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 TABLE OF CONTENTS

CORE THEORY SUMMARIES

Paper 1
Number Systems 1
Integers 3
Rational Numbers 4
Algebra 7
Exponents 10
Equations 13
Finance 16
Ratio and Rate 18
Number Patterns 20
Graph Interpretations 22

Paper 2
Euclidean Geometry: Lines and Angles 23
Euclidean Geometry: Triangles 25
Quadrilaterals 27
Transformations 31
Measurement 34
Statistics 38
Probability 42

www
www
 Grade 8 Maths Essentials
Number Systems SCIENCE CLINIC 2022 ©

REAL NUMBERS (ℝ) Important Terms: Using prime factors to find HCF and LCM:
• Factor: A factor can be divided into a number with no remainder.
Rational Numbers: Irrational Numbers: HCF: Highest Common Factor
a e.g. The factors of 20 are F20 = {1, 2, 4, 5, 10, 20}
Can be written as if b ≠ 0 Non-recurring and non- LCM: Lowest Common Multiple
b terminating decimals • Multiple: The multiples of a number are found by multiplying the
(i.e. fractions) number by only natural numbers.
i.e. 5 or π * For smaller numbers you can write out a list of the factors and
e.g. The first 5 multiples of 5 are M5 = {5, 10, 15, 20, 25 …} multiples to find the HCF and LCM
Integers: • Prime Numbers: A prime number has only two factors, 1 and
= {… − 3, − 2, − 1, 0, 1, 2, 3, …} itself. e.g. Find the HCF and LCM of 24 and 18
e.g. 17 is a prime since its only two factors are 1 and 17 F24 = {1, 2, 3, 4, 6, 8, 12, 24} M24 = {24, 48, 72, 96, 120 . . . }
Whole Numbers: F18 = {1, 2, 3, 6, 9, 18} M18 = {18, 36, 54, 72, 90...}
• Composite Number: A composite number has more than two
= {0, 1, 2, 3, 4, …}
factors. HCF = 6 since it is the LCM = 72 since it is the
e.g. 8 is a composite number since F8 = {1, 2, 4, 8} highest factor on both lists lowest multiple on both lists
Natural Numbers: • Universal number: 1 is the universal number (it is neither prime
= {1, 2, 3, 4, …} * For larger numbers, use prime factors.
nor composite)
HCF: use the pairs common to both lists
• Square number: A number multiplied by itself is square.
LCM: use the pairs and ‘leftovers’
e.g. 16 is a square number since 4 × 4 = 16
EXAMPLE
EXAMPLE
Writing numbers as products of prime factors:
1. Using the set of numbers {1, 2, 3, 4, …, 25} list the following:
Each composite number can be written as a product of its prime Use prime factors to find the HCF and the LCM of:
a. Factors of 24 factors e.g. 20 = 4 × 5 = 2 × 2 × 5
1 × 24 1. 36 and 68
2 × 12 For bigger numbers: use the tree or ladder methods to find their 2 36 2 68
3×8 products. (Hint: always start with the smallest prime factors) 2 18 2 34
4×6 3 9 17 17
∴ F24 = {1, 2, 3, 4, 6, 8, 12, 24} EXAMPLE 3 3
1
1

b. Prime factors of 24 Hint: only use the factors from 1. Write 248 as a product of its prime factors
PF24 = {2; 3} (a) that are prime numbers a. Tree Method b. Ladder method 36 = 2 × 2 × 3 × 3 Circle the matching pairs
248 68 = 2 × 2 × 17
c. Multiples of 6 2 248
2 124
M6 = {6, 12, 18, 24} 2 124 HCF = 2 × 2 Only the pairs
= 4
2 62 2 62
d. Prime Numbers
31 31 LCM = 2 × 2 × 3 × 3 × 17 Pairs and leftover factors
{2, 3, 5, 7, 11, 13, 17, 19, 23} 2 31
1 = 612
31 1
2. Write down the:
∴ 248 = 2 × 2 × 2 × 31 2. 25 and 135
a. Factors of 30 25 135
2. Write 300 as a product of its prime factors (Circle the matching pairs)
1 × 30
a. Tree Method b. Ladder Method 5 5 25 = 5 × 5
2 × 15 3 45
300 135 = 3 × 3 × 3 × 5
3 × 10 5 1
2 300
5×6 2 150 3 15
(Only the pairs)
F30 = {1, 2, 3, 5, 6, 10, 15, 30} 2 150
2 75
3 5 HCF = 5
3 75
b. First five multiples of 30 3 25
5 25
5 1 (Pairs and leftover factors)
M30 = {30, 60, 90, 120, 150, …} 5 5 5 5 LCM = 5 × 5 × 3 × 3 × 3
1 = 675
c. Prime factors of 30 Hint: only use the factors from
5 1

PF30 = {2, 3, 5} (a) that are prime numbers ∴ 300 = 2 × 2 × 3 × 5 × 5

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 Grade 8 Maths Essentials
Number Systems SCIENCE CLINIC 2022 ©

ORDER OF OPERATIONS: BODMAS 8 −7 ÷ 1 −1 SQUARES, CUBES AND ROOTS

6. ÷ (top); brackets (bottom)
16 ÷ (12 − 4)
Brackets 8 −7 −1
A number SQUARED: a number multiplied by itself
Order (Exponent) = − from L → R (top); ÷ (bottom) e.g. 6 × 6 = 62 = 36
16 ÷ 8
Division (Left to Right)
Multiplication (Left to Right) 0 A number CUBED: a number multiplied by itself twice
= ÷ e.g. 5 × 5 × 5 = 53 = 125
Addition (Left to Right) 2
Subtraction (Left to Right) Remember:
= 0 A SQUARE ROOT: 4 means ?2 = 4
0 ÷ □= 0
Note: and since 2 × 2 = 4 then 4 = 2
There are different ways of writing multiplication and division
7. 3 × 7 − 15 ÷ 5 × and ÷ from L → R A CUBE ROOT: 3 27 means ?3 = 27
= 21 − 3 and since 3 × 3 × 3 = 27 then 3 27 = 3
MULTIPLICATION DIVISION = 18
EXAMPLE
5 × 3 = 15 7÷7= 1
12 16 100 − 5 × 10 1. 13
4(2) = 8 = 6 8. − × and ÷
2 10 − 8 20 ÷ 2 = 1×1×1
(2) × (6) = 12 16 100 − 50 = 1
= − − in the numerator
(8)(1) = 8 2 10
16 50 2. 52
1 = − ÷ each fraction
10 ⋅ 5 = 50 (different from 10.5 = 10 ) 2 10 = 5×5
2 = 25
= 8 −5
= 3
EXAMPLES
3. 4 + 3 125 Remember BODMAS
= 2+ 5 (2 × 2 = 4 and 5 × 5 × 5 = 125)
1. 8 + 3 − 1 + 4 + and − from L → R 16 ÷ 8 × 5
9. × and ÷ from L → R = 7
= 14
10 − 5 × 2
10
= 4. 64 + 36
2. 8 + 3 × 1 + 4 × first 10 − 10
= 8+ 3+ 4 + from L → R = 100 (10 × 10 = 100)
= 15 10 = 10
=
0 Remember:
□ ÷ 0 = undefined A root sign acts like a bracket,
3. 6 × 2 ÷ 3(4) OF first = undefined 5. 25 × 9
= 25 × 9 so first add or subtract the
= 6 × 2 ÷ 12 × and ÷ from L → R
= 5×3 terms under the root, then
= 1
10. 15 ÷ 5 × 0 × and ÷ from L → R = 15 find the root
= 0
6 Remember: Alternatively: Multiplication makes one term
4. 6 − + 2 ÷ the fraction
3 □ × 0 = 0 25 × 9 so you can root each factor
= 6 −2 + 2 + and − from L → R = 225 separately as it can make the
= 6 = 15 sum easier
11. 4 + 2(9 − 5)2 Bracket
= 4 + 2(4)2 Exponent
5. 1 + 6 × (8 − 4) ÷ 3 Brackets = 4 + 2(16) × into the bracket
= 1+ 6×4÷3 × and ÷ from L → R = 4 + 32
= 1+ 8 = 36
= 9

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 Grade 8 Maths Essentials
Integers SCIENCE CLINIC 2022 ©

TERMINOLOGY SUBTRACTING INTEGERS MULTIPLYING INTEGERS MIXED EXAMPLES

When you subtract a positive ( + ) integer: −3 ⋅ 4 × (−2)

Integers (ℤ) include whole numbers which are (+ )×(+ )= (+ ) ( + ) × ( −) = ( −) 1. BODMAS (top: × L → R
both positive or negative or zero. Move left on the number line. −5 − 3 + 9 bottom: + & − ; L → R)
When you subtract a negative ( − ) integer: ( −) × ( −) = ( + ) ( −) × ( + ) = ( −) 24 (+ )÷(+ )= (+ )
=
ℤ = { . . . − 3, − 2, − 1, 0, 1, 2, 3 . . . } Move right on the number line. 1
= 24
NOTE: EXAMPLES
On a number line, integers look like this: Subtracting a negative ( − ) integer is the same as 2. (−3 + 27 − 12) ÷ 3 Brackets (+ & − ; L → R)
adding its additive inverse. The additive inverse of 1. (+ 2) × (3) (+ )×(+ )= (+ ) = 12 ÷ 3 (+ )÷(+ )= (+ )
−5 is + 5 and the additive inverse of −3 is + 3. = 6 = 4

-3 -2 -1 0 1 2 3 4 2. (+ 2) × (−3) ( + ) × ( −) = ( −) 3. [3 + (6)(−4) − (8 + 1)] + 15 () First

= −6 = [3 − 24 − 9] + 15 − from L → R
EXAMPLES = − 15
3. −8 × 5 × (−2) BODMAS ∴ L → R
ADDING INTEGERS 1. 3 − 5 Subtract the + integer = − 40 × (−2) ( + ) × ( −) = ( −)
= −2 6(3) − 10(3) + (−4)
∴ move left = 80 ( −) × ( −) = ( + ) 4. top & bottom: multiply
When you add a positive ( + ) integer: 10 × 3 − 14
18 − 30 − 4
Move right on the number line. = − from L → R
4. 0 × (−10) Remember: 30 − 14
When you add a negative ( − ) integer: Move = 0 0 × □ = 0 −16
-2 -1 -0 1 2 3 4 = ( −) ÷ ( + ) = ( −)
left on the number line. 16
= −1
End Start
EXAMPLES
DIVIDING INTEGERS 5. 3 − (−10) + 4 ÷ (−2) ( + ) ÷ ( −) = ( −)
1. −3 + 7 Add the + integer = 3 − (−10) − 2 Subtract [ − ] is the same
2. −1 − (−5) Additive Inverse = 3 + 10 − 2 as [ + ] its additive inverse
= 4 ∴ move right (+ )÷(+ )= (+ ) ( + ) ÷ ( −) = ( −)
= −1 + 5 Subtract the − integer = 11 + &−; L→R
= 4 ∴ move right ( −) ÷ ( −) = ( + ) ( −) ÷ ( + ) = ( −)
-3 -2 -1 0 1 2 3 4 INTEGERS WITH ROOTS
EXAMPLES
-2 -1 0 1 2 3 4 5
End
EXAMPLES
Start 3
1. 1 − 64
10 = 1−4
Start End 1. (+ )÷(+ )= (+ )
5 = −3
2. −1 + (−5) Add the − integer
= −6 = 2 (−2) × (−2) × (−2) = 8
∴ move left 3. −1 + (−4) − 4 + (+ 1) 3
BODMAS ∴ add and 2. −8 × (−5)2 (−5) × (−5) = 25
= −5 −4 + 1 subtract from L → R (−2) × (25)
2. −15 ÷ 3 ( −) ÷ ( + ) = ( −) ( −) × ( + ) = ( −)
= −9 + 1 = − 50
= −5
= −8
-6 -5 -4 -3 -2 -1 0
3. (−24) ÷ (−2) ÷ (−6) ÷L→R 81 + 9
3. ( + ) ÷ ( −) = ( −)
= 12 ÷ (−6) ( −) ÷ ( −) = ( + ) 24 ÷ (−2)
End Start = −2 ( + ) ÷ ( −) = ( −) 9+ 3
=
−12
4. (−16) ÷ 4 ÷ 0 12 ( + ) ÷ ( −) = ( −)
= −4 ÷ 0 Remember: =
−12
= undefined □ ÷ 0 = undefined
= −1

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 Grade 8 Maths Essentials
Rational Numbers SCIENCE CLINIC 2022 ©

TERMINOLOGY COMMON FRACTIONS

Changing mixed numbers into improper fractions: Multiplying Fractions: Dividing Fractions:
Numerator 3 STEPS: STEPS: STEPS:
Denominator 4 1) Multiplying the whole number by the denominator 1) Simply (cross cancel): Top with bottom 1) Tip and Times
2) Add the numerator 2) Multiply numerators (Invert the divisor and multiply)
Improper Fraction: The numerator is bigger than
3) Write over the denominator 3) Multiply denominators
7 4) Keep the original sign 4) Simplify
the denominator. e.g.
5 EXAMPLES
EXAMPLES EXAMPLES
Mixed Number: A whole number with a fraction. e.g. 1 1
1 1 3 1 4 1. ÷
1 which means 1 + 1. 1 1. × 2 3 Tip & Times
3 3 4 8 7 1 3
4×1+ 3 1 41 = ×
EQUIVALENT FRACTIONS = = × 2 1
4 82 7 1×3
7 1×1 =
These are fractions which have the same value but = = 2×1
look different. They are found by either multiplying or 4 2×7 3
1 = Mixed no. to
dividing both the numerator and denominator by the = 2
4 14 improper fraction
same number. 2. 2
5 1 1
EXAMPLES 12 3 5×2+ 4 3 2. ÷1 Mixed no. to
2. ÷ = 2. 2 × 4 16 improper fraction
15 3 5 16 1 17
3 2 21 3 = ÷ Tip & Times
1. × 4 14
4 2 = = = × 4 16
5 5 1 168 1 16
6 3 = ×
= 12 4 = 4 17
8 So = 8
15 5 1 1 164
3 6 3. −1 = × Cancel
So = 2 41 17
4 8 2×1+ 1 1 3 1 Mixed no. to
3. 3 × × 4
= − 4 26 9 =
2 improper fraction 17
3 13 3 1
ADDING AND SUBTRACTING FRACTIONS = − = × ×
2 4 26 9
1 2 21 Tip & Times twice
131 31 1 3. ÷ ÷
STEPS: = × × 3 7 8
1 4 262 93
1) Convert mixed numbers to improper fractions 1 7 8
4. −3 Keep the original sign 1×1×1 = × ×
2) Find the LCD (Lowest Common Denominator) 4 = 3 2 21
4×3+ 1 4×2×3
1 71 84
3) Add and subtract the numerators (Remember to = − 1 = × × Cancel
4 = 3 21 213
use BODMAS) 13 24
= − 4
4) Simplify if possible (don't convert back to mixed =
4 9
numbers)

EXAMPLES
1 1 1 1 1 1 1 1 Mixed no.s to improper fractions
2. + 3. + − 4. 1 + 2 −3
1 2 2 6 8 4 2 3 4 6
1. + Denominators 1 3 1 1 1 2 1 4 4 9 19
4 4 = × + LCD = 6 = + × − × LCD = 8 = + − LCD = 12
3 are the same 2 3 6 8 4 2 2 4 3 4 6
=
4 3 1 1 2 4 16 27 38
= + = + − BODMAS: L → R = + − BODMAS: L → R
6 6 8 8 8 12 12 12
4 1 5
= Simplify ÷ 2 =− =
6 8 12
2
=
3

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 Grade 8 Maths Essentials
Rational Numbers SCIENCE CLINIC 2022 ©

MIXED EXAMPLES
Remember: BODMAS
COMMON FRACTIONS, DECIMALS AND PERCENTAGES

1 7 1 Reminder: A percentage is a fraction out of 100,

1. 2 − ×1 Mixed no. to improper fraction 1
2 8 21 Common Fraction To Decimal
e.g. 50% = 50/100 = = 0,5
5 7 22 2 Steps:
= − × Multiply first 1) Convert denominator to smallest power of 10
2 8 21
5 71 2211 Decimal To Percentage (10, 100, 1000...etc)
= − × Cancel 2) If you can't, do division
2 84 213 Steps:
5 11 1) Multiply by 100 (so move comma two places to the right)
= − LCD = 12
2 12
30 11 EXAMPLES EXAMPLES
= − Convert to decimals (without a calculator) and round off to 3
12 12
19 1. 0,64 decimal places where necessary
=
12 = 64 % 3 25
1. × (100 = 4 × 25)
4 25
5 3 (5 3)
1 1 1 1
2. − ÷ − LCD = 15 2. 0,053 75
= 2 zeros ∴ 2 dec places
= 5,3 % 100

5 3 ( 15 15 )
1 1 3 5 = 0,75
= − ÷ −
3. 1,25

5 3 ( 15 )
1 1 −2
= − ÷ Divide (Tip & Times) = 125 %
2
2. 1 Mixed no. to improper fraction

5 3 ( 2 )
1 1 −15 5
= − × Multiply 7 2
= × (10 = 5 × 2)
Decimal To Common Fraction 5 2
1 1 −155 Cancel Steps: 14
= − ×( ) = 1 zeros ∴ 1 dec places
5 31 2 ( −) × ( −) = ( + ) 1) Use denominators of 10, 100, 1000... etc. 10
1 5 2) Simplify Fractions
= + = 1,4
5 2
2 25 Add (LCD = 10)
= + EXAMPLES
10 10
27 3
= 1. 0,65 2 decimals ∴ denominator = 100 3. Can't make 7 a power of 10
10 7
65 = 3÷7
=
−10 100 = 7 3 Remember 3 = 3,0000...
3. LCD = 4
1 3 65 5
− 0,4285...
2 4 = ÷ Simplify = 7 3,0000...
−10 100 5
= 13 = 0,4285 Round up to 3 dec places
2 3
− = ≈ 0,429
4 4 20
−10
=
−1 Divide (Tip & Times)
4
2. 2,326 3 decimals ∴ denominator = 1000 2

( 4 )
−1 4. Can't make 9 a power of 10
= − 10 ÷ 326 9
=2
1000 = 9 2 Remember 2 = 2,0000...

( 1 )
−10 −4
= × ( −) × ( −) = ( + ) 326 2 0,2222...
1 =2 ÷ Simplify = 9 2,0000...
40 1000 2
= = 0,2222 Round down to 3 dec places
1 163 ≈ 0,222
=2
= 40 500

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 Grade 8 Maths Essentials
Rational Numbers SCIENCE CLINIC 2022 ©

Common Fraction To Percentage Percentage To Decimal & Common Fraction Square Roots & Cube Roots of Fractions & Decimals
Steps: STEPS:
1) Convert to decimal Remember: 1. Write as common fraction (if a decimal)
2) Multiply by 100 to make it into % □ 2. Convert any mixed numbers to improper fractions
% means
100 3. Take root of numerator & denominator
4. Convert back to a decimal (if necessary)
EXAMPLES

5 125 EXAMPLES
1. × (1000 = 8 × 125) EXAMPLES
8 125
625 1. 20 %
= 3 zeros ∴ 3 decimal places 4 28
20 1. 2. 1 Mixed no. to improper fraction
1000 = (÷20) 9
100 36
= 0,625 × 100 (comma moves 2 right) 4 64
= 62,5 % = =
Decimal Common fraction 9 36
1 2 64
1 5 = 0,20 = = =
2. × (100 = 20 × 5) 5 3
20 5 36
5 or = 0,2
= 2 zeros ∴ 2 decimal places 8
= Simplify (÷2)
100 6
= 0,05 × 100 2. 36 % 4
36 Note: =
= 5% = (÷4) 3 64 3 3
100 3. 125000
125000 3
= 125 × 1000 3
1 3
64 4. 0,008 3 decimal places
3. −1 Mixed no. to improper fraction Decimal Common fraction = = 5 × 10
6 3 = 50 8
7 9 125000 = 3
3 zeros
= − = 0,36 = 1000
6 25 4
= Simplify (÷2) 3
8
= −6 7 7 = 7,0000... 50 =
3. 115 % 2 3
1000
1,1666... =
= − 6 7,0000... ( −) ÷ ( + ) = ( −) 115 25 2
· = (÷5) = 1 zero ∴ 1 decimal place
= − 1,166 6 × 100 100 10
= − 116,67 % = 0,2
Decimal Common fraction 5. 0,01
23 1
= 1,15 = =
20 100 3
6. 0,027
1
= 3 27
10 =
1000
= 0,1
3
=
10
= 0,3

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 Grade 8 Maths Essentials
Algebra SCIENCE CLINIC 2022 ©

TERMINOLOGY: EXAMPLE SUBSTITUTION

• Always substitute using brackets in place of the variable
For the expression:
Variable: A lower (small) letter of the alphabet used x3 • Remember to use BODMAS
in algebra to indicate an "unknown" x5 + x2 − −4 + x
2
EXAMPLES
Constant: A term with a fixed value (it does not
contain a variable) Write down the: 1. Determine the value of 5x + 10 if x = − 2 3. Find the value of 3x + y − x y if x = 5 and y = − 1
1) Variable
Terms: These are separated by + or - signs 5x + 10 Given x = − 2 3x + y − x y Given x = 5; y = − 1
2) Number of terms
e.g. x + 2y - 3 (contains 3 terms), while x + 2y × 3 = 5(−2) + 10 BODMAS ∴ M first = 3(5) + (−1) − (5)(−1)
(contains only 2 terms) 3) Coefficient of x 3 = −10 + 10 = 15 − 1 + 5
4) Degree of x =0 = 19
Coefficient: The numbered sign that a variable is 5) Constant term
multiplied by
e.g. in the term "4a" the coefficient of a is 4 and in 15y − 5
1 1 Solution: 2. If y = 3, calculate the value of
the term - b the coefficient of b is - 2 4. Calculate a 2 + 2b if a = − 2 and b = − 3
4 4 1) x
15y − 5
Given y = 3 a 2 + 2b Given a = − 2; b = − 3
Degree: The highest power of the variable in the 2) 5 terms 2 = (−2)(−2) + 2(−3)
expression = (−2)(−2) + 2(−3)
e.g. the degree of x in the expression x 2 − 3x 4 + 5x 15(3) − 5
= Multiply = −2
is the 4th degree −x 3 1 2
3) has the coefficient −
2 2
45 − 5
Algebraic Expression: A sum with one or more =
terms of which at least one is available, e.g.: 2
4) 5th degree (x 5 is the highest power)
8x , 3a b c, 5(a)(b)(c) = 5a b c are called monomials 40
7x + y, 3a − 4 are called binomials =
5) -4 (term with no variable) 2
3x 2 + 6x − 4, 3a − 7b + c are called trinomials
= 20
All the above examples, as well as expressions with
more that three terms, are called polynomials.
WRITING ALGEBRAIC EXPRESSIONS
NOTES:
EXAMPLES
1. 4(a) means 4 × a or 4a NOTE:
2. x means 1x and −y means −1y 1) A certain number is subtracted from 5 1. Any variable could be used in
these examples
2) Three times a certain number squared and then added to 10 2. Remember to start at from & use
brackets to group an operation
3) A certain number is divided by 6 and then added to that same number multiplied by 3

4) 10 added to a certain number is then subtracted from that same number cubed

SOLUTIONS
1) 5 − x (start at the word "from")

2) 10 + 3p 2
c
3) + 3c
6

4) y 3 − (y + 10)

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 Grade 8 Maths Essentials
Algebra SCIENCE CLINIC 2022 ©

LIKE & UNLIKE TERMS ADDING & SUBTRACTING ALGEBRAIC EXPRESSIONS ADDING & SUBTRACTING ALGEBRAIC EXPRES-
SIONS WITH FRACTIONS
• When adding: Signs remain the same
Terms in algebraic expressions can only be added or subtracted if
• When subtracting: Use brackets & signs change start at
they are "like terms".
the word "from" • Group like terms
• Group like terms and simplify • Find the LCD for like terms
To be like terms both the variable and its power must be identical
• Add/Subtract numerators of like terms only!
e.g. 5x and −2x are like terms
• Simplify if possible
but 5y and −2y 2 are not like terms (we call them unlike terms) EXAMPLES

NOTE: 1. Add 5x + 2y and x − 3y EXAMPLES

5a b = 5b a and so 5x + 2y + x − 3y Group like terms
4a b and −2b a are like terms = 5x + x + 2y − 3y x x
1. +
= 6x − y 2 2
2x
EXAMPLES = LCD = 2
2. To 6a − 4b add 7b − 5a + 2c 2
2x ÷ 2 = 1x or x
1. 6a + 2a − 4a BODMAS so L → R 6a − 4b + 7b − 5a + 2c Group like terms
=x
= 4a = 6a − 5a − 4b + 7b + 2c
= a + 3b + 2c
a 2a
Start at "from" 2. +
2. 7p − q + 2q + p 3 5
Group like terms Use brackets
= 7p + p − q + 2q
7p + 7p = 8p 3. From 2a + 6c subtract 2a − 3c Signs change 5a 6a
= 8p + q (unlike terms ∴ stop here) = +
−1q + 2q = + q 2a + 6c − (2a − 3c) Group like items LCD = 15
15 15
= 2a + 6c − 2a + 3c
= 2a − 2a + 6c + 3c 11a
3. 2b c − 4cb + 6c a BODMAS (M) =
= −2b c + 6c a = 0 + 9c 15
+ & − from L → R = 9c

Start at "from" y 2y
4. 5m × n + 2m (n) − 6n × m 3. −
4. Subtract 7p − 8 from 10 + 17p Use brackets 4 5
= 5m n + 2m n− 6m n
= m n (or 1m n) 10 + 17p − (7p − 8) Signs change
5y 8y LCD = 20
= 10 + 17p − 7p + 8 Group like terms = −
20 20
= 10 + 8 + 17p − 7p
5. 6x × y + x y − 20x y ÷ 2 = 18 + 10p −3y
BODMAS =
= 6x y + x y − 10x y × & ÷ from L → R 20
= −3x y
2x 5y x
4. + −
6. 5x 2 + 4x − 8x 2 − 4x 3 2 9
x2 and x are
= 5x 2 − 8x 2 + 4x − 4x unlike terms! 2x x 5y
= −3x 2 + 0 Group like terms = − +
= −3x 2 3 9 2

6x x 5y
= − + Group like terms
9 9 2 LCD for x = 9
HINT:
5x 5y Unlike terms ∴
When doing calculations, always arrange the terms alphabeti- = +
cally. Eg.: Write “a b” instead of “b a”, write “x y z” instead of 9 2 no LCD
“z x y”. It really helps to identify like terms!

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 Grade 8 Maths Essentials
Algebra SCIENCE CLINIC 2022 ©

DISTRIBUTION LAW FOR MULTIPLICATION DISTRIBUTIVE DIVISION

• 4(a) means 4 × a STEPS:
• 6(x + y) means 6 × (x + y) 1) Divide each term in the numerator by the divisor
and so each term in the bracket should be multiplied by 6 2) Simplify, if possible

STEPS:
1) Apply BODMAS EXAMPLES
2) Distribute & multiply
3) Group like terms 6a + 3b
1.
4) Simplify 3
6a 3b
= +
EXAMPLES: 3 3

= 2a + b (or 2a + 1b)
1. 6(x + y)
= 6(x + y) Distribute
= 6(x) + 6(y) Multiply 5x − 2y
= 6x + 6y 2.
2
5x 2y BODMAS
2. 5(a + 3) = −
2 2 Distribute & Multiply
= 5(a + 3) Distribute Divide each term
= 5(a) + 5(3) Multiply 5x 5x
= − y (or − 1y)
= 5a + 15 2 2

4(−2x + 5c)
3. −3(y − 2) 3.
= − 3(y − 2) Distribute −5
= − 3(y) − 3(−2) Multiply − × − = + 4(−2x) + 4(5c)
= − 3y + 6 =
−5
−8x + 20c
4. 5(a + c) − 2(a − b) =
−5
= 5(a + c) − 2(a − b) Distribute
= 5(a) + 5(c) − 2(a) − 2(−b) Multiply −8x 20c
= +
= 5a + 5c − 2a + 2b Group like terms −5 −5
= 5a − 2a + 5c + 2b
= 3a + 5c + 2b Unlike terms 8x
= − 4c
5

5. x (5y + 3) − y (2 − 3x)
= x (5y + 3) − y (2 − 3x) Distribute
= x (5y) + x (3) − y (2) − y (−3x) Multiply
= 5x y + 3x − 2y + 3x y
= 5x y + 3x y + 3x − 2y Group like terms
= 8x y + 3x − 2y Unlike terms

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 Grade 8 Maths Essentials
Exponents SCIENCE CLINIC 2022 ©

EXAMPLE EXAMPLE

exponent
an
Expand the following: Simplify the following:
base a n = a × a × a × a … n times
power a. 35 = 3 × 3 × 3 × 3 × 3 a. 5 × 5 × 5 × 5 × 5 × 5 × 5 × 5 × 5 = 59

b. p 7 = p × p × p × p × p × p × p b. m × m × m × m = m 4

MULTIPLICATION OF POWERS DIVISION OF POWERS EXAMPLES

55 Simplify the following:

32 × 33 52
211 57
1. 2.
= 3×3×3×3×3 5×5×5×5×5 26 515
= 1
5×5 =
= 35 = 211−6 515−7
= 53 = 25 1
So we can see that if we add the exponents we would get 35 =
= 32 (not necessary) 58
So we can see that if we subtract the exponents we
would also get 53
LAW: 36 × 74 x 22
3. 4.
p a × p b = p a+ b 73 34 × 78 x 14
Or
76
= x 22−14
36−4
7×7×7 =
EXAMPLES = 78−4 = x8
7×7×7×7×7×7
Simplify the following: 32
1 =
= 74
73
1. 26 × 24 × 22 2. 38 × 3 × 33 Note: 3 = 31
= 26+ 4+ 2 = 38+ 1+ 3 For this one we would have also subtracted the 38 b 5
m 25 6.
exponents but in the denominator 5. 3b 8
= 212 = 312 m 35
1 38−1
= =
m 35−25 b 8−5
3. 25 × 5 × 23 × 54 4. m 2 × m 3 × m 5 LAW:
= 25+ 3 × 51+ 4 = m 2+ 3+ 5 pa 1 37
= p a−b; if a > b = =
pb m 10 b3
= 28 × 55 = m 10
pa 1
= ; if a < b
pb p b−a 12a 8 b 7
5. 34 b 6 × 3b × 32 b 7 6. 2a 3 × 4a 3 7.
3a 3b 4
= 34+ 1+ 2 × b 6+ 1+ 7 = 8a 6
12 a 8−3 × b 7−4
= 37 b 14 = ×
3 1

Note the difference when = 4a 5b 3

7. 2a 3 + 4a 3
multiplying and adding
= 6a 3 powers

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 Grade 8 Maths Essentials
Exponents SCIENCE CLINIC 2022 ©

RAISING A POWER TO A FURTHER POWER Note: ROOTS

a3 SQUARE ROOTS:
a3 = a 3−3
(23)4 a3
a3 BUT 16 = 4×4 = 4
= 23 × 23 × 23 × 23 a ×a ×a = a0
=
= 23+ 3+ 3+ 3 a ×a ×a Therefore a 0 = 1 121 = 11 × 11 = 11
= 212 = 1
Note: you must know all the squared numbers from 1 - 13:
Note if we multiplied the exponents, we would have got the {1; 4; 9; 16; 25; 36; 49; 64; 81; 100; 121; 144; 169}
MIXED EXAMPLES
same answer
Simplify the following leaving answers in the positive exponential form. x2 = x×x= x
LAW: (Remember BODMAS)
( p a )b = p a×b x6 = x 2 × x 2 × x 2 (groups in powers of 2)
1. 2x (x 3) − 3x 2 (2x 2 ) 2. (−1)4 = 1 = x×x×x
= 2x 4 − 6x 4 = x3
EXAMPLES = − 4x 4 4. −8x y (x y 2 )3 First raise power to
Alternatively:
= − 8x y × x 3 y 6 remove the bracket
Simplify the following: (find 2 powers that are the
3. (−1)7 = 1 = − 8x 4 y 7 x6 = x3 × x3
same then multiply back to x 6)
= x3
1. (25)10 2. (k 8)7
(2 ⋅ 32 )4
= 25×10 = k 8×7 6. First raise power to
24x 10 y 3 22 ⋅ 310 remove the bracket m 12 = m2 × m2 × m2 × m2 × m2 × m2
= 250 = k 56 5. = m ×m ×m ×m ×m ×m
36x 4 y 8 24 × 38
= = m6
24 x 10−4 22 × 310
3. (22 × 54 )3 = × 24−2
36 y 8−3 = Or = m6 × m6
= (22 × 54 ) × (22 × 54 ) × (22 × 54 )
2x 6 310−8 = m6
= 22+ 2+ 2 × 54+ 4+ 4 = 22 4
= 26 × 512 3y 5 = or
32 9 CUBE ROOTS:

Note: both base exponents were multiplied by the −10d e f (−2d e 2 )3 3 8= 3 2×2×2 = 2
7. First raise power to
exponent on the outside of the bracket 20d 4 e 7 remove the bracket
−10d e f × −8d 3e 6 3 64 = 3 4×4×4 = 4
LAW: =
20d 4 e 7 Now multiply
( p a × q b )c = p a×c × q b×c Note: you must know all perfect cubed numbers from 1 - 10
80d 4 e 7 f
= Now divide {1; 8; 27; 64; 125; 216; 343; 512; 729; 1000}
20d 4 e 7
= 4d 0 e 0 f 3
EXAMPLES x3 = 3 x×x×x= x
= 4f As e 0 and d 0 = 1
3 x6 = 3 x3 × x3 = x × x = x2 (get exponent to be 3, as
Simplify the following:
then it is a perfect cube)
2. (a 4 b 6 )6
6x 8 y 4 3
( 18x y 3 )
1. (34 × 55)7 Alternatively:
8. Simplify inside the
= a 4×6 × b 6×6
= 34×7 × 55×7 bracket first 3
= a 24 b 36 x6 = 3 x 2 × x 2 × x 2 = x 2 (get 3 powers that are the same)
1x 7 y 3
( 3 )
= 328 × 535
=
3 m 15 = 3 m 3 × m 3 × m 3 × m 3 × m 3
3. (3a 5b 4 )3 1x 21y 3 x 21y 3 = m ×m ×m ×m ×m
= or = m5
= 31×3 × a 5×3 × b 4×3 33 27
= 33a 15b 12
Or 3 m 15 = 3 m5 × m5 × m5 = m5
Or = 27a 15b 12

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 Grade 8 Maths Essentials
Exponents SCIENCE CLINIC 2022 ©

EXAMPLES SCIENTIFIC NOTATION

Simplify the following: This is a method used to write exceptionally large numbers in simpler method using
the powers of 10
1. 25k 10
100 = 10 2
= 52 × k 5 × k 5 1000 = 10 3
= 5k 5 10000 = 10 4
Etc…
3
2. 27h 12
3 For correct scientific notation only 1 significant figure can be in front of the decimal
= 33h 4 × h 4 × h 4 comma. A significant figure is a NON ZERO number.
= 3h 4
EXAMPLES
3
3. 729f 6 g 18
1. Write the following in scientific notation correct to 2 decimal places:
3
= 93 f 2 × f 2 × f 2 × g 6 × g 6 × g 6
a. 1 200 000,0
= 9f 2 g 6
= 1,2 × 106 (the decimal comma moves 6 places forward to behind the 1)

4. 49a 6 b 18
b. 122 350 000 000
= 72 a 3 × a 3 × b 9 × b 9
= 1,22 × 1011
= 7a 3b 9
c. The distance from the sun to the earth: 150,95 million km
150 950 000
= 1,51 × 108 km

d. 14,45 × 107 (Note: this is not correct scientific notation as there

= 1,45 × 108 are 2 significant figures in front of the comma

2. Write the following in decimal notation:

a. 7,34 × 10 4 (decimal moves 4 places back, i.e. so 2 digits behind 4

= 73 400 and then add 2 zeros)

b. 3,578 × 1010
= 35 780 000 000 (move comma 10 places)

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 Grade 8 Maths Essentials
Equations SCIENCE CLINIC 2022 ©

An equation is a statement in maths where LHS (left hand side) = RHS (right hand side), for example: 5 + 3 = 1 + 7

Solve for x:
LINEAR EQUATIONS
x+ 3= 8 3). 2x = 10
a x1 + b = 0
x = 5 Let’s consider a flow diagram: the opposite of × 2 is ÷ 2
x will always be to the power of 1
You can solve for x by inspection ✖2
Let’s apply this new knowledge of equations (a flow diagram
Flow Diagram takes too long!)
x 10
+3 Solve for x
Work backwards from 8. ➗2
1) x − 5 = 10
x 8 The opposite operation of
addition is subtraction. x = 10 + 5 ∴ 2x = 10 (−2)x = 10
-3 x = 15
10 10
x = x =
∴ x+ 3= 8 2 −2
x = 8 −3 Although you can solve these just by looking at them, in
maths you need to solve them as an equation. x= 5 x = −5
x = 5
2) x + 5 = − 10
This is called a linear equation, where only 1 answer/solution ✖ (-2)
will make this statement true. x = − 10 − 5 NOTE: integers are NOTE:
important here remember the opposite
5+ 3= 8 x = − 15 x 10
operation of × is ÷
LHS = RHS ➗ (-2)

EXAMPLES
Answer the following based on Q3
Let’s try some harder equations! (Using different letters)
(8b + 6 = 3b + 1)
1) 3m − 1 = 20 Form an equivalent 4) 2(x + 1) = 3x − 4 BODMAS (Brackets)
equation by putting Is b = − 1 a solution to the following equation
3m = 20 + 1 2x + 2 = 3x − 4 Use the Distributive Law
21 the variables together
m = and the numbers on LHS : 8(−1) + 6 2x − 3x = − 4 − 2
3 the other side. = −8 + 6 −1x = − 6
m = 7
= −2 −6
x =
−1
2) 5y + 2 = 4y − 8
RHS : 3(−1) + 1 x = 6
5y − 4y = − 8 − 2
y = − 10 = −3 + 1
= −2
3) 8b + 6 = 3b + 1 5) 5( p − 1) − (1 − 2p) = 8
8b − 3b = 1 − 6 ∴ LHS = RHS 5p − 5 − 1 + 2p = 8
∴ b = − 1 is true
5b = − 5 7p = 14
−5 p= 2
b = = −1
5

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 Grade 8 Maths Essentials
Equations SCIENCE CLINIC 2022 ©

WORD PROBLEMS STEPS:

In this section, we solve a real life problem using equations 1. Read the context and look for NB word.
2. Let the unknown = x
3. Set up your equation.
+ − 4. Solve for x
5. Answer the question
Addition, sum, plus, Subtract, minus,
more than, add deduct, less than, EXAMPLES
difference
Set up an equation and solve

1) When twice a certain number is subtracted from 15, the result is equal to 3 more than the number. What is the number?

× ÷ Let the number = x

∴ 15 − 2x = x + 3
Times, multiply, double, Divide, quotient, half, a 15 − 3 = x + 2x
triple, product, third 12 = 3x
twice as many 4= x
∴ the number is 4

REMEMBER: 2) Sara made twice as many mask as her friend Amara. Together they made 156 masks. How many did Sara make?

• Consecutive numbers (integers) Let the no. of masks Amara made = x ∴ Sara made 2x
A + S = 156
x ; x + 1; x + 2 x + 2x = 156
3x = 156
• Consecutive EVEN numbers (integers) x = 52
∴ Sara made 104
2x ; 2x + 2; 2x + 4
3) a) The perimeter of your garden is 122 meters. The length of your garden is 1 meter more than double the width of your garden.
• Consecutive ODD integers: If 2x represents an even num-
ber then 2x + 1 represents odd number. An odd number is W= x
always 1 more than an even number. eg. 3 = 2 + 1 L = 2x + 1
∴ 2L + 2W = p
∴ consecutive odd ℤ’s = 2x + 1; 2x + 3; 2x + 5 2(2x + 1) + 2x = 122
4x + 2 + 2x = 122
• A number squared 6x = 120
x2 x = 20m
∴ b = 20m
• Total cost = (price of item) × no. of items L = 2(20) + 1
= 41m
• Rectangle
b) You want to put instant lawn down. If it costs R12.50/m 2, how much will it cost you to get this instant lawn for your garden?

l Area = l × b
Ar ea : A = l × b = 41 × 20
b = 820m 2
Per i m e t er : P = 2(l + b) ∴ cost = 820 × R12,50
= R10 250

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 Grade 8 Maths Essentials
Equations SCIENCE CLINIC 2022 ©

EXTENSION WORK
EXAMPLES (Equations & Exponents)
Lets look at a different type of equation:

1) At a soccer match, the tuck shop sold three times as many y = 2x − 1 20 = 1 30 = 1 50 = 1

hamburgers as boerewors rolls.
21 = 2 31 = 3 51 = 5
y = double (x) subtract 1
Hamburgers= R30 Boerie Rolls= R20
22 = 4 32 = 9 52 = 25
INPUT OUTPUT
The tuck shop counted their money at the end of the day to be R5500. 23 = 8 33 = 27 53 = 125
How many boerewors rolls did they sell? x y
-1 -3 24 = 16 34 = 81
Let no. of B.rolls sold = x Let no. of Hamburgers sold = 3x
∴ money received from B rolls =20 × x 25 = 32
0 ✖ 2 -1 -1
Hamburger = 30 × 3x
26 = 64 32 × 32
1 1 9×9
∴ B + H = 5500
20x + 90x = 5500
110x = 5500
Substitution
x = 50 EXAMPLE
y = 2x − 1 Solve for x:
∴ they sold 50 boerewors rolls
1) 2 x = 8
If x = − 1 then y = 2(−1) − 1 x = 3
= −2 −1
= −3 2) 3x = 27 (27 = 33)
2) a) Thandi is 11 years older than Fred. In 5 years time, she will be (−1; − 3)
twice Fred’s ages. How old is Fred now? 3 x = 33
∴x = 3
If x = 0 then y = 2(0) − 1
Now: Fred: = x Thandi: = x + 11 = 0 −1 3) 3x+ 1 = 27
= −1 3x+ 1 = 33
5 years time: Fred: = x + 5 Thandi: = (x + 11) + 5 = x + 16 (0; − 1) x+ 1= 3
x = 2
∴ Thandi + 2Fred If x = 1 then y = 2(1) − 1
x + 16 = 2(x + 5) = 1 4) 5x = 1
16 − 10 = 2x − x (1 : 1) ∴x = 0
6= x

Fred is 6 years old

Table Try this:

y = 2x − 1 x 2 = 25

The opposite of squaring is (square rooting)

Did you notice how you used the very important tool And 25 = 5
called SUBSTITUTION to help solve your story sums? ∴x = 5
x -1 0 1 2
(5)2 = 25 BUT (−5)2 = 25
y -3 -1 1 3 ∴ x = 5 or x = − 5

(x ; y) (-1;-3) (0;-1) (1;1) (2;3) Earlier you learnt that:

x 1 + 2 = 7 (1 answer)
x 2 = 25 (2 answers)

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 Grade 8 Maths Essentials
Finance SCIENCE CLINIC 2022 ©

PERCENTAGES INCREASING OR DECREASING BY A PERCENTAGE PERCENTAGE INCREASE OR DECREASE

% (percent) means per 100. This is revision from 100 + percent second amount − first amount
Increasing by a % = × given value % increase or decrease = × 100
work done in Grade 7 100 first amount

EXAMPLES 100 − percent

Decreasing by a % = × given value EXAMPLES
100
1. If a theatre can seat 260 people, what 1. Calculate the percentage mark-up if goods costing R45,50
percentage of the theatre would be occupied EXAMPLES were sold for R69
if 104 of the seats where occupied?
1. Goods cost R525 excluding VAT. What will they cost with VAT(15%)? R69 − R45,50
104 % mark up = × 100
× 100 = 40 % 115 R45,50
260 R525 × = R603,75
100
= 51,65 %
2. What percentage is R126 of R210?
2. What will a computer costing R7 500 cost next year if inflation is 6,5%?
126 2. A book marked at R148,50 is sold for R118,77.
106,5
× 100 = 60 % R7 500 × = R7 987,50 What percentage discount was given?
210 100
R148,50 − R118,77
% discount = × 100
3. Calculate 35% of R700. R148,50
3. Shoes marked at R325 are marked down by 25% on a sale. What would you pay
for them on the sale?
35 = 20,02 %
× 700 = R245 100 − 25
100 R325 ×
100
75 3. Determine the inflation rate if a car cost R250 000 last year
= R325 ×
4. JJ earns a gross salary of R12 500 per 100 and now costs R268 750.
month. He pays 20% in taxation, 5% for = R243,75
medical aid and 1% UIF. How much is each R268 750 − R250 000
% inflation = × 100
deduction and what is his net salary? R250 000

20 4. Mankwe bought a pair of shoes for R274 during a 25% sale. What was the origi- = 7,5 %
Tax: × R12 500 = R2 500 nal price of the shoes?
100
100 − 25
5 x× = R274
Med aid: × R12 500 = R625 100
100 100
x = R274 ×
1 75
UIF: × R12 500 = R125 = R365,33
100

Net Salary:
= R12 500 − R2 500 − R625 − R125 = R9 250 5. Determine the price before VAT (15%) if the goods cost R456,99 with VAT.
100 + 15
x× = R456,99
100
100
x = R456,99 ×
115
= R397,38

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 Grade 8 Maths Essentials
Finance SCIENCE CLINIC 2022 ©

SIMPLE INTEREST
PROFIT AND LOSS
The formula can be manipulated as follows :
Profit = selling price - cost price P × r × t
= a positive value Simple interest (SI) =
100 SI × 100
Time (t) =
P ×r
Loss = selling price - cost price
= a negative value SI × 100
Where P = Principle amount deposited Rate (r) =
r = Interest rate (%) P ×t
Profit t = Time in years
% Profit = × 100 SI × 100
Cost Present value (p) =
t ×r
Loss
% Loss = × 100
Cost

EXAMPLES EXAMPLES EXAMPLES

1. Thabiso bought 10 tickets for a soccer match for R90 1. Joe deposits R5000 in an account offering 11% p.a. (per annum) 1. Mary earns R594,75 interest after three years. How much did she
each. He sells 4 for R110 each and the rest for R70 each. simple interest for 6 years. invest (present value) if the interest rate was 13% p.a.?

a. Determine if he made a profit or a loss. a. How must interest does he earn? SI × 100
P=
Selling price – cost price b. What is his final bank balance? t × r
= (R110 × 4 + R70 × 6) − (R90 × 10)
R594,75 × 100
= − R40 =
∴ Thabiso made R40 loss P × r × t 3 × 13
a. SI = (p = R5000, r = 11%, t = 6)
100
b. Determine the percentage profit or loss = R1 525
R5 000 × 11 × 6
R40 SI =
% Loss = × 100 100
R900
2. If Gina invests R1 800 from 1 January 2017 to 31 December 2019
= 4,44 % SI = R3 300 and makes R432 interest, what was the rate p.a.?
(Note: 1 January 2017 to 31 December 2019 is 3 years)
b. Final Balance = P + SI
2. Eggs are bought by SJ Wholesalers for R16,20 per = R5 000 + R3 300 SI × 100
r=
dozen (12 eggs). They sell them for R17,80 per dozen. = R8 300 P × t
What is their profit and percentage profit?
R432 × 100
=
Profit = R17,80 − R16,20 2. How much simple interest would Keke pay on a loan of R1 900 for R1 800 × 3
= R1,60 3 years at 9,5% p.a. simple interest?
= 8%
R1,60 P × r × t
% Profit = × 100 SI = (p = R1900, r = 9,5%, t = 3)
R16,20 100
R1 900 × 9,5 × 3
= 9,88 % SI =
100

SI = R541,50

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 Grade 8 Maths Essentials
Ratio and Rate SCIENCE CLINIC 2022 ©

RATIO RATIO AND SHARING

A ratio is a way of comparing two quantities that are the same. COMMON CONVERSIONS If sweets are shared between you and your friend in the ratio 2:3,
Some real life examples are: it means that for every two sweets that you get your friend gets 3.
• a scale on a map 1 kg = 1000 g 1 kl = 1000 l 1 m = 100 cm So the total shared is 5 (2+3=5 parts).
• measurements when baking
1 g = 1000 mg 1 l = 1000 ml 1 cm = 10 mm
EXAMPLES
COMPARING AND SIMPLIFYING RATIOS 1 hour = 60 min 1 km = 1000 m R1 = 100 c
1. Divide 30 sweets between Thabo and Jenny in the ratio 2:3.
• Ensure all units are the same (or that all fractions have an LCD) 1 min = 60 sec 1 m = 1000 mm

}
• Divide each part of the ratio by the largest number that still Thabo : Jenny Given ratio
leaves the answers with whole numbers. 2:3
So total parts = 2 + 3 = 5
EXAMPLES 2
∴ Thabo gets × 30 = 12 sweets
5
1. Simplify:
3
a) R2,20 : 60 c b) 3,4 kg : 34 mg Jenny gets × 30 = 18 sweets
R2,20 : 60 c × 100 to get same units 5
3,4 kg : 34 mg × 1000 (kg)
220 c : 60 c ÷ 20 (check 12 + 18 = 30)
3 400 g : 34 mg × 1000 (g)
11 : 3 No units in final answer
3 400 000 mg : 34 mg ÷ 34
1 100 000 : 1 2. Share 69 apples between the horses, pigs and goats on a farm in the
c) 2 h : 4 seconds ratio 15:5:3.
2
1
2 h : 4 sec × 60 (h) 3 1

15 : 5 : 3 }
2 d) :4 horses : pigs : goats
8 4 Given ratio
150 min : 4 sec × 60 (min)
3 1
9 000 sec : 4 sec ÷4 :4 Convert to improper fraction
8 4 Total parts = 15 + 5 + 3 = 23
2250 : 1
3 17 15
: LCD = 8 ∴ Horses get × 69 = 45 apples
e) 5,2 kl : 120 l 8 4 23
3 34 5
5,2 kl : 120 l × 1000 (kl) : Leave out denominator pigs get × 69 = 15 apples
8 8 23
5200 l : 120 l ÷ 40 3
3 : 34 goats get × 69 = 9 apples
130 : 3 23
(check 45 + 15 + 9 = 69)
2. Simplify these scales:
b) 500 mm : 1 cm × 10 (cm)
a) 5 mm : 1,2 km × 1000 (km)
5 mm : 1200 m × 1000 (m) 500 mm : 10 mm ÷ 10 3. In a bag of marbles there are blue and pink marbles in the ratio 2:7.
5 mm : 1 200 000 mm ÷5 50 : 1 If there are 16 blue marbles, how many marbles are there in total?
1 : 240 000 1mm on map represents
240 000 mm in real life
}
Blue : pink
Given ratio
2 : 7
INCREASING OR DECREASING EXAMPLES 16 : x known/unknown values
IN A GIVEN RATIO x 7 pink
=
1. Increase R100 in the ratio 5:4. 16 2 blue
5 7
• When increasing in a given ratio the numerator R100 × = R125 Numerator larger than denominator x = × 16 NOTE:
4 125 5 2
needs to be bigger than the denominator. Check: = FRACTIONS are a com-
1 4 x = 56 pink marbles mon way of writing ratios
• When decreasing in a given ratio the numerator 2. Decrease 240ml in the ratio 3:8. ∴ Total = 16 + 56 = 72 marbles
needs to be smaller than the denominator. 3
240ml × = 90 ml Numerator smaller than denominator
8 90 3
Check: =
240 8

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 Grade 8 Maths Essentials
Ratio and Rate SCIENCE CLINIC 2022 ©

RATE

A rate is a way of comparing two different quantities.

Some real life examples are:

• The price of meat (R/kg)
• The speed of a car (km/h)

EXAMPLES:

1. Express each of these as a rate:

1
a. 5 kg of chicken for R179,99 b. Traveling 275 km 2 hours
2
R179,99 275k m
5k g 1
2
2
= 35,998 ≈ 36,00 = 110km / h
= R36,00/ kg

c. 180 apples trees planted in 15 rows d. 1250 l of paint used in 53 hours

180 trees 1250l
15 rows 53h
= 12 trees /row = 23,58l / h

2. Which deal is cheaper? 30 milk chocolate bars for R270 or 42 mint chocolate bars for R320.

Milk Mint
R270 R320
30 42
= R9/ bar = R7,62 / bar
∴ the mint bars are cheaper

3. A 200 ml can of orange juice costs R8,20. Determine the cost per litre.

200 ml = 0,2 l
R8,20
Price per litre =
0,2l
= R41/ litre

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 Grade 8 Maths Essentials
Number Patterns SCIENCE CLINIC 2022 ©

You must be able to identify and expand different kinds of

number patterns. For example 4; 7; 10; 13; 16; . . . EXAMPLE
OTHER TYPES OF PATTERNS
You have to identify 2 key components in any number pattern in Observe the following pattern:
1. 1; 4; 9; 16; 25; . . .
order to describe that pattern in your own words: 2; 6; 10; 14; . . .
These are all square numbers. The next three terms will be:
1) Where the pattern starts 1. State the next 3 terms
36; 49; 64; . . .
2) How it changes from term to term 18; 22; 26

This pattern starts at 4 and then 3 is added to every term after 2. Describe the pattern in words.
2. 4; 5; 7; 10; 14; 19; . . .
that. Each number in the pattern is called a term. The 1st term is The pattern starts at 2 and then adds 4 to every term after that.
4 and the 2nd term is 7 etc.
+ 1 + 2 + 3 + 4 + 5
3. Write the general term (Tn) for this pattern :
We use the following notation: T1 = 4; T2 = 7; T3 = 10; . . . T1 : 4(1) − 2 = 2
You start at 4 and + 1 to the next term, +2 to the term after that
T2 : 4(2) − 2 = 6 and + 3 to the term after that, etc. (I.e. you will increase your
T4 = 13 T3 : 4(3) − 2 = 10 difference with +1 every time). The next three terms will be :
T4 : 4(4) − 2 = 14 25; 32; 40; . . .
∴ Tn = 4n− 2
This number represent This is the numerical
the position of the term. value of the term. 3. 1; 1; 2; 3; 5; 8; . . . This is the famous Fibonacci series :)
4. Find the 20th term in this pattern
T20 = 2(20) − 2 To get the next term of this pattern, you need to find the sum of
PATTERNS WITH A CONSTANT DIFFERENCE
= 78 the two previous terms. The next three terms will be:
Continuing with the previous example: 4; 7; 10; 13; 16; . . . 13; 21; 34; . . .
5. Which term has the value of 126?
Now to find the general rule: Tn = 4n− 2 4. 1; 8; 27; 64; . . .
When we have a constant difference we can find the general rule 126 = 4n− 2
as follows: Use the constant difference by the term number 4n = 126 + 2 These are all cube numbers. The next three terms will be:
(+3) multiplied by the term number. n = 128 ÷ 4 125; 216; 343; . . .
(i.e. for this pattern, you are actually working with multiples of 3) ∴ n = 32

Term 1 (T1): (3 × 1) ± □= 4
T2: (3 × 2) ± □= 7 Original PATTERNS WITH A CONSTANT RATIO EXAMPLE
T3: (3 × 3) ± □= 10 Pattern
T4: (3 × 4) ± □= 13 We call this number pattern a geometric number pattern. This Write down the next three terms and the describe the rule in your
pattern occurs when we multiply or divide every term with the own words for each of the patterns:
Look at T1. What must be added in the block to get an answer same number.
of 4? 1. 1; 10; 100; 1 000; . . .
T1: (3 × 1) ± □
1 = 4
1; 3; 9; 27; . . .
T2: (3 × 2) ± □
1 = 7 10 000; 100 000; 1 000 000; . . .
T3: (3 × 3) ± □
1 = 10 ×3 ×3 ×3 Start the pattern at 1 and then multiply every term by 10
T4: (3 × 4) ± □
1 = 13

We can now write the general rule (Tn or nth term) using the above We describe this number pattern in words as:
information. 2. 64; 32; 16; . . .
Start at 1, and multiply every term with 3.
8; 4; 2; . . .
Tn = 3 × n+ 1 Start the pattern at 64 and then divide every term by two.

NOTE:
This method is just to make sure your formula is correct, you
do not have to do this every time. The more you practice, the
easier it will become to determine the formula mentally.

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 Grade 8 Maths Essentials
Number Patterns SCIENCE CLINIC 2022 ©

DESCRIBING PATTERNS IN A DIFFERENT WAY EXAMPLE

We sometimes make use of shapes to describe a number pattern, in-

stead of words.

The pattern below is made from squares:

1. How many blocks will be needed to create the next shape?

(3 × 4) + 2 = 14
Fig. 1 Fig.2 Fig. 3 Fig. 4
2. How many blocks will be needed to create shape 17?
1. How many squares are there in fig 1 – fig 4? (3 × 17) + 2 = 53
1; 4; 7; 10
3. Write a general term for this pattern:
2. How many squares will there be in fig 5? Tn = 3 × n + 2
Tn = 3n + 2
13

So, we have a constant difference of +3. From here we can find the nth Using tables to represent patterns
term and subsequently the value of any term number.
Consider the following pattern:

Tn = 3n− 2 Term Number 1 2 3 4 5 7 10

Term Value 2 7 12 97

Study the following pattern: Determine the general rule for this pattern: 2; 7; 12; . . .

We have a constant difference of +5 and the pattern starts at 2.

∴ Tn = 5n− 3

Fig. 1 Fig. 2 Fig. 3 Fig. 4 Complete the table:

T 7 = 5(7) − 3 = 32
The key is to convert the shape pattern into a number pattern: T 10 = 5(10) − 3 = 47

1; 3; 6; 10 97 = 5n− 3
97 + 3 = 5n
+ 2 + 3 + 4 100 = 5n
n = 20
Now it is easier to determine the next three terms:
Term Number 1 2 3 4 5 7 10 20
15; 21; 28
Term Value 2 7 12 17 22 32 47 97

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 Grade 8 Maths Essentials
Graph Interpretations SCIENCE CLINIC 2022 ©

GRAPH INTERPRETATION
You look at the graphs and determine a trend. The trends in a con- EXAMPLE
Graphs are mathematical diagrams that gives us a visual picture tinuous or discrete graph can be linear or non-linear. Graphs with a
of the relationship between two sets of data. This is normally linear trend follow a straight line pattern. Graphs that are non-linear The graph shows the water usage of a family for 2019. Study the
two variable quantities and each variable is measured along one follow a curved pattern. graph and answer the questions that follows:
axis on the Cartesian plane. They represent different types of
relationships which you should be able to identify. You need to be able to tell whether the line is:
• Linear or non-linear
Continuous relationships: • Discrete or continuous
This relationship is shown on a graph in the form of a continu- • Increasing, decreasing or constant (a horizontal line)
ous line or curve.
You need to read information from the graph like the minimum or
maximum values and then compare two or more lines to discuss the
differences. )

EXAMPLE
The following graph shows the temperature change on a certain day
of the year. The temperature is taken every hour, on the hour.
36˚
34˚
Discrete relationships: 32˚
This relationship is shown on a graph in the form of discrete or ● ●

Temperature
28˚
separate points. ● ●
24˚
20˚ ● ●
● ●
16˚ ●
●
12˚
●
8˚ ●
●
4˚ ● 1. Is this graph discrete or continuous?
0˚ Continuous
05:00 06:00 07:00 08:00 09:00 10:00 11:00 12:00 13:00 14:00 15:00 16:00 17:00 18:00
2. Is this graph linear or non-linear?
Time of Day
Non-linear
1. Is this data discrete or continuous?
3. What is the minimum water usage for this period?
Discrete – temperatures we taken once every hour.
50kl in June
The two variables we are working with are always an indepen-
dent variable or a dependent variable. And just as the word 2. Is this trend linear or non-linear?
4. Give a reason for the minimum usage.
describes, one variable’s value will depend on the others value. It is non-linear.
It is winter and the garden did not need watering, or the swim-
The independent variable will go on the x-axis and the depen- ming pool was covered and did not need refilling.
dent variable will go on the y-axis. 3. At what time of day was the temperature at it’s maximum?
At 14:00 – 28°C
5. Is the graph increasing or decreasing in the period from June to
December?
4. Describe the decreasing and increasing trend of this data.
Increasing
The first reading was done at 05:00. The temperature decreased
until 06:00 where it started increasing until 14:00. It started de-
creasing then until it reached 19°C at 18:00.

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www
 Grade 8 Maths Essentials
Euclidean Geometry: Lines and Angles SCIENCE CLINIC 2022 ©

TYPES OF ANGLES Important Reminders: EXAMPLE

• Each new statement needs a reason. Determine, giving reasons, the unknowns
• Once you have calculated an angle size you can use that value for
Smaller than 90∘ other calculations.
ACUTE
• There are often multiple ways to solve a geometry problem. Statement Reason
• Set up your geometry solutions in a statement/reason table.
a vert. opp. ∠ 's =
a = 62∘
b b + 62∘ = 180∘
BASIC ANGLES b = 118∘ ∠ 's on str. line
RIGHT Exactly 90∘
62º
Statement Reason

Complemen- x + 30∘ = 90∘ Compl. ∠ 's p + 40∘ = 90∘ Compl. ∠ 's

OBTUSE Between 90∘and tary angles x = 90∘ − 30∘ p p = 50∘
180∘ add up to 90 x = 60∘ ∠ 's round a pt
30º q + 220∘ + 90∘ = 360∘
40º q + 310∘ = 360∘
x
q q = 50∘
220º
STRAIGHT Exactly 180∘ Vertically op- y = 64∘ vert. opp. ∠ 's =
posite angles y
are equal
3x = 90∘ Given
Between 180∘ 64º
REFLEX
and 360∘
x x = 30∘ ∠ 's on str. line
y 3x x + 3x + y = 180∘
Adjacent an- a + 160∘ = 180∘ ∠ 's on str. line 30∘ + 90∘ + y = 180∘
gles on a a = 180∘ − 160∘ y + 120∘ = 180∘
straight line
a = 20∘ y = 60∘
REVOLUTION Exactly 360∘ are supple- a 160º
mentary (add
up to 180)

OTHER USEFUL TERMINOLOGY

Angles around b + 150∘ + 30∘ + 35∘ = 360∘ ∠ 's round a pt
35º 30º
• Complimentary angles: a point add up b + 215∘ = 360∘
add up to 90∘ to 360 b = 360∘ − 215∘
150º b
• Supplementary angles: b = 145∘
add up to 180∘
• Parallel Lines (ll):
are always the same distance apart (so they never
meet/touch).
• Perpendicular lines:
meet or intersect at 90∘(a right angle).
• Adjacent Angle:
are next to each other and share a common vertex,
but must be on the opposite sides of the common
side.

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Grade 8 Maths Essentials
Euclidean Geometry: Lines and Angles SCIENCE CLINIC 2022 ©

PARALLEL LINES

“Fun” Angles EXAMPLE

Remember to name the parallel lines with reason
Determine, giving reasons, the unknowns

Statement Reason
Statement Reason

Corresponding Corresp. ∠ 's P Q

A B 26∘
angles are equal x = 56∘ A B ∥ CD y =
x y x + 10∘ + y = 180∘ Corresp. ∠ 's PQ ∥ R S
x + 10∘ + 26∘ = 180∘ Co-int. ∠ 's PQ ∥ R S
C
56º
D
R x+10º S x + 36∘ = 180∘
26º x = 144∘
Cointerior angles P t + 91∘ = 180∘ Co-int. ∠ 's
R
are supplemen- t = 180∘ − 91∘ PQ ∥ R S
tary (add up to
t = 89∘
180∘)

t 91º r = 30∘ Corresp. ∠ 's A B ∥ C D

Q S p = 30∘ Alt. ∠ 's A B ∥ C D
A q r B p + q = 180∘ ∠ 's on str. line
Alternate angles r = 50∘ Alt. ∠ 's p
V
X 30∘ + q = 180∘
are equal V W ∥ XY q = 180∘ − 30∘
r 30º
50º C D q = 150∘
W Y

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Grade 8 Maths Essentials
Euclidean Geometry: Triangles SCIENCE CLINIC 2022 ©

CLASSIFYING TRIANGLES
EXAMPLE
ANGLES SIDES Determine the values of the unknowns and give reasons

60º Statement Reason

All angles Equilateral All sides Equilateral
are equal triangle are equal triangle 1) a + 38∘ + 90∘ = 180∘ int . ∠ ′s of △
60º 60º a + 128∘ = 180∘
38º a = 52∘
(Note: 2 options to
calculate b) ∠ ′s on str . line
Two angles Isosceles Two sides Isosceles i) a + b = 180∘
a b
are equal triangle are equal triangle 52∘ + b = 180∘
70º 70º b = 128∘
ext ∠ ′s of △
ii) b = 90∘ + 38∘
b = 128∘
One angle
Right-angled No sides Scalene
is 90 de-
triangle are equal triangles 2)
grees x = y ∠ ′s opp = sides
25º
x + y + 25∘ = 180∘ int ∠ ′s of △
x + y = 155∘
∴ x = y = 77,5∘ vert . opp . ∠ 's =
PROPERTIES OF TRIANGLES x y
z = y = 77,5∘
z
STATEMENT REASON

The sum of the interior a 3)

p p= q = 60∘
angles of a triangle is a + b + c = 180∘ int. ∠ 's of △ equilat . △
r+ q = 180∘
180∘ b c
∠ ′s on str . line
r+ 60∘ = 180∘
The exterior angle of a q r r = 120∘
y
triangle is equal to the
x = y+ z ext. ∠ 's of △
sum of the interior oppo-
site angles z x

The interior angles of an 4) r

equilateral triangle are E p F p = 65∘ alt ∠ 's E F ∥ GH
p = 60∘ equilat. △
each 60∘
23º q + 23∘ + 65∘ = 180∘ int ∠ ′s of △
p
q + 88∘ = 180∘
q q = 92∘ corresp ∠ 's E F ∥ GH
In an isosceles triangle 65º
G H r = q = 92∘
the angles opposite the
t = 50∘ ∠ 's opp = s i d es
equal sides are equal
50º t
(This problem has multiple solutions: only one is shown)
A
In an isosceles triangle
75º NOTE:
the sides opposite the If there are ∥ lines,
AC = BC sides opp = ∠ 's
equal angles are equal remember to look for the
75º
C B ”FUN” angles.

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 Grade 8 Maths Essentials
Euclidean Geometry: Triangles SCIENCE CLINIC 2022 ©

THEOREM OF PYTHAGORAS

NOTE: REMINDER: In a right-angled triangle, the square on the hypotenuse is equal to the sum
Theorem of Pythagoras is only valid for right-angled triangles of the squares on the other two sides

Statement Reason
REMINDER: In a right-angled triangle, the hypotenuse is the side directly
opposite the right-angle (and it is always the longest side). AC 2 = A B 2 + BC 2 Pythag.

hypotenuse 4 5

3
NOTE:
The hypotenuse always goes alone.
hypotenuse

EXAMPLES 1-3 EXAMPLE 4 EXAMPLE 5

Determine, giving reasons, the values of x , y, z Determine, giving reasons, the values of x , y, z Determine, giving reasons, the values of x , y, z

1)
A A z What should you
Statement Reason D notice?
6 8 • Both triangles
x x 2 = 42 + 32 y 1cm are right-angled
4 x B
x 2 = 16 + 9 Pythag. D ⎷ 23cm • Bottom triangle
x 2 = 25
x C is also an isosce-
y 4 les triangle.
3 x = 25 = 5 B
C

2) 5 Statement Reason
Statement Reason
x 2 = 52 + 122
x 2 = 25 + 144 Pythag. △ ABD △ BCD
12 x 2 = 169 ∠ 's opp=sides
x x2 = 62 + 82 x + x + 90∘ = 180∘
x = 169 = 13 int ∠ of △
x2 = 36 + 64 Pythagoras 2x = 90∘
x2 = 100 x = 45∘
Pythagoras
x = 100 = 10 y 2 = 12 + 12
y2 = 2
3) y = 2

6 △ BCD △ ABD
2
x 2 = y 2 + 42 z2 = 23 + y 2
10 2 = x 2 + 62 10 2 = y 2 + 42 2 2 Pythagoras
100 = x 2 + 36 z2 = 23 + 2
x Pythag. 100 = y 2 + 16
10 64 = x 2 z 2 = 23 + 2
84 = y 2
x = 64 = 8 z = 25 = 5
y = 84

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 Grade 8 Maths Essentials
Quadrilaterals SCIENCE CLINIC 2022 ©

1) Parallelogram 4) Square 6) Trapezium

Definition: A quadrilateral with both pairs of opposite sides parallel. Definition: A square is a rectangle with 2 adjacent sides equal. Definition: A trapezium is quadrilateral with 1 pair of opposite
sides parallel.
Properties: Properties:
Properties:
P S
• 2 pairs opposite sides equal P S • All sides equal
A D
• 1 pair opposite sides
• 2 pairs opposite angles equal • Diagonals bisect one another
are parallel
• Diagonals bisect one another • All angles are 90∘
• Diagonals bisect area of • Diagonals are equal
parallelogram B C
Q R • Diagonals cut at 90∘
Q R • Diagonals bisect the angles
forming 45∘
2) Rectangle
Angles of a Quadrilateral
Definition: A rectangle is a parallelogram with a 90∘ angle
A1̂ + B̂ + Ĉ1 = 180∘ (sum ∠ ′s of △)
5) Kite

Properties: Definition: A kite is a quadrilateral with two pairs of adjacent sides equal. A2̂ + D̂ + Ĉ2 = 180∘ (sum ∠ ′s of △)

P S
• 2 pairs opposite sides equal Properties: Â + B̂ + Ĉ + D̂ = 360∘ (sum ∠ ′s of □)
• 2 pairs opposite angles equal
• Diagonals bisect one another A • Diagonals cut at 90∘
A
• One diagonal bisect the other
• All angles are 90∘ x x (BO=OD) 2 1
• Diagonals are equal (PR=QS)
Q R • Diagonal AC bisects the angles
B
B D
3) Rhombus D
Definition: A rhombus is a parallelogram with 2 adjacent sides equal 0 0 A
1
2
Properties:
C
P S • All sides equal
2
• 2 pairs opposite sides parallel
1

• 2 pairs opposite angles equal C

• Diagonals bisect one another at 90∘
• Diagonals bisect the angles
̂ + P̂ 2 etc)
(P1 B D
Q R O

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Grade 8 Maths Essentials
Quadrilaterals SCIENCE CLINIC 2022 ©

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Grade 8 Maths Essentials
Quadrilaterals SCIENCE CLINIC 2022 ©

“Exclusive clubs in the quadrilateral society”

The quadrilateral
Rule: Must have four sides The trapesium
Rule: Must have only one
parallel side

The parallelogram
Rule: Must have two pairs
of parallel sides
The rhombus
Rule: Sides have equal lengths.

The Rectangle
Rule: Must
have four 90º The
angles. Square*
The Kite
Rule: two pairs
of adjacent are
sides equal

*The Square is part of every exclusive club! It is a rectangle, a rhombus, a parallelogram and a quadrilateral*

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 Grade 8 Maths Essentials
Quadrilaterals SCIENCE CLINIC 2022 ©

EXAMPLES EXAMPLES

Calculate the sizes of angles indicated by letters, give reasons for answers: Determine with reasons, values of variables:

1. A 1.
a = 90∘ (diag . rhom.)
75º A B b = 30∘ (diags of rhombus)
10º D d c c2 = 52 − 32 (Pythagoras)

B 80º

5cm
a c = 16 = 4c m
a  + B̂ + Ĉ + D̂ = 360∘ (sum ∠ ′s of quad) 3c d = 3c m (diags of rhombus)
m
C 75∘ + 80∘ + a + 10∘ = 360∘
a = 360∘ − 165∘ = 195∘ 30º
b
D C
2. 2.

M E
c N
22 58º D 2x + 20º 2x + 20∘ = 5x − 40∘ (opp . ∠ ′s ∥ gram)
º 2x − 5x = − 40∘ − 20∘
−3x = − 60∘
5x - 40º x = 20∘
d e 80º M̂ 1 + N̂ + Ô 1 = 180∘ (sum ∠ ′s of △) F
∘ ∘ ∘ y
P O c + 80 + 58 = 180
c = 180∘ − 138∘ = 42∘ G
e = 42∘ (alt ∠ ′s , MN ∥ PO)
d = 360∘ − 22∘ − 42∘ − 58∘ − 80∘ − 42∘ (sum ∠ ′s of quad)
3. d = 116∘
H
3.
HJ = 16m
2x + 10º
G 25º 6m
k I
2x x M

2x + 10º j GI ⊥ H J (diag . kite.)

 + B̂ + Ĉ + D̂ = 360∘ (sum ∠ ′s of quad) H M = M J = 8m (diag . kite.)
J
2x + 2x + 10∘ + x + 2x + 10∘ = 360∘ GH 2 = 82 − 62 (Pythagoras)
GHIJ is a kite
7x = 340∘ GH = 100 = 10m
x = 48,57∘ k = 25∘ (diag . kite.)
j = 180∘ − 90∘ − 25∘ (sum ∠ ′s of △)
j = 65∘

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 Grade 8 Maths Essentials
Transformations SCIENCE CLINIC 2022 ©

In Grade 8, we focus on 3 types of transformations: Now apply the following changes to all three points.
Move 1 unit down and 2 units left. EXAMPLES
• Translation 5
5
• Reflection 4

• Enlargement 4 A
3

3 2
C’ B C
TRANSLATION
2 1

1 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 Give the coordinates of object ABC.

A’
Translation is the horizontal movement left or right, or -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
-1 A(−4; 3), B(−5; 1) and C (−1; 1)
the vertical up or down movement. -2
-1
-3
-2
NOTE: B’ -4

The original (given) point or shape is -3

-5

called the object. The transformation -4

is called the image.

-5 Draw the image of object ABC if it is translated 4 units to the right and 2 units down and
label it A′B′C ′.
Plot the following points on the Cartesian plane and The “new” coordinates will now be denoted as A′, B′
label with the appropriate coordinate pairs: and C ′. 5

A(5; 1), B(−3; − 2), C (2; 3) As you know, a coordinate is written as (x ; y). The left or A
3
right movement will be the change to x Write the coordinates of A′B′C ′.
2

5
B C A’ A′(0; 1), B′(−1; − 1) and C ′(3; − 1)
Let’s see what changes happened in the coordinate: 1

4 A(5; 1) → A′(3; 0) -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

C Give the general rule for this

B’ C’ translation.
-1
3
Do you see the x is 2 units less and y is 1 unit less. In -2
(x ; y) → (x + 4; y − 1)
2 other words, we subtracted in both instances. So we can
A describe the change to the coordinate like this:
-3

1
(x ; y) → (x − 2; y − 1) -4

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
-5

-1 The general rule for translation is:

B
-2
Looking at this translation, you should see that the size and shape of the triangle stayed the
(x; y) → (x + a; y + b)
-3 same. The shape just shifted.
-4
a will represent the left/right (horizontal) movement 5
We can find the area of the tri-
angle using the area formula
-5
b will represent the up/down (vertical) movement 4

A
1
Area △ ABC = × base × ⊥ height
3

2 2
B C A’ 1
1 = ×4×2
2
= 4 units2
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

B’ -1
C’
-2
The area for △ A′B′C ′ will be
-3
the same.
-4

-5

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 Grade 8 Maths Essentials
Transformations SCIENCE CLINIC 2022 ©

REFLECTIONS EXAMPLES
EXAMPLES
Study the object ( △ A) and answer the questions below:
1. Without drawing the image, give the coordi- When we talk about reflection, you must visualise looking at a reflection 5

nates of △ PQ R [P (1; 4), Q (−6; 7), R(−1; 0)] in a mirror. In this case, your x-axis or y-axis will be your “mirror”. 4

B
if it is translated by the following rule: 3
C
(x ; y) → (x − 14; y + 21) A 2

P (1; 4) → P ′(−13; 25)

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

A1 -1

Q (−6; 7) → Q ′(−20; 28) -2

R(−1; 0) → R′(−15; 21) -3

-4

-5

2. Write the rule for the translation of 4 units

right and 3 units up. Reflection in the y-axis Reflection in the x-axis 1. Give the coordinates of the vertices of △ A
(x ; y) → (x + 4; y + 3) (−4; − 1), (−1; 3) and (0; 2)

We can reflect both points and images like this and the name for 2. Draw the reflection of △ A in the y-axis and
3. Write the rule for the translation of 8 units up these “mirrors” are an axis of symmetry. label it △ B.
and 3 units left. 5

(x ; y) → (x − 3; y + 8) The x-axis is the horizontal axis of symmetry and the y-axis is the
4

B B’
vertical axis of symmetry.
3

C2 C’
A B
1

EXAMPLES The general rule for reflection in the x-axis is: -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

You need to be able to describe the translation A -1 A’

-2

(in words and with the rule) that has taken

place according to the following points: (x; y) → (x; − y) -3

-4

-5

1. (4; 8) → (7; 10)

An easy way to remember the rule: Reflection in x-axis → x-value 3. Give the coordinates of the vertices of △ B
Translation of 3 units right and 2 units up.
stays the same y-value changes sign (4; − 1), (1; 3) and (0; 2)
(x ; y) → (x + 3; y + 2)

2. (−2; 7) → (1; 4) The general rule for reflection in the y-axis is: 4. Give the rule that describes the transformation from △ A 𝒕𝒐 △ B.
Translation of 3 units right and 3 units down. (x ; y) → (−x ; y)
(x ; y) → (x + 3; y − 3)
(x; y) → (−x; y) 5. Without drawing the image, give the coordinates of △ C if this is a reflection
3. (0; − 2) → (−2; 4) of △ A in the x-axis.
Translation of 2 units left and 6 units up. (−4; 1), (−1; − 3) and (0; − 2)
(x ; y) → (x − 2; y + 6) An easy way to remember the rule: Reflection in y-axis → y-value
stays the same x-value changes sign 5

4. (7; 7) → (−3; − 3)
Observe the object △ A BC with coordinates A(−4; 3), B(−5; 1) and
4

Translation of 10 units left and 10 units A A’

down. C (−1; 1) 3

(x ; y) → (x − 10; y − 10) △ABC

2
△A’B’C’
Image △ A BC is the reflection of the object in the y-axis and the B C
1
C’ B’
coordinates for this image will be: A′(4; 3), B′(5; 1) and C ′(1; 1)
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

C"
Image △ A′′ B′′C′′ is the reflection of the object in the x-axis and the B" △A”B”C”
-1

coordinates for this image will be : A′′(−4; − 3), B′′(−5; − 1) and -2

C′′(−1; − 1)
A" -3

-4

-5

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 Grade 8 Maths Essentials
Transformations SCIENCE CLINIC 2022 ©

ENLARGEMENTS/REDUCTIONS
EXAMPLE
An enlargement is the exact “copy” of the shape, just larger. The reduction will be smaller. The shapes
10
B’ C’

will be similar. We enlarge the image by a “scale factor” and we work with the origin as the centre of
9

enlargement (0; 0).

8

The following general rule will apply for enlargements: 5

B A’ C

(x; y) → (k x; k y)
3
D’
2

1 A D
-1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

k will represent the scale factor with which the image will be enlarged or reduced.
1. Write down the co-ordinates of A BC D
In the diagram below is a triangle with the vertices A(1; 1), B(1; 3) and C (4; 1) on the Cartesian plane. A(1; 1), B(1; 3), C (4; 3) and D (4; 1)
△ A BC has been enlarged with a scale factor of 3. The centre of enlargement is the origin (0; 0).
2. Write down the co-ordinates of A′ B′C′ D′
10
B’ (3;9) A(3; 3), B(3; 9), C (12; 9) and D (12; 3)
9

8
3. What is the scale factor for this enlargement?
k = 3
7

6 4. Calculate the perimeter of A BC D

5
P = 2(2 + 3) = 10 units

4
5. Calculate the perimeter of A′ B′C′ D′
B (1;3) P = 2(6 + 9) = 30 units
3 A’ (3;3) C’ (12;3)
2
A (1;1)
6. Compare the perimeter of A BC D and A′ B′C′ D′. What do you notice?
1 C (4;1) The perimeter of A′ B′C′ D′ is 3 times bigger. 10 × 3 = 30
-1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
7. Calculate the area of A BC D
A = l ×b
You will notice that the coordinates of the object are A(1; 1), B(1; 3) and C (4; 1) = 2×3
= 6 units2
Because of the enlargement with a scale factor of 3, the coordinates of the image will be A′(3; 3), B′(3; 9)
and C ′(12; 3) 8. Calculate the area of A′ B′C′ D′
A = l ×b
So the rule we applied for this transformation is: (x ; y) → (3x ; 3y) = 6×9
= 54 units2
When we look at △ A BC we can find the area Now we need to determine the area for
of the triangle: △ A′ B′C′ 9. Compare the area of A BC D and A′ B′C′ D′. What do you notice?
The area of A′ B′C′ D′ is 9 times bigger than the area of A BC D.
1 1 So, Area of A′ B′C′ D′ = Area of A BC D = 32
Area △ ABC = × base × ⊥ height Area △ ABC = × base × ⊥ height
2 2 54 = 6 × 9
1 1 So, the area of A′ B′C′ D′ = Area of A BC D × k 2
= ×3×2 = ×9×6
2 2
= 3 units2 = 27 units2
IN SUMMARY:
If an object is enlarged by a scale factor of k, then
the sides will be k times longer, the perimeter will be
k times more and the area will be k 2 times bigger.

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 Grade 8 Maths Essentials
Area and Perimeter of Polygons and Circles SCIENCE CLINIC 2022 ©

TERMINOLOGY AND SYMBOLS RECTANGLE SQUARE TRIANGLE

b a
Polygon (Gr8): Rectangle , Square , Triangle

height (h)
c

height (h)

height
P: Perimeter of a polygon
a a a a
A: Area of polygon or circle a
b: length of base of polygon b
h: Perpendicular ⊥ height of base of polygon
C: Circumference of circle b a base a c
r: Radius of circle base (b) base (b)
d: diameter of circle

height
Perimeter = sum of 4 sides a c
Perimeter = sum of 4 sides b
DIFFERENCE BETWEEN PERIMETER AND AREA ∴P = a+ a+ b+ b b base
∴P = a+ a+ a+ a
∴ P = 2a + 2b ∴ P = 4a
• Perimeter measures the total • Area measures the total square base
distance around a shape units within a shape. Area= base × height Area = base × height Perimeter = sum of 3 sides
∴P = a+ b+ c
• Perimeter is calculated by • Area is calculated by multiplying ∴ A = b×a ∴ A = a ×a
adding all the sides of a poly- the perpendicular dimensions of ∴ A = a2 Area= area of rectangle÷ 2
gon. the shape. The result of the EXAMPLES
product is a two- dimensional b×h
∴A=
area. EXAMPLES 2
4 1)

3cm
2 2 NOTE:
2 The base is not always the horizontal
4 5cm side of the triangle but it is the side
4 on which the ⊥ height is indicated.
Perimeter = 4 + 2 + 4 + P = 5cm + 5cm + 3cm + 3cm
Area = 4 × 2 3m
2 = 16cm
= 8 square units
= 12 units
P = 3m + 3m + 3m + 3m
A = 5cm × 3cm EXAMPLES
= 12m
Units : Square units: = 15cm2
1)
✖1000 ✖100 ✖10 ✖10002 ✖1002 ✖102 A = 3m × 3m P = 3+ 4+ 6
2)
20mm ÷ 10 = 2cm = 9m2 6cm = 13cm
km m cm mm km2 m2 cm2 mm2 3cm
m
2c
6×2
➗1000 ➗100 ➗10 ➗10002 ➗1002 ➗102 A=
4cm 4cm 2
= 6cm2

NOTE:
When calculations are done for area 20mm 2)
and perimeter, all measurements 5cm
P = 4cm + 4cm + 2cm + 2cm
must have the same units! P = 5+ 4+ 9
= 12cm
= 18cm

4cm

3cm
A = 2cm × 4cm 9c 5×3
m
= 8cm2 A=
2
= 7,5cm2

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 Grade 8 Maths Essentials
Area and Perimeter of Polygons and Circles SCIENCE CLINIC 2022 ©

Circle PERIMETER AND AREA OF COMPOSITE OR PARTIAL FIGURES

What is π? EXAMPLES EXAMPLES

When any circle’s circumference (C) is divided by its diameter (d), it 1) Determine the perimeter of the following polygon: 4) Determine the area and perimeter of the semi-circle with diame-
ter 16cm correct to two decimal places.
always gives the same constant value known as 𝜋. 3cm
3cm
C
= π 2cm NOTE:
d
4cm To calculate the perimeter,
𝜋 is a decimal fraction with an infinite number of decimal digits. We 3cm 1cm
fill in the missing side
round off the value of 𝜋 to 3,14 when using calculations or we can lengths and add all the 16cm
use the value that is programmed into our calculators for better 7cm side lengths together. ∴ r = 8cm 1
accuracy. A= circle
P = 3+ 3+ 1+ 1+ 2+ 3+ 4+ 7 1 2
P = c+ d 1
Circumference (C) of a circle = 24cm 2 = × π r2
1 2
= (2 × π × 8) + 16 1
2 = × π 82
From the definition of π: 2) Calculate the area of the polygon: = 41,13cm 2
= 100,53cm2
d c
= π
5cm NOTE:
5) Calculate the area and perimeter of the quarter circle with radius
d Divide the polygon into
r c = πd 2cm 5 × 2 = 10cm2 4cm. (Correct to 1 decimal place.)
smaller shapes and add all
c = π × 2r (d = 2r) the areas together.
∴ c = 2π r 1cm
3×2=
3cm
Area (A) of a circle 6cm2

A = π r2
4cm
A = 10 + 6
EXAMPLES = 16cm2 1 1
C = 2×π ×r A= π × r2 P = c+ r+ r A= circle
1) 4 4
= 2×π ×3 = π × 32 1 1
3mm = 6π = 9π 3) Calculate the area and perimeter of the polygon: = (2 × π × 4) + 4 + 4 = (π × 42 )
4 4
= 18,85mm = 28,27mm NOTE:
3cm = 2π + 8 = 4π
Only the exterior sides = 14,3cm = 12,6cm2
5cm are added.
3cm 3×3=

× r2
9cm2
C = 2×π ×r A= π ½×4×3 6) Calculate the area and perimeter of the following figure correct
2) = 6cm2
= 2×π ×8 = π × 82 to 2 decimal places.
16

= 16π = 64π
cm

2cm 4 × 2 = 8cm2 2cm

= 50,27cm = 201,01cm2 cm
10
4cm
6×8 1
A= + (π × 62 )
P = 3+ 3+ 5+ 2+ 4+ 2+ 3 0,08m 6cm 2 4
= 22cm 1
= 24 + (36π)
1 4
P = 10 + 8 + 6 + c
A = 9+ 6+ 8 4 = 52,27cm2
= 23cm2 1
= 24 + (2 × π × 6)
4
= 33,42cm

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 Grade 8 Maths Essentials
Volume and Surface Area - Prisms SCIENCE CLINIC 2022 ©

PRISMS VOLUME OF A PRISM

A Prism is a three-dimensional object with two polygonal bases that are congruent (identi- General formula for the volume of all prisms:
cal) and parallel. The faces that connects the two bases are rectangles, squares or parallel-
ograms. Volume = area of base x height

Take note: A prism does not necessarily stand on its base.

V= B×H
Base of a prism: The two parallel, congruent (the same) faces of a prism

Height of a prism : The distance between the two bases.

base VOLUME OF A CUBE VOLUME OF A VOLUME OF A
RECTANGULAR PRISM TRIANGULAR PRISM
The base of a cube is a square.
The base of a rectangular prism is a The base of a triangular prism is a
height

rectangle. triangle.

base a
H
Capacity of a Prism: Capacity describes the amount of fluid that a 3-dimensional shape a a H
can hold. c
Relationship between capacity and volume: a
V= B×H b h
1 liter = 1000ml 1 kiloliter = 1000 liter a
V = (a × a) × a b
V = a3
Volume: Volume measures the space that is taken by a shape in three dimensions and it is V= B×H V= B×H
the result of the product of 3 perpendicular (orthogonal) dimensions. V = (a × b) × H b×h
EXAMPLE
Cubic units: V= ×H
2
✖10003 ✖1003 ✖103
EXAMPLE
km3 m3 cm3 mm3 EXAMPLE
5cm
➗10003 ➗1003 ➗103 2cm

5cm 5cm 6cm 3m 5m

Total Surface Area (TSA): The surface area of the unfolding of a prism in 2 dimensions. 4cm
The TSA is calculated by adding up the surface areas of all the sides/surfaces of the prism.
V = 6cm × 4cm × 2cm
V = 5cm × 5cm × 5cm = 48cm3 4m
SYMBOLS = 125cm3 1,5m

B: Area of the base of the prism ` 4m × 3m

V= × 1,5m
P: Perimeter of the base of the prism 2
H: Height between the two bases of the prism (distance between the bases) = 6m2 × 1,5m
V: Volume of a prism = 9m3
TSA: Total surface area of a prism

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 Grade 8 Maths Essentials
Volume and Surface Area - Prisms SCIENCE CLINIC 2022 ©

General formula for the TSA of all prisms:

TSA = (2 × B) + (P × H)
TSA = (2 x area of base) + (perimeter of base x H)

TSA OF A CUBE TSA OF A RECTANGULAR PRISM TSA OF A TRIANGUALR PRISM

Unfolding a cube: Unfolding of a rectangular prism: Unfolding of a triangular prism:

a c
a
H
a a H H
b
a a a a a a
b
a a b a b a
H
We can think of the surface area of a cube as the sum of 6 identical
squares each with an area of 𝑎". We can split the rectangular prism into 3 pairs of rectangles that are identi-
cal and thus have the same area. c b a
TSA = 6 × a 2
TSA = 6a2 TSA = 2ab + 2aH + 2bH

OR OR TSA = (2 × B) + (P × H)
When we apply the general rule: When we apply the general rule:
TSA = (2 × B) + (P × H) b×h
TSA = 2 × + (a + b + c) × H
TSA = 2×B + P + H 2
TSA = 2(a × a) + (a + a + a + a) × a TSA = 2ab + (2a + 2b) × H
TSA = 2a 2 + 4a × a EXAMPLE
TSA = 2a 2 + 4a 2 = 6a 2
EXAMPLE
EXAMPLES
3m 5m
2cm

6cm
4cm 4m
5cm 1,5m
TSA = 2(6cm × 4cm) + 2(4cm × 2cm) + 2(6cm × 2cm)
TSA = 48cm2 + 16cm2 + 24cm2 3m × 4m
TSA = 2 × + (3m + 4m + 5m) × 1,5m
5cm 5cm TSA = 88cm2 2
2
TSA = 12m + (12m × 1,5m)
OR
TSA = 2(6cm × 4cm) + (6cm + 4cm + 6cm + 4cm) × 2cm TSA = 12m2 + 18m2
TSA = 6(5cm)2 TSA = 30m2
TSA = 48cm2 + 40cm2
= 150cm2
TSA = 88cm2

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 Grade 8 Maths Essentials
Statistics SCIENCE CLINIC 2022 ©

Statistics consists of the following parts: COLLECTING DATA

We collect data using some of the following tools: Surveys, questionnaires We want to study the shoe sizes of woman in South Africa.
• Collecting data
and interviews. A population is made up of the entire group of people
• Sorting data studied, in this case, ALL the woman in South Africa. You
• Presenting data Raw data is data that has not been organised in any way. After collection will agree it is close to impossible to collect the data of ALL
it must be sorted in a meaning full way and presented in such a way so the woman in South Africa. That is the reason why will only
• Analysing and interpreting data
that we can analyse and interpret the information collected. use a sample of a population. A sample is a smaller selec-
tion of that population.
Information is referred to as data, and we use information to make Discrete data is data that can be counted. The data values are all whole
informed decisions and predictions. numbers. For example, if you count people, or goals scored, or shoe sizes. The following conditions for selecting a sample must be ad-
hered to:
Continuous data is data that is measured. The data values are rational
SORTING DATA numbers. For example, if you work with lengths of people, or times taken • The sample must represent the whole population.
by athletes running races, or different weights of people attending a gym.
We can sort data by using a frequency table or stem-and-leaf • The sample must be chosen at random to not influ-
displays. ence the results. The sample must be unbiased.

EXAMPLE 1 EXAMPLE 2

The pupils in a class have been numbered from 1 to 30 In the previous example, there were only a few data items. When there are many different data items, it is easier to group the data in class intervals to
in order to determine their participation in winter sport. make tallying more efficient.

R: Rugby N: Netball H: Hockey The ages of 25 teachers at school were recorded as follows: Let’s set up a stem-and-leaf display (The “tens” in the numbers
S: Soccer C: Cross Country O: No Sport form the stem and the “units” form the leaves)

AGES OF TEACHERS Stem Leaf

1 S 6 O 11 S 16 O 21 H 26 H
24 27 36 47 39 2 4,7,7,9,5
2 R 7 H 12 R 17 H 22 N 27 C
38 64 30 36 38 3 8,5,6,6,0,6,2,9,8
3 S 8 N 13 N 18 N 23 N 28 N
35 62 29 49 51 4 9,9,5,7,9,1
4 N 9 C 14 N 19 H 24 C 29 S
36 58 49 25 52 5 8,1,2
5 H 10 R 15 S 20 R 25 S 30 S
49 27 45 32 41 6 4,2
Let’s set up a frequency table
You record all the ages as you read them, including the repeat-
SPORT TALLY FREQUENCY Let’s set up a frequency table ed values and zero’s. (30). After you have done this, you now
need to go and order you stem-and-leaf display:
R |||| 4 CLASS INTERVALS TALLY FREQUENCY
Stem Leaf
N |||| ||| 8 10-19 0
2 4,5,7,7,9
H |||| | 6 20-29 |||| 5
3 0,2,5,6,6,6,8,8,9
30-39 |||| |||| 9
S |||| || 7 4 1,5,7,9,9,9
40-49 |||| | 6
C ||| 3 5 1,2,8
50-59 ||| 3
O || 2 6 2,4
60-69 || 2
Now your collected data has been organised and you are ready
The raw data is now sorted and we can follow on to
to go on to the next step.
the next step.

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 Grade 8 Maths Essentials
Statistics SCIENCE CLINIC 2022 ©

PRESENTING DATA

Once the data has been collected and sorted, we can represent the data graphically using bar graphs, histograms, pie charts and broken-line graphs. This will give you a visual picture of the data.

Bar graphs: Histograms:

A bar graph has vertical or horizontal bars and usually represent discrete data. The bars have spaces Histograms are used to represent grouped data graphically. You also use bars to represent the data, but
between them. there are no spaces between the bars. The x-axis normally shows continuous measurement and is
labelled with the class intervals.

We are going to use the same information used in EXAMPLE 1 to draw our bar graph. For the histogram, we are going to use the information in EXAMPLE 2.

SPORT TALLY FREQUENCY CLASS INTERVALS TALLY FREQUENCY

R |||| 4 10-19 0

N |||| ||| 8 20-29 |||| 5

H |||| | 6 30-39 |||| |||| 9

S |||| || 7 40-49 |||| | 6

C ||| 3 50-59 ||| 3

O || 2 60-69 || 2

Ages of teachers in school

Winter sport participation
9
10
8
9
7
8
7

Frequency
6
Frequency

6
5
5
4
4
3
3
2
2
1
1
0
Rugby Netball Hockey Soccer Cross Country No Sport 0
0-9 10-19 20-29 30-39 40-49 50-59 60-69
Sport
Ages
You can now clearly see that Netball and Soccer are the two most popular sports.
From this histogram we can see that the most teachers fall within the age-range of between 30 and 40
years.

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 Grade 8 Maths Essentials
Statistics SCIENCE CLINIC 2022 ©

Pie Charts: Broken-line Graphs:

A pie chart is a circle that is divided into sectors. Whenever we need to represent information in percentage, we will use a pie chart. A broken-line graph is made up of straight lines connecting points that have
been plotted. The y-axis normally represents the frequency and it does not
The following background knowledge is necessary to enable you to draw a pie chart: have to start at zero.

A circle consists out of 360∘, thus if you have a sector

of 45∘ you need to: 45º EXAMPLE 4
45∘ 1
1) Express it as a fraction: = of the total The following table shows the maximum temperature in °C as measured
360 ∘ 8
at 14:00 every day for the first ten days of September. Draw a graph for
1
2) Write it as a percentage: × 100 = 12,5% the data below.
8

EXAMPLE 3 Day 1 2 3 4 5 6 7 8 9 10

Temp (C) 27 25 18 22 28 28 31 30 29 32
The table below shows the number of favourite fruit chosen by Grade 3 learners:

Favourite Fruit Banana Apple Naartjie Orange Grapes

No. of learners 7 3 5 4 2

1) How many learners participated in this survey?

7 + 3 + 5 + 4 + 2 = 21

2) In the table, calculate:

i) The fraction of pupil choosing a fruit
ii) The fraction as a percentage.
iii )The size of the angle representing each sector.

Fruit Fraction Percentage Angle size

Now draw a pie chart representing the information.
7
Banana 33% 120∘
21
3
Apple 14% 51∘
21
5
Naartjie 24% 86∘
21
4
Orange 19% 69∘
21
2
Grape 10% 34∘
21

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 Grade 8 Maths Essentials
Statistics SCIENCE CLINIC 2022 ©

ANALYSING AND INTERPRETING DATA

You will now study the graphs and look for trends in the data. We use measures of central tendency (mean, median and mode) as well as measures of dispersion (range and outliers) to investigate different aspects
of the data.

EXAMPLE
Measures of Central Tendency:

Mean: Below is the percentages achieved by 40 pupils who wrote a Maths exam:
The average of all the data values
25 40 61 43 29 95 74 63 49 74
sum of all the values 1. How many pupils obtained more than 90%?
Mean = 63 54 39 86 89 85 66 48 95 28
number of values 4 pupils
63 67 69 84 83 94 54 83 29 54
2. How many pupils failed Maths?
Median: 83 84 85 63 87 96 73 59 53 72 5 pupils
Once the data is sorted in numerical order, you find the middle
value. If there are an even number of values, the median lies Complete the frequency table. 3. Determine the mean of this data.
between the two middle values. 2641
Mean = = 66%
% Intervals Tally Frequency 40
20-29 |||| 4
Mode: 4. What is the median percentage?
30-39 | 1 Median = 66,5% (between 66% and 67%)
This is the number that occurs most often.
40-49 |||| 4
50-59 |||| 5 5. Give the mode of this data.
Mode = 63% (appears 4 times)
Measures of Dispersion: 60-69 |||| ||| 8
70-79 |||| 4 6. Draw a histogram of the Maths marks.
Range:
80-89 |||| |||| 10
Range is the spread of the data that has been collected.
90-99 |||| 4
40 Results of the Maths exams
Range = Highest Value − Lowest Value 10
Represent the data on a stem-and-leaf display. 9
8
Outliers: Stem Leaf 7

Frequency
These are values that are significantly higher or lower than 6
2 5, 9, 9, 8 5
the other data values. They “stand out”. Outliers can affect
the mean and are sometimes excluded from the data. 4
3 9
3
4 0, 3, 8, 9 2
1
5 9, 4, 4, 3, 4 0
0-9 10-19 20-29 30-39 40-49 50-59 60-69 70-79 80-89 90-100
6 1, 6, 3, 3, 3, 7, 9, 3,
Marks in %
7 3, 4, 4, 2

8 7, 6, 9, 3, 4, 5, 3, 3, 4, 5

9 4, 5, 6, 5

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 Grade 8 Maths Essentials
Probability SCIENCE CLINIC 2022 ©

Probability is all about chance! What is the chance that something might or Remember that the probability can be expressed in 3 ways.
might not happen?
What is the probability of rolling a die, and landing on a 2?
One of the probabilities that you should have come across is the weather. number of times the event occurs 1
If you have ever planned a birthday party outside, surely you would have Probability = • Fraction: P (2) = 6
watched the weather on the news to see what the chances of rain are? the number of possible outcomes
• Decimal Number: P (2) = 0,17

TERMINOLOGY (Use the example of rolling a die.) • Percentage: P(2)=17%

• Experiment: The experiment is the actual rolling of the die.

EXAMPLE 1 EXAMPLE 3
• Trial: Rolling the die a certain number of times
Fifteen cards numbered from 1 to 15 are placed in a box. A card is drawn from a fair pack of cards excluding the jokers.
• Outcome: The outcome is the result of the roll.
One card is drawn from the box. Determine the following:
• Sample Space: This is a set of ALL possible outcomes. In this example NOTE:
there will be six (6) possible outcomes. 1) P(odd number) A pack of cards has 52 cards (excluding jokers);
8 13 of each suit (hearts, diamonds, spades or
• Probability Scale: All probabilities will lie between 0 and 1. =
15 clubs), 12 picture cards (Jack, Queen and King);
4 letter cards (Aces)
2) P(even number)
impossible even chance certain
7
= Determine the probability of drawing:
high chance 15
low chance
a) A heart
3) P(prime number) P(Heart)
0 0,1 0,2 0,3 0,4 0,5 0,6 0,7 0,8 0,9 1 6 2 13
= = =
15 5 52
1
4) P(number > 10) =
4
5 1
Relative frequency: This is the actual number of times a specific event = =
15 3
occurred out of the total number of trials done. b) A jack of clubs
P(Jack of clubs)
5) P(number ≤ 3) 1
3 1 =
number of times the event happens = = 52
Relative Freq . = 15 5
the total number of trials
c) A king or queen
6) P(number between 7 and 8)
The table shows the results of physically rolling the die 10 times 0 P(King or Queen)
= 8
15 =
52
Trial 1 2 3 4 5 6 7 8 9 10 2
EXAMPLE 2 =
13
Result 6 4 2 5 3 3 2 6 4 1 A die is rolled 3000 times. Predict how many times you
would expect to roll the number 6.
d) Neither a spade nor a heart
So the relative frequency of rolling a 3 is: Prediction = probability × no of trials P(Neither a Spade or a Heart)
2 1 26
Relative Frequency = = 1 =
6 3 = × 3000 52
6 1
=
= 500 times 2

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