SS1 SCHEME OF WORK FOR FURTHER

MATHS 2020/2021 ACADEMIC SESSION

WEEK TOPIC NO OF PERIOD
1 Polynomials 3
2 Polynomials 3
3 Partial Fraction 3
4 Partial Fraction 3
5 Plane Geometry 3
6 Revision and CA -
7 CA and Mid Term Break -
8 Trigonometric Ratio of General 3
Angles
9 Trigonometric Ratio of General 3
Angles
10 Trigonometric Ratio of General 3
Angles
11 Revision -
12 Examination -
13 Compilation of Result -

LESSON PLAN FOR WEEK ONE

WEEK 1
DATE: January 18th – 22nd, 2021

SUBJECT: Further Mathematics

CLASS: SS1

TOPIC: Polynomials

DURATION: 40 minutes/Period

TEACHING AIDS: Multiplication Tables

REFERENCE BOOK: New Further Mathematics Project 2

PREVIOUS KNOWLEDGE: The students are familiar with different

equations such as linear equation, quadratic equation and exponential
equation.

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able
to:

1. Manipulate polynomials under the operation of addition, subtraction,

division and multiplication.

2. Use the factor and remainder theorems in solving problems.

3. Find the roots of a polynomials equation.

4. Divide polynomials by polynomials of lesser degree.

CONTENT:

1st Period

POLYNOMIALS

Polynomial is an expression formed from the sum of integral non negative

powers of a variable x taken together with some numerical constant.

The following are examples of polynomials.

a. P1(x) = 3x2 – 2x + 4

b. P2(x) = 3x4 – 2x2 + x – 1

c. P3(x) = 2x3 + x – 3

ADDITION AND SUBTRACTION OF POLYNOMIALS

EXAMPLE 1

F1(x) = 2x3 – 3x2 + 4x - 1

F2(x) = 4x3 + 7x2 - 3x + 8

F3(x) = x3 – 5x2 + 2x + 6

Find:

a. F1(x) + F2(x)

b. F1(x) + F2(x) + F3(x)

c. F2(x) – F3(x)

SOLUTION

a. F1(x) + F2(x)

= (2x3 – 3x2 + 4x - 1) + (4x3 + 7x2 - 3x + 8)

= 2x3 + 4x3 – 3x2 + 7x2 + 4x - 3x – 1 + 8

= 6x3 + 4x2 + x + 7

b. F1(x) + F2(x) + F3(x)

= (2x3 – 3x2 + 4x - 1) + (4x3 + 7x2 - 3x + 8) + (x3 – 5x2 + 2x + 6

= 2x3 + 4x3 + x3 – 3x2 + 7x2 – 5x2 + 4x - 3x + 2x – 1 + 8 + 6

= 7x3 - x2 + 3x + 13

c. F2(x) – F3(x)

= (4x3 + 7x2 - 3x + 8) - (x3 – 5x2 + 2x + 6)

= 4x3 + 7x2 - 3x + 8 - x3 + 5x2 - 2x - 6

= 4x3 - x3 + 7x2 + 5x2 - 3x - 2x + 8 – 6

= 3x3 + 12x2 - 5x + 2

EVALUATION: New Further Mathematics Project 2 by MR Tuttuh Adegun

et.al, pg, 26, Ex 2A, No 5c, 6a & 6b.

ASSIGNMENT: New Further Mathematics Project 2 by MR Tuttuh Adegun

et.al, pg 26, Ex 2A, No 1a, 1b, 1c, 6c & 6d.

2nd Period

MULTIPLICATION OF POLYNOMIALS

Multiplication of Polynomials
The product of two polynomials of degree m and n is another polynomials of
degree m + n.

EXAMPLES

Given that: P1(x) = 5x3 + 3x2 - 2x + 6

P2(x) = x3 + 4x2 - 3x + 1

P3(x) = 2x3 – 3x2 + 3x + 2

Find:

a. P1P2

b. (P1 + P2)P3

c. 2P1(x)

SOLUTION

a. P1P2

= (5x3 + 3x2 - 2x + 6) × (x3 + 4x2 - 3x + 1)

= 5x3(x3 + 4x2 - 3x + 1) + 3x2(x3 + 4x2 - 3x + 1) - 2x(x3 + 4x2 - 3x + 1)

+ 6(x3 + 4x2 - 3x + 1)

= 5x6 + 2ox5 – 15x4 + 5x3 + 3x5 + 12x4 – 9x3 + 3x2 – 2x4 – 8x3 + 6x2 –
2x

+ 6x3 + 24x2 – 18x + 6

= 5x6 + 20x5 + 3x5 – 15x4 + 12x4 – 2x4 + 5x3 – 9x3 – 8x3 + 6x3 + 3x2 +
6x2

+ 24x2 – 2x – 18x + 6

= 5x6 + 23x5 – 5x4 – 6x3 + 33x2 – 20x + 6

b. (P1 + P2)P3

P1 + P2 = (5x3 + 3x2 - 2x + 6) + (x3 + 4x2 - 3x + 1)

= 5x3 + x3 + 3x2 + 4x2 - 2x - 3x + 6 + 1

= 6x3 + 7x2 - 5x + 7

(P1 + P2)P3 = (6x3 + 7x2 - 5x + 7)( 2x3 – 3x2 + 3x + 2)

= 6x3(2x3 – 3x2 + 3x + 2) + 7x2(2x3 – 3x2 + 3x + 2)

 - 5x(2x3 – 3x2 + 3x + 2) + 7(2x3 – 3x2 + 3x + 2)

= 12x6 – 18x5 + 18x4 + 12x3 +14x5 – 21x4 + 21x3 + 14x2 –

10x4

+15x3 – 15x2 – 10x + 14x3 – 21x2 + 21x + 14

= 12x6 – 18x5 +14x5 + 18x4 – 21x4 – 10x4 + 12x3 + 21x3 +15x3

+ 14x3 + 14x2 – 15x2 – 21x2 – 10x + 21x + 14

= 12x6 – 4x5 – 13x4 + 62x3 – 22x2 + 11x + 14

c. 2P1(x)

= 2(5x3 + 3x2 - 2x + 6)

= 10x3 + 6x2 - 4x + 12

EVALUATION: New Further Mathematics Project 2 by MR Tuttuh Adegun

et.al, pg, 26, Ex 2A, No 8b & 8c.

ASSIGNMENT: New Further Mathematics Project 2 by MR Tuttuh Adegun

et.al, pg 26, Ex 2A, No 8e, 8f, 7d & 7e.

3rd Period

DIVISON OF POLYNOMIALS

A polynomials of degree n can be divided by another polynomials of degree

m if n ≥ m

EXAMPLE

1. Divide the polynomials P1(x) = 4x3 + 3x2 – 2x + 1 by the polynomials

2x + 1.

SOLUTION

Since P1 is being divided by P2, it is called the dividend while P2 is called the
divisor. The result of division of P1 by P2 is called the quotient and whatever
is left after division is called the remainder.

2x2

2x + 1 4x3 + 3x2 – 2x + 1

-4x + 2x2
 x2 – 2x + 1

Note that:

a. 2x + 1 is the divisor

b. 4x3 + 3x2 – 2x + 1 is the dividend

c. 2x2 is the quotient

c. x2 – 2x + 1is the remainder

2. Find the quotient and the remainder when F(x) = 4x 3 + 3x2 – 2x + 1 is

divided by x + 2.

SOLUTION

4x2 – 5x + 8

x+2 4x3 + 3x2 – 2x + 1

-4x + 8x2

-5x2 – 2x + 1

-5x2 – 10x

8x + 1

8x + 16

-15

Quotient = 4x2 – 5x + 8

Remainder = -15

PRESENTATION:

STEP 1: The teacher introduces the topic to the students by asking the
students to define polynomials.

STEP 2: The students define polynomials as an expression formed from

the sum of integral non negative powers of variable of x taken together with
same numerical constant.

STEP 3: The teacher explains to the students with worked examples on

addition, subtraction, multiplication and division of polynomials.

STEP 4: The teacher allows the students to ask relevant questions.

STEP 5: The teacher evaluates, marks and correct their works.

EVALUATION: New Further Mathematics Project 2 by MR Tuttuh Adegun

et.al, pg, 26, Ex 2A, No 9b & 9c.

9. Find the quotient and remainder when F(x) = 4x 3 + 3x2 – 2x + 1 is

divided by

b. 2x – 3

c. 4x - 1

ASSIGNMENT: New Further Mathematics Project 2 by MR Tuttuh Adegun

et.al, pg 26, Ex 2A, No 10a – 10c.

10. Find the remainder and quotient and when P(x) = 6x 3 + 4x2 – x + 5 is
divided by

a. 3x2 + 2x + 1

b. x3 – 3x + 2

c. 6x2 + x – 2

HOD REMARK:

LESSON ASSESSMENT:
 LESSON PLAN FOR WEEK TWO

WEEK 2

DATE: January 25th – 29th, 2021

SUBJECT: Further Mathematics

CLASS: SS1

TOPIC: Polynomials

SUB TOPIC: Remainder and Factor Theorem.

DURATION: 40 minutes/Period

TEACHING AIDS: Multiplication Tables

REFERENCE BOOK: New Further Mathematics Project 2

PREVIOUS KNOWLEDGE: The topic has been introduces to the students

in previous lesson.

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able
to:

1. Manipulate polynomials under the operation of addition, subtraction,

division and multiplication.

2. Use the factor and remainder theorems in solving problems.

3. Find the roots of a polynomials equation.

4. Divide polynomials by polynomials of lesser degree.

CONTENT:

1st Period

THE REMAINDER THEOREM

If the polynomial f(x) is divided by (x – a), the remainder is f(a)

F(x) = (x – a) Q(x) + R _________ (1)

Where x – a is the divisor, Q(x) the quotient and R the remainder

Put x = a in eqn (1)

f(a) = (a – a) Q(a) + R

f(a) = R
The theorem whose proof we have just established is called the remainder

theorem.

In general, if f(x) is divided by ax + b, then the remainder is f ( −ba )

EXAMPLE

Given that f(x) = 3x3 – 4x2 + 2x + 3. Find the remainder when f(x) is divided
by

x -1.

SOLUTION

Let R be the remainder, then using the remainder theorem, R = (1)

f(1) =3(1)3 – 4(1)2 + 2(1) + 3

=3–4+2+3

=4

EVALUATION: New Further Mathematics Project 2 by MR Tuttuh Adegun

et.al, pg, 39, Ex 2B, No 1.

1. Find the remainder when

a. x3 + 5x2 – 3x + 1 is divided by x + 1

b. x5 – 3x3 + x – 5 is divided by x – 2

c. 2x3 – 4x2 + x – 3 is divided by x + 3

d. x4 – 3x3 – x2 + 2x + 1 is divided by x - 1

ASSIGNMENT:

1. Find the remainder when

a. x3 - x2 – 18x + 36 is divided by x + 2

b. 2x3 + 3x2 - 4x + 1 is divided by 2x – 1

c. 2x3 + 3x2 - 5x – 6 is divided by x - 1

2nd Period

FACTORIZATION OF QUARTIC POLYNOMIALS

EXAMPLE
Factorize f(x) = x3 – 7x2 + 14x - 8 completely

SOLUTION

In complete factorize form, f(x) can be written in the form:

F(x) = (x ±n) (x ±q) (x ±r) _______ (1)

The first term of the expansion of (1) is x3 while the last term of the
expansion is ±pqr. Hence p, q and r must be factors of – 8, we therefore try:

x ±1, x ±2, x ±4, x ±8

f(- 1) = -1 – 7 – 14 – 8 ≠ 0

∴ x + 1 is not a factor of f(x)

f(1) = 1 – 7 + 14 – 8 = 0

∴ x - 1 is a factor of f(x)

A similar procedure can be used for x ±2, x ±4, x ±8 to find the other two
linear factors. But a less cumbersome procedure is to use long division
method once a factor of f(x) is obtained.

x2 – 6x + 8

x – 1 x3 – 7x2 + 14x – 8

x3 – x 2

-6x2 + 14x

-6x2 + 6x

8x – 8

8x – 8

Now, x2 – 6x + 8 = (x2 – 4x) – (2x + 8)

= x(x – 4) – 2(x – 4)

= (x – 2)(x – 4)

Hence f(x) = (x – 1), (x – 2), (x – 4)

EVALUATION: New Further Mathematics Project 2 by MR Tuttuh Adegun

et.al, pg, 39, Ex 2B, No 2a & 2b.

2. Factorize each of the following completely

a. x3 + 10x2 + 23x + 14

b. x3 – 5x2 - 8x + 12

3rd Period

FACTORIZATION OF QUARTIC POLYNOMIALS

EXAMPLE

Factorize 2x4 - x3 – 8x2 + x + 6 completely

SOLUTION

2x4 - x3 – 8x2 + x + 6

The factors are: x ±1, x ±2, x ±3

f(1) = 2(1)4 – (1)3 – 8(1)2 + 1 + 6

=2–1–8+1+6=0

∴ x - 1 is a factor of f(x)

2x3 – x2 – 7x - 6

x – 1 2x4 - x3 – 8x2 + x + 6

2x4 – 2x3

x3 - 8x2

-x3 - x2

-7x2 – x

-7x2 – x

-6x + 6

-6x + 6

2x3 – x2 – 7x - 6

The factors are: x ±1, x ±2, x ±3

f(-1) = 2(-1)3 – (-1)2 – 7(-1) - 6

=-2+1+7–6=0

∴ x + 1 is a factor of f(x)
 2x2 – x - 6

x + 1 2x3 + x2 - 7x – 6

2x3 + 2x2

-x2 - 7x

-x2 - x

-6x – 6

-6x – 6

F(x) = (x – 1), (x + 1), (2x2 – x – 6)

PRESENTATION:

STEP 1: The teacher introduces the topic to the students by asking the
students the general form of polynomials.

STEP 2: The students mention anxn + an – 1xn – 1 + …..+ a2x2 + a0, where an,
an – 1, a2, a and (a ±0) are numerals.

STEP 3: The teacher explains to the students with worked examples on

remainder theorem.

STEP 4: The teacher explains to the students with worked examples on

how to factorize quartic polynomials.

STEP 5: The teacher allows the students to ask relevant questions.

STEP 6: The teacher evaluates, marks and correct their works.

EVALUATION: New Further Mathematics Project 2 by MR Tuttuh Adegun

et.al, pg, 26, Ex 2B, No 2c & 2d.

2. Factorize each of the following completely

c. x4 – 1

d. 2x3 + x2 – 9x – 2

ASSIGNMENT:

1. Factorize x4 + x3 – 9x + x + 10
HOD REMARK:

LESSON ASSESSMENT:
 LESSON PLAN FOR WEEK THREE

WEEK 3

DATE: February 1st – 5th, 2021

SUBJECT: Further Mathematics

CLASS: SS1

TOPIC: Partial Fraction.

DURATION: 40 minutes/Period

TEACHING AIDS: Calculator and Charts showing relationship between sets

REFERENCE BOOK: New Further Mathematics Project 2 by MR Tuttuh

Adegun et. al

PREVIOUS KNOWLEDGE: The students have been taught fraction in

previous class.

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able
to:

1. Resolve rational functions into partial fraction.

CONTENT:

1st Period

PARTIAL FRACTION

The process of forming a compound algebraic fraction into a sum of partial

fractions is called resolution into partial fraction.

TYPES OF PARTIAL FRACTION

Partial fractions are characterized generally by the nature of factors at the

denominator of the compound fraction. We are required to resolve.

As a general rule, if a factor in the denominator is a polynomial of degree n,

then the numerator of the corresponding partial fraction will be the most
polynomial of degree n – 1. Partial fractions fall into four categories.

1. Those with non-repeated linear fractions at the denominator.

2. Those with non-linear factors that are not repeated.

3. Those with repeated factors linear or non linear.

4. Improper fraction.
 NON-REPEATED LINEAR FACTORS AT THE DENOMINATOR

Qx
These are generally of the form
( a1 x+ b1 ) ( a2 x+ b2 ) … …( an x+b n)
Where Q(x) is a polynomial whose degree is less than the degree of the
product of the polynomial in the denominator.

1 An
For each factor , assign the partial fraction
an x+ bn an x+ bn

Qx A1 A2 An
Hence = + …… +
( a1 x+ b1 ) ( a2 x+ b2 ) … …( an x+b n) a1 x+ b1 a2 x+ b2 an x+ bn

EXAMPLES

Resolve the following into partial fraction.

2 x +3
1.
( x+1 )( x+ 4)

7 x−1
2.
( 3 x −1 ) (2 x +3)

SOLUTION

2 x +3 A1 A2
1. = +
( x+1 )( x+ 4) x+1 x+ 4

2x + 3 = A1(x + 4) + A2(x + 1)

To find A2, put x = - 4

2(- 4) + 3 = A1(- 4 + 4) + A2(- 4 + 1)

- 8 + 3 = - 3A2

- 5 = - 3A2

−5
A2 =
−3

5
A2 =
3

To find A1, put x = - 1

2(- 1) + 3 = A1(- 1 + 4) + A2(- 1 + 1)

- 2 + 3 = 3A1
 1 = 3A1

1
A1 =
3

2 x +3 1 5
= +
( x+1 )( x+ 4) 3(x +1) 3(x +4)

7 x−1 A1 A2
2. = +
( 3 x −1 ) (2 x +3) 3 x −1 2 x +3

7x – 1 = A1(2x + 3) + A2(3x – 1)

7x – 1 = 2A1x + 3A1 +3A2x – A2

7x – 1 = (2A1 + 3A2)x + 3A1 – A2

Equating coefficient of x

2A1 + 3A2 = 7 _______ (1)

Equating constant term

3A1 – A2 = – 1 _______ (2)

2A1 + 3A2 = 7 _______ (1) ×3

3A1 – A2 = – 1 _______ (2) ×2

6A1 + 9A2 = 21

-6A1 – 2A2 = – 2

11A2 = 23

23
A2 =
11

Sub for A2 in eqn(1)

2A1 + 3A2 = 7

2A1 + 3 ( 2311 ) = 7
69
2A1 + =7
11

69
2A1 = 7 -
11
 77−69
2A1 =
11

8
2A1 =
11

8
A1 = ÷2
11

8 1
A1 = ×
11 2

4
A1 =
11

7 x−1 4 23
= +
( 3 x −1 ) (2 x +3) 11(3 x−1) 11(2 x+ 3)

EVALUATION: The teacher evaluates the students thus:

Resolve the following into partial fraction.

3 x +2
1.
( x+2 ) (x−5)

x +7
2.
( x+3 ) (x−4 )

ASSIGNMENT:

Resolve the following into partial fraction.

4 x−1
1.
( x+ 4 )( x−3 )

3 x +2
2.
( x−1 ) (x +4)

x +1
3.
( 3 x −2 ) (x+ 4)

2nd Period

PARTIAL FRACTION

EXAMPLE

x−2
1. Resolve into partial fraction.
( x+ 4 )(2 x−1)
 SOLUTION

x−2 A1 A2
1. = +
( x+ 4 )(2 x−1) x+ 4 2 x−1

x – 2 = A1(2x - 1) + A2(x + 4)

x – 2 = 2A1x - A1 +A2x + 4A2

x – 2 = (2A1 + A2)x - A1 + 4A2

Equating coefficient of x

2A1 + A2 = 1 _______ (1)

Equating constant term

-A1 + 4A2 = – 2 _______ (2)

2A1 + A2 = 1 _______ (1) ×1

-A1 + 4A2 = – 2 _______ (2) ×2

2A1 + A2 = 1

-2A1 + 8A2 = – 4

9A2 = - 3

−3
A2 =
9

−1
A2 =
3

Sub for A2 in eqn(1)

2A1 + A2 = 1

2A1 + ( −13 ) = 1
1
2A1 - =1
3

1
2A1 = 1 +
3

3+1
2A1 =
3
 4
2A1 =
3

4
A1 = ÷2
3

4 1
A1 = ×
3 2

2
A1 =
3

x−2 2 1
= +
( x+ 4 )(2 x−1) 3(x +4) 11(2 x−1)

EVALUATION: The teacher evaluates the students thus:

Resolve the following into partial fraction.

2 x−3
1.
( x−4 ) (x−3)

x+ 6
2.
( x+3 ) (2 x +5)

ASSIGNMENT:

Resolve into partial fraction.

x +7
1. 2
x −7 x+10

3rd Period

PARTIAL FRACTION

EXAMPLE

7 x−9
1. Resolve 2 into partial fraction.
2 x −7 x−15

SOLUTION

7 x−9
1. 2
2 x −7 x−15

2x2 – 7x - 15
(2x2 – 10x) + (3x – 15)

2x(x – 5) + 3(x – 5)

(2x + 3)(x – 5)

7 x−9 A1 A2
= +
(2 x+ 3)( x – 5) 2 x +3 x−5

7x – 9 = A1(x - 5) + A2(2x + 3)

7x – 9 = A1x - 5A1 + 2A2x + 3A2

7x – 9 = (A1 + 2A2)x - 5A1 + 3A2

Equating coefficient of x

A1 + 2A2 = 7 _______ (1)

Equating constant term

-5A1 + 3A2 = – 9 _______ (2)

A1 + 2A2 = 7 _______ (1) ×5

-5A1 + 3A2 = – 9 _______ (2) ×1

5A1 + 10A2 = 35

-5A1 + 3A2 =–9

13A2 = 26

26
A2 =
13

Sub for A2 in eqn(1)

A1 + 2A2 = 7

A1 + 2 ( 2613 ) = 7
52
A1 + =7
13

52
A1 = 7 -
13

91−52
A1 =
13
 39
A1 =
13

7 x−9 39 26
= +
(2 x+ 3)( x – 5) 13(2 x+3) 13(x−5)

PRESENTATION:

STEP 1: The teacher introduces the topic to the students by asking the
students to define partial fraction.

STEP 2: The students define partial fraction as the process of

transforming a compound algebraic fraction into a sum of partial fraction.

STEP 3: The teacher explains to the students the definition of partial

fraction and types of partial fraction.

STEP 4: The teacher explains to the students with worked examples on

how to resolve fractions into partial fractions.

STEP 5: The teacher allows the students to ask relevant questions.

STEP 6: The teacher evaluates, marks and correct their works.

EVALUATION: The teacher evaluates the students thus:

1. Resolve the following into partial fraction.

10 x+ 37
a. 2
x +3 x−28

8 x−28
b. 2
x −6 x+ 8

ASSIGNMENT:

x−14
1. Resolve 2 into partial fraction.
x −10 x−24

HOD REMARK:
LESSON ASSESSMENT:

LESSON PLAN FOR WEEK FOUR

WEEK 4

DATE: February 8st – 12th, 2021

SUBJECT: Further Mathematics

CLASS: SS1

TOPIC: Partial Fraction.

DURATION: 40 minutes/Period

TEACHING AIDS: Calculator and Charts showing relationship between sets

REFERENCE BOOK: New Further Mathematics Project 2 by MR Tuttuh
Adegun et. al

PREVIOUS KNOWLEDGE: The students have been taught fraction in

previous class.

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able
to:

1. Resolve rational functions into partial fraction.

CONTENT:

1st Period

PARTIAL FRACTION

DENOMINATORS WITH REPEATED QUADRATIC FACTORS

The process of transforming a compound algebraic fraction into a sum of

partial fractions is called resolution into partial fraction

EXAMPLES

Resolve into partial fraction.

2
15 x −x +2
1.
( x−5 ) (3 x ¿¿ 2+4 x−2)¿

SOLUTION

15 x 2−x +2 A Bx+C
1. = + 2
( x−5 ) (3 x ¿¿ 2+4 x−2)¿ x−5 3 x + 4 x−2

15x2 – x + 2 = A(3x2 + 4x – 2) +Bx + C(x – 5)

15x2 – x + 2 = 3Ax2 + 4Ax – 2A +Bx2 – 5Bx + Cx – 5C

15x2 – x + 2 = 3Ax2 + Bx2 + 4Ax – 5Bx + Cx - 2A – 5C

15x2 – x + 2 = (3A + B)x2 + (4A – 5B + C)x - 2A – 5C

3A + B = 15 _______ (1)

4A – 5B + C = - 1 ________ (2)
-2A – 5C = 2 _______ (3)

From eqn(1)

3A + B = 15

B = 15 – 3A

From eqn(3)

-2A – 5C = 2

5C = - 2 – 2A

−2−2 A
C=
5

Sub for B and C in eqn(2)

4A – 5B + C = - 1

4A – 5(15 – 3A) + ( −2−25 A ) = - 1

4A – 75 – 15A + ( −2−25 A ) = - 1
Multiply both sides by 5

5(4A) – 5(75) – 5(15A) + 5 ( −2−25 A ) = - 1(5)

20A – 75 – 375A – 2 – 2A = - 5

20A + 75A – 2A = - 5 + 2 + 375

93A = 372

372
A=
93

A=4

Sub for A in eqn(1)

3A + B = 15

3(4) + B = 15
 12 + B = 15

B = 15 – 12

B=3

Sub for A and B in eqn(2)

4A – 5B + C = - 1

4(4) – 5(3) + C = - 1

16 – 15 + C = - 1

1+C=-1

C=-1–1

C=-2
2
15 x −x +2 4 3 x−2
= + 2
( x−5 ) (3 x ¿¿ 2+4 x−2)¿ x−5 3 x + 4 x−2

EVALUATION: The teacher evaluates the students thus:

15 x 2−x +2
1. Resolve into partial fraction.
( x−5 ) (3 x ¿¿ 2+4 x−2)¿

ASSIGNMENT:

( x−1 ) ( x +1)
1. Resolve into partial fraction.
( x+2 ) (x¿¿ 2−3 x+1)¿

2nd Period

PARTIAL FRACTION

EXAMPLE
2
2 x +3 x+ 3
1. Resolve into partial fraction.
( x+1 )( x+2)

SOLUTION

2 x 2 +3 x+ 3
1.
( x+1 )( x+2)

Denominator
 (x + 1)(x + 2)

x(x + 2) + 1(x + 2)

x2 + 2x + x + 2

x2 + 3x + 2

x2 + 3x + 2 2x2 + 3x + 3

-2x2 + 6x + 4

- 3x – 1
2
2 x +3 x+ 3 3 x−1
=2-
( x+1 )( x+2) ( x+1 )( x+2)

2x2 + 3x + 3 = A(x + 2) + B(x + 1)

Put x = - 2

2(-2)2 + 3(- 2) + 3 = A(-2 + 2) + B(-2 + 1)

8–6+3=-B

5=-B

B=-5

Put x = -1

2x2 + 3x + 3 = A(x + 2) + B(x + 1)

2(-1)2 + 3(- 1) + 3 = A(-1 + 2) + B(-1 + 1)

2–3+3=A

2=A

A=2

2 x 2 +3 x+ 3 2 5
=2+ -
( x+1 )( x+2) x+1 x+2

EVALUATION: The teacher evaluates the students thus:

2
3 x + 2 x +1
1. Resolve into partial fraction.
( x−3 ) (x +2)
ASSIGNMENT:

( 3 x −1 ) (2 x −1)
1. Resolve 2 into partial fraction.
x −7 x +10

3rd Period

PARTIAL FRACTION

Repeated factors in the denominator of algebraic expression of the form

A B
(ax + b)2 give partial fraction of the form + 2 ,similarly (ax + b)
3
ax +b (ax +b)
A B C
rise into partial fraction of the form + 2 + 3
ax +b (ax +b) (ax +b)

EXAMPLE

1. Resolve the following into partial fraction.

10 x−13
a. 2
(2 x−3)
2
3 x −34 x+ 97
b. 3
(x−5)

SOLUTION

10 x−13 A B
1a. 2 = + 2
(2 x−3) 2 x−3 (2 x−3)

10x – 13 = A(2x – 3) + B

10x – 3 = 2Ax – 3A + B

2A = 10

10
A=
2

A=5

-3A + B = - 13

-3(5) + B = - 13

-15 + B = - 13
 B = - 13 + 15

B=2

10 x−13 5 2
2 = + 2
(2 x−3) 2 x−3 (2 x−3)
2
3 x −34 x+ 97 A B C
b. = + 2 + 3
(x−5)
3
ax +b (ax +b) (ax +b)

3x2 – 34x + 97 = A(x – 5)2 + B(x – 5) + C

3x2 – 34x + 97 = A [x(x – 5) – 5(x – 5)] + B(x – 5) + C

3x2 – 34x + 97 = A(x2 – 5x - 5x + 25) + Bx – 5B + C

3x2 – 34x + 97 = Ax2 – 10Ax + 25A + Bx – 5B + C

3x2 – 34x + 97 = Ax2 – 10Ax + Bx + 25A – 5B + C

3x2 – 34x + 97 = Ax2 – (10A – B)x + 25A – 5B + C

A = 3 __________ (1)

-10A + B = - 34 _______ (2)

25A – 5B + C = 97 ________ (3)

Sub for A in eqn(2)

-10A + B = - 34

-10(3) + B = - 34

-30 + B = - 34

B = - 34 + 30

B=-4

Sub for A and B in eqn(3)

25A – 5B + C = 97

25(3) – 5(- 4) + C = 97

75 + 20 + C = 97

95 + C = 97

C = 97 – 95
 C=2
2
3 x −34 x+ 97 3 4 2
= - 2 + 3
(x−5)
3
ax +b (ax +b) (ax +b)

PRESENTATION:

STEP 1: The teacher introduces the topic to the students by asking the
students to define partial fraction.

STEP 2: The students define partial fraction as the process of

transforming a compound algebraic fraction into a sum of partial fraction.

STEP 3: The teacher explains to the students the definition of partial

fraction and types of partial fraction.

STEP 4: The teacher explains to the students with worked examples on

how to resolve fractions into partial fractions.

STEP 5: The teacher allows the students to ask relevant questions.

STEP 6: The teacher evaluates, marks and correct their works.

EVALUATION: The teacher evaluates the students thus:

1. Resolve the following into partial fraction.

35 x +17
a. 2
(5 x +2)
2
5 x −13 x +5
b. 3
(x−2)

HOD REMARK:

LESSON ASSESSMENT:

LESSON PLAN FOR WEEK FIVE

WEEK 5

DATE: February 15h – 19th, 2021

SUBJECT: Further Mathematics

CLASS: SS1

TOPIC: Revision Exercise.

DURATION: 40 minutes/Period

TEACHING AIDS: Calculator and Mathematical tables

REFERENCE BOOK: New Concept Mathematics for SS2 by HN Odogwu

et.al,

PREVIOUS KNOWLEDGE: The topic has been introduced to the students

in previous lesson.

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able
to:

1. Solve questions given to them on each topic taught in previous lesson.

CONTENT:

1st Period

REVISION EXERCISE

1. If (x – 3) is a factor of 2x3 + 3x2 – 17x – 30, find the remaining factor.

A. (2x – 5)(x – 2) B.(2x – 5)(x + 2) C. (2x + 5)(x – 2) D. (2x + 5)(x +

2)

2. Given that P(x) = x3 + 4x2 – 3x + 1, find P(- 2)

A. 15 B. 13 C. 11 D. 9

3. The polynomial g(x) = 2x3 + 3x2 + qx – 1, has the same remainder

when divided by (x + 2) and (x – 1). Find the value of constant q.

A. – 11 B. – 9 C. – 3 D. – 1

4. The polynomial 2x3 + x2 – 3x + p has a remainder 20 when divided by

(x – 2). Find the value of constant p.

A. 8 B. 6 C. – 6 D. – 8
5. If (x + 3) is a factor of the polynomial x3 + 3x2 + nx – 12, where n is a
constant, find the value of n.

A. – 4 B. – 1 C. 3 D. 4

6. If (x – 3) is a factor of 2x2 – 2x + p, find the value of constant p.

A. – 12 B. – 6 C. 3 D. 6

7. Given that f(x) = 3x3 – 4x2 + 2x + 3. Find the remainder when f(x) is
divided by x – 1.

A. 4 B. 6 C. 8 D. 10

8. Find the remainder when 5x3 + 2x2 – 7x – 5 is divided by (x – 2)

A. – 51 B. – 23 C. 29 D. 49

3 x +1
9. A function is defined by f(x) = 2 , find f(- 3).
x −1

1 4
A. - 1 B. – 1 C. D. 1
4 5

10. If (x + 1) is a factor of the polynomials x 3 + px + x + 6 = 0, find the

value of p.

A. – 8 B. – 4 C. 4 D. 8
2
x + x +4
11. Express in partial fraction.
( 1−x ) (x 2+ 1)

x
2
x +4 3 2 x +1 x
2
x +4
2
3 2 x +2
A. 2 + B. + 2 C. + 2 D. + 2
x +1 1−x 1−x x −1 1−x x +1 1−x x +1

x+ p Q 2
12. If = + , find the value of (p + Q)
( x−1 ) (x−3) x−1 x−3

A. – 2 B. – 1 C. 0 D. 1

2 x +3
13. Resolve into partial fraction.
( x+1 )( x+ 4)

1 5 1 3
A. + B. +
3 ( x +1 ) 3(x +4) 4 ( x +1 ) 2(x+ 4)

2 5 1 5
C. + D. +
5 ( x +1 ) 3(x +4) 3 ( x +1 ) 2(x+ 4)

3 x +2 4 B
14. If = + , what is the value of B?
( x+2 ) (x−5) 7 ( x+2 ) 7 ( x−5 )
 A. 17 B. 15 C. 13 D. 11

15. Calculate the distance between A(2, 3) and B(5, 7)

A. 2 B. 3 C. 5 D. 7

16. The distance between the points A(a, 5) and B(- a, 5) is 8. Find a, if a is
positive.

PRESENTATION:

STEP 1: The teacher introduces the topic to the students.

STEP 2: The writes some questions for the students to solve.

STEP 3: The teacher allows the students to ask relevant questions.

STEP 4: The teacher evaluates, marks and correct their works.

EVALUATION: The teacher evaluates the students thus:

1. The diagonal of a rhombus measures 10cm and 8cm. What is the

length of the rhombus?

HOD REMARK:

LESSON ASSESSMENT:
 LESSON PLAN FOR WEEK EIGHT

WEEK 8

DATE: February 24th – 28th, 2020

SUBJECT: Further Mathematics

CLASS: SS1

TOPIC: Coordinate Geometry.

DURATION: 40 minutes/Period

TEACHING AIDS: Graph paper, mathematical instruments, calculator.

REFERENCE BOOK: Further Mathematics 2 by AO Kalejaiye et. al

PREVIOUS KNOWLEDGE: The students have been taught linear graph.

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able
to:

1. Find the distance between two points on the Cartesian plane.

2. Find the coordinates of the mid point of a straight line joining two
points on the Cartesian plane.

CONTENT:

1st Period

COORDINATE GEOMETRY-STRAIGHT LINES

CARTESIAN COORDINATES: The point in a plane can be fixed with reference

to two axes, the x-axis and the y-axis. These axes intersect at right angles.
The two numbers fix to a point in a plane are called coordinates of the point.

The coordinates of general point P are often referred to as (x, y). Specific
points can be assigned the coordinate (x 1, y1), (x2, y2), (x3, x3) and so on.

DISTANCE BETWEEN TWO POINTS

Fig 8.1 shows two points P and Q with coordinates (x 1, y1) and (x2, y2)
respectively. O is the origin, Ox is the x-axis and Oy is the y-axis. PK is drawn
parallel to Oy to meet Ox at K. Similarly, QM is drawn parallel to Oy to
intersect Ox at M. PN is drawn to Ox to meet MQ at N.
 y

Q(x2, y2)

P(x1,y1) N

O K M x

Fig. 8.1

Δ PNQ is right-angled at N

|PN| = |KM| = |OM| - |OK| = x2 – x1

Also |QN| = |QM| - |OK| = y2 – y1

(Note that |PN| means the length of the line segment PN)

By Pythagoras’ theorem

|PQ|2 = |PN|2 + |QN|2

= (x2 – x1)2 + (y2 – y1)2

|PQ| = √ ¿ ¿

EXAMPLES

1. Calculate the distance between A(2, 3) and B(5, 7)

2. The distance between the points A(a, 5) and B(-a, 5) is 8, find a if a is

positive.

SOLUTION

1. |AB| = √ (5−2)2+(7−3)2

= √ 32 +4 2

= √ 9+16

= √ 25

=5

2. 8 = √ [a−(−a ) ]2+(5−5)2
 8 = √ 2 a2 +0
1
8 = 2 a2 × 2

8 = 2a

8
a=
2

a=4

EVALUATION: The teacher evaluates the students thus:

Further Mathematics 2 by AO Kalejaiye et.al, pg 13, Ex 2a, No 1a – 1c.

1. Calculate the distance between the following pairs of point.

a. (3, 4), (5, 2)

b. (0, 6), (4, 0)

c. (4, 2), (4, -4)

ASSIGNMENT:

Further Mathematics 2 by AO Kalejaiye et.al, pg 13, Ex 2a, No 2a, 2b & 3.

2. What is the distance between the following pairs of point?

a. (2, 6), (-2, 4)

b. (-4, -2), (3, 2)

3. Calculate the distance between the points (a, 3), (-a, 2)

2nd Period

MID POINT OF TWO POINTS ON A PLANE

Let P, Q be points with coordinates (x1, y1) and (x2, y2) respectively, as in

Fig. 8.2.

Let M (xm, ym) be the mid point of PQ. Since |PM| = |MQ|, then

xm – x1 - x2, xm

2xm = x2 + x1
 x2 + x 1
xm =
2
y Q(x2, y2)

M(xm, ym)

P(x1,y1)

R S

O x

Fig. 8.2

y 2+ y 1
Similarly ym =
2

Thus, the mid point of the points with coordinates (x1, y1) and (x2, y2) is a
point with coordinates

( x +2 x , y +2 y )
2 1 2 1

EXAMPLES

1. Find the coordinates of the mid point of the line joining these pairs of
points.

a. (2, 4), (6, 8)

b. (-1, 6), (7, -5)

SOLUTION

1a. Let the mid point be R (x1, y1)

2+ 6
x1 =
2

=4

4+ 8
y1 =
2

=6

The mid point R has coordinates (4, 6)

1b. Let the mid point be Q (x1, y1)

−1+ 7
x1 =
2

=3

6+(−5)
y1 =
2

1
=
2

1
The mid point Q has coordinates (3, )
2

EVALUATION: The teacher evaluates the students thus:

Further Mathematics 2 by AO Kalejaiye et.al, pg 13, Ex 2a, No 5.

5. Find the mid point of the line joining the pairs of point in question 1.

a. (3, 4), (5, 2)

b. (0, 6), (4, 0)

c. (4, 2), (4, -4)

ASSIGNMENT:

Further Mathematics 2 by AO Kalejaiye et.al, pg 13, Ex 2a, No 6a – 6c.

6. Find the mid point of the line joining the pairs of point in question 1.

a. (2, 6), (-2, 4)

b. (-4, -2), (3, 2)

c. (-1, -5), (-3, 4)

 3rd Period

COORDINATES OF THE POINT, R, WHICH DIVIDES

PQ INTERNALLY IN THE RATIO m1 :m2

Suppose R is a point (x1, y1) in Fig. 8.3

Q(x2, y2)

R(xr, yr)

m2

P(x1, y1)

m1

O x

Fig. 8.3

Δ PRM and RQN are equiangular

Therefore they are similar

¿ PR∨ ¿ ¿
Hence ¿ RQ∨¿=¿ PM ∨ ¿ ¿¿
¿ RN ∨¿ ¿

m1 x r−x 1
And =
m2 x 2−x r

m1(x2 – xr) = m2(xr – x1)

m1x2 – m1xr = m2xr – m2x1

m1x2 + m2x1 = m1xr + m2xr

(m1 + m2)xr = m1x2 + m2x1

m 1 x 2+ m 2 x 1
xr =
m1+ m2

m1 y r − y 1
Similarly =
m 2 y 2− y r

m1(y2 – yr) = m2(yr – y1)

m1y2 – m1yr = m2yr – m2y1

 m1y2 + m2y1 = m1yr + m2yr

(m1 + m2)yr = m1y2 + m2y1

m1 y 2 +m2 y 1
yr =
m1 +m2

Thus the coordinate of R are

( m1 x 2 +m2 x 1 m1 y 2+ m2 y 1
m1 +m2
,
m1+ m2 )
COORDINATES OF THE POINT, R, WHICH DIVIDES

PQ EXTERNALLY IN THE RATIO m1:m2

In Fig. 8.4, R divides PQ externally in the ratio m1:m2

R(xr, yr)

Q(x2, y2) N

P(x1, y1) M

m1

O x

Fig. 8.4

Δ RPM, RQN are equiangular

Therefore they are similar

x r−x 1 m1
=
xr −x 2 m2

m2xr – m2x1 = m1xr – m1x2

(m1 - m2)xr = m1x2 - m2x1

m1 x 2−i. m2 x 1
xr =
m1−m2
 m1 y 2−i . m2 y 1
Similarly yr =
m1−m2

Thus the coordinate of R are

( m1 x 2−m2 x 1 m1 y 2−m2 y 1
m1−m2
,
m1−m2 )
EXAMPLE

1. Find the coordinates of the points which divides the line joining the
points (-1, 2) and (4, -5) in the ratio 2:3

a. internally

b. externally

SOLUTION

1a. Internal division

Suppose the required point R is (xr, yr)

m 1 x 2+ m 2 x 1
xr =
m1+ m2

2 ( 4 ) +3 (−1)
=
2+3

5
=
5

=1

m1 y 2 +m2 y 1
yr =
m1 +m2

2 (−5 )+ 3(2)
=
2+3

−4
=
5

−4
The required point is (1, )
5

1b. External division

Suppose the required point R is (xr, yr)

 m1 x 2−m2 x 1
xr =
m1−m2

2 ( 4 ) −3(−1)
=
2−3

= - 11

m1 y 2−m2 y 1
yr =
m1−m2

2 (−5 )−3(2)
=
2−3

= 16

The required point is (-11, 16)

PRESENTATION:

STEP 1: The teacher introduces the topic to the students by asking the
students to mention the general equation of a straight line.

STEP 2: The students mention y = mx + c.

STEP 3: The teacher explains to the students the Cartesian coordinates

and how to find distance between two points with worked examples.

STEP 4: The teacher explains to the students with worked examples on

how to find the mid points on a plane.

STEP 5: The teacher explains to the students with worked examples on

how to find the coordinates of a point which divides the line segment joining

P(x1, y1) and Q(x2,y2) internally and externally in the ratio m1:m2

STEP 5: The teacher allows the students to ask relevant questions.

STEP 6: The teacher evaluates, marks and correct their works.

EVALUATION: The teacher evaluates the students thus:

Further Mathematics 2 by AO Kalejaiye et.al, pg 13, Ex 2a, No 7 & 8.

7. A point P divides the line segment joining the point A(4, 2) and B(5, 6)
internally in the ratio 3:2. Find the coordinates of P.

8. A point Q divides a line segment MN joining the point M(-2, 3) and

N(6, -4) externally in the ratio 5:2. Find the coordinates of Q

ASSIGNMENT:

Further Mathematics 2 by AO Kalejaiye et.al, pg 13, Ex 2a, No 10a – 10b.

10. Find the coordinates of the point which divides the line segment AB
joining A(3, 2) and B(5, 4) internally in the ratio

a. 1:1

b. 3:2

HOD REMARK:

LESSON ASSESSMENT:
 LESSON PLAN FOR WEEK NINE

WEEK 9

DATE: March 2nd – 6th, 2020

SUBJECT: Further Mathematics

CLASS: SS1

TOPIC: Trigonometric Ratio of General Angle.

DURATION: 40 minutes/Period

TEACHING AIDS: Mathematical tables, calculator.

REFERENCE BOOK: New Further Mathematics Project 2 by MR Tuttuh

Adegun et. al

PREVIOUS KNOWLEDGE: The students have been taught trigonometric

ratios in mathematics class.

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able
to:

1. Use the tangent, sine, cosine ratios in relation to the sides of right-
angled triangle in practical problem.

2. Identify the trigonometric ratios of the special angles 30 0, 450 and 600.

CONTENT:

1st Period

TRIGONOMETRIC RATIO OF THE GENERAL ANGLE

QUADRANTS AND ANGLES

The x and y axes partition the plane into four parts. Each part is called
quadrant. y

Second first

x’ quadrant quadrant x

third fourth

quadrant quadrant
 y’

Fig. 9.1

Ox and Ox’ are the positive and negative x-axes respectively. Similarly, Oy
and Oy’ are the positive and negative y-axes respectively. Angles are usually
measured relative to the positive x-axes.

A positive angle is measured in anti-clockwise direction, while a negative

angle is measured in the clockwise direction.

a. y b. y

P1

x’ x x’ x

P2

y’ y’ Fig. 9.2

In Fig. 9.2 OP1 makes a positive angle with the positive x-axis, while OP 2
makes a negative angle with the positive x-axis.

BASIC TRIGONOMETRIC RATIOS

The basic trigonometric ratios can be defined in terms of the sides of a right-
angled triangle.

r p

P R Fig. 9.3

Δ PQR in Fig. 9.3 is a right-angled triangle with Q ^

PR = θ and P ^
R Q = 900

We defined the basic ratios as follows:

QR p
sin θ = =
PQ r

PR q
cos θ = =
PQ r

QR p
tan θ = =
PR q
 RECIPROCAL OF BASIC ANGLES

We defined the reciprocal of basic angles as follows:

PQ r 1
cosecant θ (cosec θ ) = = =
PR p sine of angle θ

PQ r 1
secant θ (sec θ ) = = =
QR q cosine of angle θ

PR q 1
cotangent θ (cot θ ) = = =
QR p tangent of angleθ

EXAMPLES

8
1. Given that sin θ = , calculate the values of
17

a. cos θ

b. tan θ

cos θ+ sinθ
c.
cos θ−sin θ

d. sin2θ

e. cosec θ

SOLUTION

opp 8
1a. sin θ = =
hyp 17

8 17

Using Pythagoras’ theorem

h2 = o 2 + a 2

172 = 82 + a2

a2 = 172 - 82

a2 = 225
 a = √ 225

a = 15

adj 15
cos θ = =
hyp 17

opp 8
b. tan θ = =
adj 15

cos θ+ sinθ
c.
cos θ−sin θ

15 8
+
17 17
=
15 8
−
17 17

23
17
=
7
17

23 7
= ÷
17 17

23 17
= ×
17 7

23
=
7

( )
2
8
d. sin θ =
2
17

64
=
289

1
e. cosec θ =
sin θ

8
=1÷
17

17
=1×
8

17
=
8

EVALUATION: The teacher evaluates the students thus:

 8
1. Given that θ = 0 ≤ θ ≤ 900, find
17

a. cos θ

cos θ−sin θ
b. 2
sin θ

ASSIGNMENT

21
1. If tan ∝ = , calculate the value of
20

a. 1 + sin2 ∝

b. sec ∝

sec ∝−cosec ∝
c.
sec ∝+cosec ∝

2nd Period

RATIOS OF THE GENERAL ANGLE

FIRST QUADRANT
P1

1 θ y

O x N1

Fig. 9.4

In Fig. 9.4, ΔOP1N1 is a right-angled triangle constructed from a unit circle

OP1 = 1

P1N1 = y
^ N1 = θ 1
P1O

sin θ 1= y

cos θ 1= x

tan θ 1= x
 y
tan θ 1=
x

SECOND QUADRANT a. b. y
P1 P2 P1

y 1 θ2 θ2

N2 - x O θ1
x

Fig.9.5

From Fig. 9.5a

sin θ 2= y

cos θ 2= - x

y
tan θ 2=
−x

−y
=
x

From Fig. 9.5b

θ 1 + θ 2 = 1800, θ2= 1800 – θ 1

∴sin θ 2= sin(1800 – θ1) = y = sin θ 1

sin(1800 – θ) = sin θ

∴cos θ 2= cos(1800 – θ 1) = - x = - cos θ 1

cos(1800 – θ ) = - cos θ

Similarly,

tan θ 2= tan(1800 – θ 1)

−y
= = - tan θ 1
x

∴tan(1800 – θ ) = - tan θ

Hence in the second quadrant

sin(1800 – θ) = sin θ
 cos(1800 – θ ) = - cos θ

tan(1800 – θ ) = - tan θ

THIRD QUADRANT a. b.
P1

θ3 θ1

N3 -X θ3 θ1

-y

P3 P3 Fig. 9.6

sin θ 3 = - y

cos θ 3 = - x

−y y
tan θ 3 = =
−x x

From Fig. 9.6a

θ 3= 1800 + θ 1

∴sin θ 3= sin(1800 + θ 1) = - y = - sin θ 1

sin(1800 + θ ) = - sin θ

∴cos θ 3= cos(1800 + θ 1) = - x = - cos θ 1

cos(1800 + θ ) = - cos θ

Similarly,

tan θ 3= tan(1800 + θ 1)

−y
= = tan θ 1
−x

∴tan(1800 + θ ) = tan θ

Hence in the third quadrant

sin(1800 + θ ) = - sin θ

cos(1800 + θ ) = - cos θ

tan(1800 + θ ) = tan θ

FOURTH QUADRANT a. b.
 P1

θ1

X N3 θ4 θ1

θ4 -y

P4 P4

Fig. 9.7

sin θ 4 = - y

cos θ 4 = x

−y
tan θ 4 =
x

From Fig. 9.7b

θ 4 + θ 1 = 3600, θ4= 3600 – θ 1

∴sin θ 4= sin(3600 – θ1) = - y = - sin θ 1

sin(3600 – θ) = - sin θ

∴cos θ 4= cos(3600 – θ 1) = x = cos θ 1

cos(3600 – θ ) = cos θ

Similarly,

tan θ 4= tan(3600 – θ 1)

−y
= = - tan θ 1
x

∴tan(1800 – θ ) = - tan θ

Hence in the second quadrant

sin(3600 – θ) = - sin θ

cos(3600 – θ ) = cos θ

tan(3600 – θ ) = - tan θ

a. In the first quadrant, all the ratios are positive.

b. In the second quadrant, only the sine ratio is positive, while the rest
are negative.

c. In the third quadrant, only the tangent ratio is positive, while the rest
are negative.

D. In the fourth quadrant, only the cosine ratio is positive, while the rest
are negative.

a. b. y

SINE ALL S A

TANGENT COSINE T C x

EXAMPLES

1. Use the tables to evaluate each of the following.

a. sin 730

b. cos 470

c. sin 1030

d. cos 2220

e. tan 3100

SOLUTION

a. sin 730 = 0. 9563

b. cos 470 = 0. 6820

c. sin 1030

It is in the 2nd quadrant

sin 1030 = sin(180 – 103)

sin 770 = 0.9774

d. cos 2220

It is in the 2nd quadrant

cos 2220 = - cos(180 – 222)

- cos 420 = - 0.7431

e. tan 3100

It is in the 4th quadrant

tan 3100 = - tan(360 – 310)

- tan 500 = - 1.192

EVALUATION: The teacher evaluates the students thus:

New Further Mathematics Project 1 by M.R. Tuttuh Adegun et.al, pg 158,

Ex 10, No 2b – 2f.

ASSIGNMENT:

New Further Mathematics Project 1 by M.R. Tuttuh Adegun et.al, pg 158,

Ex 10, No 4b – 4d.

2nd Period

RATIOS OF THE GENERAL ANGLE

EXAMPLES

1. Use the tables to evaluate each of the following.

a. cos (- 400)

b. sin (-750)

c. tan (-1500)

SOLUTION

1a. cos (- 400) = cos 3200

= cos 400

= 0.7660

b. sin (-750) = sin 2850

 = - sin 750

= - 0.9659

c. tan (-1500) = tan 2100

= - tan 300

= - 0.5774

PRESENTATION:

STEP 1: The teacher introduces the topic to the students by asking the
students to mention the basic trigonometric ratios.

STEP 2: The students mention sin θ , cos θ and tan θ as the basic
trigonometric ratios.

STEP 3: The teacher explains to the students how to derive the basic
trigonometric ratios.

STEP 4: The teacher gives the students worked examples on how to use
tangent, sine and cosine in relation to the sides of right-angled triangles to
solve practical problem.

STEP 5: The teacher explains to the students how to derive the ratios of
general angles with worked examples.

STEP 5: The teacher allows the students to ask relevant questions.

STEP 6: The teacher evaluates, marks and correct their works.

EVALUATION: The teacher evaluates the students thus:

New Further Mathematics Project 1 by M.R. Tuttuh Adegun et.al, pg 158,

Ex 10, No 5a – 5c.

ASSIGNMENT:

New Further Mathematics Project 1 by M.R. Tuttuh Adegun et.al, pg 158,

Ex 10, No 5d – 5f.

HOD REMARK:
LESSON ASSESSMENT: