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 ©Deeper Life High School. 2023

SCHEME OF WORK

WEEKS TOPICS CONTENT

(a) Revision of standard form.
(b) Relationship between indices and standard form.
1 INDICES (c) Laws of indices; (i) ax x ay = ax+y (ii) ax÷ay = ax-y
(iii) (ax)y = axy, etc.
(d) Application of indices, simple indicial equation.
(a) Deducing logarithm from indices and standard
form.
2 LOGARITHMS 1 (b) Definition of Logarithms.
(c) Graph of y = 10x.
(d) Reading of logarithm and the antilogarithm tables.
(a) Use of logarithm table and antilogarithm table in
calculation involving (multiplication, division, powers
3 LOGARITHMS 2 and roots.
(b) Application of logarithm in capital market and
other real life problems.
(a) Definition of set.
4 SETS 1 (b) Set Notation – (i) listing or roster method (ii) rule
method (iii) set builder notation.
(c) Types of sets.

(a) Set operations (i) Union (ii) Intersection (iii)

5 SETS 2 Complement.
(b) Venn diagram. (f) Application of Venn diagram up
to 3 set problem.

(a) Conversion of numbers from one base to another

6 NUMBER BASE SYSTEM (b) Operations of number base system – Addition,
Subtraction, Multiplication and Division.
(c) Solution of simple equations involving number
base, and application to linear programming
7 MID-TERM BREAK
(a) Solution of equations involving fractions
(b) Solving word problems leading to fractions
8 FRACTIONAL EQUATION (c) Change of subject of formulae, and Simple case of
AND FORMULAE binary operation
(a) Direct and inverse variation
(b) Joint variation.
(c) Partial variation and applications to real life
9 VARIATION situation.

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 10 REVISION
11 EXAMINATION
12
13

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WEEK: ONE

TOPIC: INDICES

LESSON OBJECTIVES: At the end of the lesson, the students should be able to:
i express a given number in standard form;
ii state laws of indices, and apply same in simple simplification;
iii solve simple indicial equations.

ENTRY BEHAVIOUR: The students can express both numbers greater than 1 and numbers less than 1 in standard
form.

SUB-TOPIC 1:
CONTENT:
REVISION OF STANDARD FORM
Example 1:Express the following numbers in standard form.
(a) 5.37 (b) 53.7 (c) 537 (d) 35.65 (e) 7500 (f) 1403420
Solution:
(a) 5.37 = 5.37 x 1
= 5.37 x 100
(b) 53.7 = 5.37 x 101
(c) 537 = 5.37 x 100
= 5.37 x 10 x 10
= 5.37 x 102
(d) 35.65 = 3.565 x 10
= 3.565 x 101
(e) 7500 = 7.5 x 1000
= 7.5 x 103
(f) 1403420 = 1.403420 x 1000000
= 1.403420 x 106
Example 2: Express the following numbers in standard form.
(a) 0.037 (b) 0.00065 (c) 0.0058 (d) 0.61
Solution:
Method 1:
(a) 0.037 = 3.7 x 0.01
= 3.7 x 10−2
(b) 0.00065 = 6.5 x 0.0001
= 6.5 x 10−4
(c) 0.0058 = 5.8 x 0.001
= 5.8 x 10−3
(d) 0.61 = 6.1 x 0.1
= 6.1 x 10−1
Method 2:

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 0.037
(a) 0.037 = 1
3.7
=
100
3.7
= 2
10
= 3.7 x 10−2
0.00065
(b) 0.00065 = 1
6.5
=
10000
6.5
= 4
10
= 6.5 × 10−4
0.0058
(c) 0.0058 = 1
5.8
=
1000
5.8
= 3
10
= 5.8 × 10−3
0.61
(d) 0.61 =
1
6.1
=
10
= 6.1 × 10−1

PRACTICE EXERCISE:

1. --------- is the product of 0.06 and 0.09 in standard form.

2. The product of 0.0409 and 0.0021, leaving your answer in standard form is --------.
3. Simplify 0.000215 x 0.000028 and express your answer in standard form -----------
4. Express the square root of 0.000144 in standard form --------
5. Simplify (0.3 x 105) ÷ (0.4 x 107), leaving your answer in standard form -----------

SUB-TOPIC 2:

CONTENT:

LAWS OF INDICES AND ITS APPLICATIONS

The following are the laws governing the mathematical operations involving index numbers. These laws are true for all
values of m, n and x ≠ 0.
(1) 𝑎 𝑥 × 𝑎 𝑦 = 𝑎 𝑥+𝑦
(2) 𝑎 𝑥 ÷ 𝑎 𝑦 = 𝑎 𝑥−𝑦

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 1
(3) 𝑎−𝑥 = 𝑎𝑥

(4) 𝑎0 = 1
(5) (𝑎 𝑥 )𝑦 = 𝑎 𝑥𝑦
1
𝑛
(6) 𝑎 𝑛 = √𝑎
𝑥
𝑦
(7) 𝑎𝑦 = √𝑎 𝑥
1
1 −4
Example 1: Simplify (81)
1
81 4
( )
1
1
(34 )4
4
34
= 3
2
Example 2: Simplify 1253
3 2
(√125)

3 2
( √53 )

52
= 25

PRACTICE EXERCISE:

1. Simplify 36½ x 64 – ½ x 50 ------------

⅓ 2
2. Simplify (27 ) ---------------
3. Simplify 3√27x 3 y 9 ---------------
4. Simplify 56𝑥 -4 ÷ 14𝑥 -8 ---------------
5. Simplify 0.027-⅓ --------------------

SUB-TOPIC 3:

CONTENT:

Simple indicial equations

Indicial equations are equations which have the variable or unknown quantity as an index or exponent.
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 Examples: Solve for x in the following
1
1. 4−3𝑥 = 64

1
4−3𝑥 =
43
−3𝑥
4 = 4−3
−3𝑥 = −3
∴𝑥=1
2. (𝑥 + 7)3 = 27
(𝑥 + 7)3 = 33
𝑥+7=3
𝑥 =3−7
𝑥 = −4

PRACTICE EXERCISE:

1. Simplify 24  22
2. If 3n  81 , determine the value of n .
3. Evaluate 5 2
4. Express 43 as a power of 2
5. Solve for x if 2 x  16

CONCLUSION

TOPICAL TEST:

OBJECTIVE QUESTIONS

1. If 2n = 128, find the value of (2n-1) (5n-2)

A. 5(106) B. 2(106) C. 5(105) D. 2(105) (SSCE)
x
2. 2. . If 27x = 9y , find the value of y
1 2 1
A. 3
B. 3
C. 12 D. 3 (SSCE)

5n+3
3. Given that 252n−3 =50 , find n.
A. 1 B. 2 C. 3 D. 5 (SSCE)

4. If (2x + 3)3 = 125, find the value of x.

A. 1 B. 2 C. 3 D. 4 (SSCE)

1
5. If 92x = 3 (27x ), find x.
A. 2 B. 1 C. – 1 D. – 2 (SSCE)
1
6. If 8x+1 = , find x.
4
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 5 1 1
A. − 3
B. – 1 C. − 3
D. 3 (SSCE)

1 (2− y)
7. If ( 4 ) = 1, findy.
1 1
A. – 2 B. − 2
C. 2 D. 2 (SSCE)
3(1−n) 1
8. If 9 −2n
=9 , find n.
3 1
A. − 2 B. 3
C. - 1 D. - 3 (SSCE)

16 – ¾ 100
9. Simplify (18) x 81

1 1 1 1
A. 3
B. 2
C. 1 6 D. 1 2 (SSCE)

10. Solve the equation 27 = 85 – x .

5 8 3 15
A. B. C. D. (SSCE)
8 3 2 4

THEORY QUESTIONS
64 – ⅔
1. Evaluate: 2÷( )
125

1
2. If 2𝑥 + 𝑦 = 16 𝑎𝑛𝑑 4𝑥 − 𝑦 = , find the value of 𝑥 𝑎𝑛𝑑 𝑦. (SSCE)
32

3. Find the value of x in (2x) 2 – 3 × 2x + 2 = 0

4. If 22x – 10 × 2x + 16 = 0, hence, find x.

1
8 − 30 −2
2
5. Simplify (125) × 24 ÷ ( 4 )

GLOSSARY OF TERMS / KEY WORDS / VOCABULARY: Number, Index, Power, Roots, Base etc

PUZZLES / BRAIN TEASER:

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INSPIRATIONAL QUOTES:

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WEEK: TWO

TOPIC: LOGARITHMS

LESSON OBJECTIVES: At the end of the lesson, the students should be able to:
i define logarithms and find the logarithms of given numbers;
ii define antilogarithms and find the antilog of any given numbers;
iii apply the graph of y = 10x to find antilog of numbers.
.

ENTRY BEHAVIOUR: The students can solve problems involving indices.

SUB-TOPIC 1:
CONTENT:
Deducing logarithm from indices and standard form
There is a close link between indices and logarithms
100 = 102. This can be written in logarithmic notation as log10100 = 2.
Similarly, 8 = 23 and it can be written as log28 = 3.
In general, N = bx in logarithmic notation is LogbN = x.
We say the logarithms of N in base b is x. When the base is ten, the logarithms is known as common logarithms.
The logarithms of a number N in base b is the power to which b must be raised to get N.
1
Re-write using logarithmic notation (i) 1000 = 103 (ii)0.01 = 10-2 (iii) 24 = 16 (iv) = 2-3
8
Change the following to index form
1
(i) Log416 = 2 (ii) log3 (27) = -3
The logarithm of a number has two parts and integer (whole number) then the decimal point. The integral part is
called the characteristics and the decimal part is called mantissa.
To find the logarithms of 27.5 form the table, express the number in the standard form as 27.5 = 2.75 x 101. The power of
ten in this standard form is the characteristics of Log 27.5. The decimal part is called mantissa.
Remember a number is in the standard form if written as A x 10n where A is a number such that 1 ≤ A < 10 and n
is an integer.
27.5 = 2.75 x 101, 27.5 when written in the standard form, the power of ten is 1. Hence the characteristic of Log
27.5 is 1. The mantissa can be read from 4-figure table. This 4-figure table is at the back of your New General
Mathematics textbook.
Below is a row from the 4-figure table
Differences
X 0 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9
27 4314 4330 4346 4362 4378 4393 4409 4425 4440 4456 1 3 4 6 7 9 11 12 14

To check for Log27.5, look for the first two digits i.e 27 in the first column.
Now look across that row of 27 and stop at the column with 5 at the top. This gives the figure 4393.
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 Hence Log27.5 = 1.4393
To find Log275.2, 2.752 x 102
The power of 10 is the standard form of the number is 2. Thus, the characteristic is 2. Log275.2 = 2. ‘Something’
For the mantissa, find the figure along the row of 27 with middle column under 5 as before (4393). Now find the number
in the differences column headed. This number is 3. Add 3 to 4393 to get 4396. Thus Log275.2 = 2.4396.

PRACTICE EXERCISE:

Use table to find

1. Log 37.1
2. Log 64.71
3. Log 7.238

SUB-TOPIC 2:

CONTENT:

FINDING ANTILOGARITHMS OF NUMBERS

If the logarithm of a number is given, one can determine the number for the antilogarithm table.
Example 2: Find the antilogarithms of the following (a) 0.5670 (b)2.9504
Solution
(a) The first two digits after the decimal point i.e .56 is sought for in the extreme left column of the antilogarithm table
then look across towards right till you, get to the column with heading 9. (Read 56 under 9) there you will see 3707.
Since the integral part of 0.5690 is 0, it means if the antilog (3707) is written in the standard form the power of 10 is
zero.
i.e antilog of 0.5690 = 3.707 x 100
= 3.707
(b) The antilog of 2.9504 is found by checking the decimal part .9504 in the table.
(c) Along the row beginning with 0.95 look forward right and pick the number in the column with 0 at the top. This gives the
figures 8913 proceed further to the difference column with heading 4 to get 8. This 8 is added to 8913 to get 8921. The
integral part of the initial number (2.9504) is 2. This shows that there are three digits before the decimal point in the
antilog of 2.9504 so antilog 2.9504 = 892.1.

PRACTICE EXERCISE: (5 fill in the gap question per subtopic, 3 short answer questions)

Find the antilog of the following numbers:

1. 0.5678
2. 3.56
3. 2.6789
SUB-TOPIC 3:

CONTENT:

APPLYING THE GRAPH OF Y = 10X TO FIND ANTILOG OF NUMBERS.

The graph of y = 10x can be used to find antilogarithm (and logarithm). Below is the table of values.
X 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

Y = 10x 1 1.3 1.6 2.0 2.5 3.2 4.0 5.0 6.3 7.9 10

For example the broken line shows that the antilog 0.5 is approximately 3.2 or inversely that Log 3.2≃0.5
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PRACTICE EXERCISE:
Use antilogarithm tables to find the numbers whose common logarithms are:
1. 0.0254
2. 1.4662
3. 6.0129

CONCLUSION

TOPICAL TEST:

OBJECTIVE QUESTIONS
1. Evaluate log₂(8). A. 2 B. 3 C. 4 D. 8
2. If log₃(27) = x, what is the value of x? A. 1 B. 2 C. 3 D. 4
3. Using a logarithm table, find the value of log₁₀(100). A. 1 B. 2 C. 10 D. 100
4. Simplify log₅(25). A. 0 B. 1 C. 2 D. 5
5. If log₄(64) = 3x, what is the value of x? A. 1 B. 2 C. 3 D. 4
6. Using a logarithm table, find the value of log₂(16). A. 2 B. 3 C. 4 D. 16
7. Which of the following is equivalent to log₈(64)? A. 2 B. 3 C. 4 D. 6
8. Evaluate log₉(1). A. 0 B. 1 C. 2 D. 9
9. Using a logarithm table, find the value of log₇(49). A. 1 B. 2 C. 3 D. 4
10. If log₁₀(x) = 2, what is the value of x? A. 10 B. 2 0 C. 100 D. 1000

THEORY QUESTIONS
Find the results of the following,
1. Log 436.2
2. Log 25.38
3. Log 3.258
4. 100.0148
5. Find the number whose log is 2.6021

GLOSSARY OF TERMS / KEY WORDS / VOCABULARY: character/Integer, Mantissa/Decimal fraction, Logarithm,

Antilogarithm etc

PUZZLES / BRAIN TEASER:

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INSPIRATIONAL QUOTES:

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WEEK: THREE

TOPIC: LOGARITHMS 2

LESSON OBJECTIVES: At the end of the lesson, the students should be able to:

i multiply numbers using logarithm table

ii divide numbers using logarithm table
iii Find power and roots using logarithm table
iv apply logarithm in capital market and other real life problems.

ENTRY BEHAVIOUR: The students can find logarithm and antilogarithm of numbers

SUB-TOPIC 1:

CONTENT:

Multiplication of numbers using logarithm tables

Logarithm and antilogarithm tables are used to perform some arithmetic basic operations namely: multiplication and
division. Also, we use logarithm in calculations involving powers and roots.
The basic principles of calculation using logarithm depends strictly on the laws on indices. Recall that.
(a) Log MN = Log M + Log N
𝑀
(b) Log = Log M - Log N
𝑁
Hence, we conclude that in logarithm;
1. When numbers are multiplied, we add their logarithms
2. When two numbers are dividing, we subtract their logarithms.

Example 1
Evaluate 92.63 x 2.914
Solution
Number Standard form Log operation
92.63 9.263 x 101 1.9667
2.914 2.914 x 100 0.4645 add
2.4312

Antilog of 2.4312 =269.9

Example 2
Evaluate 34.83 x 5.427
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Solution
Number Standard form Log operation
34.83 3.483 x 101 1.5420
5.427 5.427 x 100 0.7346 add
2.2766

Antilog of log 2.2766 = 189.1

PRACTICE EXERCISE:

Evaluate the following

1. 6.26 x 23.83
2. 409.1 x 3.932
3. 8.31 x 22.45 x 19.64
4. 431.2 x 21.35
SUB-TOPIC 2:

CONTENT:

Division of numbers using logarithm

Example 1
Evaluate 357.2 ÷ 87.23
Solution
Number Standard form Log operation
357.2 3.572 x 102 2.5529 subtraction
87.23 8.723 x 101 1.9406
0.6123

Antilog of 0.6123 = 4.096

Example 2
Use a logarithm table to evaluate 75.26 ÷ 2.581
Solution
Number Standard form Log operation
75.26 7.526 x 101 1.8765
2.581 2.581 x 100 0.4118 subtraction
1.4647

Antilog of 1.4647 = 29.16

PRACTICE EXERCISE:
Use table to evaluate the following
(1) 53.81 ÷ 16.25 (2)632.4 ÷ 34.25 (3) 63.75 ÷ 8.946 (4) 875.2 ÷ 35.81

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 SUB-TOPIC 3:

CONTENT:

Powers Using Logarithm

Study these examples.
At times, calculations can involve powers and roots. From the laws of logarithm, we have
(a) Log Mn = nLogM
1 𝑛
(b) Log M1/n = 𝑛Log M = Log √𝑀
𝑥 𝑥𝑙𝑜𝑔𝑀
(c) Log Mx/n = 𝑛Log M = 𝑛

Example 1.
Evaluate the following (53.75)3
Solution
Number Standard form Log operation

(53.75)3 (5.375 x 101)3 1.7304 Multiply log by 3

X 3

5.1912

Antilog of 5.1912 = 155300

Example 2: 64.592
Solution
Number Standard form Log operation
(64.59)2 (6.459 x 101)2 1.8102 Multiply Log by 2
X 2
3.6204

Antilog of 3.6204 = 4173

Roots using Logarithms

Example 1
5
Use tables of Logarithms and antilog to calculate √27.41
Solution
Number Standard form Log operation
5
√27.41 (2.741 x 101)1/5 1.4380 ÷ 5 Divide Log by 5

0.2876

Antilog of 0.2876 = 1.939

3 218
Example 2: use table to find √3.12
Solution
Hint: Workout 218 ÷ 3.12 before taking the cube root.
Number Standard form Log operation
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 218 (2.18 x 102) 2.3385 subtraction
3.12 (3.12 x 100) 0.4942
1.8443 ÷3 division
0.6148

Antilog of 0.6148 = 4.119

Example 3
Evaluate 63.752 – 21.392
We can use difference of two squares
i.e A2 – B2 = (A+B)(A-B)
63.752 – 21.392 = (63.75+21.39)(63.75-21.39)
= (85.14)(42.36)
= 85.14 X 42.36

Number Log Operation

85.14 1-9301
42.36 1.6270 Addition
3.5571

Antilog of 3.5571 = 3607

PRACTICE EXERCISE:

Evaluate the following

1. 5.6324
2. √35.81
3. 19.183
4. (67.9/5.23)3
5. √679.5 x 92.6

SUB-TOPIC 4:

CONTENT:

Application of logarithm in capital market and other real life problems.

To start a big business or an industry, a large amount of money is needed. It is beyond the capacity of one or two persons
to arrange such a huge amount. However, some persons partner together to form a company. They then, draft a proposal,
issue a prospectus (in the name of the company), explaining the plan of the project and invite the public to invest money
on this project. They then pool up the form from the public, by selling them shares from the company.
Examples:
1. On Wednesday 8thAugust 2008 an investor bought 6274 383 shares on the floor of a stock market exchange at
#92.85 per share. Four years thereafter, he sold them at #134.76 per share. Calculate his profit, correct to three
significant figures.
Solution:
On 8th August, 2008:
1 share = #92.85
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 Then let, 6274 383 shares = #x
This gives, x = 6274 383 x 92.85
Four years thereafter:
1 share = 134.76
Then let, 6274 383 = #y
This gives, y = 6274 383 x 134.76
Thus, his profit four years thereafter is (y - x) naira,
That is, 6274 383 x 134.76 - 6274 383 x 92.85 = 6247 383 (41.91)
≃ 6247 000 x 41.91

Number Log
6247000 6.7957
41.91 1.6223
8
2.618 x 10 8.4180
= 261800000
Hence the investor’s profit was #262 million
2. #67,200 are invested in #100 shares which are quoted at #120. Find the income if 12% dividend is declare in the
shares.
Solution:
Sum invested = #67,200
And M.V of each share = #120
Therefore No. of shares bought = #67,200 ÷#120

No. Log

67200 4.8274

120 2.0792

560.02 2.7482

Given: dividend (income) on 1 share = 12% of N.V = 12% of #100 = #12

Therefore, total income from the shares = #560 x #12 = #6,720

CONCLUSION

TOPICAL TEST:

OBJECTIVE QUESTIONS
5.34×67.4
1. Evaluate using logarithm tables 2.7
A. 1.332 B. 13.32 C. 133.2 D. 1332 E. 13.320 (SSCE)

2. Evaluate, using logarithm table, log (0.65)2

A. 1.6258 B. 0.6272 C. 0.6258 D. 1.6268 E. 1.6278 (SSCE)

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 1. Evaluate 0.0746 X 0.34 using logarithm tables.
A. 0.25 B. 0.025 C. 0.253 D. 0.0025
√4
4. Evaluate using tables, log 2
A. 0 B. 1 C. 2 D. 3

5. Evaluate using logarithm tables, (30.85)3

A. 22,620 B. 29,361 C. 32,620 D. 39,361

6. Evaluate using logarithm table 0.5924 X 0.1837

A. 0.0580 B. 0.1088 C. 0.0508 D. 0.0188

7. Using mathematical tables, evaluate 0.5924 ÷ 0.1837

A. 0.10882 B. 0.01755 C. 0.30882 D. 0.03755

8. Evaluate using mathematical tables 0.3923

A. 0.0602 B. 0.0493 C. 0.0693 D. 0.0402

10
9. Use mathematical tables to Evaluate √3.04
A. 1.018 B. 0.118 C. 111.8 D. 1.118 (SSCE)

4
10. Evaluate using logarithm tables √0.00876
A. 3.059 B. 30.59 C. 0.3059 D. 0.03059

THEORY QUESTIONS
1. Use logarithm tables to evaluate
(3.68)2 × 6.705
√0.3581

2. Evaluate using logarithm tables, correct to 3 significant figures

3
√1.376
4 (SSCE)
√0.007

3. Evaluate using tables

2.067
√ (SSCE)
0.0348 × 0.538

4. Evaluate using tables, leaving your answer in standard form

𝑃
√𝑄 Where P =3.6 × 10-3 and Q = 2.25 × 106
5. Use logarithm tables to evaluate
(3.68)2 × 6.705
(SSCE 1995)
√0.3581

Use tables to find the values of;

85.32 2
1. ( 9.82 )
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 17.42 × 4.42
2. 3
√858 000
338.32 × 2.964 2
3. √( )
8.637 × 6.285
4. In one day a total of 478900 shares were traded on the floor of a stock exchange. If the value of each share
was #23.50, use tables to calculate, to three significant figures, the value of the traded shares.
5. An investor buys 2650 shares at #1.44 each. Use logarithm tables to calculate his profit to the nearest naira if
he sells them 3 years later at #1.565 each.

GLOSSARY OF TERMS / KEY WORDS / VOCABULARY: Character/Integer, Mantissa/Decimal fraction,

Logarithm, Antilogarithm etc

PUZZLES / BRAIN TEASER:

INSPIRATIONAL QUOTES:

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WEEK: Four

TOPIC: Sets

LESSON OBJECTIVES: At the end of the lesson, the students should be able to:
I define a set;
ii state set notations;
iii explain types of sets.

ENTRY BEHAVIOUR: The students can list objects and numbers with the use of commas.

SUB-TOPIC 1:

CONTENT:

A set is a general name for any group or collection of distinct elements. The elements of a set may be objects, names,
points, lines, numbers or idea
The elements must have unique characteristics (specification) that can help to distinguish them from any other element
outside the group or set. Hence, a set is a collection of well-defined objects e.g.
(i) a set of mathematics text books
(ii) a set of cutleries
(iii) a set of drawing materials etc.
Sometimes there may be no obvious connection between the members of a set. Example: {chair, 3, car, orange, book,
boy, stone}.
Each item in a given set are normally referred to as member or element of the set.

PRACTICE EXERCISE:

1. What is a set in mathematics?

a) A collection of unordered numbers.

b) A collection of ordered numbers.

c) A collection of distinct elements.

d) A collection of repeating elements.

2. Which of the following statements is true about a subset?

a) A subset contains only proper elements of the superset.

b) A subset can contain additional elements not present in the superset.

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c) A subset and its superset are always equal.

d) A subset cannot have any elements in common with its superset.

SUB-TOPIC 2:

CONTENT:

SET NOTATION
This is a way of representing a set using any of the following.
(i) Listing method
(ii) Rule method or word description
(iii) Set builders notation.
(i) Listing Method
A set is usually denoted by capital letters and the elements in it can be defined either by making a list of its
members. Eg A = {2, 3, 5, 7}, B = {a, b, c, d, e, f, g, h, i} etc.
Note that the elements of a set are normally separated by commas and enclosed in curly brackets or braces
(ii) Rule Method. The elements in a set can be defined also by describing the rule or property that connects its
members. Eg C = {even number between 7 and 15. D= {set of numbers divisible by 5 between 1 and 52.}, B
= {x : x is the factors of 24}etc
(iii) Set–Builders Notations
A set can also be specified using the set – builder notation. Set – builder notation is an algebraic way of representing
sets using a mixture of word, letters , numbers and inequality symbols e.g. B = {x : 6 ≤ x < 11, x є ƶ} or B = {x/6 ≤ x
< 11, x є I}. The expression above is interpreted as “B is a set of values x such that 6 is less than or equal to x and x is less
than 11, where x is an integer (z)”
- The stroke (/) or colon (:) can be used interchangeably to mean “such that”
- The letter Z or I if used represents integer or whole numbers.
Hence, the elements of the set B = {x : 6 ≤ x < 11, x є ƶ} are B = { 6, 7, 8, 9,10}.
NB:
- The values of x starts at 6 because 6 ≤ x
- The values ends at 10 because x < 11 and 10 is the first integer less than 11.
The set builder’s notation could be an equation, which has to be solved to obtain the elements of the set. It could also
be an inequality, which also has to be solved to get the range of values that forms the set.

Set – Builders Notations (conts.)

Examples 1:
List the elements of the following sets
(i) A = {x : 2 < x ≤ 7, x є ƶ}.
(ii) B = {x : x > 4, x є ƶ}
(iii) C = {x : -3 ≤ x ≤ 18, x є ƶ}.
(iv) D = {x : 5x -3 = 2x + 12, x є Z}.
(v) E = {x : 3x -2 = x + 3, x є I}
(vi) F = {x : 6x -5 ≥ 8x + 7, x є ƶ}
(vii) P = {x : 15 ≤ x < 25, x are numbers divisible by 3}
(viii) Q = {x : x is a factor of 18, }
Solution:
(i) A = {3, 4, 5, 6, 7}
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 Note that:
- the values of x start at 3, because 2<x
-The values of x ends at 7 because x ≤ 7 i.e. because of the equality sign.
(ii) B = {5, 6, 7, 8, 9, .. .}
Note that:
the values of x start from 5 because 5 is the first number greater than 4 (i.e. we are told that x is greater than 4)
(iii) C = {-3, -2, -1, 0, 1, . . , 15, 16, 17, 18}
Note that:
- The values of x starts from -3 because -3 ≤ x, and ends at 18 because x ≤ 18 (there is equality sign at both
ends).
(iv) To be able to list the elements of thisset, the equation defined has to be solved i.e. 5x – 3
= 2x + 12
5x – 2x = 12 + 3
3x = 15
x =15/3
∴x = 5
∴ D = {5}
(v) We also need to solve the equation to get the set values
3x - 2 = x + 3
3x – x = 3 + 2
2x = 5
∴ x = 5/2
Since 5/2 is not an integer (whole number) therefore the set will contain no element.
∴є = { } or Ø
(vi) Solving the inequality to get the range of values for the set, we have
6x – 5 ≥ 8x + 7
6x – 8x ≥ 7 + 5
-2x ≥ 12
x ≤ 12/-2
∴x ≤ -6
∴F = {…, -8, -7, -6}
(vii) P = {15, 18, 21, 24}
Note that:
The values of x start at 15 because it is the first number divisible by 3 and falls within the range defined.
(viii) Q = {1, 2, 3, 6, 9, 18}

Example 3:
Rewrite the following using set builder notation
(i) A = {8, 9, 10, 11, 12, 13, 14}
(ii) B = {3, 4, 5, 6 . . . }
(iii) C = {. . . 21, 22, 23, 24}
(iv) D = {7, 9, 11, 13, 15, 17 . . .}
(v) P = {1, -2}
(vi) Q = {a, e, i, o, u}
Solution:
(i) A = {x : 7 < x < 15, x є ƶ} OR
A = {x : 8 ≤ x < 15, x є ƶ} OR
A = {x : 7 < x ≤ 14, x є ƶ} OR
A = {x : 8 ≤ x ≤ 14, x є ƶ}
(ii) B = {x : x > 2, x є ƶ} OR
B = {x : x ≥ 3, x є ƶ}
(iii) C = {x : x < 25, x є ƶ} OR
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 C = {x : x ≤ 24, x є ƶ}
(iv) D = {x : x > 8 or x ≥ 7, x is odd, x є ƶ}
(v) P={1,2} suggests the solutions of a quadratic equation. Therefore, the equation or set-builders notation can be
obtained from :
x2 – (sum of roots)x + product of roots = 0
x2 –(-1)x + (1 x -2) = 0
x2 + x - 2 = 0
P = {x : x2 + x - 2 = 0, x є ƶ}
(vi) Q = {x : x is a vowel}

PRACTICE EXERCISE:

1.
(a) Define Set
(b) C = {x : 3x – 4 = 1, x є ƶ}
(c) P = {x : x is the prime factor of the LCM of 15 and 24}
(d) Q = {The set of alphabets}
(e) R = {x : x ≥ 5, x is an odd number}

2. List the elements in the following Sets

(a) A = {x : -2 ≤ x < 4, x є ƶ}
(b) B = {x : 9 < x < 24, x є N}
(c) C = {x : 7 < x ≤ 20, x is a prime number, x є I}
(d) D = {x / 2x – 1 = 10, x є Z}
(e) P = {x : x are the prime factor of the LCM of 60 and 42}
3. Rewrite the following using Set – builder notations.
(a) Q = {. . . 2, 3, 4, 5}
(b) A = {2, 5}
(c) B = {2, 4, 6, 8, 10, 12 . . .}
(d) A = {-2, -1, 0, 1, 2, 3, 4, 5, 6}
(e) C = {1, 3, -2}

SUB-TOPIC 3:

CONTENT:

TYPES OF SETS
Finite Sets
Refers to any set, in which it is possible to count all the elements that make up the set. These types of sets have end.
E.g.
A = {1, 2, 3, . . , 8, 9, 10}
B = {18, 19, 20, 21, 22}
C = {Prime number between 1 and 15} etc.
Infinite Sets

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 Refers to any set, in which it is impossible to count all the elements that make up the set. In other words, members or
elements of these types of set have no end. These types of set, when listed are usually terminated with three dots or three
dots before the starting values showing that the values continue in the order listed. E.g.
(i) A = {1, 2, 3, 4, . . }
(ii) B = {…,-4,-3,-2,-1,0,1,2,3,…}
(iii) C = {Real numbers} etc.
Empty or null Set
A set is said to be empty if it contains no element. Eg {the set of whole number that lies between 1 and 2}, {the
set of goats that can read and write}, etc Empty sets are usually represented using ø or { }.
It should be noted that {0} is NOT an empty set because it contains the element 0, Another name for empty set is null
set.
Cardinality of a set/Number of Elements in a Set
Given a set A = {-2, -1, 0, 1, 2, 3, 4, 6} the number of elements in the set A denoted by n(A) is 9; i.e. n (A) = 7
If B = {2,3, 5} then n (B) = 3
If Q = {0} then n (Q) = 1
Other examples are as follows:
Example 4:
Find the number of elements in the set:
P = {x : 3x -5 < x + 1 < 2x + 3, x є ƶ }
Solution:
3x – 5 < x + 1 and x + 1 < 2x + 3
3x – x < 1 + 5 and x – 2x < 3 – 1
2x < 6 -x<2
x <6/2 x > -2
x<3 -2 < x
-2 < x < 3
The integers that form the solution set are
P = {-1, 0, 1, 2}
∴n {P} = 4
Example 5:
Find the number of elements in the set
A = {x : 7 < x < 11, x is a prime number}
Solution:
The set A = { } or Ø since 8, 9, 10 are no prime numbers. ∴n(A) = 0
Example 6:
Find the number of elements in the following sets:
(i) B = {x : x ≤ 7, x є ƶ}
(ii) C = {x : 3 < x ≤ 8, x is a number divisible by 2}.
Solution:
(i) B = {. . . 3, 4, 5, 6, 7}.
The values of the set B has no end hence it is an infinite set i.e. n(B) = ∞
(ii) C = {4, 6, 8}. ∴n(C) = 3

The Universal Set

This is the Set that contains all the elements that are used in a given problem. Universal Sets vary from problem to
problem. It is usually denoted using the symbolsξor μ.
Note that when the Universal Set of a given problem is defined, all values outside the universal set cannot be considered
i.e. they are invalid.
Equivalent Sets
Two Sets are said to be equivalent if the Sets have equal number of elements. E.g.
If A = {2, 3, 4, 5} and B = {a, b, c, d} then the Sets A ≡ B (A is equivalents to B) since n(A) = n(B).

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Equality of Sets
Equal sets are special cases of equivalent sets. They have exactly equal elements on both sets. The order of writing the
elements is not important. We use equality sign “=” to indicate equal sets
Given two sets P = {3,4,5} and Q = {4,3,5} . The elements of the two sets are equal. Therefore P=Q
Subset and Superset
Suppose that A={1,2,3} and B={1,2,3,4,5}. Notice that every element of set A is also an element of set B . We say that A is
a subset of B written as ⊂ 𝐵 . While B is a superset of A is written as B ⊃ 𝐴
Power Sets
Given a set A then the power set of A, denoted by P(A) is the set of all possible subsets of A
The number of possible subsets in P(A) is given by 2n where n is the number of elements in the set

PRACTICE EXERCISE:

(1) List the elements in the following Sets

(a) A = {x : -2 ≤ x < 4, x є ƶ}
(b) B = {x : 9 < x < 24, x є N}
(c) C = {x : 7 < x ≤ 20, x is a prime number, x є I}
(d) D = {x / 2x – 1 = 10, x є Z}
(e) P = {x : x are the prime factor of the LCM of 60 and 42}
(2). Find the number of elements in the sets in question (1) above

(3). If
(a) A= {3,5,7,8,9,10,}, Then n(A) =
(b) B= {1, 3, 1, 2, 1, 7}, Then n(B) =
© Q= {a, d, g, a, c, f, h, c,} , Then n(Q) =
(d) P= {4,5,6,7,…,12,13}, Then n(P) =
(e) D ={ days of the week} , then n(D)=

CONCLUSION

TOPICAL TEST:

OBJECTIVE QUESTIONS
1. Which symbol represents the universal set in set theory?

a) U

b) ∩

c) 

d) 

2. If A  B, which statement is true?

a) A is a proper subset of B.

b) B is a proper subset of A.

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c) A is a subset of B.

d) B is a subset of A.

3. How many subsets does an empty set have?

a) 0

b) 1

c) 2

d) Infinite

4. If A = {a, b, c} and B = {b, c, d}, what is A – B?

a) {a}

b) {b, c}

c) {d}

d) {a, d}

5. Which set operation is commutative?

a) Intersection

b) Union

c) Difference

d) Complement

6. If A and B are two disjoint sets, which statement is true?

a) A  B = A

b) A ∩  = B

c) A  B = B

d) A ∩ B = 

7. What is a set in mathematics?

a) A collection of unordered numbers.

b) A collection of ordered numbers.

c) A collection of distinct elements.

d) A collection of repeating elements.

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8. Which of the following is an example of a finite set?

a) {2, 4, 6, 8, …}

b) {1, 3, 5, 7}

c) {x | x is a prime number}

d) {1, 2, 3, …}

9. Which of the following statements is true about a subset?

a) A subset contains only proper elements of the superset.

b) A subset can contain additional elements not present in the superset.

c) A subset and its superset are always equal.

d) A subset cannot have any elements in common with its superset.

10. What is the cardinality of an empty set?

a) 0

b) 1

c) ∅

d) Infinite

THEORY QUESTIONS
1. Define a singleton set and provide an example. How does a singleton set differ from other types of sets?
2. Explain the concept of a finite set. Give two examples of finite sets and clarify their cardinality.
3. Differentiate between equal and equivalent sets.
4. Define a power set and describe its relationship with the original set. Provide the power set of the set {a, b}.
5. Discuss the concept of a universal set. How is it related to complement sets? Provide an example of a universal
set and its complement.

GLOSSARY OF TERMS / KEY WORDS / VOCABULARY: finite, infinite, subset, superset, cardinality, power-set etc

PUZZLES / BRAIN TEASER:

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INSPIRATIONAL QUOTES:

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WEEK: Five

TOPIC: Sets 2

LESSON OBJECTIVES: At the end of the lesson, the students should be able to:
i carry out operations – Union, intersection, complementation on sets
ii solve practical problems using Venn diagram involving 2 subsets
iii solve practical problems using Venn diagram involving 3 subsets

ENTRY BEHAVIOUR: The students have been introduced to sets.

SUB-TOPIC 1:

CONTENT:

Operations on Sets

The Union of Sets:

The Union of Sets A and B is the Set that is formed from the elements of the two Sets A and B. This is usually denoted
by “A ⋃B” meaning A Union B. Thus A ⋃B is the Set which consists of elements of A or of B or of both A and B.
When represented using Venn diagram we have
A ⋃B

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 Using Set notations, the Union of two Sets A and B is solved as follows
Example 1:
Given that A = {3, 7, 8, 10}
and B = {3, 5, 6, 8, 9} then
A∪ B= {3, 5, 6,7, 8, 9,10}
Example 2:
If A = {a, b, c, d}, B = {1, 2, 3, 4} and C ={a, 3, θ} Then A ⋃B ⋃C = {a, b, c, d,1, 2, 3, 4, θ}
Class Activity
A = {7, 8, 9, 10}, B = {8, 10, 12, 14} and C = {7, 9, 10, 14. 15}
find the following:
1. (a) A ⋃B (b) B⋃ C
2. A ⋃B ⋃ C
Intersection of Sets
The intersection of Sets A and B is the set of elements that are common to both A and B. This is usually denoted by “A
∩ B” meaning A intersection B. When represented using Venn diagram we have

Disjoint sets
If A ∩ B = Ø, then the Sets A and B are said to be disjoint. Disjoint Sets are Sets that have no element in common.
ξ
A B

Example 1:
Given that A = {5, 7, 8, 10} and B = {3, 5, 6, 8, 9}, then A ∩ B = {5, 8}.
Example 2:
If P = {a, b, c, d, e, f, g}, Q = {b, c, e, g} and R = {a, c, d, f, g}
Then, P ∩ Q ∩ R = {c, g}

Example 3:
If A = {1, 2, 3} and B = {6, 8, 10}, then
A ∩ B = { } or Ø. The Set A and B are disjoint.
Class Activity
Given that ξ= {21, 22, 23, 24, . . ., 29, 30},
P = {21, 23, 25, 26, 28},
Q = {22, 24, 26, 27, 28} and
R = {21, 25, 26, 27, 30} are Subsets of ξ Find:
1. (i) P ∩Q (ii) P ∩Q
2. (i) Q ∩R (ii) P ∩Q ∩R

The Complement of Set

If A is a Subset of the Universal Set ξ, then, the complement of the Set A are made up of elements that are not in A, but
are found in the Universal Set ξ. This is usually denoted by Ac or A′. For example,
If ξ = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} and A = {3, 5, 6, 9} then Ac or A′ = {1, 2, 4, 7, 8, 10}

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 Using Venn diagram, this is represented by the shaded portion below:

ξ
1
3 5 6
9
4
9
2 7 9 8 10
8

4 7
10
Note that to find the complement of a Set, the Universal Set must be properly defined.

Example 1:
Given that
ξ = {11, 12, 13, 14, 15, 16, 17, 18, 19, 20} A = {11, 13, 16, 18, 20} and
B = {12, 14, 16, 18, 19, 20}.
Find the following:
(i) A′ (ii) B′ (iii) (A ⋃B)′
(iv) (A ∩B)′ (v) A′∩B′ (vi) A′⋃B′
(vii) (A′)′

Solution:
(i) A′ = {12, 14, 15, 17, 19}
(ii) B′ = {11, 13, 15, 17}
(iii) A ⋃B = {11, 12, 13, 14, 16, 18, 19, 20}
(A ⋃B)′= {15, 17}
(iv) A ∩B = {16, 18, 20}
(A ∩B)′ = {11, 12, 13, 14, 15, 17, 19}
(v) (A′∩B′) = {15, 17}
(vi) A′⋃ B′ = {11, 12, 13, 14, 15, 17, 19}
(vii) A′ = {12, 14, 15, 17, 19}
(A′)′ = {11, 13, 16, 18, 20} = A
NB:
From the example above, observe that from (iii) and (v), (A ⋃B)′ = A′∩B′
Also, from (iv) and (vi)
(A ∩B)′ = A′⋃B′ and from (vii)(A′)′ = A
Example 2:
Given that ξ = {a, b, c, d, e, f, g, h, i, j}
A = {a, c, e, g, i} and
B = {b, c, d, f, i, j}.
Find the following:
(i) A′ (ii) B′
(iii) A′⋃B′ (iv) A′∩B′
(v) (A ∩B)′ (vi) (A ⋃B)′
(vii) (B′)′
Solution:
(i) A′ = {b, d, f, h, j}
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(ii) B′ = {a, e, g, h}
(iii) A′⋃B′ = {a, b, d, e, f, g, h, j}
(iv) A′∩B′ = { h }
(v) A ∩B ={c, i }
(A ∩B)′ ={a, b, d, e, f, g, h, j}
(vi) A ⋃B = {a, b, c, d, e, f, g, i, j}
(A ⋃B)′= { h}
(vii) B′= {a, e, g, h}
(B′)′ = {b, c, d, f, i, j} = B

From the example above, we also observe thatA′⋃B′ = (A ∩B)′ --- From (iii) and (v)
A′∩B′ = (A ⋃B)′--- From (iv) and (vi)
And (B′)′ = B --- From (vii)From the last two examples we can clearly see that (A⋃B)′ = A′∩B′,
(A ∩B)′ = A′⋃B′
and (A′)′ = A
Generally, for any two Subsets A and B of a Universal Set ξ, the following are true:
(i) (A ⋃B)′ = A′∩B′
(ii) (A ∩B)′ = A′⋃B′
(iii) (A′)′ = A or (B′)′ = B
These are known as De Morgan’s Laws of Complementation.

PRACTICE EXERCISE:

1. The intersection of a set and its complement is:

a) The empty set

b) The set itself

c) The universal set

d) A set containing all elements

2. If U = {1, 2, 3, 4, 5} is the universal set, and A = {2, 4}, what is A’?

a) {1, 2, 3, 4, 5}

b) {1, 3, 5}

c) {2, 4}

d) {}

3. If A ∅ B, then:

a) A is a proper subset of B

b) B is a proper subset of A

c) A is equal to B

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d) None of the above

4. What is the union of the sets A = {apple, banana} and B = {banana, cherry}?

a) {apple, banana, cherry}

b) {apple, cherry}

c) {banana}

d) {apple, banana}

5. If A = {x | x is a multiple of 2}, and B = {x | x is a multiple of 5}, what is A ∅ B?

a) {2, 5}

b) {2, 4, 5, 10}

c) {2, 4, 6, 8, 10}

d) {}

SUB-TOPIC 2:

CONTENT:

VENN DIAGRAMS
A Mathematician by name John Venn was the man to first represent the relationship between sets with diagrams.
Ever since sets may be represented by diagrams called Venn diagrams.
The rectangle is used to represent the Universal set, and Circles for other sets, as we shall see later.
PROBLEMS INVOLVING TWO SETS.
For two intersecting sets, the diagram is given below with the labels of what each compartment represents.

Compartment I:represents the set of

elements in A only. i.e. A  B/ using set notations.
Compartment II: represents the set of elements common to both A and B i.e. AB
Compartment III: represents the set of elements in B only i.e. A/ B
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Compartment IV: represents the set of elements that are neither in A nor B i.e.
(AB) /or A/ B/
Example 1:
In a Survey of 40 Students in a class, 19 have visited Lagos and 17 have visited Benin City. If 13 have visited neither.
How many Students have visited:
(i) Both Cities; (ii) Benin City but not Lagos (i.e. Benin City only)
Solution:
n() = 40
n(L) = 19
n(B) = 17
n(L  B)/ = 13
Let x represents those that have visited both Cities i.e. n(LB) = x

19 – x + x +17 – x + 13 = 40
49 – x = 40
49 – 40 = x
9 =x
9 Students have visited both Cities
(b) Those that have visited Benin City only are = 17 – x
= 17 – 9
=8
8 have visited Benin City only.

Example 2:
In a Class of 45 Students, if 21 offer Agricultural Science, 25 offer Biology and 6 offer both subjects. Find
(i) those that offer neither.
(ii)the number that offers Biology but not
Agricultural Science (i.e. Biology only)

Solution:
(i) n() = 45
n(A) = 21
n(B) = 25
n(A B) = 6
Let n(AB) / =x

i.e. Let those that offer neither be x.

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 21 - 6 + 6 +25 – 6 + x = 45
15 + 6 + 19 + x = 45
40 + x = 45
x = 45 – 40
 x =5
Those that offer neither,
i.e. n(AB) /= 5
ii. n(B∩ 𝐴′ )= 19
Class Activity
(1). In a gathering of 30 people, x speak Hausa and 15 speak Yoruba. If 5 people
speak both languages, find how many people that speak
(i) Hausa.
(ii)Yoruba only
(iii)Hausa only.
(2) In a Birthday party attended by 22
people, 10 ate fried rice and 13 ate salad. If x ate both fried rice and salad and (2x–5) ate none of the two. How many
ate
(i) both fried rice and salad?
(ii) salad but not fried rice?
(ii) neither fried rice nor salad?
(3) The Venn diagram below represents a universal set of integers and its subsets
Pand Q. List the elements of the following sets;
(a) P  Q (c) P   (d )   Q
(b) P  Q

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SSCE, NOV. 1995 Nọ 1. (WAEC)

PRACTICE EXERCISE:

1. In a school, 60 students play either basketball or soccer. Of these, 30 students play basketball and 40 students
play soccer. If 15 students play both sports, how many students play neither basketball nor soccer?

2. In a survey of 120 people, it was found that 70 people prefer tea, 50 people prefer coffee, and 30 people prefer
both tea and coffee. How many people in the survey do not prefer either tea or coffee?

3. A store sells three types of shirts: red, blue, and green. Out of 200 customers, 120 bought red shirts and 100
bought blue shirts. If 40 customers bought both red and blue shirts, how many customers did not buy any of
these three types of shirts?

4. At a science fair, students displayed projects related to chemistry, physics, and biology. Of the participants, 45
presented chemistry projects, 60 presented physics projects, and 30 presented both chemistry and physics
projects. If there were a total of 100 participants, how many students presented only biology projects?

5. In a group of 80 people, 40 people like swimming and 30 people like hiking. If 15 people enjoy both swimming
and hiking, how many people in the group have a preference for either swimming or hiking?

SUB-TOPIC 3:

CONTENT:
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VENN DIAGRAM:PROBLEMS INVOLVING THREE SETS.
The Venn diagram is made up of eight compartments as shown below:

Compartment I: represents ABC

(elements common to the three setsA, B and C).
Compartment II: represents ABC/
(elements common to both A and B only).
Compartment III: represents AB/C
(elements common to both A and C only).
Compartment IV: represents A/BC
(elements common to both B and C only).
CompartmentV : represents AB/C/
(elements of A only).
CompartmentVI :represents A/ B C /
(elements of B only).
Compartment VII: represents A/B/C
(elements of C only).
Compartment VIII:represents (ABC)/ or A/B/C/ elements that are not in any of the three sets but are in the
Universal set.

Example 1:
There are 80 people in a sports camp. Each play at least one of the following games, volleyball, football and
handball. 15 play volleyball only, 18 play football only, and 21 play handball only .If 5 play volleyball and foot ball only, 8
play volleyball and handball only, and 10 play football and Handball only.
(a) Represent the above information in a Venn diagram
(b) How many people play the three games?
(c) How many people play football ?
Solution:
List of information given in the question is as follows

Let V be Volleyball
F be Football
H be Handball
n() = 80
n(VF/H/) i.e. Volleyball only = 15
n(V/FH/) i.e. Football only = 18
n(V/F/H) i.e. Handball only = 21
n(VFH/) i.e. Volleyball and Football only = 5
n(VF/H) i.e. Volleyball and Handball only = 8

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n(V/FH) i.e. Football and Handball only =10
Let n(VFH) = x . i.e. Those that play the three games = x

(a)

(b) 15 + 5 + 18 + 8 + x + 10 + 21 = 80
77 + x = 80
x = 80 – 77
x = 3
 3 people play the three games.

(c) The number that plays football

n(F) = 18 + 5 + 10 + x
= 33 + 3
= 36

Example 2:
There are 80 people in a sports camp and each plays at least one of the following games: volleyball, football and
handball. 31 play volleyball, 36 play football and 42 play handball. If 8 play volleyball and football, 11 play volleyball
and handball and 13 play football and handball.
(a) Draw a Venn diagram to illustrate this information, Using x to represent the number that play the three games.
(b) How many of them play:
(i) All the three games,
(ii) Exactly two of the three games,
(iii) Exactly one of the three games
(iv) handball only?

Solution:

Step 1: list out all information given in the question.

Let V be Volley ball
F be Football
H be Hand ball
(a) n() = 80
n(V) = 31
n(F) = 36
n(H) = 42

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 n(V  F  H) = 80 (Since each play at least one of the games).
n(V  F) = 8
n(V  H) = 11
n(F  H) = 13.
Let n(V  F  H) = x.

To fill the Venn diagram we start with the centre Compartment

where n(V  F  H) = x.

How we obtained the value for each of the other compartments is shown below.
For Volleyball and football only
i.e. n(V  F  H/)
(Since x is already in the circle of V  F)
= n(V  F) – x
=8–x

For Volleyball and Handball only

i.e.n(V  F/ H)
(Since x is already in the circle of V  H)
= n(V  H) – x
= 11 – x

For Football and Handball only

i.e. n(V/ F  H)
(Since x is already in the circle of F  H)
= n(F  H) – x
= 13 – x

For Handball only

i.e. n(V/ F/ H)
n(H) – (All values already written in the circle of Handball)
= 42 – [ (11 – x ) + x + (13 – x ) ]
= 42 – [24 – x ]
= 42 – 24 + x
= 18 + x

For Football only i.e. n(V/ F  H/)

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 n(F) – ( All values already written in the circle of Football)
= 36 – [ (8 – x) + x + (13 – x) ]
= 36 – [21 – x ]
= 36 – 21 + x
= 15 + x

For Volleyball only i.e.n (V  F/ H/)

n(V) – (All values already written in the circle of Volley ball).
= 31 – [ (8 – x ) + x + ( 11 – x ) ]
= 31 – [19 – x]
= 31 – 19 + x
= 12 + x
(b) To get the value of x, which
represent those that play all three games, we
add all the Compartments of the Venn
diagram together and equate it to the total
value in the Universal set and solve for x.
i.e. 12 + x + 8 – x + 15 + x + x + 11 – x + 13 – x + 18 + x = 80
77 + x = 80
x = 80 - 77
x =3
 3 people play all three games

NOTE THAT
If this value, x =3, is substituted into the Venn diagram, the answer obtained in the previous example would be
got.

b (ii)Exactly two of the three games

= n(V  F  H/) + n(V  F/ H) + n(V/ F  H)
= 8 – x + 11 – x + 13 – x
= 32 – 3x
= 32 – 3(3)
= 32 – 9
= 23
 23 of them play exactly two of the three games.

b (iii) Exactly one of the three games

= n(V  F/ H/) + n(V/ F  H/) + n(V/ F/ H)
= 12 + x + 15 + x + 18 + x
= 45 + 3x

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 = 45 + 3(3)
= 45 + 9
= 54
 54 of them play exactly one of the three games.

b (iv) For Handball only

n(V/F/ H) = 18 + x
= 18 + 3
= 21
21 of them play Handball only.

PRACTICE EXERCISE:

1. In a Class of 80 undergraduate Students, 21 took elective Courses from Botany only, 16 took from Zoology only, 13
took from Chemistry only. If each of the Students took elective from at least one of the above-mentioned Courses, 7 took
Botany and Zoology only, 3 took Zoology and Chemistry only and 8 took Botany and Chemistry only.
(1) Draw a Venn diagram to illustrate the information above using x to represent those that took the three.
(2) Find the:
(i) Value of x
(ii) Number that took Botany
(iii) Number that took Zoology and Chemistry.

CONCLUSION

TOPICAL TEST:

OBJECTIVE QUESTIONS
1. If Q=(all perfect squares less than 30) and P=(all numbers from 1 to 10).Find Q ∩ P.
A. {1,4,9,16,25} B. {1,3,4,5,7,9,16,25} C. {1,3,5,7,9} D. {1,9} E. Ø (SSCE)

2. Let the Universal set U be the set of intergers,U={ x:0 < x< 10}.Find the complement of the set
P={x: x€ U,x is NOT divisible by 4}.
A. {4} B. {4,8} C. {1,2,3} D. {4,8,12,16,20} E. {1,2,3,5,6,7,9,10} (SSCE)

3. If A={a,b,c} , B={a,b,c,d,e} and C={a,b,c,d,e,f},find {AUB}∩{AUC}.

A. {a,b,c,d,} B. {a,b,c,d.e} C. {a,b,c,d,e,f} D. {a,b,c} E. Ø (SSCE)

4. Let J be the set of positive integers. If H={x: x€ J, X2< 3 and x ≠ 0} then.

A. H{1} B. H is an infinite set C. H{0,1,2} D. H ={ } E. J ≤ H (SSCE)

𝟏 𝟐
If events X and Y are mutually exclusive, P(X) = and P(Y) = answer Questions 5 and 6
𝟑 𝟓
2 11 4
5. P(X∩Y) is A. 0 B. 15C. 15D. 15 E. 1 (SSCE)

2 4 11
6. P(XUY) is A. 0 B. 15C. 15D. 15E. 1 (SSCE)

7. Let U={1,2,3,4}, P={2,3} and Q={2,4}.What is (P∩ Q)1

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 A. {1,2,3} B. {1,3,4} C. {2,3} D. {1,3} E. {1,4} (SSCE)

8. S={1,2,3,4,5,6}, T={2,4,5,7} and R={1,4,5}, find {S∩T} U R.

A. {1,4,5} B. {2,4,5} C. {1,2,4,5} D. {2,3,4,5} E. {1,2,3,4,5} (SSCE)

9. What is A∩ B in this diagram?

A. {2,3} B. {2,3,4} C. {1,2,3} D. {2,3,8} E. {6,4.7} (SSCE)

A B
1, 5 2, 3 8
4
6 7

10. Universal set E={integers 20}, P=(Multiples of 3) and Q={Multiples of 4}. What are the elements of P1∩
Q? A. {12} B. {4,8,16,20} C. {3,6,9,15,18} D. {1,2,5,7,10,11,13,17,19}
(SSCE)

THEORY QUESTIONS

1. The Universal set U is the set of all integers. P, Q and R are subsets of U defined as follows
P=(x: x ≤ 2), Q=(x: -7 < x< 15), R=(x:-2 ≤ x < 19); find (a) P∩Q
(b) P∩(QUR’) where R’ is the complement of R with respect to U (SSCE)

2. A,B and C are subsets of the universal set U such that: U={0,1,2,3…12};A={x: 0 ≤ x ≤ 7};
B={4,6,8,10,12}; C={1 < y < 8} where y is a prime number.
(a) Draw a Venn diagram to illustrate the information given above
(b) Find (i) BUC (ii) A∩B∩C (SSCE)

3. If U is the set {1,2,3,…..,19,20} and A,B and C are subsets of U such that: A={Multiples of five},
B={Multiples of four}, C={Multiples of three},
(a) List the elements of: (i)A (ii)B (iii)C
(b)Find: (i) A∩B (ii) A∩C (iii) BUC
(c) Using your result in (b),Show that (A∩B)U(A∩C)=A∩(BUC) (SSCE)

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 4. The sets A={1,3,5,7,9,11} B={2,3,5,7,11,15} and C={3,6,9,12,15} are subsets of
U={1,2,3,…,15}
(a) Draw a Venn diagram to illustrate the given information.
(b) Use your diagram to find: (i) C ∩ A’ (ii) A’ ∩ (B U C) (SSCE)

5. A={1,2,5,7 } and B={1,3,6,7 } are subsets of the universal set U={1,2,3,…..,10}.

Find (i)A’ (ii) (A∩ B)’ (iii)(AUB)’ (iv) the subsets of B each of which has three elements.
(SSCE)

GLOSSARY OF TERMS / KEY WORDS / VOCABULARY: union, intersection, complement, Venn diagram, subsets etc.

PUZZLES / BRAIN TEASER: INSPIRATIONAL QUOTES:

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WEEK: Six

TOPIC: Number Base System

LESSON OBJECTIVES: At the end of the lesson, the students should be able to:
I convert from one base to another;
ii carry out operations on number base system – addition , subtraction, multiplication and Division;
iii solve simple equations involving number base, its programming.

ENTRY BEHAVIOUR: The students can convert one base to another

SUB-TOPIC 1:

CONTENT:
Concept of expanded notation: Every decimal number X can be expressed uniquely in the form:
𝑋 = 𝐼𝑛 × 10𝑛 + 𝐼𝑛−1 × 10𝑛−1 + 𝐼𝑛−2 × 10𝑛−2 + ⋯ + 𝐼𝑛−𝑛 × 10𝑛−𝑛
This is known as the expanded notation
EXAMPLE 1
Express the following in expanded notation form
(a) 45078 (b) 0.0235 (c) 930.133
(a) 45078 = 4 × 10 + 5 × 10 + 0 × 102 + 7 × 101 + 8 × 100
4 3

= 4 × 10000 + 5 × 1000 + 0 × 100 + 7 × 10 + 8 × 1

(𝑏)0.0235 = 0 × 100 + 0 × 10−1 + 2 × 10−2 + 3 × 10−3 + 5 × 10−4
1 1 1 1
=0×1+0× +2× 2+3× 3+5× 4
10 10 10 10
(𝑐)930.133 = 9 × 102 + 3 × 101 + 0 × 100 + 1 × 10−1 + 3 × 10−2 + 3 × 10−3
1 1 1
= 9 × 102 + 3 × 101 + 0 × 1 + 1 × 1 + 3 × 2 + 3 × 3
10 10 10
EXAMPLE 2
Write the following in expanded notation form
(a) 32.516
(b) 0.10012

(a) 32.516 = 3 × 61 + 2 × 60 + 5 × 6−1 + 1 × 6−2

1 1
= 3×6+2×1+5× +1× 2
6 6
(𝑏)0.10012 = 0 × 20 + 1 × 2−1 + 0 × 2−2 + 0 × 2−3 + 1 × 2−4
1 1 1 1
=0×1+1× 1+0× 2+0× 3+1× 4
2 2 2 2
1 0 0 1
=0+ + + +
2 4 8 16

CONCEPT OF NUMBER BASE SYSTEM

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A number system is defined by the base it uses, the base being the number of different symbols required by the system to
represent any of the infinite series of numbers. A base is also a number that, when raised to a particular power (that is,
when multiplied by itself a particular number of times, as in 102 = 10 x 10 = 100), has a logarithm equal to the power. For
example, the logarithm of 100 to the base 10 is 2.
CONVERSION FROM ANY BASE TO BASE 10
Two digits—0, 1—suffice to represent a number in the binary system; 6 digits—0, 1, 2, 3, 4, 5—are needed to represent a
number in the sexagesimal system; and 12 digits—0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A(ten), B (eleven)—are needed to represent a
number in the duodecimal system. The number 30155 in the sexagesimal system is the number (3 × 64) + (0 × 63) + (1 ×
62) + (5 × 61) + (5 × 60) = 3959 in the decimal system; the number 2BA in the duodecimal system is the number (2 × 122)
+ (11 × 121) + (10 × 120) = 430 in the decimal system.
To convert from any base to base ten, expand the given number(s) in the powers of their bases and simplify.
Examples:
1. Convert 1243five to base ten
Solution:
1243five= (1 × 53) + (2 × 52) + (4 × 51)+(3 × 50)
= 125 + 50 + 20 + 3
= 198ten
2. Convert 1111110two to a number in base ten.
Solution:
1111110two= (1 × 26) + (1 × 25) + (1 × 24)+(1 × 23) + (1 × 22)
(1 × 21) + (0 × 20)
= 64 + 32 + 16 + 8 + 4 + 2 + 0
= 126 ten

Thus, the decimal system in universal use today (except for computer application) requires ten different symbols, or digits,
to represent numbers and is therefore a base-10 system.

CONVERSION FROM OTHER BASE GREATER THAN TEN TO BASE TEN

Expansion method can be used to convert numbers in base say base thirteen to base ten. Remember in base thirteen the
digits we have are 0, 1, 2, 3,4,5, 6,7,8,9, A, B, C. where A represents ten B represents eleven and C represents twelve.
Letters are used for two- digits numbers less than the base thirteen.
Example 1
Convert 1B9thirteen to denary number
Solution
1B9thirteen= 1x132+Bx131+9x130
= 1x169+11x13+9x1
= 169+143+9
= 321ten
Example 2: Convert 20Cfifteen to a denary number
Solution
20Cfifteen= 2x152+0x151+12x150
= 2x225+0x15+12x1
= 450+0x15+12x1
= 462ten

CONVERSION OF DECIMAL FRACTIONS IN ONE BASE TO BASE TEN

Sometimes we are faced with numbers which are not whole numbers. Hence it is very necessary to study also the
conversion of fractional parts of numbers. The following examples can be used in our study of the conversion of fractional
parts of other bases to decimal system.
Example 1:
Convert 6.47 to denary number
Solution
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 6.47 = 6 × 70 + 4 × 7−1
1
=6×1+4×
7
4
=6+
7
4
(6 )10
7
Example 2:
Convert 101.011𝑡𝑤𝑜 to base ten.
Solution
101.011𝑡𝑤𝑜 𝑡 = 1 × 22 + 0 × 21 × 1 × 20 + 0 × 2−1 + 1 × 2−2 + 1 × 2−3
1 1 1
=1×4+0×2+1×1+0× 1× 2+1× 3
2 2 2
1 1
=4+0+1+0+ +
4 8
1 1
=5+ +
4 8
3
=5 𝑜𝑟 5.375𝑡𝑒𝑛
8𝑡𝑒𝑛

CONVERSION OF FRACTIONS IN BASE TEN TO ANY OTHER BASE

Fraction in base ten can be converted to other bases using various methods.
Example 1:
7
Express 8 to bicimals.
Solution
7 7
Change 8 to decimal fraction i.e8 = 0.875 and multiply by 2.

0.875
X 2
1750
X 2
1500
X 2
1000

As we multiply 2 × 0.875, we get 1.750. Keep the 1 and multiply 750 by 2, and get 1.500. Keep the 1 and multiply 500
7
by 2 and get 1.000. Stop when all is zero. The value of 8 = 0.111𝑡𝑤𝑜 or convert 7 and 8 to base two and then divide.
2 7
2 3R1
2 1R1
0R1

7𝑡𝑒𝑛 = 111𝑡𝑤𝑜

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2 8
2 4R0
2 2R0
2 1R0
0R1

8𝑡𝑒𝑛 = 1000𝑡𝑤𝑜
111
∴[ ] = 0.111𝑡𝑤𝑜
1000
Example 2:
13
Express (19 25)𝑡𝑒𝑛 to base five.
Solution
5 19
5 3R4
0R3

= 345
5 13
5 2R3
0R2

= 23𝑓𝑖𝑣𝑒

5 25
5 5R0
5 1R0
0R1

= 100𝑓𝑖𝑣𝑒
23
= [34 + 100]
𝑓𝑖𝑣𝑒
= [34 + 0.23]𝑓𝑖𝑣𝑒
= 34.23𝑓𝑖𝑣𝑒

SPECIAL CASE
To convert from a base to another you may have to pass through base ten.
Example 1: Convert 301four to a base six number.
Solution
First 301four will be converted to a base ten number
301four = 3x42 + 0x41 + 1x40
= 48 + 0 + 1
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= 49ten
49ten will now be converted to a base six number by repeated division
6 49
6 8 r1
6 1r2
0 r1

301four = 121six
Example 2: convert 1101112 to base 5.
Solution
1101112 = 1 x 25+1 x 24 +0 x 23 +1 x 22 +1 x 21+1 x 20
=1 x 32 + 1 x 16 + 0 x 8 + 1 x 4 +1 x 2 +1 x 1
= 32 + 16 + 0 + 4 +2 +1
=5510
Then we convert 5510 to a number in base 5

5 55
5 11r0
5 2r1
5 0r2

Hence, 5510 = 2105

CLASS ACTIVITY
1. Convert 2210three to a base five number
2. Convert 5201seven to a binary (base two) number

PRACTICE EXERCISE:

1. Write the following decimal numbers in an expanded notation form

(a) 402
(b) 60.008
(c) 0.0153

2. Write the following numbers in their ordinary form

(a) 6 × 103 + 0 × 102 + 5 × 101 + 8 × 100
(b) 4 × 101 + 3 × 100 + 0 × 10−1 + 2 × 10−2
(c) 5 × 70 + 8 × 7−1 + 9 × 7−2

3.Convert the following to denary numbers

1. 1024eleven
2. 2059twelve
3. 51Cfourteen

4. Convert the following numbers to denary numbers

(i) 10011two
(ii) 768nine
(iii) 10Aeleven
(iv) B12twelve

5a) Convert the binary number11011.11 to base 10.

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b) Convert 2210three to a base five number

SUB-TOPIC 2:

CONTENT:

ADDITION, SUBTRACTION AND MULTIPLICATION OF NUMBER BASES

Operation in other bases other than base ten are carried out in a manner similar to what is obtained in base ten. We can
illustrate the procedure as shown in the example below.
Example 1: 167eight + 125eight
Solution
167eight
+ 145eight

7+5 = 12. This exceeds the value of the base. 12 contain a bundle of 8 and 4 units. That one bundle of 8 is carried to the
next column as 1
1 + 6 + 4 = 11
11 is another single bundle of 8 and three, Hence we write 3 and carry the bundle to the next column as 1
167eight……………………………………
+ 145eight
334eight
Example 2: 501twelve – 3Btwelve
501eight
- 3Beight

Recall B in base twelve is eleven.

If 1 is ‘borrowed from 5 in the third column, getting to the next column on the right becomes a twelve. From it we can
take one to the next column to the right again. To get 12+1 = 13 from which we finally subtract B (i.e eleven)
501twelve
- 3Btwelve
482 twelve
Notice that after borrowing 1 from the middle column, eleven was left. If is out of this eleven that 3 is subtracted to get 8
in the second column of the answer.
Example1: Simply 134six x 5six
154six
+ 5six

5 x 4 = 20 i.e 3 bundles of 6 plus 2 units. Write 2 add 3 to the product of 5 x 5 of second column to get 28. 28 = 4(sixes)
plus 4. Take the 4 bundles to next column. 4 + 5x 1 = 9 which is 13six. So 154six x 5six = 1342 six
Example 2: Simplify 134five x 24five
134five
x 24five

4 x 4 = 16 i.e 3(fives) and 1 unit.

These 3 bundle of 5 is added to the product of (3x4) of the second column. 3x4+3 = 15.
15 = 3(fives) and zero
This new 3 bundles of 3 is to be added to the product 1x 4 of the third column
1 x 4 + 3 = 7 which will written as 12five similar thing is done with 134five times the distance 2, thus
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 134five
x 24five
1201
323
4431five

Division of numbers bases

Since in binary (base two) system, the digits we have are 0 and 1. Each digit of the quotient 110111 ÷ 101 must be either 1
or 0.Therefore, 110111two ÷ 101two is done as follows:

1011
101 110111
101
111
101
101
101

Once you start the division, the digits are brought down one after the other.
Example 240six÷ 20six
12
20 240
20
40
40
So 240six÷ 20six= 12𝑠𝑖𝑥

PRACTICE EXERCISE:

1. 1205six x 3six
2. 143five + 24five
3. 211four - 32four
4. 103four x 32four
5. Divide 1011011 by 111 , in base two.
6. 1205six x 3six
7. 143five + 24five
8. 211four - 32four
9. 103four x 32four

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 SUB-TOPIC 3:

CONTENT:

SIMPLE EQUATIONS IN NUMBER SYSTEM

Simple linear equations and simultaneous equation can be solved using the knowledge of expansion to base 10.
Example 1:
If x10=12145, find x.
𝑥 × 100 = 1 × 53 + 2 × 52 + 1 × 51 + 4 × 50
𝑥 = 125 + 50 + 5 + 4
𝑥 = 184
Example 2:

If 55x + 52x = 7710, find x.

5 × 𝑥 1 + 5 × 𝑥 0 + 5 × 𝑥 1 + 2 × 𝑥 0 = 77
5𝑥 + 5 + 5𝑥 + 2 = 77
10𝑥 + 7 = 77
10𝑥 = 70
𝑥=7

APPLICATION TO COMPUTER PROGRAMMING

Binary system is very important because of its use in most electronic devices.
Digital computers perform their two-way functions because only two digits -0 and 1, called bits are coded into them as a
programming language. For instance, if a device is ON, it is represented by a 1 and if it is OFF, a 0 is represented.
Other situations with only two possibilities include: UP or DOWN, TRUE or FALSE, MAGNETIZE or DEMAGNETIZE.

CONCLUSION

TOPICAL TEST:

OBJECTIVE QUESTIONS
1. Find the value of 𝑥 and 𝑦 in the following pairs of equation.
(a) 64𝑥 − 53𝑦 = 25
47𝑥 − 34𝑦 = 21
2. Given that 124x = 7(14x), find the value of x. WAEC
3. Given R = 343five and S = 14five, calculate
a. R+S
b. R–S
c. R×S
d. R÷S
4. x and y are non-zero digits such that xxxthree= yyeight. Find x and y.
Given that 4P45 = 11910, find the value of P.
A. 1 B. 2 C. 3 D. 4 SSCE

5. Evaluate (111two)2 – (101two)2

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 A. 10two B. 100two C. 1100two D. 11000two SSCE

6. If M5ten = 1001011two, find the value of M.

A. 5 B. 6 C. 7 D. 8 SSCE

7. Evaluate (20three)2 – (11three)2 in base three.

A. 101 B. 121 C. 202 D. 2020 SSCE
8. Find if 200x+ 144nine = 14Btwelve
9. Solve for x and y if 32x + 53y = 61nine
24x + 35y = 45ten
10. If y = 23five + 101three find y, leaving your answer in base two.
A. 1110 B. 10111 C. 11101 D. 111100 SSCE

THEORY QUESTIONS

1. Convert the following numbers in denary to the base indicated.

(𝑎)37.31𝑡𝑒𝑛 to base 6
(b) 10.8𝑡𝑒𝑛 to base 3.
2. Find the value of 𝑥 in each of the following equations.
(a) 23𝑥 + 14𝑥 = 42𝑥
(b) 53x − 24x = 25x
(c) 113x + 121x = 300x
(d) 562x − 153x = 407x
3. Find the value of 𝑥 and 𝑦 in the following pairs of equation.
32𝑥 + 53𝑦 = 63
24𝑥 + 35𝑦 = 45

4.Find the missing numbers in the addition of the following numbers in base seven.
4321
1234
* ** *

12 3 4 1
5. Find the missing number in the addition if the addition is in base eight.
1260
****
235
124
3011

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GLOSSARY OF TERMS / KEY WORDS / VOCABULARY: 𝑩𝒊𝒏𝒂𝒓𝒚, 𝒅𝒆𝒏𝒂𝒓𝒚, 𝒃𝒊𝒄𝒊𝒎𝒂𝒍, 𝒃𝒂𝒔𝒆, 𝒅𝒆𝒄𝒊𝒎𝒂𝒍 𝒆𝒕𝒄.

PUZZLES / BRAIN TEASER:

INSPIRATIONAL QUOTES:

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WEEK: Eight

TOPIC: Fractional Equation and Formulae

LESSON OBJECTIVES: At the end of the lesson, the students should be able to:
I solve equations involving fractions;
ii solve word problems leading to fractions;
iii change the subject of a given formula, and carry out binary operation

ENTRY BEHAVIOUR: The students can solve simple linear equations

SUB-TOPIC 1:

CONTENT:

EQUATIONS INVOLVING FRACTIONS

To solve equations involving fractions, the first step is to clear the fractions by multiplying every term on both
sides of the equation by the LCM of the denominators.

5 1 2
EXAMPLE 1: Solve the equation x2  x
8 4 5
SOLUTION

Express the given equation as follows.

5 9 2
x  x
8 4 5
The LCM of 8, 4,5  40

Multiplying through by the LCM:

25x  90  16x
x  10

5 x  2 2  3x  7 
EXAMPLE 1: Solve the equation  0
4 5
SOLUTION

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Rewrite the given equation as follows:

5 x  2 2  3x  7 

4 5
Cross multiplying,

5  5 x  2   4  2  3x  7 

 x  46

PRACTICE EXERCISE:

Solve the following equations:

x4 1
1. 
2x  5 4
1 3 m
2. m  
2 4 4
2x 1 3  x x
3.  
3 2 4

SUB-TOPIC 2:

CONTENT:

WORD PROBLEMS

To solve a word problem leading to an equation, follow these steps:

 Decide the unknown quantity and represent it by a letter such as x

 State clearly the units used when necessary and convert to the same unit.
 Form an equation to represent the facts provided by the problems.
 Solve the equation using a suitable method and use the solution to answer the questions in words.
 Check the solution (optional but useful)
EXAMPLE 1:

A market woman buys n eggs at the rate of 12 eggs for #60 . 8 of the eggs were broken so she sold the
remaining at the rate of 4 eggs for #24 and makes a profit of #12. How many eggs did she buy?

SOLUTION

12 eggs cost # 60

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 60
1 egg costs #  #5
12
n eggs cost #5n

8 eggs were broken, so the remaining is n  8

Now, 4 eggs sell for #24

1 egg sells for #6

Hence,  n  8 eggs sell for #6  n  8

But profit  selling price  cost price

 12  6  n  8  5n

n  60
EXAMPLE 2:

A box contains some large, some medium and some small tins of corned beef. The number of large tins is twice
that of the medium tins. The number of medium tins is 2 more than the number of small tins. The mass of the large
7 3 1
tin is kg , the mass of the medium tin is kg and the mass of the small tin is kg . If the total mass of these
20 10 5
1
items is 9 kg , how many of each item are in the box?
5
SOLUTION

The number of large tin is compared to the medium tins, and the medium tins to the small tins. An easy way to
approach this problem is to let x represent the number of medium tins.

Number of large tins  2x

The number of medium tins is 2 more than the number of small tins, so the number of small tins  x  2

7 7
The mass of 2x large tins   2 x  xkg
20 10
3
The mass of medium tin  xkg
10
1
The mass of x  2 small tins   x  2  kg
5
Hence,

7 3 1 1
 2x  x   x  2  9
20 10 5 5

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Simplifying,

7 x  3x  2  x  2   92

 x 8
The number of large tins  2x  2  8  16

 x2
The number of small tins  8  2
6

PRACTICE EXERCISE:

1 1
1. The sum of two numbers is 40 . When 3 times the larger number is subtracted from 5 times the
4 2
smaller, the difference is 25 . Find the two numbers.
2. A bookseller bought 200 copies of a certain book. Some of them were sold at the published price of #500
each and the remaining copies were sold at a reduced price of #450 each. If the bookseller made #97500
altogether, how many copies were sold at each price?

SUB-TOPIC 3:

CONTENT:

CHANGE OF SUBJECT OF FORMULAE

A literal equation is a simple equation that involves more than one variable (unknown). The procedure of solving such an
equation is usually to find one of the variables (unknowns) in terms of the other(s).
1
Example 1: Given 𝐴 = 2 ℎ(𝑎 + 𝑏), make 𝑎 the subject of the formula
1
Solution: 𝐴 = 2 ℎ(𝑎 + 𝑏)

Cross-multiply

2𝐴 = ℎ(𝑎 + 𝑏)
2𝐴 = 𝑎ℎ + 𝑏ℎ
2𝐴 − 𝑏ℎ = 𝑎ℎ
Also, 𝑎ℎ = 2𝐴 − 𝑏ℎ
2𝐴−𝑏ℎ
𝑎=
ℎ
2𝐴 𝑏ℎ
𝑎= ℎ
− ℎ

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 2𝐴
∴𝑎= ℎ
−𝑏

Example 2: Make 𝑣 the subject of the formula;

𝑚(𝑣 2 −𝑢2 )
𝐻=
2𝑔𝑥

𝑚(𝑣 2 −𝑢2 )
Solution: 𝐻 = 2𝑔𝑥

Cross-multiply

2𝑔𝑥𝐻 = 𝑚(𝑣 2 − 𝑢2 )

2𝑔𝑥𝐻 = 𝑚𝑣 2 − 𝑚𝑢2

2𝑔𝑥𝐻 + 𝑚𝑢2 = 𝑚𝑣 2
2𝑔𝑥𝐻+𝑚𝑢2
𝑚
= 𝑣2

Take square root of both sides;

2𝑔𝑥𝐻+𝑚𝑢2 2𝑔𝑥𝐻
𝑣 = ±√ 𝑚
or ±√ 𝑚
+ 𝑢2

BINARY OPERATION
A binary operation is any rule of combination of any two elements of a given non-empty set. Asterisk symbol (∗)
is used to denote binary operation. Some authors uses degree symbol (°) or zero symbol(𝑜) to denote binary
operation. However, the most commonly use is Asterisk symbol (∗).
In binary operation, the most common operations includes:
Addition of real numbers (+)
Subtraction of real numbers (−)
Multiplication of real numbers (×)
Division of real numbers (÷).
Closure Property:
Given a non-empty set 𝑺 , S is said to be closed under a binary operation ∗ if for all 𝒂, 𝒃 ∈ 𝑺, 𝒂 ∗ 𝒃 ∈ 𝑺.
Where 𝒂 and 𝒃 are elements in (belonging to) set 𝑺 and ∈ means belong.
For example, the set 𝒁 of all integers is closed under addition(+), subtraction(−) and multiplication (×) except
for division(÷).
To illustrate non-closure of real numbers under division operation(÷), lets consider this example: Given 2, 4 ∈ 𝒁,
1 1
then 2÷ 4 = 2, but 2 does not belong to 𝒁. Hence, the 𝒁 is not closed under the division operation(÷).

Example1:
Let the operation ∗ be defined 𝑜𝑛 𝑹, the set of real numbers,if 𝒂 ∗ 𝒃 = 𝒂 + 𝒃 + 𝟐𝒂𝒃, evaluate:
(a) 1 ∗ 2

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 (b) 3 ∗ 4
(c) (3 ∗ 4) ∗ 5
(d) 3 ∗ (4 ∗ 5)

Solutions:
(a) 1 ∗ 2 = 1 + 2 + 2(1)(2)
=7
(b) 3 ∗ 4 = 3 + 4 + 2(3)(4)
= 31
(c) (3 ∗ 4) ∗ 5 = 3 + 4 + 2(3)(4) ∗ 5
= 31 ∗ 5
= 31 + 5 + 2(31)(5)
= 36 + 310
= 346
(e) 3 ∗ (4 ∗ 5) = 3 ∗ {4 + 5 + 2(4)(5)}
= 3 ∗ {9 + 40}
= 3 ∗ 49
= 3 + 49 + 2(3)(49)
= 52 + 294
= 346

Example 2:
Suppose 𝐷 = {𝑜𝑑𝑑 𝑖𝑛𝑡𝑒𝑔𝑒𝑟𝑠} and ∗ is defined on such that for every 𝑎, 𝑏 ∈ 𝐷, 𝑎 ∗ 𝑏 = 𝑎 + 𝑏. Is 𝐷 closed
under ∗?

Solution:
For every 𝑎, 𝑏 ∈ 𝐷
𝑎 ∗ 𝑏 = 𝑎 + 𝑏 ∈ 𝐷 since when two odd integers are added the result is an even number. Hence D is not
closed under. In other words 𝐷 is not closed under addition.

PRACTICE EXERCISE:
ℎ 2 +𝑘 2
(1) The period of a compound pendulum is given by 𝑇 = 2𝜋√( 𝑔ℎ
) express 𝑘 in terms of 𝑇, ℎ 𝑎𝑛𝑑 𝑔.

(2) Make the letters that appear as the subject of the formula
𝑛𝐸
(a) 𝐼 = 𝑅+𝑛𝑟 , (𝑛, 𝑅)

3.The operation ∗ on the set 𝑄 of rational numbers is defined by:

1
𝒑 ∗ 𝒒 = (𝒑2 +𝑞 − 3𝑝𝑞) 2; 𝑝, 𝑞 ∈ 𝑄.
1 𝟒
Determine: (a) 2 ∗ 𝟏 (b) −4 ∗ 𝟓 (c) ∗
2 𝟑

4.The operation ∇ on the set 𝑅 of real numbers is defined by:

𝑥∇y = 3xy, for 𝑥, 𝑦 ∈ 𝑅. Find
a) −2∇5
b) 3∇ − 2

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 CONCLUSION

TOPICAL TEST:

OBJECTIVE QUESTIONS
1. If you are given the formula C = 5/9(F – 32) to convert Fahrenheit to Celsius and asked to solve for “F,” what’s the new
equation?

A) F = 5/9C + 32

b) F = 9/5C + 32

c) F = 5/9C – 32

d) F = 9/5C – 32

2. What is the primary goal of changing the subject of a formula?

a) To simplify the formula

b) To make the formula longer

c) To solve for a different variable

d) To add more variables to the formula

3. When changing the subject of a formula, how should you handle terms that contain the variable you’re solving for?

A) Delete them from both sides

b) Add them to both sides

c) Divide them from both sides

d) Multiply them to both sides

4. If you need to change the subject of the formula V = πr²h to solve for “h,” what would the new equation be?

A) h = V / (πr²)

b) h = πr² / V

c) h = V – πr²
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d) h = V + πr²

5. What is the purpose of changing the subject of a formula in real-world applications?

a) To confuse readers

b) To solve complex equations

c) To convert units

d) To isolate specific variables for analysis

6. If you are given the formula T = 2π√(L/g) to calculate the period of a pendulum and asked to solve for “L,” what’s the
new equation?

A) L = (T²g) / (4π²)

b) L = (T²g) / (2π)

c) L = (T²g) * (4π²)

d) L = (T²g) * (2π)

7. When changing the subject of a formula, what should you do if there are terms in parentheses involving the desired
variable?

a) Distribute the terms

b) Square the equation

c) Ignore the parentheses

d) Add constants to the terms

8. If you are given the formula E = mc² and asked to solve for “m,” what’s the new equation after changing the subject?

A) m = E / c²

b) m = c² / E

c) m = E + c²

d) m = E – c²

9. When changing the subject of a formula, why is it important to perform the same operation on both sides of the
equation?

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A) To balance the equation

b) To make the equation longer

c) To eliminate variables

d) To confuse the reader

10. When changing the subject of a formula, what principle do you use to maintain the equality of the equation?

a) The Law of Large Numbers

b) The Associative Property

c) The Commutative Property

d) The Equality Property

THEORY QUESTIONS

1. Make W the subject of the formula; 𝑅 − 𝑑 = √𝑅 2 − 𝑊 2 . Given that R = 1.25 and d = 0.25.
calculate W
𝑙 2 +𝑘 2
2. Given that 𝑇 = 2𝜋√ 2𝑔𝑙
(a) Make k the subject of the formula
(b) Find the value of k when 𝑙 = 1 𝑎𝑛𝑑 𝑇 2 = 4𝜋 2 𝑔
3. The resistance R to the motion of a car is partly constant and partly proportional to the square of
the speed v. when the speed is 30km/h, the resistance is 190𝛺 and when the speed is 50km/h, the
resistance is 350𝛺. find for what speed the resistance is 302.5𝛺
4. Simplify 𝑝(𝑞 − 2𝑝) − (𝑝 + 𝑞)(𝑞 − 2𝑝) find the value of the expression when 𝑝 = −2 𝑎𝑛𝑑 𝑞 =
1
𝑠2 −(𝑏+𝑐)𝑠+𝑏𝑐
5. Evaluate √ 𝑤ℎ𝑒𝑛 𝑏 = 25, 𝑐 = 7 𝑎𝑛𝑑 𝑠 = 28
𝑏𝑐

GLOSSARY OF TERMS / KEY WORDS / VOCABULARY: Equation, Formulae, Change, Binary, Operation

PUZZLES / BRAIN TEASER:

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INSPIRATIONAL QUOTES:

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WEEK: Nine

TOPIC: Variation

LESSON OBJECTIVES: At the end of the lesson, the students should be able to:

I solve problems involving direct and indirect / inverse variation

ii provide solution to problems involving joint variation
iii solve problems on partial variation

ENTRY BEHAVIOUR: The students have been taught change of subject of formulae.

SUB-TOPIC 1:

CONTENT:

VARIATIONS
Variation is a connection of sets of numerical values by an equation which indicates some kind of proportionality. We
have four major types of variations which are direct, inverse, joint and partial variations.
Direct variations
Considering two quantities x and y. If when y increases x also increases and when y decreases x also decreases in a
constant proportion, then x and y are said to be in direct variation. i.e. x varies directly as y or x is directly proportional to
y. Written as xy  x = ky where k is the constant of proportionality or variation.
Other examples are as follows:
(i) A varies directly as the square of B

i.e. AB2

 A = KB2 (where K is the constant of variation)

(ii) P varies directly as the square root of q.

i.e. Pq

 P = Kq (where k is the constant of variation).

Example 1: If P varies directly with q and q = 2, p = 10. Find p when q is 5.
Solution: 𝑝 ∝ 𝑞

𝑝 = 𝑘𝑞
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 10 = 2𝑘
𝑘=5
Formula connecting p and q is p = 5q,
Then, p = 5 x 5 = 25
Example 2: If 𝑥 − 3 is directly proportional to the square of 𝑦 and 𝑥 = 5 𝑤ℎ𝑒𝑛 𝑦 = 2, 𝑓𝑖𝑛𝑑 𝑥 𝑤ℎ𝑒𝑛 𝑦 = 6

Solution; 𝑥 − 3 ∝ 𝑦 2

𝑥 − 3 = 𝑘𝑦 2

5 − 3 = 𝑘 × 22
2 = 4𝑘
1
𝑘=
2
1
Formula connecting 𝑥 − 3 𝑎𝑛𝑑 𝑦 𝑖𝑠 𝑥 − 3 = 𝑦 2 .
2
1
Then, 𝑥 − 3 = 2 × 6 × 6

𝑥 − 3 = 18
∴ 𝑥 = 21
Inverse variation
Considering two quantities x and y. If when y increases, x decreases and when x increases y decreases in a constant ratio,
then we say x and y varies inversely. It is normally written as x1/y or y1/x.

Note that if x1/y, then x = k/y where K is the constant of variation or proportionality.
Other examples are as follows:
Example 1: A varies inversely as the cube root of B
1
i.e. A  3B

1
 A = K x 3B (where k is constant)

(ii) P varies inversely as the square of q

1
I.e. P  𝑞2

𝑘
P= 𝑞2
where k is constant

Example 2:

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 1
(i) 𝑡 ∝ 𝑑 𝑎𝑛𝑑 𝑡 = 0.15 𝑤ℎ𝑒𝑛 𝑑 = 120

(a) find t when d = 45

(b) find d when t = 0.12
1
Solution: 𝑡 ∝ 𝑑
𝑘
𝑡=
𝑑

0.15 × 120 = 𝑘
𝑘 = 18
18
Formula connecting t and d, 𝑡 = 𝑑
18
(a) 𝑡 = 45
= 0.4
18
(b) 𝑡 =
𝑑

0.12𝑑 = 18
18
𝑑=
0.12
∴ 𝑑 = 150

(ii) If P is inversely proportional to the square root of q, when P = 3, q = 25. Find

(a) P when q = 49
(b) q when p = 13

Solution:
1
P 
√𝑞

𝑘
P=
√𝑞
-------------------(1) (where k is constant)
When P = 3, q = 25
𝑘
3=
√25

3x5=k
 k = 15
Substitute in (1) to get the law of variation
15
P= 𝑞
√

(a) To find p when q = 49

Substitute in the law of variation to have
15
P = 49
√

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 p = 15
7
 p = 21/7

(b) To find q when p = 13, substitute in the law of variation to have

15
13 = 𝑞
√

13p = 15

15
p = 13

2
p = 15
13

225
p= 169

 p = 156/169

PRACTICE EXERCISE:
2
1. 𝑥 is directly proportional to 𝑦. If 𝑥 = 5 𝑤ℎ𝑒𝑛 𝑦 = 3, 𝑓𝑖𝑛𝑑 𝑦 𝑤ℎ𝑒𝑛 𝑥 =
7
2. The wages of a labourer varies directly as the number of hours worked by the labourer. The labourer earned
N500 when he worked for 2 hours. Find

(i) The amount he would earn if he works for 7 hours.

(ii) The number of hours he would work if he is paid N800.

3. 𝐼𝑓 𝑥 𝑣𝑎𝑟𝑖𝑒𝑠 𝑖𝑛𝑣𝑒𝑟𝑠𝑒𝑙𝑦 𝑎𝑠 𝑡ℎ𝑒 𝑠𝑞𝑢𝑎𝑟𝑒 𝑜𝑓 𝑦 𝑎𝑛𝑑 𝑥 = 8 𝑤ℎ𝑒𝑛 𝑦 = 4, 𝑓𝑖𝑛𝑑 𝑦 𝑤ℎ𝑒𝑛 𝑥 = 32

4. If y varies inversely as x and y = 6 when x = 2. Find

(i) The law of variation
(ii) x when y = 10
(iii) y when x = 7

SUB-TOPIC 2:

CONTENT:

Joint variation
This type of variation involves three or more quantities joined together with a combination of two direct variations or one
direct and one inverse or two inverse variations.

Example 1:
(i) x varies directly as y and jointly as z

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I.e. x𝑦𝑧
x = 𝑘𝑦𝑧 (where k is constant)
(ii) x varies directly as y and inversely as the square of z.
𝑘𝑦
i.e. x 𝑧2

𝑘𝑦
 x = 𝑧2 (where k is constant)

(iii) P varies inversely as q and inversely as the square root of r.

1
I.e. p  𝑞 𝑟
√

1
p=𝑞 (where k is constant)
√𝑟

Example 2:
If x varies directly as y and inversely as the square of z, when y = 5 and z = 3, x = 20. Find (a) z when x = 213/5 and y = 15
(b) x when y = 6 and z = 4.

Solution:
𝑦
X 
𝑧2

𝑘𝑦
x = 𝑧2 -------- (1) (where k is constant)

when y = 5 and z = 3, x = 20
𝑘×5
20 = 2
3

20 x 9 = k5
20×9
k=
5

k=4x9
 k = 36
Substitute in (1) above to get the law of variation.
X = 36y
z2
(a) To find z when x = 213/5 and y = 15
108 = 36 x 15
5 z2
2
108z = 36 x 15 x 5
z2 = 36 x 15 x 5
108
z = 25
 z = 5.
(b) To find x when y = 6 and z = 4.
x = 36 x 6
42
x = 36 x 6

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 16
 x = 13.5
Example 1:𝑥 𝑣𝑎𝑟𝑖𝑒𝑠 𝑑𝑖𝑟𝑒𝑐𝑡𝑙𝑦 𝑎𝑠 𝑡ℎ𝑒 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 𝑜𝑓 𝑢 𝑎𝑛𝑑 𝑣 𝑎𝑛𝑑 𝑖𝑛𝑣𝑒𝑟𝑠𝑒𝑙𝑦 𝑎𝑠 𝑡ℎ𝑒𝑖𝑟 𝑠𝑢𝑚, 𝑖𝑓 𝑥 = 3 𝑤ℎ𝑒𝑛 𝑢 =
3 𝑎𝑛𝑑 𝑣 = 1, 𝑤ℎ𝑎𝑡 𝑖𝑠 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝑥 𝑖𝑓 𝑢 = 3 𝑎𝑛𝑑 𝑣 = 3?
𝑢𝑣
Solution: 𝑥 ∝ 𝑢+𝑣
𝑘𝑢𝑣
𝑥 = 𝑢+𝑣
𝑘×3×1
3=
3+1

3 × 4 = 3𝑘
𝑘=4
4𝑢𝑣
Law connecting 𝑥, 𝑢 𝑎𝑛𝑑 𝑣 𝑖𝑠 𝑥 = 𝑢+𝑣
4×3×3
Then, 𝑥 = 3+3

∴𝑥=6
Example 2: 𝐴 ∝ 𝐵𝐶, 𝑤ℎ𝑒𝑛 𝐵 = 4 𝑎𝑛𝑑 𝐶 = 9, 𝐴 = 6
(a) find the formula that connects A,B & C
(b) find A when B = 3 and C = 10
(c) find C if A = 20 and B = 15
Solution: 𝐴 ∝ 𝐵𝐶

𝐴 = 𝑘𝐵𝐶
6= 𝑘×4×9
1
𝑘=6
1
(a) 𝐴 = 𝐵𝐶
6
1
(b) 𝐴 = 6 𝐵𝐶
1
A= 6 × 3 × 10
A=5
1
(c) 𝐴 = 6 𝐵𝐶
1
20 = 6 × 15 × 𝐶 ∴𝐶=8

PRACTICE EXERCISE:

(1) A varies directly as B and inversely as C. When B = 3, C = 5, A = 40. Find

(i) The law of variation
(ii) A when B = 8 and C = 12.
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(2) xy. when y = 36 and z = 16, x = 81.
z
Find (i) The law of variation
(ii) y when x = 56 and z = 25
(iii) x when y = 27 and z = 9

SUB-TOPIC 3:

CONTENT:

Partial variation
This consists of two or more parts or quantities added together. Both parts may be made of variables or one part may be
constant, while the other can either vary directly or inversely. The values of the constants of variation are usually found out
by solving simultaneous equations.
Types of Partial Variation
(i) x is partly constant, and partly varies as y
x = a+by (where a and b are constant)
(ii) P varies partly as q and partly as r.
p = aq + br (where a and b are constants)
(iii) v varies partly as u and partly as the reciprocal of w2.
Example 1: P is partly constant and partly varies as Q, when Q is 5, P is 20 and when Q is 8, P is 26. Find P when Q is 4.
Solution: P = c + kQ
Note: c & k are constants which must be obtained through simultaneous equation.

20 = 𝑐 + 5𝑘 … … … (𝑖)
26 = c + 8k … … … . (ii)
-6 = -3k
K=2
substituting the value of k in equation (i)

20 = 𝑐 + 5(2)
20 − 10 = 𝑐
𝑐 = 10
Thus, P = 10 + 2Q (formula connecting P & Q)
Then, P = 10 + 2(4)
P = 10 + 8
∴ P = 18

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Example2:
X is partly constant and partly varies as y. when y = 7, x = 15; and when y = 5, x = 7. Find
(a) The law of variation
(b) x when y = 2
(c) y when x = 11
Solution
(a) x = a + by --- (1) where a and b are constants of variation.
When y = 7, x = 15 and when y = 5, x = 7
15 = a + 7y ----------------- (2)
7 = a + 5y ----------------- (3)
Solve equation (2) and (3) simultaneously
Eqn (2): 15 = a + 7b _
Eqn (3): 7 = a + 5b
8= 2b
8=b

2
b=4
Put in eqn (2) to have
15 = a + 7 x 4
15 = a + 28
a = 15 – 28
a = -13
Substitute a = -13 and b = 4 in eqn (1) to get the law of variation.
x = -13 + 4y -------------(law of variation)
(b) To find x when y = 2, put in the law of variation
x = -13 + 4 x 2
x = -13 + 8

 x = -5
(c) To find y when x = 11, put in the law of variation
11 = -13 + 4y
11 + 13 = 4y
24 = 4y
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 y = 24
4

 y = 6.

PRACTICE EXERCISE:

(1) M is partly constant and partly varies with N, when N = 40, M = 150 and when N = 54, M = 192

(a) Find the formula connecting M and N, (b) Hence find M when N = 73
(2) Two quantities P and Q are connected by a linear relation of the form P = aQ + b, where a & b are constants. If Q
= 80 when P = 12 and Q = 300 when P = 50, find the equation connecting P and Q

CONCLUSION

TOPICAL TEST:

OBJECTIVE QUESTIONS
1. Which equation represents a direct variation relationship?

a) y = 3x 2

b) y = 2/x

c) y = 5x

d) y = 7 – x

2.In an inverse variation, as x increases, what happens to y?

a) Y increases

b) Y decreases

c) Y remains constant

d) Y becomes zero

3.If y varies directly with x and y = 20 when x = 4, what is y when x = 10?

a) 50

b) 8

c) 80
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d) 200

4.If y varies inversely with x and y = 12 when x = 6, what is y when x = 3?

a) 4

b) 6

c) 18

d) 36

5. If y varies inversely with the square of x and y = 6 when x = 3, what is y when x = 2?

a) 9

b) 18

c) 36

d) 12

6.If y varies directly with x and inversely with the square of z, the partial variation equation is:

a) y = x/z

b) y = x + z^2

c) y = xz^2

d) y = x – z^2

7.If y varies jointly with x and z, and inversely with w, the variation equation is:

a) y = xz/w

b) y = xz + w

c) y = x/zw

d) y = xz – w

8.Which of the following is a possible joint variation equation for a relationship between p, q, and r?

a) p = q + r

b) p = qr

c) p/q = r

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d) p = q/r

9.If y varies directly with x and inversely with the cube of z, the partial variation equation is:

a) y = xz 3

b) y = xz

c) y = x – z 3

d) y = x/ z 3

10.If y varies jointly with x and the square root of z, and inversely with w, the variation equation is:

a) y = x√z/w

b) y = x + √z – w

c) y = xz√w

d) y = xz – w/√z

THEORY QUESTIONS
1. U varies directly as V and inversely as the square of W. When V = 3 and W = 4, U = 24. Find (i) U when V = 5 and
W=8
(ii) W when U = 30 and V = 8
2. The electrical resistance of a copper wire varies directly as its length and inversely as the square of its radius. If a
copper wire 500 meters long and radius 0.2cm has a resistance of 30 ohms, calculate the resistance of the same
type of copper wire 750 meters long and radius 0.25cm. (WAEC).
3. If PQR. When R = 16 and Q = 3, P = 48. Find (i) The law of variation
(ii) P when R = 25 and Q = 7
(i) R when P = 36 and Q = 9
(ii) The cost of producing a wooden frame varies directly as the width of the frame and partly as the square
root of its length. When the width is 10cm and the length is 25cm, the cost is N115.00 and when the width
is 18cm and the length is 36cm, the cost is N240. Find the
(a) Law of variation
(b) Cost of a frame of width 12cm and the length 49cm.

4. The cost of producing a textbook is partly constant and partly varies as the number of books produced. It cost N4000
to produce 20 books and N6000 to produce 70 books. Find the

(a) Cost of producing 120 books

(b) Number of books produced at N10, 000.
5. The cost of sinking a well varies partly as the depth of the well and partly as the number of laborers used for the
job. If it cost N1500 to sink a well of 6 metres deep with 2 laborers and N2500 to sink a well of 9 metres deep with
5 laborers. Find the
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 (a) Law of variation
(b) Cost of sinking a well 15 metres deep with 6 laborers
(c) Number of laborers that would sink a well of 12 metres deep at N3000.

GLOSSARY OF TERMS / KEY WORDS / VOCABULARY: joint variation, direct variation, inverse variation, partial
variation etc.

PUZZLES / BRAIN TEASER:

INSPIRATIONAL QUOTES:

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