PRI

Mathematics
Pupil’s Book 8

©2018, THE REPUBLIC OF SOUTH SUDAN, MINISTRY OF GENERAL EDUCATION AND INSTRUCTION.
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THIS BOOK IS NOT FOR SALE
 .................................................................................. i
....................................................................................... 1
1.1 Factors and Multiples ........................................................................................ 1
1.2 Squares and square roots of perfect squares.................................................. 4
1.3 Squares and square roots of decimals and fractions ..................................... 9
1.4 Conversion of fractions to percentage and percentage to fractions .......... 11
1.5 Conversion of decimals to percentage and percentage to decimals .......... 13
1.6 Application of fractions, decimals and percentage ...................................... 15
............................................................................ 17
2.1 Perimeter of rectangle, square, triangle, circle and trapezium ................. 17
2.2 Area of rectangle, square, triangle, circle and trapezium ........................... 28
2.3 Surface area of a cube and cuboid ................................................................ 37
2.4 Converting m3 to cm3 ...................................................................................... 39
2.5 Volume of a cube and cuboid ......................................................................... 40
2.6 Problems involving Time, speed and distance ............................................. 44
.................................................................................... 47
3.1 Inscribing and circumscribing circles of triangles ....................................... 47
3.2 Pyramids and prisms ....................................................................................... 56
3.3 Scale .................................................................................................................. 60
3.4 Coordinates ....................................................................................................... 62
........................................................................................ 65
4.1 Simplifying algebraic expressions .................................................................. 65
4.2 Word statements into algebraic expressions ................................................ 67
4.3 Sets .................................................................................................................... 69
4.4 Finite Sets & Infinite Sets ............................................................................... 71
................................................................................... 76

i
5.1 Data collection Process ................................................................................... 76
5.2 Reading and interpreting tables and graphs ................................................. 78
5.3 Probability ......................................................................................................... 88
............................................................. 93
6.1 Commissions in South Sudanese Pounds .................................................... 93
6.2 Discounts in South Sudanese Pounds .......................................................... 95
6.3 Hire purchase in South Sudanese Pounds................................................... 95
6.4 Profit and loss in South Sudanese Pounds ................................................... 97
6.5 Simple interest in South Sudanese Pounds ................................................. 99
6.6 Compound interest in South Sudanese Pounds ........................................ 103
6.7 Cash accounts ................................................................................................ 108

ii
1.1 Factors and Multiples
Factors and multiples are different things but they both
involve multiplication:

Multiples

A multiple is the result of multiplying a number by an integer (not a

fraction).

Example 1.
Multiples of 3:

..., −9, −6, −3, 0, 3, 6, 9, ...

15 is a multiple of 3, as 3 × 5 = 15
16 is not a multiple of 3

Example 2.
Multiples of 5:

..., −15, −10, −5, 0, 5, 10, 15, ...

10 is a multiple of 5, as 5 × 2 = 10
11 is not a multiple of 5

1
Factors are what we can multiply to get the number.

Multiples are what we get after multiplying the number by

an integer (not a fraction).

Example: the positive factors, and some multiples, of 6:

Factors:

1 × 6 = 6, so 1 and 6 are factors of 6

2 × 3 = 6, so 2 and 3 are factors of 6

Multiples:

1 × 6 = 6, so 6 is a multiple of 6

2 × 6 = 12, so 12 is a multiple of 6 and so on

(Note: there are negative factors and multiples as well)

Here are the details:

Factors

"Factors" are the numbers we can multiply together to get another

number:

2 and 3 are factors of 6

A number can have many factors.

2
Example 3.
3 × 4 = 12, so 3 and 4 are factors of 12

Also 2 × 6 = 12, so 2 and 6 are also factors of 12,

And 1 × 12 = 12, so 1 and 12 are factors of 12 as well.

AND because multiplying negatives makes a positive, −1, −2, −3, −4,
−6 and −12 are also factors of 12:

(−1) × (−12) = 12

(−2) × (−6) = 12

(−3) × (−4) = 12

So ALL the factors of 12 are:

1, 2, 3, 4, 6 and 12
AND −1, −2, −3, −4, −6 and −12

All Factors of a Number

Factors are the numbers you multiply together to get another number:

There can be many factors of a number.

Example: All the factors of 12

2 × 6 = 12,

but also 3 × 4 = 12,

And of course 1 × 12 = 12.

So 1, 2, 3, 4, 6 and 12 are factors of 12.

And also -1,-2,-3,-4,-6 and -12, because you get a positive number when
you multiply two negatives, such as (-2)×(-6) = 12

3
Answer: 1, 2, 3, 4, 6, 12, -1, -2, -3, -4, -6, -12

Factors are usually positive or negative whole numbers (no fractions),

so ½ × 24 = 12 is not listed.

Note: Negative numbers are also included, as multiplying two negatives

makes a positive.

Example 4.
All the factors of 20.

Start at 1: 1×20=20, so put 1 at the start, and put its "partner" 20 at the
other end:

1 20
Then go to 2. 2×10=20, so put in 2 and 10:

1 2 10 20

Then go to 3. 3 doesn't work (3×6=18, 3×7=21).

Then on to 4. 4×5=20, so put them in:

1 2 4 5 10 20

There is no whole number between 4 and 5 so you are done! (Don't

forget the negative ones).

1 2 4 5 10 20

-1 -2 -4 -5 -10 -20

1.2 Squares and square roots of perfect squares

Squares

A square of a number is a number multiplied by itself.

4
Example 5.
Find the square of 16.

This means 16 multiplied by itself.

= 16 × 16
= 256.
256 is therefore the square of 16

A square can also be expressed as A2

‘A’ being the number you want to square.

252 = 25 × 25
= 625
Or (25)2 = 25x25
= 625.
A number whose square root is exact is called a

Activity 1:
1. with your partner choose a number. Write all the factors of that
number. Now write what you know about factors. Share with the rest of
the class

1. Find the squares of these numbers.

a. 21 b. 453 c. 17 d. 27 e. 19

f. 221 g. 305 h. 41 i. 34 j. 635

2. Find the value of;

a. 232 b. 182 c. 512 d. 322 e. 652

f. 392 g. 472 h. 332 i. 362

5
Exercise 1.

1. A square has a side of 156cm. what is the area in square

centimetres?

2. A fisherman has a pond of a square in shape. If one side of the pond

was 126m. What was the area covered by the fish pond.

3. What is the area in square metres of a house whose one side is 27m?

4. Find the product obtained after working out the square of 13 and 15.

5. Rita planted flowers on a square garden of 31m. What is the area

planted with flowers?

Square roots of numbers

Square root can also be expressed in symbol as √ .

Example 6.

√81

Find √81

81

Divide 81 by 3 since it is not

divisible by 2 3 27

3 9

Prime factors of 81 = 3 × 3 × 3 × 3 3 3

For every two same numbers pick one, and then find their product.

3×3 = 9

∴ √81 = 9

6
 With the guide of the teacher;
Find √484
Estimate the square root of 484 to a
484÷ 20 round figure. Thus 20 is our estimated
484 square root 20 × 20 = 400 which is
= closer to 484.
20

=24 rem 4 Divide the estimated square root by the

number given. Where we get 24
remainder 4, ignore the remainder then
add the divisor 20 to the quotient 24.

44 Then find the average of the result.

= 22
2
20 + 24 = 44 Divide by 2 to give 22.
∴ Square root of 484 is 22
To check whether 22 is our correct
answer, multiply 22 × 22 = 484.

Exercise 2.

1. Fill in the correct missing numbers.

a. √144 = 12 × ____ b. √169 = ____ × 13 c. √225 = 25 × ____

d. √196 = 14 × ____ e. √289 = _____ × 17

2. Use any of the two methods to find the square root of;

a. 441 b. 576 c. 1296 d. 2209

e. 5041 f. 2025
Show your working out.

7
Activity 2:
In groups discuss and then work out the following; share your workings
using mathematical language.
1. A square has an area of 2 116cm2. What is the perimeter in metres?

2. A farmer planted vegetables on a square area of 2401 square metres.

What was the measurement of one side of the vegetable garden?

3. Garang had 5 square shaped cowsheds whose total area was

55125m2. He wanted to fence it using 4 strands of wire. How many
kilometers of wire was enough to fence the cowshed?

4. What is the square root of the number obtained when 2704 is

divided by 16?

5. What is the value of√195 + 172 ?

6. What is the sum of the square of 19 and square root of 1225?

7. Find the difference between the square root of 3136 and 6084.

8. What is the value of the square of 23 multiplied by the square root of

676?

9. Find the value of the square root of 9216 and the square root of 256.
10. What is the square root of the number obtained when 196 is
multiplied by 4?

11. What is the square root of the number obtained after 4498 is added
to 263?

11 1
12. Find the sum of √1 25 + 5 2

8
1.3 Squares and square roots of decimals and fractions
Squares of decimal numbers and fractions

To find the squares of decimal numbers, change the given decimals into
fractions with the denominator of 10.

E.g. 10, 100, 1000, 10 000, 100 000 and so on.

If the Fraction is a mixed fraction we convert it to an improper fraction.

Example 7.
Evaluate 0.42

4 2
= 0.4 × 0.4 𝑜𝑟 (10)

4 4
= ×
10 10
16
= 100
16
= 100 = 0.16

= 0.16.

Exercise 3.

1. Work out:
a) 0.52 b) 0.032 c) 0.0352 d) 3.062
e) 0.162 f) 1.82 g) 0.252 h) 0.0752
i) 0.152 j) 0.272 k) 4.52 l) 3.872
m) 0.232 n) 0.0332 o) 0.0252

9
Square roots of decimals and fractions

To find the square root of decimals, write the given decimal number as a
fraction with denominator of power 100.

E.g. 100, 10000, 1000000 and so on.

If the Fraction is a mixed fraction we convert it to an improper fraction.

Example 8.

(a) √0.36 (a) √0.0196 (a) √1.44

Solution

Find the square roots of both the numerator and the denominator.

√36 6
(a) √0.36 = = = 0.6
√100 10

√196 14
(b) √0.0196 = √10000 = 100 = 0.14

√144 12
(c) √1.44 = √100 = 10 = 1.2

What do you notice about the decimal place of the given number and
their square roots?

Numerators are significant figures of the decimal numbers.

Exercise 4.

Find the square root of:

a) 6.25 b) 2.25 c) 0.0169 d) 0.0144

e) 3.24 f) 26.01 g) 12.96 h) 3.61

i) 0.0081 j) 0.3136 k) 0.5625 l) 0.1225

10
1.4 Conversion of fractions to percentage and
percentage to fractions
Conversion of fractions to percentage
𝑥
Percentage means out of hundred (100)%

Example 9.
3
Express 8 as a percentage.

3
Out of hundred
8
25
3 75
= 8 × 100% = 2
2
1
= 35 2%

Exercise 5.

1. Convert these fractions to percentages. Show your working out.

3 1 5 13 5
a) 3 b) 3 c) 6 d) 20 e) 8

2. Johana scored 13 out of 18 in Kiswahili test. What were his marks as

percentage? Show your working out.

3. In a class of 45 pupils there are 18 girls. What percentage of the total

number of pupils were boys? Show your working out.

4. Pamela had 60 hens. She sold 15 hens. What percentages of hens

were unsold? Show your working out.

5. A basket had 36 fruits, 27 of them were ripe. What percentage of fruits

was raw? Show your working out.

11
6. Abdi had 600 cattle. If he had 180 dairy cattle. What percentage were
beef cattle?

7. In a tray there were 30 eggs. 11 eggs were rotten. What percentages of

eggs were good?

Activity 3:
In groups discuss, where do we apply converting fractions to percentages.

Conversion of percentage to fractions

Example 10.
Write 35% as a fraction and write in simplest form.

35% is 35 out of 100

35
Change to a fraction = 100

Simplify by cancelling the numerator and the denominator by a common

35 7
divisor. =
100 20

7
= 20

12
Example 11.
1
Express 33 3% as a fraction.

1
33 ×3 100
Multiply numerator and denominator by 3 to
3
= 300 100 100
100×3
get whole number to get =
3×100 300
100 1
= = 1
300 3 Then simplify by dividing 300 by 100 to get
3

Exercise 6.

Convert these percentages to fractions in the simplest form.

1
a) 60% b) 75% c) 90% d) 322%
1 1 1 2
e) 272% f) 24 % g) 372% h) 663 %
Chose two questions tell your partner how you converted this
percentages to fractions.

1.5 Conversion of decimals to percentage and

percentage to decimals
Conversion of decimals to percentages

Example 12.
Express 0.05 as percentage.
Change to a fraction and multiply by 100%
5
0.05 = 100 × 100 5
Change it into fraction first i.e. 100.

Then multiply by 100 and cancel

= 5% 100 by 100 to get 5%

13
Activity 4:
In pairs, express the following as percentage.

a) 0.567 b) 0.4 c) 0.036 d) 0.48 e) 0.135

f) 1.75 g) 0.23 h) 2.8 i) 0.25 j) 3.75

Conversion of percentages to decimals

Example 13.
Convert 88% to a decimal

Change it into fraction.

88
88% = = 0.88
100
Then divide by 100

= 0.88

Exercise 7.

Convert the following percentages to decimals.

a) 77% b) 135% c) 265% d) 1%

e) 857% f) 13% g) 175% h) 8%

i) 19% j) 9%

Activity 5:
Where do we apply converting fractions to percentages?

14
1.6 Application of fractions, decimals and percentage

When we talk, we often use different words to express the same thing.
For example, we could describe the same car as tiny or little or small. All
of these words mean the car is not big.

Fractions, decimals, and percents are like the words tiny, little, and
small. They're all just different ways of expressing parts of a whole.

Fractions
Fractions are used in the real world during jobs such as a chef or a baker
because you need to know how much of something like butter or milk to
put in a recipe

Decimals
Decimals are used in measurements for example my pen is 5.5 inches
long.
Architects use decimals when they are measuring the height of a
building.

Percent
In restaurant they have to use percent when they make a pizza so that
they can cut it into equal pieces. Finally they use them when they decide
how much of their budget goes to supplies.

Example 14.
In real life, fractions are used in games like soccer we talk of half time, as
1
they are splint in to halves. Also fractions are used in food, i.e. 2 cup of
sugar.

In real life, percentages are used in liquids and food. i.e. 30% of tea is
milk, 100% percent orange juice. Also in washing, we say what
percentage of germs will be killed and how safe it is. i.e. 100% safe and
kills 99.9% germs

15
Exercise 8.

In pairs, work out the following and share your working with your
partner.

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

2. In a survey one in five people said they preferred milk. What is this
figure as a percentage?

1
3. Mary is working out a problem involving 4. She needs to enter this
1
into a calculator. How would she enter 4 as a decimal on the
calculator?

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

5. When a carpenter was buying his timber, he had to put down a

1
deposit of 10 the value of timber. What percentage was this?

1
6. I bought my coat in January with off the original price. What
3
percentage was taken off the price of the coat?

7. Brian bought a cloth that was 1.75 metres long. How could this be
written as a fraction?

16
2.1 Perimeter of rectangle, square, triangle, circle and
trapezium
Perimeter is the distance around a shape. Its symbol is P. In order to
calculate the perimeter of a shape, you must add up the lengths of all its
sides.

Example 1.
A rectangle has a width of 5cm and a length of 3cm, its perimeter would
be:

PERIMETER = SUM OF LENGTH OF

3cm ALL FOUR SIDES

=5+3+5+3
5cm
= 16cm

There are different types of geometric shapes.

They include:

Rectangle, Square, Triangle, Circle, Trapezium

There is a formula for calculating the perimeter of each shape.

Perimeter of a rectangle
A Rectangle is a four sided with two opposite sides equal to each other.
The longer side is called the Length while the shorter side is called the
Width.

17
Perimeter of a rectangle = 2 (Length + Width)

P = 2(L+W)

P = 2(10+6) 6cm

P = 2 X 16

P = 32 cm

10cm

Exercise 1.

1. Find the perimeter of the following:

1.

25cm

15cm

2.
12cm

18cm

3. 14cm

36cm

18
2. Kiden makes seven runs around a rugby field of length 90m and
width 75m. Calculate the distance she covered.

3. A farmer wants to fence a field of length 800m and width 650m by

surrounding it with a barbed wire, calculate the length of the barbed
wire used.

4. To fence a rectangular plot of length 150m and width 100m, a

landlord erects poles which are 50m apart. How many poles are
required?

Activity 1:
Work in groups;

1. The perimeter of a rectangular park is 46 m. If the length of the

park is 16 m, what is the width of the park? Explain your working.

2. The length of a rectangular field is 60m and its width is 20 m Find

the perimeter of this field. Show your workings.

3. Before soccer practice, Laura warms up by jogging around the

soccer field that is 80 m by 120 m. How many yards does she jog if
she goes around the field two times?

Perimeter of a square
A Square is a four sided with all sides equal to each other.

Perimeter of a Square = 4 × Length

19
Example 2.

P = 4L
8cm
= 8cm

P = 4 X 8cm

P = 32 cm

8cm

Exercise 2.

1. In groups, find the perimeter of the following:

(i) (iii)

18cm

18cm 36cm

(ii)

36cm
25cm

25cm

20
Activity 2:
Work in groups;

1. A cricket player makes four runs around a pitch of length 90m.

Calculate the distance he covered. Explain how you arrived at your
answer.

2. A farmer wants to fence a square field of length 800m by

surrounding it with a barbed wire, calculate the length of the
barbed wire used. Present your working.

Perimeter of a triangle
A triangle is a three sided figure.

Perimeter of triangle is the sum of the lengths of all the sides.

Like any polygon, the perimeter is the total distance around the outside,
which can be found by adding together the length of each side.

Or as a formula:

𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟 = 𝑎 + 𝑏 + 𝑐

Where: a, b and c are the lengths of each side of the triangle.

21
Example 3.
Determine the perimeter of the triangle below:

13cm

5cm

12cm
Perimeter = Sum of length of sides
= 12 + 13 + 5
= 30cm

Exercise 3.

In pairs, work out the perimeters of the triangles below. (Not drawn to
scale)

22
Activity 3:
Measure the lengths of the sides of this triangles and calculate their
perimeters.

Perimeter of a trapezium
A trapezium has two parallel sides with one of the sides being shorter
than the other.

The perimeter of a trapezium is the sum of the distances round the

figure.

Example 7.
Calculate the perimeter of the figure below:

15cm

14cm
10cm

27cm

P = 15 + 27 + 14 + 10
= 66 cm

23
Activity 4:
Find the perimeter of the following figures:
A 18cm E

10cm 10cm

B C D
25cm

Perimeter of a circle
The distance round a circle is known as the circumference. The symbol
for circumference is C.

A circle has a line joining two points of the circle which cuts through the
centre. The line is known as a diameter (d). The distance between the
centre of a circle and any point on the circumference is called a radius
(r).

Circumference = pi x diameter
C= 𝜋 d
Pi (π) is approximately
𝟐𝟐
or 3.14.
𝟕

Example 4.
Approximate the circumference of a circle with diameter of 7cm.

Circumference = πd

𝟐𝟐
= 𝟕 × 7cm
= 22cm

24
Circumference can also be calculated using radius.

Circumference = 2πr
C =2 πr

Example 5.
Find the circumference of a circle with radius of 7cm.

Circumference = 2πr
C = 2 πr
𝟐𝟐
C = 2 × 𝟕 × 7cm
C = 44cm

Exercise 4.

1) The radius of a circle is 5 inches. What is the

(a) Diameter (b) circumference

2) The diameter of a circular rug is 35 cm.

a) What is the radius? b) Circumference? c) Radius?

The radius, diameter, or circumference of a circle is given. Find the

missing measures. Show your work.

Radius Diameter circumference

10inch
10
76.4
10.4
314
1

25
Activity 5:
1. In pairs, find the following;

a) The circumference of a circle with a diameter of 15 cm.

b) The radius of a circle with a diameter of 480 in.

c) The circumference of a circle with a radius of 320 cm.

d) The diameter of a circle with a radius of 522 ft.

2. The diameter of a bicycle wheel is 34 inches. What is the radius?

a. How far will you move in one turn of your wheel?

b. What is the distance covered in 5 turns of the wheel? Show your

work to your partner.

Semi-circle
A half of a circle is called a semi-circle.

The circumference of a semi-circle is:

1
Circumference = 𝜋𝑑 + 𝑑
2

Example 6.
Determine the circumference of the figure below:

1
C = 2 𝜋𝑑 + 𝑑
14cm
1 22
= (2 × × 14) + 14
7

= 36cm

26
Exercise 5.

1. Determine the circumference of the following figures:

a.
27cm

30m

b.
40m

2. A motorcyclist is racing round a circular course of radius 49m.

Determine the distance he makes five runs round the course.

3. Determine the circumference of a semicircular field of diameter

18 metres.

4. Calculate the diameter and radius of a circle whose circumference

is 77cm.

5. To fence a circular field of diameter 35m, a farmer erects poles

after every 10m. Determine the number of poles the farmer
requires to fence the field.

27
2.2 Area of rectangle, square, triangle, circle and
trapezium
The area is the amount of a surface covered by a boundary. The symbol
for area is A.
The units for area are square units such as square metres (m2), square
centimeters (cm2), square kilometers (km2), Ares, hectares (Ha).

1m2 = 1m x 1m 1m2 = 10000cm2

1 Are = 100m2 1Hectare = 10000 m2

Example 8.
To convert m2 to cm2, multiply the value given by 10000.
1. Convert 1.8m2 to cm2
Solution
1m2 = 10000cm2
1.8m2 = 1.8 x 10000
= 18000cm2
2. Convert 0.075m2 to cm2
Solution
1m2 = 10000cm2
0.075m2= 0.075 x 10000
= 750cm2

To convert cm2 to m2, divide the value given by 10000.

1. Convert 1500cm2 to m2
Solution
10000cm2 = 1m2
1500
1500cm2 = 10000
= 0.15m2
2. Convert 28450cm2 to m2
Solution
10000cm2 = 1m2
28450
28450cm2 = 100000
= 2.845m2

28
Area of a rectangle
A Rectangle is a four sided with two opposite sides equal to each other.
The longer side is called the Length while the shorter side is called the
Width.

Area of a rectangle = Length x Width)

A = L × W)
A = 15 × 6

A = 90cm2

Activity 7:
In groups, solve the questions

1. The floor of a classroom has a length of 12m and a width of 9m.

Calculate its area.

2. A farmer has a rectangular garden of length 800m and width

650m. Calculate the area of the garden on hectares.

3. A football field has length of 90m and a width of 75m. What is the
area of its playing surface?

Area of a square
A Square is a four sided with all sides equal to each other.

Area of a Square = Length × Length

A = L2

A = 82

A = 64cm2

29
Activity 8:
1. Find the area of the following:

(i) A square of sides 25cm.

(ii) A square of sides 18cm.

(iii) A square of sides 36cm.

2. A designer is using carpet to cover the floor of a room of area 169m 2.

Determine the dimensions of the carpet used.

Area of a right angled triangle

A triangle is a three sided figure.
1
Area of triangle = 2 × 𝑏𝑎𝑠𝑒 × ℎ𝑒𝑖𝑔ℎ𝑡

1
A = 2 𝑏ℎ

The height and the base are the two sides which form a rich angle. The
longest side of the triangle is called the hypotenuse. It is not used in
calculation of the area.

Example 9.
Determine the area of the triangle below:

1
Area = 2 𝑏ℎ
1
= 2 × 12 × 5
5cm
= 30cm2

12cm

30
Exercise 6.

1. A triangle with an area of 150cm2 has a base of 20cm. Calculate its

height.
2. A triangular plot has a base of 12m and hypotenuse of 13m.
Calculate its area.

Area of a circle
A circle has a line joining two points of the circle which cuts through the
centre. The line is known as a diameter (D).

The distance between the centre of a circle and any point on the
circumference is called a radius (r).

Area = pi × (radius) 2

A = πr2

22 1
Pi 𝜋 𝑖𝑠 𝑎𝑝𝑝𝑟𝑖𝑥𝑖𝑚𝑎𝑡𝑒𝑙𝑦 , 3 7 𝑜𝑟 3.14
7

Example 10.
Find the area of the circle below:

Area of a circle =𝜋×𝑟×𝑟

22 1
𝜋= , 3 7 𝑜𝑟 3.14
7

22 2
Area = × 14𝑐𝑚 × 14𝑐𝑚
7
14cm
= 44 × 14𝑐𝑚2

= 616𝑐𝑚2

31
Semi-circle
A half of a circle is called a semi-circle.

The area of a semi-circle is:

1
Circumference = 2 × 𝑝𝑖 × (𝑅𝑎𝑑𝑖𝑢𝑠)2

Example 11.
Determine the area of a semicircle of diameter 14cm.
1
A = 2 π2
1 22
=2× × 72
7
= 77cm2

Exercise 7.

1. Determine the area of the following:

a. Circle of radius 21 cm.
b. Circle of diameter 30cm.
c. Semi-circle of diameter 40cm.

2. A motorcyclist is racing round a circular course of radius 49m.

Determine the area of the course.
3. A circular shaped lake covers a diameter of 7km. Determine the
area of the surface covered by the lake.
4. Calculate the area of a circle which has a radius of 4cm
5. A circular playing field has an area of 242m 2. Calculate its
circumference.
6. A semicircular disk has a diameter of 7cm. Find its area in square
metres.

32
Area of a trapezium
A trapezium has two parallel sides with one of the sides being shorter
than the other. The two parallel sides are joined on one end by a height.

𝑎+𝑏
Area of a trapezium = × ℎ𝑒𝑖𝑔ℎ𝑡.
2

Example 12.
Calculate the area of the figure below:
15cm

(15+27)
10cm A = x 10
2
= 210cm2

27cm

Activity 9:
1. The two parallel sides of a trapezium shaped field are 280m and
160m. The field has an area of 3.3 hectares. Calculate the width
of the field.
2. Calculate the area of figure below.
32cm

20cm

50cm

33
Exercise 8.

Show your working out. 𝝅 𝒊𝒔 𝒂𝒑𝒑𝒓𝒊𝒙𝒊𝒎𝒂𝒕𝒆𝒍𝒚 𝟑. 𝟏𝟒

1. The figure below represents a swimming pool in the shape of a quarter
of a circle of radius 0.7m and a right-angled triangle.

What is the area in

cm2 of the swimming
0.7m
pool?

3.1m
2. The figure below represents a flower garden. What is the area in m 2?

25m

15m
3. A cow shed is of the shape shown below, formed by a semi-circle and a
trapezium.
16m

20m What is the area of the cow

shed in square metres?

12m

4. The figure below represents a potato garden enclosed by two semi

circles 10m apart. The diameter of the larger circle is 40m.

10m 10m
What is the area covered by the potato
garden?

34
5. The figure below represents a flower garden formed by a square and
two semi circles each of diameter 3.5m.

4.25m
What is the area of the garden in

3.5m
3.5m

square metres?
4.25m

6. Find the area of the figure shown below?

14m

7m

16m
7. The diagram below represents a shape of a grazing field.

What was the area for grazing?

8.4m
7.2m

4.8m

35
8. Find the area of the shaded figure below with a circle in the semi-
circle.

7cm

21cm

9. A piece of land is in the shape shown below. It consists of an isosceles

triangle, a square and a quarter of a circle.

0.3m

0.8m
0.2m

If the base of an isosceles triangle, is half one side of the square. What is
the area of the whole figure in square centimetres?

10. The figure represents a piece of cardboard used to make certain

furniture, with two opposite semi-circles.

0.7m

What is the area in square metres of

2.8m

the cardboard?

36
2.3 Surface area of a cube and cuboid
Surface area of a cube
A cube has 6 equal square faces.

An open cube has 5 equal square

faces.

Formula of the surface area of a closed cube.

𝑆𝑢𝑟𝑓𝑎𝑐𝑒 𝑎𝑟𝑒𝑎 = (𝐿 × 𝑊 ) × 6 𝑓𝑎𝑐𝑒𝑠

Example 13.
Find the surface area of a closed cube whose one side is 8m.

𝑆𝑢𝑟𝑓𝑎𝑐𝑒 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑎 𝑐𝑙𝑜𝑠𝑒𝑑 𝑐𝑢𝑏𝑒 = (8 × 8)𝑚2 × 6

= 64𝑚2 × 6 = 384𝑚2

Surface area of a cuboid

A cuboid has 2 equal opposite sides.

𝑆𝑢𝑟𝑓𝑎𝑐𝑒 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑎 𝑐𝑙𝑜𝑠𝑒𝑑 𝐶𝑢𝑏𝑜𝑖𝑑 = 2(𝐿 × 𝑊 ) + 2(𝐿 × 𝑊 ) + 2(𝐿 × 𝑊 )

Formula of the surface area of a closed cuboid.

𝑆𝑢𝑟𝑓𝑎𝑐𝑒 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑎 𝑐𝑙𝑜𝑠𝑒𝑑 𝐶𝑢𝑏𝑜𝑖𝑑

= 2(𝐿 × 𝑊 ) + 2(𝐿 × 𝑊 ) + 2(𝐿 × 𝑊 )𝑠𝑞𝑢𝑎𝑟𝑒 𝑢𝑛𝑖𝑡𝑠

37
Activity 10:
In groups, work out the questions below and explain your mathematical
workings to other groups.
1. Find the surface area of the cubes and cuboids below.

a) Closed b) Closed

1
3 m 1
2
3 m
2
2m 3m
1
5m 3 m
2
Open on top
c) d) Closed
0.5m
8cm

1
7 cm 0.5m
1 2
4 cm 0.5m
5
2. One closed cuboid measures 4m by 1.5m by 2m, another open cuboid
measures 8cm by 6cm by 5cm. What is the difference in their surface
areas in square centimetres?

3. An open cuboid tin of 12cm by 9cm by 7cm was painted on the

outside. What was the area painted altogether?
1 1 3
4. The base of a closed cuboid measures 4 2 cm by 5 2 cm by 7 4 cm. The
base and the top part of the cuboid are not painted. What is the total
surface area of the parts which are not painted?

5. The volume of an open rectangular tank is 48.6m3. The tank has a

square base. The height of the tank is 5.4m. What is the surface area of
the tank in square metres?

38
2.4 Converting m3 to cm3
To convert m3 to cm3, multiply the value given by 1000000.

Example 14.
1. Convert 13.8m3 to cm3

1m3 = 1000000cm3

13.8m3 = 13.8 × 1000000

= 13800000cm3

2. Convert 0.075m3 to cm3

1m3 = 1000000cm3

0.075m3 = 0.075 × 1000000

= 75000cm3

To convert cm3 to m3, divide the value given by 10000.

Example 15.
1. Convert 1500cm3 to m3

1000000cm3 = 1m3
1500
1500cm3 = 1000000
= 0.0015m3

2. Convert 28450cm3 to m3

1000000cm3 = 1m3
28450
28450cm3 = 1000000

= 0.02845m3

39
2.5 Volume of a cube and cuboid
Volume is the space occupied by matter. It can also be defined as the
space enclosed by matter. The symbol for volume is V.

𝑉𝑜𝑙𝑢𝑚𝑒 = 𝐵𝑎𝑠𝑒 𝑎𝑟𝑒𝑎 × 𝐻𝑒𝑖𝑔ℎ𝑡

Example 16.
Find the volume of the cube whose one side is 15Cm.

A cube is square based and all sides are equal.

Base area = 𝐿 × 𝑊

𝑉 = 𝐿×𝑊×𝐻

= (15 × 15 × 15)𝑐𝑚3

= 3375𝑐𝑚3

Volume is given in cubic units such as cubic centimetres (cm 3), cubic
metres (m3) etc.

Example 17.
Find the volume of a cuboid whose measurements are 12cm by 11cm by
8cm.

𝑉 = 𝐿×𝑊×𝐻

= (12 × 11 × 8)𝑐𝑚3

= 1056𝑐𝑚3

40
Exercise 9.

Work individually

1. Find the volume in cubic metres.

a) b)

2m 3m
0.2m
1.5m
5m 0.5m
2. One cube measures 8cm, another cube measures 11cm. What is
the sum of their volumes in cubic centimetres?
3. A rectangular container with a base area of 350m2 and a height of
20m is filled with juice. If the juice was packed into 250cm 3
packets, how many packets were packed?
4. The volume of a rectangular tank is 72.9m3. The tank has a
square base. If the height is 8.1 metres, what is the measure of
one side of the square base?
3
5. A rectangular tank 45cm long and 25cm wide was full of water.
4
What is the volume of water required to fill the tank?
6. A cube-shaped tank of 7.5m was full of water. After removing
14600cm3 of water the level of water become 5cm high. What was
the height of the container?
7. A container with a volume of 0.09 cubic metres is full of water.
The water is then poured into 15cubic centimeter containers.
How many such containers are used?
8. One cube measures 0.8m. Another cuboid measures 1.2𝑚 × 5𝑚 ×
0.3𝑚. What is the difference in their volume in cubic
centimetres?
9. A company packs 250 packets of 750cm3 of pineapple juice while
another packs 485 packets of 500cm3 of pineapple juice each day.
How many cubic metres of juice the two companies pack in the
month of October?

41
Volume is the amount of space in a container.

Formula of calculating the volume of the cylinder is equal to

𝑉𝑜𝑙𝑢𝑚𝑒 = 𝐵𝑎𝑠𝑒 𝑎𝑟𝑒𝑎 × ℎ𝑒𝑖𝑔ℎ𝑡

= 𝜋𝑟 2 × ℎ

22 2
= 𝑟 ×ℎ
7

Example 18.
Find the volume of the cylinder below.

14cm

15cm

𝑉 = 𝐵𝑎𝑠𝑒 𝑎𝑟𝑒𝑎 × 𝐻𝑒𝑖𝑔ℎ𝑡

22 2
× 14𝑐𝑚 × 14𝑐𝑚 × 15𝑐𝑚
7
(22 × 2 × 14 × 15)𝑐𝑚3

= 9240𝑐𝑚3

42
Activity 11:
22
1. Find the volume of the cylinders below. 𝜋 𝑖𝑠 𝑎𝑝𝑝𝑟𝑜𝑥𝑖𝑚𝑎𝑡𝑒𝑙𝑦 7
21m
a) b) R = 2.8cm
20m

25cm
c)
35m

10m

2. Find the volume of the cylinders below.

25cm
(i) (ii)
6cm

R = 10cm R = 20cm

(ii)
40cm

R = 10cm

3. The figures below represent halves of cylindrical solids whose

dimensions are shown. Find their volumes.

a) b)
25cm
25cm

43
2.6 Problems involving Time, speed and distance
Formula

𝑇𝑖𝑚𝑒 𝑡𝑎𝑘𝑒𝑛 = 𝐷𝑖𝑠𝑡𝑎𝑛𝑐𝑒 ÷ 𝑆𝑝𝑒𝑒𝑑. 𝑇 =𝐷÷𝑆

𝑆𝑝𝑒𝑒𝑑 = 𝐷𝑖𝑠𝑡𝑎𝑛𝑐𝑒 ÷ 𝑇𝑖𝑚𝑒 𝑡𝑎𝑘𝑒𝑛. 𝑆 =𝐷÷𝑇

𝐷𝑖𝑠𝑡𝑎𝑛𝑐𝑒 = 𝑆𝑝𝑒𝑒𝑑 × 𝑇𝑖𝑚𝑒 𝑡𝑎𝑘𝑒𝑛 𝐷 =𝑆×𝑇

Example 19.
Convert 15m/s to km/h

1000m = 1Km 15m =15÷1000km

3600sec = 1Hour 1Sec = 1÷3600 hour

𝑆𝑝𝑒𝑒𝑑 = 𝐷𝑖𝑠𝑡𝑎𝑛𝑐𝑒 ÷ (𝑇𝑖𝑚𝑒 𝑡𝑎𝑘𝑒𝑛)

15𝑚𝑖𝑛 𝑖𝑛 1𝑠𝑒𝑐 =15 × 60𝑠𝑒𝑐

15 × 60 × 60𝑚 in 1 hour

15 × 60 × 60
𝑘𝑚 𝑖𝑛 1 ℎ𝑜𝑢𝑟
1000

=54𝐾𝑚/ℎ

m/s Km/h Km/h m/s

3600 1000
Take speed in 𝑚/𝑠 × 1000 Take speed in 𝑘𝑚/ℎ × 3600

44
Exercise 10.

Show how you got your answer

1. A cyclist took 18 minutes to travel from his home to school at a speed

of 36Km/h. He took 20 minutes to travel back from school to his
home. What was his average speed in M/s from school to his home?

2. A motorist left town C at 7.15a.m for town B a distance of 510km. He

1
travelled the first 150km in15 hours and stopped for15 minutes to
take a cup of tea. He went on with the journey arriving in town D at
12.55p.m. What was his average speed for the whole journey?

3. A driver started on a journey of 450km at 7.30a.m travelling at an

average speed of 90km/h. After travelling for 120km, he rested for
25minutes. He then continued with the rest of the journey at an
average speed of 60km/h. At what time did he complete the journey?

1
4. In a relay race Faiza ran 100m which is 3 of the race in 3 minutes.
Mukami ran another 100m in 5 minutes while Cheromo ran the
remaining part in 2 minutes. What was the average speed for the
whole race in m/s?

1
5. Ayesha left home and walked for 1 hours at an average speed of
3
9km/h. She rested for 20 minutes and continued with the journey for
2
3hours at an average speed of 415km/h. What was the average speed
for the whole journey?

6. Imran left town R at 7.15a.m for town S travelling at a speed of

75km/h, Saima left town S at 8.00a.m for town R at a speed of 9
km/h. The two met at a place 225km away from town R. What was
the distance between town R and S?

45
7. A motorist driving at a speed of 80km/h was expected to arrive on
1
time in town E 300km away. After driving for 24hours he rested for
¼ hour to take lunch. At what speed in km/h did he drive after taking
lunch if he had to arrive at the expected time?

8. A Bus travelling from town M to town N at an average speed of

80km/h took 48minutes. Another bus took 40minutes to travel the
same distance. What was the difference in their speed in km/h?

9. A motor bike travelled 450km at an average speed of 90km/h. On the

return journey the average speed decreased to an average speed of
60km/h. Calculate the average speed in km/h for the whole journey.

10. Abdallah left home at 8.15a.m for Juba a distance of 300km. After
1
driving for 24hours, he rested for 45minutes. He then continued with
his journey and reached Kisumu at midday. What was his average
speed for the journey?

Check your answers with your partner, explain how you worked it out.

46
3.1 Inscribing and circumscribing circles of triangles
Given a triangle, what's the difference between the inscribed circle of the
triangle and the circumscribed circle of the triangle?

Inscribing a circle
Given a triangle, an inscribed circle is the largest circle contained within
the triangle. The inscribed circle will touch each of the three sides of the
triangle in exactly one point. The center of the circle inscribed in a
triangle is the incentre of the triangle, the point where the angle
bisectors of the triangle meet.

NB: The inscribed circle of a triangle is inside the triangle.

Steps to construct the inscribed circle:

Bisect the angles of the triangle and produce them such that they
intersect somewhere within the circle. The point of intersection is known
as the incentre.

Draw a triangle. Construct the angle bisectors of two of its angles. Why is
the point of intersection of the two angle bisectors the incentre of the
circle?

47
Use your Pair of compasses and
straightedge to construct the angle
bisector of one of the angles.

Repeat with a second angle.

The point of intersection of the angle bisectors is the incentre.

It is not necessary to construct all three angle bisectors because they all
meet in the same point. The third angle bisector does not provide any
new information.

The segment connecting the incentre with the point of intersection of

the triangle and the bisector is the radius of the circle.

Construct a circle centered at the incentre that passes through the point
of intersection of the side of the triangle and the perpendicular line from
the problem above.

Construct a line perpendicular

to one side of the triangle that
passes through the incentre of
the triangle.

48
Use your Pair of compasses and straightedge to construct a line
perpendicular to one side of the triangle that passes through the
incentre.

Note that this

circle touches
each side of the
triangle exactly
once.

Activity 1:
In groups, do the activity
1. Draw a triangle and construct the angle bisector of two of its angles.

2. Continue with your triangle from 1. Construct a line perpendicular

to one side of the triangle that passes through the incentre of the
triangle.

3. Continue with your triangle from 1 and 2. Construct the inscribed

circle of the triangle.

4. Why is it not necessary to construct the angle bisector of all three of

the angles of the triangle?

5. Explain why the incentre is equidistant from each of the sides of the
triangle.

49
Circumscribing a circle
Given a triangle, the circumscribed circle is the circle that passes
through all three vertices of the triangle. The center of the circumscribed
circle is the circumcenter of the triangle, the point where the
perpendicular bisectors of the sides meet.

Steps to construct the circumscribed circle:

Bisect the sides of the triangle and produce them such that they
intersect somewhere within or outside the circle. The point of
intersection is known as the circumcenter.

Use your Pair of compasses and

straightedge to construct the
perpendicular bisector of one
side.

Repeat with a second side.

50
The point of intersection of the perpendicular bisectors is the
circumcenter.

It is not necessary to construct all three perpendicular bisectors because

they all meet in the same point. The third perpendicular bisector does
not provide any new information.

Construct a circle centered at the circumcenter that passes through one

of the vertices of the triangle. This circle should pass through all three
vertices.

Activity 2:
In groups, do the activity
1. Draw a triangle and construct the perpendicular bisector of two of
its sides.
2. Continue with your triangle from 1. Construct the circumscribed
circle of the triangle.
3. Explain why the circumcenter is equidistant from each of the
vertices of the triangle.

51
Exercise 1.

Work in groups;

1. You work selling food from a food truck at a local park. You want to
position your truck so that it is the same distance away from each of
the three locations shown on the map below.

a. Is the point of interest the incentre or the circumcenter?

How do you know, explain your thinking to the group.
b. Find the point on the map that is equidistant from each of
the three locations.
2. A new elementary school is to be constructed in your town. The plan
is to build the school so that it is the same distance away from each
of the three major roads shown in the map below.

a. Is the point of interest the incentre or the circumcenter?

b. Find the point on the map that is equidistant from each of
the three roads.

52
Activity 3:
1. Draw two triangles of different shapes and then construct the circle
that circumscribes them. Next, draw two triangles and then construct
the circle that inscribes them.

2. Construct a triangle PQR such that lines QR= 4.5cm, QP= 6.9cm and
angle PQR= 100˚. Construct a circle touching the three vertices.
What is the radius of the circle?

3. Construct triangle ABC in which line AB= 6cm, CA= 9cm and angle
BCA= 140˚. Draw a circle that touches the three sides of the triangle.
What is the length of the radius of the circle?

What is the Pythagoras’ Theorem?

The Pythagorean Theorem or Pythagoras’ Theorem is a formula relating
the lengths of the three sides of a right angled triangle.

A right angled triangle consists of two shorter

sides and one side called the hypotenuse. The
hypotenuse is the longest side and is opposite
the right angle.

If we take the length of the hypotenuse to be c and the length of the

other sides to be a and b then this theorem tells us that:

c2 = a2 + b2

53
Pythagoras’ Theorem states that; ‘In any right angled triangle, the sum
of the squared lengths of the two shorter sides is equal to the squared
length of the hypotenuse.’

Pythagoras’ theorem only works for right angled triangles.

When you use the Pythagorean Theorem, just remember that the
hypotenuse is always 'C' in the formula above.

Look at the following triangles to see pictures of the formula.

Example 1.
Use the Pythagorean Theorem to determine the length of X

Step 1
Identify the shorter and the hypotenuse of the right triangle.

The shorter have length 6cm and 8cm. X is the hypotenuse because it is
opposite the right angle.

Step 2
Substitute numbers into the formula (remember ‘C’ is the hypotenuse)
A2 + B2 = C2
62 + 82 = X2

54
Step 3

Solve for the unknown

A2 + B2 = C2
62 + 82 = X2
36 + 64 = X2
100 = X2
X = 100

X = 10cm

Example 2.
Use the Pythagorean Theorem to determine the length of X

Step 1

Identify the length and width and the hypotenuse of the right triangle.

The length have length 24cm and x is width. The hypotenuse is 26cm.

Step 2

Substitute values into the formula.

A2 + B2 = C2

X2 + 242 = 262

X2 + 576 = 676

X2 =100

X = 100
X = 10cm

55
Exercise 2.

1. Calculate the value of X.

a. b.
2. A wheelchair ramp is needed at the entrance to a building. There is
only 10 metres of space available for the ramp. How long should the
ramp be?

3. A roof is being placed on a frame that is 9 metres tall and 30 metres

wide. How long are the diagonal pieces of the frame?

4. Which one of the following sets of measurements can be used to

construct a right-angled triangle?
(A) 4.5cm, 6cm, 9cm (B) 3.75cm, 5.25cm, 6cm
(C)2.25cm, 3cm, 3.75cm (D) 5.25cm, 9cm, 11.25cm

5. A painter used a ladder to paint a wall of a storey building which was

24metres high. The ladder was placed 7metres away from the wall.
What was the height of the ladder?

3.2 Pyramids and prisms

Remember from primary six.

Edge

Face

Vertex

Faces are flat shapes

Edges are lines where faces meet

56
Pyramids and prisms are two different shapes. The main difference
between a pyramid and prism is the fact that a prism has two bases,
while the pyramid only has one.

The type of pyramid is determined by the base. For example: a triangular

pyramid will have a triangular base, while a square pyramid will have a
square base, and so on.

The type of prism is determined by the shape of the base. For example: a
triangular prism will have triangular bases, while a rectangular prism will
have rectangular bases, an octagonal prism will have octagon bases, and
so on.

Activity 4:
Collect different objects with the shapes below and use them to
investigate.

1. The diagram below represents a triangular square based pyramid

What is the total number of?

Faces
Vertices
Edges

2. The diagram below represents a triangular prism

What is the total number of?

Faces
Edges
Vertices

57
Exercise 3.

Work in pairs, draw the patterns below, cut them out and fold them
along the lines.
1. The figure below shows a net made up of a square and 4 equilateral
triangles

If folded which solid can be formed from

this net?

2. Below is a net of a solid. The shaded parts are to be folded and glued.

Which solid can be formed from the net?

3. The figure below represents the net of a solid.

The net is folded to form a solid. Which

solid can be formed from the net?

58
4. The figure below represents the net of a solid.

The net is folded to form a solid. How many

edges will the solid have?

Is it a pyramid or prism?

5. Which one of the following figures is the net of a triangular prism?

A. B.

C. D.

6. The figure represents the net of a solid

The net is folded to form the solid. How

many vertices will the solid have?

59
3.3 Scale
Scale is the ratio of the length in a drawing (or model) to the length of
the real things.

In the drawing anything with the size of “1” would have a size of “10” in
the real world, so a measurement of 150mm on the drawing would be
1500mm on real life.

Example 3.
A road 3km is represented by a line 8cm long. What is the length of a
road 12cm long?

8𝑐𝑚 = 3𝑘𝑚
8𝑐𝑚 = 3000𝑚
∴ 1𝑐𝑚 = ?
1×3000
Cross multiply
8

∴ 1𝑐𝑚 is 375𝑚

1cm rep 0.375km

∴ 12𝑐𝑚 Will be 0.375 × 12

= 𝟒. 𝟒𝒌𝒎

60
Activity 5:
In groups measure the following and use the scale 1:100 to draw them
on a paper.

a. School Compound.
b. Class room.
c. Playing ground.

Exercise 4.

In groups, work out problems involving scale drawings.

1. A section of a tarmac road measures 8.5km, if it is drawn on a
map it measures 17cm. What was the scale used?

2. A river measuring 5cm on a map has a length of 75km. What is

the scale used on the map?

3. A map whose scale was 1:100000, an actual length of a right-

angled plot of land measures 70m by 50m. What was the area of
the triangular plot on the map?

4. On a map, 7.5cm represents 90km of the border of a certain

county. What is the scale used?

5. A map is drawn to a scale of 1:15000. What is the distance in

kilometres of a road which is 13.5cm on a map?

6. In scale drawing 1cm on a map represents an actual length of

25m. What area in the drawing will represent an actual area of 1
hectare?

7. A road is represented on a map by 3cm. What is the actual length

of the road in kilometres if the scale used is 1:125000?

61
 8. On a map of a scale of 1:100000, a rectangular shaped estate in
town measures 9cm by 4cm. What is the actual length of the plot
in kilometres?

9. A map is drawn to a scale of 1:800. What is the distance in metres

of a road which is 17cm on the map?

10. A distance of 72km is represented on a scale drawing by a line

measuring 18cm. What is the scale used in ratio form?

3.4 Coordinates
Coordinates are a set of values that show an exact position.

On graphs it is common to have a pair of numbers to show where a point

is: the first number shows the distance along and the second number
shows the distance up or down.

Example 4.
The point (12,5) is 12 units along, and 5 units up.

62
On maps the two coordinates often mean how far North/South and
East/West.

There are other types of coordinates, too, such as polar coordinates and 3
dimensional coordinates.

Plotting points on a Cartesian plane

Just like with the Number Line, we can also have negative values.

Negative: start at zero and head in the opposite direction:

Negative x goes to the left, negative y goes down

For example (-6,4) means:

go back along the x axis 6 then go up 4.

And (-6,-4) means:

go back along the x axis 6 then go down 4.

Four Quadrants

When we include negative values, the x and y axes divide the space up
into 4 pieces: Quadrants I, II, III and IV

In Quadrant I both x and y are positive, but in Quadrant II x

is negative (y is still positive), in Quadrant III both x and y are negative,
and in Quadrant IV x is positive again, while y is negative.

Like this:

Quadrant X Y Example
(horizontal) (vertical)
I Positive Positive (3,2)
II Negative Positive
III Negative Negative (-2,-1)
IV Positive Negative

63
(They are numbered in a counterclockwise direction)

Example 5.

The point "A" (3,2) is 3 units along, and 2 units up.

Both x and y are positive, so that point is in "Quadrant I"

Example: The point "C" (-2,-1) is 2 units along in the negative direction,
and 1 unit down (i.e. negative direction).

Both x and y are negative, so that point is in "Quadrant III"

Note: The word Quadrant comes from quad meaning four. For
example, four babies born at one birth are called quadruplets and
a quadrilateral is a four-sided polygon.

64
In algebra, we use letters to represent to represent unknown numbers.

4.1 Simplifying algebraic expressions

Put like terms together. A letter or a number with a letter in algebra is
known as a term.

Example 1.
i. 𝑦 + 𝑦 + 𝑦 + 𝑦 + 𝑦 is put together as 5 × 𝑦 = 5𝑦.
ii. 𝑚 + 𝑚 + 𝑚 + 𝑚 + 𝑚 + 𝑚 = 6 × 𝑚 = 6𝑚

When simplifying algebraic expressions, similar letters should be put

together.
1. The operation sign (+ or –) placed before a term is for that term
and determines the operation to be performed.
i. + 7n means add 7n; - 9a means subtract 9a.
ii. 12a – 7a means subtract 7a from 12a which results to 5a.
= 13𝑦 – 4𝑦 = 9𝑦
iii. 𝑝 + 2𝑝 + 3𝑝 – 4𝑝 = 2𝑝
iv. 3𝑛 + 7𝑚 + 15𝑛 – 4𝑚 – 11𝑛
Putting like terms together we get;

= (3𝑛 + 15𝑛 – 11𝑛) + ( 7𝑚 – 4𝑚) = 7𝑛 + 3𝑚

1 1 3 1
= 2 𝑝 + 4 𝑞– 𝑝– 2 𝑞
2 4 4 2
Putting like terms together
1 3 1 1
= (2 𝑝 – 𝑝) + (4 𝑞 – 2 𝑞)
2 4 4 2
3
= 1 𝑝 + 2𝑞
4
1 1
v. 2 (5𝑥 + 7𝑦) + 4 (3𝑥 – 6𝑦)

65
 Multiply every term in the brackets by the value outside the
bracket.
5 7
= 𝑥 + 𝑦 + 3/4𝑥 – 6/4𝑦
2 2
Putting like terms together
5 3 7 3 13 4
= 𝑥 + 𝑥 + 𝑦– 𝑦= 𝑥 + 𝑦
2 4 2 2 4 2
13
= 𝑥 + 2𝑦
4
15𝑎 + 12𝑏 – 6𝑎 + 8𝑏
vi.
4(3𝑎 −2𝑏) + 13𝑏
15𝑎 – 6𝑎 + 12𝑏 + 8𝑏
=
12𝑎 – 8𝑏 + 13𝑏

9𝑎 + 20𝑏
=
12𝑎 + 13𝑏 – 8𝑏

9𝑎 + 20𝑏
=
12𝑎 + 5𝑏

Activity 1:
Simplify the algebraic expressions below:
i. 𝑑 + 3𝑑 − 5𝑑 + 7𝑑
1 1
ii. (18𝑥 + 24𝑦) – (20𝑥 + 16𝑦)
2 4
3 2
(15𝑎 +20𝑏) – (9𝑎 – 6𝑏)
iii. 5
3
3
(8𝑎 – 12𝑏) + 16𝑏
4

iv. 2.5𝑚 + 7 – 1.45𝑚 + 13

5 3
v. (32𝑝 – 16𝑞) + (14 + 21𝑞)
8 7
3 5 3 4
vi. 36(4 𝑥 + 6 𝑦 – 8 𝑥) – 5 (10𝑥 + 20𝑦)

vii. (6 + 3)𝑤 + 11𝑤 – 6

66
4.2 Word statements into algebraic expressions

We simplify algebraic expressions to find the unknown numbers.

Steps
i. Identify the unknown quantity and give it a letter to represent it.
ii. Identify the operations to be used.
Example 2.
1. A father is five times the age of his daughter. If the sum of their ages is
42 years, find the age of the daughter.
Solution
Let the age of the daughter be y.

𝑦 + 5𝑦 = 42
6𝑦 = 42
42
𝑦 = = 7
6

Example 3.
Maryanne has n mangoes, Winnie has half Maryanne’s mangoes while
Debborah has twice Maryanne’s mangoes. If they have 28 mangoes all
together, how many mangoes does each have?
Solution.
Let the number of maryanne’s mangoes be 𝑛.
𝑛
Winnie has 2 mangoes
Debborah has 2𝑛 mangoes
𝑛
𝑛 + + 2𝑛 = 28
2
𝑛
3𝑛 + = 28
2
Multiplying both sides by 2
6𝑛 + 𝑛 = 56
7𝑛 = 56
56
𝑛 = 𝑛 = 8
7

67
Example 4.
The length of a rectangle is greater than its width by 12cm. If the
perimeter of the rectangle is 64cm, find its length and area.

Solution.
𝑤 + 12
P=2(l+b)
Where b=w
l=w+12
Let the width be w.
Length = w + 12 𝑤

𝑃 = 2(𝑙 + 𝑙)
64 = 2 (𝑤 + 12 + 𝑤)
64 = 2(2𝑤 + 12)
64 = 4𝑤 + 48
4𝑤 = 64 – 48
4𝑤 = 16
16
𝑤= 4 𝑤 = 4 𝑐𝑚

Length (𝑙) = 𝑤 + 12
= 4 + 12 = 𝟏𝟔 𝒄𝒎
Area = 𝑙 × 𝑤
= 16 × 4 = 𝟔𝟒𝒄𝒎𝟐

Activity 2:
1. A mother is 6 times older than her son. The sum of their ages is 63
years, determine the age of the mother.

2. The perimeter of a square is 36 cm. Find the length of its sides.

3. David’s age divided by 3 is equal to David’s age minus 14. Find

David’s age.

68
4.3 Sets
What is a Set?

A set is a well-defined collection of distinct objects.

Example 4.
A = {1, 2, 3, 4, 5}

What is an element of a Set?

The objects in a set are called its elements.

So in case of the above Set A, the elements would be 1, 2, 3, 4, and 5.

We can say, 1 ∈ A, 2 ∈ A

Usually we denote Sets by CAPITAL LETTERs like A, B, C, etc. while

their elements are denoted in small letters like x, y, z

If x is an element of A, then we say x belongs to A and we represent it as

x∈A

If x is not an element of A, then we say that x does not belong to A and

we represent it as x ∉ A

How to describe a Set?

Sets of Numbers

Natural Numbers (ℕ)

ℕ = {1, 2, 3,4 ,5 6, 7, …}

Integers (Z)

ℤ = {…, -3, -2, -1, 0, 1, 2, 3, 4, …}

Whole Numbers ( ℤ+
0)

69
 0 = {0, 1, 2, 3 4, 5, 6…}
ℤ+

Rational Numbers (ℚ)

𝑝
{𝑞: p ∈ ℤ, q ∈ ℤ, q ≠0}

Exercise 1.

List the elements of the following sets.

(a) A = The set of all even numbers less than 12

(b) B = The set of all prime numbers greater than 1 but less than 29
(c) C = The set of integers lying between -2 and 2
(d) D = The set of letters in the word LOYAL
(e) E = The set of vowels in the word CHOICE
(f) F = The set of all factors of 36
(g) G = {x : x ∈ N, 5 < x < 12}
(h) H = {x : x is a multiple of 3 and x < 21}
(i) I = {x : x is perfect cube 27 < x < 216}
(j) J = {x : x = 5n - 3,n ∈ W, and n < 3}
(k) M = {x : x is a positive integer and x2 < 40}
(l) N = {x : x is a positive integer and is a divisor of 18}
(m) P = {x : x is an integer and x + 1 = 1}
(n) Q = {x : x is a color in the rainbow}

4. Write each of the following sets.

(a) A = {5, 10, 15, 20} (b) B = {l, 2, 3, 6, 9, 18}

(c) C = {P, R, I, N, C, A, L} (d) D = {0}
(e) E = { } (f) F = {0, 1, 2, 3, ......, 19}
(g) G = {—8, —6, —4, —2} (h) H = {Jan, June, July}
(i) I = {a, e, i, 0, u} (j) J = {a, b, c, d, …..., z}
(k) K = {1/1, 1/2, 1/3, 1/4, 1/5, 1/6} (l) L = {1, 3, 5, 7, 9}

70
4.4 Finite Sets & Infinite Sets
Finite Set: A set where the process of counting the elements of the set
would surely come to an end is called finite set.

Example 7.
All natural numbers less than 50
All factors of the number 36

Infinite Set: A set that consists of uncountable number of distinct

elements is called infinite set.

Example 8.
Set containing all natural numbers {𝑥 : 𝑥 ∈ ℕ, 𝑥 > 100}

Cardinal number of Finite Set

The number of distinct elements contained in a finite set A is called the

cardinal number of A and is denoted by n(A)

Example 9.
A = {1, 2, 3, 4} then n(A) = 4

A = {𝑥 : 𝑥 is a letter in the word ‘APPLE’}. Therefore A = {A, P, L, E}

and n(A) = 4

A = {𝑥 : 𝑥 is the factor of 36}, Therefore A = { 1, 2, 3, 4, 6, 9, 12, 18,

36} and n(A) = 9

Empty Set

A set containing no elements at all is called an empty set or a null set or

a void set.

It is denoted by ϕ

Also n (ϕ) = 0

71
Example 10.
{𝑥 : 𝑥 ∈ N, 3 < x < 4} = ϕ

{𝑥 : 𝑥 is an even prime number, x > 5} = ϕ

Non Empty Set

A set which has at least one element is called a non-empty set

Example 11.
A = {1, 2, 3} or B = {1}

Equal Sets

Two set A and B are said to be equal sets and written as A = B if every
element of A is in B and every element of B is in A

Example 12.
A = {1, 2, 3, 4} and B = {4, 2, 3, 1}

It is not about the number of elements. It is the elements themselves.

If the sets are not equal, then we write as A ≠ B

Universal Set

If there are some sets in consideration, then there happens to be a set

which is a super set of each one of the given sets. Such a set is known as
universal set, to be denoted by U.

i.e. if A = {1, 2}, B = {3, 4}, and C = {1, 5}, then U = {1, 2, 3, 4, 5}

What is a Venn diagram?

A Venn diagram uses overlapping circles to illustrate the relationships

between two or more sets of items. Often, they serve to graphically
organize things, highlighting how the items are similar and different.

72
What are Venn diagrams?

A Venn diagram is a way of grouping different items. These groups are

known as sets.

We have a set of golf clubs or a set of dishes – these are just groups of
those items.

We write a set using a special type of brackets. You could have a set of
friends, eg {tom, lucy, marie}. Notice you don’t use capitals within the
brackets.

A Venn diagram begins with a box called our universal set, which is
denoted by the symbol (epsilon).

The universal set contains everything we are interested in at that

particular time. There’ll be circles inside the box which we use to group
the items within the universal set. Items in the circles form different
subsets.

Subsets

Set A is the numbers in the circle labelled Set A.

Set A = {1, 5, 6, 7, 8, 9, 10, 12}

Set B is the numbers in the circle labelled Set B.

Set B = {2, 3, 4, 6, 7, 9, 11, 12, 13}

These are the subsets of the universal.

73
Intersection

The intersection is where we have items from Set A and Set B, these can
be found in the section that overlaps.

We write it as . In the example on the previous page = {6,

7, 9, 12}.

Union

The union of a Venn diagram is the numbers that are in either Set A or
Set B.
The union of the above example is 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13
as it’s the numbers that appear in either of the circles.

We write it as = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13}

Exercise 3.

1. Look at the venn diagram below.

List the items in:

Set A
Set B
2. List the intersection and union of the following Venn diagram:

74
Activity 3:
Work in groups;

There are 150 Learners in primary 8 sitting some examination, if not all,
of the following examinations: English, Maths and Science.

15 pupils are sitting both English and Maths but not Science

20 pupils are sitting Science and Maths but not English

18 pupils are sitting Science and English but not Maths

8 pupils are sitting all three exams

65 are sitting Science in total

55 are sitting English in total

72 are sitting Maths in total

Using a venn diagram, how many pupils did not sit any of these
examinations?

75
Look at the graph below.

In pairs, discuss what you can see in the graph. Do you see any
difference in the year 2010 and 2020.

5.1 Data collection Process

Step 1: Identify issues for collecting data

The first step is to identify issues for collecting data and to decide what
next steps to take.

To do this, it may be helpful to conduct a quick assessment to

understand what is happening around the area you want to collect data
from.

76
Step 2: Select issue(s) and set goals

The focus of Step 2 is choosing a priority issue(s) for collecting data, and
then setting goals and objectives.

Select some of the questions to consider when deciding to prioritize an

issue for gathering data.

Step 3: Plan an approach and methods

In Step 3, we make decisions about how data will be collected, the

sources of data that will be used, and the duration of the data collection
will take, among other questions.

The methods and approaches will flow from the goals set in Step 2, and
will vary significantly depending on the purpose and complexity of the
issue(s) selected.

Step 4: Collect data

When planning on how best to collect data in Step 4, it is important to be

aware of the practical considerations and best practices for addressing
logistical challenges people often face at this stage. Like transport and
communication

Step 5: Analyze and interpret data

Step 5 involves analyzing and interpreting the data collected. Whether

quantitative and/or qualitative methods of gathering data are used, the
analysis can be complex, depending on the methods used and the
amount of data collected.

Step 6: Act on results

Once we analyze and interprete the results of the data collected, we can
decide to act on the data, collect more of the same type of data or modify
its approach.

77
5.2 Reading and interpreting tables and graphs
This is the fifth step where we already have the data collected.

Example 1.
The table below shows the class attendance in a school. All pupils were
present on Friday. Which day had the highest number of absentees?

Monday 48
Tuesday 49
Wednesday 47
Thursday 48
Friday 50

∴ The highest number of absentees was on Wednesday

Example 2.
Mercy and Juma travelled from D to H via F. How many kilometres did
they travel if they used the table below?
D

80 F
88
88 70 H
140
100 90 60

200 160 140 70

88 + 140 = 228𝑘𝑚

78
Activity 1:
1. The table below shows the fare in South Sudanese Pounds for a bus
travelling to different towns.

50

80 60

100 80 40

150 100 120 50

200 150 130 90 60

A teacher and 3 pupils left town A for town F. They stopped at town C
and then continued with the journey to town F in another bus. If the bus
fare for children is half that of adults, how much did they pay altogether?

Exercise 1.

1. The table below shows the number of times football teams Team A,
Team B and Team C won, drew or lost in a competition. Three points
were awarded for each game won, one point for each game drawn and no
point for a game lost.

2 3 4

2 4 2

5 3 4

Arrange in order the 1st, 2nd and 3rd team in the score. Which two teams
tied?

79
2. The table below shows the number of tonnes of sugar produced and
sold by a factory in 7 days.

500 700 800 400 900 250 250

300 400 200 700 500 150 180

On which day was the number of tonnes of sugar sold one and three
quarter times the number of tonnes produced?

3. A trader sold loaves of bread for all the days of the week. The table
below shows the number of loaves the trader sold in 7 days of the week.

150 95 105 80 40 91 70

One loaf of bread was sold at SSP100. How much did the trader get on
Monday than on Saturday?

4. The table below shows the number of people who attended an

agricultural show.

1909 3918 3449

How many more adults than children attended the show?

5. The table below represents arrival and departure times of buses from a
company serving towns J, K, L, M, N, P, Q and R.

J 6.00 am

K 8.30 am 9.30 am

80
 L 10.20 am 10.30 am

M 11.45 am 12.00 noon

N 12.45 pm 1.00 pm

P 2.05 pm 2.20 pm

Q 3.15 pm 3.30 pm

R 4.45 pm

How long does it take the bus to travel from town K to town Q?

6. The table below shows the number of pupils who were present from
Monday to Friday.

63 57 65 67 69

If the class has a total of 70 pupils. How many pupils were absent on
Tuesday?

7. The table below represents the sales of milk in litres by a milkman in

five days. The sale for Friday is not shown.

Monday Tuesday Wednesday Thursday Friday

24 20 20 25 ____

One litre of milk was sold at SSP 50. The milkman got a total of SSP
5,850 for the sale of milk during the five days. How many more litres of
milk did the milkman sell on Friday than on Tuesday?

81
8. The table below shows the number of pupils who were in primary 5–8
in a certain school from 2011- 2014.

81 75 61 57

85 79 73 59

88 82 76 70

91 85 79 73

How many pupils of the class which was in Primary 5 in 2011 had
dropped out of that class by 2014?

Example 3.
The pie chart below shows the population of 10800 wild animals in a
certain part.

Lions Wild beasts

Elephants 400
500 How many more Gazelles than wild
300
beasts are there in the park?

Gazelles

82
A circle has 360˚ which represent 10800 animals
10800
1˚=
360˚
Angle representing gazelles is 360 - (30˚+ 40˚+ 50˚)

= 360˚- 120˚
= 240˚
10800
1˚=
360°
30
10800
240˚= × 240º = 7200 Gazelles
360°
30
10800
1˚= × 500 = 1500 Wild beasts
360°
How many more gazelles than wild beasts?
7200 - 1500= 5700
There are 5700 more gazelles than wild beasts in the park.

Activity 2:
In groups, work out the activities and present to the class.
1. The table below represents different colours and the number of pupils
who like each colour.

14 16 12 26 22

Draw a pie chart to represent the information given above, what will be
the difference in angles of pupils who liked blue colour compared to
those who like colour green?

83
2. The pie-chart below shows how Taban spent his salary.

LOAN

FOOD

How much more did he spend on

600 loan than on rent, if he spent
300
600 CLOTHES SSP8000 on food?

RENT

3. The population of an estate in a town is represented by the pie chart

below.

BOYS GIRLS

If there were 600 girls, how many more

boys than men were there? 800
WOMEN 400
MEN

84
Exercise 2.

1. The table below shows the number of exercise books each pupil was
given

Name of pupils Nene Maundu Ann Mustafa Asha

Exercise books 16 14 15 18 27

Draw a pie chart to represent this information.

2. There were 210 girls, 168 boys, 336 men and 126 women in a
meeting. If a pie chart was drawn to represent this information. What
angle would represent the boys?

3. The table below shows Kenyi’s score in topical tests in mathematics.

The tests were marked out of 20 marks.

Tests 1st 2nd 3rd 4th 5th 6th 7th

Score 18 17 20 16 15 19 15
If a pie chart is to be drawn to represent the information given in the
table above, what would be the sum of angles representing 2nd and 5th
tests?

4. The table below shows Nyandeng’s income from the sale of farm
produce during a certain year. The information on the income of
vegetables is not given.

__________ SSP 72 000 SSP 42 000 SSP 90 000

In groups, draw pie chart was drawn to represent the information above.
If the angle representing the income from maize was 72˚, what was the
income from cabbages?

85
5. The circle graph below shows 432 fruits sold by a trader in one day.

Mangoes

400 How many more oranges than

1200 pawpaw did the seller sell that
600 Oranges
day?

Pineapple Pawpaw

6. The pie chart below shows how Eunice spent her June salary.

Rent
If she spends SSP 2,400 on
Fees Clothing clothing every month, how much
400 300 less does she spend on transport
500 than on rent?
Transport 1500

Savings

86
Activity 3:
2. The table below shows how Akello utilizes his piece of land.

Purpose Homestead Tea Maize Grazing

cultivation cultivation
Number of 1 1 1
14
1
12
hectares 4

Using a graph paper, plot the data on a bar graph.

Exercise 3.

1. Below is a travel graph showing the journey of a motorist travelling

from town R to town S and back, and that of a cyclist travelling from
town R to town S.

50
DISTANCE IN KILOMETRES

40
Cyclist

30

20

10

Motorist
0
8:00AM 9:00AM 10:00AM 11:00AM
TIME in hours
How far from R was the cyclist when she met the motorist travelling back
to town R?

87
2. The graph below shows journeys of two motorists, Akuol and Kenyi.

70 Akuol
DISTANCE IN KILOMETRES

60
Kenyi
50

40

30

20

10

0
8AM 9AM 10AM 11AM 12NOON 1PM 2PM 3PM

a) How far away from starting point did the two motorists meet?

b) How far had Kenyi travelled at 10.00AM?

5.3 Probability
Probability is the measure of the likelihood that an event will occur.

To show random events have different likelihood of occurring.

Use vocabulary of chance e.g. impossible, certain, equally likely, even

chance, unlikely, likely etc. to answer the questions.

Create a set of statements in your group that another group has to agree
or disagree with.

88
Example 4.
If you draw a card from a standard deck of cards, what is the probability
of not drawing a spade?

Solution
There are 13 spades, so that means that there are 52 – 13 = 39 cards
that are not spades.

Example 5.
If you roll two dice, what is the probability that the sum of the two is
odd?

Solution
there are 18 combinations that result in an odd sum. There are still 36
different combinations, so:

89
Example 4.
Jermain and Tremain both calculate the predicted probability of getting
heads if they flip a coin 10 times. Then they each flip a coin 10 times.

a. Will they get the same number when they calculate the predicted
probability?

b. When they actually flip the coin 10 times, will they get as many as
the probability predicted, for sure, no matter what?

c. When they actually flip the coin 10 times, will Jermain absolutely,
positively get the same number of heads as the Tremain?

Solution
a. Since they’re using the same formula to find the predicted
probability, they will get the same number:

b. The number of heads they flip is all up to chance. They should flip
about 5 heads out of their 10 flips, but there’s no promise, no
absolute way of knowing. The answer is no, there is no guarantee
that they’ll flip 5 heads.

c. Because what they actually flip is up to chance, there is also no

guarantee that Jermain will flip the same number of heads and the
same number of tails as Tremain. It’s just flippin’ up to chance.

Activity 4:
In pairs toss a coin 20times and record the outcome in a table.

Heads

Tails

90
Record the class result

1. What are the chances of getting a head?

2. What are the chances of getting a tail?
3. Does the coin know what had happened on the last throw?
4. Is it more or less likely to get a head or a tail?
5. Is getting an even score on a head as likely as getting a tail an odd
score?

Activity 5:
In pairs roll a die 48 times and record the outcome e.g. 5, 4, 3, 3etc.
Count the total number of each score and make a table and a bar chart.

Create a table of the class results and make a bar chart. Using a bar
graph answer these questions

a. What are the chances of getting a particular score?

b. Is it possible to have a draw in this game?
c. Is getting an even score on a dice as likely as getting an odd score?
d. Is each outcome equally likely?
e. Is this game fair or unfair? Explain to the rest of your classmates.

Activity 6:
In pairs toss a bottle top 20times and record the outcome in a table. Fill
in the data in a table.

a. Does the bottle top behave in the same way as the coin? If not,
why?
b. Is it possible to have a draw in the outcome?
c. What are the chances of getting a particular score?
d. Make a list of possible outcomes?

91
Activity 7:
In pairs make 2 cubes and number their faces 1- 6.

Roll two number cubes, if the product is odd, player x wins. If the
product is even player y wins. Play 20 times of this game. Record the
result in a table.

Player X Player Y
3 3
1 2 1 2

a. How many different outcomes are possible?

b. How likely is the product even?
c. Is it equally likely to have a draw in in this game?
d. How many ways can player y win?
e. How many ways can player x win?
f. Is this game fair or unfair?

Exercise 4.

Find the probability. Write your answer as a fraction in the simplest

form:
1. There are 6 green marbles and 2 red marbles in a jar. What the
probability of picking a red marble.
2. There are 5 lollipops and 4 candies marbles in a Jar. What is the
probability of picking a lollipop?
3. There are 6 maize grains and 2 beans in a bag. What is the
probability of picking a bean?
4. There are 10 black and 9 white crayons in a box. What is the
probability of picking a white crayon?

5. A glass jar contains 15 red and 11 blue marbles. What is the

probability of picking a blue marble?

92
Look at the picture. In pairs, discuss what you can see.

6.1 Commissions in South Sudanese Pounds

Commission is the money given to a sales person after the sale of goods
on behalf of the employer.

To calculate the commission in South Sudanese Pounds we multiply R%

by value of goods sold.

Example 1.
Deng sold goods worth SSP 25 000 for a certain company. He was given
a commission of 15% of the value of the goods sold. How much was his
commission?

93
Solution
𝑉𝑎𝑙𝑢𝑒 𝑜𝑓 𝑔𝑜𝑜𝑑𝑠 𝑠𝑜𝑙𝑑 = 𝑆ℎ 25,000

𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑐𝑜𝑚𝑚𝑖𝑠𝑠𝑖𝑜𝑛 𝑟𝑎𝑡𝑒 = 15%

𝐶𝑜𝑚𝑚𝑖𝑠𝑠𝑖𝑜𝑛 𝑖𝑛 𝑆𝑜𝑢𝑡ℎ 𝑆𝑢𝑑𝑎𝑛𝑒𝑠𝑒 𝑃𝑜𝑢𝑛𝑑𝑠 = 𝑅%× 𝑉𝑎𝑙𝑢𝑒 𝑜𝑓 𝑔𝑜𝑜𝑑𝑠 𝑠𝑜𝑙𝑑

15
= × 25,000
100
= 𝑆𝑆𝑃 3,750

Exercise 1.

1. Nadia was paid a salary of SSP 25 200 per month. She is also paid a
commission of 9% on the value of goods sold. In one month she sold
goods worth SSP150 000. What was the total money she got at the
end of that month?

2. Michael was paid a salary of SSP 27 000 per month and commission
1
at 62% for the value of the goods sold. Above SSP10 000. In June he
sold goods worth SSP140 000, what was his total money he received
at the end of the month?

3. George is paid a commission of 12.5% on the value of goods sold

above SSP 25 000. In one month she sold goods valued at
SSP175,000. What was her commission that month?

4. A salesperson is paid a commission on the value of goods sold. In one

month she sold 600 items each at SSP1 500. If she was paid a
commission at the rate of 5%, how much commission in South
Sudanese Pounds did she earn?

5. Khamis is paid a monthly salary of SSP 30,000 and a 3% commission

on goods he sold above SSP150 000. In December he sold goods
worth SSP125 000, how much was his total earnings at the end of
that month?

94
6.2 Discounts in South Sudanese Pounds
Discount involves reducing the prices of items to attract customers into
buying them.

Example 2.
Angelo bought a bed whose marked price was SSP15,000. If he bought it
for SSP13,910, what discount was he allowed for the bed?
Solution
𝑀𝑎𝑟𝑘𝑒𝑑 𝑝𝑟𝑖𝑐𝑒 = 𝑆𝑆𝑃15,000

𝑆𝑒𝑙𝑙𝑖𝑛𝑔 𝑝𝑟𝑖𝑐𝑒 = 𝑆𝑆𝑃13,910

𝐷𝑖𝑠𝑐𝑜𝑢𝑛𝑡 = 𝑆𝑆𝑃15,000 − 𝑆𝑆𝑃13,910 = 𝑆𝑆𝑃1,090

𝐷𝑖𝑠𝑐𝑜𝑢𝑛𝑡 = 𝑀𝑎𝑟𝑘𝑒𝑑 𝑝𝑟𝑖𝑐𝑒 – 𝑆𝑒𝑙𝑙𝑖𝑛𝑔 𝑝𝑟𝑖𝑐𝑒

Activity 1:
1. Pricilla bought a dress for SSP650, the marked price was SSP810.
How much discount was Pricilla given?
2. Adil paid SSP2 750.50 for a wardrobe. If the marked price of the
wardrobe was SSP3 600, how much was the discount?
3. A customer bought an item for SSP 750, after he was given a
discount of SSP150. What was the marked price of the item?
4. Solomon paid SSP8 500 for a radio after getting a discount of SSP95.
How much less would he have paid had he been given a discount of
SSP115?

6.3 Hire purchase in South Sudanese Pounds

This is a method of buying items over a period of time. Deposit is the
amount of money paid first. Instalment is the amount paid thereafter
over the given period of time.

𝐻𝑖𝑟𝑒 𝑝𝑢𝑟𝑐ℎ𝑎𝑠𝑒 = 𝐷𝑒𝑝𝑜𝑠𝑖𝑡 + 𝑇𝑜𝑡𝑎𝑙 𝑖𝑛𝑠𝑡𝑎𝑙𝑚𝑒𝑛𝑡

95
Example 3.
The hire purchase of a bicycle is SSP 7 500. Francis paid SSP 1 000 as
deposit and the balance was paid in 10 equal monthly instalments. How
much was each monthly instalment?
Hire purchase = SSP 7,500
Deposit = SSP 1,000
Total instalment = Hire purchase − Deposit
Total instalment = 7500 − 1000
Total instalment = 6500
Monthly instalment =,6500/10 = SSP 650

Exercise 2.

1. The hire purchase price of a sewing machine was 125% of the cash
price. Luka bought the sewing machine at hire purchase terms by
paying a deposit of SSP13 500 plus 9 months installments of
SSP1,500. What was the cash price of the sewing machine?

2. Noah bought a radio cassette on hire purchase price. He paid a

deposit of SSP 45 000 and 18 equal monthly installments of SSP 850.
The total amount paid was 25% more than the cash price. What was
the price of the radio cassette?

3. Gabriel bought a laptop on hire purchase terms. He paid a deposit of

SSP 20 000. The remaining amount was paid in 8 equal monthly
installments. He paid a total of SSP27680. How much was each
monthly installment?

4. The hire purchase price of a dining table is 120% of the marked price.
The hire purchase price is a deposit of SSP 8 000 and an instalment
of SSP 5 000 each. By how much is the hire purchase more than the
marked price?

96
5. Philip bought a TV set on hire purchase items. She paid a deposit of
SSP120 000 and 12 equal monthly installments of SSP 850 each.
The hire purchase price was 20% more than the cash price. Sylvia
bought the same TV set on cash. How much more did Alai pay for
the TV set?

6. The hire purchase price of an electric cooker was 10% more than
the cash price. The cash was SSP150 000. Antony paid SSP 90,000
as deposit and the rest in equal monthly instalments for 18 months.
How much was his monthly instalment?

7. The marked price of a motorcycle was SSP 300 000 but a discount of
8% was allowed for cash payment. Ryan bought the motorcycle on
hire purchase by paying a deposit of SSP120, 000 followed by 10
equal monthly instalment of SSP 18000 each. How much money
would Ryan have saved had he bought it for cash?

6.4 Profit and loss in South Sudanese Pounds

Profit is realized when the selling price is higher than the buying price.

Example 4.
Lopir bought a basin for SSP175. He later sold it for SSP208. What profit
did Lopir make?

Solution

Selling price = SSP208

Buying price = SSP172

Profit = SSP (208-172)

= SSP36

𝑃𝑟𝑜𝑓𝑖𝑡 = 𝑆𝑒𝑙𝑙𝑖𝑛𝑔 𝑝𝑟𝑖𝑐𝑒 − 𝐵𝑢𝑦𝑖𝑛𝑔 𝑝𝑟𝑖𝑐𝑒

Loss is realized when the buying price is higher than the selling price.

97
Example 5.
Worija bought a radio for SSP 720. He later sold it at SSP 630. What loss
did Worija make?

Solution

Buying price = SSP720

Selling price = SSP630

Loss = SSP(720-630)

= SSP90

𝐿𝑜𝑠𝑠 = 𝐵𝑢𝑦𝑖𝑛𝑔 𝑝𝑟𝑖𝑐𝑒 − 𝑆𝑒𝑙𝑙𝑖𝑛𝑔 𝑝𝑟𝑖𝑐𝑒

Exercise 3.

1. A trader bought 8 trays of eggs at SSP 240 per tray, eight eggs broke
and he sold the rest at SSP8 per egg. If a tray holds 30 eggs, how
much loss did he get?

1
2. Jacob bought 250 chicken whose average mass was 1 kg. The
2
buying price per kilogram was SSP150. He then sold each chicken
for SSP 215, what profit did Jacob make?

3. Jacinta bought 15 bags of fruits at SSP 450 per bag. She spent SSP
1
500 on transport, 12 bags of the fruits got spoilt and she sold the
rest at SSP 400 per bag. What was her loss?

4. Saida bought 9 trays of eggs @ SSP 200. All eggs in one of the trays
broke and he sold the remaining trays @ SSP 205. What loss did he
make?

98
6.5 Simple interest in South Sudanese Pounds
This type of interest usually applies to automobile loans or short-term
loans, although some mortgages use this calculation method.

Terms used in Simple Interest and Compound Interest:

Principal: This is the money borrowed or lent out for a certain period of
time is called the principal or sum.

Interest: Interest is payment from a borrower to a lender of an amount

above repayment of the principal sum.

Amount: The total money paid back by the borrower to the lender is
called the amount.
Amount = Principal + Interest

Rate: The interest on SSP100 for a unit time is called the rate of interest.
It is expressed in percentage (%). The interest on SSP100 for 1 year is
called rate per annum (abbreviated as rate % p. a.)

Simple interest is calculated only on the principal amount, or on that

portion of the principal amount that remains. It excludes the effect of
compounding. It is denoted by S.I.

The simple interest is calculated uniformly only on the original principal

throughout the loan period.
𝑃𝑟𝑖𝑛𝑐𝑖𝑝𝑎𝑙 × 𝑅𝑎𝑡𝑒 × 𝑇𝑖𝑚𝑒
SIMPLE INTEREST =
100
𝑃𝑅𝑇
𝑆. 𝐼 = 100

Where P = Principal, R = Rate and T = Time in years.

While calculating the time period between two given dates, the day on
which the money is borrowed is not counted for interest calculations
while the day on which the money is returned, is counted for interest
calculations.

99
For converting the time in days into years, we always divide by 365,
whether it is an ordinary year or a leap year.

Example 6.
1
Juma borrowed SSP15,000 from a financial institution for 22 years at
simple interest of 12% P.a. How much interest did he pay?

Abbreviations Words
I Interest(money earned)
P Principal(money borrowed or deposited)
R Rate always represented as percentage
T Time expressed in years
A Amount = Interest plus principle
𝑅
Formula 𝐼 = 𝑃 × 100 × 𝑇

P = SSP15,000
1
T = 22

R = 12%
6
12 5
𝐼 = 15,000 × ×
100 2

Juma paid an interest of SSP 4,500

Interest paid was SSP 4,500

1
Amount Juma paid after 22 years was 𝑃 + 𝐼 = 𝐴

SSP 15,000 + SSP 4,500 = SSP19,500

100
Example 7.
Winfrey was issued a loan of SSP 500000 on simple interest. After 6
months, she paid back an interest of SSP 25000. At what interest rate
was the loan issued?

Solution

S. I = PRT
100
25000 = 500000 × R X 0.5
100

2500000 = 500000 × R × 0.5

R = 2500000
500000 × 0.5

= 10% p.a

Exercise 4.

1. Maryanne was issued with a loan of SSP 325,000 from a bank on

simple interest at a rate of 18.5% p.a. how much money is she
expected to pay the bank after 5 years?

2. David took a loan of SSP200,500 from a financial institution at a

rate of 12.5% p.a. after what duration is he expected to pay an
interest of SSP 100250?

To find Rate when Principal Interest and Time are given the rules are.

Interest = (Principal × Rate × Time)÷100

Rate = (100 × Interest) ÷ (Principal × Time)

101
Activity 2:
1. Find Rate, when Principal = SSP 3000; Interest = SSP 400; Time =
3 years.

2. Find Principal when Time = 4 years, Interest = SSP 400; Rate = 5%

p.a.

3. Richard deposits 5400 and got back an amount of 6000 after 2 years.
Find Richard’s interest rate.

4. A farmer borrowed SSP 45,000 from a bank for buying a water pump.
If she was charged a simple interest rate of 9%P.a. How much;

a) Interest did she pay at the end of 18 months?

b) Amount did she pay at the end of 18 months

5. Martin deposited SSP 90,000 in a bank account, which paid a simple

interest rate at 10%. How much interest did he earn after 3 years?

6. Jemma borrowed SSP120,000 from a bank that charged simple

interest at the rate of 15%. How much should she pay back the bank
at the end of two years?

7. Shahin deposited SSP10,000 for a period of two years. She was

charged simple interest at the rate of 15% per year. How much
interest did she get?

8. Hussein deposited SSP100,000 in a financial institution that offered

simple interest at the rate of 5% per annum. How much interest had
1
Hussein’s money earned after 12 years?

102
6.6 Compound interest in South Sudanese Pounds
Compound interest is the interest paid on the original principal and on
the accumulated past interest.

When you borrow money from a bank, you pay interest. Interest is a fee
charged for borrowing the money, it is a percentage charged on the
principal amount for a period of a year.

Compound Interest (C.I.) = Final Amount – Original Principal

When calculating compound interest, the amount for the first year is
used as principal for the second year. The time (T) is always 1.

Example 8.
Calculate the amount and the compound interest on SSP 12000 for 2
years at 5% per annum compounded annually.

Solution

For 1st year: P = SSP 12000; R=5% and T=1 year

Therefore; Interest = PRT

100
= 12000 × 5 × 1
100
= 600
Amount = 12000 + 600 = SSP 12600
For 2nd year: P = SSP12600; R=5% and T=1year

Therefore; Interest = PRT

100
= 12600 × 5 × 1
100
= 630

Amount = 12600 + 630 = SSP 13230

103
Example 9.
Luka deposited SSP10,000 in a bank which paid a compound interest at
the rate of 12% per annum. If he withdrew all the money after two years,
how much money did he withdraw?

𝑅 12
1st year interest = 𝑃 × 100 × 𝑇 = 𝑆ℎ10000 × 100 × 1 = 𝑆ℎ1200

Principal 2nd year =SSP10,000 + SSP1,200 = SSP11,200

12
2nd year interest = 𝑆𝑆𝑃11,200 × × 1 = 𝑆𝑆𝑃1,344
100

Total interest = SSP1,200 + SSP1,344 = SSP2,544

Total amount withdrawn = Deposit + Total Interest

Total amount withdrawn = SSP10,000 + SSP2,544 =SSP12,544

=SSP12,544

𝑃×𝑅×𝑇
𝐼= Where R1= 1st year
100
𝑅1 𝑅2 R2= 2nd year
𝐶𝐼 = 𝑃 × × ×𝑇
100 100
C1= Compound interest
112 112
𝐶𝐼 = 10,000 × × × 1 = 12,544
100 100 T= Time

The time (T) is multiplied by 1 since we are squaring the rate

∴ The compound interest for the two years is 𝑆𝑆𝑃2,544 = 12,544 −

10,000
Total amount withdrawn is SSP 2,544 (compound interest) plus initial
deposit (principal) SSP 10,000.
The answer is SSP 12,544.

104
Exercise 5.

1. Susan borrowed SSP 200,000 from a money lender for a period of two
years at a compound interest rate of 8% per year. How much did she
pay all together?
2. Stephen borrowed SSP 250,000 from a bank for a duration of that
1
charged a compound interest rate of 122% P.a. How much money
should he pay the bank at the end of two years?
3. A trader deposited SSP18,000 for 2 years in a bank paying compound
interest at the rate of 8% P.a. How much did she save in her account
at the end of 3 years?
4. John borrowed SSP 40,000 from a bank which he paid a compound
1
interest at the rate of 72% P.a. What was the total interest at the end
of the second year?
5. Abdi deposited SSP 480,000 in a bank that paid a compound interest
1
at the rate of 12% P.a. How much money did he pay back after 12
years?
6. Isaac deposited SSP100,000 in a financial institution that paid
compound interest at the rate of 20%P.a. How much did he get at the
end of the third year?
7. Stella deposited SSP 200,000 in a bank that paid a compound interest
rate of 12% P.a. How much money was in her account at the end of
two years?
8. Samuel borrowed SSP150,000 for a period of two years. He was
charged compound interest at the rate of 12% per year. How much
interest did he pay altogether?
9. Zachariah deposited his savings in a bank which paid a simple interest
at a rate of 15% P.a. for a period of 3 years, while Oliver deposited the
same amount of SSP 45,000 in saving account which pays a
compound interest of 10%P.a. at the end of three years both withdrew
the deposits with the interest, who was paid more than the other and
by how much?

105
Activity 3:
With the guidance of a teacher, visit a local businessperson and listen to
him/her to explain how they run their business and what sort of accounts
they keep.

Example 10.
Calculate the amount and the compound interest on SSP 8000 for years
at 10% per annum compounded yearly for 1 ½ years.

Solution

Interest = PRT
100
= 8000 x 10 x 1
100
= 800
Amount = 8000 + 800 = SSP 8800

For 2nd year: P = SSP 8800; R=10% and T=0.5 year

Interest = PRT
100
= 8800 x 10 x 0.5
100
= SSP 440
Amount = 8800 + 440 = SSP 9240

Compound interest = Amount – principal

= 9240 – 8000

= SSP1240

106
Exercise 6.

1. Racheal borrows SSP 12,000 at 10% per annum interest

compounded half-yearly. Calculate the total amount she has to pay at
the end of 30 months in order to clear the entire loan.
2. On a certain sum of money, invested at the rate of 10% per annum
compounded annually, the interest for the first year plus the interest
for the second year is SSP 2652. Find the sum.
3. A sum of money is lent at 8% per annum compound interest. If the
interest for the second year exceeds that for the first year by SSP 96,
find the sum of money.
4. A person invested SSP 8000 every year at the beginning of the year, at
10% per annum compounded interest. Calculate his total savings at
the beginning of the third year.
5. A sum of SSP13500 is invested at 16% per annum compound interest
for 5 years.
Calculate:
i. interest for the first year
ii. the amount at the end of the first year
iii. Interest for the second year.
6. Jackline borrowed SSP 7500 from Risper at 8% per annum compound
interest. After 2 years she gave SSP 6248 back and a TV set to clear
the debt. Find the value of the TV set.
7. It is estimated that every year, the value of the asset depreciates at
20% of its value at the beginning of the year. Calculate the original
value of the asset if its value after two years is SSP 10240.
8. Find the sum that will amount to SSP 4928 in 2 years at compound
interest, if the rates for the successive year are at 10% and 12%
respectively.
9. Joan opens up a bank account on 1st Jan 2010 with SSP 24000. If the
bank pays 10% per annum and the person deposits SSP 4000 at the
end of each year, find the sum in the account on 1st Jan 2012.

107
6.7 Cash accounts

Example 10.
On 1st January 2017, Mark had a capital of SSP17000. On 5th January he
bought pawpaws for SSP2400. On 7th January, he bought oranges for
SSP 1000 and mangoes for SSP 2000.

By 10th January, he had sold pawpaws for SSP 5000, oranges for SSP
2400 and mangoes for SSP 4000.

On the same day (10thJanuary) he paid SSP 700 for transport and
SSP500 a market fee.

 Prepare mark’s market cash account as at 11thJanuary and balance it.

 What was his balance on 11th January 2017?
 What was his profit?

Solution

MARK’S MARKET CASH ACCOUNT

DATE CASH IN CASH OUT
Particulars SSP Date Particulars SSP
2017 Capital 17000 2017 Purchase
Jan.1 Pawpaws sale 5000 Jan.5 Pawpaws 2400
Jan.10 Oranges sale 2400 Jan.7 Oranges 1000
Jan.10 Mangoes sale 4000 Jan.7 Mangoes 2000
Jan.10 Jan.10 Transport 700
Jan.10 Market fee 500

Balance (cash 21800

in hand)
28400 28400
Jan.11 Balance 21800
Profit = Balance (cash in hand) - capital (or balance at the start of business)
SSP21800 - SSP17000
=SSP4800

108
WORKING PROCEDURE

1. The layout is divided into two sides:

 Left hand side (cash in) for all the money received.
 Right hand side (cash out) for all money spent
2. Each of the sides has 3 columns:
 Date
 particulars
 money (SSP)
a. Date: The year is written at the top of the date column .Each of the
particulars goes with its date.
b. Particulars: These are written in short phrases e.g. orange sale.
c. Money: Do all calculations on a separate piece of paper.

How to balance a cash account.

Step 1: Find the sum in the left hand column.

(SSP17000+SSP5000+SSP2400+SSP4000) = SSP28400
Enter this sum in the left hand side as shown.

Step 2: Find the sum of the expenditure, on a separate piece of paper.

(SSP2400+SSP1000+SSP2000+SSP700+SSP500)=SSP6600.
Do not enter this sum.

Step3: Subtract the total expenditure.

(SSP6600) from the total cash in (SSP28400) to get the balance

(cash in hand) SSP 21800.

Step 4: Enter the balance (cash in hand) SSP21800 in the right hand
side as shown.

Step 5: Find the sum in the right hand side by adding the total
expenditure (SSP6600) and the balance or cash in hand
SSP21800.
i.e. SSP6600+SSP21800=SSP28400.

109
NOTE: the sum in the right hand side should be equal to the sum in the
left hand side. If the sum in the left hand side and the right hand side
are equal, you have balanced the account. If they are not equal, then you
have not succeeded in balancing the account

Exercise 7.

In groups, prepare and balance cash account for the different accounts:

1. Shopkeepers account.
On first April 2017, a shopkeeper had a cash balance of SSP 49500 in
hand. On fifth April, a bill of SSP 5990 was paid to flour mills limited.
He received SSP20000 for goods sold in week ending 17th April and
SSP35850 in a week ending 14th April. On 22nd April he paid
SSP45600 to a bread company and SSP12350 to seed company he
received SSP62300 for goods sold in the week ending 22nd April and
SSP53400 for goods sold in the week ending 29th April. On 30th April
he paid SSP10000 rent, SSP850 for lighting and SSP4500 wages and
deposited SSP 20000 in his bank account.

a. Prepare this shopkeepers cash account and balance it.

b. What was his balance in his cash account as at 1st may 2017?

2. Carpenters account:
A carpenter had a balance in his hand of SSP17800. On 1st jan.2016,
on 15th Jan, he spent SSP5900 on wood, SSP680 on nails and
SSP8990 on tools. On 21st Jan. he sold 10 chairs at SSP2400 each and
6 tables at each SSP4000 .on 27th Jan. he spent SSP 11900 on nails.
He transferred SSP9990 to his bank account and paid his labourers a
total of SSP 7900 on 31st Jan.
a. Prepare the carpenters cash account.
b. What was the balance in his cash account as at 1st Feb 2016?

110
3. Poultry account.
A poultry farmer had a flock of 600 layers and a cash balance of
SSP26000 on 1st June 2015. On 2nd June, he bought 3 sacks of layers
marsh at SSP 2500 each on 5th June, he sold 90 trays of eggs at SSP
300 each and bought 6 sacks layers mash at SSP 2500 each.
On 21st June he sold 178 trays of eggs at SSP 300 a tray and bought
10 sacks of layers marsh at SSP 1500 a sack.
On 28th June he sold 100 trays of eggs at SSP 300 a tray.
On 29th June, he bought 80 egg trays at SSP50 each and paid his
worker SSP 4600 on 30th June
a. Prepare and balance the poultry cash account.
b. If the farmer banked the balance, how much money did he
bank?
c. How much money did he earn from his poultry farming during
the month of June 2015?

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