REPUBLIC OF NAMIBIA

KAVANGO WEST REGIONAL COUNCIL

DIRECTORATE OF EDUCATION, ARTS AND CULTURE

MATHEMATICS GRADE 10 -11

PREPARED NOTES FOR GRADE 10-11 LEARNERS, BASED ON THE

SPECIFIC OBJECTIVES OF THE REVISED SYLLABUS. 2020

Compiled By:

1. Mr. Sikukumwa E
2. Mr. lyakonga K
3. Mr. Sarimana C
4. Mr. Harald P
5. Mr. Hausiku L
6. Mr. Domingu I
7. Mr. Nkumbwa S

When Excellence Becomes A Tradition, Greatness Will Sky-Rocket

Page 1 of 306
Classification of numbers
(a) Number

General Objective

- Recognize and use different types of Numbers

Specific Objective

- identify and use natural numbers, integers (positive, negative and zero), prime numbers,
common factors and common multiples, rational and irrational numbers and real numbers
(e.g. π, 2 ).

Types of Numbers Examples

a) Real Numbers (R) 3

- Rational ( 4, 0.75, -2, 3)
- All rational and irrational numbers 4
- Irrational (√−2, √−5, π, 0. 10010001

b) Rational Numbers (Q) - Fractions and decimal numbers

- All the numbers that can be expressed 2 3 25
, 0.6, 10 , 100, 15, -12
1
(written) as division of integer ( in a
𝑎
form 𝑏 ) where a and b are integers, b≠0.

c) Irrational Numbers (Q’) -

4
(√−2, √−5, π, 0. 10010001
- These are numbers that cannot be written
as a simple fractions or decimal
d) Fractions 12 1
- Vulgar/ common fractions: ,
4 4
- When dividing a whole into equal parts, 1
- Recurring decimals: = 0.333...,
where by each part is a fraction of the 3
whole. 0.1111..
- The dots (…) indicate that the
numbers are endless.
- Terminating decimals (exact or ending
decimal): 0.125, 0. 75, 0. 203

e) Integers (Z)
- All negative, zero and positive whole - -3, -2, -1, 0, 1, 2, 3
numbers.

f) Natural Number
- These are numbers that are used to count
with. If natural number divisible by 2 is - 1, 2, 3, 4, 5, 6,…

Page 2 of 306
 even number (4, 8), if not it is odd number
(5, 7).
g) Prime numbers 2,3,5,7, 11,13, 17, 19, 23,29, 31, 37,41, 43, 47,
- Any number that have two factors, 1 and 53, 59, 61, 67, 71, 73, 79, 83, 89,97
the number itself.

Factor is a number that divides exactly into another number without reminder.

e.g. factors of 12 are 1,2, 3, 4, 6, 12 and factor of 10 are 1, 2, 5, 10

Common factor is the numbers (factors) that appears in two or more numbers

e.g common factors of 10 & 12 are . …………. and …………………

Prime number is a number that has two factors, 1 and the number itself.

e.g 2, 3,5,7, 11,13, 17, 19, 23,29, 31, 37,41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89,97

Prime numbers have only 2 factors

2= 1 x 2 19 = 1 x 19 61 = 1 x61

3=1x3 37 = 1 x 37 71 = 1 x 71

Prime factor is a factor that is a prime number

e.g. find the prime factor of 12 and 18

Hint: dividing each number by prime factors

2 12

2 6

3 3

List the factors: 2 x 2x 3 or 22 x 3

Highest common factors (H.C.F)

e.g. find the HCF of 14 and 21 or HCF of 12 and 8

Lowest Common Multiple (L.C.M)

-e.g. find the LCM of 5 and 3 or the LCM of 7 and 6

Page 3 of 306
 x1 x2 x3 x4 x5

3 3 6 9 12 15

5 5 10 15 20 25

Hint: circle the first number appearing in both rows and that number is the LCM

(b) Squares, square roots, cubes and cube roots

General Objective

- know the notation for and find squares, square roots, cubes and cube roots
Specific objective
- Calculate squares, square roots, cubes and cube roots of real numbers

Square number (x)2

-
It is the product when the same number is used twice (multiply a number by itself two times).
e.g. (4)2 = 4 x 4 = 16 and (6)2 = 6 x 6 = 36

1, 4, 9,16, 25,36, 49, 64, 81, 100, 121,144, 169

Find the square number of 7……. and 11…….

Square roots ( √ )

- It is the same two numbers used to get product.

e.g. square root of 81 is √𝟖𝟏 = 9 and square root of 100 is √𝟏𝟎𝟎 =10

Find the cube roots of 625……… and 900……..

Cube number (x)3:

- The product when the same number is used three times x3 (multiply a number by itself three
times). e.g. (3)3 = 3 x 3 x 3 = 27 and (5)3 = 5 x 5 x 5 = 125

1, 8, 27, 64, 125, 216 ……………………………………………………………………………

𝟑
Cube roots ( √ ):

- The same three numbers used to get product.

𝟑 𝟑
e.g. cube root of 64 is √𝟔𝟒 = 4 and cube root of 216 is √𝟐𝟏𝟔 = 6

Find the cube roots of 125…… and 512………

Multiples

- are related to multiplication table

Page 4 of 306
e.g. find the first 6 multiples of 2

2×1=2

2×2=4

2×3=6 all these are multiples of 2.

2×4=8

2 × 5 = 10

6 × 6 = 12

Activity

a) From the integers between 60 and 70 find

(i) a prime number,

Answer (b)(i) ................................ [1]

(ii) a square number,

Answer (b)(ii) ............................... [1]

(iii) a multiple of 13,

Answer (b)(iii) .............................. [1]

(iv) a cube number,

Answer (b)(iv) .............................. [1]

(v) a number such that the sum of its digits is 11.

Answer(b)(v) ............................... [1]

b) Write 84 as a product of its prime factors.

Answer (b) …….…….….….…..… [2]

c) Find the highest common factor of 84 and 24.

Answer (c)………………………… [2]

(c) Directed numbers

General Objective

Page 5 of 306
 - understand and use directed numbers

Specific Objective 1

- apply the four basic operations on directed number

Directed Numbers

- These are numbers which are either positive as well as negative.

- It have sizes (2, 3, -2, -3) and direction, negative (-) and positive (+).
- These numbers can be integers or fractions

Addition and subtraction

Two like signs gives positive e sign

(+, +) or (-, -) give you (+)

Example:

3+4=7

5 - -4 = 9

Two unlike signs give negative sign

Example:

-2 + 9 = 7

-3 – 7 = 10

Multiplication and Division

Multiplication Division

(-) × (-) = (+) (-) ÷ (-) = (+)

(-) × (+) = (-) (-) ÷ (+) = (-)

(+) × (+) = (+) (+) ÷ (+) = (+)

(+) × (-) = (-) (+) ÷ (-) = (-)

Example:

4 × 6 = 24 -64 ÷ -4 = 16

Page 6 of 306
-5 × 6 = -30 -20 ÷ 5 = -4

-3 × -3 = 9 45 ÷ 9 = 5

Mixed example: Calculate

a) 4 × -4 + 20, first multiply (4× -4 = -16) than add 20

-16 + 20 = 4

b) -5 – (-4), first multiply (-) × (-)

-5 + 4, add (-5 + 4)

-5 + 4 = -1

Activity

Work out

a) 8 – 2 x 3 + 5
Answer (a)………………… [1]
b) 2 + (52 – 4) ÷ 3
Answer (b)….……………… [1]
c) 14 – [45 – (26 + 16)] ÷ 5
Answer(c)………………….. [2]

Specific Objective 2

- use directed numbers in practical situations (e.g. temperature change, flood levels)

Vocabulary

English language Mathematics English language Mathematics

language language

Increase Addition (+) sign decreased Subtraction (-) sign

Above Addition (+) below Subtraction (-)

Went up Addition (+) Went up Subtraction (-)

Higher Addition (+) lower Subtraction (-)

Practical Example:

1. At 6 p.m, the temperature outside temperature was 7oc. by 6 a.m, the temperature had dropped
by 13oc.

Page 7 of 306
 What was the temperature at 6 a.m.
= 7oc dropped by 13oc, replace dropped with (-)
= 7oc – 13oc = -6oc,
= at 6am the temperature was -6oc.
2. A submarine was situated 800m below sea level. If it ascends 250m feet, what is its new
position?
800m below (-800m), ascends 250m (+250m)
-800m + 250m = - 550m

Activity:

1. On a certain day the maximum temperature on a mountain is 12°C. During the night the
temperature drops by 16°C. What is the minimum temperature at night?

Answer………………… [1]
2. The table shows the maximum daily temperatures during one week in Punta Arenas.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday

2 °C 3°C 1°C 2.5°C -1.5°C 1°C 2°C

a. By how many degrees did the maximum temperature change between Thursday and
Friday?
Answer:………………………………. °C [1]
b. What are the difference between the greatest and the least of these temperatures?

Answer:…………………………………°C [1]

(d) Vulgar and decimal fractions and percentages

General Objective;

Page 8 of 306
 - To know and use the relationships between vulgar and decimal fractions and percentages.

Specific Objective 1
- use the language and notation of simple vulgar and decimal fractions and percentages in
appropriate context

Vulgar and decimal fractions and percentages

Vulgar fractions Decimal fraction Percentages

1 0.25
Proper fraction 4

5 2.5 25%
Improper fraction 2

2
Mixed number 15
1.4

Decimal fractions are fractions in which the denominators are powers of ten.
8 55 7
= 0.8 = 0.55 = 0.007
10 100 1000

Specific Objective 2

- Recognize equivalence and convert between these forms.

Example:

1. Change 0. 4 to common fraction.

4
= 10, write 4 on top than denominator is 10 since only one digit after the comma.
2. Change 0.4 to percentage
= 0.4 × 100, always multiply with 100 if calculating percentages
= 40%
3. Change 20% to common fraction than to decimal fraction
Percentages is out of 100, than write 20 out of 100
20
= 100

Decimal fraction
20 20
Since 20% is written as , than write 100 in decimal fraction.
100
The denominator of 100 is 2 digits after the comma, = 0.20

Activity:

Page 9 of 306
 1. Change the following fraction to decimal fraction
2
a) 2 11
Answer…………………. [1]
11
b) 8
Answer………………….. [1]

2. Change the following decimals to fractions, in the simplest form.

a) 2.008
Answer:……………….. [1]

b) 0. 06

Answer: ………………….. [1]

3. Write down the following as decimal

a) 28% Answer: …………………… [1]

b) 8.3% Answer: …………………….. [1]

Working with Fractions

Addition
- Before adding fraction, make the denominator the same by finding the lowest common multiply
(LCM)

Example:

1. Simplify
2 2 1
3 1 1 2 +3 +
3 3 4
a) + b) + c) 1 d) 3 1
5 5 4 3 5+ +
4 8 2

Solution
3 2
a) + , since the denominator is the same, add the numerators only; than rewrite 5 as a
5 5
denominator.
3 1 4
+5=
5 5

1 2
b) + 3, make the denominator the same by finding LCM of 4 and 3. LCM = 12 . What numbers
4
can multiply by 4 and 3 to find 12? (12÷ 4 =3, 12÷4 = 3)

Page 10 of 306
 1×3 2×4
= 4 ×3 + 3 ×4

3 8
= 12 + 12

11
= 12

2
+3
3
c) 1 , make 3 and 5 as a fraction as well
5+
4

2 3
+
3 1
= 5 1 , find the LCM of top (3) and bottom(4) fraction
+
1 4

2×1 3×3 2 9
+ +
3×1 1×3 3 3
= 5×4 1×1 = 20 1, add numerators of both top and bottom fraction
+ +
1×4 4×1 4 4

2 9 11
+
3 3 3
= 20 1 = 21 ,change fraction to division (÷ sign
+
4 4 4

11 21
= ÷ , change the division to multiplication and take reciprocal of second fraction.
3 4

11 21
= × , multiply numerator by numerator and denominator by denominator
3 4

231 ÷3
= , simplify by dividing both side by 3
12÷3
77
= 4

1
= 19 4 or 19.25

Subtraction

- Before subtracting fraction, make the denominator the same by finding the lowest common
multiply (LCM)

Example:

2. Simplify

Page 11 of 306
 3 1 3 1
b) - b) -
5 5 4 2

Solution

3 2
(a) - , since the denominator is the same, subtract the numerators only; than rewrite 5 as a
5 5
denominator.
3 1 2
- =
5 5 5

3 1
(b) 4 + 2, make the denominator the same by finding LCM of 4 and 2. LCM = 4. What number can
multiply by 4 and 2 to find 4? (4÷ 4 =1, 4÷2 = 2)

3×1 1×2
= -
4 ×1 2 ×2

3 2
=4-4

1
=4

Activity:

1. Simplify without using calculator

1 1
a) 2 + 14
3

Answer:………………………… [2]
3 2
b) − 13
8

Answer:…………………………[2]
1 2 1
c) 1 4 − 1 3 + 1 3

Answer:……………………………[3]
5 1 1
d) -( ×1 )
6 2 2

Answer:……………………………..[3]

Multiplication

- Multiply numerator by numerator and denominator by denominator

Page 12 of 306
Example:

1. Simplify
3 1 1 1
a) ×5 b) 2 3 ×
4 5

Solution
3 1 3
a) × 5 = 20
4

1 1
b) 2 3 × convert mixed number to improper fractions
5

+1 1
=2 3×
× 5

7 1
= × ,
3 5

7
= 15

Division

- First change division sign to multiplication sign, by writing the second fraction as a reciprocal
than multiply.
1 1
÷ 4
2
Example

1. Simplify 1 4
3 6 5 15 ×
a) ÷ 10 b) 7 ÷ 21 2 1
5

Solution
3 6 5 15
a) ÷ b) 7
÷ 21
5 10

3 10
=5× , multiply (3 by 10 and 5 by 6) 5 21
6 = 7 × 15
30
= 105
30 = 105= 1
=1

Activity

Simplify without using calculator.

Page 13 of 306
 1 1 1
b) - 12 ×
3 4

Answer: ……………………………. [2]

1 2 1
b) 1 4 ÷ 1 3 + 1 3

Answer:…………………………... [2]
−1 3
+
2 8
c) −1 3
−
2 8

Answer:…………………………… [3]

75
d)    73
 6 

Answer: ……………………………. [2]

Specific Objective 3

- Calculate a given percentage of a quantity.

Page 14 of 306
Example:

1. Calculate 35% of N$ 450. 00

2. What is 45% of 800m

Solution
35 45
1. × N$ 450.00 2. × 800m
100 100

= N$ 157. 50 = 360m

Specific objective 4

- Express one quantity as a percentage of another

Making a percentage means fraction × 100

𝐺𝑖𝑣𝑒𝑛 𝑎𝑚𝑜𝑢𝑛𝑡
× 100
𝑇𝑜𝑡𝑎𝑙 𝐴𝑚𝑜𝑢𝑛𝑡

Example;

1. What percentage is 60cm of 150cm

2. Anna got 55 out of 80 in mathematics test. What percentage did Anna got in a test?

Solution
60cm 55
1. × 100 2. 80 × 100
150cm

= 40% = 68.75%

Specific objective 5

- calculate percentage increase and decrease

Page 15 of 306
NB: Finding the amount after the percentage increase or decrease

Example;

Method 1: First find the increased or decreased amount than add it to the original amount.

Increase Decrease

1. Increase a price of N$ 160,00 by 15%. 2. Decrease a price of N$ 160,00 by 15%

15 15
Increased amount = 100 × N$ 160 Decreased amount = 100 × N$ 160

= N$ 24 = N$ 24
Add the original amount; Subtract the original amount;
N$ 160 + N$ 24 = N$ 184 N$ 160 - N$ 24 = N$ 136

 N$184 is a new price  N$ 136 is a new price

Method 2: First, add or subtract the percentage than find the percentage of the quantity.

Increase Decrease

3. Increase a price of N$ 160 by 15%. 4. Decrease a price of N$ 160 by 15%

100% + 15% = 115% 100% - 15% = 85%

115 85
= 100 × N$ 160 = 100 × N$ 160

= N$ 184 = N$ 136

 N$184 is a new price  N$ 136 is a new price

Activity;

1. Calculate 13.5% of N$2 050.

Answer:……………………………[1]

Page 16 of 306
2. A survey at a school looked at which soft drink 150 learners preferred. 42% preferred soda A, 38%
preferred soda B and 20% preferred soda C.

a) Calculate how many learners preferred soda A or soda C.

Answer:………………………………………...[3]

b) A can of soda A costs N$6.50. A can of soda B costs N$6.30. The price of soda A increases by 8%
and soda B increases by 10%.

Answer: …………………………………….[2]

c) Calculate which soda will cost more after the increases and by how much.

Answer:……………………………………… [4]

d) The school makes a profit of 35c on each can of soda sold. 350 cans of soda are sold a day.
Calculate the profit made by the school in a five day week.

Answer:…………………………………….. [2]

NB: Calculate percentage increase and decrease

- First, find the amount of increased or decreased by adding/subtracting quantities.

Page 17 of 306
 𝐼𝑛𝑐𝑟𝑒𝑎𝑠𝑒/𝑑𝑒𝑐𝑟𝑒𝑎𝑠𝑒𝑑 (𝐴𝑚𝑜𝑢𝑛𝑡)
× 100
𝑂𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝐴𝑚𝑜𝑢𝑛𝑡

Examples;

1. Last month the water bills was N$500, this month the water bills is N$650.
Calculate the percentage increase.
2. Jet mart reduces all school uniform which cost N$ 120 to N$ 90.
3. Calculate the percentage loss

Solution

1. Increase = This month amount – last month amount

= N$ 650 – N$ 500
= N$ 150
To find the percentage increase
𝐼𝑛𝑐𝑟𝑒𝑎𝑠𝑒)
= × 100
𝑂𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝐴𝑚𝑜𝑢𝑛𝑡

𝑁$150
= × 100
𝑁$500

= 30%

2. Decrease = Cost price – selling price

= N$ 120 – N$ 90
= N$ 30

To find the percentage decrease

𝐷𝑒𝑐𝑟𝑒𝑎𝑠𝑒)
× 100
𝑂𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝐴𝑚𝑜𝑢𝑛𝑡

𝑁$30
= × 100
𝑁$120

= 25%

Specific objective 6

- Carry out calculations involving reverse percentages, e.g. finding the cost price, given the
selling price and the percentage profit.

Page 18 of 306
Reverse percentage (finding the original quantity)
100
× given quantity
𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒

Example;

1. If 20% of a length is 23cm, what is the complete length?

2. Calculate the cost price of a bicycle that was sold for N$785.28 at a profit of 19.5%

Solution
100
1. × given quantity
𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒

100
= × 23cm
20

= 115cm

2. Profit, increase than add the given percentage to 100%

100% + 19.5% = 119.5%

100
Cost price = × given quantity
𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒

100
= × 785.28
119.5

= N$ 657. 14

Activity;

1. In a class of 45 learners there are 29 boys. The class takes a mathematics test at the end of
every month. Each test is out of 30 marks.
a) What percentage of the class are girls?

Answer: …………………………………. [2]

b) At the end of September only 31% of the learners in the class passed the test.
How many learners passed the test at the end of September?

Page 19 of 306
 At the end of September, learners have to get 18 marks to pass the test. This was 6% more than the
pass mark for the end of August.

Calculate the pass mark for the end of August.

Answer:……………………………………..[2]
(d) The end of August, 24 learners passed the test. What was the percentage decrease in the pass rate
between the months of August and September?

Answer: ……………………………………. [2]

(e) Ordering

General Objectives

- Order quantities by magnitude.

Specific Objectives

- Order quantities by magnitude and demonstrate familiarity with the symbols = , ≠ , > , < , ≤ ,
≥

Example;

1. Write these numbers in order of their size, starting with smallest number.
2. Write the following lengths in order of magnitude, starting with the smallest.
1
245 mm, 19 cm, 0.04 m, 4 m

Solution
1.

Page 20 of 306
 82
, 82%, √0.674
99
- First, convert them to decimal numbers 1st and 2nd numbers are the same.
82
= 0. 82828282828282 start comparing from the 3rd number.
99
82
82% = 100 = 0.82000
√0.674 = 0.82097503

In ascending order:
82
82% < √0.674 < 99

1
2. 245 mm, 19 cm, 0.04 m, 4 m convert all units to mm since it is the smallest unit

245 mm = 245mm
19 cm ×10 = 190mm
0.04 m × 1000 = 40 mm Arrange them according to size, from smallest to biggest
1
m × 1000 = 250mm numbers.
4

1
Ascending order: 0.04 m < 19cm < 245mm < 4 m

(f) Standard form

General objective

- know how to express very large and very small numbers in standard form
Specific objective 1
- express numbers in standard form A × 10n where n is an integer (including zero), and 1 ≤ A
< 10

NB: Very large or small numbers are usually written in standard form A × 10n, where 1 ≤ A < 10 and
n is an integer.

Example;

1. Express the following numbers in standard form

a) 2 350 000
b) 0.00567

Solution

a) 2 350 000

Page 21 of 306
 = 2, 35 × 106

b) 0.00567
= 5, 67× 10 -3
2. Express the following standard number into ordinary notation
a) 2,85 × 104
b) 1.7 × 10 -2

Solution

a) 28 500 b) 0, 017

Activity;

1. Write 0.00759 In standard form

2. Write 305 in standard form
3. Write 3.9 × 10 8
4. Write 2.4 × 10 -4

Specific object 2

- perform the four basic operations with expressions written in standard form

NB: Calculator skills in standard form

Example;

Simplify

a) 2.9 × 10 3 + 4.3 × 10 -1
b) 2.3 × 10 -3 × 7.2 × 10 -5

Solution

a) 2.9 × 10 3 × 4.3 × 10 -1
 Press 2.6, Press Exp, press 3, press ×, press 4.3, press Exp, press -1, press = 1 247
2.9 Exp 3 × 4.3 Exp -1 = 1 247

b) 2.3 × 10 -3 × 7.2 × 10 -5
 Press 2.3, Press Exp, press -3, press +, press 7.2, press Exp, press -5, press = 0.002372
2.9 Exp 3 + 7.2 Exp -5 = 0.002372

0.00372 = 2. 372 × 10 -3 in standard form

Common Prefixes

Page 22 of 306
(g) Four basic operations

General Objective

- Develop further understanding of the application of four basic operations to numbers.

Specific Objective
- apply the four basic operations to perform calculations with integers , decimal fractions and
vulgar (and mixed) fractions, including correct order of operations and use of brackets.
Example;

(h) Estimations

General Objective

- know how to estimate numbers and quantities

Specific Objective 1,
- make estimates of numbers and quantities

NB: - Estimate is to make a rough guess or calculation

- Rounding is scaling numbers either up or down.

Place value

Page 23 of 306
Example1: place 2 356. 341 in correct place value

Solution

thousands Hundred Tens units tenths hundredths thousandths

s

2000 300 50 6 3 4 1
or 0.3 or 0.04 or 0.001
10 100 1000

Example 2:

Round each number to the nearest number given in the bracket

a) 3 467 (hundred) b) 347.5 (unit) c) 23.246 (tenths)

Solution

a) 3 467 (hundred), starting counting from left to right (4 represent hundred,6 round up)
= 3 500
b) 347.5 (unit), 7 represent unit and 5 is rounding up
= 348
c) 23.246 (tenths) , 4 represent tenths and 4 round down
= 23. 2

Specific Objective 2

- give approximations to specified numbers of significant figures and decimal places

Rounding: decimal places

- Start counting from comma going left.

Example;

1. Round the following numbers to the degree of accuracy given.

a) 3.568 (2 d.p) b) 67. 90647 (4 d.p) c) 9. 0997 (3 d.p)

Solution

a) 3.568 (2 d. p), 6 represent 2 d.p and 8 rounding up

= 3.57

b) 67. 90647 (4 d.p), 4 represent 4 d.p and 7 rounding up

Page 24 of 306
 = 67. 9064
c) 9. 0997 (3d.p), 2nd 9 from comma represent 3 d.p and 7 rounding up
= 9. 100

Rounding: Significant figure

 All non – zero digit are significant and zero (or zeros) between non-zero digits is (are)
significant.

E.g. 2367 or 2304

 In a decimal, zeros before the first non-zero digit are not significant while zeros after the last
non-zero digit are significant.

e.g. 0.0034 none of the zero is significant figure

0.50042 1st 0 not sf but the two zeros are sf because they are between numbers

Examples;

1. Write 2357 to,

a) 1 significant figure b) 3 significant figures

Solution

a) 2357(1 sf), 2 represent 1sf and 3 rounding down, replace zeros in other place value

= 2000

b) 2357 (3 sf), 5 representing 3sf and 7 rounding up

= 2 360

2. Write 0,0547 to,

a) 1 significant figure

b) 2 significant figure

NB – start counting from the non – zero digit, from 5.

Solution

a) 0,0547 (1 sf), 5 represent 1 sf and 4 rounding down

= 0.05
b) 0, 05473 (3 sf), 7 represent 3 sf and 3 rounding down.
= 0.0547

Specific objective

- Round off answers to reasonable accuracy in the context of a given problem.

Page 25 of 306
Example:

1. Calculate the area of a circle with radius 3.8 cm and give the answer to 3sf
2. Calculate 0.53 × 11.42 and give the answer to two decimal places.

Solution

1. 𝐴 = 𝜋𝑟 2
= 𝜋(3.8)2
= 3.142 × 14.44
= 45.347048, (3sf)
= 45. 35cm2

2. 0.53 × 11.42
= 6.0526 (2 d.p)
= 6.05

Activity;

1. The population of Namibia is 2 588 102. Write the population to three significant figures
2. Calculate the following; give your answer to 3sf.
a) 16.2 cm × 5.1cm

√65
b) 4

(i)Limits of accuracy

General Objective

- know that estimated values have specified bounds of acceptance

Specific Objective 1
- give appropriate upper and lower bounds for data given to a specified accuracy (e.g. any
measured quantities).
NB: - limit of accuracy is to work out its highest and lowest possible values according to the limit of
accuracy provided.
- These outcomes are referred to as a upper and lower bound
- First find the value before calculating upper and lower bound.
- The first number (included) in the set is called lower bound
- The last number (excluded) in the set is called upper bound

Example;
1. The distance between Rundu and Nkurenkuru is 135km, to the nearest 5km. Find the upper
and lower bound

Page 26 of 306
Solution;
Find value = 5km ÷2
= 2.5km, add/subtract value from 135km to find upper/lower bound.
Upper bound = 135km + 2.5km Lower bound = 135km – 2.5km
= 137.5km = 132.5km
Inequality: lower bound ≤ distance < upper bound
132.5 ≤ distance (km) < 137.5

Activity;
The length of the rope is 57cm to the nearest 1 decimal place. Find the upper and lower bound.

Specific Object 2
- Obtain appropriate upper and lower bounds to solutions involving all four basic operations
(e.g. the calculation of the perimeter or area of a rectangle) given data to specified accuracy.

Activity
1. Calculate the lower and upper bounds for the following calculations, if all the numbers are
given to 2 s.f.
6.8  42
a) 3. 5 + 5.4 b) 6.3 × 0.65 c)
120

(j) Ratio, Rate and Proportion

General objective

- understand the use of ratio, rate and Proportion

Specific Objective 1
- apply the ideas and notation of ratio, direct and inverse proportion and rate to practical
situations

Ratio
1. The ratio of a to b, written as a : b, is a ÷ b or ab , where b ≠ 0.
2. A ratio has no units and it is written in the simplest form

Example;

1. Simplify the following ratio

2 1
a) 50 cm : 20m b) 3.5 : 7 c) :
3 2

Solution

a) Change the units to be the same by converting meters to cm

Page 27 of 306
 50 cm : 20 ×100 = 50cm: 2 000 cm, divide both sides by 50cm (÷50)

= 1: 40

b) Multiply 10 both sides

3.5 ×10: 7 × 10
= 35: 70, divide both sides by 35 (÷35)
= 1: 2

2 1
c) : 2, make denominator the same by finding LCM = 6 (
3

2×2 1×3
:
3×2 2×3

4 3
= 6 : 6 , cancel the denominator

= 4:3

Specific Objective 2

- Divide quantity in a given ratio

Example;

1. Divide N$ 450 in a ratio of 2: 3: 4

Solution

- First add up the numbers of the ratio to find the total ratio.
2+3+4=9
- Write each ratio in a fraction and multiply by given amount
2 3 4
× N$ 450 × N$ 450 × N$ 450
9 9 9

= N$ 100 = N$ 150 = N$ 200

Specific Objective 2

- Increase and decrease a quantity by a given ratio

NB: Increase, write ratio in fraction with big number on top

5
e.g. 3: 5 into
3

- Decrease, write ratio in fraction with small number on top

3
e.g. 3:5 into 5

Example;

Page 28 of 306
 1. Increase 50 in a ratio of 3: 4
2. Decrease 50 in a ratio of 3: 4

Solution
4 3
1. × 60 2. × 60
3 4
= 80 = 45

Specific Objective

- Scales in practical situations

Map Scales

If the linear scale of a map is 1: r, it means that 1 cm on the map represents r cm on the actual piece
of land.
If the linear scale of a map is 1: r, the corresponding area scale of the map is 1: r2.

Example;
1. In the map of a town, 10 km is represented by 5 cm.
a) What is the actual distance if it is represented by a line of length 2 cm on the map?
b) Express the map scale in the ratio 1: n.
c) Find the area of a plot of land that is represented by 10 cm2.

Solution
a) Given that the scale is 5 cm : 10 km , divide both sides by 2 (÷2)
= 1 cm : 2 km
Therefore, 2 cm : 4 km
b) Since 1 cm : 2 km,
= 1 cm : 2000 m
= 1 cm : 200 000 cm (Convert to the same units)
Therefore, the map scale is 1 : 200 000.
c) 1 cm : 2 km
= 1 cm2 : 4 km2
= 10 cm2 : 10 × 4 = 40 km2
Therefore, the area of the plot of land is 40 km2.
Given the ratio and one outcome:

Example;
1. Apples and orange are divided in the ratio 3: 4. There are 15 apples, how many oranges are
there.

Solution 3x = 60, divide 3 both sides

3𝑥 60
=
3 3

x = 20, there are 20 oranges.

Page 29 of 306
Apples: Orange
3 : 4
15 : x , cross multiply

Rate

General Objective

- understand the use of ratio, rate and proportion

Specific Objective 1

- calculate average speed

Formulae:
𝐷𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝐷𝑖𝑠𝑡𝑎𝑛𝑐𝑒
Speed = Time = distance = speed × time
𝑇𝑖𝑚𝑒 𝑆𝑝𝑒𝑒𝑑

Examples

1. Calculate the average speed of a car that travels 587 km in 6 hours.

2. A car travels at an average speed of 92km/h. Calculate the average distance the car can travel
in
3 hours.

Solution
𝐷𝑖𝑠𝑡𝑎𝑛𝑐𝑒
1. Speed = 2. Distance = speed × time
𝑇𝑖𝑚𝑒

587𝑘𝑚
Speed = = 92km/h × 3 h
6ℎ𝑟𝑠

= 97.833333 (3sf) = 276 km

= 97.8

Page 30 of 306
Activity;

Peter is a marathon runner who partakes in Boston marathon. He ran 42.5 km at a speed of 19.63km/h.

Calculate the time Peter ran in this competition.

Answer:………………………………………[3]

Specific Objective 2

- solve problems involving common measures of rate

Example;

NB: Rate is comparing numbers with different units.

e.g. speed (km/h)

Example;

1. The speed of a racing car is 256 km/h.

2. A car uses 45𝑙of petrol over a distance of 540 km, determined the rate of fuel consumption
in 𝑘𝑚/𝑙 .

Solution
𝑘𝑚
1. 256 km/h, write in vulgar fraction ( )
ℎ
120𝑘𝑚
= convert top and bottom units to m and s, 1km = 1000m, 1hour = 3600seconds
1ℎ

120𝑘𝑚 ×1000
= 1ℎ ×3600

120 000𝑚
= 3600𝑠

= 33.333333 (3 sf)

= 33.3m/s

540𝑘𝑚
2. Rate = = 12km/l
45𝑙

Page 31 of 306
Activity;

1. Calculate the price of 50l of petrol if petrol costs N$ 3.95 per litre.

Answer:………………………………[2]

2. Anne-Francoise took part in a charity walk. She walked 43.4 km at an average speed of 2.8
km/h.
a) For how long did she walk?

Answer:……………………………[2]
b) She started to walk at 20 40. At what time on the next day did she finish the walk?

Answer:…………………………………..[3]

Proportion

General Objective

- understand the use of ratio, rate and proportion

Specific Objective

- apply the ideas and notation of ratio, direct and inverse proportion and rate to practical
situations.

Diagram

Direct proportion

Example;

A machine labels 500 bottles in 4 minutes. How many bottles will it label in one hour?

Page 32 of 306
Solution

bottle: time (min)

500 : 4

x : 60 , cross multiply

4x = 30 000, divide 4 both sides

4𝑥 30 000
=
4 4

x = 7 500, in hour the machine can make 7 500 bottle.

Indirect (inverse) proportion

Example;

1. It takes four men to repair a road for three days. How long will it take 2 men to do the same
works?

Solution
𝑘 𝑘
k = xy, x = 𝑦, y = 𝑦

men (x) 4 2

days (y) 3

constant (k) 12 12

12
𝑦= 2

= 6 days needed for four men.

Specific Objective

-
express direct and inverse variation in algebraic terms and use this form of expression to find
unknown quantities (contextually or algebraically)
Finding the equation of a direct or indirect variation

Direct Variation

- If 𝑦 is directly proportional to x, then 𝑦 = 𝑘𝑥, where 𝑘 is a constant and 𝑘 ≠ 0. Therefore,

when the value of 𝑥 increases, the value of 𝑦 also increases proportionally by a constant 𝑘
Direct proportion sign œ

Page 33 of 306
Example:

1. The height, h centimeters reached by an object thrown vertically upwards is proportional to the
square of the speed 𝑣 meters per second with which it is thrown. When 𝑣 = 4 ℎ = 80
a) Find an equation connecting ℎ and 𝑣
b) Find the height reached by the object thrown upwards at 6 meters per second.

Solution

1. a) ℎ œ 𝑣 2
ℎ = 𝑘𝑣 2
80 = 𝑘42
80 𝑘16
80 = 𝑘16 , divide both sides by 16 =
16 16
𝑘=5
Equation: ℎ = 5𝑣 2
b) Using the equation created at (a) to find ℎ.
ℎ = 5𝑣 2
ℎ = 5 𝑥 (6)2
h = 5 x 36
ℎ = 180𝑚

Indirect Variation
𝑘
- Two variables that can be expressed by an equation; 𝑦 = where 𝑦 is dependent variable, 𝑥
𝑥
independent variable and 𝑘 is a constant.
1 𝑘
- Inverse proportion sign 𝑦 œ 𝑥 𝑦= 𝑥

Example;

1. The force of attraction, 𝑓 Newton, between two magnets varies inversely as the square of the
distance, 𝑑 cm, between them. When the magnets are 2 cm apart, the force of attraction is 32
Newton.
a) Find the equation connecting 𝑓 and 𝑑.
b) Calculate d when F = 2.

Page 34 of 306
Solution

(a)
1 𝑘
𝑓 œ 𝑑2 𝑓 = 𝑑2

𝑘
32 = 22

𝑘
4 𝑥 32 = 𝑥4 Multiply both sides by 4
4

128 = 𝑘
128
Equation; 𝑓 = 𝑑2

(b) To calculate d, use formula from (a)

128
𝑓= , find d when 𝑓 = 2
𝑑2

128
𝑑2𝑥 2 = 𝑥 𝑑2 Multiply both sides 𝑑 2
𝑑2

2𝑑 2 = 128, divide both sides by 2

2𝑑2 128
=
2 2

𝑑 2 = 64 , apply √ both sides

√𝑑 2 = √64

𝑑=8

Activity;

1. Sets of Chinese dolls are made to fit inside each other. They are exactly the same shape and
are mathematically similar.

Page 35 of 306
 a) The volume (V) of a Chinese doll is proportional to the cube of its height (h).
The volume of a 5 cm high doll is 20 cm3.
Find the equation for V in terms of h.

Answer:…………………………………..[3]
b) Find the volume of a 10 cm high doll.

Answer:………………………………..[2]
2. The braking distance, d, of a car is directly proportional to the square of the speed, v.
When d = 5, v = 10.
a) Find the equation

Answer:…………………………………..[3]
b) Find d when v = 70.

Answer:………………………………..[1]

(k) Use of an electronic calculator

General Objectives
- know how and when to use an electronic calculator

Specific Objective
- use an electronic calculator efficiently
- apply appropriate checks of accuracy

(l) Money and Finance

General Objective
- Know and understand issues involved in personal and household finances.

Specific Objective 1
- Solve problems involving money and convert from one currency to another.

Page 36 of 306
NB: - The money a country uses is known as a currency

Country Currency Example

Namibia Namibian Dollars N$

Botswana Pula Pula

South Africa Rand R

United State US dollars U$

United Kingdom Pound £

Exchange rate

- Use method of direct proportion that involve cross multiply

Examples;
1. Given that, the exchange rate is $1 = N$ 12.45
a) Change N$ 800 to $
b) Change $500 to N$
Solution
1. a) first write the units of the currency on top
$ N$
1 12.45 cross multiply
𝑥 800
12. 45𝑥 = 800, divide both sides by 12.45
𝑥= $ 64. 25702811(Money to 2d.p)
𝑥 = $64.26

(b)
$ N$
1 12.45 cross multiply
500 𝑥
𝑥 = 500 × 12.45
𝑥= N$ 6 225

Page 37 of 306
Activity,
1. In January Mrs Jones wanted to change £2 500 into Namibia dollars when the exchange rate
was £1 = N$17 .96. Before the bank changes the money into Namibia Dollars, they deduct
a commission of 1.5% of the amount in pounds.

(a). Calculate the commission charged

Answer (a): £............................................[1]

(b). How much did Mrs. Jones receive in N$ after the changing the remaining amount.

Answer (b) N$.......................................... [3]

Specific objective 2
- use given data to solve problems on personal and household finance involving earnings, rate
of charge, simple interest and compound interest, discount, profit and loss

Interest:
Simple interest
- It is calculated only on original amount (P)
- The interest is the same each year
Formula:
𝑝 ×𝑅 ×𝑇
Simple Interest = if Time in years, p is principle
100

𝑝 ×𝑅 ×𝑇
Simple Interest = 100 ×12 if Time in month
P, principle (money borrowed or invested)
R, rate (always in %)
T, time (in years or months)

Page 38 of 306
Example
1. Maria Invested N$ 900 in the bank for 4 years at a rate of 12%
How much money will Maria have after 4 years
2. Peter borrowed N$ 2000 to be paid in 5 months at a rate of 17%.
How much will peter pay altogether

Solution
𝑁$900 ×12 ×4
1. SI = 100

43 200
= 100

= N$ 432 This the interest

To find the total = interest + principle
= N$ 432 + N$ 900
= N$ 1 332
𝑁$2000 ×17 ×5
2. SI = 100 ×12

N$ 170 000
= 1200
= N$141. 66666667 (money 2 d.p)
= N$ 141. 67
Activity;
1. Alise invested N$P for 9 months at the rate of 4% simple interest per year. She received
N$39 interest.
Calculate the value of p

Compound Interest
- The interest is calculated on the actual amount in the account.
- Interest is added to the amount and it keeps on changing every year.
The Formula:
𝑟
𝐴 = 𝑃(1 + 100)𝑛
A Total amount
P principal (money borrowed or invested)
N number of years

Page 39 of 306
Example;
1. Mr Smith borrowed N$ 50 000 from a bank to buy a car. He must pay 16% per annum
compounded interest on his loan. He repays his loan after a two year period.
a) What is the total amount he pays back to the bank
b) What is the interest over the 2 years.

NB: There are two methods to use:

Method 1: Compound Interest formula

a)
𝑟 𝑛
𝐴 = 𝑃 (1 + )
100
16 2
𝐴 = 𝑁$ 50 000(1 + ) Solve the bracket first
100
𝐴 = 𝑁$ 50 000(1 + 0.16)2
𝐴 = 𝑁$ 50 000(1.16)2
𝐴 = 𝑁$ 50 000 (1.3456)
𝐴 = 𝑁$67 280 total amount
b) Interest = total amount – principle
= N$ 67 280 – N$ 50 000
= N$ 17 280
Method 2: using simple interest formula to calculate compound interest
𝑁$50 000 ×16×1
Year 1: 𝑆𝐼 = 100
800 000
𝑆𝐼 = 100
𝑆𝐼 = 𝑁$ 8000 Interest for 1st year, find total for 1st year
𝑇𝑜𝑡𝑎𝑙 = 𝑁$ 50 000 + 𝑁$ 8000
= 𝑁$ 58 000 This is principle in year 2.

𝑁$50 000 ×16×1

Year 2: 𝑆𝐼 = 100
𝑁$58 000 ×16×1
𝑆𝐼 = 100
928 000
𝑆𝐼 = 100

= 9280 Interest for year 2, find total for year 2

𝑇𝑜𝑡𝑎𝑙 = 𝑁$ 58 000 + 𝑁$ 9280
= 𝑁$ 67 280
NB; The disadvantages of using method 2 is when number of years are many.

Page 40 of 306
 Activity;
1. Mrs. Hausiku borrowed N$ 150 000 at 10% compounded annually. Calculate amount of
money she receives if she invested it for 3 years

…………………………………….[3]

Personal Income

Salaries A specific amount of money paid to you at the end of every month

wages A specific amount of money paid to you at the end of every week

Hourly pay A specific amount of money paid to you per hour

Commission Extra percentage paid for the value of order a person has sales

Piece - work Money paid to a person for completing a particular task

Examples;
1. Ndinelao wants to raise N$750 for the Grade 10 educational tour organized by the LRCs. In order to
raise this amount she gets a part-time job at Furnimart, earning 5% commission for each television set
she sells and 12% commission for each fridge she sells. Each TV is worth N$2500 and each fridge
worth N$ 7 999.
a) Calculate the commission she gets for selling 2 television set and 1 fridge.

b) How much more did she make on top of the N$ 750

Solution
a) (i) Television set:
5
𝐶𝑜𝑚𝑚𝑖𝑠𝑠𝑖𝑜𝑛 = × 𝑁$ 𝑁$ 2500
100

= N$ 125 × 2 (two TV set were bought)

= N$ 250

(ii) Fridge
12
𝐶𝑜𝑚𝑚𝑖𝑠𝑠𝑖𝑜𝑛 = × 𝑁$ 𝑁$ 7 999
100

= N$ 959. 88

Page 41 of 306
 b) First add the commission
𝑁$250 + 𝑁$959.88 = 1 209.88
Subtract N$ 750 from total commission
𝑁$ 1 209.88 − 𝑁$ 750
=N$459.88

Activity
1. Martin wants to raise N$500 for his taxi fare. In order to raise this amount he gets a part-time
job, where he is earning 25% commission for selling herbal life product each worth N$120.
(a) Calculate the commission she gets for selling 12 items.

Answer (a) N$.......................................................... [2]

(b) How many products must he sell to raise enough money for his taxi fare?

Answer (b)................................................................ [3]

Specific Objective
- extract data from tables and charts
- interpret and perform calculations involving simple bills and payment receipts (e.g.
telephone and cell phone bills, till receipt bills, municipal bills and clothing account
statements)

Simple Bills
Example

The invoice below was completed halfway by Mr Cooper, the plumber.

Page 42 of 306
 a) Calculate each value from (i) to (v).
total
(i) 𝑇𝑜𝑡𝑎𝑙 = 𝑞𝑢𝑎𝑛𝑡𝑖𝑡𝑦 × 𝑝𝑟𝑖𝑐𝑒 𝑝𝑒𝑟 𝑢𝑛𝑖𝑡 (ii) Quantity = price per unit
740.40
= 5 × 3.35 = 246.80
= 16.75 =3
668.85
(ii) = (iv) 𝑡𝑜𝑡𝑎𝑙 = 9𝑚 × 74.45
7
= 670.05
= 95.55
4 200
(v) = = 350
12

b) Calculate 15% VAT on the total.

15
VAT = × N$ 6296.05
100

= 𝑁$ 944.4075 (Money 2 d,p)

= N$ 944.41

(c) Find the total price after VAT has been added.

Total + VAT = N$ 6 296.05 + N$ 944.41

= N$ 7213,46

Page 43 of 306
Activity
1. The table shows a water and electricity bill of an account holder.

(a) Find the current water meter reading.

Answer:………………………………[1]
(b) Calculate the water tariff (price) per kilolitre.

Answer:……………………………………….[2]
(c) Find the previous electricity reading.

Answer:………………………………………. [1]
(d) Calculate the electricity tariff (price) per kilowatt.

Answer:………………………………………….. [2]
(e) How much does the town council charge for refuse removal?

Answer:…………………………………….[1]

Page 44 of 306
 Specific Object

- interpret personal income tax tables and determine the tax payable on an amount earned

Income taxi

- Part of income that citizens or companies pay to the government to build hospital, roads,
schools, airports
- The high the salaries or income the more tax a person will pay.

Formula;

Taxable income = Gross income – allowable deductions

Example;

Study the following individual income tax table and use it to answer the following questions.

Tax Taxable amount : Rates of tax:

bracket
Where the taxable amount-

A Does not exceed N$50 000 No tax payable

B Exceeds N$50 000 but does not exceed 18% of the amount by which taxable
amount exceeds N$50 000
N$100 000

C Exceeds N$100 000 but does not exceed N$9 000 + 25% of the amount by which
taxable amount exceeds N$100 000
N$300 000

D Exceeds N$300 000 but does not exceed N$59 000 + 30% of the amount by which
taxable amount exceeds N$300 000
N$500 000

E Exceeds N$500 000 N$119 000 + 32% of the amount by which

taxable amount exceeds N$500 000

Mr Belo earns a gross income of N$120 000 per year. His allowable deductions per year add up to N$ 11
500.

(a). Calculate Mr Belo’s taxable income

𝑡𝑎𝑥𝑎𝑏𝑙𝑒 𝑖𝑛𝑐𝑜𝑚𝑒 = 𝑔𝑟𝑜𝑠𝑠 𝑖𝑛𝑐𝑜𝑚𝑒 − 𝑎𝑙𝑙𝑜𝑤𝑎𝑏𝑙𝑒 𝑑𝑒𝑑𝑢𝑐𝑡𝑖𝑜𝑛𝑠

𝑡𝑎𝑥𝑎𝑏𝑙𝑒 𝑖𝑛𝑐𝑜𝑚𝑒 = 𝑁$ 120 000 − 𝑁$ 11 500

Page 45 of 306
𝑡𝑎𝑥𝑎𝑏𝑙𝑒 𝑖𝑛𝑐𝑜𝑚𝑒 = 𝑁$ 108 500

(b).Which tax bracket will be used to calculate Mr Belo’s income tax?

Find the row in which N$ 108 500 fit this must row C between 100 0000 – 300 000

The rate of tax for row C is 𝑁$ 9000 + 25% , that’s is the tax bracket

Tax bracket = N$ 9000 + 25%

(c). Use the table to calculate the income tax that Mr Belo should pay at the end of the year.

First; subtract 100 000 from taxable amount

108 500 − 100000 = N$ 8 500

Use rate of tax (formula)/ tax bracket to calculate income tax

𝑖𝑛𝑐𝑜𝑚𝑒 𝑡𝑎𝑥 = 𝑁$9000 + 25%

25
𝑖𝑛𝑐𝑜𝑚𝑒 𝑡𝑎𝑥 = 𝑁$9000 + (100 × 𝑁$ 8500)

𝑖𝑛𝑐𝑜𝑚𝑒 𝑡𝑎𝑥 = 𝑁$9000 + (𝑁$2 125)

𝑖𝑛𝑐𝑜𝑚𝑒 𝑡𝑎𝑥 = 𝑁$9000 + 𝑁$ 2125

= N$11 125 the amount payable per year; to get per month divide by 12.

Activity;

Study the following individual income tax table and use it to answer questions.

Tax Taxable amount : Rate of tax:

bracket
Where the taxable amount-

A Does not exceed N$40 000 No tax payable

B Exceeds N$40 000 but does not exceed 15% of the amount by which taxable
amount exceeds N$40 000
N$80 000

C Exceeds N$80 000 but does not exceed N$6 000 + 20% of the amount by which
taxable amount exceeds N$80 000
N$150 000

Page 46 of 306
 D Exceeds N$150 000 but does not exceed N$20 000 + 25% of the amount by which
taxable amount exceeds N$150 000
N$250 000

E Exceeds N$250 000 N$45 000 + 30% of the amount by which

taxable amount exceeds N$250 000

Mrs. Veyo earns a gross income of N$12 000 per month. She does not pay tax per month on the following:
N$ 200 for tertiary study and N$350 for Pension.

(a). Calculate Mrs. Jones’ gross earnings for the year

Answer…………………………… [1]

(b). Calculate the total tax deductibles for the year

Answer…………………………… [1]

(c). Calculate Mrs. Veyo’s taxable income

Answer…………………………… [1]

(d).Which tax bracket will be used to calculate Mrs. Veyo’s income tax:

Answer…………………………… [1]

(d). Use the table to calculate the income tax that Mrs. Veyo should pay at the end of the year.

Answer…………………………… [3]

Page 47 of 306
MENSURATION

Perimeter
EXAMPLE
1. Calculate the perimeter of the triangles

(a) (b) ( c)
7cm 9cm 8cm
5cm

3cm
8cm 4cm

SOLUTIONS

perimeter = ADD UP ALL SIDES . IN EXCEPTION OF THE LINE INSIDE THE SHAPE.

(a) P =8 +8+8 (b) P = 7+9+3 (c ) P = 8+5+4

= 24cm = 19cm =17cm

Triangles (example)
1 2 3
3
7cm 5cm
5cm
9cm

4cm 6cm
8cm
1 1
√3 1 × 4 × 5 = 10 𝑐𝑚2 × 9 × 6 ×= 27
A= × S×S or A =2 b×h 2 2
4

√3 1
= ×8×8 = 2 ×8×√48
4

=27.71281292 = 27.7 c𝑚2 = 27.7 c𝑚2 (3s.f)

1
A= 2 ×(a +b)h

Page 48 of 306
Area of quadrilaterals

1
A= 2 ×(a +b)h

(c) 6
(a) 5
3 (b)
A= lxb A =s×s
6 7 10
2
(d)
12 12
8
12 9
A =b×h (f)

(e)

4
1
A = 2 ×d1×d2

 CIRCUMFERENCE AND AREA OF A CIRCLE

radi circumferen
us ce

EXAMPLES diamete
r
5c
10c m
m

C = 2𝜋𝑟 OR C = 𝜋d 𝐴 = 𝜋𝑟 2

Page 49 of 306
NB: Diameter is two times the radius ( so when you have the diameter,divide it by 2 to get the
radius )
10
C = 2×3.142× or c = 3.142×10 A = 3.142× 52
2

= 2× 3.142×5 = 31.42cm = 78.55 𝑐𝑚2

= 31.42cm

 SURFACE AREA AND VOLUME OF CUBES ,CUBOID, CYLINDERS AND OTHER

PRISMS

Surface Area
8cm

3cm CYLINDER 10cm

CUBE CUBOID

2cm
5cm 7cm

Formulae used to calculate the surface area

1. TSA (Cube) = 6×S×S 2.TSA (Cuboid) = 2(lh) +2(bh) + 2(lb)

3.TSA (Cylinder) = 𝜋𝑟 2 h

Examples

TSA(Cube) = 6×5×5 TSA(Cuboid) =2(7×3) +2(2×3) +2(7×2)

=150 c 𝑚2 =2×21 +2×6 +2×14
= 42 +12 +28
= 82 c𝑚2

TSA(Cylinder) =3.142 ×4×4×10

= 502 .72 c𝑚2
VOLUME OF CUBE ,CUBOID AND CYLINDER

FORMULAE

1. V(Cube) = 𝑠 3 or s×s×s 2. V(cuboid) = lbh 3. V(cylinder) == 𝜋𝑟 2h

Page 50 of 306
 EXAMPLES

1.Calculate the volume of the following .

3cm
(a) 4cm (b) (c) 3cm

6cm 2cm
9cm

SOLUTIONS

V(Cylinder) =3.142×𝟑𝟐 ×4 V(cube) = 9×9×9 V(Cuboid) =

6×2×3

= 113.112 = 729 c𝒎𝟑 = 36 c𝒎𝟑

= 113 c𝒎𝟑 (3s.f)

8cm V(triangle prism)= 12bℎ1 ×ℎ2

= 12×6×8×20
20cm
= 480 c𝑚3
6cm

Arc length ,sector area as fractions of the circumference and area of circles

Circumference
Area sector

𝒈𝒊𝒗𝒆𝒏 𝒂𝒏𝒈𝒍𝒆 𝒈𝒊𝒗𝒆𝒏 𝒂𝒏𝒈𝒍𝒆

Arc length = ×circumference of a circle Area sector = × area
𝟑𝟔𝟎° 𝟑𝟔𝟎°
circle
𝝌° 𝝌°
Arc length = 𝟑𝟔𝟎° × 2𝝅𝒓 Area sector = 𝟑𝟔𝟎° × 𝝅𝒓𝟐

Page 51 of 306
Examples

1. Find (a) the length of the arc, (b) area sector when the radius is 5cm for all figures

b
a
20°

90° 20°
(a) Arc =360° ×2×3.142×5 (b) Arc =360° × 2×3.142×5

= 7.855 = 1.74555555556

7.9 cm = 1.7 cm
90° 20°
(a) Area sector =360° ×3.142 ×52 (b) Area sector = 360°×3.142×52

= 19.6375 = 4.363888889

= 19.6 c𝒎𝟐 ( 3s.f) = 4.36 c𝒎𝟐

Surface area and volume of sphere, pyramid and cone given the formulae

SPHERE
PYRAMID Slant height

CONE

Page 52 of 306
 Formulae

SURFACE AREA VOLUME

𝟒
1.TSA (SPHERE) = 4𝝅𝒓𝟐 V (sphere) = 𝟑 𝝅𝒓𝟑

𝟏
2.TSA (PYRAMID) = Base area +Area of all lateral faces V( pyramid) =𝟑 ×base area× height

𝟏
V( CONE) =𝟑 × Area base× height

𝟏
3.TSA (CONE) = 𝜋𝑟 2 +𝜋𝑟ℓ V( cone) =𝟑 𝜋𝑟 2 h

EXAMPLE

1. Calculate the surface area and volume of the solid.

1
TSA = 𝜋𝑟 2 ×𝜋𝑟ℓ V (CONE) =3 𝜋𝑟 2 ℎ

𝟏
= 3.142×𝟔𝟐 + 3.142×6×7 7cm = 𝟑 ×3.142×𝟔𝟐 ×7

𝟏
= 113.112 + 131.964 = 𝟑 ×3.142×36×7
6cm
= 245.076 = 263.928

= 245 c𝒎𝟐 (3 s.f) = 264 c 𝒎𝟑

CONE

ℓ ℓ

2𝜋𝑟

Curved surface
Base

NB: THE NET OF A CONE HAS TWO PARTS: CIRCLE & CURVED SURFACE

Page 53 of 306
Similarity

DIFINE AND USE SIMILARITY

Similarity are the objects that have the same shape but not necessarily the same size

How do we know if the objects are similar?

 Corresponding angles are equal.

 The ratio of the corresponding sides must be equal.
 Similar shapes involves one to be an enlargement

Example:

2 4

4
8
SOLVING PROBLEMS AND GIVING EXPLANATIONS ON SIMILARITY.

Example

In the diagram ABC is similar to DEF, AB=4cm, DE = 6cm, EF =5cm and angle DEF = 113°.
Find A D

(a) ∠𝑩
(b) The length of BC 6
4
113°
C
B E 5 F

SOLUTIONS

(a) Since the diagram is similar, ∠𝑩 = ∠𝑬 (Corresponding angles)

∠𝑩 =113°
𝑩𝑪 𝑨𝑩
(b) =𝑫𝑬
𝑬𝑭

𝑩𝑪 𝟒 𝟓
𝟓× =𝟔 × 𝟏 To avoid confusion, write 5 in a fraction to make them all fractions.
𝟓

20
BC = 6

𝟏
BC = 3𝟑 cm [ NOTE: Writing your answer in fractions is more accurate than
decimals.]

Page 54 of 306
 Relationship between areas of similar triangles

Relationship between the RATIO of an area of two similar figure.

Example:

Ratio of bases 1 1
Area triangle =2 𝑏ℎ :2 𝑏ℎ
10 20 20:40 1 1
(20)(10) :2 (40)(20)
2
20 1:2 (simplified)
0 40 100 : 400
Ratio of heights
1: 4
10:20
Ratio area = (12 :22 )
1:2 ( simplified)

Ratio of sides Try your understanding.

12:18
12 2:3 (simplified)
18

Answer. [2]

Similar plane figures, if their ratio of (32 :42 )

corresponding sides is: (x;y), their area e.g (x;y)
ratio is : (𝑥 2 ;𝑦 2 )
3 AREA 16
4 Area 9

Page 55 of 306
Exercise 1

1. Calculate the surface area of the following nets. [3 marks each]

(a) (b) ↑ (c)

17 m
↓
9.4 cm 6.8 cm 9.2 cm

12 m
↑
7.3 cm
↓

(a)…………………………[3] (b) ……………………….[3] (c) ………………………[3]

2. The diagram shows a toy which is made up of a hemisphere and a cone. The cone has a radius
of 3 cm and a slant height of 5 cm.

5 cm
h cm x cm

3 cm

(a) Calculate
(i) the vertical height, h cm, of the cone,

…………………………………………..[3]
(ii) the height, x cm, of the toy,

……………………………………………….[2]

Page 56 of 306
 (iii) the volume of the toy.

……………………………………………………[3]
(b) The toy is painted on the surface. Calculate the total surface area that is painted.

……………………………………………………. [3]
(c) A tin of paint will cover a surface of 22.5 cm2. How many tins of paint are needed to paint the
toy?

……………………………………………………….[2]
3. Calculate the surface area and the volume of the shapes below.

10 m
(b)
(a)
10 cm
12 m
2.5 cm

8m

…………………………………….[4] ………………………………..[4]

Page 57 of 306
 3. The soccer ball has a diameter of 0.25 m.

Calculate the surface area and the volume of the ball.

………………………………………………………… [2]

5. The figure shows a cone with height 10.3 cm and the diameter of its base 19.2 cm.

10.3 cm

19.2 cm

Calculate the total surface area of the cone.

………………………………………………………………. [3]

Page 58 of 306
7. The diagram shows a wine glass with a solid stem, formed by a hemisphere and a cylinder.
6 cm

3 cm
6 cm

What is the volume of the amount of water that can be hold by the glass (1 cm 3 = 1 ml)?

………………………………………………………[4]

8. The volume of a cone with radius of 7 cm is 923.6 cm3. What is the height of the cone?

………………………………………………………………….[4]

Page 59 of 306
9. The diagram shows a solid formed by a cylinder of radius 5 m and length 20 m joined to a
hemisphere of radius 5m.

5m

20m

5m

Calculate:
(a) The total surface area of the solid

………………………………………. [3]
(b) The volume of the solid.

…………………………………………………[2]

Exercise 2

1. The thickness of an oil film is 0.000 004 cm. The oil covers an area of 20 m2.
Calculate the volume of the oil in cubic centimeters.

……………………………………𝑐𝑚3 [2]

2. Exactly 9 litres of liquid filled 60 identical bottles.

(a) How many litres filled 40 bottles?

………………………………….𝑙[1]

Page 60 of 306
(b) How many of these bottles are filled using 750 ml of liquid?

………………………………. bottles [1]

1. Add together 37 kilograms and 40 grams. Give your answer in kilograms.

……………………………kg [1]
2. The vertices of the square ABCD lie on a circle of radius r cm.
A ℓ B

r
ℓ

(a) Show that the length, ℓ cm, of a side of the square is r√2 cm. D C

………………………………………… [4]

(b) By comparing the perimeter of the square and the circumference.

of the circle, or otherwise, show that √2 <½ π.

………………………………………. [3]

(c) What special kind of numbers are √2 and л?

……………………………………… [1]

Page 61 of 306
 3. [The volume of a pyramid is 1 × base area × height and the volume of a sphere is
3
4×
3
л× r3]. Morph made several different objects from modeling clay.
He used 500 cm3 of clay for each object.
(a) He made a square based-cuboid of height 2 cm. Calculate the length of a size of the square.

………………………………………cm [3]

(b) He made a pyramid with a base area of 150 cm2. Calculate the height of the pyramid.

…………………………………………. [4]

(c) He made a sphere. Calculate the radius of the sphere.

………………………………………………… [3]

Page 62 of 306
(d) He wrapped clay around the curved surface of a hollow cylinder

of height 6 cm. The thickness of the clay is 1.5 cm. 1.5

Calculate the radius of the hollow cylinder.

..................................................cm [4]

(e) He made a cone. Then he cut through the cone parallel to

the base, to obtain a small cone and a frustum. The height

of the small cone is two fifths of the height of the full cone.

Use a property of the volumes of similar objects to calculate

the clay in the small cone.

……………………………………cm2 [2]

Page 63 of 306
 O
60°
4.
A D
6 6
E

B C

In the diagram, OBC is the sector of a circle with centre O and

 BOC = 600 . A and D are midpoints of OB and OC respectively and AB = DC = 6 cm. AED is a
semicircle with diameter AD.

(a) Show that AD = 6 cm.

[2]

(b) The length of arc BC = n𝜋 cm.

(i) Find n.

………………………………. [3]

the length of arc AED

(ii) Find
the length of arc BC

Page 64 of 306
 ……………………………………. [2]

(c) Find the area of sector BOC.

………………………………………. [2]

(d) Hence find the area of the shaded region.

………………………………. [3]

A B

Diagram II Diagram III

5. Diagram I

(a) Diagram I shows a design which consists of 7 congruent circles

drawn inside a large circle. The circles touch at all points shown.

(i) State the order of rotational symmetry of this design.

………………………………………………..[1]

Page 65 of 306
 (ii) In diagram II (see next page), two sections have been shaded.

each small circle has a radius of 5 cm.

Calculate (a) the area of the large circle

……………………………….𝑐𝑚2 [2]

(b) the shaded area.

……………………………………..𝑐𝑚2 [3]

(b) In diagram III, circles, centres O, A and B are

shown, together with the same shaded area as in (a).

O is the centre of the large circle.

i) Write down angle AOB.

……………………………° [1]

(ii) Calculate the total perimeter of the shaded area.

………………………………...cm [4]

Page 66 of 306
 ALGEBRA

Subject of formulae
s
1. Change the subject of the formula v = (a) to s, and (b) to t.
t
2. Change the subject of the formula v = u + a t (a) to u, and (b) to a.
3. Change the subject of the formula s = ut + ½at2 to (a) to a, and (b) to u.
4. Change the subject of the formula v 2 = u 2 + 2as to (a) s, and (b) u.
5. Change the subject of the formula Q = t to t.
6. Change the subject of the formula R = V ÷  (a) to V, and (b) to 
7. Change the subject of the formula E = ½mv2 (a) to m, and (b) to v.
8. Change the subject of the formula v = √2𝑔ℎ to h.
9. Change the subject of the formula V = R + r (a) to , and (b) to r.
10. Change the subject of the formula p = (√3𝑏 2 − 𝑞) ÷ 5 (a) to q, and (b) to b

11. Make x the subject of the formula

(a) Nx = T (b) Cx =R + T (c) 9x =N + S (d) R – S2 = Nx (e) x - D =A + B
(g) L = x + (h) x(y –b) = y 2 ax
(f) F = x - E (i) 1  3 (j) b
D2 +d x ax
m x y (m) c - dx = e M m2
(k) r   e2 (l) 3 (n) N 0 (o) n  p
x x y - ax xq x

12. Make a the subject of the formula

 (c  a ) =
 a=5  (a  1) = 2  (a  3) = 7  2a = p
B
 x=
2 cd
1  a2  4 = H  c2 = a2 – b2  b  3  b
a a3 a3  c
2
d  c2 = a2 (x +
 cb  v  w a2  x2  a a = c - d  R = b3 – a3t2
a b)2

Page 67 of 306
13. Make the letter in brackets the subject of the formula
( k  m) 1 x y
(a) ax + by + c = 0 [x] (b)  [k] (c) =7 [x]
n m x y
c 
(d) {a( y 2  b)} = e [y] (e) a  bz  z  b [z] (f)   z = e [a]
a 
d  d   (m 2  a) 
(g) t  2   [g] (h) t  2   [d] (i)   = t [m]
g g  e 
(k) (a 2  b 2  2 x 2  x2  n  a2
(j) ( x  a)  2 x
2
[x] (l) a    [x]
[a]  m  b

14. The formula for the volume, V cubic units, of a cylinder with height, h units, and radius r units,
is given by V =  r2h.
(a) Use the formula to find the volume of a cylinder with a height of 12 cm and radius of 5 cm.
(b) Express the height (h) of the cylinder in terms of V,  and r.
(c) Find h when V = 120 and r = 6.25
(d) Make r the subject of the formula V =  r 2h.
(e) Use your answer in (d) to find r when V = 14 and h = 2.

Expanding products of algebraic expressions

1. Expand the following expressions
(a) p(p2 – 2p + 5) (b) q(2q2 + 3q - 6) (c) x(3x2 – 2x - 5)
(d) 3m2(2m2 – 5m) (e) 5t3(3t - 5) (f) t3(2t2 – 5t + 4)
(g) 3y2(y2 + 5y - 6) (h) 4a3(2a2 - 3a - 7) (i) 6b2(2b3 – b + 5)
(j) 7c3(4c3 2c2 + 6c) (k) 4f2(3g4 – 3f + 6) (l) 7p3(2q2 – 3p + 2)

2. Expand and simplify the following expressions

(a) x(x + 3) + 2x(x + 1) (b) 2y(y + 1) + 3y(2y + 3) (c) 3a(2a + 5) + 2a(a - 3)
(d) 4m(3m – 5) + 2m(m + (e) 15t – 3t(t - 5) (f) 12m – 2m(m + 3)
3)
(g) 13a – 2a(a + 4) (h) 10x – 3x(2x + 4) (i) 3b - 4(2b + 5)
(j) 7c(a + 2) + a(3c + 3) (k) x(x – 2) + 3x(x - 6) (l) 3y(y + 4) – x(x - 2)

3. Expand and simplify the following expressions

(a) (x + 3)(x + 1) (b) (y + 1)(2y + 3) (c) (2a + 5)(a - 3)

Page 68 of 306
 (d) (3m – 5)(m + 3) (e) (t - 5)2 (f) 12m – 2m(m + 3)
(g) 2a(a + 4)2 (h) 3x(2x + 4)2 (i) (2b + 5)2
(j) (a + 2)(3c + 3) (k) x(x – 2)2 + 3x(x - 6) (l) 3y(y + 4) – x(x - 2)2

Factorizing

factorize the following expressions

Common factors Grouping like terms

(a) 4x + 4y = 4(x + y) (a) ah + ak + bh + bk (divide into pairs)

(b) 3y2 – 12y = 3y(y – 4) = (ah + ak) + (bh + bk)
(c) 3x5y – 4x3y2 = x3y(3x2 – 4y) = a(h + k) + b(h + k) (term h + k is common)
= (h + k)(a + b)

Difference of two squares Quadratic trinomials

(a) x2 – y2 = (x – y)(x + y) (a) x2 + 2x – 15 = (x + 5)(x – 3)

(b) 4a2 – b2 = (2a – b)(2a + b) two numbers multiply to give the first term(x2)
(c) 3x – 27y = 3(x2 – 9y2)
2 2
two numbers multiplying to give the last term(-
= 3[x2 – (3y)2] 15) but their sum should be the middle
= 3(x – 3y)(x + 3y) term(+2x)
(b) a2 + 6a + 8 = (a + 4)(a + 2)

Exercise1

1. Factorise the following expressions

(a) 5a + 5b (b) 7x + 7y (c) y2 + 8y
(d) 2y2 + 3y (e) 6y2 – 4y (f) x2 + xy + 3xz
(g) ma + 2bm + m2 (h) 2kx + 6ky + 4kz (i) ax2 + ay + 2ab
(j) ax2y – 2ax2z (k) 2abx + 2ab2 + 2a2b (l) ayx + yx3 – 2y2x2

Exercise 2
2. Factorise the following expressions
(a) ax + ay + bx + by (b) ay + az + by + bz (c) xb + xc + yb + yc
(d) xs _ xt + ys - yt (e) ax – ay – bx + by (f) xs – xt – ys + yt
(g) 2mh – 2mk + nh - nk (h) 2mh + 3mk – 2nh – 3nk (i) 6ax + 2bx + 3ay + by
(j) 2ax – 2ay – bx + by (k) x2a + x2b + ya + yb (l) ms + 2mt2 – ns – 2nt2

Page 69 of 306
Exercise 3
3. Factorise the following expressions

(a) x2 + 7x + 10 (b) x2 + 7x + 12 (c) x2 + 8x + 15

(d) a2 – 3a – 10 (e) a2 – a – 12 (f) z2 + z – 6

(g) y2 – 5y + 6 (h) y2 – 3y – 28 (i) k2 – k – 20

(j) x2 – 8x – 240 (k) x2 – 26x + 165 (l) y2 + 3y – 108

(m) 2x2 + 5x + 3 (n) 3x2 + 7x + 2 (o) 6x2 – 27x + 30

(p) 4y2 – 23y + 15 (q) 15x2 + 44x – 3 (r) 64y2 + 4y – 3

Exercise 4
3. Factorise the following expressions
(a) x2 – 4 (b) y2 – a2 (c) m2 – n2
(d) a – 9
2
(e) a2 – 25 (f) z2 - t2
1 1
(g) y2 – (h) y2 – 1 (i) k2 –
4 25
(j) 4x2 – y2 (k) a2 – 4b2 (l) 25x2 – 4y2
y2 4 2
(m) x2 - (n) 16t2 - s (o) 12x3 – 3xy2
4 25
(p) 18m3 – 8mn2 (q) 36a3 b – 4ab3 (r) 36x3y – 225xy3

Mixed exercise
Factorise the following expressions:
a) a2 + 5a + 6 b) a2 – 2a – 15 c) 8x2 – 16x + 6
d) 3a2 – 5ab – 2b2 e) p2 + 2pq + q2 f) 4x2 – y2
g) 18a2 – 32b2 h) 15a2 + 2ab – 8b2 i) 2x2 – 3x
j) 5m3 – 15m2 + 20m k) 3a2 – 6ab + 2a – 4b l) 8x2 – 20xy + 14x – 35y

Page 70 of 306
Algebraic manipulation

Add or subtract the following algebraic fractions

4 3 2a 3b
(a)  (b) 
p q 5b 4a
4  q 3 p 4q 3 p 4q  3 p (2a  4a)  (3b  5b) 8a 2  15b 2
=  =  = = =
pq q p pq qp pq 5b  4a 20ab
LCM = p × q = pq LCM = 5b × 4a = 20ab

a b c Sometimes you will be required to factorise

(c) 2
  2 the denominator(s) first to find LCM.
x xy y
2x  3 x
ay  bxy  cx 2
2
(d) 2  2
= x  x  2 x 1
x2 y2
2x  3 x
(Divide the LCM by each denominator. = 
Multiply the answer by each numerator). ( x  1)( x  2) ( x  1)( x  1)
The same way we do with fractions of
numbers. LCM = (x + 1)(x – 2)(x – 1)

LCM = x2y2 (x and y are common to both (2 x  3)( x  1)  x( x  2)

=
terms) ( x  1)( x  2)( x  1)
Take x and y with the biggest power.
2x 2  x  3  x 2  2x
= expand only the
( x  1)( x  2)( x  1)
numerator

x 2  3x  3
= collecting like terms
( x  1)( x  2)( x  1)
above

The numerator cannot factorise, so that is

the final answer

Exercise 1

1. Express the following as single fractions in simplest form.

a b 4a 3a 4 3
(a)  (b)  (c) 
bc ac 5 4 p q
3 4 1 1 1 3b 4
(d)  (e) 2  2 2  2 (f) 
x y a b a b ab xy yz
4 3 3 2 a b c
(g)  (h)  (i)  
3de 2ef a b bc ac ab
p q r 1 2 2a  1 a  1
(j)   (k)  (l) 
qr pr pq p  3 2 p 1 2a  3 a  1

Page 71 of 306
 1 1 2p  q 2p q 2 3
(m)  (n)  (o) 
p2 p2 2p q q 2p 2d  4e 3d  6e

Exercise 2

2. Express the following as single fractions in simplest form.

3 p  2q 2 3 2ab b
(a)  (b)  (c) 
p  q ( p  2q ) 2 3a  6b 4a  8b a b a b
2 2

3 2 4a  4 2a  6 2p 2q
(d)  2 (e)  2 (f)  2
a  a  6 a  a  12
2
a a2 a a6
2
p q22
q  p2

5 1 4ab 3ab a(a  2b) 2a

(g)  2 (h)  2 (i) 
x  x  6 x  3x  2
2
5a  5b
2 2
3a  3ab a b
2 2
a b

3 2 a4 a 1 3x 3y
(j)  2 (k)  2 (l)  2
b  b  6 b  5b  6
2
a  2a  3 a  5a  6
2
x y
2 2
y  x2

2x x 1 3 2 c 1 c3
(m)  2 (n)  2 (o)  2
2x  7x  6 x  4
2
p  pq p  q 2
2
c c2 c c6
2

Simplify the following algebraic fractions

4 3
 ab x 2 x 2  2x x 3
(a) (b)  (c)  2
p q xy bc x  6x  9 x  4
2

4 3 12 ab x x x( x  2) x 3
= =  = 
pq pq x y bc ( x  3)( x  3) ( x  2)( x  2)
ab x x x( x  2) x 3
= = 
x y bc ( x  3)( x  3) ( x  2)( x  2)
ax x
= =
cy ( x  3)( x  2)

4 3
 2x  4 x2 2x  4 x2  1
(c) (d) 2  = 
p q x  x  2 x 2 1 x 2  x  2 x  2
4 q 2( x  2) ( x  1)( x  1) 2( x  2) ( x  1)( x  1)
=  =  = 
p 3 ( x  2)( x  1) x2 ( x  2)( x  1) x2
4 q 4q 2( x  1)
= = =
p3 3p ( x  2)

Page 72 of 306
Exercise 1

1. Simplify the following expressions

𝑎 3𝑎−4 2𝑏 3−2𝑏 3 𝑎2 −5𝑎
a) + b) − c) ×
2 4 3 2 𝑎−5 2
2 2𝑥+3 3𝑎2 −4𝑎 2𝑥 2 −𝑥−6
d)  e) f)
2𝑥−7 6𝑥−21 3𝑎2 −𝑎−4 6𝑥 2 −𝑥−12
𝑥 2 +𝑥−6 2𝑝2 +5𝑝𝑞−3𝑞2 4𝑥 2 −8𝑥−21
g) h) i)
2𝑥 2 −3𝑥−2 𝑝2 −9𝑞2 4𝑥 2 −9
2𝑝 𝑝−3 7𝑥 2𝑥−1 3+5𝑥 2𝑥 2 +9𝑥−5
j) + k) + − l)
5 2 3 2 6 3𝑥 2 +13𝑥−10
3𝑎2 −10𝑎−8 𝑎2 −3𝑎 2𝑎2 +7𝑎+3
m) n) ×
6𝑎2 +𝑎−2 2𝑎2 −𝑎−1 𝑎2 −9
3𝑎2 +5𝑎−2 6𝑎2 −17𝑎+5
o) 
2𝑎2 +𝑎−10 4𝑎2 −25

2. Simplify the following algebraic expressions

4ab2 12ab 3 pqr 2 20 p 2 q 5 x 2 y 20 yz 2
(a)  (b)  (c) 
3a 2b 16b 2 c 5q 2 r 12qr 2 5 y 2 z 12 xy 2
5abc2 15ab2 c a2  b2 4ab m 2  mn m  n
(d)  (e)  (f) 
6a 2bc 2abc b 2a  2b mn  n 2 m 2  n 2
3m 2  6mn 2mn  8n 2 a 2  ab a 2  2ab  b 2 3a 2  4a
(g)  (h)  (i)
6mn 12n 2 2b a2  b2 3a 2  a  4
p 2  pq pq  pr x 2  16 2x  6 x2  x  6 x3
(j) 2  (k)  (l) 
q  qr pq  q 2 x  x  12 3x  12
2
2 x  3x  2 2 x  1
2

2x 2  x  6 2x  3 x 2  xy x 2  2 xy  y 2 a 2  2a a 2  5a a5
(m)  (n)  (o)  2  2
6 x 2  x  12 3x  4 x 2  xy x 2  2 xy  y 2 2a  6 a  a  6 3a  6a

2 p 2  5 pq  3q 2 3a 2  10a  8 2x 2  9x  5
(p) (q) (r)
p 2  9q 2 6a 2  a  2 3x 2  13 x  10

Page 73 of 306
Write quadratic expressions in the form a(x + p)2 + q
The case when a = 1
Method 1 Method 2
Write x2 + 2x – 3 in the form (x + p)2 + q Write x2 + 2x – 3 in the form (x + p)2 + q
Answer Answer
In the expression; a = 1, b = 2 and c = - 3. In the expression; a = 1, b = 2 and c = - 3.
Follow the following steps: In any expression of this kind the following
is true.
1. Re-write the expression leaving a gap
between the second and third term. Put the b
first and second terms in brackets as p=
2a
shown.
Follow the following steps:
(x2 + 2x ) -3
1. Substituting a and b values gives us;
2. take the b value, divide it by 2 and square
the answer. Add your answer in the 2 2
p= = =-1
brackets and subtract it to the right of c as 2(1) 2
shown.
2. Write the expression as a function in terms
2 of y and make x = 0 to find y when x = 0.
 1 , then (1)2 = 1
2 y = x2 + 2x – 3
(x2 + 2x + 1) – 3 – 1 y = (0)2 + 2(0) – 3
3. Factorise the bracket and simplify the two y=-3
values outside the brackets as shown.
3. Rewrite (x + p)2 + q as y = (x + p)2 + q and
(x + 1)(x + 1) – 4 substitute the values of x = 0, y= - 3 and p
You will find that the two brackets can be = - 1 to find the value of q
written as a square since it is a number y = (x + p)2 + q
multiplying itself as shown.
- 3 = (0 – 1)2 + q
(x +1)2 – 4 (That is your answer).
- 3 = 1+ q
In short:
-3–1=q
1. (x2 + 2x ) -3
q=-4
2
2.  1 , then (1)2 = 1 4. Rewrite the expression with the values of p
2
and q only.
= (x2 + 2x + 1) – 3 – 1
(x -1)2 – 4 (That is your answer)
3. (x + 1 )(x + 1) – 4
= (x + 1)2 – 4

Page 74 of 306
Exercise 1

1. Write the following expressions in the form of a(x +p)2 + q

(a) x 2  4 x  3 (b) x 2  2 x  3 (c) x 2  6 x

(d) x 2  6 x  8 (e) x 2  4 x  5 (f) x 2  2 x  1

(g) x 2  x  6 (h) x 2  x (i) x 2  7 x  12

(j) x 2  3x  5 (k) x 2  6 x  4 (l) x 2  3x  2

(m) x 2  2 x  5 (n) x 2  6 x  3 (o) x 2  6 x  1

(p) x 2  6 x  8 (q) x 2  4 x  7 (r) x 2  10 x  2

Exercise 2

2. Show that the following expressions can be written as given.

(a) x 2  4 x  1  ( x  2) 2  5 (b) x 2  2 x  3  ( x  1) 2  2 (c) x 2  8 x  ( x  4) 2  16

(d) x 2  4 x  1  ( x  2) 2  3 (e) x 2  10 x  1  ( x  5) 2  26 (f) x 2  12 x  ( x  6) 2  36

1 1 3 1 5 25
(g) x 2  x  7  ( x  ) 2  7 (h) x 2  3x  1  ( x  ) 2  1 (i) x 2  5x  ( x  ) 2 
2 4 2 4 2 4
9 1 1 1
(j) x 2  9 x  20  ( x  ) 2  (k) x 2  2 x  1  ( x  1) 2  0 (l) x 2  x  ( x  ) 2 
2 4 2 4

Write ax2 + bx + c where a > 1 in the form a(x + p)2 + q

Write -2x2 + 3x – 2 in the form a(x + p)2 + q

Answer
Step 1: First take out -2 as a common factor so that the coefficient of x2 becomes 1.
3
-2x2 + 3x – 2 = -2(x2 - 2x + 1)
3
Step 2: Write down the values of a, b and c for the expression in the brackets: a = 1, b = − 2 and c =
1

Page 75 of 306
Re-write the expression leaving a gap between the second and third term. Put the first and second
terms in brackets as shown.
3
-2[(x2 - 2x ] + 1)
Step 3: Divide the value of b by 2 and square the answer.
𝑏 3 3
(2)2 = (- 2  2)2 = (- 4)2
Step 4: Add answer in step 3 in the brackets and subtract it to the right as shown.
3 3 3
-2[(x2 - 2x + (- 4)2 ] - (- 4)2 + 1)
3. Factorise the bracket and simplify the two values outside the brackets as shown.
3 9
-2(x - )2 - +1
4 16
3 7
= -2(x - 4)2 - 8

In short:
3
-2x2 + 3x – 2 = -2(x2 - 2x + 1)
3
= -2[(x2 - 2x ] + 1)
3 3 3
= -2[(x2 - 2x + (- 4)2 ] - (- 4)2 + 1)
3 9
= -2(x - 4)2 - 16 + 1
3 7
= -2(x - 4)2 - 8
1. Write 3x2 + 3x – 6 in the form a(x + p)2 + q
5 1
2. Write -6(x – 6)2 + 6 in the form ax2 + bx + c
Answers
1. 3x2 + 3x – 6
= 3(x2 + x) – 6
= 3[(x2 + x + (1/2)2 - (1/2)2] – 6
= 3[(x + 1/2)2 – 1/4] – 6
= 3(x + 1/2)2 - 3/4 – 6
= 3(x + 1/2)2 - 63/4

5 1
2. -6(x – 6)2 + 6
5 5 1
= -6(x2 - 3x + (− 6)2) + 6
25 1
= -6x2 + 10x - +6 = -6x2 + 10x – 4
6

Page 76 of 306
Exercise 1
1. Write the following expressions in the form a(x + p)2 + q:
a) x2 – 2x – 3 b) x2 + x – 2 c) x2 – 3x – 4 d) x2 + 3x – 10

e) x2 + 3x + 6 f) x2 – 4 g) 2x2 – 3x – 2 h) 2x2 + 7x – 4

i) 3x2 + x – 2 j) -2x2 + 7x – 3 k) 3x2 + 11x + 6 l) -4x2 + 5x – 1

Exercise 2
2. Write the following expressions in the form ax2 + bx + c:
a) (x – 3)2 + 5 b) (x + 2)2 - 7 c) (x + 1)2 + 3 d) 2(x – 1)2 - 5

e) -(x – 5)2 - 7 f) 2(x + 4)2 + 3 g) -3(x – 1)2 - 6 h) 5(x + 3)2 + 2

3 7 3 2 3 7 5 1
i) (x – 2)2 + 4 j) 2(x – 5)2 + 25 k) -2(x – 4)2 + 8 l) -3(x - )2 +
6 12

Exercise 3
3. Write the following expressions in the form a(x + p)2 + q:
a) 2x2 – 4x – 6 b) 3x2 + 3x – 6 c) 4x2 – 12x – 16 d) 2x2 + 6x – 20

e) 3x2 + 9x + 18 f) 4x2 – 16 g) 2x2 – 3x – 2 h) 2x2 + 7x – 4

i) 3x2 + x – 2 j) -2x2 + 7x – 3 k) 3x2 + 11x + 6 l) -4x2 + 5x – 1

Manipulating Polynomials: Adding, subtracting and multiplying polynomials

1. (3x2 – 5x + 7y – 2xy) + ( – x2 – 2x – y + 5xy) 2. (7a3 – 3ab + 2b2) + (5a2 + 8ab – 3b + 4b2)
= 3x2 – 5x + 7y – 2xy – x2 – 2x – y + 5xy = 7a3 – 3ab + 2b2 + 5a2 + 8ab – 3b + 4b2
= 2x2 – 7x + 6y + 3xy = 7a3 + 5a2 + 5ab – 3b + 6b2
3. (5x2 + 2xy + 2x) – (2x2 + 4xy - 3x) 4. 3x(2x – 6)(x2 – x – 1)
= 5x2 + 2xy + 2x – 2x2 – 4xy + 3x = 3x[2x(x2 – x – 1) – 6x(x2 – x – 1)]
= 3x2 – 2xy + 5x = 3x[2x3 – 2x2 – 2x – 6x3 – 6x2 – 6x]
= 6x4 – 6x3 – 6x2 – 18x4 – 18x3 – 18x2
= 6x4 – 18x4 – 6x3 – 18x3 – 6x2 – 18x2
= – 12x4 – 12x3 – 12x2
= 12x2 (– x2 – x – 1)

Page 77 of 306
 Exercise 1

1. Simplify the following polynomials.

(a) Add - 2x4 + 3x3 – 14; x2 + 4x – 9; 17 – 4x + 14x2 + 3x4
(b) subtract 5p4 – 2p3 + p2 from 17p4 + 6p3 – 2p2 + 4p – 9
(c) add 9x2 – 3x – 2; 18x2 – 14x – 15; - 6x2 + 6x + 10
(d) subtract x3 - 2x2 – x + 2 from x3 – x2 – 4x + 4
(e) add 36m3 – 11m2 – 12 m; - 24m3 + 26m2 – 15m + 4; 60m3 – 3m2 – 36
(f) Add 2a2 – 5ab + 3b2 + 8 and 7ab – 9 + 3b2 – a2
(g) Multiply 4x2 + 3x + 2 by x2 + 2x – 4
(h) Multiply x4 – 3x2 + 2 by x5 + 2x3 – x
(i) Multiply p2 – 3p – 4 by 2p3 + 6p2 – 7p
(j) Multiply and simplify _- (b – 2)b2 – b(2b + 1) + (3b + 2)(b2)

(k) Given that: P = (2y – 4); Q = (y2 – 4y + 3); andR = (9y – 6), find

(i) PR – Q (ii) Q – PR (iii) 2Q – 4PR (iv) 3P + 2RQ

2. Simplify the following

(a) (3x2 + 5x – 9) + (2x2 – 7x + 13) (b) (8p2 – 7pq + 3q2) – (5p2 + 4pq – 2q2)

(c) (17a2 + 5ab – 7b2) – (9a2 + 7ab – 14b2) (d) (-15x2 – 9x + 12) + (8x2 – 3x - 4)

(e) (-7x – 8)(4x2 – 3x + 5)(2x -1) (f) (3x2 – 5) x (3 - 2x3 + 2x)

Exercise 2
Simplify:
a) 5a2 – 3a + 7 plus 3a2 + 5a – 3 plus – 3a2 + 6
b) 17x2 + 8x + 19 plus -10x2 + 4x + 7 minus 9x2 + 15
c) 23 + 10p2 minus 18 + p – 2p2 plus 7 – 3p – 3p2
d) 7a2 – 10 + 5a minus 12 – 3a2 minus -5a – 8a2 - 17

Exercise 3
Simplify the following polynomials.
(a) Add - 2x4 + 3x3 – 14; x2 + 4x – 9; 17 – 4x + 14x2 + 3x4
(b) subtract 5p4 – 2p3 + p2 from 17p4 + 6p3 – 2p2 + 4p – 9
(c) add 9x2 – 3x – 2; 18x2 – 14x – 15; - 6x2 + 6x + 10
(d) subtract x3 - 2x2 – x + 2 from x3 – x2 – 4x + 4

Page 78 of 306
 (e) add 36m3 – 11m2 – 12 m; - 24m3 + 26m2 – 15m + 4; 60m3 – 3m2 – 36
(f) Add 2a2 – 5ab + 3b2 + 8 and 7ab – 9 + 3b2 – a2
(g) Add 9p2 – 8pq + 3q2 and -4p2 + 5pq – 7q2
(h) subtract 7p3 – 5p2 + 17 from 11p3 – 3p2 + 20
(i) Add 6x4 – 11xy3 – 3x2 + 5y2 + 3y4 – 17; -12x4 + 8xy3 – 7y4 + x3 + 12 – 2y2

Division of a polynomial by a binomial

1. Divide 7x3 – 2x2 – 61x + 12 by x – 3

2. Divide x4 – 3x3 + 5x2 – 8x – 7 by x – 2
Answer
1. (7x3 – 2x2 – 61x + 12)  (x – 3) 2. (x4 – 3x3 + 5x2 – 8x – 7)  (x – 2)
7x 2 + 19x - 4
x  3 7x 3 - 2x 2 - 61x + 12 x 3 - x 2 + 3x - 2
x  2 x - 3x 3 + 5x 2 - 8x - 7
4
7x3– 21x2
19x2 – 61x x4 – 2x3
19x2 – 57x – x3 + 5x2
– 4x + 12 – x3 + 2x2
– 4x + 12 3x2 – 8x
0 (reminder) 3x2 – 6x
– 2x – 7
(7x3 – 2x2 – 61x + 12)  (x – 3) = 7x2 + 19x – 4 – 2x + 4
– 11 (the reminder)
In this case the quotient is 7x2 + 19x – 4 and the
remainder is 0.
(x4 – 3x3 + 5x2 – 8x – 7)  (x – 2) = x3 – x2 + 3x – 2
remainder -11

Exercise 1
1. Divide 6p2 – 7p – 24 by 3x - 8
2. Divide 2x3 – 7x2 + 13x – 5 by 2x – 1
3. Divide 3x2 + 12x – 3 by 3x – 2
4. Simplify (2x3 + 3x2 – x + 2)  (x + 3)

Exercise 2

5. Determine the quotient and a reminder.

(a) 2x3 + 3x2 – x + 2  x + 3 (b) 16p3 + 8p2 + 5p + 1  4p – 1
(c) 2m3 + 3m2 – m + 1  2m – 1 (d) x4 - 5x3 + 5x2 + 5x – 2  x + 3
(e) 3p2 + p3 + + 2p - 1  p + 1 (f) 2x4 – 11x3 + 25x2 – 39x + 50  2x – 5

Page 79 of 306
 (g) 2x3 – 2x2 – 8x + 4  x2 – 4 (h) x4 - 5x3 + 5x + 5x2 – 6  x – 3
(i) – m4 + 2m3 – m + 1  m + 1 (j) 6x3 + 7x2 – 15x + 4  x – 1
(k) 2y3 – 3y2 + 5y + 3  y + 1 (l) x3 – 7x2 + 6x + 1  x – 3
(m) 5 + 6x + 7x2 – x3  x + 2 (n) b4 - 3b3 + 2b2 + 5  b – 1
(m)8x3 – 10x2 + 7x + 3  x – 1 (n) x3 – 5x2 + 2x + 8  x + 1
(q) (3a – 7)(-3a3 + 5a2 – 8a – 7)  (a – 3) (r) (2x2 -5x + 2)(3x2 -11x - 4)  (-6x2 + x + 1)

Exercise 4
6. Simplify 2x4 – 11x3 + 25x2 – 39x + 50 divided by 2x – 5
7. Simplify (3a – 7)(-3a3 + 5a2 – 8a – 7)  (a – 3)
8. Simplify (2x2 -5x + 2)(3x2 -11x - 4)  (-6x2 + x + 1)
9. Simplify (3x2 +5x - 1)(2x2 -3x - 9)  (6x2 + 7x - 3)

Solving Equations with fractions

NOTE: If two fractions are equal and they are truly equal, then the product of their cross multiply
should be equal. See the following examples.

1 2 1 2
If  and the two are truly equal, then  →(1 ×4) = (2 × 2)
2 4 2 4
x 2
If  then x × 5 = 5 × 2 therefore 5x = 10 and x = 2.
5 5
Whenever fractional equations are given use this method to solve such equations. Sometimes you
will be required to find the LCM first before cross multiplying.

Exercise 1
1. Solve the following equations
b y x
(a) 7 (b)  13 (c) 7 
5 10 2
b 1 3a 3 3x
(d)  (e) 6 (f)  
2 3 5 4 5
a b q
(g)  7  12 (h)  10  20 (i)  6  2
2 100 5
p 1 6 x x
(j)  1   (k)  x (l) 4  5
2 4 10 5 2
2 12t 2 n
(m) 4 (n) 6  (o) 
m 1 t 1 3 5n

Page 80 of 306
Exercise 2
2. Solve the following equations
3x  5 x  1 2m  5 m  7 3m  5 m  2
(a)  (b)  (c) 
4 2 3 2 3 6
3a  5 a  3 5m  1 3m  1 1 2y  3 y  3
(d)  7 (e)   (f) 1  
2 4 4 6 3 5 3
5t  1 t  8 3(b  2) 3  y y 1
(g)  7 1 (h)  4b  8 (i) 
3 9 4 2 4
7  2m 9m  1 2x  3 4x  2 7m 3m 1
(j)  (k)  (l) 2 
3 7 4 6 5 10 5
q 3 x4 2a 3a 2 3b  1 2b  5
(m)  2 (n)   0 (o)  2
2 5 5 7 5 2 3

Word problems involving linear equations

Sometimes the equations are given in word problems. You need to study the word problem carefully
and then form an equation to be able to solve it.

Exercise 1
1. Leona is 5 years older that Petrus. The sum of their ages is 21 years. Find the age of each of them.
2. The length of a rectangle is 5 cm more than its breadth. The perimeter of the rectangle is 46 cm.
Find the length and breadth of the rectangle.
3. In a parallelogram one angle is 30° less than twice another angle. What are the sizes of the angles
of the parallelogram?
4. Saima has four more bananas than Betty. Betty has twice as many bananas as John. In total, they
have 34 bananas. How many bananas does each have?

5. The five angles of a pentagon are x°, x°, 2x°, 3x° and 5x°. Find the value of x and the size of each
of the five angles.
6. There are 66 passengers in a bus. The number of male passengers is double the number of female
passengers. Find the number of:
(a) male passengers,
(b) female passengers.

7. The sum of three consecutive numbers is 276. Find the three numbers.
8. The sum of three consecutive odd numbers is 177. Find the numbers.
9. Find the three consecutive even numbers that add up to 1 524.

Page 81 of 306
10. The father is 4 years older than the wife. The wife is three times older than the daughter. The son
is 10 years younger than the sister. The sum of their ages is 90. Find the ages of the father, wife,
daughter and son.
11. The man is 30 years older than the son. In 10 years the man will be 3 times as old as his son. Find
the age of the man and for his son in 10 years.
12. The man is 7 years older than his wife. She was 23 years old when the son was born. The son is 2
years older than the sister. In three years’ time, the man will be 3 times as old as his son. Find the age
of the man, wife, son and daughter.
13 MTC has two systems, contract and tango. For contract, a customer pays a fixed amount of
N$180/month plus N$ 1,00 /minute of talking time. Tango charges N$ 2, 50 /minute of talking time.
In how many minutes will the cost be the same for the two systems?

14. The total number of learners in school A is three times less than the total number of learners in
school B. There are (6y + 12) learners in school B. How many learners are there in school A and in
school B if the total for both schools is 1 016

15. The number of bakkies in the a town is three times more than the number of sedans. There are (y
– 4) sedans in the town. How many bakkies and sedans are there in the town if the total sedans and
bakkies is 484?

16.The age of Maria’s grandmother is four times her age. Maria is (x + 5) years. The sum of their
ages is 80 years. How old is maria and her grandy?

17. The sum of the ages of Diina and her sister Loide is 22 years. Diina was 6 years old when Loide
was born. How old are the two girls now?

Solving Quadratic equations

A quadratic equation is an equation where the highest power of the unknown is 2. We solve
quadratic equations by
 factorisation,
 completing the square or
 using a formula.

The solution of any quadratic equation is based on the fact that when the product of two numbers is
zero one or both the numbers must be zero. For example, if ab = 0 then a = 0 or b = 0 or both a and b
are equal to zero. The solutions of algebraic quadratic equations are called the roots of the equation.

1. Solve quadratic equations by factorisation

First write the equation in standard form as ax2 + bx + c = 0 where a, b and c are rational numbers. In
the second step, we use the fact that when the product of the factors of an equation is zero, one of the
factors or both are equal to zero to find the value of the unknown.

Page 82 of 306
 Solve for x in each case.
1. x2 - 3x + 10 = 0 2. x2 = 6 - x
x2 - 3x + 10 = 0 x2 = 6 – x
(x - 5)(x + 2) = 0  x2 + x – 6 = 0
x – 5 = 0 or x + 2 = 0 (x + 3)(x - 2) = 0
x = 5 or x = -2 x + 3 = 0 or x - 2 = 0
x = -3 or x = 2
3. 2x(x + 2) = 5(2 – x) 4. 9x2 – 1 = 0
 2x2 + 4x = 10 – 5x  (3x - 1)(3x + 1) = 0
2x2 + 4x – 5x – 10 = 0 3x – 1 = 0 or 3x + 1 = 0
2x2 - x – 10 = 0 x = 1/3 or x = -1/3
(2x - 5)(x + 2) = 0
2x – 5 = 0 or x + 2 = 0
x = 5/2 or x = -2

Exercise 1
1. Factorise and solve the following quadratic equations.
(a) x2 + x – 12 = 0 (b) x2 + 2x – 3 = 0 (c) x2 - 2x – 8 = 0 (d) x2 - x - 6 = 0
(e) x2 – 4 (f) 2x2 = 6 - x (g) 3x + 5 = 2x2 (h) 3x2 – 11x = 6
(i) 4 + 6x2 = 10x (j) 4x2 – 1 = 0 (k) x(8 + 3x) = 2(4 - (l) 6x2 = 9(1 – x) – 4x2
x)
(m) 3x(2x – 1) = x + 7(x + 1) (n) 2x(3x + 1) + 11 = 3(9x - 1)

Exercise 2
2. Factorise and solve the following quadratic equations.
(a) 25 = 4a2 (b) x2 + 5x + 6 = 0 (c) y2 - 3y - 4 = 0 (d) x2 + 3x - 10 = 0
(e) x2 + 3x - 18 = 0 (f) x2 – 9 = 0 (g) 2x2 + 5x - 3 = 0 (h) 3x2 - 17x + 10 = 0
(i) 8x2 + 10x - 3 = 0 (j) 3x2 + 2x - 8 = 0 (k) 16 - m2 = 0 (l) 3x2 - 7x + 2 = 0
(m) 4x2 - 12x - 7 = 0 (n) 3x2 - 13x - 10 = 0 (o) 10x2 + 13x - 3 = 0 (p) 3x(x - 5) = 5x + 7
(q) 2x(4x - 1) = 3(8x + 1) – 8 (r) 4x(2x - 3) + 1 = 2(x + 8)

Page 83 of 306
Exercise 3

3. Solve the following quadratic equations.

(a) x2 – 2x - 3 = 0 (b) 2x2 = x +10 (c) 6x2 = 13x – 6 (d) 2x2 + x =15
(e) 2x2 – 3x = 0 (f) 4x2 = 25 (g) 3x2 = 4x (h) x2 + x - 6 = 0
(i) 2x2 = x + 3 (j) 6x2 = 17x - 12 (k) 2x2 – 3x = 14 (l) 3x2 - 5x = 0
(m) x2 - 16 = 0 (n) 4x2 - 9 = 0 (o) 4x2 – 5x = 0 (p) (x - 2) (x + 3)(x - 4) = 0
x 2x  9 2x 1  x x x 2
(q)  (r)  (s) 3x  4 (t) 
5 x4 3 x2 x 1 x 1 x  3
x4 1
(u)  (v) 6x3 = 5x2 + 6x (w) 9x3 + 6x2 = 8x (x) a(a – 1) = a + 3
x6 x

2. Solve quadratic equations by completing the square

We also solve quadratic equations by using a method called completion of a square. In this method
we use the properties of algebraic expressions such as the following:
(x + 1)2 = x2 + 2x + 1
(x + 2)2 = x2 + 4x + 4
(x + 3)2 = x2 + 6x + 9
(x + 4)2 = x2 + 8x + 16
(x + 5)2 = x2 + 10x + 25
In the above expressions the last term equals the square of half the coefficient of the middle term.
2
2
(x + 1)2 = x2 + 2x + 1 = x2 + 2x +  
2
2
4
(x + 2)2 = x2 + 4x + 4 = x2 + 2x +  
2
2
6
(x + 3) = x + 6x + 9 = x + 6x +  
2 2 2
2
2
 8
(x - 4) = x - 8x + 16 = x + 6x +   
2 2 2
 2
2
 10 
(x - 5)2 = x2 - 10x + 25 = x2 - 10x +   
 2
When the third term of an algebraic expression equals the square of half the coefficient of the second
term we can write the expression as a complete square. For example, in x2 – 18x + 81 the third term
81 is equal to (-18/2)2 = (-9)2 therefore x2 – 18x + 81 = (x - 9)2.

Page 84 of 306
Example
Complete the squares for each of the following expressions
1. x2 + 14x + 49
2. x2 – 24x + 144
Answers
2
  14  
1. x + 14x + 49 =  x     = (x + 7)2
2

  2 
2
  24  
2. x – 24x + 144 =  x      = (x + (-12))2 = (x – 12)2
2

  2 
The following example shows how we use completing the square to determine the roots of quadratic
equations. The roots of an algebraic equation are the values of the variable for which the value of the
expression is zero.
Example
Solve for x in the following equations:
1. x2 – 8x + 9 = 0
2. 3x2 = 5x + 18

Answers
1. x2 – 8x + 9 = 0
 x2 – 8x = -9 Subtract 9 on both sides.
2 2
 8  8
x – 8x +    = -9 +   
2
Add the square of half the coefficient of x on both sides.
 2  2
x2 – 4x + 16 = -9 + 16
(x – 4)2 = -9 + 16 Write left hand side as a complete square by factorising.
(x – 4) = 7
2
Simplify right hand side
x – 4 = + √7 Take square root on both sides.
x – 4 = +2.65 Use calculator to determine √7.
x = 4 + 2.65 or 4 – 2.65 Add 4 on both sides.
x = 6.65 or x = -1.35 Simplify

2. 3x2 = 5x + 18
 3x2 – 5x – 18 = 0 Write in standard form.
5x
x2 – –6=0 Divide all terms by 3.
3

Page 85 of 306
 5x
x2 – =6 Add 6 to both sides.
3
2 2
5x  5   5
x2 – +   = 6 +   Add the square of half the coefficient of x on both sides.
3  6  6
2
 5 25
x  = 6 + Write left hand side as a complete square.
 6 36

216  25
2
 5
x  = Simplify right-hand side.
 6 36
2
 5 241
x  =
 6 36

5 241
x– = Take square root on both sides.
6 36
x = 0.833 + 2.59 Calculate the answers.
x= 3.42 or x = -1.76

Exercise 1
Solve for x by completing the square. Give your answer correct to 2 decimal places.
(a) x2 – 3x - 5 = 0 (b) x2 + x – 3 = 0 (c) x2 – 8 = 0 (d) x2 + 2x – 7 = 0
(e) -x2 = 5x - 8 (f) x2 – 35 = 0 (g) x2 + 7x – 4 = 0 (h) x2 – 3x + 1 = 0
(i) x2 + 9x – 3 = 0 (j) x2 = 3x + 2 (k) x2 – 3x – 4 = 0 (l) x2 +2x – 5 = 0
(m) 5x2 – 8x +1 = 0 (n) – 2x2 – 5x – 2 = 0 (o) 3x2 – 4x – 2 = 0 (p) – 7x2 – x + 15 = 0
(q) 2x2 – 6x – 1 = 0 (r) 3x2 + 6x – 2 = 0 (s) 2x2 – 5x + 1 = 0 (t) 3x2 + 5x + 1 = 0
(u) 5x2 – 2x – 4 = 0 (v) 5x2 – 3x – 3 = 0 (w) 2x2 – 4x – 3 = 0 (x) 3a2 – 6a – 2 = 0

Page 86 of 306
3. Solve quadratic equations by use of the formula
We can also solve quadratic equations using the quadratic formula. We derive the formula by
completing the square of a quadratic equation written in its general form as ax2 + bx + c = 0.

ax2 + bx + c = 0
𝑏 𝑐
 x2 + 𝑎x + 𝑎 = 0 Divide each term by the coefficient of x2
𝑏 𝑐 𝑐
x2 + 𝑎x = - 𝑎 Subtract 𝑎 on both sides of the equation.
𝑏 𝑏 𝑐 𝑏 𝑏
x2 + 𝑎x + (2𝑎)2 = - 𝑎 + (2𝑎)2 Add (2𝑎)2 to both sides of the equation to complete the square.
𝑏 𝑐 𝑏2
(x + 2𝑎)2 = - 𝑎 + 4𝑎2 Write left-hand side as a square.
𝑏 𝑏 2 – 4ac
(x + 2𝑎)2 = Simplify
4𝑎2

𝑏 b2 – 4ac
x + 2𝑎 = + √ Take the square root on both sides.
4𝑎2

√𝑏 2 −4𝑎𝑐
=+ Simplify
2𝑎
𝑏 √𝑏 2 −4𝑎𝑐 𝑏
x = - 2𝑎 + Subtract 2𝑎 on both sides of the equation.
2𝑎
−𝑏 ± √𝑏 2 −4𝑎𝑐
x= Simplify
2𝑎

Formula for solving a quadratic equation

−𝑏 ± √𝑏 2 −4𝑎𝑐
x= ,
2𝑎

where a and b are the coefficients of x2 and x respectively and c the constant term.
−𝑏+ √𝑏2 −4𝑎𝑐 −𝑏− √𝑏2 −4𝑎𝑐
The two roots of the equation are x = and x = .
2𝑎 2𝑎

Page 87 of 306
Example
Use the formula to solve for x:
1. x 2 + 2 x – 35 = 0
2. 2 x 2 – 3 = 8 x
Answers

1. x2 + 2x – 35 = 0 2. 2x2 – 3 = 8x
a = ; b = 2 and c = - 35 2x2 – 8x – 3 = 0 in standard form
−𝑏 ± √𝑏2 −4𝑎𝑐 a = 2; b = - 8 and c = -3
x= 2𝑎
−(−8) ± √(−8)2 −4(2)(−3)
−2 ± √22 −4(1)(−35)
x= 2(2)
= 2(1)
8 ± √64+ 24
−2 ± √4+140
= 4
= 2 8 ± √88
−2 ± 12 =
= 4
2 8 ± 9.38
10 −14 =
= or 4
2 2 17.38 −1.38
= or
= 5 or -7 4 4

= 4.35 or -0.35

Exercise 1
1. Use the quadratic formula to solve the following quadratic equations. Give your answer
correct to 2 decimal places.

(a) x2 – 7x + 2 = 0 (b) x2 + 5x + 3 = 0 (c) x2 + 3x - 5 = 0 (d) x2 – 2x - 8 = 0

(e) x2 + 6x + 1 = 0 (f) x2 +2x – 4 = 0 (g) x2 + 3x – 2 = 0 (h) x2 + 4 = 3x

(i) 2- 5x – x2 = 0 (j) x2 – x – 1 = 0 (k) x2 – 3x + 1 = 0 (l) x2 – 3x – 1 = 0

(m) 5x2 – 8x +1 = 0 (n) – 2x2 – 5x – 2 = 0 (o) 3x2 – 4x – 2 = 0 (p) – 7x2 – x + 15 = 0

(q) 2x2 – 6x – 1 = 0 (r) 3x2 + 6x – 2 = 0 (s) 2x2 – 5x + 1 = 0 (t) 3x2 + 5x + 1 = 0

(u) 5x2 – 2x – 4 = 0 (v) 5x2 – 3x – 3 = 0 (w) 2x2 – 4x – 3 = 0 (x) 3a2 – 6a – 2 = 0

Page 88 of 306
Exercise 2
2. Use the quadratic formula to solve the following quadratic equations. Give your answer
correct to 2 decimal places.
(a) x2 – 3x - 1 = 0 (b) x2 + 2x - 7 = 0 (c) x2 + 8x + 9 = 0 (d) x2 – 9x + 3 = 0
(e) -3x2 – 2x + 5 = 0 (f) -5x2 + 3x + 7 = 0 (g) 2x2 – 8x - 11 = 0 (h) 7x2 – x - 4 = 0
(i) 2x2 + 13x - 6 = 0 (j) -12x2 + 31x - 5 = (k) 4x2 – 3x + 1 = 0 (l) 5x2 – 3x – 1 = 0
0
x 4 x3 3 x 2 2x 2  x
(m)  (n)  2 (o)  (p) 
x3 x2 x x2 x2 x4 3 x2

Quadratic Equations in fractions

We solve equations containing fractions by first multiplying each term by the lowest common
multiple (LCM) of the denominators of the fractions and secondly solving the equation by
factorisation or using the formula.

Example
Solve for x:
2𝑥−7 𝑥+3
1. 2 − = 𝑥+2
𝑥−5
𝑥−5 4
2. (𝑥+3)(𝑥−3) = 2𝑥−1

Answers
2𝑥−7 𝑥+3 𝑥−5 4
1. 2 − = 2. =
𝑥−5 𝑥+2 (𝑥+3)(𝑥−3) 2𝑥−1
2(x - 5)(x + 2) – (2x - 7)(x + 2) = (x + 3)(x - 5)  𝑥−5
=
4
Multiply each term by (x - 5)(x + 2) 𝑥 2 −9 2𝑥−1

2(x2 - 3x - 10) – (2x2 – 3x – 14) = x2 – 2x - 15 4(x2 - 9) = (x - 5)(2x - 1) Use cross

multiplication.
2x2 - 6x - 20 – 2x2 + 3x + 14 = x2 – 2x - 15
4x2 – 36 = 2x2 – 11x + 5
2
-x - x + 9 = 0
2x2 + 11x – 41 = 0
2
−𝑏 ± √𝑏 −4𝑎𝑐
x = −𝑏 ± √𝑏2 −4𝑎𝑐
2𝑎 x = 2𝑎
−(−1) ± √(−1)2 −4(−1)(9)
= −(11) ± √(11)2 −4(2)(−41)
2(−1) = 2(2)
1 ± √1+36
= −11 ± √121+328
−2 = 4
1 ±6.08
= −11 ± 21.19
−2 = 4
7.08 −5.08
= or 10.19 −32.19
−2 −2 = or
4 4
= -3.54 or 2.54
= 2.55 or -8.05

Page 89 of 306
Exercise 3
3. Factorise where possible or use the quadratic formula to solve for x.
5 2 2𝑥−7 3𝑥 𝑥+2 2𝑥+3 2𝑥−3 𝑥+7
(a) 3𝑥 = (b) = (c) 3𝑥−1 = (d) =
2𝑥 5𝑥 2 3𝑥+1 𝑥+5 3𝑥−2

3 2𝑥 2𝑥+1 𝑥−3 𝑥+1 2𝑥−1 3𝑥−2 2𝑥+3

(e) 𝑥−3 + 𝑥+1 = 2 (f) − =3 (g) 2𝑥−3 + =1 (h) 2𝑥+1 = +3
𝑥+1 𝑥−1 𝑥−3 𝑥+5

5𝑥−3 2𝑥+7 𝑥−4 𝑥−1 𝑥+1 𝑥−1 3𝑥−4 𝑥+2

(i) 3𝑥+5 − 2 = (j) 𝑥+3 = 2 − (k) 1 + 𝑥−2 = 𝑥+1 (l) 2𝑥+1 − 5 = 5𝑥−1
𝑥−2 2𝑥+1

𝑥+1 𝑥−2 2𝑥−3 𝑥+2 2𝑥+3 3−2𝑥 𝑥+4 𝑥−3

(m) + =1 (n) - =2 (o) = +3 (p) +2=
𝑥−1 2𝑥−3 𝑥+1 3𝑥−1 𝑥−4 𝑥+5 𝑥−2 𝑥+1

2𝑥−1 𝑥+1 2−3𝑥 4𝑥−1

(q) 1 + = 2𝑥+1 (r) 3 − = 2𝑥−3 + 5
𝑥+4 𝑥+4

Simultaneous equations, one linear and one quadratic

We have already learned how to solve simultaneous linear equations in two unknowns. We use our
knowledge of solving simultaneous linear equations and of quadratic equations to solve simultaneous
equations where one equation is linear and the other quadratic.
Example
1. Solve for x and y if y - 3x – 2 = 0 and 2. Solve for x and y if y - 5 = 2x and
y = 2x2 – 5x + 8. y + 3xy = 2x2 – x + 7.
y – 3x - 2 = 0 y = 2x + 5
 y = 3x + 2 Substitute y = 2x + 5 in y + 3xy = 2x2 – x + 7.
Substitute y with 3x + 2in y = 2x2 – 5x  2x + 5 + 3x(2x + 5) = 2x2 – x + 7
+8 2x + 5 + 6x2 + 15x – 2x2 + x – 7 = 0
 3x + 2= 2x2 – 5x + 8 4x2 + 18x – 2 = 0
3x + 2 – 2x2 + 5x – 8 = 0 2x2 + 9x – 1 = 0 it cannot factorise so use the
–2x2 + 8x – 6 = 0 formula x =
−𝑏 ± √𝑏 2 −4𝑎𝑐
2𝑎
x2 – 4x + 3 = 0 Divide each term by -2.
−9 ± √92 −4(2)(−1)
(x - 3)(x - 1)= 0 = 2(2)

x = 3 or x = 1 −9 ± √89
= 4
Substitute x = 3 in y = 3x + 2 −9 ±9.43
=
 y = 3(3) + 2 4
0.43 −18.43
= 11 = or
4 4

Page 90 of 306
 Substitute x = 1 in y = 3x + 2. = 0.11 or -4.61
 y = 3(1) + 2 Substitute x = 0.11 in y = 2x + 5.
=5  y = 2(0.11) + 5
The solutions are = 5.22
When x = 3; y = 11 and when x = 1; y = Substitute x = -4.61 in y = 3x + 2.
5
 y = 2(-4.61) + 2
= -7.22
The solutions are when x = 0.11, y = 522 and
when x = -4.61;y = -7.22

Exercise 4

Solve for x and y.

(a) y = x + 1 and (b) y = 3x and (c) 3x + y = -7 and (d) 3x – y = 2x2 – 17
y = x2 + 2x + 1 y = 4x2 – 2x – 6 y + 7 = 2x2 + 5x and 5x + y = 7
(e) 2x - y = 3 and (f) y + 3x = 5 and (g) y = 3x + 2 and (h) 2x + y = 1 and
y + 6 = x(x – y + 13x2 + 4xy = 8x – 3 6x – y = 2x2 - 7 x2 + 5x = y + 3
1)

(i) y + 4x = 12 and (j) y + x = 3 and (k) y – x = 1 and (l) 2y = x - 2 and

y = 4x2 – 8x - 3 x2 + 2x + 3y2 = 2 y2 + x2 = 4x + 6y -5 x2 + xy – 5x + 3y = 3
(m) y + x = -7 and (n) 2xy – 5y = 3x2 – 17x + 2 (o) y + 2x – 3 = 0 (p) y + 6 = x and
y + 7x = 1 – 2x2 and x + y = 4 and 3y – 5x = 2xy – 6x2 + 7
x2 – y + 7xy = 5x +
2

Solving linear inequalities

We use the same methods as for equations to solve linear inequalities. The only difference is that
when we multiply or divide the terms in an inequality by a negative number, the direction of the
inequality changes, i.e. smaller than (<) changes to bigger than (>), and vice versa.

Page 91 of 306
 Example
Solve for x in the following inequalities.
1. 5x – 17 > 18 2. 2x + 25 > 13
 5x – 17 + 17 > 18 + 17 Add 17 to both  2x + 25 - 25 > 13 – 25 Subtract 25 on
sides. both sides.
5x > 35 Simplify 2x > -12 Simplify
x>7 Divide by 5 on both sides. x > -6 Divide by 2 on both sides.

3. 19 – ¾p < 49 4. 35 < 7x < 91

 19 – ¾p – 19 < 49 – 19 Subtract 19 on  5 < x < 13 dividing each term by 7
both sides. The value of x is 6, 7, 8, 9, 10, 11, and 12
-¾p < 30 Simplify
-¾p x (-4/3) < 30 x (-4/3) Multiply both
sides by the multiplication inverse of -¾.
p > -40

Exercise 1
1. Solve for x.
(a) 4x – 5 > 3 (b) 1 + 3x < 4 (c) 7 > 3 + 2x (d) 1+ 2x > 0
(e) 5 < 7 + x (f) 3> 4 - x (g) 4x – 1 ≥ 3 (h) 2 + 3x ≤ 11
(i) 3 – 5x ≥ 18 (j) 3(x – 2) ≥ 4 (k) 2(3x – 1) ≤ 3 (l) 3(2 – x) > 5

Exercise 2
2. Solve the following inequalities.
(a) 2x < 34 (b) 3x < 21 (c) x + 18 > 30 (d) x – 12 > 28
(e) 2x – 10 > 14 (f) 15 + 3x < 45 (g) -3x + 4 < 16 (h) 9 – 2x > 29
(i) 2x + 11 < 23 (j) 2p - 20 > 32 (k) -2x + 15 > 29 (l) -3p + 32 < 47
(m) -24 < 3x < 15 (n) 20x + 50 > 90 (o) 3x - 18 < 49 (p) -51x - 50 > 103
(q) -13x + 14 > 92 (r) 19 < x + 3 < 41 (s) 5(x – 7) + 4 < 2x + (t) 3(14 – x) – 8 > 2x – 9
5
2 3 2 7
(u) 17 - 3(x – 19) > 3x + (v) 4(15 – 3x) < 3(5 + 3x) - 12
4

Page 92 of 306
 SEQUENCE

Two types of number sequences

A number sequence is a set of numbers in which each successive number is determined according to
a fixed rule. We distinguish between.
 arithmetic number sequences and
 geometric number sequences.

Arithmetic number sequence Geometric number sequence

We add or subtract the same number to get We multiply or divide by the same number to
the next term get the next term
also called an Arithmetic Progression (AP) There is a constant ratio (common ratio, r)
There is a fixed constant (common also called a Geometric Progression (GP)
difference, d)

Formula for nth term: Tn = a + d(n – 1) or Formula for nth term: Tn = arn – 1
Tn = d × n + (a – d) a = T1 (the first term)
a = T1 (the first term)

Example
1. Find the nth term for each of the following sequences
(a) 1, 4, 7, 10, ... (b) 1, 5, 9, 13, … (c) 1, 3, 9, 27, …
First find the rule (pattern) to First find the rule (pattern) to First find the rule (pattern) to
know if it is an AP or GP know if it is an AP or GP know if it is an AP or GP
The rule is + 3 (AP) The rule is + 4 (AP) The rule is × 3 (GP)
a = 1; d = 3 a = 1; d = 4 a = 1; r = 3
Tn = a + d(n – 1) Tn = a + d(n – 1) Tn = arn – 1
= 1 + 3(n – 1) = 1 + 4(n – 1) = 1 × 3n – 1
= 1 + 3n – 3 = 1 + 4n – 4 Tn = 3n – 1
Tn = 3n – 2 Tn = 4n – 3
2. Find the next three terms for each sequence.
(a) 1, 4, 7, 10, ... (b) 1, 5, 9, 13, … (c) 1, 3, 9, 27, …
The next three are T5, T6, T7 The next three are T5, T6, T7 The next three are T5, T6, T7
T5 = a + d(n – 1) T5 = a + d(n – 1) T5 = a × 3n-1
= 1 + 3(5 – 1) = 1 + 4(5 – 1) = 1 × 35-1

Page 93 of 306
 = 1 + 15 – 3 = 13 = 1 + 20 – 4 = 17 = 1 × 34
T6 = a + d(n – 1) T6 = a + d(n – 1) = 1 × 34 = 1 × 81 = 81
= 1 + 3(6 – 1) = 1 + 4(6 – 1) T6 = a × 3n-1
= 1 + 18 – 3 = 16 = 1 + 24 – 4 = 21 = 1 × 36-1
T7 = a + d(n – 1) T7 = a + d(n – 1) = 1 × 35
= 1 + 3(7 – 1) = 1 + 4(7 – 1) = 1 × 35 = 1 × 243 = 243
= 1 + 21 – 3 = 19 = 1 + 28 – 4 = 24 T7 = a × 3n-1
= 1 × 37-1
13, 16, and 19 17, 21, and 24 = 1 × 36
= 1 × 36 = 1 × 729 = 729
81, 243, and 729

Exercise1
1. Write down the nth term and the next three terms for each sequence.
(a) 1, 4, 7, 10, ... (b) 9, 17, 25, 33, ... (c) -15, -9, -3, 3, ...
(d) 17, 8, -1, -10, ... (e) 2, 8, 14, 20, ... (f) 24, 17, 10, 3, ...
(g) -2, -6, -10, -14, ... (h) 56, 33, 10, -13, ... (i) 1, 8, 15, 22, ...
(j) 87, 78, 69, 60, ... (k) 3, 9, 15, 21, ... (l) 4, 17, 30, 43, ...
(m) 411, 440, 469, 498, ... (n) -313, -330, -347, -364, ... (o) -27, -19, -11, -3, ...

Exercise 2
2. The sequence 3, 11, 19, 27, …, is given.
(a) Determine the formula for the nth term of the sequence. Show all your work.
(b) Use your formula and calculate the 8th term of the sequence and show all your work.
(c) Use your formula and calculate the 20th term of the sequence and show all your work.
3. Write down the first three terms in the sequence with the nth term of Tn = 3n + 2.
4. Determine the first four terms of a sequence with nth term = 7 – 2n.
2
5. Write down the first three terms of the sequence Tn = 5 – 3n.
6. Determine which term of a sequence Tn = -3n + 7 is equal to - 47.
7. Study the sequence in the table and answer the questions.
Position (n) 1 2 3 4 …
Term (Tn) 1 5 9 13 …

(a) Determine the formula for the nth term of the sequence. Show all your work.
(b) Use your formula and calculate the 18th term of the sequence. Show all your work.
(c) Use your formula and calculate the 200th term of the sequence. Show all your work.
8. Solve for x if the sequence 2x + 1, 3x + 3, 7x – 1, … is an Arithmetic Progression.
9. How many terms are in the A.P. 4, 7, 10, 13, … 91?
10. Determine the number of the term of the sequence 1, -3, 9, -27, … that is equal to -19 683.

Page 94 of 306
11. Solve for x if the sequence 2x - 1, 3x + 1, 7x – 1, … is a Geometric Progression.
12. How many terms are in the G.P. 3, 6, 12, … 3 072?

FINDING n, a and d or r

EXAMPLES:

1. The 6th term of a GP is 486 and the 3rd term is 18. Calculate the common ratio and the first
term.
2. In an AP, the 8th term is 31, the 16th term is 63 and the last term is 79. Find the first term,
common difference and the number of terms in the sequence.
3. The 4th term of a geometric progression is 53 x5 and the 7th term is 56 x8 . Find the common
ratio and first term
4. The 19th term of an AP is 20.8 and the 4th term is 17.8. Find:
(i) the common difference and first term.
(ii) the first three terms of the sequence.
3 3
5. The 6th term of a geometric progression is  and the 9th term is . Find the common
16 128
ratio and first term.

Sum of first n terms for arithmetic and geometric sequence

We use the formulae in the table below to determine the sum of the first n-terms of either arithmetic
sequence or geometric sequence.

Arithmetic sequence (AP) Geometric sequence (GP)

n
S n  [2a  (n  1)d ] or a(1  r n )
Sn  if r < 1 or
2 1 r

Sn 
n
a  l  l is the given last term Sn 
a(r n  1)
if r > 1
2 r 1
Example Example
Determine the sum of the first 20 terms of the Calculate the sum of the first 9 terms of the
sequence 1, 3, 5, 7, … sequence 2, 8, 32, 128, …
n = 20, a = 1 and d = 2 a = 2, r = 4 and n = 9
𝑛
S = 2{2a + (n-1)d} 𝑎(1−𝑟 𝑛 )
S=
1−𝑟
20
= {2(1) + (20-1)(2)} 2(1−49 )
2 = 1−(4)
= 10(2 + 38)
= 174 762
= 10 x 40
= 400

Page 95 of 306
Exercise1
1. Calculate the sum of the first 10 terms of the series 1, 5, 9, 13, …
2. Calculate the sum of the first 20 terms of the series 2, 9, 16, 23, …
3. Calculate the sum of the first 18 terms of the series 23, 30, 37, 44, …
4. Calculate the sum of the first 30 terms of the series -8, 13, 18, 23, …
5. Calculate the sum of the first 50 terms of the series 19, 12, 5, -2, …
6. Determine the number of terms of the series 3, 10, 17, 24, …. that must be added to get a total of
4 518.
7. Write down the formula to calculate the sum of the first n terms of a geometric series.
8. Use your formula to calculate the sum of the first 10 terms of the series 1, 2, 4, 8, …
9. Determine the sum of the first 4 terms of the sequence 7, 49, 343, 2 401, …
10. Determine the sum of the first 6 terms of the sequence 8, 24, 72, 216, …
11. Determine the sum of the first 11 terms of the sequence 13, 26, 52, 104, …
12. Determine the sum of the first 7 terms of the sequence 3, 18, 108, 648, …
13. Determine the sum of the first 10 terms of the sequence 2, -6, 18, -54, …
14. Determine the sum of the first 8 terms of the sequence 48, 16, 16/3, 16/9, … correct to two
decimal places.
15. A sequence of numbers is given by 25; 30, 35, …, 300.
(a) find the number of terms in the sequence,
(b) Find the sum of the sequence.

Page 96 of 306
INDICES
It is very important to know the terminologies used in the diagram below whenever you have to work
with indices.

term the power

Exponent or index
2
coefficient
3a
base
Sometimes we have to work with very large or very small numbers. Using indices can therefore be
very useful to make it easier.

e.g. 100 000 000 000 × 0. 000 000 001

= 1011 × 10-9
= 102

The laws of indices

1. am × an = am+n 2. am ÷ an = am-n 3. (b2)4 = b8
When you multiply and the When you divide and the The outside index multiplies
bases are the same, add the bases are the same, subtract the inside index
indices together the indices. e.g.(a4)3
e.g. a5 × a3 e.g. a7 ÷ a4 = a4×a4×a4
= (a×a×a×a×a) × (a×a×a) aaaaaaa = a4+4+4
= a×a×a×a×a×a×a×a aaaa = a12
= a8 = a×a×a
= a3
1 5. (ab)m = a3b3 𝑎 𝑎𝑚
4. (a) = m-m 6. (𝑏)m = 𝑏𝑚
a The outside index is for all
The outside index is for all
The reciprocal will makes the numbers inside the brackets numbers in the fraction
index positive 𝑎 𝑎4
1 e.g. (2b)3 = 23b3 e.g. (𝑏)4 = 𝑏4
-3
e.g. (a) = 3 = 2 × 2 × 2 ×b × b × b
a = 8b3
𝑎 𝑏 𝑚 𝑏𝑚
and (𝑏)-m = (𝑎) = 𝑎𝑚
1 n NOTE: a0 = 1
7. m
a a m
8. m
a an m
Any number raised to the
1 2
power of zero is 1
e.g. 3
a a 3
e.g. 3
a2  a 3 (a  0 )

Page 97 of 306
Simplify expressions involving indices
We use the laws of indices to simplify expressions involving indices.

Example

Write as rational numbers:

(a) 43 (b) 5-2
=4x4x4 Write in extended notation. 1
= (5)2
= 64 Write as a single number. 1 1
=5x5 Write in extended notation.
= 1
Write as a rational number.
25
2
(c) 70 = 1 (d) 643
72 72 2
= 1 and 72 = 72-2 = 70,
72 = (43 )3 Write 64 in index
so a number raised to the power 0 is equal to notation as a power of 4.
1. = 42 Multiply the two indices, i.e. 3
2
x 3 = 2.

Exercise 1
1. Use the laws of indices to simplify the following expressions
(a) m4 x m6 (b) 23 x 22 (c) (- 3a2)3
(d) (a2b × ab2 (e) 3a2 × 2b3 (f) a4 ÷ a
(g) a5b2 ÷ a2b (h) 6a5 ÷ 2a2 (i) 12x3y ÷ 3xy
(j) 21x4y2 ÷ 3x2 (k) (x3)3 (l) (2x3)2
(m) 3(a4)2 (n) (2a2)2 × 2(a)2 (o) (3a3)3 ÷ (3a2)2
(p) (6a2b3)2 (q) a3x × a2x (r) a2x+y ×a3x+2y

We do the same when simplifying the expressions with algebraic indices.

Exercise 2
2. Simplify the following expressions
1 3
1

 3a 2 
(c)  3 
3
(a)   (b) a  a  b
5x x 3y

8  2b 
( x 2 y 2 ) 2c  ( xy 3 ) 3c a 2bc  a 3b2c ( a 2 ) 2 b  3c  ( a 3 ) b c
(d) (e) (f)
( x 3 y 3 ) 3c a 2b 2 c a 3bc  a b2c

Page 98 of 306
 3
8  4 81 43  23 (ab2 ) 4  (a 2b 2 ) 2
(g) (h) (i)
3
64 82  16 a 3b  (ab) 4
3
x 2  x 7  x 3  3a 2 
(j) (k)  3  (l) 4
81 16
x4  x2  2b 
3 3
1 ( a 3 ) 2 x 3 y  ( a 2 ) x  y  xy 
(m)   (n) (o)  2 
 16  a x y  a 0   xy  
2
(a 3b 3 ) 2  (3a 2b 1 ) 3  a 6 x b  a  x b 6 x  (a 2b 2 ) 6
4
(p) (q)   (r)
ab  (ab) 0  a 5b 7  a 2b 4
2 1 3 14
5 3 1 1 (t) (𝑎4 𝑏 3 )2 x (𝑎7 𝑏 0 ) 9  1 2 1 3
(s) (𝑎 ) x (𝑏 )6 x (𝑎𝑏)
8 5 3 2 2 (u) (𝑎3 + 𝑏)3 x (𝑎3 + 𝑏)−4
(𝑎𝑏) 3

3. Simplify the following expressions.

3 x 3  2a 4  b  6 x y    2 xy 
9 2
m4n 2 4 3
(a) 2 (b)
x  2a3  2b2 mn3 (c)
12 x 6 y 8

3a 2b3 (e) 5
32a10 8a  4 81b3
3
(d) (f)
6a6b3 3
64b
(g)  2a 2   2(a) 2 (h) a 2 x  y  a3 x  2 y 2b  c
2
a  a3b2c
(i)
a 2b  2 c

(k)  a 2b 2    ab3 
3 2c 3c 3
1  a3b 
(j)   (l)  
 16   ab 

m
(m) a2m

Solve simple exponential equations

We solve exponential equations by converting both sides of the equation to an expression having the
same base. When the expressions on the two sides of the equation have the same base, their indices
are equal. We then write a new equation to show that the indices are equal and solve for the
unknown.

Page 99 of 306
Example
Solve for x:
1. 3x = 81 1
2. 5x-4 = 25
 3x = 34
 5x-4 = 5−2
x=4
x – 4 = -2
x=2
2 3
3. 95-x = 27 3 4. 𝑎 𝑥−3 = √𝑎
1
2
 (32 )5-x = (33 )3  𝑎 𝑥−3 = 𝑎 3
1
10-2x 3𝑥
2
x–3=3
3 =3 3

1
10 – 2x = 2 x = 33
-2x = -8
x=4

Exercise1
1. Solve the following exponential equations.
(a) 2x = 16 (b) 5x-3 = 25 (c) 𝑝3𝑥 = √𝑝
1 (e) 7x+2 = 49 (f) 32x-7 = 27
(d) 3x = 9
(g) 43x = 256 1 (i) 3b2 = 147
(h) 53-x = 25
2
(j) b3 = 125 (k) 𝑎𝑏+5 = √𝑎
5
(l) 22b-1 = 83
(m) 4a3 = 108 (n) 3 x 23a = 384 (o) 5 x √𝑎 = 53
2 3 3
(p) 𝑎3 = √64
3 (q) 2 x √𝑥 + 10 = 14 (r) 𝑝2𝑥−9 = 𝑝2−𝑥
3
2 3 4  1
(s) 15𝑥 + 38 = 578
3 (t) √𝑎2 = √𝑎3𝑥 (u) x 4

8

2. Solve the following exponential equations.

2x
1
(a)    16 (b) 3 x  9 2 x  310  315 (c) 3 x  9 2 x  27
2
42 x
(d)  32 (e) 30  3x 2  27 (f) 4 x 2  64
8x

2 x 1 64 2 x1
(g) 64  256 (h)  256 (i) 2 x 2  32
16 x2

Page 100 of 306

 2 x 6

(j) 81 2 x 3 1
  
1 1
(k) x 2  3    
(l) a x a x a 5 x 
1
9 9 2 a4
3
(m) x 4  27 (n) 16  x  2 (o) 83 x4  4 2 x
2 x4
1
4
 1 1
(p) 3 x2
 81 (q) x 3
 (r) 812 x3    
16 9 9 5

3. Solve for x in 4x + 1 = 18.

4. Solve for t in 3t - 1 = 11.
5. Solve for x in x⅔ = 16.
3n  2  9 n 1
6. Simplify n
 3 k and find k in terms of n.
2
81
7. Solve 32x = 5, correct to 1 decimal place.

LOGARITHM
Relationship between indices and logarithms
A logarithm is the power to which a base number must be raised to get a given number. For example,
in log39 = 2, the base number 3 must be raised to the power 2 to get 9. The base number of a
logarithm must be positive and not equal to 1. We can only determine logarithms for positive
numbers. Logarithms for negative numbers do not exist.

In Logarithm In index form

Log39 = 2 32 = 9
Log 1 000 = 3 103 = 1 000
(when the base is not given it is 10)

In general, if logab = x, then ax = b. The power of a that gives b

We read logab = x as ‘the logarithm of b to base a is equal to x’.
Take note that: a > 0, a  1 and x > 0.
A logarithm is the inverse of an index. When we write a number in index notation, e.g. b = ax, x is
the power to which a must be raised to get. The expressions b = ax and logab = x are equivalent. In
both cases x is the power to which a must be raised to get b.
b = ax  logab = x
The examples show how to convert between index notation and logarithmic notation.

Page 101 of 306

Example
1. Write in logarithmic notation.
a) b = ax b) 25 = 52
2. Write in index notation.
a) logmp = x b) log101000 = 3
Answers
1. a) logab = x b) log525 = 2
2. a) p = mx b) 1000 = 103

Exercise 1
1. Determine the value of x in each case:
(a) x = log10100 (b) x = log327 (c) log7x = 2 (d) logx16 = 4
2. Write the following expressions as logarithmic.
(a) m = an (b) 81 = 92 (c) 64 = 26 (d) 216 = 63 (e) y = ax (f) 100 = 102
(g) 81 = 34 (h) 625 = 54
3. Write in index notation.
(a) lognm = p (b) log39 = 2 (c) log864 = 2 (d) log7343 = 3
4. Write in index notation and calculate the value of x:
(a) log2x = 3 (b) logx27 = 3 (c) log4x = 4 (d) logx3125 = 5

Laws of logarithms
𝑥
Law 1: logax + logay = logaxy Law 2: log 𝑦 = log x – log y.
e.g. log3 5 + log3 6 = log3 (5 × 6) = log3 30 2
e.g. log5 = log5 2 - log5 3
3
log c b
Law 4: logab =
Law 3: n
logbx = nlogb x log c a
e.g. log3 52 = 2 log3 5 log 5
e.g. log3 5 =
log 3
Special cases of logarithms
1. logaa = 1 because a1 = a
Law 5: logbb = 1
2. loga1 = 0 because a0 = 1
1 1
3. loga𝑎 = -1 because a-1 = 𝑎

Page 102 of 306

 In summary
1. log xy = log x + log y
𝑥
2. log 𝑦 = log x – log y

3. log bn = nlog b
𝐥𝐨𝐠 𝒃
4. logab = 𝐥𝐨𝐠 𝒂

We use the laws of logarithms to simplify expressions and calculations involving logarithms. Take
note that when the base of a logarithm is 10, it is not written down.
Example
Simplify the following expressions.
(a) log 4 + log 25 (b) log 2 + log 80 – log 16 (c) log 5 + 3log 20 – log 40
(d) log 2000 – (log 4 + log 5)
Answers
(a) log 4 + log 25 (b) log 2 + log 80 – log 16 (c) log 5 + 3log 20 – log 40
2 𝑥 80
= log (4x25) = log ( ) = log 5 + log 8 000 – log 40
16
5 𝑥 8 000
= log 100 = log 10 = log ( )
40

=2 =1 = log 1 000
=3
d) log 2000 – (log 4 + log 5)
= log 2000 – log (4 x 5)
= log 2000 – log 20
2000
= log ( )
20

= log 100
=2
Exercise 1
Simplify:
1 1
(a) log66 (b) log31 (c) log88 (d) log77 (e) log55 (f) log21
1 1 1 1 1
(g) log44 (h) log66 (i) log33 (j) log41 (k) log22 (l) log55
1
(m) log44 (n) log31 (o) log88 (p) log99

Page 103 of 306

Logarithms of base 10
Logarithms of base 10 include examples such as log1010, log10100, log101 000 and log1010 000.
When we work with logarithms to base 10 we do not write the base in the log expression, e.g. instead
of log10100 we just write log100.

You will only be required to work with the logarithm of base 10 by the syllabus for NSSCO.
Example
Determine the logarithm in each case:
(a) log 10 (b) log 100 (c) log 1 000 (d) log 10 000

Answers
(a) log 10 = 1 (b) log 100 = 2 (c) log 1 000 = 3 (d) log 10 000 = 4

Exercise 1
Simplify the following expressions.

(a) log8 + log125 (b) log5 + log200 (c) log5 000 – log5 (d) a) log4 - log400

(e) log8 + log125 – log10 (f) log5 000 - log5 + log10 (g) 2log1025 + log1016

(h) 2log10 + log50 – log1 000 (i) 2log9 – 2log3 (j) 3log6 + log18 – log16

(k) log32 + log8 + 3log2 (l) log18 + 3log12 – log24

(m) log25 + log125 (n) log100 + log1 000 – log 100 000

Exercise 2
Write the following as single logarithm.

(a) log12 + log9 (b) log18b – log3 (c) log3 + log10 – log5

(d) 2log4 + 3log2 (e) logz + logy - logx (f) log10 – log5 – log2

(g) log 25 + 1 (h) log(x + y) – log(x – y) (i) log(x + y) + log(x – y)

(j) log(x + y) – log(x + y) (k) 2log5 + 3log2 (l) 3 – 2log5

(m) 2logx – 3logy – 4logz +

(n) 2loga – 3logb + 2 (o) 2log5 + 3log2 – log2
2

Page 104 of 306

Exercise 3
Simplify the following expressions.
(a) log9324 – log94 (b) log1075 + log1040 (c) log3324 - 2log36 (d) 2log69 + log616

(e) log2108 – log227 (f) log832 + log816 + log88 (g) log318 + 2log36 – log38

(h) 4log82 + log84 + 3log82 (i) 3log105 + 2log104 – log102

Solving exponential equations using logarithm

We can use logarithms to solve exponential equations such as 10x = 1 000 and 5x = 125.
Example
Solve for x:
1. 100x = 100 000 2. 5x = 3 125
Answers
1. 100x = 100 000
 log 100x = log 100 000
xlog 100 = log 100 000
log 100 000
x= log 100
5
x=2 log 100 000 = 5 and log 100 = 2

2. 5x = 125
Method 1: Work with base 5
log55x = log5 125
xlog55 = log5125
𝑙𝑜𝑔5 125
x= 𝑙𝑜𝑔5 5
𝑙𝑜𝑔5 125
= log5125 = log5125
𝑙𝑜𝑔5 5

=3 53 = 125
Method 2: Work with base 10
We use a calculator to determine the logarithm to base 10 of any number.
log 5x = log 125
xlog 5 = log 125
log 125
x= log 5

=3

Page 105 of 306

Exercise 4
1. Solve for x in each case:
a) logx 1000 = 3 b) log x = 4 c) 3log x = 9

d) log x2 = 4 e) 2x = 32 f) 3x = 81

g) 4x = 64 h) 7x = 343 i) 3x = 4

j) 0.7x = 0.3 k) 10x = 49 l) 10x = 1 001

m) 5x - 1 = 15 n) 12 × 6x = 60 o) 4(1 021)x = 8

p) 5x + 2 = 500 q) 12 (3)x = 240 r) 3 (5)x - 2 = 162

2. 8x = 4 096
3. Solve for x in 8 x 6x = 10 368
4. Determine the value of x for which the sequence
log 3, log33, and log3x … is
(a) arithmetic,
(b) geometric.

Page 106 of 306

 Topic: Coordinate Geometry
Specific objectives: Learners should be able to:

 Calculate the distance between two points given in coordinate form, the gradient of the line-segment
joining them, and the coordinates of their midpoint
 Find the equation of a straight line given sufficient information (e.g. the coordinates of two points on
it or one point on it and its gradient)
 Interpret and use equations of the form , including knowledge of the relationships involving gradients
of parallel and perpendicular lines
 Apply coordinate geometry to quadrilaterals

Coordinate Geometry
 Coordinate geometry is the study of geometrically representing ordered pair of numbers.

How to calculate the distance between two points given in coordinate form, the gradient of the
line-segment joining them, and the coordinates of their midpoint

Facts about coordinate geometry in a straight line joined by two points

We are required to use coordinates of two points (A and B) on a straight line joining them to produce the
following:

1. Distance between the two points: Given by AB  ( x1  x2 ) 2  ( y1  y 2 ) 2

y1  y 2 y
2. Gradient of the line joining the two points (y = mx + c): Given by m  
x1  x2 x

Page 107 of 306

  x1  x2 y1  y 2 
3. Coordinates of the midpoint (M) on the line joining the two points: Given by M =  , 
 2 2 
Example
1. Given that the coordinates of the two points P and Q are P (-3;5) and Q(7;11).
Calculate;
(a) The distance between the two points,
(b) The gradient of the line joining the two points,
(c) The coordinates of the midpoint on the line joining P and Q.

2. The positions of two points A and B with their coordinates on the Cartesian plane is given.

y - axis

.
B (7, 5)

.
A (1, 2)

x - axis

Use the coordinates of the two points to find;

(a) The distance between the two points,
(b) The gradient of the line joining the two points,
(c) The coordinates of the midpoint on the line joining A and B

Solutions

1. (a) PQ  ( x1  x 2 )  ( y1  y 2 )
2 2

= (3  7) 2  (5  11) 2
Use Pythagoras theorem by
= (10) 2  (6) 2
finding the difference of x-
= 136 values and y-values
PQ = 11.7 units 3 s.f.
y1  y 2
(b) m 
x1  x2
5  11
=
37
3
m =
5
 x1  x 2 y1  y 2  Add the x-coordinates values and
(c) M = ,  divide by 2; then add y-coordinates
 2 2 
coordinate’s values and divide by 2

Page 108 of 306

   3  7 5  11 
= , 
 2 2 
 4 16 
= , 
2 2 

M = (2, 8)

2. (a) AB  ( x1  x 2 )  ( y1  y 2 )
2 2

= (1  7) 2  (2  5) 2
= (6) 2  (3) 2
= 45

AB = 6.71 units 3 s.f.

 x1  x 2 y1  y 2 
y  y2  , 
(b) m  1
x1  x2 (c) M =  2 2 

25 1 7 2  5 
=  , 
1 7 = 2 2 

1 8 7
m =  , 
2 = 2 2 
 1
 4, 3 
M = 2

Page 109 of 306

Activity

1.

The co-ordinates of A, B and C are shown on the diagram, which is not to scale.

(a) Find the length of the line AB.

…………………………………………..[3]

(b) Find the length of line AC

……………………………………………..[2]

(c) Find the mid-point joining point B and C

…………………………………………………………………………..[2]

Page 110 of 306

a) Find the length between A and B

…………………………………………….[2]
b) Find the mid-point of line AB

………………………………………. [2]

How to find the equation of a straight line given sufficient information (e.g. the coordinates of two
points on it or one point on it and its gradient)
Equation of a straight line
We can find the equation of a straight line when sufficient information is given. Take note that in order to
determine the equation of any straight line of the form y  mx  c we need the following information.
 The value of m (the gradient of the line),
 The value of c (the y – intercept of the line)
The following information should be given for you to determine the equation of the line.
 the coordinates of two points on the line or,
 one point on the line and the gradient of the line.

Page 111 of 306

Example
1. Determine the equation of the straight line passing through the points A (1;-1) and B (5;7).
2. Determine the equation of the straight line with gradient -3 that passes through point M (5;-11).

Solutions
y1  y 2
1. m  (When the coordinates of two points are given.)
x1  x2
7−(−1) 8
= 5−1
=4=2

m =2
Substitute m = 2 in y = mx + c
 The equation is y = 2x + c But we need to find the value of c.
Substitute the coordinates of A(1;-1) in y = 2x + c to find c (1 for x and -1 for y)
-1 = 2(1) + c
 c = -1 – 2
c = -3
m = 2 and c = -3
 The equation is y = 2x – 3

2. y – y1 = m(x – x1), (When the gradient and the coordinates of one point is given)
Substitute m = -3 and the coordinates of point M(5;-11) in the equation. (5 for x1 and -11 for y1)
y – (-11) = -3(x – 5)
y + 11 = -3x + 15
 The equation is y = -3x + 4

Activity
1. A straight line has a gradient of −3 and passes through the point (1,2).

(a) Find the equation of the straight line.

Answer (a):………………………………………[3]

Page 112 of 306

(b) Given that the line passes through the point (−1,k), find the value of k.

Answer (b): k = ………………………………[2]

(c) Write down the equation of the straight line which is perpendicular to the given line and passes
through the point (0,4).

Answer (c):…………………………………..[2]

How to interpret and use equations of the form 𝒂𝒙 + 𝒃𝒚 + 𝒄 = 𝟎, including knowledge of the
relationships involving gradients of parallel and perpendicular lines

Equations of the form 𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0

 The form 𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0, where a is an integer is called the standard form of a straight line.
 We can convert standard as follows to the slope and y-intercept form:
𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0
𝑏𝑦 = −𝑎𝑥 − 𝑐

𝑎 𝑐
𝑦=− 𝑥−
𝑏 𝑏
Example
1. Express 2𝑥 + 3𝑦 − 21 = 0 in standard form.
2. (a) Express 4𝑥 − 3𝑦 + 12 = 0 in double intercept form
(b) Write down:
(i) The x-intercept
(ii) The y-intercept of the line.

Answers
1. 2𝑥 + 3𝑦 − 21 = 0 Add 21 on both sides
 2𝑥 + 3𝑦 = 21

2. a) 4𝑥 − 3𝑦 + 12 = 0
 4𝑥 − 3𝑦 = −12 Subtract 12 on both sides

Page 113 of 306

4𝑥 3y −12
- = −12 Divide by -12 on both sides
−12 −12
𝑥 y
+4=1
−3

b) (i) x - intercept = -3 (ii) y - intercept = 4

In this particular case the coordinates of x intercept and y intercept are:
x – Intercept (-3, 0) and y – intercept (0, 4)

Parallel and Perpendicular Lines

 If two lines are parallel, then they have the same gradient.
 If two lines are perpendicular, then the product of the gradients of the two lines is equal to
-1.

NB: y = ax + b and y = ax + c are parallel lines cutting

the y-axis at points (0;b) and (0;c) respectively.
1
y = mx + c and y = − 𝑚 + d are perpendicular lines
1
because m × (− 𝑚) = -1.

 Parallel lines have the same gradient i.e. m1  m2  l1 // l2 .

 If m1 and m2 are the gradients of two perpendicular lines, then m1  m2  1
1
or m1  ( m2  0) .
m2

Example
1. Write down the equations of the lines on the following list that is parallel:
(a) 2x + 5y = 8;
(b) 4x + 8y = 5;
(c) 5y + 2x = 3;
(d) 8 + 2x = 5y;
(e) 2x + 5y – 10 = 0
2. State whether the following pairs of lines are perpendicular and give a reason for your answer:
(a) 5x – 3y = 17 and 5x + 3y = 8 (b) 2x + 7y = 5 and 7x + 2y = 13

3. Write down the equation of the straight line which is parallel to the line 4x – 7y = 12 and
which passes through P (5;-3).

4. The point A, B.C and D have the following coordinates (−2,7); (4,1); (2,3) and (6,0) respectively.

Page 114 of 306

Find
(a) The equation of the line L 1 which passes through point C and is parallel to the line AB.
(b) The equation of the line L 2 which passes through point D and is perpendicular to the line AB.
(c) The coordinates of the point of intersection of lines L 1 and L 2 .
Solutions

1. Letter a, c and d is parallel because they all have same gradient that is 2

2x + 5y = 8, 5y + 2x = 8, and 2x + 5y – 8 = 0
NB: You can see that all the three
equations are having 2 as a coefficient
of x

2. The lines are perpendicular because the coefficients of x and y change places and the coefficient of y
changes its sign.

3. 4x – 7y = k  The parallel lines has the same

coefficients for x and y
 4(5) – 7(-3) = k
 Substitute the coordinates of point
k = 41
P into the equation
The equation of the line is 4x – 7y = 41
 Simplify the equation

4.
  2  4 7 1
(a)  ,  =  1,4
 2 2 
7 1 6
(b) mAB    1 mAB  mL1
24 6
 y  mx  c
 3  1(2)  c
3 2  c
1  c
 y   x 1
1 1 (d) L2  L1
(c) mL 2   1 x  6   x 1
m AB  1
2 x  7
y  xc
x  3.5
0  6  c
6c
y  x6
y  x6
y  3.5  6
y  2.5
 (3.5,2.5)

Page 115 of 306

Activity

1. ABCD is a parallelogram, labelled anticlockwise, such that A and C have the following coordinates: A(−1,5)
and C(5,1).

(a) Find the coordinates of the mid-point of AC.

………………………………………[2]

(b) Given that BD is parallel to y = 2 – 5x, find the equation of BD.

………………………………………[2]

(c) BC is perpendicular to AC. Find the equation of BC.

……………………………………………………[3]

(d) Show that B has coordinates (3,−2).

…………………………………………………[2]

2. Find the equation of the line that

 Is perpendicular to the line y = 3x – 1 and

 Passes through the point (7,4).

…………………………………………..[3]

Page 116 of 306

Application of coordinate geometry to quadrilaterals
Quadrilaterals in a Cartesian plane
 We can apply our knowledge of coordinate geometry to determine the type of quadrilateral formed by
four given points on a Cartesian plane.

We make use of the following formulae to verify various properties of quadrilaterals

Formulae and the coordinate plane
Formula When to use it
Distance formula To determine whether
d  ( x1  x2 ) 2  ( y1  y2 ) 2  Sides are equal
 Diagonals are equal
Midpoint formula To determine
 x1  x 2 y1  y 2   The Coordinates of the midpoint of a side or
M=  ,  a diagonal
 2 2 
 Whether diagonals bisect each other

Slope/gradient formula To determine whether

y1  y 2  Opposite sides are parallel
m  Diagonals are perpendicular
x1  x2
 Sides are perpendicular
Example
A quadrilateral ABCD has vertices A(-2, 0), B(-1, 4), C(3, 5) and D(2, 1). Use the slope formula to show that
ABCD is a parallelogram.
y1  y 2 40 4
Gradient of AB = = = =4
x1  x2  1  (2) 1
y1  y 2 1 5 4
Gradient of CD = = = =4
x1  x2 23 1

y1  y 2 54 1
Gradient of BC = = =
x1  x2 3  (1) 4
y1  y 2 1 0 1
Gradient of AD = = =
x1  x2 2  (2) 4
AB // CD and BC // AD and therefore ABCD is a parallelogram.

Page 117 of 306

Further information about quadrilaterals that are parallelogram
Proofing that a quadrilateral is a parallelogram, rhombus, rectangle or square
Parallelogram Rhombus
 Show that the midpoints of diagonals have  First Show that the midpoints of diagonals
the same coordinates have the same coordinates.
 Show that diagonals are perpendicular or
 Show that a pair of adjacent sides are equal
in length.
Rectangle Square
 First Show that the gradients of pair of  Show that the midpoints of diagonals
opposite sides are equal and therefore have the same coordinates.
opposite sides are parallel.
 Show that a pair of adjacent sides are
 Show that a pair of adjacent sides are equal in length.
perpendicular and the angle between the
 Show that a pair of adjacent sides are
sides is 90°.
perpendicular and the angle between the
sides is 90°.

Exercise

1. Show that quadrilateral with vertices (5, 2), (9, 5), (13, 2) and (9,-1) is a rhombus

……………………………………………[3]
2. Show that a quadrilateral with vertices (-2, -2), (-5, 1), (0, 4) and (3, 1) is a parallelogram

…………………………………………………….[3]

Page 118 of 306

4. The figure shows two quadrilaterals ABCD

(a) Calculate the perimeter of figure ABCD

……………………………………………………….[3]
(b) Calculate the area of figure ABCD

…………………………………………….[2]

Page 119 of 306

5. The rectangle ABCD is shown on the diagram

(a) Calculate the gradient of line AB.

…………………………………… [2]
(b) Find the equation of line AB.

……………………………………………..[3]
(c) Find the equation of line BC.

…………………………………………………[3]
(d) Calculate to find the coordinates of point B.

…………………………………………….[2]

Page 120 of 306

 1
6. (a)(i) Find the equation of the line through point A (-6, 0) with a gradient of 3 in the form 𝑎𝑥 + 𝑏𝑦 +
𝑐 = 0.

……………………………………… [2]
(ii) Find the equation of line B (0, -4) and C (3, 0) in the form 𝑦 = 𝑚𝑥 + 𝑐

………………………………………………[3]
(b) Calculate the coordinates of the point of intersection of these two lines

6. If 𝐴(3,4) and 𝐵(7,1) are two points, Find

(a) The equation of AB,

…………………………………..[2]
(b) The equation of a line through A, perpendicular to AB,

……………………………………………. [3]
(c) The equation of a line through the origin, parallel to AB.

………………………………………………………………[3]

Page 121 of 306

Topic Test 1
Topic: Coordinate geometry
Name: …………………………………………………………… Class: …….
1. A perpendicular PQ is drawn to meet line 𝑙 with equation 𝑦 = −4𝑥 + 5 .

(a) Find the equation of line PQ.

………………………………………. [3]
(b) Find the coordinates of P.

…………………………………………….. [2]
(c) Calculate the length of PQ.

………………………………………………… [2]

2. W is the point (-4,4) and Z is the point (-2,-2).Calculate

(a) The coordinates of the midpoint of WZ.

……………………………………………..[3]

Page 122 of 306

 (b) The gradient of WZ.

……………………………………………….[2]
(c) The equation of the perpendicular bisector of WZ.

………………………………………………………..[4]

3. The gradient of a line is 4 and its cuts the x-axis at (5,0). Find the equation of the line in the form of
𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0

…………………………………………… [2]
4. (a) A line perpendicular to the line 𝑦 = 2𝑥 passes through the point A (6, 10). Find the equation of a
perpendicular line in the form 𝑦 = 𝑚𝑥 + 𝑐.

………………………………………………[3]
(b) The perpendicular line meets the y-axis at C. The midpoints of OA and OC (where O is the origin) are M
and N respectively. Find
(i) the coordinates of C

……………………………………………………… [3]

Page 123 of 306

(ii) the coordinates of M and N

…………………………………………………[4]
(iii) the length of MN

………………………………………… [2]
(iv) the gradient of AC

………………………………………………..[2]
(v)the length of AC.

……………………………………[2]

Page 124 of 306

Topic Test 2
Topic: Coordinate geometry
Name: …………………………………………………………… Class: …….

1. Find the equations of :

(a) the line joining the points (2,4) and (-3,1)

…………………………………………….[2]
(b) the line through (3,1) parallel to the line 3𝑥 + 5𝑦 = 6

……………………………………[2]
(c) the line (3, -4) perpendicular to the line 5𝑥 − 2𝑦 = 4

…………………………………………[2]
2. The equations of the two straight lines are 3𝑥 + 4𝑦 = 2 and 4𝑥 + 𝑦 = 1. Calculate the
coordinates of the point of intersection.

………………………………………………….[3]
3. The equation of the straight line l1 is 𝑥 + 3𝑦 − 33 = 0. The point P is (3, 0) and Q is (6, 9). The
straight line l2 is parallel to l1 and passes through P.
(a) Find the equation of l2 . Write the equation in the form of 𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0

………………………………………….[2]
(b) Prove that Q lies on l1

……………………………………………………..[3]

Page 125 of 306

 (c) Show that the line PQ is perpendicular to l1 .

………………………………………………………………….[3]

4. The diagram shows the points A(1, 2), B(4, 6) and D(5.2)
y
B(4, 6)

D(-5, 2) A(1, 2)

(a) Calculate the length of the line AB.

…………………………………………………[2]
(b) Find the coordinates of the midpoints of AB

……………………………………………….[2]
(c) Calculate the gradient of the line AB

……………………………………………[2]

Page 126 of 306

(d)Find the equation of the line AB.

………………………………………………………..[3]
(e)The triangle ABC has line of symmetry x = 4.
Find the coordinates of C.

………………………………………………………..[3]

(f)Write down the gradient of line AD

……………………………………[2]

Page 127 of 306

GEOMETRY
Geometrical terms and relationships

Example
B C
In the diagram, ABCD is a parallelogram. t°
57°
ADE and BFE are straight lines, AF = BF; ABF = 54º
54°
and CBF = 57º.

x° F

y° u°
A E
D

Find the value of :

(a) t
t = 180º  (54º + 57º) = 69º [ ABC and BCD are co-interior angles or supplementary
angles]
(b) u
u = 57º [EBC and AEB are alternate angles.]

(c) x
x = 180º  2 × 54º = 72º [ Angles in a triangle add up to 180º]

(d) y
y = 69º  54º = 15º [Opposite angles in a parallelogram are equal]

Activity

1. P, Q, R and S are four points on level ground.

Q
PQ is parallel to RS and angle QPS = 60º. PS and RQ intersect at T.
North
P 60°

T
(a) Write down the value of  PSR.
Give reasons for your answer.
S
R
…………………………………………………………..….[1]

Page 128 of 306

(b) The bearing of Q from P is 070º.
Find the bearing of
(i) S from P

………………………………………………………..[1]
(ii) P from S

………………………………………………………………..[1]
(iii) R from S

…………………………………………………………[1]
(a) (i) Explain why triangle PQT and RST are similar.

……………………………………………………………………[1]
(ii) Given that PT = 54 m; TS = 36 m and RQ = 85 m, find TQ.

……………………………………………………….[3]

2. In the diagram, LMN is parallel to PQR. L M N

Angle PQM = 124º and MQ = MR. x°
y°

124°
(a) Find P Q R
(i) x
……………………………………..[1]
(ii) y

………………………………..[1]

Page 129 of 306

 (b) In a surveying exercise to find the distance
between the points Y and Z on opposite banks Y
of a river, angles and lengths were measured. 160
W
WXZ and VXY are straight lines. 25 X
40
Angle WVX = angle XYZ = 90º V

River
Z

(i) Show that triangles VWX and triangle YZX are similar.

………………………………………………[3]
(ii) VW = 25 m, VX = 40 m and XY = 160 m.
Calculate the distance YZ.

…………………………………………………….[3]

6
B C
A (]
y˚
120˚

F z˚

x˚
35˚
D E

In the diagram the straight line ABC is parallel to line DE

Page 130 of 306

and line BD is parallel to line CF. AD = BD = AB, angle

DBC = 120˚ and angle FED = 35˚.

(a) Calculate the angles (i) x [1]

(ii) y [1]

(iii) z [1]

(b) What kind of triangle is triangle ABD? [1]

Polygons

Example
1Each interior angle of a regular polygon is p times each exterior angle.
Find an expression, in terms of p, for
(a) an exterior angle.
=Let x be the interior angle and y the exterior angle. Valid is now x = py … Valid is as well: x +
y = 180º ….
180 o
Substitute x from  in to  you get py + y = 180º so that y(p + 1) = 180º and y =
p 1
(b) the number of sides of the polygon

=360º ÷ exterior angle is the number of sides no of sides is: 360º ÷ = 360º × = 2p + 2

2 A, B and C are three vertices of a n-sided irregular polygon. Angles A, B and C are each 150º. The
size of each of the remaining angles is 135º.
Calculate the number of sides of the polygon. Show all your working.
A

B C
= There are 3 exterior angles of 180º  150º = 30º, the other interior angles are 45º.
The sum of all exterior angles is 360º. Let there be n exterior angle of 135º so 3 × 30º + 45n =
360º so 45n = 270º so n = 6. So this polygon has 9 sides.

3 Calculate the interior angle of a regular 10-sided polygon.

= Exterior angle is 360º ÷ 10 = 36º. So the interior angle is 180º  36º = 144°.

Page 131 of 306

Activity
A D

1. AB and BC are adjacent sides of a regular polygon, ABC = 140º

(a) Calculate the number of sides of the polygon
140° B

………………………………….[2]

(b) CB and BD are adjacent sides of a congruent regular polygon. Calculate ABD

…………………………………………[1]

2. Kim, John and Sam work in a group to discuss the properties of certain polygons. After the
discussion each one of them makes one statement.
For (a) to (c) write true or false for the given statement.
(a) Kim states that all equilateral triangles are congruent.

.......................................................................................................[1]
(b) John states that a square is a special rhombus.

………………………………………………………………[1]
(c) Sam states that a right-angled triangle cannot be isosceles.

………………………………………………………………………………..[1]

3 A heptagon has four angles which are each 120˚. The other three angles are equal.
Calculate the size of one of these angles.

…………………………………………..[3]

4
(a) An irregular pentagon has angles x°, 3x°, 2x°, 104° and 85°.
(i) Calculate the smallest angle

Page 132 of 306

 ………………………………………………..[3]

A B NOT TO
(ii) Hence, find the largest exterior angle of the pentagon.
SCALE

F O 8 cm C

E D

…………………………………………………[1]
(b) The diagram shows a polygon ABCDEF inscribed by a circle with a radius of 8 cm, centre O.
(i) Write down the geometrical name of the polygon ABCDEF.

………………………………………………..[1]
(ii) Find the shaded area.

………………………………………[3]

Page 133 of 306

FUNCTIONA AND GRAPHS

(a) Graphs in practical situations

General objectives, learners will

 understand the use of graphs in practical situations

Specific objective 1, learners should be able to

 use Cartesian coordinates in two dimensions

A graph is a diagram showing a comparison between two quantities and how a change in one
quantity affects the other quantity. So, graphs are diagrams of equation.

Cartesian coordinate system in two dimensions (also called a rectangular coordinate system or
an orthogonal coordinate system) is defined by an ordered pair of perpendicular lines (axes), a
single unit of length for both axes, and an orientation for each axis.

Specific objective 2, learners should be able to

 interpret and use graphs in practical situations, including travel graphs and conversion
graphs.

e.g. John left his home and walked 3 blocks to his school, as shown in the accompanying graph.

Page 134 of 306

What is one possible interpretation of the section of the graph from point B to point C?

(1) John arrived at school and stayed throughout the day.

(2) John waited before crossing a busy street.
(3) John returned home to get his mathematics homework.
(4) John reached the top of a hill and began walking on level ground.

Answer: ………………………………………………………..[1]

Conversion graphs

Are straight line graphs connecting two quantities which are in direct proportion.

Conversion Graphs

A conversion graph is a tool that we use to convert between different units. Any conversion
graph you see will be a straight-line graph. You have to know how to construct a conversion graph
given a conversion rate, and also how to use a conversion graph.

Page 135 of 306

Example 1: Conversion Graphs

Shown is a conversion graph for converting between litres and fluid ounces.

Using the graph, convert

i) 2.5 litres to fluid ounces;

ii) 24 fluid ounces to litres.

As we can see, the graph shown has litres on the y-axis and fluid ounces on the x-axis. When using
these kinds of graphs, always be wary of the scales on both axes.

So, in order to use the graph to convert the values given, we need to draw on the graph. To do this (in
this case to find a conversion for 3 litres) we do the following:

1.Starting from 3 on the y-axis, draw a horizontal line until you meet the graph (the blue line).

2.From the point where your line meets the graph, draw a vertical line down until it meets the x-axis.

3.Read the value where your line met the x-axis – trying to be as accurate as possible – and you have
the result of the conversion.

Page 136 of 306

Then, when we have to convert in the other direction, we simply reverse the process: draw up to the
graph first, then across, and this time read the result off the y-axis. For both conversions, i) and ii),
the graph would look like this:

i) We can see that the 2.5-litre line ends up at 88 on the x-axis, so we get

\mathbf{2.5 \text{ litres }=88\text{ fluid ounces}}2.5 litres =88 fluid ounces

ii) We can also see that the 24-fluid-ounce line ends up between 0.6 and 0.8 on the y-axis. It looks to
be about halfway between the two small squares, so it’s safe to go for 0.7. So, we get

\mathbf{24 \text{ fluid ounces }\equiv 0.7 \text{ litres }}24 fluid ounces ≡0.7 litres

Specific objective 3, learners should be able to

 draw graphs from given data

Example

The table below shows the telephone charge, N$, for making n telephone calls.

n 0 10 20 30 40 50 60

N$ 50 53 56 59 62 65 68

Page 137 of 306

 Using a suitable scale, draw a graph that relates the number of telephone calls to the telephone
charge.

Specific objective 4, learners should be able to

 apply the idea of rate of change to easy kinematics involving distance-time graphs, speed-
time graphs, acceleration and deceleration

Page 138 of 306

Example 1

Below is a distance – time graph for a driver on his way to school. The data used to draw the graph is
not collected from the start of the journey. The driver on his way stopped to talk to a friend before
continuing his journey.
Distance/km

Time/min

a) How far is the driver from home when he stopped?

5km
b) How long has the driver been chatting to a friend?

 At least 5minutes

c) How fast is the driver driving a car after chatting to a friend? Leave your answer in m/s.

d 4km 4000m 4000m

 v     13.33m/s 
t 5min (5x60s) 300s

d) How far is the driver from his starting point after 8 minutes? Explain why is not possible to
answer this question.

 The time taken to met a friend is not indicated on the graph

Page 139 of 306

e) How far is the school?

 9km

f) How long does it take the driver to reach the school?

 More than 10 minutes; this is because time from home to 5km is not given

Try this

Distance – time graphs

1. Jennifer left her house and drove to school in the morning, as shown in the accompanying
graph. On her drive to school she realized that she forgot her book bag and had to return
home before driving back to school for a 3-hour class. Explain what is happening during each
part of the graph below

(a) AB
(b) BC
(c) CD
(d) DF

Page 140 of 306

Example 2

Below is a speed – time graph for three athletes participating in a 100m race.
Distance/m

Time/s

a) Which runner won the race?

 Albert

b) With how much time is the last runner behind the winner?

 5s

c) Which runner stopped during the race?

 Charlie

d) How long was the stop?

 5s

e) How far is Charlie after 10 seconds?

 50m

Page 141 of 306

Example 3

Below is a graph representing a journey taken by Simanya combined school bus taking learners for a
tour.
Velocity/m/s

Time/s

a) Calculate the acceleration of the bus between the following points;

i) O and A
v f - vi
 a=
Δt
10m/s - 0
 a= = 2m/s2
5s

ii) A and B
v f - vi
 a=
Δt
10m/s - 10m/s 0
 a= = = 0 ( if the speed is constant, acceleration is
10s - 5s 5s
always zero)

iii) B and C
v f - vi
 a=
Δt
0 - 10m/s - 10m/s
 a= = = - 3.33m/s
13s - 10s 3s
b) Calculate the distance travelled by the bus between
i) O and C
1 1 1
 d = (a  b)h = (10s  5s  13s) x 10m/s = (18s) x 10m/s) = 90m
2 2 2

Page 142 of 306

 ii) D and F
1 1
 d = (a  b)h = (25s - 21s  25s - 16s) x 5m/s
2 2
1 1
= (4s  9s) x 5m/s = ( 13s) x 5m/s = 32.5m
2 2

c) Describe the motion of the car between C and D

 The car is stationary (not moving)

Activity

Speed-time graph

The graph represents the journey made by a car between two sets of traffic lights.

6
Speed (m/s)

0
0 10 20 30 40 50 60
Time (s)

(a) What is the acceleration of the car?

Answer: ………………………………[3]
(b) Find the deceleration of the car.

Answer:………………………………[2]

Page 143 of 306

(c) What is the steady speed between the accelerating and decelerating?

Answer:…………………………………[1]
(d) What distance does it cover while
(i) Accelerating

Answer:……………………………[2]
(ii) Decelerating

Answer:………………………………[2]
(e) How far is it between the traffic lights?

Answer:……………………………………[3]

Page 144 of 306

Specific objective 5, learners should be able to

 calculate distance travelled as area under a linear speed-time graph

Total distance travelled = area A + area B + Area C + Area D

Example

The graph below is for the bicycle.

Velocity/m/s

Time/s

Page 145 of 306

 Calculate the distance covered after six seconds.
1
 d = (a  b)h
2
1
 = (6s  2s  6s) x 8m/s
2
1
 = (4s  6) x 8m/s
2
1
 = (10s) x 8m/s
2
 = 40m

Activities( graphs in practical situation)

1. Here is part of a travel graph of Ellion’s journey from his house to the shops and back.

20

18

16
14
Distance in km 12
from Ellion’s house
10
8
6

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80
Time in minutes

(a) Work out Ellion’s speed for the first 30 minutes of her journey.
Give your answer in km/h.

Answer…............................. km/h [2]

Ellion spends 15 minutes at the shops.

He then travels back to her house at 60 km/h.
(b) Complete the travel graph. [2]

Page 146 of 306

 2. Panda cycled from his home to the
park. Panda waited in the park.

Then he cycled back home.

Here is a distance-time graph for Panda’s complete journey.

6
Distance from
home (km)
4

0
0900 0910 09 20 0930 0940 09 50 10 00 1010
Time of day

(a) At what time did Panda leave home?

Answer: ………….………………… [1]

(b) What is the distance from Panda’s home to the park?

Answer:………………..………. [1]

(c) How many minutes did Panda wait in the park?

Answer:…………………………………. [1]

Page 147 of 306

3. Robert left school at 3 30 pm. He walked home. On the way home, he stopped to talk to a
friend. His sister, Sarah, left the same school at 3 45 pm. She cycled home using the same route
as Robert. Here are the distance-time graphs for Robert’s and Sarah’s complete journeys.

Distance
3
from
school
(km)
2

0
330 340 350 400
Time
(pm)

(a) Find the distance Robert walked during the first 10 minutes of his journey.

Answer:………………………….. km [1]

(b) Find the total time that Robert stopped to talk to his friend.

Answer:…………………………….. minutes [1]

( c) Write down the distance that Robert had walked when Sarah cycled past him.

Answer:……………………………..km [1]

Page 148 of 306

4. David roller skates for 1 hour 30 minutes with a constant speed of 6 km/h and then for
another 1 hour 20 minutes with a constant speed of 24 km/h. What distance did he go?

Answer………………………… km [2]

5. David roller skates for 1 hour 30 minutes with a constant speed of 6 km/h and then for
another 1 hour 20 minutes with a constant speed of 24 km/h. What distance did he go?

Answer:………………………… km [2]

6. A taxi hurries or 1 1/3 hours with a constant speed of 120 km/h and then for another
1hour 25 minutes with a constant speed of 120 km/h. what distance did it go?

Answer:………………………. Km [2]

7. An airplane flies 480 km in 4 hours 18 minutes. What is its average speed in kilometers
per hour?

Answer: ………………………..km/h [2]

Page 149 of 306

8. A police car drives with a constant speed of 61 km/h. How long will it take to travel a
distance of 212.5 kilometers?

Answer:……….………. Hours [2]

9. An airplane flies 183 km in 1 hour 57 minutes. What is its average speed in kilometers
per hour?

……………………km/h (3)

10. Emily rides her horse with a constant speed of 11 km/h. How far can she travel in 1 hour
25 minutes?

Answer:………………………….. km [4]

Page 150 of 306

 11. Here is part of a train timetable from Birmingham to Leicester.

A train leaves Birmingham at 06 53

(a) (i) What time should this train get to Hinckley?

Answer:...............................................[2]

(ii) How many minutes should this train take to get to Hinckley?

Answer:.............................................. minutes [2]

Silvia wants to catch a train in Nuneaton. She needs to get to Leicester before 08 30

(b) Write down the time of the latest train Silvia can catch from Nuneaton.

Answer: .............................................. [1]

Page 151 of 306

A train will leave Leicester at 07 27 for Stansted Airport. The train should take 2 hours 28
minutes to go from Leicester to Stansted Airport.

(c) What time should the train get to Stansted Airport?

Answer:............................................. [1]

12. conversion graph for kilometres and miles is shown.

(a) Use the graph to convert 40 kilometres to miles.

Answer:…………………… mile [1]

Page 152 of 306

(b) Use the graph to convert 10 miles to kilometres.……………………. Kilometres [1]

(c) Convert 200 kilometres to miles.

Answer: ………………………. mile [2]

13. conversion graph for Pounds and Emirate Dirhams is shown.

(a) Convert £50 into Dirhams.

Answer:...............................Dirhams [1]

Page 153 of 306

 (b) Convert 175 Dirhams into Pounds (£).

Answer: £...................................... [2]

Tom wants to buy a camera. In London the camera costs £380. In Abu Dhabi the camera costs
2000 Dirhams.
(c) In which city is the camera cheaper and by how much?
Give your answer in pounds.

City: ...................................£......................[2]

14. Shown below is a conversion to change between kilograms and pounds.

(a) Using the graph, convert 5 kilograms to pounds.

Answer: ...........................pounds [1]

(b) Using the graph, convert 8 pounds to kilograms.

Answer:.........................................kilograms [1]

Page 154 of 306

A piano weighs 150 kilograms.
(c) Change 150 kilograms to pounds.

Answer: .....................................pounds [2]

Page 155 of 306

 (b) Linear programming

General objectives, learners will

 understand how to represent inequalities graphically

Specific objective 1, learners should be able to

 represent inequalities graphically and use this representation in the solution of simple
linear programming problems (the convention of using broken lines for strict inequalities
and shading unwanted regions will be expected)

Linear Programming

Be familiar with inequalities signs: ≤ 𝐦𝐞𝐚𝐧𝐬 less than or equal to

≥ 𝐦𝐞𝐚𝐧𝐬 greater than or equal to

< 𝐦𝐞𝐚𝐧𝐬 less than

> 𝐦𝐞𝐚𝐧𝐬 greater than

Represent linear inequalities

graphically
≤ 𝑂𝑅 ≥ 𝐼𝑁𝐶𝐿𝑈𝑆𝐼𝑉𝐼𝑇𝑌 𝑆𝑂𝐿𝐼𝐷 𝐿𝐼𝑁𝐸

< 𝑂𝑅 > 𝐸𝑋𝐶𝐿𝑈𝑆𝐼𝑉𝐼𝑇𝑌 𝐷𝑂𝑇𝑇𝐸𝐷 𝐿𝐼𝑁𝐸

𝑦 ≤ −5

𝑥>3

𝑦<𝑥

𝑥+𝑦 ≥ 2
𝑦 ≤𝑥+2

Page 156 of 306

Draw one inequality at a time

label the line drawn with an equation

but not with the inequality

Shade the unwanted region before

drawing the next inequality.  Choose a point (x, y) on one side of the line.

 Substitute the x and y values of a chosen point into an

inequality

 Simplify the inequality and see if the inequality is

satisfied:

 ‘If yes’ then shade on the other side of the

line and
 ‘If not’ then shade on the side where you
took the point

Key words to look out for in a statement:

Key word Meaning

‘at most’ ‘maximum’

‘does not exceed’ ≤

‘less than or equal to ’

‘at least’ ‘minimum’

‘more than or equal to’ ≥

‘exceed’. etc

Page 157 of 306

Linear Programming:

 an optimization method widely used in engineering practice, design, manufacturing, business,

personnel planning, investment management, statistics, public health, financial institutions,
planning and development, national public policy, etc.
 in business line is used to find maximum profit or minimum cost.
 enables us to practice problem formulation and result analysis including inequality constraints
and variable bounds.
 gives insights to the power of optimization.
 builds a foundation for other major categories of optimization algorithms (https://learnche.org).

NB:

 When drawing systems of inequalities for linear programming, use only the first quadrant of
the Cartesian plane.
 The solution to the system of inequalities is called a feasible region.
 Most of the time, the maximum or minimum solution to the linear programming problems is at
the vertices of the feasible region.

Linear programming
Graphs of inequalities (< / >) and shading regions

a) one variable 𝑥 or 𝑦
b) two variables 𝑥 and 𝑦
Inequalities involving one variable only 𝒙 or 𝒚
Example 1

Shade the unwanted region in 𝑥 ≤ 2

Steps

a) First draw the line 𝑥 = 2

b) Smaller is left of the line
c) Shade the opposite side, the unwanted region

Page 158 of 306

Activity
Draw on a cartesian plane and shade the unwanted region.

A) 𝑥 > −1
B) 𝑥 ≤ −3
C) 𝑦≥2
D) 𝑦<0

Page 159 of 306

Inequalities involving two variables, 𝒙 𝒂𝒏𝒅 𝒚
Example

Shade the unwanted region of the following inequality 𝑦 < 2𝑥 − 4

First draw the line 𝑦 = 2𝑥 − 4

Where it cuts the 𝑥 − 𝑎𝑥𝑖𝑠: 𝑦 = 0

Where it cuts the 𝑦 − 𝑎𝑥𝑖𝑠: 𝑥 = 0
𝑦 = 2𝑥 − 4
𝑦 = 2𝑥 − 4
0 = 2𝑥 − 4
𝑦 = 2(0) − 4
4 = 2𝑥
𝑦 = −4
2=𝑥

Page 160 of 306

 Activity
Shade the unwanted regions of the following inequalities

a) 𝑦 ≥ −2𝑥 + 4
b) 3𝑥 + 𝑦 ≥ 9
Graphing Linear Inequalities

In the following diagram, all the points above the line 𝑦 = 1

are represented by the inequality 𝑦 >. All the points below
the line are represented by the inequality 𝑦 < 1. The
representation is clearer if you look at what the 𝑦 coordinates
of these points have in common.

In the diagram below, the region above the line is

represented by 𝑦 > 2𝑥 – 1 and the region below the line
is represented by 𝑦 < 2𝑥 – 1.

Page 161 of 306

Example:

By shading the wanted region, show the region represented by the inequality 2𝑥 – 3𝑦 ≥ 6

Solution:

First, we need to draw the line 2𝑥 – 3𝑦 = 6.

We will revise the method for drawing a straight line.

Rewrite the equation in the form 𝑦 = 𝑚𝑥 + 𝑐.

From the equation m will be the gradient and c will be the 𝑦-intercept.

2𝑥 – 3𝑦 = 6

2
y x2
3

The gradient is then 2/3 and the 𝑦-intercept is – 2.

Page 162 of 306

If the inequality is ≤ „ or≥ … then we draw a solid line. If
the inequality is < or > then we draw a dotted line.

After drawing the line, we need to shade the unwanted

region. Rewrite the inequality 2x – 3y ≥ 6 as y ≤ x – 2.

Since the inequality is ≤, the wanted region is below the
line. We shade below the line.

Page 163 of 306

Example:

By shading the unwanted region, show the region represented by the inequality 𝑥 + 𝑦 < 1

Solution:

Rewrite the equation 𝑥 + 𝑦 = 1 in

the form 𝑦 = 𝑚𝑥 + 𝑐 . We need to draw a dotted line
because the inequality is <.
𝑥 + 𝑦 = 1 can be written as After drawing the dotted line, we
need to shade the unwanted
𝑦 = –𝑥 + 1
region.

The gradient is then –1 and the 𝑦-

intercept is 1.

Rewrite the inequality 𝑥 + 𝑦 < 1

as 𝑦 < – 𝑥 + 1. Since the inequality
is < , the wanted region is below
the line and so the unwanted
region is above the line. We shade
above the line.

Page 164 of 306

 Note: In linear programming we shade the unwanted region.

Note: How to graph linear inequalities?

The skills used in graphing linear inequalities are basically the same
as those needed for graphing linear functions.
There are, however, some few key differences.
1. Draw the graph by marking a point at the y-intercept.
2. Use a dashed line when the inequality symbol is either < or >. It is
a dashed line because the points on the boundary line are not part of
the solution set.

Graphing Systems of Linear Inequalities

Example:

3. Use a solid line if the symbol is either ≤ or ≥ to indicate that the line contains part of the
solution set.
4. Mark which side of the drawn boundary line contains the solutions by shading either above or
below the line.

Page 165 of 306

By shading the unwanted regions, show the region defined by the set of inequalities y < 2x +
5, y ≥ x , and x < 4.

Solution: Draw the lines for each of the inequalities and shade the unwanted region for each of

Exercises

1 Sima sells x biscuits and y cakes.

(a) (i) She sells at least 100 biscuits.

Write down an inequality in x.

Answer (a)(i):……………………………………[1]

(iii) She sells at least 120 cakes.Write down an inequality in y.

(iv)
Answer (a)(ii):………………………………………[1]

Page 166 of 306

 (i) She sells a maximum of 300 biscuits and cakes altogether.

Write down an inequality in x and y.

Answer (a)(iii):………………………………………….[1]

(ii) Sima makes a profit of 40 cents on each biscuit and 80 cents on each cake.
Her total profit is at least $160.

Show that x + 2y ≥ 400.

Answer (a)(iv):

[1]

(b) On the grid, draw four lines to show the four inequalities and shade the unwanted
regions.

Page 167 of 306

 [6]

(c) Calculate Sima’s maximum profit.

Give your answer in dollars.

Answer (c): $ ……………………………[2]

2. The school cook buys potatoes in small sacks of mass 4 kg, and large sacks, each of mass 10
kg.
He buys x small sacks and y large sacks.
Today he buys less than 80 kg of potatoes.

(a) Show that 2x + 5y ≤ 40.

Answer (a):
[1]

(b) He buys more large sacks than small sacks.

He buys no more than 6 large sacks.

Write down two inequalities to show this information.

Answer (b):………………………………..[2]

(c) On the grid, show the information in part (a) and part (b) by drawing three straight lines
and shading the unwanted regions.

Page 168 of 306

 [5]

(c) Find the greatest mass of potatoes the cook can buy today.

Answer (d):……………………………kg[2]

Exercises

1. A carpenter makes tables and chairs. Each table can be sold for a profit of £30 and each chair
for a profit of £10.

The carpenter can afford to spend up to 40 hours per week working and takes five hours to
make a table and four hours to make a chair.

Customer demand requires that he makes at least two times as many chairs as tables.

Tables take up two times as much storage space as chairs and there is room for at least four
𝒚
tables each week that gives (𝟐) + x ≥ 4.

(a) Given that all variables are positive, write down two further inequalities.

Page 169 of 306

 (b) Represent all three inequalities on the grid below and shade the unwanted region.

(a) Use your graph to find the possible maximum profit that a carpenter can make
where 30x +10y gives the maximum profit.

2. A calculator company produces a scientific calculator and a graphing calculator. Long-term

projections indicate an expected demand of at least 100 scientific and 80 graphing calculators
each day.

Because of limitations on production capacity, no more than 200 scientific and 170 graphing
calculators can be made daily. To satisfy a shipping contract, a total of at least 200 calculators
much be shipped each day.

(a) Write down all 5 inequalities from the statement above

(b) Use the grid provided to represent the 5 inequalities graphically to show the feasible region.

Page 170 of 306

(c) If each scientific calculator sold results in a $2 loss, but each graphing calculator produces
a $5 profit, how many of each type should be made daily to maximize net profits?

3. On the graph below, R is the region of feasible solutions defined by inequalities y > 2,
y = x + 1 and 5y + 8x < 92.

Find the greatest value of 2y + x which satisfies the set of inequalities, where x and y are
integers.

Page 171 of 306

4. A company that manufactures two kinds of bicycles produces at least 200 bicycles each
month. The company has a contract with one customer to supply 100 road bicycles per month.
Due to limitations in the work place the company cannot produce more than 140 road bicycles
and 120 mountain bikes per month. The company’s profit on road bicycles is N$1 000 and on
mountain bikes N$800. Determine the maximum profit the company can make.
5. An artist and his family carve lions and buffalo from wood and sell it at the local market for
N$50 and N$60 respectively. When they sell three times as many lions than buffalo per month
their income is at most N$400. When they sell twice as many buffalo than lions per month, their
income is at least N$300. They always sell at least 40 lions per month. Determine
(a) the family’s maximum monthly income,
(b) the number of each kind of animal they must sell to obtain this income.

6. A farmer keeps a number of sheep and a number of goats on his farm. The maximum number
of sheep and goats he can keep is 170. The number of goats must always be less than half the
number of sheep. The farmer has to keep at least 32 sheep and 8 goats to provide for his family.
Determine the maximum yearly income of the farmer if his income per sheep is N$720 and his
income per goat is N$850.
7. A bakery bakes daily at most three times as many loaves of brown bread than loafs of white
bread. They bake a maximum of 300 loafs of bread per day and make N$5 profit on a loaf of
brown bread and N$8 profit on a loaf of white bread. Due to contracts they have to bake at least

Page 172 of 306

100 loafs of brown bread per day. Determine the maximum profit the bakery can make in one
day.
8. A transport company uses a 5 t truck and a 8 t truck to transport cargo from Walvis Bay to
Windhoek. Their income amounts to N$2 350 per trip for the smaller truck and N$3 500 per trip
for the bigger truck. The maximum number of trips per month is 140 and the small truck is used
at least three times more per month than the big truck. The big truck is used at most for 35 trips
per month and the small truck for at least 50 trips per month. Determine:
(a) the maximum monthly income of the company,
(b) the number of trips needed per truck to achieve the maximum income,
(c) the profit of the company if 60% of the income covers expenditures such as salaries, fuel,
insurance and maintenance of the trucks.
9. A company produces two kinds of cell phones. Research shown that the market needs at least
200 type A cell phones and 150 type B cell phones each day. Due to limitations in its production
capacity the company can produce a maximum of 300 type A cell phones and 250 type B cell
phones each day. The main distributor of the company’s cell phones requires that at least 400
cell phones be delivered daily. Type A cell phones are sold for N$800 and type B cell phones are
sold for N$1000. Determine the maximum profit the company make in one day.

Page 173 of 306

 (d) Functions

General objectives, learners will

 develop an understanding of functions and their inverses

Specific objective 1,2 learners should be able to

 describe the terms function, one-one function, inverse function and composite function
 use the function notations f(x) = 2x + 3 and f, with f -1 for the inverse of f
 find the inverse of one-one function and form composite of two given functions as
defined by gf (x)  g (f(x) = gf(x)

Functions

Function is a one-to-one or many-to-one relationship between the elements of

two sets; for any value in the domain, the value in the range is
uniquely determined.

One-to-one function is a function for which every element of the range of the function
corresponds to exactly one element of the domain.

Notation f(x) = 5x -2 or f: x → 5x – 2

Inverse function a function , f −1 (x) that reverse another function, f(x).

f(x) = y if and only if g(y) = x.

Notation f −1(x)

Finding the inverse of the

function f

e. g. find the inverse function of f(x) = 5 x -2

y=5x–2 Substitute the function notation f(x) by y

Page 174 of 306

 x = 5y – 2 Interchange the variables

x + 2 = 5y Make y the subject of the formula

𝑥+2
y= 5

𝑥+2
f-1(x)= Equate the inverse function to the part of the formula
5
that contains variable x.

Composite function When two or more functions are combined, so that the output from the
first function becomes the input to the second function.

Notation gf(x) or g (f(x)) or g∘f(x)

How to find a composite  Functions are always given

function of two given f(x) = 3x - 2 and g(x) = x2 + 3
functions
gf = g (3x - 2) Apply f first then g

= (3x - 2)2 + 3

= 9x2 – 12x + 4 + 3

= 9x2 – 12x + 7 Always simplify

Worked example

2x  3 x 1
. Given that f(g(x)) = and h(k(x)) = , find the value of x such that
5 2
f(g(x)) = h(k(x)).

Solution

Page 175 of 306

Functions Activities

1. A function is defined by f(x) = 3x + 4.

(a) Given that f(k) = k, find k.

Answer:……………………………….[2]
(b) Find the inverse of f.

Answer:…………………………………….[2]

2.
(a) f(x) = (x + 2)(2x  1). Evaluate f(5.5)

answer:…………………………………..[1]
(b) g(x) = 1
3
(2x  1). Find g1(5).

Answer:……………………………………..[2]
3 x
3. It is given that f(x) =
2
(a) Find f(3)

Answer:………..………………………….[1]
(b) (b) Find f1(x)

Answer:………………………………………….[1]

Page 176 of 306

 4
4. Given f(x) = and g(x) = x2  3
x 1
(a) Explain why f(x) is undefined for x = 1.

Answer:……………………………,[1]
(b) Find f(3)

Answer:……………………………….[1]
(c) Determine fg(x) in its simplest form.

Answer:…………………………………….[2]
(d) Determine f1(x).

Answer:………………………………………[3]
(e) Show that f(x) = g(x) simplifies to x + x  3x  7 = 0
3 2
\

Answer:……………………………………..[2]
5.
xa
(a) Given that f(x) = (for x  4) and that f(10) = 2, find
x4
(i) the value of a

Answer:…………………………………[2]
(ii) f 1(4)

Answer:………………………………………….[3]

Page 177 of 306

 (b) If g(x) = x + 2, find fg(x)

Answer:……………………………………….[2]

6. Functions f, g and h are such that f(x) = (x  1)2 g(x) = (x  1)3 h(x) = 2x + 1.
(a) Work out fg(1)

Answer:…………………………………….[2]
(b) Find gh(x) in its simplest form.

Answer:……………………………………..[2]
(c) Find h1(x).

Answer:………………………………………..[2]

7. It is given that f(x) = 2x2 + 1 and g(x) = 4  3x

Find
(a) f(2)

answer:……………………………………………..[1]
(b) x, when g(x) = 0

Answer:……………………………………………………[2]

Page 178 of 306

(c) g1(x)

Answer:……………………………………………[2]
(d) fg(x)

Answer:………………………………………[4]
(e) Solve f(x) = g(x), giving your answer correct to 2 decimal places.

Answer:………………………………………………[5]

Page 179 of 306

 (e) Graphs of function

General objectives, learners will

 gain further understanding of drawing and interpreting graphs of functions

 gain an understanding of how to find the turning point and make sketch graphs of
quadratic functions

Specific objective 1, learners should be able to

a
 construct tables of values for functions of the form y  ax  b, y   ax 2  bx  c , y 
x
x  0 where a, b and c are integers

 A function is a mapping which involves either a one-to-one correspondence or a many-

to-one correspondence

 A table of values shows each value of x for each value of y

 If a = 1 and n = 0, then 𝑓(𝑥) = 𝑥 0 . This is a linear function giving a straight line.

 If a = 1 and n = 1, then 𝑓(𝑥) = 𝑥1 . This is a linear function giving a straight line.

 If a = 1 and n = 2, then 𝑓(𝑥) = 𝑥 2 . This is a quadratic function giving a parabola.

 The problem of locating a particular position on a plane such as for example, a sheet of
paper is history, the method we use to plot a position of point on a plane was devised by a
French Mathematician Rene Descartes who lived in the 17th century. The Cartesian
Coordinates are either one of two points intersecting lines which the position of every
point in a plane. (𝑥; 𝑦)

 Plane a flat or level surface

Page 180 of 306

Page 181 of 306
 Linear Function
3
Complete the table of values below for the function 𝑦 = − 2 𝑥 + 2

X 0 1 2 3 4

y 2 -1

Steps to follow when completing a

table
The value of y when 𝑥 = 3
1. Rewrite the function 𝑦 =
3 1. rewrite the function
− 𝑥+2 You can use same steps and find the
2
2. substitute for x=1 into the 3 value of y when 𝒙= 4
𝑦 = − 𝑥+2
equation 2
3 That will give you 𝑦= -4
𝑦 = − (1) + 2 2. substitute for 𝑥
2 3
3. Work out 𝑦 = − (3) + 2
2
3 3. Work out
𝑦 = − +2
2 𝑦 = −4.5 + 2
‫ = 𝑦 ؞‬0.5
𝑦 = 2.5

Quadratic Function

Complete the table of values below for the function 𝑦 = 2𝑥 − 𝑥 2

𝑥 -2 -1 0 1 2 3 4

𝑦 -3 0 1 -3

Page 182 of 306

  The value of y when x = 2 will
To get the value of y for each point of be:
x in the table of values, substitute the
Step 1: rewrite the function
value of x in the function given.
; 𝑦 = 2𝑥 − 𝑥 2
 The value of y when x = -2 will
Step 2: Substitute for x
be:
; 𝑦 = 2(2) − (22 )
Step 1: rewrite the function
Step 3: Work out
; 𝑦 = 2𝑥 − 𝑥 2
;𝑦 = 4−4
Step 2: Substitute for x
; 𝑦 = 2(−2) − (−22 )
Y=0
Step 3: Work out
; 𝑦 = −4 − 4

Y = -8  The value of y when x = 4 will

be:

Step 1: rewrite the function

; 𝑦 = 2𝑥 − 𝑥 2

Step 2: Substitute for x

; 𝑦 = 2(4) − (42 )

Step 3: Work out

; 𝑦 = 8 − 16

Y = -8

Page 183 of 306

Specific objective 2, learners should be able to

 draw and interpret such graphs

Draw and interpret such graphs

Draw the graph for 𝑦 = 2𝑥 − 𝑥 2 on a grid for -2 ≤ x ≤ 4

Draw the graph for on a grid for -2 ≤ x ≤ 4

3
𝑦 = − 𝑥+2
2
On a grid for -2 ≤ x ≤ 4 plot y = 2x – 2

Page 184 of 306

 Specific objective 3, learners should be able to

 find the gradient of a straight-line graph and determine the equation of a straight line in
the form y  mx  c

Find the gradient of a straight-line graph and determine the equation of a straight line in
the form y =mx + c

The gradient of a straight line refers Y = mx + c, where:

to the measure ‘steepness’ or
 c which is the constant term
‘slope’. The gradient of a straight
(has no letter in front of it)
line is constant meaning it does not
is the y intercept
change.
 m which is the coefficient
of x is the gradient NB only
when the equation is
Example rearranged into the
gradient-intercept form y =
Find the gradient of the straight line mx + c

Change in y
Gradient, 𝑚 = Change in x
3
−2 = − 𝑥 − 𝑦
2
3
𝑦 = − 𝑥+2
2

3
Therefore − is the gradient.
2

Page 185 of 306

Specific objective 4, learners should be able to

 solve linear and quadratic equations approximately by graphical methods

Solve linear and quadratic equations approximately by graphical methods

From the grid you can see that graph

y=0 cuts graph 𝑦 = 2𝑥 − 𝑥 2 on x =0
and x=2

Page 186 of 306

 Use the graph to solve the equation
The x values at two points where
2x − 𝑥 2 = 0 and 2𝑥 − 𝑥 2 = −2 the curve intersect the line y = 0,
which is the x-axis
Solve the above quadratic equation
when y = 0 and when y = -2 The x values are x = 0 and 𝑥 = 2

So the solutions to the equation

Use the graph to solve the
are x = 0 or x = 2
equation 𝟐𝒙 − 𝒙𝟐 + 𝟏 = 𝟎
Solve the equations 𝒚 = The x values at two points where
In order to solve this
𝟑 the curve intersect the line y = -2,
−𝟐𝒙 + 𝟐 𝒂𝒏𝒅 𝒚 = 𝟐𝒙 – 𝟔 equation graphically, make
this is the horizontal line cutting
simultaneously the constant the subject of
through y = -2
the formula.
The solutions for 𝑥 and 𝑦 are
The x value are x = -0.6 and 2.6 So
the coordinates at the point 2𝑥 − 𝑥 2 = −1
the solutions to the equation are
of intersection for the two
The values of 𝑥 when 𝑦 = x = -0.6 or x = 2.6
straight lines
−1
The coordinators are
The solutions are 𝑥 = −0.3
(2.4; −1.4)
or 𝑥 = 2.3
The solutions are 𝑥 = 2.4
and 𝑦 = −1.4

Solving simultaneous linear equations graphically

Example
1. Draw the graphs of y = x + 4 and y = -2x + 1 on the same grid
2. Use the graph to solve y = x + 4 and y = -2x + 1 simultaneously.

Answers
1. (a) First construct the table of values for y = x + 4 and y = -2x + 1.

x -3 0 2 x -4 0 2
y=x+4 y = -2x + 1
y 7 1 -3 y 0 1 -3

Page 187 of 306

 (b) Use the table of values to draw the graphs on the grid.
y - axis

x - axis
-6 -4 -2 0 2

-2

2. Find the x – value and the y – value at point where the two graphs intersect each other.

Answer: x = -1; y = 3

NOTE: Sometimes you will be given graphs and you can be asked to solve the graphs
simultaneously.

Page 188 of 306

Solve simultaneous linear and quadratic equations graphically

1. Draw the graph of y = x2 – 2 and y – 2x = 1 on the same grid.

Use the graph to solve for y = x2 – 2 and y – 2x = 1 simultaneously.

Solutions
When x = - 1; y = -1 and when x = 3; y = 7

If you are required to give coordinates then your answer will be

(-1, -1) and (3, 7)

Page 189 of 306

Specific objective 5, learners should be able to

 construct tables of values and draw graphs for functions of the form y  ax n where a is a
rational constant and n = –2, –1, 0, 1, 2, 3 and simple sums of not more than three of
these and for functions of the form y  a x where a is a positive integer

Construct tables of values and draw graphs for functions of the form 𝒚 = 𝑎𝑥 𝑛 where a is a
rational constant and n = –2, –1, 0, 1, 2, 3 and simple sums of not more than three of these
and for functions of the form 𝒚 = 𝒂𝒙 where a is (a) positive integer

Draw a graph of the function 𝑦 = 2𝑥 2

Table of values

X -3 -2 -1 0 1 2 3

y 8 2 2 8 18

𝑦 = 2𝑥 2

𝑦 = 2(−32 )

𝑦 = 2×9

𝑦 = 18

Page 190 of 306

Page 191 of 306
Exponential Functions

The functions of the form 𝑦 = 𝑎 𝑥 are known as exponential functions.

Plot the graph the function 𝑦 = 2𝑥 for -3 ≤ x ≤ 3

Table of values

X -3 -2 -1 0 1 2 3

y 0.25 0.5 2 4 8

Remember the law of indices of 𝑦 = 20

1
negative exponents 𝑎−𝑛 = 𝑦=1
𝑎𝑛

𝑦 = 2𝑥

𝑦 = 2−3

1
𝑦=
23

𝑦 = 0.125

Page 192 of 306

Page 193 of 306
Specific objective 5, learners should be able to

 estimate the gradient of a curve by drawing tangents at a given point on the curve

estimate gradients of curves by drawing tangents

Draw a tangent touching any point of choice on the curve, E.g. Curve for the equation 𝑦 = 2𝑥 −
𝑥2

Change in y
𝑚=
Change in x

10 − (−2)
𝑚=
3−0
12
𝑚=
3
𝑚=4

Page 194 of 306

Specific objective 6, learners should be able to

 find the maximum or minimum value of the quadratic function by any method, including
expressing ax2 + bx + c in the form a(x +p)2 + q

1. The numbering of the Cartesian plane is not necessary since we are not drawing to scale
but we are just required to sketch.

2. You may also write y = x2 + 3x – 4 in the form 𝒚 = 𝒂(𝒙 + 𝒑)𝟐 + 𝒒 to find the value of p
(the x-coordinate) and q (the y-coordinate), the coordinates of x and y at the turning point.

Example
1. Given the function y = x2 + 3x – 4, find;
(a) The roots of the function,
(b) The axis of symmetry of the graph for the function,
(c) The coordinates of the the turning point,
(d) The y – intercept.
2. Use the values in (1) above to sketch the graph of y = x2 + 3x – 4.

Answers

1. (a) (x – 1)(x + 4) = 0 Factorising the y = x2 + 3x – 4, equating it to 0

x – 1 = 0 or x + 4 = 0

x = 1 or x = - 4 2
3
(b) y =    + 3
(a) x = 
b 2
2a  3
a = 1; b = 3   - 4
 2
3 3 1
x=  =  or =  1 =
9 9 4
 
2(1) 2 2 4 2 1
9  18  16
=
4
1
= 6
4

Page 195 of 306

  1 1
The coordinates of the turning point of the parabola is   1 ,  6 
 2 4
(b) y – intercept (make x = 0 in y = x + 3x – 4)
2

y = (0)2 + 3(0) – 4
=-4

Specific objective 7, learners should be able to

 sketch the graph of a quadratic function using the turning point and the intercepts

Drawing the sketch of a parabola

To sketch the quadratic graph (parabola) we need the following critical points:

(a) The x-intercepts (roots of the parabola),

(b) The axis of symmetry,
(c) The turning point (coordinates),
(d) The y – intercept.
We use the Cartesian plane without numbering because we are sketching not drawing. We only
label the axis. y

It is very important to know the following points on the graph.

Axis of symmetry
Maximum point
x-intercept
(roots)
(Turning point/vertex)
y-intercept

y-intercept Minimum point (Turning point/vertex) x-intercept

Axis of symmetry (roots)

Page 196 of 306

NOTE: The axis of symmetry gives the x – value (coordinate) at the maximum or minimum
point (turning point) of the graph.
The discriminant indicates in how many points the curve cuts the x-axis.

b
Axis of symmetry is x = 
2a

For the completed-square form 𝑦 = 𝑎(𝑥 + 𝑝)2 + 𝑞

 The turning point (vertex) is at (-p, q).
 The axis of symmetry is x = -p.

Substitute the value of the axis of symmetry into the equation in order to find the corresponding
y – value (coordinate) at the turning point.

Example

The sketch the graph of y = x2 + 3x – 4

Solution:

When x = 0 y = -4 ( y = 02 + 3(0) – 4 = -4 ) hence the coordinate is ( 0 ; -4 )

(-4, 0)
. .(1, 0) x

. (0,-4)
.

Page 197 of 306

 Exercises

1. (a) (i) Complete the table for the function y = x² + x – 3.

x –4 –3 –2 –1 0 1 2 3
y 3 –1 –1 3 9

(ii) On the grid, draw the graph of y = x² + x – 3 for – 4 ≤ x ≤ 3.

[4]

Page 198 of 306

(b) Two points, A and B are marked on the grid.

(i) Draw a straight line through the points A and B extending it to the edge of the
grid.

Answer:……………………………………….[1]

(ii) Write down the coordinates of the points of intersection of the straight line and
your graph.

Answer (b)(ii) ………………..and……………...[2]

(iii) Write down the gradient of the line AB.

Answer (b)(iii):…………………………………[2]

(iv) Write down the equation of the straight line through the points A and B, in the
form y  mx  c .

. Answer (b)(iv): y =……………………………..[2]

Page 199 of 306

 1
f ( x)   2x
2. x2 , for x ≠ 0

(a) Complete the table of values for f(x).

x –3 – 2.5 –2 – 1.5 –1 – 0.5 0.4 0.5 1 1.5 2

y 6.1 5.2 4.3 3.4 5 5.5 – 2.6 – 3.8

[3]

(b) On the grid, draw the graph of y = f(x) for – 3 ≤ x ≤ 2.

[5]

Page 200 of 306

(c) Solve the equation f(x) = 2.

Answer (c): x =…………………………………….[1]

(d) Solve the equation f(x) = 2x + 3.

Answer (d): x = ………………………………...[3]

(e) (i) Draw the tangent to the graph y = f(x) at the point where x = – 1.5. [1]
(ii) Use the tangent to estimate the gradient of the graph of y = f(x) where x = – 1.5.

Answer (e)(ii): ………………………………….[2]

3. The table shows some values for the equation y = x3 – 2x for – 2 ≤ x ≤ 2.

x –2 – 1.5 –1 – 0.6 – 0.3 0 0.3 0.6 1 1.5 2

y –4 – 0.38 0.57 – 0.57 0.38 4

(a) Complete the table of values. [3]

Page 201 of 306

(b) On the grid below, draw the graph of y = x3 – 2x for – 2 ≤ x ≤ 2.
The first two points have been plotted for you.

[4]

(c) (i) On the grid, draw the line of y = 0.8 for – 2 ≤ x ≤ 2. [1]

(ii) Use your graph to solve the equation x3 – 2x = 0.8. [3]

(d) By drawing a suitable tangent, work out an estimate for the gradient of the graph y = x3 –
2x where x = − 1.5. [3]

Page 202 of 306

 Topic: Coordinate Geometry
Specific objectives: Learners should be able to:

 Calculate the distance between two points given in coordinate form, the gradient of the line-
segment joining them, and the coordinates of their midpoint
 Find the equation of a straight line given sufficient information (e.g. the coordinates of two points
on it or one point on it and its gradient)
 Interpret and use equations of the form , including knowledge of the relationships involving
gradients of parallel and perpendicular lines
 Apply coordinate geometry to quadrilaterals

Coordinate Geometry
 Coordinate geometry is the study of geometrically representing ordered pair of numbers.

How to calculate the distance between two points given in coordinate form, the gradient of the
line-segment joining them, and the coordinates of their midpoint

Facts about coordinate geometry in a straight line joined by two points

Page 203 of 306

We are required to use coordinates of two points (A and B) on a straight line joining them to produce the
following:

4. Distance between the two points: Given by AB  ( x1  x2 ) 2  ( y1  y 2 ) 2

y1  y 2 y
5. Gradient of the line joining the two points (y = mx + c): Given by m  
x1  x2 x
6. Coordinates of the midpoint (M) on the line joining the two points:
 x1  x2 y1  y 2 
Given by M =  , 
 2 2 
Example
3. Given that the coordinates of the two points P and Q are P (-3;5) and Q(7;11).
Calculate;
(d) The distance between the two points,
(e) The gradient of the line joining the two points,
(f) The coordinates of the midpoint on the line joining P and Q.

4. The positions of two points A and B with their coordinates on the Cartesian plane is given.

y - axis

.
B (7, 5)

.
A (1, 2)

x - axis

Use the coordinates of the two points to find;

(d) The distance between the two points,
(e) The gradient of the line joining the two points,
(f) The coordinates of the midpoint on the line joining A and B

Solutions

3. (a) PQ  ( x1  x 2 )  ( y1  y 2 )
2 2

= (3  7) 2  (5  11) 2
Use Pythagoras theorem by
= (10) 2  (6) 2
finding the difference of x-
= 136 values and y-values
PQ = 11.7 units 3 s.f.

Page 204 of 306

 y1  y 2
(b) m 
x1  x2
5  11
=
37
3
m =
5
 x1  x 2 y1  y 2  Add the x-coordinates values and
(c) M = ,  divide by 2; then add y-coordinates
 2 2 
coordinate’s values and divide by 2
  3  7 5  11 
= , 
 2 2 
 4 16 
= , 
2 2 

M = (2, 8)

4. (a) AB  ( x1  x 2 )  ( y1  y 2 )
2 2

= (1  7) 2  (2  5) 2
= (6) 2  (3) 2
= 45 AB = 6.71 units 3 s.f.

y1  y 2
(b) m 
x1  x2
25
=
1 7
1
m =
2

 x1  x 2 y1  y 2 
 , 
(c) M =  2 2 

1 7 2  5 
 , 
=  2 2 

8 7  1
 ,   4, 3 
= 2 2  M = 2

Page 205 of 306

Activity

1.

The co-ordinates of A, B and C are shown on the diagram, which is not to scale.

(a) Find the length of the line AB.

Answer (a): AB = [3]

(b) Find the length of line AC

Answer (b): [2]

(c) Find the mid-point joining point B and C

Answer (c)_____________________________________[2]

Page 206 of 306

a) Find the length between A and B

Answer: _____________________ [2]

c) Find the mid-point of line AB

Answer: _____________________ [2]

How to find the equation of a straight line given sufficient information (e.g. the coordinates of
two points on it or one point on it and its gradient)
Equation of a straight line
We can find the equation of a straight line when sufficient information is given. Take note that in order to
determine the equation of any straight line of the form y  mx  c we need the following information.
 The value of m (the gradient of the line),
 The value of c (the y – intercept of the line)
The following information should be given for you to determine the equation of the line.
 the coordinates of two points on the line or,
 one point on the line and the gradient of the line.

Page 207 of 306

Example
7. Determine the equation of the straight line passing through the points A (1;-1) and B (5;7).
8. Determine the equation of the straight line with gradient -3 that passes through point M (5;-11).

Solutions
y1  y 2
1. m  (When the coordinates of two points are given.)
x1  x2
7−(−1) 8
= 5−1
=4=2

m =2
Substitute m = 2 in y = mx + c
 The equation is y = 2x + c But we need to find the value of c.
Substitute the coordinates of A(1;-1) in y = 2x + c to find c (1 for x and -1 for y)
-1 = 2(1) + c
 c = -1 – 2
c = -3
m = 2 and c = -3
 The equation is y = 2x – 3

2. y – y1 = m(x – x1), (When the gradient and the coordinates of one point is given)
Substitute m = -3 and the coordinates of point M(5;-11) in the equation. (5 for x1 and -11 for y1)
y – (-11) = -3(x – 5)
y + 11 = -3x + 15
 The equation is y = -3x + 4

Activity
1. A straight line has a gradient of −3 and passes through the point (1,2).

(a) Find the equation of the straight line.

Answer (a):
[3]

(b) Given that the line passes through the point (−1,k), find the value of k.

Page 208 of 306

 Answer (b): k =
[2]

(c) Write down the equation of the straight line which is perpendicular to the given line and passes
through the point (0,4).

Answer (c):
[2]

How to interpret and use equations of the form 𝒂𝒙 + 𝒃𝒚 + 𝒄 = 𝟎, including knowledge of the
relationships involving gradients of parallel and perpendicular lines

Equations of the form 𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0

 The form 𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0, where a is an integer is called the standard form of a straight
line.
 We can convert standard as follows to the slope and y-intercept form:
𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0
𝑏𝑦 = −𝑎𝑥 − 𝑐

𝑎 𝑐
𝑦 = −𝑏𝑥 −𝑏
Example
1. Express 2𝑥 + 3𝑦 − 21 = 0 in standard form.
2. (a) Express 4𝑥 − 3𝑦 + 12 = 0 in double intercept form
(b) Write down:
(i) The x-intercept
(ii) The y-intercept of the line.
Answers
1. 2𝑥 + 3𝑦 − 21 = 0 Add 21 on both sides
 2𝑥 + 3𝑦 = 21

2. a) 4𝑥 − 3𝑦 + 12 = 0
Subtract 12 on both sides
Page 209 of 306
  4𝑥 − 3𝑦 = −12

4𝑥 3y −12
- = −12 Divide by -12 on both sides
−12 −12
𝑥 y
+4=1
−3

b) (i) x - intercept = -3 (ii) y - intercept = 4

In this particular case the coordinates of x intercept and y intercept are:
x – Intercept (-3, 0) and y – intercept (0, 4)

Parallel and Perpendicular Lines

 If two lines are parallel, then they have the same gradient.
 If two lines are perpendicular, then the product of the gradients of the two lines is equal
to -1.

NB: y = ax + b and y = ax + c are parallel lines cutting

the y-axis at points (0;b) and (0;c) respectively.
1
y = mx + c and y = − + d are perpendicular lines
𝑚
1
because m × (− 𝑚) = -1.

 Parallel lines have the same gradient i.e. m1  m2  l1 // l2 .

 If m1 and m2 are the gradients of two perpendicular lines, then m1  m2  1
1
or m1  ( m2  0) .
m2

Example
1. Write down the equations of the lines on the following list that is parallel:
(f) 2x + 5y = 8;
(g) 4x + 8y = 5;
(h) 5y + 2x = 3;
(i) 8 + 2x = 5y;
(j) 2x + 5y – 10 = 0
2. State whether the following pairs of lines are perpendicular and give a reason for your answer:
(a) 5x – 3y = 17 and 5x + 3y = 8 (b) 2x + 7y = 5 and 7x + 2y = 13

Page 210 of 306

3. Write down the equation of the straight line which is parallel to the line 4x – 7y = 12 and
which passes through P (5;-3).

4. The point A, B.C and D have the following coordinates A (2,7); (4,1) ; (2,3) and (6,0)
respectively.

Find
(d)
(e) The equation of the line L 1 which passes through point C and is parallel to the line AB.
(f) The equation of the line L 2 which passes through point D and is perpendicular to the line AB.
(g) The coordinates of the point of intersection of lines L 1 and L 2 .
Solutions

1. Letter a, c and d is parallel because they all have same gradient that is 2

2x + 5y = 8, 5y + 2x = 8, and 2x + 5y – 8 = 0
NB: You can see that all the three
equations are having 2 as a coefficient
of x

2. The lines are perpendicular because the coefficients of x and y change places and the coefficient of y
changes its sign.

3. 4x – 7y = k  The parallel lines has the same

coefficients for x and y
 4(5) – 7(-3) = k
 Substitute the coordinates of point
k = 41
P into the equation
The equation of the line is 4x – 7y = 41
 Simplify the equation

4.
  2  4 7 1
(d)  ,  =  1,4
 2 2 
7 1 6
(e) mAB    1 mAB  mL1
24 6
 y  mx  c
 3  1(2)  c
3 2  c
1  c

Page 211 of 306

 y   x 1
1 1
(f) mL 2   1
m AB  1
y  xc
0  6  c
6c
y  x6
(g) L2  L1
x  6   x 1
2 x  7
x  3.5

y  x6
y  3.5  6
y  2.5
 (3.5,2.5)

Activity

1. ABCD is a parallelogram, labelled anticlockwise, such that A and C have the following coordinates:
A(−1,5) and C(5,1).

(a) Find the coordinates of the mid-point of AC. [2]

(b) Given that BD is parallel to y = 2 – 5x, find the equation of BD. [2]

(c) BC is perpendicular to AC. Find the equation of BC. [3]

(d) Show that B has coordinates (3,−2). [2]

2. Find the equation of the line that

 Is perpendicular to the line y = 3x – 1

and

 Passes through the point (7,4).

Page 212 of 306

. Answer: [3]

Application of coordinate geometry to quadrilaterals

Quadrilaterals in a Cartesian plane
 We can apply our knowledge of coordinate geometry to determine the type of quadrilateral
formed by four given points on a Cartesian plane.

We make use of the following formulae to verify various properties of quadrilaterals

Formulae and the coordinate plane
Formula When to use it
Distance formula To determine whether
d  ( x1  x2 ) 2  ( y1  y2 ) 2  Sides are equal
 Diagonals are equal
Midpoint formula To determine
 x1  x 2 y1  y 2   The Coordinates of the midpoint of a side or
M=  ,  a diagonal
 2 2 
 Whether diagonals bisect each other
Slope/gradient formula To determine whether
y1  y 2  Opposite sides are parallel
m  Diagonals are perpendicular
x1  x2
 Sides are perpendicular
Example
A quadrilateral ABCD has vertices A(-2, 0), B(-1, 4), C(3, 5) and D(2, 1). Use the slope formula to show
that ABCD is a parallelogram.
y1  y 2 40 4
Gradient of AB = = = =4
x1  x2  1  (2) 1
y1  y 2 1 5 4
Gradient of CD = = = =4
x1  x2 23 1

y1  y 2 54 1
Gradient of BC = = =
x1  x2 3  (1) 4
y1  y 2 1 0 1
Gradient of AD = = =
x1  x2 2  (2) 4
AB // CD and BC // AD and therefore ABCD is a parallelogram.

Page 213 of 306

Further information about quadrilaterals that are parallelogram
Proofing that a quadrilateral is a parallelogram, rhombus, rectangle or square
Parallelogram Rhombus
 Show that the midpoints of diagonals have  First Show that the midpoints of diagonals
the same coordinates have the same coordinates.
 Show that diagonals are perpendicular or
 Show that a pair of adjacent sides are equal
in length.
Rectangle Square
 First Show that the gradients of pair of  Show that the midpoints of diagonals
opposite sides are equal and therefore have the same coordinates.
opposite sides are parallel.
 Show that a pair of adjacent sides are
 Show that a pair of adjacent sides are equal in length.
perpendicular and the angle between the
 Show that a pair of adjacent sides are
sides is 90°.
perpendicular and the angle between the
sides is 90°.

Examples
1. Show that quadrilateral with vertices (5, 2), (9, 5), (13, 2) and (9,-1) is a rhombus
2. Show that a quadrilateral with vertices (-2, -2), (-5, 1), (0, 4) and (3, 1) is a parallelogram
3. The figure shows two quadrilaterals ABCD

(c) Calculate the perimeter of figure ABCD

(d) Calculate the area of figure ABCD

Page 214 of 306

 1. The rectangle ABCD is shown on the diagram

(e) Calculate the gradient of line AB.

(f) Find the equation of line AB.
(g) Find the equation of line BC.
(h) Calculate to find the coordinates of point B.

1
2. (a)(i) Find the equation of the line through point A (-6, 0) with a gradient of 3 in

the form ax  by  c  0.
(ii) Find the equation of line B (0, -4) and C (3, 0) in the form 𝑦 = 𝑚𝑥 + 𝑐
(b) Calculate the coordinates of the point of intersection of these two lines.
3. If A(3,4) and B(7,1) are two points, Find
(a) The equation of AB,
(b) The equation of a line through A, perpendicular to AB,
(c) The equation of a line through the origin, parallel to AB.

Page 215 of 306

Topic Test 1
Topic: Coordinate geometry
Name: …………………………………………………………………………… Class: …….
5. A perpendicular PQ is drawn to meet line l with equation y  4 x  5 .

(d) Find the equation of line PQ.

(e) Find the coordinates of P.
(f) Calculate the length of PQ.

6. W is the point (-4,4) and Z is the point (-2,-2).Calculate

(d) The coordinates of the midpoint of WZ.
(e) The gradient of WZ.
(f) The equation of the perpendicular bisector of WZ.

7. The gradient of a line is 4 and its cuts the x-axis at (5,0). Find the equation of the line in the form
of ax  by  c  0 .
8. (a) A line perpendicular to the line y  2 x passes through the point A (6, 10). Find the equation
of a perpendicular line in the form y  mx  c .
(b) The perpendicular line meets the y-axis at C. The midpoints of OA and OC (where O is the origin) are
M and N respectively. Find
(i) the coordinates of C
(ii) the coordinates of M and N
(iii) the length of MN
(iv) the gradient of AC
(v)the length of AC.

Worksheet 3

Page 216 of 306

 5. Find the equations of :
(d) the line joining the points (2,4) and (-3,1)
(e) the line through (3,1) parallel to the line 3x  5 y  6
(f) the line (3, -4) perpendicular to the line 5 x  2 y  4
6. The equations of the two straight lines are 3x  4 y  2 and 4 x  y  1 . Calculate the
coordinates of the point of intersection.

7. The equation of the straight line l1 is x  3 y  33  0 . The point P is (3, 0) and Q is (6, 9).
The straight line l2 is parallel to l 1 and passes through P.
(d) Find the equation of l2 . Write the equation in the form of ax  by  c  0
(e) Prove that Q lies on l1
(f) Show that the line PQ is perpendicular to l1 .
8. The diagram shows the points A(1, 2), B(4, 6) and D(5.2)
y
B(4, 6)

D(-5, 2) A(1, 2)

(d) Calculate the length of the line AB.

(e) Find the coordinates of the midpoints of AB
(f) Calculate the gradient of the line AB
(d)Find the equation of the line AB.
(e)The triangle ABC has line of symmetry x = 4.
Find the coordinates of C.
(f)Write down the gradient of line AD

Solutions for Worksheet 1

46 2 2
mAB  mDC   
1. (a) 1 4  3 3
2
y  xc
(b) 3

Page 217 of 306

 2
1  (2)  c
3
4
1  c
3
1 2 1
 c y  x
3 3 3
4 1 3
mBC m AD    3
(c) 1  2 1
y  3x  c
6  3(4)  c
6 12  c
18  c  y  3x  18
L  LBC
(d) AB
2 1
 3x  18  x 
3 3
2 1
 3x  x    18
3 3 y  3(5)  18
11  55
 x
3 3 y 3
 11x  55
x5  B(5,3)
1
y  xc
2. (a) (i) 3
1 1
0  (6)  c y  x2
3 3
2c 3 y  x  6
x  3y  6  0
40 4 4
m  
(ii) 03 3 3
4
y  x4
3

 x  3 y  6
(b)  4 x  3 y  12
3x = 6  2  3 y  6

Page 218 of 306

 x=2 3 y  4
1
y  1
3
1
(2,1 )
3
4 1  3
mAB  
3. (a) 37 4
3
y xc
4
3 3
4 (3)  c y  x  6.25
4 4
9
4  c
4
6.25  c
1 4
m 
 3 3
 
(b)  4
4
y  xc
3
4
4  (3)  c
3
4
y  x
0c 3
1 3
m 
4 4
 
(c) 3
3
y   x
4

Solutions for Worksheet 2

1 1 1
mPQ   mPQ 
1. (a) 4 4 mL1

Page 219 of 306

 1
y  xc
4
1
2  (12)  c
4
2  3 c
1
 y  x 1
1  c 4
(b) y  4 x  16
Point P cuts the x-axis, meaning y=0
 4 x  16  0
 4 x  16
x4
 P(4,0)

(c) Length =
4  122  0  22
( 8) 2  ( 2) 2
=

= 68
=8.246211251
=8.25 ( rounded to 3 significant figures)

  4  (2) 4  (2) 
 , 
2. (a) Midpoint=  2 2  =  3,1
4  (2) 6
 3
(b) Gradient=  4  ( 2) = 2
1 1

(c) Gradient of a perpendicular=  3 3
1
y  xc
3
1
1  (3)  c
3
1
y  x2
2c 3
3. y  4x  c
0  4(5)  c  y  4 x  20

 20  c  4 x  y  20  0

Page 220 of 306

 1
m
4. (a) 2
1
y xc
2
1
10  (6)  c
2
10  3  c
1
y  x  13
13  c 2
(b)(i) cuts the y-axis means x=0
1
y   x  13
2
1
y  (0)  13
2
y0 coordinates of C (0 , 13)
 6  0 10  0   0  6 10  13 
 ,   , 
(ii) M=  2 2  N=  2 2 
=(3 , 5) =(3 , 11.5)

(iii) Length of MN=

3  32  (5  11.5) 2
0 2  (6.5) 2
=

= 42.25
=6.5
10  13  3  1
mAC   
(iv) 60 6 2

(v) Length of AC=

6  02  (10  13) 2
6 2  (3) 2
=

= 45
=6.7082039325
=6.71 ( rounded to 3 significant fiqures)

Page 221 of 306

 Solutions for Worksheet 3
4 1 3
m 
1. (a) 2  (3) 5
3
y  xc
5
3
4  (2)  c
5
6 3 14
4  c y  x
5 5 5
14
c
5
(b) Make y the subject of the formula
5 y  3x  6
3 6
y x
5 5 Parallel lines has
3 the same gradients
y  xc
5
3
1 (3)  c
5
9  3 14
1  c y x
5 5 5
14
c
5
(c) Make y the subject of the formula
 2 y  5 x  4
 
 
 1    2
5 5 5
y  x2  
Gradient of perpendicular line=    
2 2
5
m
2
2
y   xc
5
2  2 14
4 (3)  c y  x
5 5 5

Page 222 of 306

 14
 c
5
3x  4 y  2
2. 4 x  y  1  4

 3x  4 y  2
16 x  4 y  4 Use substitution to find the value of y.
 13x =2 4x  y  1
2 2
x 4( )  y  1
13 13
8 5
y  1 
13 13
2 5
 , 
  13 13 
3. (a) Make y the subject of the formula
3 y   x  33
1 1
y x  11 m 
3 3
Parallel lines have the same gradient
1
y xc
3
1 1
0  (3)  c y  x 1
3 3
1 c 3y  x  3
x  3y  3  0
(b) x  3 y  33  0
Substitute the coordinates of Q in the equation.
6  3(9)  33  0
6  27  33  0
0=0
09 9
mPQ   3
(c) 36 3
1 1
mL1  
mPQ 3 mPQ  mL1  1
1
3  1
3

4. (a) Length AB=

6  22  4  12
Page 223 of 306
 = 4 3
2 2

= 25
=5
1 4 6  2 
 , 
(b)  2 2  = 2.5,4
62 4
mAB  
(c) 4 1 3
4
y  xc
(d) 3
Substitute point A or B to find the value of c.
4
2  (1)  c
3
4 4 2
2  c y  x
3 3 3 or
2
c
3 3 y  4x  2
(e)Coordinates of C= 7,2
(f) Gradient for horizontal lines is always 0.
Therefore, mAD  0

Page 224 of 306

Worksheet 4
1. The curve y  7 x  x  6 intersects the line y  9  x at the points A and B.
2

(a) Calculate
(i) The co-ordinates of A and B.
(ii) The distance between A and B.

(b) Show that the mid-point of AB has coordinates (4 , 5)

(c) Find the equation of the perpendicular bisector of AB.

2. y

O x

The diagram shows rhombus ABCD in which the diagonals AC and BD intersect at M. The coordinates
of A and C are (1, 4) and (9 , -2) respectively.
(a) Determine, in the form ax  by  c  0, the equation of
(i) AC

(ii) BD

(b) Calculate the length of AC

1
3. The line EF asses through the point (9, 4) and has a gradient of 3 .
(a) Find the equation of EF in the form ax  by  c  0
(b) Another line GH asses through the origin and has gradient of−2.
These two lines meet at point M. Find the coordinates of point M.

Page 225 of 306

 4. The Straight line of y5 x  10 cuts the x-axis at A and the y-axis at B.
(a) Find the coordinates of A and the coordinates of B.
(b) Calculate the length of AB.
(c) M is the midpoint of AB. Find the coordinates of M.
BEARINGS AND TRIGONOMETRY

Three-figure bearings and trigonometric ratios

General objective: - to understand and use three-figure bearings and trigonometric ratios

 Interpret and use three-figure bearings measured clockwise from the north (i.e. 000° – 360°)

The main compass points, North, South, North West etc are used to give the general direction of
one point from another. A more accurate way of describing the direction of a point is given in the
form of a 3-figure bearing. This is an angle measured from the North in a clockwise direction.

For example to determine the bearing of R from F, we go to point F, look for the North of F and
turn clockwise until we are able to face the point R. This angle gives us the bearing of R from F.

N N
When the angle has less than 3-
digits, we add zeros before the angle
to make it a 3-figure bearing, eg 4°
105° R will be 004° and 45° will be 045°.
180°
Angle in decimal form is not
75° 75° considered as 3-figure bearing, e.g.
36.7° should be 036.7°
F

Since the angle is 75°, we add zero (0) before the angle to make it a 3-digit bearing.
The bearing of R from F is 075°.

Similarly, in order to find the bearing of F from R, we go to R, look for the North of R and turn in
a clockwise direction until we are able to face the point F.
The bearing of F from R is 255°.

Take note that, once the angle has been marked clearly on the diagram, knowledge on angles can then
be used to determine the size of the angle. In this case the bearing of F from R can be found either by
180° + 75° = 255° or 360° − 105° = 255°

Page 226 of 306

Here are a few more examples of bearings.

(a). N N
N (b). N

A 135
120° 180 F
°
60° 45°
60°
B 180°
135°
F

The bearing of A from F is 060° The bearing of B from F is 135°

The bearing of F from A is 240° The bearing of F from B is 315°
(360° − 120° or 180° + 60°) (360° − 45° or 180° + 135°)

(c). The following diagram shows 8 compass points. Try to complete the table attached by
writing the 3-figure bearing for each compass point as indicated. A few points have been done
for you.

Compass point 3 figure bearing N

North 000°/360

North East 045° NW NE

East ________
W E
South East 135°

South ________
SW SE
South East ________

Page 227 of 306

S
West ________

North West ________

 Pythagoras’ theorem and the sine, cosine and tangent ratios for acute angles to the
calculation of a side or of an angle of a right-angled triangle (angles will be quoted in, and
answers required in degrees)

Pythagoras theorem.
The theorem makes reference to a right-angled triangle such as that shown in the diagram. The
side opposite the right-angle is the longest side and is called the hypotenuse.
Shorter side 1

Shorter side 2

Right angled triangle showing the Hypotenuse and the two shorter sides.

The theorem says is that the area of the square on the hypotenuse is equal to the sum of the areas
of the squares on the two shorter sides. The diagram below shows squares drawn on the hypotenuse
and on the two shorter sides. The theorem tells us that Area A + Area B = Area C.

Page 228 of 306

 If we denote the lengths of the sides of the triangle as a, b and c, as shown in the diagram above,
then area 𝐴 = 𝑎2 , area 𝐵 = 𝑏 2 and area 𝐶 = 𝑐 2 .

So, using Pythagoras theorem, Area A + Area B = Area C

This can be expressed as 𝑎2 + 𝑏 2 = 𝑐 2

Examples
(a) Find the side labelled x cm
A

x cm
5cm

(b). Find the length of the diagonal of a

rectangle with a length of 14cm and width of
C 8cm.
B 12cm
14 cm
Pythagoras theorem states that Sketch the diagram first to make it easy
𝑥 2 = 52 + 122 to realize which sides you are expected
to calculate.
8cm
⟹ 𝑥 2 = 25 + 144

𝑥 2 = 169 cm

𝑥 = √169

𝑥 = 13 cm
This means that the hypotenuse of this
triangle is 13 cm long.

Write the full calculator value before

Notice that the hypotenuse is the longest side of attempting to round off the final answer
any right-angled triangle. That is why the
answer is expected to be more than the length
of the two given sides.
𝑑 2 = 82 + 142

𝑑 2 = 208
Page 229 of 306
 𝑑 = √208

𝑑 = 14.4222051

𝑑 = 14.4 𝑐𝑚 (3 s.f.)

(c). Find the side labelled with a letter. Sine, Cosine and Tangent ratios for acute
angles
m

Opposite side
14cm
16cm

Adjacent side

In a right-triangle the Hypotenuse is the

longest side or the side that is opposite the
𝑚2 + 142 = 162 right angle.

𝑚2 = 162 − 142 The other shorter sides are the Opposite

side which is the side opposite the given
𝑚2 = 60 angle and the Adjacent side which is the
side next to the angle.
𝑚 = √60
The ratios of these sides are given special
𝑚 = 7.745966692
names, which are Sine (shortened to Sin),
𝑚 = 7.75 cm. (3 s.f.) Cosine (shortened to Cos) and Tangent
(shortened to Tan).

𝑶𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒
𝑺𝑖𝑛𝑒 =
𝑯𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑨𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒
𝑪𝒐𝒔𝑖𝑛𝑒 =
𝑯𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

Page 230 of 306

 𝑶𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒 𝑥 = 6.359031171
𝑻𝑎𝑛𝑔𝑒𝑛𝑡 =
𝑨𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒
𝑥 = 6.36 cm (3 s. f. )
In order to remember these trigonometric
ratios there are different Mnemonics that are
used. The most commonly used Mnemonic
is SOH-CAH-TOA, which is formed by
taking the first letter of each of the ratios
above.

These trigonometric ratios may be used to

find a missing side or a missing angle.
(b).
Let’s look at a few examples.

In each of the following examples use the

trigonometric ratios to find the side marked H
with a letter. O
A 40°
(a).
y

In this case the Adjacent side and the

x O H Hypotenuse are the relevant sides. This
gives us the ratio Cosine.
A 32° 𝑦 𝐴
𝐶𝑜𝑠 40° = 15 (𝐻)

𝑦 = 15 𝐶𝑜𝑠 40°
From the diagram we need to use two of the
given sides. We first label all the three sides 𝑦 = 11.49066665
as Opposite, Adjacent and Hypotenuse in
𝑦 = 11.5 cm (3. s. f)
relation to the given angle.

Determine which sides are relevant and mark

them. In this case we need the Opposite side (c).
since that is where the marked side is. We
13.5cm

also need the Hypotenuse since that is a given

side. We then use these two sides to pick the H
right ratio from SOHCAHTOA, which is O
Sine. A 35°
𝑥 𝑂 z
sin 32° = 12 (𝐻)
13.5 𝑂
tan 35° = ( )
𝑥 = 12𝑆𝑖𝑛 32° 𝑧 𝐴

Page 231 of 306

 𝑍 tan 35° = 13.5
13.5 17
𝑧= tan 𝜃° =
𝑡𝑎𝑛35° 23
𝑧 = 19.2799809 𝜃 = tan−1 (17⁄23)
𝑧 = 19.3 cm (3 s. f. ) 𝜃 = 36.46923439

𝜃 = 36.5° (1d. p. )

Trigonometric ratios can be used to find a

missing angle.
ANGLE OF ELEVATION AND
DEPRESSION
(a). Find the angle marked 𝜃°  solving trigonometrical problems in
two dimensions involving angles of
elevation and depression

7cm H
O

A 𝜃°

The given sides are on the Opposite and Angles rounded to 1 dp.
Hypotenuse. This takes us to the ratio Sine.
7 𝑂
sin 𝜃° = ( )
12 𝐻
7
𝜃 = sin−1 ( )
12
𝜃 = 35.68533471

𝜃 = 35.7° (1d. p. )
(b).
23 cm
𝜃° A
H O
17cm

Page 232 of 306

PRACTICE QUESTIONS

1. Toini and Sipho walk towards each other.

Toini walks on a bearing of 040°.
Find the bearing on which Sipho walks.

Answer:………………………………………….° [2]

2.

The angle of elevation from a boat B to the top of a vertical cliff A is 35°.
The boat is 1210 m from the foot of the cliff.

(a) Calculate the height of the cliff.

Page 233 of 306

 Answer: (a)………………………………………m [2]

(b) Write down the angle of depression of the boat from A.

Answer:(b)………………………………..…….° [1]

3.

On the above diagram, ABC is a straight line. AE = 12 cm, BD = 6 cm, DE = 4 cm.

Angle BCD = 30° and angle DBC = 90°.

(a) Write down the length of BE.

Answer: (a) BE =…………………………………….cm [1]

(b) Calculate the length of AB.

Page 234 of 306

 Answer: (b) AB =………………………………….cm [2]

(c) Calculate the size of angle AEB.

Answer: (c) Angle AEB =……………………………° [2]

(d) Calculate the length of CD.

Answer: (d) CD = ……………………………………..cm [3]

(e) Find the size of angle BDC.

Answer: (e) angle BDC =……………………………………°[1]

ANGLES MORE THAN 90˚AND LESS THAN 360˚

The figure shows the signs of x- and y-coordinates in the four quadrants of a Cartesian plane.
XOP = θ is an angle in the second quadrant where x is negative and y positive.

y Sin θ =
Sin θ =

Cos θ =
Cos θ = II I

Tan θ = Tan θ =
P (-x;y) . .P (x;y)
r y
θ θ x
θ θ
x
Sin θ =
. .P (x;-y) Sin θ =
P (-x;-y)
Cos θ = Cos θ =
III IV
Tan θ = Tan θ =
Page 235 of 306
CAST diagram
We use a diagram to help us remember the signs of the three trigonometric ratios in different
quadrants. All trigonometric ratios are positive in the first quadrant, Sine is positive in the second
quadrant, Tan is positive in the third quadrant and Cos is positive in the fourth quadrant. The other
ratios are negative in the different quadrants. The acronym CAST starting with C in the fourth
quadrant and read anti-clockwise shows which ratios (and their reciprocals) are positive in the
different quadrants.

y
2nd quadrant 1st quadrant
sin is positive All ratios
are positive
180° - θ θ
S A
x
O
T C 360° - θ
180° + θ
3rd quadrant 4th quadrant
tan is positive cos is positive

*Hint:
For 90 ≤ θ ≤ 360 the following results can be derived:

𝒔𝒊𝒏𝜽 = 𝐬𝐢𝐧(𝟏𝟖𝟎 − 𝜽) e.g.sin 45 = 𝑠𝑖 𝑛 (180 − 45) = sin 135

𝐜𝐨𝐬 𝜽 = 𝐜𝐨𝐬(𝟑𝟔𝟎 − 𝜽) e.g.cos 45 = cos(360 − 45) = cos 315
𝒕𝒂𝒏𝜽 = 𝐭𝐚𝐧(𝟏𝟖𝟎 + 𝜽) e.g.tan 45 = tan(180 + 45) = 𝑡𝑎𝑛 225

The relationship between the angles below 90° and the angles between 90°and 360° can be
further explored graphically. The graphs of trigonometric functions and the CAST diagram
should be looked at as one thing since there is a close relationship between the two.

Page 236 of 306

Graphical Representation of Trigonometric functions

y  sin x

0.707

0.707

Worked Examples
Find x in the range 0 ≤ 𝑥 ≤ 360 for which Solutions
(a) sin 𝑥 = 0.5
(b) cos 𝑥 = 0.5 (a). 𝐬𝐢𝐧 𝒙 = 𝟎. 𝟓
(c) tan 𝑥 = 1 𝑥 = sin−1(0.5)
(d) cos 𝑥 = sin 𝑥 𝑥 = 30° [Key angle]

Page 237 of 306

(b). 𝐜𝐨𝐬 𝒙 = 𝟎. 𝟓

𝑥 = cos−1(0.5)
𝑥 = 60° [key angle]
𝑥 = 60° 𝑜𝑟 360° − 60°
𝑥 = 60 𝑜𝑟 300

(c). 𝒕𝒂𝒏𝒙 = 𝟏
𝑥 = tan−1 ( 1)
𝑥 = 45 [key angle]
𝑥 = 45 𝑜𝑟 180 + 45
𝑥 = 45 𝑜𝑟 225

Page 238 of 306

𝑥 = 30 𝑜𝑟 180 − 30
𝑥 = 30° 𝑜𝑟 150°

(d). 𝒄𝒐𝒔𝒙 = 𝒔𝒊𝒏𝒙

Method 1: by dividing both sides by cos x, this will give the trigonometric ratio tan x.
𝑠𝑖𝑛𝑥 𝑐𝑜𝑠𝑥
=
𝑐𝑜𝑠𝑥 𝑐𝑜𝑠𝑥
𝑡𝑎𝑛𝑥 = 1 𝑠𝑖𝑛𝑥
𝑥 = tan−1(1) 𝑡𝑎𝑛𝑥 =
𝑐𝑜𝑠𝑥
𝑥 = 45 𝑜𝑟 225

Method 2: By observing the point of intersection of the graphs of 𝒚 = 𝒔𝒊𝒏𝒙 𝐚𝐧𝐝 𝒚 =

𝒄𝒐𝒔𝒙

As seen from the diagram, the graphs of 𝑦 = 𝑠𝑖𝑛𝑥 and 𝑦 = 𝑐𝑜𝑠𝑥 intersect at the points where
𝑥 = 45 𝑎𝑛𝑑 𝑥 = 225, which are the solutions to the equation 𝑠𝑖𝑛𝑥 = 𝑐𝑜𝑠𝑥.
 solve problems using sine and cosine rules for any triangle and the formula:
1
area of triangle  ab sin C
2
 THE COSINE RULE:
How to derive the Cosine Rule B

Consider ΔADB.
𝑥
cos 𝐴 = ⇔ 𝑥 = 𝑐𝐶𝑜𝑠𝐴 … … … … . (1)
𝑐
By Pythagoras theorem
a
c
𝑐 2 = 𝑥 2 + ℎ2 … … … … … … … … … … (2)

Now consider ΔBDC:

By Pythagoras
𝑎2 = (𝑏 − 𝑥)2 + ℎ2 h
𝑎2 = 𝑏 2 − 2𝑏𝑥 + 𝑥 2 + ℎ2
𝑎2 = 𝑏 2 + 𝑥 2 + ℎ2 − 2𝑏𝑥 … … … . . (3)
Substituting equation (1) and (2) into equation (3):
A x D b-x C
𝒂𝟐 = 𝒃𝟐 + 𝒄𝟐 − 𝟐𝒃𝒄𝑪𝒐𝒔𝑨
b

HINT: The Cosine Rule is used when given

two sides and an included angle; that is the
angle subtended by the two given sides.
Worked examples
Find the length of side BC A
125°
𝑎2 = 𝑏 2 + 𝑐 2 − 2𝑏𝑐𝐶𝑜𝑠𝐴 15cm c 17cm
b
𝑎2 = 172 + 152 − 2(17)(15)𝐶𝑜𝑠125°
B C
𝑎2 = 806.52398253 a

𝑎 = √806.52398253
Learners are advised to enter the whole
𝑎 = 28.39936588 expression in the formula and get the value at
once especially considering that 𝑪𝒐𝒔𝟏𝟐𝟓 is a
𝑎 = 28.4 𝑐𝑚 (3 s.f.) negative number. Some learners do not realise
that −𝟐(𝟏𝟕)(𝟏𝟓)𝑪𝒐𝒔𝟏𝟐𝟓° is one term and should
not try to separate them.

Write full calculator value to avoid losing

accuracy marks. Only the final answer
should be rounded to 3 s.f.

Finding angle using the Cosine Rule:

The formula 𝑎2 = 𝑏 2 + 𝑐 2 − 2𝑏𝑐𝐶𝑜𝑠𝐴 can be rearranged to obtain the formula for

calculating the angle as shown below.

𝑎2 = 𝑏 2 + 𝑐 2 − 2𝑏𝑐𝐶𝑜𝑠𝐴

2𝑏𝑐𝐶𝑜𝑠𝐴 = 𝑏 2 + 𝑐 2 − 𝑎2 Find sums of the squares of the adjacent angles, and

subtract the square of the side opposite the required angle
𝒃𝟐 + 𝒄𝟐 − 𝒂𝟐
𝑪𝒐𝒔𝑨 = and then divide by the two sides adjacent to the required
𝟐𝒃𝒄 angle.
Worked Examples

B
1.
15cm a 17cm
c

A b C
21cm

𝑏 2 + 𝑐 2 − 𝑎2
𝐶𝑜𝑠𝐴 =
2𝑏𝑐

212 + 152 − 172

=
2(21)(15)

𝐴 = cos−1 (0.598412698)

𝐴 = 53.24370007

𝐴 = 53.2°

B
2. Find the length of side BC
11cm

𝐵𝐶 2 = 122 + 112 − 2(12)(11) cos 35

A 35°

𝐵𝐶 = √48.74386031 12cm C

𝐵𝐶 = 6.981680336
𝐵𝐶 = 6.98𝑐𝑚 (3 𝑠. 𝑓. )

THE SINE RULE

Given a ΔABC, with corresponding sides a, b, c as shown below:

c
a

A
b C

The following formula can be derived from the relationship between the sides and the angles
𝑎 𝑏 𝑠𝑖𝑛𝐴 𝑠𝑖𝑛𝐵
= or =
𝑠𝑖𝑛𝐴 𝑠𝑖𝑛𝐵 𝑎 𝑏

The Sine rule can be used when two sides are given and an angle opposite
one of the given sides.

WORKED EXAMPLE

1. Find angle x.
13cm
15cm
65°

x
𝑆𝑖𝑛 𝑥 𝑆𝑖𝑛 65°
=
13 15
sin 65
sin 𝑥 = 13 ×
15
𝑥 = sin−1 ( 0.785466)

𝑥 = 51.76386744

∴ 𝑥 = 51.8°

The Sine Rule can also be used when two angles are given and any side.

2. Find the side labelled x 85

x 18cm

62°

The missing angle = 180 − (62 + 85) = 33°.

Now use the angle to find the missing side.

𝑥 18 First calculate the missing angle using
= the property of interior angles of triangle
sin 33 sin 62
add up to 180°
18 sin 33
𝑥=
sin 62
𝑥 = 11.1031534708

𝑥 = 11.1°

Area of Triangle

c
A a
h

C
A D
A
b
 Consider ∆𝐴𝐵𝐶.
1
Area =2 × 𝑏 × ℎ ………..(1)

Now consider ∆𝐵𝐷𝐶.

ℎ
𝑆𝑖𝑛𝑒 𝐶 = 𝑎

⇒ ℎ = 𝑎𝑆𝑖𝑛 𝐶 …………….(2).
Putting equation (1) and (2) together,
1
𝐴𝑟𝑒𝑎 = × 𝑏 × 𝑎𝑆𝑖𝑛 𝐶.
2

1
This can be rewritten as 𝐴𝑟𝑒𝑎 = 2 𝑎𝑏𝑆𝑖𝑛 𝐶.

3-DTrigonometry

 solve simple trigonometrical problems in three dimensions including angle between a

line and a plane

Worked example 1
Given a cuboid of sides 5cm x 4cm x 3cm, as shown in the diagram below,

G
F

H 3cm
E
D
C

A 4cm
5cm B
Find
(a) the length of AC
 (b) the angle that AF makes with the horizontal plane ABCD
(c) the length of AF

Solution

(a). AC 2  5 2  4 2 by Pythagoras
theorem
AC  41
The answer can be left as 41 . There is no need of writing it
in decimal form in this case since the answer will be used in
the next steps.

(b). The horizontal plane can be represented by the line AC in the diagram. Considering that
∆ACF is a right-angled triangle:

3
Tan 
41
3
  Tan 1 ( )
41
  25.10409025
Give full calculator value before rounding off your answer to 3 s.f.
   25.1

(c). the length of AF can be calculated by Pythagoras theorem or by using trigonometric

ratios.
 41
Cos 
AF 2  ( 41) 2  3 2 AF
AF 2  41  9 41
OR AF 
Cos 25.104
AF  50
AF  7.07 cm
 AF  7.07 cm

Worked Example2

Find the angle that the line CH makes with the horizontal plane HEFG

6cm
H
E
D
C

5cm
A
5cm
B
HF 2  5 2  5 2 *Hint: First find HF and use it to find the required angle
HF  50

∆HFC is a right-angled triangle, so the angle

required is  FHC.

6
Tan 
50
6
  Tan1 ( )
50
   40.3

Worked example 3

a
A
1. The diagram shows a square-based pyramid of base length 10cm, P is the mid-point of
side BC.
The line AE =12cm.
E

12cm
D

A C
F
10cm P
B
Find

(a). the lengths of AC and AF (b). EAˆ F (c). length of side EF (d). EPˆ F

Solution
(a). (b)

AC 2  10 2  10 2
5 2
AC  200 CosA 
12
 AC  10 2 5 2 
A  Cos 1  
 12 
 
1
AF   10 2 A  53 .89579529
2
EAF  53.9
 AF  5 2

(c). OR
EF 2  (5 2 ) 2  12 2
EF
EF 2  12 2  25(2) Sin53.9 
12
EF  94 EF  12  Sin53.9
EF  9.695359715 EF  9.695878607
EF  9.70cm  EF  9.70cm

(d)

5
Tan 
94
 5 
  Tan1  
 94 
  27.280638
  27.3

2. Find the angle between the planes EBC and ABCD. E

Solution
The required angle is  EGF
5cm
5
Tan  D
3
5
  Tan 1   A F C
3 6cm
3cm
G 8cm
  59.0
B
3. The diagram shows a cuboid with sides 4cm x 3cm x 2cm.

G
x
D F
H
2cm
A C

3cm 4cm

Find
(a). the angle between the diagonal of the cuboid and the largest face of the cuboid
(b). the angle between the planes ABFG and CDGF.

Solution
*Hint: Find the length of AC first by Pythagoras theorem.

AC  3 2  4 2
AC  5cm
2
Tan 
5
2
  Tan 1  
5
  21.8
(b). The angle between the plane ABFG and CDGF is same as the angle x in the diagram.
First calculate AG by Pythagoras, then use trigonometry to find the angle x .
AG  2 2  4 2
AG  20
2
Cosx 
20
 2 
x  Cos 1  
 20 
x  63.43494882
 x  63.4
Miscellaneous exercises.
1.

To avoid the island, a ship travels 40 kilometres from A to B and the 60 kilometres from B to
C.

The bearing of B from A is 080° and angle ABC is 115°.

(a) The ship leaves A at 11 55.

It travels at an average speed of 35 km/h.
Calculate, to the nearest minute, the time it arrives at C.

(b) Find the bearing of

(i) A from B,

(ii) C from B.
(c) Calculate the straight distance AC.

(d) Calculate angle BAC.

(e) Calculate how far C is east of A.
2.

The diagram shows three straight horizontal roads in a town, connecting P, A and B.
PB = 250 m, angle APB = 23° and angle BAP = 126°.

(a) Calculate the length of the road AB.

(b) The bearing of A from P is 303°.

Find the bearing of

(i) B from P,
(ii) A from B.
3.
The diagram shows a triangular prism of length 12 cm. The rectangle ABCD is horizontal and
the rectangle DCPQ is vertical.

The cross-section is triangle PBC in which triangle BCP = 90°, BC = 4 cm and CP = 3 cm.

(a) (i) Calculate the length of AP.

(ii) Calculate the angle of elevation of P from A.
(b) (i) Calculate angle PBC.
(ii) X is on BP so that angle BXC = 120°.
Calculate the length of XC.
 4.

The diagram shows a pyramid on a square base ABCD.

The diagonals of the base, AC and BD, intersect at M.
The sides of the square are 8 cm and the vertical height of the pyramid, PM, is 5 cm.
Calculate
(a) the length of the edge PB,
(b) the angle between PB and the base ABCD.

5.
ABCDEFGH is a cuboid.
AB = 4cm, BC = 3cm and AG = 12cm.

Calculate the angle AG makes with the base ABCD.

6. (a) Write down the value of cos 295°.

(b) If sin x and cos x are both negative, between what values must x lie?
Topic: Vector
- General Objective: Learners will understand vectors in two dimensions and perform
calculations involving vectors.

Standard notations of
𝑥
⃗⃗⃗⃗⃗ ), a, 𝑎
vectors, i.e. (𝑦), (𝐴𝐵

Translation
Is a sliding movement can be described using column vectors. A column vector describes the
movement of the object in both the 𝑥 direction and the 𝑦 directions

Worked example 1
Describe the translation in the diagrams in term of column vectors
D

Count vertical steps: up-down {-4}

A

C {

Count steps: right-left {-3}

To get 𝑥 − 𝑣𝑎𝑙𝑢𝑒 count steps horizontal

{left- right} . in this case 𝑥 − 𝑣𝑎𝑙𝑢𝑒 𝑖𝑠 + 4

To get 𝑦 − 𝑣𝑎𝑙𝑢𝑒 count steps vertical

⃗⃗⃗⃗⃗ 4 ⃗⃗⃗⃗⃗ −3
𝐴𝐵 = ( ) 𝐷𝐶 = ( )
2 { down- up}. In this case 𝑦 − 𝑣𝑎𝑙𝑢𝑒 𝑖𝑠 + 2 −4

Note that: vector is represent in one by one matrix.

The positive and negative sign represent the direction of

the movement while the numerical value represent the
magnitude (size).
 Worked example 2
Define a and b in the diagram using column vectors.

4 3
𝒂=( ) 𝒃=( ) Note: when you represent
−2 4
vectors by single letters, i.e. 𝐚,
The arrow in the diagram give direction, i.e. to get 𝑥 − in handwritten work, you should
𝑣𝑎𝑙𝑢𝑒 we can count horizontal steps from left to right {+} and write them as 𝑎.
to get 𝑦 − 𝑣𝑎𝑙𝑢𝑒 we can count vertical steps up-down {-}.

Worked example 3
Use the diagram to answer the following questions:

K
 ⃗⃗⃗⃗⃗ = (5)
a). Using a scale of 1 cm to represent 1 unit draw the vectors: 𝐾𝐿 ⃗⃗⃗⃗⃗⃗ = (1).
𝐿𝑀
0 2
b). Find vectors ⃗⃗⃗⃗⃗⃗
𝐾𝑁 and ⃗⃗⃗⃗⃗⃗⃗
𝑀𝑁 in column notation such that 𝐾𝐿𝑀𝑁 is a kite.

answers:
a). Note that vector ⃗⃗⃗⃗⃗
𝐾𝐿 have only horizontal movement {left - right } while ⃗⃗⃗⃗⃗⃗
𝐿𝑀 have both
vertical (down- up) and horizontal (left – right) movement.

K L

Please remember to use

 4   2
b). KN    MN    property of kite to assist you to
 3  1  complete the diagram.
Add and subtract vectors
The translation ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗ is equivalent to the single translation, ⃗⃗⃗⃗⃗
𝐴𝐵 follow by the translation 𝐵𝐶 𝐴𝐶 .
i.e. ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗ = ⃗⃗⃗⃗⃗
𝐴𝐵 + 𝐵𝐶 𝐴𝐶 . This is called the law of vector addition.
y
Worked example

⃗⃗⃗⃗⃗ = ( 1 ⃗⃗⃗⃗⃗ = (10), find: 𝐴𝐶

⃗⃗⃗⃗⃗ B
1. Given that 𝐵𝐶 ), 𝐴𝐵
−4 4 O x

⃗⃗⃗⃗⃗ 10 1 11
𝐴𝐶 = ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗
𝐴𝐵 + 𝐵𝐶 ( )+( )= ( )
4 −4 0
C
A

  2  1  1 
2. Given that PQ   , QR    and RS    , find ⃗⃗⃗⃗
𝑃𝑆.
 3   0   5
⃗⃗⃗⃗ = 𝑃𝑄
𝑃𝑆 ⃗⃗⃗⃗⃗ + 𝑄𝑅 ⃗⃗⃗⃗⃗ = (−2) + (1) + ( 1 ) = ( 0 )
⃗⃗⃗⃗⃗ + 𝑅𝑆
3 0 −5 −2
The diagram representation

R
Q

S
 Note: to subtract a vector, add
𝟑 𝟎 −𝟒 the equivalent negative vector:
3. In the following: 𝒂 = ( ) , 𝒃 = ( ) , 𝒄 = ( ) ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗ = ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗ . We can
−𝟓 𝟒 𝟔 𝐴𝐵 − 𝐵𝐶 𝐴𝐵 + 𝐶𝐵
use matrix addition and
subtraction to simplify vector
Calculate:
problems involving vector
a). 𝒂 − 𝒄 b). 𝒃 − 𝒂 addition and subtraction.
3 −4 7 0 3
( )−( )=( ) ( )−( )=
−5 6 −11 4 −5
−3
( )
−1

Multiply a vector by a scalar

in general, when a vector A is multiplied by a positive scalar, the result is a new vector B that
is parallel to A.
On the other hand, when scalar is negative, then we have to take the opposite direction of A
before stretching or compressing it.
2
Let |𝐴| = ( ) and the scalar is 2, when multiplying a vector by scalar, can be written as
3
2 2 4
2 ( ). Therefore, the scalar can be multiply in both values in the vector 2 ( ) = ( ).
3 3 6

⃗⃗⃗⃗⃗
2𝐴 = 𝐵⃗ {the magnitude |𝐵
⃗ | is obtained by multiplying the scalar and magnitude of |𝐴| }

⃗⃗ | = 𝜶|𝑨
Scalar equation is |𝑩 ⃗| 𝛼 = 𝑠𝑐𝑎𝑙𝑎𝑟

Multiply the horizontal and

Worked example vertical distance by 2

1. Multiplication of a vector by a 2. Multiples of vectors

scalar
3 3 6 −3
a. ⃗⃗⃗⃗⃗
𝑂𝐶 = ( ) ⃗⃗⃗⃗⃗⃗⃗⃗
2𝑂𝐶 = 2 ( ) Find 𝑏 if ( ) = 𝑘 ( )
1 1 𝑏 5
6
=( )
2 6 −3𝑘
( )=( )
𝑏 5𝑘
3 3
b. ⃗⃗⃗⃗⃗
𝑂𝐶 = ( ) ⃗⃗⃗⃗⃗⃗⃗⃗⃗⃗⃗⃗
−1𝑂𝐶 = −1 ( ) 6 = −3𝑘
1 1
−3 𝑘 = −2
=( )
−1

𝑏 = 5𝑘
 Multiply by the scalar

Use the top row: there

is one variable

Substitute the value of 𝑘

The negative sign of a scalar reverses

the direction of the vector.

NOTE: Vectors with the same magnitude and direction are equal.
Parallel vectors with the same magnitude and direction are equal.
Vectors that are multiples of each other with different lengths but same direction are
parallel.

Practical exercise
𝟐 −𝟑
1. If 𝒂 = ( ) and 𝒃 = ( ) find:
−𝟑 −𝟑
a. 2𝒂

…………………...[1]
b. 𝒂 + 2𝒃

……………………[2]
c. – 3𝒃

……………….………[1]
 1
d. 𝑏 + 2𝑎
3

………………………[2]

Magnitude / Modulus of a vector

The magnitude of the vector, ⃗⃗⃗⃗⃗

𝐴𝐵 , is the length of the line segment joining point A and B. We
can use the Pythagoras Theorem to calculate the magnitude (length) of a vector.

B B
?

A A

The magnitude of ⃗⃗⃗⃗⃗

𝐴𝐵 is the distance between A and B

We use the following notations for a magnitude of a vector: AB or α or |a|

Worked Example

⃗⃗⃗⃗⃗ = (12)
⃗⃗⃗⃗⃗ , if 𝐴𝐵
1. Find the magnitude of the 𝐴𝐵
5
12
The figure shows ⃗⃗⃗⃗⃗
𝐴𝐵 = ( ). From the figure it is clear that ⃗⃗⃗⃗⃗
𝐴𝐵 forms the hypotenuse of
5
a right-angled triangle.
12 represent horizontal {left-right}

5 represent vertical {down-up}

 12
( )
5

In the diagram AC = 12 units and BC = 5 units the other two sides of the right-angled
triangle.

y
Answer
B
The magnitude of ⃗⃗⃗⃗⃗
𝐴𝐵 is then calculated
as follows using the Theorem of
O x Pythagoras:
𝐴𝐵2 = 𝐴𝐶 2 + 𝐵𝐶 2

 |𝐴𝐵
⃗⃗⃗⃗⃗ | = √122 + 52 = √169 = 13 units
A C

2. The figure shows ⃗⃗⃗⃗⃗𝑂𝑃, ⃗⃗⃗⃗⃗⃗

𝑂𝐾 and ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗ |, b) |𝑂𝐾
𝑃𝐾 on a Cartesian plane. Calculate (a) |𝑂𝑃 ⃗⃗⃗⃗⃗⃗ |
⃗⃗⃗⃗⃗ | correct to two decimal places.
and (c) |𝑃𝐾
⃗⃗⃗⃗⃗ = (−8)
(a) 𝑂𝑃
y −4
K
= √(−8)2 + (−4)2 = √64 + 16
= √80 = 8.94 units
2
(b) ⃗⃗⃗⃗⃗⃗
𝑂𝐾 = ( )
5

⃗⃗⃗⃗⃗⃗ = √22 + 52
𝑂𝐾
O
√29 = 5.38 Units

⃗⃗⃗⃗⃗ = (10)
(c) 𝑃𝐾
9
P ⃗⃗⃗⃗⃗
𝑃𝐾 = √102 + 92 = √100 + 81

√181 = 13.45 𝑈𝑛𝑖𝑡𝑠 (2 d. p)

Practical activity
1. Calculate in each case the magnitude of the following vectors and give answers
correct to two decimal places where applicable:
 12 
⃗⃗⃗⃗⃗ =   , (b) 𝐶𝐷
  8  17 
(a) 𝐴𝐵  5
⃗⃗⃗⃗⃗ =   , and (c) ⃗⃗⃗⃗⃗
𝐸𝐹 =   .
    6  17 
2. A(9;4), B(-7;-7) and C(-2;8) are point on a Cartesian plane.
⃗⃗⃗⃗⃗ , 𝑂𝐵
a) Draw position vectors 𝑂𝐴 ⃗⃗⃗⃗⃗ and 𝑂𝐶
⃗⃗⃗⃗⃗ .

⃗⃗⃗⃗⃗ |, (ii) |𝑂𝐵

b) Calculate (i) |𝑂𝐴 ⃗⃗⃗⃗⃗ | and (iii) |𝑂𝐶
⃗⃗⃗⃗⃗ |.

⃗⃗⃗⃗⃗ = (1) , 𝑂𝐵
3. 𝑂𝐴 ⃗⃗⃗⃗⃗ = ( 4 ) Hint: try to have a rough
⃗⃗⃗⃗⃗ = (3) and 𝑂𝐶
2 1 −1
sketch for better visualization

  2
(a) (i) Show that BA    (ii) Express AC as a column vector.
 1 

(b) Calculate OA
Hint: Use Pythagoras Theorem

(c) If AD  2 AB , find OD

4.
 1  3  4
OA    , OB    and OC   
 2  1  - 1
   2
(a) (i) Show that BA   
 1 
(ii) Express AC as a column vector.

(b) Calculate OA

(c) If AD  2 AB , find AD

Vector geometry

We can use knowledge of vectors to express distances on a geometrical diagram in terms of

given vectors on the diagram.
The information on the diagram is very useful towards working with vector geometry.

The triangle rule The parallelogram rule

B B b C
a
b a a
A
Worked example
C A D
b
1. Triangle PQR is shown below where PQ  k and PR  a
P

Express the following vectors in terms of k and a.

k
(a) PR (b) QR (c) PQ (d) QP

R Q
a
Answers

(a) PR = -k

(b) QR = -a

(c) PQ = PR + RQ = -k + a (starting from P to Q is the same as moving from P to R to Q)

(d) QP = QR + RP = -a + k (starting from Q to P is the same as moving from Q to R to P)

 2. OABC is a parallelogram where OA = y and OC = w.
the shape given is rhombus
A B Express the following vectors in terms of y and w.

y (a) AB (b) BC (c) OB (d) AC

O w C
Answers
(a) AB = w

(b) BC = -y

(c) OB = OC + CB = w + y

(d) AC = AO + OC = -y + w

3. In the diagram BCE and ACD are straight lines. AB  2a and BC  3b . The point C
divides AD in the ratio 2 : 1 and divides BE in the ratio 3 : 1

Hint: First write the

required vector as a sum
of 2 vectors

Express, in terms of a and/or b, the vectors

a. AC (b) CD (c) CE (d) ED

Answers:

⃗⃗⃗⃗⃗ = 𝐴𝐵
a. 𝐴𝐶 ⃗⃗⃗⃗⃗ + 𝐵𝐶
⃗⃗⃗⃗⃗ = 2𝑎 + 3𝑏
1 1 3
b. ⃗⃗⃗⃗⃗
𝐶𝐷 = ⃗⃗⃗⃗⃗ 𝐴𝐶 { (2𝑎 + 3𝑏) = 𝑎 + 𝑏}
2 2 2
3
=𝑎+ 𝑏
2
1 1
⃗⃗⃗⃗⃗
c. 𝐶𝐸 = 3 ⃗⃗⃗⃗⃗
𝐵𝐸 {3 (3𝑏) = 𝑏}
Therefore ⃗⃗⃗⃗⃗
𝐶𝐸 = 𝑏
d. ⃗⃗⃗⃗⃗
𝐸𝐷 = 𝐶𝐸 ⃗⃗⃗⃗⃗ { (𝑎 + 3 𝑏) + 𝑏 = 𝑎 + 2 1 𝑏}
⃗⃗⃗⃗⃗ + 𝐶𝐷
2 2
Practical exercise

1.
 Points A and B are marked on the grid.

  4
BC   
 0 

(a) On the grid, plot the point C. [1]

(b) Write AC as a column vector.

….…..……………..[2]
(c) DE is a vector that is perpendicular to BC . The magnitude of DE is equal to
the magnitude of BC .Write down a possible column vector for DE.

…………………………...[3]

2. O is the origin and OPQRST is a regular hexagon.

OP  x and OT  y .
(a) Write down, in terms of 𝑥 and/or 𝑦, in its simplest form,
(i) QR
…………………………...[1]
(ii) PQ

…………………………[1]
(iii) the position vector of S.

…………………………[3]

(b) The line SR is extended to G so that SR : RG = 2 : 1.

Find GQ , in terms of x and y, in its simplest form.

……………………………..[2]
(c) M is the midpoint of OP.
(i) Find MG , in terms of x and y, in its simplest form.

……………………………[2]

(ii) H is a point on TQ such that TH : HQ = 3 : 1. Use vectors to show that H lies

on MG.
 …………………………..[4]

3. ABCD is a trapezium with AB = z, BC = t and AD = 2 BC

B t C

A D
2t

Express the following vectors in terms of t and z. Simplify your answers where necessary.

(a) AC
…………………………………..[1]

(b) DB

……………………………………[1]

(c) CD

………………………………[2]

(d) DC

…………………………[1]

4. NPQRST is a regular hexagon with ON = q and OP = r.

P Q

q r

N R
O

T S
Express the following vectors in terms of q and r. Simplify your answers where necessary.

(a) PQ

………………………….[1]

(b) SQ

……………………………..[2]

(c) OR

…………………………………[2]

(d) NS

………………………………[2]

(e) NR

…………………………………[
3]
 5. On The diagram ABCD is a trapezium with BC // AD and AD = 2BC. R is a point on
AD for which AR : RD = 3:1.

B C

A
R
. D

Given that AB = t and BC = x, express the following vectors in terms of t and x.

(a) AC

…………………………..[2]

(b) BR

………………………………..[3]

(c ) ⃗⃗⃗⃗⃗
𝑅𝐶

…………………………………...[2]
 6. On the diagram, the point M is the midpoint of BC. The point N lies on AM and AN :
NM is 3:4.

A a B
N
.
b M

D C
4a

The vectors AB = a, AD = b and DC = 4a.

Find, in terms of a and b,

(a) BC ,

……………………………[2]

(b) BM ,

………………………….[1]

(c) AN .

…….………………………[3]

(d) ⃗⃗⃗⃗⃗⃗
𝐷𝑀
 .………………………………[2]

7. The diagram shows triangle ABC with P the midpoint of AB and Q a point in BC
  2  ⃗⃗⃗⃗⃗  9 
𝐵𝑃 =   𝐵𝐶
such that BQ:QC = 1:2. ⃗⃗⃗⃗⃗ =  
 3 6
A

Find:

⃗⃗⃗⃗⃗
(a) 𝐶𝐴

……………………………..[2]

(b) ⃗⃗⃗⃗⃗
𝐵𝑃

…………………………[1]

(c) ⃗⃗⃗⃗⃗
𝑃𝑄
 …………………………[3]

⃗⃗⃗⃗⃗
(d) 𝑃𝐶

…………………………………[2]

8. The diagram shows a rectangle QRST.

V

T U
S

Q R

1
The point U on TS, is such that TU : US = 2:3 and RS = RV.
3

QR = 10a and RS = b. Express the following vectors in terms of a and/or b.

(a) VQ

…………………………………[2]

(b) RT

…………………………………[3]

(c) TU
 ……………………………………[3]

(d) RU
…………………………………….[2]

9. The diagram shows a regular hexagon. G is the point on AB such that AG : GB is

1:3. H is the midpoint of BC.

A G B
.
a b .H

F C
O

E D

Express, as simply as possible, the following vectors in terms of a and b.

(a) AB

…………………………………..[1]

(b) FB

……………………………………[2]

(c) OG
 ………………………………...[2]

(d) OH

………………………………….[2]

(e) GH

……………………………………[3]
10. PQR is a right-angled triangle and PRST is a rectangle. The diagonals of PRST
⃗⃗⃗⃗⃗⃗ | = 2a +
intersect at A. M is the midpoint of TS and N is a point in QR such that |𝑃𝑁
3
1
b.
3
⃗⃗⃗⃗⃗ | = a, |𝑃𝑅
|𝑃𝑄 ⃗⃗⃗⃗⃗ | = b and |𝑃𝑇
⃗⃗⃗⃗⃗ | c.

Q
N
a
b
P R

c A

T M S

Express the following vectors in terms of vectors a, b and c.

⃗⃗⃗⃗⃗
(a) 𝑅𝑄

……………………………….[1]

(b) ⃗⃗⃗⃗⃗
𝑇𝐴

…………………………………….[3]
 ⃗⃗⃗⃗⃗⃗
(c) 𝐴𝑀

…………………………………...[3]

⃗⃗⃗⃗⃗⃗
(d) 𝑄𝑁

………………………………….[2]

(e) Determine QN:NR

……………………………….[3]
(e) Express MN in terms of a, b and/or c.

……………………………………[4]
Transformation
The term “transform” can literally be explained as “to change”.
Transformations are the processes we shall use to change a shape. When an object A is
transformed we write it as:

We can say A is mapped onto its image AI.

Four different transformations:

 Reflections
 Rotations
 Enlargements
 Translations
The table below summarises the four transformations and what we are expected to mention
whenever we describe them.

Reflection Translation
 Identify that it is a reflection  Identify that it is a translation
 Give the equation of the line of  Give the column vector of translation
reflection
 Enlargement Rotation
 Identify that it is an enlargement  Identify that it is a rotation
 Give the centre of enlargement  Give the centre of rotation
 Give the scale factor of enlargement  Give the angle and direction of rotation

Example
(a) Triangle A is mapped onto B by an anticlockwise
The diagram shows triangles A, B and C. rotation. Write down:
(i) the angle of rotation
= Angle is 270º (Count 900 per turn, 2700
means three turns anticlockwise)
y
5 (ii) the centre of the rotation.
= Centre (2, 0)
4 (b) Triangle A is mapped onto C by an enlargement.
C Write down
3 (i) the scale factor of the enlargement
A
2 = Scale factor enlargement: 2 (to find a scale factor =
𝑖𝑚𝑎𝑔𝑒 𝑠𝑖𝑧𝑒
)
𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑠𝑖𝑧𝑒
1 (ii) The centre of the enlargement.
B
x
3 2 1 0 1 2 3 4 5 6 = Centre of enlargement: (-1, 1) {connect
corresponding points of image and original points
with straight line, centre of enlargement will
appear as point of intersection of lines. Centre of
enlargement is written as coordinate point}

y
10

6
P
4
A C
2

x
10 8 6 4 2 2 4 6 8 10

2

4
B
6

8

10
 Use the diagram to answer the following questions

(a) describe fully a single Transformation that maps A onto B.

= Reflection in the line y = 1

(b) (i) Describe fully a single transformation that maps B onto C.

= Rotation of 90º about (3, 3) anticlockwise
(ii) Describe another single transformation that maps B onto C.
= Reflection in the line y = x
(c) A is enlarged with a factor of enlargement being 2 and the origin as the centre of the
enlargement. Write down the coordinates of the image of point P.
= P (2, -10)

y
3

(c) Kite 0 onto Kite R 2

O

(a ) Kite 0 onto kite

1
R P

x
-3 -2 -1 0 1 2
(d) Kite 0 onto Kite S
P (b) Kite 0 onto Kite
-1

S Q
-2

-3
Describe fully the single transformation which maps

(b) kite O onto kite Q

(a ) kite O onto kite P
= Enlargement

Scale factor: look for corresponding sides,

Count the blocks: horizontal or vertical

𝐼𝑚𝑎𝑔𝑒 (2) 2
(P: 2 and O: 1). SF= 𝑂𝑏𝑗𝑒𝑐𝑡 (1) = 1
=2

Centre of enlargement:

(c) kite O onto kite R (d) kite O onto kite S

Note that :

- Draw straight line

responding point.

Finding the centre Extend the lines if

of enlargement necessary

where lines intersect: centre of

enlargment: (written in
coordinate points)
Practical exercise

1. The shape S, , is drawn on the grid above and the point P (1,3) is labelled.
a) On the grid, draw the following transformations.

(i) The rotation of S, 90° clockwise, about the point P. Label it A.

  4
(ii) The translation of S by the vector   . Label it B.
  3
(iii) The enlargement of S with centre (0, 0) and scale factor 2. Label it C.

(iv) The reflection of S in the line y = 4. Label it D.

b) Write down the vector which translates B back to the original position of S.

2.
 a) Describe fully the single transformation that maps

(i) triangle X onto triangle Y,

(ii) triangle X onto triangle Z.
  5
b) (i) Draw the image of triangle X after a translation by the vector   .
 3 
Label this triangle P.
(iii)Draw the reflection of triangle P in the line y = 3. Label it Q.

3.
a) Describe fully the single transformation that maps
(i) shape P onto shape Q,
(ii) shape P onto shape S.
b) Draw the image of S under the following transformations
(i) reflection in the line y = x. Label it T

(ii) enlargement with scale factor – 2 through the center  3 , 4 . Label it U

c) Draw the image of shape Q under a rotation of 90 clockwise about 3 , 5 . Label it

V.
 4. Two equilateral triangles, OQS and RTP are arranged symmetrically
over each other as shown to the right. The point, Z, is the
centre of the two triangles. ⃗⃗⃗⃗⃗
𝑂𝐴 = m, and 𝑂𝐵⃗⃗⃗⃗⃗ = n.

S R
NOT TO
E
SCALE

F D

T Z Q

A C

m
B
n
O P
(a) Name the shape ABCDEF.

……………………….[1]
(b) (i) Describe the rotational symmetry of this
geometric shape.

……………………..[1]
(ii) How many lines of symmetry does the shape have?

………………………[1]
(c) Describe fully the single transformation which maps
(i) triangle TPR onto triangle TAF

………………………..[3]
(ii) triangle OBA onto triangle RDE, with O mapped
 onto R and B mapped onto D.

……………………….[2]

(d) Write the following vectors in terms of m and/or n, giving

Your answer in the simplest form.
(i) OS
……………………...[1]

(ii) BA
………………………[1]

(iii) CD

………………………..[1]

(iv) OD

………………………[2]

(v) FC

………………………[2]
(e) When |m| = 5, write down the value of :
(i) |n|

…………………….[1]
(ii) |m  n|

……………………….[1]
 5. On the grid, P, Q and R are the points (5, 2), (7, 3) and (5, 5) respectively.
y
8
C 7

5 B R

4
A
3 Q

2
P
1
x
-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8
-1

-2

-3

-4

-5
-6
(a) Draw the reflection of triangle PQR in the line y = 1. Label the image P1Q1R1 [1]
(b) Rotate triangle PQR through 180º about the point (1, 1). Label the image P2Q2R2 [2]
(c) Describe fully the transformation which maps triangle PQR onto triangle ABC.

……………………………………………………………………… [2]

Topic 10: MATRICES

(f) Operations with matrices

General objectives, learners will
  develop an understanding of matrices and basic operations

Specific objective 1, learners should be able to

 represent information in the form of a matrix of any order and interpret the data in a
given matrix

A matrix is a rectangular array of numbers enclosed by parenthesis. Matrices are usually

named using upper case letters. Some examples of matrices are:

 4 1 6 
5  2  
A   4 3  6 9 B    C   2 7  4
3  7  0 1  3
 

 The individual numbers in a matrix are called the elements.

 A horizontal arrangement of the numbers in a matrix is called a row.
 A vertical arrangement of the numbers in a matrix is called a column.
 The number of rows and the number of columns in a matrix is called the dimensions
of a matrix.
 Any matrix that has the same number of rows as it has columns is called a square
matrix.

5  2
In the following matrix B    the elements are 5, -2, 3, -7. The elements in row one
3  7
are 5 and -2 and those in row two are 3 and -7. The elements in column one are 5 and 3 and
those in column two are -2 and -7.The dimensions of B are 2 rows by 2 columns. The
dimensions are written as 2  2 and read as “two by two”. Since the number of rows and the
number of columns are the same, this is also a square matrix.

Specific objective 2, learners should be able to

  solve problems involving the calculation of the sum and product of two 2 × 2 matrices
and interpret the results

The operations of addition, subtraction, scalar multiplication and multiplication can be

performed using matrices. Addition and subtraction can only be done if the matrices being
used are of the same dimensions. These operations are done with the corresponding elements
of the matrices involved. Scalar multiplication can be done on any matrix since it is simply
applying the distributive property – multiply each element of the matrix by the number before
the matrix. Multiplication can only be performed if the number of columns of the first matrix
equals the number of rows of the second matrix. Then the process is carried out by doing
row by column multiplication. Here are some examples of these operations done with
matrices.

Examples: Perform the indicated operations:

 4 3 6    5 6  2
1.  A  B Given: A    B   
  8 5  9  3 7  4

 4  5  3  6 6  2   1 3 4 
Solution: A  B     A  B   
  8  3 5  7  9  4    5 12  13 

 6  7  8 3 
   
2.  A  B Given: A   4 5  B   3  1
3 2   2  8
   

 6  8  7  3   14  10 
   
Solution: A  B    4  3 5  1   A  B   7 6 
  3  2 2  8    5 10 
   

 4 3    20 15 
3. 5   Solution:  
 6  2  30  10 
  2  3
 6  2 3  
4.  AB Given: A    B   4  5
  4 2 5  1  6
 

 6  2  2  4  3  1 6  3  2  5  3  6   7  26 
Solution:  AB      
  4  2  2  4  5  1  4  3  2  5  5  6   5  28 

Specific objective 3, learners should be able to

 calculate the product of a scalar quantity and a matrix

Example

 4 3    20 15 
1. 5   Solution:  
 6  2  30  10 

Specific objective 4,5, learners should be able to

 use the algebra of 2 × 2 matrices (including the zero and identity matrix)
 calculate the determinant and inverse of a non-singular 2 × 2 matrix

Zero Matrices

If each element in a matrix is zero, the matrix is called a zero matrix,

0 0 0
e.g. ( ) is a zero matrix.
0 0 0
Associated with every square matrix is a value called the determinant. This value for a 2  2
matrix is the number that results from the difference between the products of the numbers in
a b 
each diagonal of the matrix. If A    represents any 2  2 matrix, then the determinant
c d 
is the result of ad – bc. The determinant of A can be represented as detA or as A .

a b
Notation: det A   ad  bc
c d
Examples: Find the determinant of each of the following matrices:

 5 3  6  4  4  2 3 8 
1.   2.   3.   4.  
7 2  2  3 3 5    2  4

52  7 3 6 3  2 4 45  3 2  3 4   28

10  21  18  8 20  6 12  16
 11  10 26 28

a b 
The inverse of a 2  2 matrix can also be determined. If A    represents any 2  2
c d 
 d b 
 
matrix, then the inverse of A, written as A , is found by: A   det A
-1 1 det A 
 c a 
 
 det A det A 
1 0
When a 2  2 matrix is multiplied by its inverse, the result is the identity matrix   .
0 1

Examples: Find the inverse of each of the following matrices:

3  2
1. A   
5  4
Solution: The first step is to find the determinant of (A).
A  12  10
A  2
 4 2 
 
A 1    2 2
  5 3 

2 2
4 2
  2 1 
A 1   2 2 or  5 3
 5 3  
 2 2 
2 2 

Do not leave a negative sign in the denominator of any fraction. Apply the rule for division
of integers and place the resulting sign in the numerator of the fraction.
When using the inverse matrix to solve a system of linear equations, it is best to leave all the
elements in fraction form. To confirm that the answer is correct, multiply the matrix by its
inverse.
  10 6
 3  2  2 1   6 3 
Check:   5  3   2 2    6  5  3  3    1 0 
 20    
 5  4  2 
2  
10   5   10  10  5  6   0 1 
12
 2 2
The product of  A   A1 is the identity matrix. Therefore the inverse matrix is correct.

 2  6
2. A   
1 3 

Solution: The first step is to find the determinant of (A).

A  6  6
A  12

 3 6  1 1
   
A   12 12  orA   4 2 
1 1

  1 2    1 1 
 12 12   12 6 

When using the inverse matrix to solve a system of linear equations, it is best to leave all of
the elements in fraction form with the same common denominator as shown in the first
inverse rather than as reduced fractions as shown in the second inverse.
  3 6   6 6 12 12   12 0
 2  6  12 12   12  12 12  12   12 
12    1 0 
Check:    
 1 3   1 2   3  3 6  6   0 12   0 1 

 12 12   12 12 12 12   12 12 

The product of  A   A1 is the identity matrix. Therefore, the inverse matrix is correct.

The multiplication above was done using A-1 in which all the elements had the common
denominator 12. Therefore, the resulting products could be manipulated in order to produce
the identity matrix.

  10 4 
3. A   
 5 2 

Solution: The first step is to find the determinant of (A).

A  20  20
A  40
 2 4 
 
A 1    40  40 
 5  10 
 
  40  40 
2 4   1 1 
   
A 1   40 40  orA 1   20 10 
 5 10   1 1
   
 40 40   8 4

2 4   20 20  40 40   40 0 
  10 4   40       
Check:   40    40 40 40 40    40 40    1 0 
 5 2   5 10    10  10 20 20   0 40   0 1 
      
 40 40   40 40 40 40   40 40 

The product of  A   A1 is the identity matrix. Therefore the inverse matrix is correct.

6  3
4. A   
5  2
Solution: The first step is to find the determinant of (A).
A  12  15
A 3

2 3 2 
   1
A 1   3 3 orA   3
1

 5 6   5 2
   
 3 3  3 

2 3    12 15 18 18   3 0
6  3  3       
Check:    3   3 3 3 3 3 3    1 0 
 5  2    5 6    10 10 15 12   0 3   0 1 
      
 3 3  3 3 3 3  3 3

The product of  A   A1 is the identity matrix. Therefore, the inverse matrix is correct.

Finding the inverse matrix

4 3   6  3  5 0  9 3 
1. a) A    b) A    c) A    d) A   
  1  2   7  4    4 2   5  2 
A  8  3 A  24  21 A  10  0 A  18  15
A  5 A  3 A  10 A 3

2 3 4 3  2 0 2 3

       
A 1    5 5 A 1    3 3 A 1   10 10  A 1   3 3 
 1 4  7 6  4 5  5 9
       
 5 5  3 3  10 10   3 3 
  2 3  4 3 1  2 
     0   1
A 1   5 5  A 1   3 3  A 1   5  A 1   3 
 1 4 7 6 2 1  5  3 
      
 5 5  3 3  5 2  3 
 1 1
A 1   7 
  2
3 

Exercises:
1. Find the determinant of each of the following matrices:

 2 3 
   7 3   5  2   8 5
a)   4  10  b)   c)   d)  
    4  2  3 2    4 3
 
2. Find the inverse of each of the following 2  2 matrices. Check your solution by
performing the operation of  A   A1 .

4 3   6  3  5 0  9 3 
a) A    b) A    c) A    d) A   
 1  2 7  4   4 2  5  2

Specific objective 6, learners should be able to

 solve simultaneous linear equations by matrix method

Solving a 2  2 system of linear equations by using the inverse matrix method

A system of linear equations can be solved by using our knowledge of inverse matrices.
The steps to follow are:
 Express the linear system of equations as a matrix equation.
 Determine the inverse of the coefficient matrix.
  Multiply both sides of the matrix equation by the inverse matrix. In order to multiply
the matrices on the right side of the equation, the inverse matrix must appear in front
of the answer matrix.(the number of columns in the first matrix must equal the
number of rows in the second matrix).
 Complete the multiplication. The solution will appear as:
 1 0  x   c1 
      where c1 and c2 are the solutions.
 0 1  y   c 2 

Examples: Solve the following system of linear equations by using the inverse matrix
method:

2 x  9 y  1
1.  
4 x  y  15 

 2 9  x    1
Solution:       This is the matrix equation that represents the system.
 4 1  y   15 

 2 9 A  2  36
If A    then
 4 1 A  34

 1 9   1 9 
   
A 1    34  34  A 1   34 34 
 4 2   4 2
   
  34  34   34 34 

This is the determinant and the inverse of the coefficient matrix.

 1 9   1 9 
  2 9  x   
 34 34      34 34   1
 4  2  4 1  y   4  2  15 
   
 34 34   34 34 
   2 36 9 9   1 135 
    x    
 34 34 34 34     34 34 
 8  8 36  2  y    4  30 
     
 34 34 34 34   34 34 

 34 0  136 
  x   
 34 34     34 
 0 34  y    34 
   
 34 34   34 

 1 0  x   4 
      The common point or solution is (4, -1).
 0 1  y    1

This is the result of multiplying the matrix equation by the inverse of the coefficient matrix.

3x  6 y  45 
2.  
9 x  5 y  8

 3  6  x   45 
Solution:      
 9  5  y    8 

 3  6 A  15  54
If A    then
9  5 A  39

5 6
 
A 1   39 39 
9 3
 
 39 39 

5 6 5 6
  3  6  x   
 39 39      39 39  45 
9 3  9  5  y    9 3   8 
   
 39 39   39 39 
   15 54 30  30    225  48 
    x    
 39 39 39 39     39 39 
  27  27 54  15  y    405  24 
     
 39 39 39 39   39 39 

 39 0   273 
  x   
 39 39     39 
 0 39  y    429 
   
 39 39   39 

 1 0  x    7 
      The common point or solution is (-7, -11).
 0 1  y    11

In the next example, the products will be written over the common denominator instead
of being written as two separate fractions.

4 x  y  13 
3.  
 6 x  5 y  37 

 4 1  x    13   4 1  A  20  6
Solution:       If A    then
  6  5  y   37    6  5 A  14

 5 1   5 1 
   
A 1    14  14  A 1   14 14 
 6 4 
   6 4

  14  14   14 14 

 5 1   5 1 
  4    14 
 14 14  1 x
    14   13 
  6  4   6  5  y    6  4  37 
  
 14 14   14 14 
  20  6 5  5    65  37 
  x   
 14 14     14 
  24  24  6  20  y   78  148 
  
 14 14   14 

 14 0    28 
  x   
 14 14     14 
 0 14  y    70 
 14 14   14 

 1 0  x    2 
      The common point or solution is (-2, -5).
 0 1  y    5 

3 x  y  11
4.  
x  2 y  8 

 3  1 x    11
Solution:      
 1 2  y   8 

 2 1
 3  1 A  6  1  
If A    then A 1   7 7 
1 2  A 7  1 3 
 
 7 7

 2 1  2 1
  3  1 x     11
 7 7      7 7  
  1 3  1 2  y    1 3  8 
   
 7 7  7 7

 6 1 2 2   22  8 
  x   
 7 7     7 
 33 1  6  y   11  24 
   
 7 7   7 
 7 0   14 
  x   
7 7     7   1 0  x    2 
0 7  y   35        The common point or
     0 1  y   5 
7 7  7 
solution is (-2, 5)

Exercises: Solve the following systems of linear equations by using the inverse matrix
method:

 5 x  3 y  21  2 x  3 y  48  2 x  6 y  3  x  y  1 
1.   2.   3.   4.  
 2 x  7 y  21 3x  2 y  42  4 x  3 y  5    4 x  2 y  8