation to O.

N
P V
40⁰ 8 km

It is required to find the length of OP.

OP is adjacent to the known angle.

Use the cosine of 40⁰.

 OP
Cos 40⁰ = 8

Thus, OP = 8 x cos 40⁰ km

= 8 x 0.766 0 km

= 6.128 km

OP = 6.1 km to 2 s.f

The village is 6.1 km north of o.

EVALUATION:

Use the values in the tables above to answer the following questions. Give all
answers correct to 2 s.f.

Find the values of x, y and z in each of the triangles bellow.

1. 2. 3.

10 cm x y 45⁰ 6 km z

30⁰ 50⁰ 3 km

Sub Topic 2 : Using sine and cosine tables

Example 4:

Use tables to find the angles:

2
a. whose sine is = 7 ,
b. whose cosine is 0.4478,
c. whose sin is 0.649 2,
d. whose cosine is 0.568 2,
Solution
2
a. Let the angle be A, then sin A = 7 .
 2
Express 7 as a decimal fraction correct to 4 d.p.
2
. = 0.285 7
7
Sin A = 0.285 7
Looking within the sine table entries,
0.2857 is opposite 16⁰ and under 0.6⁰.
Thus, A = 16.6⁰.
b. Let the angle be B, then cos B = 0.4478.
Looking within the cosine table entries,
0.447 8 is opposite 63⁰ and under 0.4.
Thus, B = 63.4⁰.
c. Let the angle be x, then sin x = 0.649 2.
Looking within the sin table entries, the nearest value to 0.649 2 is 0.648
1. 0.648 1 is opposite 40⁰ and under 0.4⁰.
The difference between 6 492 and 6 481 is 11. Look for 11 in the
difference column along the row of 40⁰. 11 is under 8.
Thus, x = 40.40⁰ + 0.08⁰
X = 40.48⁰
d. Let the angle be y, then cos y = 0.568 2.
Looking within the cosine table entries, the nearest value to 0.568 2 is
0.567 8. 0.567 8 is opposite 55⁰ and under 0.4⁰. The difference between
5 682 and 5 678is 4. Look for 4 in the difference column along the row of
55⁰.4 is under 3. As the angles increase, their cosines decrease,
therefore subtract the difference.
Thus, y = 55.40⁰ - 0.03⁰
Y = 55.37⁰

EVALUATION:
Use tables to find the angles whose
a. Sines b. cosines are as follows.
2
1. 0.5878 2. 0.798 6 3. 5 4. 0.564 8 5.0.632 7
 SUB TOPIC 3 :APPLICATIONS OF SINE AND COSINE
Example 5:
Calculate the length of the hypotenuse of the triangle below.

h 8 cm

43⁰

Solution
8
Sin 43⁰ = h
h x sin 43⁰ = 8
8 8
h== 0 cm =
0.6820
cm
sin 43
1
From reciprocal tables, 0.6820 = 1.466,
Thus, h = 8 x 1.466 cm
= 11.728 cm
h = 12 cm to 2 s.f

Example 6:
A car travels 120 m along a straight road which is inclined at 8⁰ to the
horizontal. Calculate the vertical distance through which the car rises.

120 m

8⁰ h

Solution

From the sketch of the road, h is the vertical distance.

 h
Sin 8⁰ = 120

h = 120 x sin 8⁰

= 120 x 0.139 2

= 16. 70 m

h = 17 m to 2 s.f

NOTE:Educators are to solve more examples for students.

EVALUATION:

1. Calculate the lengths a, b, c, d, in the diagrams below. All lengths being in

cm.
i ii

5 b c d

37⁰ 40.2⁰
a 2

2. Calculate the angles ∝, β in the triangles below.

i ii
0.9 m 3m 7m 5m

∝ β

Sub Topic 4: Tangent of an acute angle

Tangents of some chosen angles

Angle A Tan A
25⁰ 0.4663
30⁰ 0.5774
35⁰ 0.7002
40⁰ 0.8391
 45⁰ 1.000
50⁰ 1.192
55⁰ 1.428
60⁰ 1.732
65⁰ 2.145
70⁰ 2.747

Example 7:
The angle of elevation of the top of a building is 25⁰ from a point 70 m away
on a level ground. Calculate the height of the building.
Solution
HK represents the height of the building; AK is on level ground.

H
x
A 25° K
70 m
HK
= tan 25⁰
KA
x
Let HK be x cm. KA = 70 cm and, from table above, tan 25⁰ = 0.4663. Hence, 70 ¿
¿

= 0.4663

X = 0.4663 x70

=4.663 x 7

= 32.641

∴The height of the building is 33 m to 2 s.f.

Example 8:

Use tables to find the tangents of angles

a. 32⁰ b. 59.6⁰
 Solution
a. Looking within the table entries, the number opposite 32⁰ and under
0.0⁰ is 0.6249.
Thus, tan 32⁰ = 0.6249.
b. The number opposite 59⁰ and under 0.6⁰ is 1.704. Thus, tan 59.6⁰ is
1.704. Thus, tan 59.6⁰ = 1.704.

Example 9:

Use tables to find the angles whose tangents are:

7
a. 0.9556 b. 3

Solution

a. Let the angle be A, then tan A = 0.9556. Looking within the table
entries, 0.9556 is opposites 43⁰ and under 0.7⁰. Thus, A= 43.7⁰
7
b. Let the angle be B, then tan B = 3 ¿ = 2.333 to 4 S.f. Thus, B =
¿
66.8⁰.

EVALUATION

1. Use table to find the value of x each triangles below.

a. b.
xx

35⁰ 65⁰
9 7
2. Use 4 figure table to find the tangent of the following:
a. 35⁰ b. 23.1⁰ c. 19.5⁰
3. Use 4 figure table to find the angles whose tangents are as follows.
5
a. 0.9325 b. 0.8847 c. 8 ¿
¿

SUB – TOPIC 5: APPLICATIONS OF TANGENTS

Tangent ratio can be used to solve real life problems such as angles of elevation
and depressions and bearings.

Example 10:

A cone is 6 cm high and its vertical angle is 54⁰. Calculate the radius of its base.

Solution

The vertical angle is the angle between opposite slant heights VA and VB.

V
∝ ∝

6 cm
A
O B

Thus, the vertical angle is 2∝.

2∝ = 54⁰

Thus ∝ = 27⁰
r
In ∆ AVO, tan ∝ = 6 ¿
¿

r = 6 tan 27°

= 6 x 0.5095

= 3.057

= 3.1 to 2 s.f.
The radius of the base of the cone is 3.1 cm.

NOTE:More examples are to be solved for students by educators.

EVALUATION

1. A cone is 8 cm high and its vertical angle is 62°. Find the diameter of its
base.
2. An isosceles triangle has a vertical angle of 116°, and its base is 8 cm long.
Calculate its height.
3. Find the angle of elevation of the top of a flagpole 31.9 m high from a point
55 m away on level ground.

WEEKEND ASSIGNMENT
New General Mathematics for junior Secondary Schools 3 by M.F
Macraeet.al. Exercise 8h pages 84 – 85,Questions 1 ( a – c), 2 ( a – d).
Exercise 8d pages 79 & 80, Qs no 4 -6. Exercise 15b pages 145- 146, Qs no 4
–7

READING ASSIGNMENT
New General Mathematics for junior Secondary Schools 2 by M.F
Macraeet.al. Pages 196 – 198. Pages 223 – 227 .

WEEK 8

TOPIC: AREA OF PLANE FIGURES

CONTENT:
i. Area of basic shapes: Revision ( triangles, rectangles, trapeziums,
parallelogram and circles )
 ii. Using trigonometry in area problems

iii. Area of circles and sectors

iv. Land measure

SUB – TOPIC 1. AREA OF BASIC SHAPES

The formulae for areas of some basic shapes are given in below. These
were previously found in book 1, Chapter 14.

a. Area of rectangle = length x breadth = ( l x b )

1 1
b. Area of trapezium = 2 ¿ of ( sum of parallel sides ) x height = = 2¿ ( a +
¿ ¿
b )h
c. Area of parallelogram = base x height = b x h

d. Area of circle = πr 2

1
e. Area of triangle = 2 ¿ x product of sides containing the right angle.
¿

Examples:
1. Find the area of a triangle with base 15 cm and height 9 cm.
Solution
1
Area of triangle = 2 ¿ base x height
¿
1
= 2 ¿ x 15 x 9
¿
 = 67.5 cm2
1
2. If the area of the trapezium below is 40 2 ¿ cm2, find the value of x.
¿

x cm

6 cm

8 cm

Solution

Area of trapezium = ½ ( + 8 ) x 6 cm2

= 3( x + 8) cm2

Thus, 3( x + 8) = 40 ½

x +¿8 = 40 ½ ÷ 3 = 13 ½

x = 13 ½ - 8 = 5 ½

3. What is the diameter of a circle of area 3 850 m2?

Solution
Area of circle ¿ π r 2 = 3 850 m2
22 2
Thus, 7 r = 3 850
7
r2 = 3 850 x 22
26950
= 22
r2=1225
r =√ 1225
r = 35m
 diameter d = 2r
∴ d=2 ×35=70 m

EVALUATION

1. The seconds hand of a watch is 14 mm long. What area does it sweep

through in 30 seconds?
2. A goat is tied by a rope 2 ½ m long to a peg in some grass. The goat eats 1
m2 of grass in 28 min. How long will it take to eat all that it can reach?
3. A triangle has area of 35 cm2 and a base of 10 cm. Find the height of the
triangle.

SUB – TOPIC 2: USING TRIGONOMETRY IN AREA PROBLEMS

Examples:

1. Find the area of ∆ABC to the nearest cm2 if BA = 6 cm, BC = 7 cm and ^B =

34°.
Solution

Let the height of the triangle be x cm

6 cm x cm
B C
34⁰ D
7 cm
 x
In ∆ABD, 6 = sin 34°
x = 6 sin 34°
= 6 x 0.5592
= 3.355 2
1
Area of ∆ABC = 2 x BC x AD

1
= 2 x 7 x 3.355 2 cm2
1
= 2 x 23.486 4 cm2
=11.743 2 cm2
= 12 cm2 to the nearest cm2.

2. Find the area of the isosceles trapezium shown in the diagram below.
P 10 cm Q

6 cm 6 cm
35° 35°
S M N R

Solution

From the diagram, SP = SM + MN + NR

PQ = MN = 10 cm and PS = QR. ( given )

Also, SM = NR (∆ PSM ≡∆QRN )

Now in ∆ SPM, the complement of 35° is 55°.

Using tan ratio:
SM
tan 55° = 6

∴ SM = 6 tan 55°

= 6 x 1.428 = 8.569 cm.

So, SM = NR =8.569 cm

∴ SR = 8.569 + 10 + 8.569 = 27.138 cm

1
Area of trapezium PQRS = 2 ( PQ + SR )h

1
= 2 ( 10 + 27.138 ) x 6

= 3 x 37.138

= 111.414 cm2

Area of trapezium = 110 cm2 to 2 s.f.

3. Calculate the area of parallelogram PQRS if QR = 5 cm, RS = 6 cm, Q ^R S

= 118°.
P Q

5 cm x cm

118°

S 6 cm R D

Solution
Let QD be x cm.
 In ∆QRD, Q ^R D = 180° - 118° = 62°
x
= sin 62°
5
x = 5 sin 62°
= 5 x 0.8829
= 4.414 5
Area of PQRS = SR x QD
= 6 x 4.414 5 cm2
= 26.487 cm2
= 26 cm2 to the nearest cm2.
1
N.B: For a triangle with sides a, b containing an angle θ, area of triangle = 2
ab sin θ

For a parallelogram with non – parallel sides a, b containing an angle θ.

Area of parallelogram = ab sin θ

EVALUATION

1. The area of a parallelogram is 240 cm2. The angle between the two
adjacent sides of the parallelogram is 145°. If the length of one of the
adjacent side is 16 cm, find the length of the other side correct to the
nearest cm.

2. Find the area of the following shapes. All dimensions are in cm.
a. b. 4

7 5

57° 63°
6 8
SUB – TOPIC 3: AREA OF CIRCLES AND SECTORS

A sector is part of a circle bounded by an arc and two radii.

In the diagram bellow, O is the centre, AO and AB divide the inside of the circle
into two parts called sectors. The smaller is called the minor sector (shaded ), and
the larger is called the major sector ( unshaded )

θ
Area of sector = 360 x π r 2

Examples:

1. What is the area of a flat washer 4.8 cm in outside diameter, the hole
being of diameter 2.2 cm?

2
2.2 cm 22.2 cm 2.2 cm.2
 4.8 cm

Solution

Area = π( 2.4 )2 – π( 1.1)2 cm2

= π( 2.42 – 1.1 ) cm2

= π( 2.4 + 1.1 ) (2.4 – 1.1 )cm2

22
= 7 x 3.5 x 1.3 cm2

= 14.3 cm2

2. Find the area of a sector of radius 7 cm , the angle at the centre of the circle
being 108°.
Solution

108°

108
Area of sector = 360 of 𝛑 x 72 cm2

108 22
= 360 x = 7 x 7 x 7 cm2

3
= 10 x 22 x 7 cm2

= 46.2 cm2

EVALUATION

1. The area of a sector of a circle is 44 cm2. What is the radius of the circle if
the angle subtended at the centre is 140°?
2. A sector of a circle of radius 8 cm has an angle of 120° at the centre.
 a. Find its perimeter
b. Find its area ( take π = 3.142 )
Hint: perimeter = length of minor arc + radii.
θ
Length of arc = 360 x 2𝛑r
3. Find the area between two circles with the same centre and of radius 5 cm
22
and 9 cm respectively. Take π = 7

SUB – TOPIC 4: LAND MEASURE

The hectare (ha) is a unit of area which is primarily used in the
measurement of land. We can picture an hectare as the area about two
times the size of a football pitch.
i.e, 1 hectare = 199 m x 100 m = 10 00 m2.
Recall that 1 km2 1000 m x 1000 m = 106 m2.
So there are 100 hectares in a km2.
i.e 1 km2 = 100 hectares
or 1 hectare = 0.01 km2.

Examples
1. A village is roughly in the shape of a circle of diameter 400 m. Use the
value 3 for π to find the approximate area of the village in hectares.
Solution
1
Radius of village = = 2 ¿ of 400 m = 200 m
¿
Area of village ≈π x 2002 m2
≈ 3 x 40 000 m2
 ≈ 3 x 4 hectares
≈ 12 hectares
The area of the village is about 12 ha.
2. The diagram bellow shows a plot of land in the shape of a kite. Calculate
the area of the land, giving your answer in hectares.
90 m

75 m

Solution

Recall that the diagonals of a kite bisect each other at right angles.
1
Area of a kite = 2 ¿ of the product of the diagonals
¿
1
= 2 ¿ x 90 x 75 = 3375 m2
¿

Now 10 000 m2 = 1ha

1
3375 m2 = ¿ 10 000 x 3375 ha

= 0.3375 ha
EVALUATION

1. A hockey pith measures 90 m by 55 m. Express its area as a fraction of a

hectare. Would you say that this is roughly half of a hectare?
2. A town is roughly in the shape of an equilateral triangle of side 600 m.
What is the approximate area of the town in hectares? ( Use the value 0.9
for sin 60°)
3. A football pitch is 110 m long and 75.5 m wide. Calculate its area, to the
nearest m2,
a. In square metres
b. In hectares.

NOTE:Educators should solve more examples from Nelson Functional

Mathematics, for JS BK 3.

WEEKEND ASSIGNMENT

New General Mathematics for junior secondary school 3 by M.F Macrae et al.
Chapter 17 pg 166, exercise 17a questions no 1a – d, 2a – b, 3a – c, 4a – d.
Exercise 17 b questions 1a & b, 2a – c,17c questions 3a – d.

READING ASSIGNMENT

New General Mathematics for Junior Secondary Schools by M.F Macrae et al.
Chapter 14 page 112- 113, 116- 119.
WEEK 9

TOPIC: GEOMETRICAL CONSTRUCTIONS

CONTENT:

i. Bisection of a segment

Ii. Bisection of an angle

iii. Construction of special angles (90°, 45°)

iv. Construction of special angles ( 60°, 30°)

v. Construction of shapes

vi. Copying given angles.

vii. Quantitative reasoning

SUB – TOPIC 1: BISECTION OF A SEGMENT

To bisect a straight line segment

A B

The line segment AB is the part of the line between A and B, including the points
A and B.

To bisect the line segment AB means to divide it into two equal parts.

a. Open a pair of compasses so that the radius is about ¾ of the length of AB.
b. Lace the sharp point of the compasses on A. Draw two arcs, one above, the
other below the middle of AB, as shown below.

A B
 c. Keep the same radius and place the sharp point of the compasses on B.
Draw two arcs so that they cut the first arcs at P and Q as shown below.
P

A B

d. Draw a straight line through P and Q so that it cuts AB at M.

P

A M B

M is the mid – point of AB. PQ meets AB perpendicularly. PQ is the perpendicular

bisector of AB. Use a ruler and protractor to check that AM = MB and A ^
M P = B^
MP
= 90°.
EVALUATION

1. Draw any line segment AB. Use the above method to find the mid – point of
AB. Check by measurement that your answer is correct.
2. Draw the following line segments and construct their perpendicular
bisectors:
a. A 6 cm B

b. H 4.5 cm G

SUB – TOPIC 2 : BISECTION OF ANGLES

Given any angle ABC.

Required to construct a line BY which bisects angle ABC such that angle ABY =
angle CBY.

CONSTRUCTION

1. Draw an angle ABC, A

BC

2. With B at the centre and using any convenient radius, construct an arc that
cuts AB at P and BC at Q as shown below.
A

P
 B Q C

3. Place the needle point of the compass at P, with a convenient radius. Construct
an arc in – between ABand BA , then place the point at Q. with the same radius,
cut the last arc at Y. Draw line BY. The line BY bisects A ^BC. Use a protractor to
check if angle ABY = angle CBY.

B Q C

EVALUATION

1. Draw any angle PQR, then bisect it and use a protractor to check if both
angles are equal.
2. Use a protractor to draw angle PQR such that PQR = 150°, then:
a. bisect angle PQ^ R.
b. bisect each of the angles in (a)
c. measure the angles.

SUB – TOPIC 3: CONSTRUCTION OF SPECIAL ANGLES( 90° AND 45°)

i. Construction of angle 90°

Given a point on a straight line AB. Required to construct a line PT through P such
that <TPA = <TPB = 90°.

Construction

Draw line AB with a point P on it. With P as the centre and using any convenient
radius, inscribe an arc cutting AP at M and PB at N.
 A M P N B

Now, place the needle point of the compass at M. Using any convenient radius
( bigger than the former radius ) inscribe an arc at T, then, place the needle point
at N and using the same radius, inscribe an arc, cutting the previous arc at T. See
the figure below.

A M P N B

Finally, join PT.

A M P N B
PT is perpendicular to AB. Thus, < TPA = <TPB = 90°. Use a protractor to check the
result.

ii. Construction of angle 45°

90 °
Since 45° = 2

Then, to construct 45°, we may first construct an angle 90° and then bisect it.

Given: a point P on a straight line AB.

Required: to construct a line PD such that <DPB = 45°.

Construction

Draw a line AB with a point on it. With P as the centre and using any convenient
radius, construct a semicircle cutting AP at M and PB at N as shown below.

A M P N B

Expand the former radius to a convenient size, then place the needle at M and
inscribe an arc at T. Using the same radius, place the needle point at N and
inscribe an arc cutting the previous arc at T. Join TP using dotted lines as shown
below.

T
 A M P N B

Place the needle point at N and inscribe an arc at D using a convenient radius.
Place the needle point on the point of intersection of the semicircle and the

dotted line TP, then inscribe an arc cutting the previous arc at D. Join DP with a
thick line.

A M P N B

Thus, <DPB = 45°.

Use a protractor to check the result in the diagram above.

EVALUATION

Construct angle 22 ½ °.
45 °
Note : 22 ½° = 2

Educators should guide students in this exercise.

Sub – Topic 4 : Construction of special angles (60°,30°)

i. Construction of angle 60°

Given a line BC with B as the centre.Required to construct an angle ABC = 60°.

Construction

Draw a line BC with B as the centre. Using any convenient radius, inscribe an arc
that cuts BC at X, then place the needle point of the compass at X. Using the same
radius, inscribe an arc that cuts the previous arc at Y.
Join YB and produce to A, <ABC = 60°. With a protractor, measure angle ACB to
check if it is really 60°.

ii. Construction of angle 30°

60 °
Since 30°= 2 , then to construct angle 30°, we may first construct an
angle 60° and then bisect it.
Given a line BC with B at the centre. Required to construct an angle ABC
= 30°.

Construction

Draw a line BC with B at the centre. Inscribe an arc using any convenient radius
that cuts BC at X.

Place the needle point of the compass at X. Using the same radius, inscribe an arc
that cuts the previous arc at Y. Using dotted lines, join YB.

Now, place the needle point at X. Using any convenient radius , inscribe an arc A
in the space between line BC and line BY.
Place the needle point at Y. Using the same radius, inscribe an arc that cuts the
previous arc A . Join AB with a thick line.

Thus, <ABC = 30°. Use a protractor to check the result in the figure below.

Note : Educators should teach students how to construct angle 120°

Hint: 120° = 60° + 60°.

EVALUATION

Construct angle 15°.

30°
Hint: 15° = 2

Sub – Topic v : Construction of shapes

Worked examples

Use a ruler and a pair of compasses only to construct a triangle ABC such that BC
= 6 cm, <ABC = 60°, <ACB = 30° and an altitude from A that will be perpendicular
to line BC. Measure the altitude.

Solution
 a. Construct a line BC = 6 cm.
b. Construct an angle ABC = 60°.
c. Construct an angle ACB = 30°.
d. Construct the altitude from A which is perpendicular to line BC as follows:
i. Place the needle point of the compass at A and cut line BC at two
points using a convenient radius.
ii. Using a convenient radius, place the needle at the cuts on BC one
after the other to cut and recut below line BC.
iii. Draw a straight line from A to the point of intersection of the two
cuts below line BC.
iv. Measure altitude (2.5 cm ± 0.1)

EVALUATION

Construct an isosceles triangle PQR such that QR = 8 cm and < PQR = <PRQ = 45°.

SUB – TOPIC VI: COPYING GIVEN ANGLE

Given any angle ABC:

A
 B C

To make a copy of A ^BC ,

a. Draw any line XY. Mark a point B́ on XY. With centre B and any
radius, draw an arc to cut BA, BC at P, Q. Then with centre B́ and the
same radius, draw an arc to cut XY at Q́ .
A

B Q C

X B́ Q́ Y

b. With centres Q, open the compasses until the radius = QP. Make an
arc at P as a check. Then with centreQ́ and the same radius, draw an
arc to cut trough Q́ at Ṕ.

B Q C
 Ṕ

X B́ Q́ Y

c. Draw a line through B́and Ṕ.

A

Ṕ

X B́ Q́ Y

EVALUATION

Use the method given above to copy the following angle. Use a protractor to
check your accuracy.

1.

2.
SUB – TOPIC VII: QUANTITATIVE REASONING

Sample A

100°→ 50°→ 25°

10°← 20°← 40°

5°↔ 20°↔ 80°

Answer the following

1. 90°→ 45°→?
2. 15°← 30°← ?
3. 15°↔ 60°↔ ?
4. 100°→ 50°↔ ?
5. 50°↔ 200°→ ?

Sample B
1. 15°, 45°, 30°, 20°
(a) 15° (b) 45° (c) 30° (d) 20°
Answer = D (odd)
2. 20°, 70°, 80°, 90°
(a) 20°, (b) 70° (c) 80° (d) 90°
Answer = D (odd)

Answer the following

1. 15°, 45°, 120°,30°

2. 120°, 150°, 135°, 30°
3. 130°, 30°, 150°,120°
4. 135°, 120°, 180°, 50°
 5. 15°, 30°, 60°, 105°

WEEKEND ASSINGMENT

Nelson Functional Mathematics for Junior Secondary Schools Book 3 by T. M.

Asiru et al. Chapter 11, pg 28- 51.

READING ASSIGNMENT

New General Mathematics for Junior Secondary Schools book 3. Chapter 4 page
36- 44.

WEEK 10: REVISION

WEEK11: EXAMINATION