MATHEMATICS (GRADE 8)

SCHEME OF WORK AND LESSON NOTE FOR SECOND TERM

2024/2025 ACADEMIC SESSION

PRINCETON COLLEGE
9/33, OLATUNDE ONIMOLE STREET, SURULERE,
LAGOS
 Scheme Of Work For Second Term
Weeks Chapter Title Performance Objectives
Week 1 PROBABILITY At the end of these topics, the students should be able to:
 identify and describe chance situations in everyday life.
 understand the basic idea of probability scale and life.
 Calculate probability for equally likely outcomes.
 Distinguish between theoretical and experimental probabilities.
 Calculate the probability of an event happening or not happening..
 Find the probability of combine events.
 use brackets to simplify algebraic expressions.
Week 2 EXPANDING AND FACTORISATION
 add , subtract , multiply and divide directed algebraic terms.
OF ALGEBRAIC EXPRESSIONS
 expand algebraic expressions of the form
a( x + y) and (a + b)(x + y).
 evaluate algebraic expressions by substituting numbers for letters.
 find factors, common factors and the highest common factors of two or more
algebraic expressions.
 factorise simple algebraic expressions.

 recognise equivalent fractions.

Week 3 ALGEBRAIC FRACTIONS
 convert an algebraic fraction to an equivalent fraction..
 find the LCM of algebraic expressions.
 multiply and divide algebraic fractions.
 add and subtraction algebraic fractions with monomial denominator..
 solve problems on simple equations using balancing method.
Week 4 SOLVING SIMPLE EQUATIONS
 solve problems on simple equations containing brackets.
  solve linear inequality in one variable using inequalities rules.
 represent solutions of linear inequalities in one variable on a number line.
 interpret and solve word problems involving linear inequalities.

Week 8 THE CARTESIAN CO-  locate the position of points on a line and on a plane using the grid method.

ORDINATE SYSTEM  describe the cartesian plane.

 locate the position of points in the cartesian plane.
 plot given points on the cartesian plane.
 know the difference between dependent and independent variables..

Week 9 LINEAR GRAPHS  prepare a table of values from a given linear equation.
 use tables of values to plot the graph of linear equations on the
cartesian plane.
 understand the equation form of a general straight line graph, i.e,
y=mx + c.
 choose suitable scales when drawing graphs.
 plot linear graphs from real life situations ,e.g. conversion graph,
distance-time graph, etc.
 interpret graphs of real life situation such as distance-time graph.
 WEEK 1

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

define and use experimental probabilities to estimate the outcomes of

real-life problems involving chance.

express probability as a fraction between 0 and 1.

analyze statistical data in terms of probabilities.

apply probability to chance events in everyday life .

 PREVIOUS KNOWLEDGE

The students can count from 1 – 100.

The students are familiar with whole numbers and can recite from 1
– 1000.
 REFERENCE MATERIALS
 WABP Essential Mathematics 1 (New Edition) by AJS Oluwsanmi
Page 303-313
 Cambridge Checkpoint Mathematics Book 8,Page 181-183 and 148-
152 .
For more examples, go to:
You can also watch this video using this link for more explanation:
www.hitbullseye.com
www.mbactystalball.com
https://youtu.be/otH_M0Cdtvo
http://youtu.be/Nz0jgPhce2Q
 TEACHING METHODOLOGY
Activity 1: Students view a short video covering the concepts of Probability.
Activity 2: Students as a class brainstorm on possibilities of the following:
i. a boy will be richer than his sister
ii. a woman’s next delivery will be a boy
iii. that it will rain on Friday,. etc,.
Activity 3:
i. Students in small groups toss a fair coin 5 times and take the record of heads or tails
outcomes.
ii. Students throw 2 dice, add the outcomes and draw a table to record the outcomes.
IST/2ND 1 2 3 4 5 6
DICE
1
2
3
4
5
6
Grade 8 Mathematics_ Basic Concepts of Probability(1).mp4
EXPERIMENTAL PROBABILITY
A farmer asks, ‘Will it rain this month?’
The answer to the farmer’s question depends on three things: the month, the place
where the farmer is, and what has happened in the past in that month at that place.
The table below gives some answers to the question for different places and
months.
PLACE MONTHS ANSWER TO QUESTION

SOKOTO FEBRUARY NO

JOS JULY YES

IBADAN JANUARY MAYBE

PORTHACOURT JUNE YES

Example I: A girl writes down the number of male and female children of her mother and
father. She also writes down the number of male and female children of her parents’ brothers
and sisters. Her results are shown in the table below:

NUMBER OF CHILDREN

MALE FEMALE

2 5
mother and father
6 8
mother's brothers
4 8
mother's sisters
5 8
father's brothers
7 7
father's sisters
(a). Find the experimental probability that when the girl has children of her own, her first
born will be a girl.
(b). if the girl eventually has 5 children, how many are likely to be male?
Solution:
Total family member is = 36 + 24 = 60.
36 3
(a). Probability(first child a girl) = 
60 5
Hence the probability of her first born be a girl is =

(b). Probability (giving birth to a male child) = =

Number of male children that the girl is likely to have is x 5

=2
 PROBABILITY AS A FRACTION

Probability is a measure of the likelihood of a required outcome

happening. It is usually given as a fraction:

Probability =
Example I: It is known that out of every 1000 new cars, 50 will develop a mechanical fault in

the first 3 months. What is the probability of buying a car that will develop a mechanical fault

within 3 months?

Solution:

Number of cars developing faults = 50

Number of cars altogether = 1000

Probability of buying a faulty car =

P(faulty car) = 1/20

Example II: A market trader has 100 oranges for sale. Four of them are

bad. What is the probability that an orange chosen at random is good?

Solution:

Four out of 100 oranges are bad.

Thus 96 out of the 100 oranges are good.

96 24

Probability of getting a good orange = 100 25
Example III: There are 7 red balls, 8 white balls and 5 blue balls in a box. A ball
is picked at random from the box. Find the probability that the ball is
(a). white; (b). red; (c). blue or red;
(d). neither red nor white (e). green
Solution:
Total number of balls in the box = 7 + 8 + 5
= 20 balls
8 2
(a). Probability(selecting a white ball) = 
20 5
 7
(b). Probability (selecting a red ball) = 20

(c). Probability (blue or red) = P(red) + P(blue)

5 7
 
20 20
5  7 12
 
20 20
3

5

(d). If the ball is neither red nor white, then it is blue.

Probability (blue) = =
(e). There are no green balls.
Probability of selecting a green ball = 0
Example IV: A die has six faces numbered 1 to 6. On a single roll of the die, find the
probability of
a. Getting the number 6
b. Getting the number 10
c. Not getting the number 6
d. Getting one of the numbers 1, 2, 3, 4, 5 or 6
Solution:
A die has six faces and each number occur once.
Hence number of faces = 6
number of times 6 occurs
(a). P(getting number 6) = total number of faces
1

6

0
(b). P(getting number 10) =
6
0
(c). P(not getting a number 6)
If you are not getting a 6 then you will be getting either 1, 2, 3, 4, or 5
Hence we have
P(1) + P(2) + P(3) + P(4) + P(5)
1 1 1 1 1
    
6 6 6 6 6
5

6
(d). P(getting one of the numbers 1, 2, 3, 4, 5, 6)
P(1) + P(2) + P(3) + P(4) + P(5) + P(6)
1 1 1 1 1 1
     
6 6 6 6 6 6
6

6
1
 EVALUATION
QUESTION I
There are six red balls and nine blue balls in a box. Anna picks a ball at random.
Find the probability that the ball is:
a. Red b. Blue
c. Red or blue e. Yellow
QUESTION II
A matchbox contains 15 used sticks and 25 unused sticks.
a. How many sticks are in the box altogether.
b. What is the probability that a stick chosen at random is used.
 EVALUATION

 Cambridge Checkpoint Mathematics Book 8,Page

182,Exercise 19.1, Nos 1-5.
 Cambridge Checkpoint Mathematics Book 8,Page
151,Exercise 16.1, Nos. 1-5
 ASSIGNMENT
 WABP Essential Mathematics 1 (New Edition) by AJS Oluwsanmi,
EXERCISE 24.3, PAGE 308 ,NOS 1-8
 WABP Essential Mathematics 1 (New Edition) by AJS OluwsanmiEXERCISE
24.4, PAGE 310, NOS 1-10
 WABP Essential Mathematics 1 (New Edition) by AJS
Oluwsanmi,EXERCISE 24.5, PAGE 312 ,NOS 1-3
 WABP Essential Mathematics 1 (New Edition) by AJS OluwsanmiEXERCISE
24.6, PAGE 313-314, NOS 1-12
 WEEK TWO

ALGEBRAIC EXPRESSIONS, EXPANSION

AND FACTORIZATION
 Objectives
• At the end of the lessons, students should be able to:
• write algebraic expressions in terms of their factors.
• find the highest common factors of two algebraic expressions.
• find the least common multiple of two algebraic expressions.
• factorize binomial expressions.
• express algebraic fractions in terms of equivalent algebraic fractions.
• add, subtract and simplify algebraic fractions .
 PREVIOUS KNOWLEDGE
The students have been taught how to handle some operations on simple
algebraic expressions.
 TEACHING METHODOLOGY
Activity 1: The students view a short video covering the concepts of
algebraic expressions, expansion and factorization.

Activity 2: They display algebraic terms on the flash cards to

form algebraic expressions.
QUANTITIVE REASONING:
5x + 3 x 2 = 16x + 14
3x+ 4

3a + 5 x3 = 12a – 5
a - 10
.
Activity 3: the students use differences in their ages to form
algebraic expressions.
Example:
Four times a boy’s present age gives his father’s age. If the father is
now 64 years, find the age of the boy.
Solution:
Let x represent boy’s age
Father is 4 times older than the boy = 4x
Present age of the father = 64
Therefore, 4x = 64
x= 64/4,
x =16
Factorisation _ Introduction _ Factorisation Of Algebraic Expression _ #class8 #chapter14.mp4
 REFERENCE MATERIALS
WABP Essential Mathematics 1 (New Edition) by AJS Oluwasanmi
Page 133-144
For more examples, go to:
Cambridge Checkpoint Mathematics Book 8,Page 141- 147 .
You can also watch this video using this link for more explanation:
www.clifsnotes.com
www.calameo.com
https://youtu.be/9iSk75EMcZ0?si=U3ppDl3Ew1Qgv_Jm
https://www.youtube.com/watch?v=JT95YF4hfiY
http://youtu.be/gHq2oEhLm8Q
http://youtu.be/nMSjDSw_20s
FACTORS
All numbers, other than 1, have two or more factors. For example the factors of 42 are:
1, 2, 3, 6, 7, 14, 21, 42
In the same way, algebraic terms always have two or more factors. For example, the expression
6ab has 16 factors.
1, 2, 3, 6, a, 2a, 3a, 6a, b, 2b, 3b, 6b, ab, 2ab, 3ab, 6ab
Each factor divides exactly into 6ab. For example:
Example I: Write down all the factors of 5a2x
Solution:
Expand 5a2x as a product of separate terms
5a2x = 5 × a × a × x
The factors will contain
numerical terms: 1 ,5
terms in a: a, 5a
terms in x: x, 5x
terms in ax: ax, 5ax

terms in a2x: a2x, 5a2x

The factors of 5a2x are: 1, 5, a, 5a, x, 5x, a2, 5a2, ax, 5ax, a2x, 5a2x

Notice that 1 and the term itself are always factors of an algebraic term.
CLASSWORK

Write down all the factors of the following:

i. 3x

ii. ab

iii. 5ab

iv. 25pq
HIGHEST COMMON FACTORS
Algebraic expression may have common factors
Example I: Find the HCF of 12ab2 and 30a2b
Solution:
12ab2 = 2 × 2 × 3 × a × b × b
30a2b = 2 × 3 × 5 × a × a × b
HCF = 2 × 3 × a × b
= 6ab

Hence, 6ab is the HCF of 12ab2 and 30a2b

Example II: Find the HCF of 3mx and 10nx
Solution

3mx = 3 × m × x

10nx = 2 × 5 × n × x

HCF = x
 CLASSWORK

Find the HCF of the following

i. ax and ay

ii. 3d and 3e

iii. 2m and 2n

iv. 4r and 12n

v. 3a2 and 12a

 LEAST COMMON MULTIPLE

Example I: Find the LCM of 8a and 6b

Solution:

8a = 2 × 2 × 2 × a

6b = 2 × 3 × b

LCM = 2 × 2 × 2 × 3 × a × b

= 24ab
Example II: Find the LCM of 2a2 and 9ab

Solution:

2a2 = 2 × a × a

9ab = 3 × 3 × a × b

LCM = 2 × 3 × 3 × a × a × b

= 18a2b
 CLASSWORK

Find the LCM of the following:

i. 3a and 4b

ii. xy and yz

iii. 3m and m2n

iv. 3x2y and 2xy2

 FACTORIZATION OF BINOMIALS

A binomial expression contains two algebraic terms, x – 2y, 3a 2 + 5b2 and 4xy – 7xz

are examples of binomial expressions.

Example I: Complete the brackets in the statements

15ax + 10a = 5a ( )

Solution:

Divide each term in 15ax + 10a by 5a to find the contents of the bracket
Example I: Complete the brackets in the statements
15ax + 10a = 5a ( )
Solution:

Divide each term in 15ax + 10a by 5a to find the contents of the bracket
15ax 10a

Content in the bracket = 5a 5a

= 3x + 2
Therefore 15ax + 10a = 5a (3x + 2)
In the example above 5a is the HCF of 15ax and 10a. 5a (3x + 2) is the factorized
form of 15ax + 10a. 5a and (3x + 3) are factors of 15ax + 10a.
Example II: Factorize 12y + 8z

Solution:

The HCF of 12y and 8z is 4

 12 y 8 z 
  
12y + 8z = 4 4 4 

= 4 (3y + 2z)
Example III: Factorize 24pq – 16p2

Solution:

The HCF of 24pq and 16p2 is 8p

 24 p q 16 p p 
  
24pq – 16p2 = 8p  8 p 8 p 

= 8p (3q – 2p)
 CLASSWORK
Complete the brackets in the following statements
i. 9x + 3y = 3( )
ii. 5a – 15ab = 5( )
iii. 8am – 8bm = 8a( )
Factorize the following
i. 12c + 6d
ii. abc + abd
iii. 12ax + 8bx
iv. 3ab – 6ac
 EQUIVALENT FRACTIONS
Equivalent fractions can be made by multiplying or dividing the numerator and
denominator of a fraction by the same quantity. For example:
MULTIPLICATION
i.

ii.

iii.
DIVISION
i.
ii
 3a  
Example I: Complete the boxes a. 
2 10

b. =
Solution:
a. Compare the two denominators
2 × 5 = 10
The denominator of the first fraction has been multiplied by 5. The
numerator must also be multiplied by 5.
The denominator of the first fraction is divided by a. Therefore, also

divide the numerator by a

= =
 EVALUATION

Complete the boxes in these expressions:

1.
2.
3.
4.
 Adding subtracting algebraic fractions
Example 7: Simplify these expressions
a. b. c.
Solution
a. = =
b. = = =
c.
The LCM of 4c and 3d is 12cd
= =
Example 7: Simplify these expressions
a. b. c.
Solution
a. = =
b. = = =
c.
The LCM of 4c and 3d is 12cd
= =
 EVALUATION

Simplify these expressions

1.
2.
3.
4.
5.
 FRACTIONS WITH BRACKETS

is a short way of writing or

Notice that 3 divides all terms of the numerator.

=
Example 8: Simplify these expressions
a. +
a. + =
b. The LCM of 6 and 4 is 12.

Removing brackets =
Example 9
Simplify .
Solution
The LCM of 3 and 12 is 12.
Removing brackets =
Collecting like terms =
Factorising the numerator =
Dividing numerator and denominator by 3 =
 Evaluation
1. Simplify these expressions:
a. b. c.
2. Simplify these expressions as far as possible:
a. b. .
 EVALUATION
 Cambridge Checkpoint Mathematics Book 8,Page 142, Nos.
Exercise 15.1, 1- 5
 Cambridge Checkpoint Mathematics Book 8,Page 144,Exercise 15.2,
Nos. 1-6
 Cambridge Checkpoint Mathematics Book 8,Page 145,Exercise
15.3,Nos. 1- 5
 Cambridge Checkpoint Mathematics Book 8,Page 146,Exercise 15.4,
1- 5
 Cambridge Checkpoint Mathematics Book 8,Page 146-147,Exercise
15.5, 1-5
 ASSIGNMENT
 WABP Essential Mathematics 1 (New Edition) by AJS Oluwasanmi, EXERCISE 11.1, PAGE
134 ,NOS 1-2
 WABP Essential Mathematics 1 (New Edition) by AJS Oluwasanmi EXERCISE 11.2, PAGE
135, NOS 1-35
 WABP Essential Mathematics 1 (New Edition) by AJS Oluwasanmi,EXERCISE 11.3, PAGE
136 ,NOS 1-2
 WABP Essential Mathematics 1 (New Edition) by AJS Oluwasanmi, EXERCISE 11.4, PAGE
138, NOS 1-42
 WABP Essential Mathematics 1 (New Edition) by AJS Oluwasanmi, EXERCISE 11.5, PAGE
140, NOS 1-30
 WABP Essential Mathematics 1 (New Edition) by AJS Oluwasanmi, EXERCISE 11.6, PAGE
141, NOS 1-10
 WABP Essential Mathematics 1 (New Edition) by AJS Oluwasanmi, EXERCISE 11.7, PAGE
142, NOS 1-2
 WABP Essential Mathematics 1 (New Edition) by AJS Oluwasanmi, EXERCISE 11.8, PAGE
143-144, NOS 1-11
 WEEK THREE

ALGEBRAIC FRACTIONS
 Objectives
• At the end of the lesson, students should be able to:

 recognise equivalent fractions.

 convert an algebraic fraction to an equivalent fraction.

 find the LCM of algebraic expressions.

 multiply and divide algebraic fractions.

 add and subtraction algebraic fractions with monomial denominator.

 Previous Knowledge
The students have been taught how to handle some
operations in algebraic expressions, expansion and
factorization
.
 TEACHING METHODOLOGY
Activity 1: The students view a short video covering the concepts of algebraic
fractions.
Activity 2: (i) they display algebraic terms on the flash cards to form algebraic
fractions.
(ii) students use differences in their ages to form algebraic expressions.
Example:
Four times a boy’s present age gives his father’s age. If the father is now 64
years, find the age of the boy.
Solution:
Let x represent boy’s age
Father is 4 times older than the boy = 4x
Present age of the father = 64
Therefore, 4x = 64
x= 64/4, x =16
Algebraic Fractions (Operations) - GCSE Higher Maths.mp4
 REFERENCE MATERIALS
WABP Essential Mathematics 1 (New Edition) by AJS Oluwasanmi
Page 145-149
For more examples, go to:
Cambridge Checkpoint Mathematics Book 8, Page 175- 180.
You can also watch this video using this link for more explanation:
www.math-only-math.com,
www.ipracticemath.com
www.brainfuse.com
http://youtu.be/NJD9E7ftpDs
http;//youtu.be/gtFldyOhdGA
http://youtu.be/OF2GtlinI_s
http://youtu.be/h3O8X2dLGgM
EXPANSION AND FACTORISATION OF ALGEBRAIC EXPRESSIONS AND
EQUATIONS
Algebra is a branch of mathematics in which symbols and letters are
used to represent quantities and letters. An algebraic expression is a
number, letter or a combination of both letter and number. An
algebraic equation is two or more algebraic expressions linked together
by an equal to sign.
Example 1: Expand the following
(a+b) (c+d)
(6-x) (3+y)
(2p-3q) (5p-4)
Solution
a. (a+b) (a+d) =
b. (6-x) (3+y) =
c. (2p-3q) (5p-4) =

Example 2: Factorize the following

(a)12y + 8z
(b) 4n2 -2n
(c) 24pq - 16p2
(a) 12y + 8z
The HCF of 12y and 8z is 4

12y +8z = 4( + )

= 4(3y + 2z)

(b) 4n2 2n

The HCF of 4n2 and 2n is 2n

4n2 2n = 2n ( )

= 2n (2n-1)
(c) 24pq - 16p2

The HCF of 24pq and 16p2 is 8p

= 24pq - 16p2 = 8p( - )

= 8p (3q – 2p)
 EVALUATION

 WABP Essential Mathematics 1 (New Edition) by AJS

Oluwasanmi, EXERCISE 12.1, PAGE 146 ,NOS 1-2

 WABP Essential Mathematics 1 (New Edition) by AJS

Oluwasanmi EXERCISE 12.2, PAGE 147-148, NOS 1-26
Simplification of Algebraic Equations
Examples: Simplify the following
(i) =
(ii) =

(iii)
Solution
(i) =

Cross multiplying,
5(
(ii) =

Cross multiplying,
3(= 12
24a – 9b = 12.
(iii)
LCM of 5 and 2

=
=
Cross multiply,
3(

21x = 20 – 48
21x= -28
X =- 21/28,
Therefore, x = -3/4
 EVALUATION
 Cambridge Checkpoint Mathematics Book 8,Page
175, Nos. Exercise 18.1, 1- 7

 Cambridge Checkpoint Mathematics Book 8,Page

178, Nos. Exercise 18.2, 1- 7
 ASSIGNMENT:
 WABP Essential Mathematics 1 (New Edition) by AJS
Oluwasanmi,EXERCISE 12.3, PAGE 148-149 ,NOS 1-31

 WABP Essential Mathematics 1 (New Edition) by AJS Oluwasanmi,

EXERCISE 12.4, PAGE 149, NOS 1-20

 WABP Essential Mathematics 1 (New Edition) by AJS Oluwasanmi,

EXERCISE 12.5, PAGE 150, NOS 1-31

 WABP Essential Mathematics 1 (New Edition) by AJS Oluwasanmi,

EXERCISE 12.6, PAGE 151, NOS 1-18
 WEEK FOUR

SOLVING SIMPLE EQUATIONS

 OBJECTIVES

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

 use the balance method to solve equations

 solve equations containing brackets and fractions, using operations with

directed numbers where necessary.

 solve word problems by making and solving suitable equations .

 PREVIOUS KNOWLEDGE:
The students are quite familiar with the algebraic linear
fractions and equations.
 TEACHING METHODOLOGY
Activity 1: The students view a short video covering the concepts of simple
linear equations.
Activity 2: (i) they, in groups use a sea-saw to illustrate the principle of
equality.
(ii) Students in groups to make a simple sentences that can be translated
into simple equations.
Example:
Ola has 6 sweets more than Tope, and there are 18 sweets between them.
How many sweets does Tope have?
Solution
Students are to demonstrate the activity above with a role to play to write
the simple equations:
Let x = sweets
Ola + Tope = 18 sweets
x + x = 18 sweets
6 + x + x = 18 sweets
6 + 2x = 18 sweets
2x= 18 – 6
2x = 12
x = 12/2
x=6
Ola has 6 + 6 sweets = 12 sweets
Tope has 6 sweets
How to Solve One-Step Equations _ One-Step Equation Steps _ Math with Mr. J.mp4
 REFERENCE MATERIALS
WABP Essential Mathematics 1 (New Edition) by AJS Oluwasanmi
Page 152-164
For more examples, go to:
Cambridge Checkpoint Mathematics Book 8, Page 184- 188 .
You can also watch this video using this link for more explanation:
http://www.onlinemath4all.com,
www.algebralab.com
http://www.purplemath.com
http://youtu.be/6-Lanc2w0pg
http://youtu.be/VjPX-XIN70k
https://www.youtube.com/watch?v=l3XzepN03KQ
 SOLVING EQUATIONS
2x – 9 = 15 is an equation in x. x is the unknown in the equation. 2x – 9
on the left hand side (LHS) of the equal sign and 15 is on the right hand
side (RHS) of the equal sign. To solve an equation means to find the
value of the unknown that makes the equation true.
THE BALANCE METHOD
Think of two sides of an equation as forming a balance. Keep the balance
by doing the same operations to both sides of the equation.
SOLVING EQUATIONS (2)
Using directed numbers
It is possible to use operations with directed numbers when
solving equations.
Example I: Solve 25 – 9x = 2
Solution:
25 – 9x = 2
Subtract 25 from both sides.
25– 25 – 9x = 2 – 25
-9x = 2 – 25
-9x = -23
Divide both sides by – 9
 9x  23

 9  9
23 5
x 2
9 9
Example II: Solve the equation 4b + 24 = 0
Solution:
4b + 24 = 0
Subtract 24 from both sides
4b + 24 – 24 = 0 – 24
4b = - 24
Divide both sides by 4
4b  24

4 4
b  6
 UNKNOWN ON BOTH SIDES

If an equation has unknown terms on both sides of the equals sign,

collect the unknown terms on one side and the number terms on the other

side.
Example I: Solve 5x – 4 = 2x + 11
Solution: 3x 15
5x – 4 = 2x + 11 ………………(i)

3 3
Subtract 2x from both sides of (i). x 5
5x – 2x – 4 = 2x – 2x + 11
3x – 4 = 11……………….(ii)
Add 4 to both sides of (ii)
3x – 4 + 4 = 11 + 4
3x = 15 ………………….(iii)
Divide through by 3
Example II: Solve the equation: 18 – 5f = 2f + 4
Solution:
18 – 5f = 2f + 4 14 7f

Add +5f to both sides 7 7
18 – 5f + 5f = 2f + 5f + 4 f 2
18 = 7f + 4
Subtract 4 from both sides
18 – 4 = 7f + 4 – 4
14 = 7f
Divide through by 7
 EQUATIONS WITH BRACKETS
Always remove brackets before collecting terms .
Example I: Solve 3(3x – 1) = 4(x + 3)
Solution:
3(3x – 1) = 4(x + 3)
Remove brackets
9x – 3 = 4x + 12
Subtract 4x from both sides, and add 3 to both sides
9x – 4x – 3 + 3 = 4x – 4x + 12 + 3
5x = 15
Divide both sides by 5 5x 15

5 5
x 3
Example II: Solve the equation: 5(x + 11) + 2(2x – 5) = 0
Solution:

5(x + 11) + 2(2x – 5) = 0

Remove brackets

5x + 55 + 4x – 10 = 0

Collect like terms

5x + 4x + 55 – 10 = 0

9x + 45 = 0
Subtract 45 from both sides

9x + 45 – 45 = 0 – 45

9x = - 45

Divide through by 9

9x  45

9 9
x  5
 EQUATIONS WITH FRACTIONS
Always clear fractions before collecting terms. To clear
fractions, multiply both sides of the equation by the LCM
of the denominators of the fraction.
Example I: Solve the equation 4m 2m
 4
5 3
Solution: 4m 2m
 4
5 3
Multiply through by the LCM of 3 and 5 which is 15
 4m   2m 
15    15   15 4
 5   3 
3 4m  5 2m 15 4
12m  10m 60
2m 60

Divide both sides by 2 2m 60


2 2
m 30
Example II: Solve the equation (3 x  2) (2 x  7)
 0
6 9
(3 x  2) (2 x  7)
Solution:  0
6 9
Multiply through by the LCM of 6 and 9 which is 18
(3 x  2) ( 2 x  7)
18   18  0 18
6 9
33 x  2  22 x  7  0
9 x  6  4 x  14 0
9 x  4 x 6  14
5 x 20
20
x
5
x 4
 EVALUATION

• WABP ESSENTIAL MATHEMATICS JSS2 Page 153 Exercise 13.1

Nos: 1-30

• WABP ESSENTIAL MATHEMATICS JSS2 Page 154 Exercise 13.2

Nos: 1-20

• WABP ESSENTIAL MATHEMATICS JSS2 Page 156 Exercise 13.3

Nos: 1-20
 EVALUATION
 Cambridge Checkpoint Mathematics Book 8,Page
187, Nos. Exercise 20.1, Nos. 1-8
 Cambridge Checkpoint Mathematics Book 8,Page
188, Nos. Exercise 20.3, 1- 4
 WEEK 5
WORD PROBLEMS IN ALGEBRAIC
EQUATIONS
We can use equations to solve word problems, i.e. problems using everyday
language instead of just numbers or algebra. There is always an unknown in a
word problem. For example, if a question says What is the length of the room?, the
length is the unknown and the task is to find its numerical value.
When solving a word problem:
Choose a letter for the unknown.
Example I: I think of a number. I multiply it by 5. I add 15. The result is 100.
What is the number I thought of?
Solution:

Let the number be x

I multiply x by 5: 5x

I add 15 : 5x + 15

The result is 100: 5x + 15 = 100

Subtract 15 from both sides in (i)

5x + 15 – 15 = 100 – 15

5x = 85

Divide through by 5
5x 85

5 5
. x 17
Example II: A rectangle is 8cm long and its perimeter is 30cm. Find the breadth of
the rectangle.
Solution:

Let the breadth of the rectangle be y meters.

Perimeter = 8 + 8 + y + y = 30

= 16 + 2y

Thus: 16 + 2y = 30
Subtract 16 from both sides

16 – 16 + 2y = 30 – 16

2y = 14

Divide through by 2
2y 14

2 2
.
y 7
 WORD PROBLEMS WITH BRACKETS
Example I: I subtract 3 from a certain number, multiply the result by 5 and then
add 9. If the final result is 54, find the original number.

Solution: Let the number be x

I subtract 3: this gives x – 3

I multiply by 5: this gives 5(x – 3)

I add 9: this gives 5(x – 3) + 9

The result is 54
So, 5(x – 3) + 9 = 54
Clear the brackets
5x – 15 + 9 = 54
5x – 6 = 54
Add 6 to both sides
5x – 6 + 6 = 54 + 6
5x = 60
Divide through by 5
5x 60

5 5
x 12
Example II: Find two consecutive even numbers such that seven times the smaller number
from nine times the greater number leaves 46.
Solution:
Note:
1, 2, 3, 4, 5, …… are consecutive whole numbers.
2, 4, 6, 8, 10, ……. are consecutive even numbers
1, 3, 5, 7, 9, 11,……are consecutive odd numbers.
Let the number be x and x + 2
Multiply x by 7 gives 7x
Multiply x+ 2 by 9 gives 9(x + 2)
Subtract from each other 9(x + 2) - 7x
The result is 46
9(x + 2) – 7x = 46
9x + 18 – 7x = 46
9x – 7x + 18 = 46
2x + 18 = 46
Subtract 18 from both sides
2x + 18 – 18 = 46 – 18
28
2x = 28 x 
2
x 14
Example III: Pius and Nsikan sell bottled water at the same price. One day Pius
increases his price by N20 and Nsikan reduces her price by N40. Pius sells six
bottles and Nsikan sells nine bottles. If both take the same amount of money, what
was the original price of a bottle.

Solution:
Let the original price of bottle be Ny
Pius’s new price N(y + 20)
Nsikan’s new price N(y – 40)
Pius sells 6 more N6(y + 20)
Nsikan sells nine more N9(y – 40)
They both take in the same amount of money
So,
6(y + 20) = 9(y – 40)
6y + 120 = 9y – 360
Collect terms
6y – 9y = – 360 – 120
– 3y = – 480
Divide through by – 3  480
y
 3
y 160
The original price of a bottle was N160
 EVALUATION

• WABP ESSENTIAL MATHEMATICS JSS2 Page 156

Exercise 13.4, Nos: 1-10

• WABP ESSENTIAL MATHEMATICS JSS2 Page 159

Exercise 13.5, Nos: 1-22
 WORD PROBLEMS WITH FRACTIONS
Example IV
I add 55 to a certain number and then divide the total by 3. The result is four times
the first number. Find the number.
Solution
Let the number be n.
I add 55 to n: this gives n+55
I divide the total by 3: this gives
The result is 4n.
So = 4n
Multiple both slides by 3.
 Collects terms.

= 11n
So, n = 5
The number is 5
Example V
The body mass of a man is x kg. The body masses of his two children are five-
sixths and four-fifths that of their father.
(a). Express the children's masses in terms of x
(b). If the difference between the masses of the children is 2.3kg. Find the mass
of the father.
Solution:
a. One child is of x kg = kg
The other is of x kg = kg
(b)
The LCM of 5 and 6 is 30.
Multiple both sides by 30

30 = 30

5
25
x = 69 (the mass of the father is 69kg
 EVALUATION
 WABP ESSENTIAL MATHEMATICS JSS2 Page 160
Exercise 13.6, Nos:1-15
 Cambridge Checkpoint Mathematics Book 8,Page 188,
Nos. Exercise 20.2, 1- 10
 ASSIGNMENT
• WABP ESSENTIAL MATHEMATICS JSS2 Page 163-164, Exercise
13.8, Nos: 1-15

• WABP ESSENTIAL MATHEMATICS JSS2 Page 162, Exercise 13.7,

Nos:1-18
 WEEK 8

LINEAR INEQUALITIES
 OBJECTIVES
By the end of this chapter, the students should be able to:
 Use the inequality symbols >, <, ≤, ≥ and ≠ correctly.
 Write and interpret linear inequalities in one variable.
 Show the graphs of linear inequalities in one variable on a number
line.
 Solve linear inequalities in one variable.
 Solve word problems involving inequalities
 PREVIOUS KNOWLEDGE

The students can solve simple and linear equations.

 TEACHING METHODOLOGY
Activity 1: The students view a short video covering the concepts of linear inequality.
Introductory equations:
Activity 2: They brainstorm on these questions:
(i) Do you come to school at the same time?
(ii) Were you all born on the same date?
(iii) Are the number of boys and girls equal in your class?
(iv) Do you all have same weight?
(v) Did nigeria and Ghana get their independence the same year?
Etc.
The students relate these questions to inequalities.
QUANTITATIVE REASONING:
Fill with < or > :
(ii) 3x – 5x = 19 11
(iii) 5y + y = 7 -11
How to Solve One-Step Equations _ One-Step Equation Steps _ Math with Mr. J.mp4
Graphing Inequalities on Number Lines _ Math with Mr. J.mp4
 REFERENCE MATERIALS

WABP Essential Mathematics 1 (New Edition) by AJS Oluwasanmi Page 165 -

174
Cambridge Checkpoint Mathematics Book 8, Page 184 - 194.
For more examples, go to:
You can also watch this video using this link for more explanation:
www.cliffsnotes.com
www.mathplanet.com
https://youtu.be/6cUaV-KooUc
https://youtu.be/KkiYqww4eg0
https://youtu.be/GHvXCBJE5fk
INEQUALITIES
In Mathematics, we sue the equals sign, =, to show that quantities are the same. However,
quantities can often be different, or unequal.
For example, a mother is always older than her child. Their ages are always different. We say
that there is inequality in their ages.
GREATER THAN , LESS THAN
The sum 5 + 3 = 8 is a simple equality. However, as we know quantities are often not equal.
For example: 5 + 5 ≠ 8. Where ≠ means is not equal to.
We can also write 5 + 5 > 8, where > means greater than. Similarly, we can write 3 + 3 < 8,
where < means less than.
≠, <, > are inequality symbols. They tell us the quantities are not equal. The < and > symbols
are more helpful than ≠. They tell us more.
 FROM WORDS TO ALGEBRA
Example I: The distance between two villages is over 18km. Write this as an
algebraic statement.
Solution:
Let the distance between the villages be x km.
Then, x > 18
Example II: I have x naira. I spend N200. The amount I have left is less than
N50. Write an inequality in x.
Solution:
I spend N200 out of x naira. That means that I have x – 200 naira left.
Thus, x – 200 < 50
GRAPHS OF INEQUALITIES
LINEAR INEQUALITIES

Inequalities like 3x > - 12 and 2x – y < 7 have unknown or variables, with an

index of 1( that is x = x1 and y = y1).

Inequalities with variables of index 1 are called linear inequalities.

3x > - 12 is a linear inequality in one variable (x).

2x – y < 7 is a linear inequality in two variables (x and y).

We shall be looking at linear inequalities in one variable .

GRAPHS OF INEQUALITIES IN ONE VARIABLE
The inequality x < 2 means that x can have any value less than 2. We can show these on the
number line below:
x
-4 -3 -2 -1 0 1 2

The heavy arrowed line in the figure above shows the range of values that x can have. The
empty circle at 2 shows that the value 2 is not included, x can have any value to the left of 2.
The inequality x ≥ - 1 means that x can have – 1 or any value greater than – 1. The figure below
shows its graph
x
-4 -3 -2 -1 0 1 2

The shaded circle in the figure above shows that the value – 1 is included.
x can have the value – 1 and any value of the right of – 1
Example I: The figure below shows a graph of a linear inequality in
one variable. What is the inequality?
x
-2 -1 0 1 2 3 4

Solution:
The shaded circle at 4 shows that the value x = 4 is included.
The heavy line to the left of 4 shows that x can have values in the range
x ≤ 4.
Thus the figure above is the graph of:
x≤4
Example II: The figure below shows a graph of a linear inequality in one variable. What is the
inequality?

x
-2 -1 0 1 2 3 4
Solution:
Thus the figure above is the graph of:
x<3
Example III: The figure below shows a graph of a linear inequality in one variable. What is the
inequality? x
-2 -1 0 1 2 3 4

Solution:
Thus the figure above is the graph of
x>1
 EVALUATION
Write down the inequalities shown in these graphs below:
x
-2 -1 0 1 2 3 4

x
-2 -1 0 1 2 3 4

x
-2 -1 0 1 2 3 4

x
-2 -1 0 1 2 3 4

x
-2 -1 0 1 2 3 4
 EVALUATION
Sketch graphs of these inequalities
1. x>1
2. x≥-2
3. x<-1
4. x≤-3
5. x≤0
 BALANCE METHOD
Consider a compound in which 23 people live. At any one time there may be x
people in the compound. If all 23 people are in the compound, then
x = 23. This is an equation. If some people have left the compound, then
x < 23. This is an inequality.
This equation has only one solution: x = 23
An inequality has many solutions: if x < 23, then x could be 0, 1, 2, 3, 4,
……….20, 21, 22.
Solve inequalities in much the same way as solving equations. Use the balance
method.
Example I:
Solve the inequality x + 4 < 6 and show the solution on a number line.
Solution:
x+4<6
Subtract 4 from both sides
x+4–4<6–4
Note: What you do to the right side you must do the same thing to the left
side so as to balance the equation.
x<2
x
-2 -1 0 1 2 3 4
Example II:
Solve the inequality 6 < 2x – 1 and show the solution on a number line.
Solution: 6 < 2x – 1
Add 1 to both sides
6 + 1 < 2x – 1 + 1
7 < 2x
Divide both sides by 2
7 2x

2 2
1 7
x  3 or
2 2

x
-2 -1 0 1 2 3 3½ 4
Example III:
Solve the inequality 5x – 2 ≥ 8 and show the solution on a number line.
Solution: 5x – 2 ≥ 8
Add 2 to both sides
5x – 2 + 2 ≥ 8 + 2
5x ≥ 10
Divide through by 5
5 x 10

5 5
x 2

x
-2 -1 0 1 2 3 4
 EVALUATION
Solve the inequality and show the solution on a number line:
1. x – 2 < 3
2. 3 ≥ 3x + 5
3. 7 < x + 2
4. 3x + 1 < 13
5. x + 9 > 3
Example IV: Find the values of x that satisfy the inequality 3x – 3 > 7, such that x is an
integer.
NOTE: an integer is any whole number and – 5, - 4, - 1, 0, 4, 7, 22 etc. are examples of
integer.
Solution: 3x – 3 > 7
Add 3 to both sides
3x – 3 + 3 > 7 + 3
3x > 10
Divide both sides by 3
x > 31/3
But x is an integer. Thus x can have values 4, 5, 6, 7, ……
Hence, x = 4, 5, 6, 7, ……
Example V: Find the values of x that satisfy the inequality 4x – 7 < 9, such that x is an integer.
Solution:
4x – 7 < 9
Add 7 to both sides
4x – 7 + 7 < 9 + 7
4x < 16
Divide both sides by 4
x <4
But x is an integer. Thus x can have values 3, 2, 1, 0 , - 1, ……
Hence, x = 3, 2, 1, 0, - 1, ……
Example VI: Find the values of x that satisfy the inequality 3x + 20 > 4, such that x is an
integer.
Solution: 3x + 20 > 4
Subtract 20 from both sides
3x + 20 – 20 > 4 – 20
3x > -16
Divide both sides by 3
3x 16

3 3
16 1
x or  5
3 3

But x is an integer. Thus x can have values – 4, - 3, - 2, - 1, 0, 1 …

Hence, x = - 4, - 3, - 2, - 1, 0, 1……
Example VI: Find the values of x that satisfy the inequality 3x - 8 ≤ 5x, such that x is an
integer.
Solution: 3x - 8 ≤ 5x
Add 8 to both sides
3x - 8 + 8 ≤ 5x + 8
3x ≤ 5x + 8
Subtract 5x from both sides
3x – 5x ≤ 5x – 5x + 8
- 2x ≤ 8
Divide through by – 2
x≥-4
Hence, x = - 4, - 3, - 2, - 1, 0, 1, 2,……
EVALUATION
Solve these inequalities, given that x is an integer in each case:
1. 2x + 1 < 12
2. 5x – 7 > 9
3. 5x – 8 ≥ 12
4. 3x < 7
5. 6 > 4x + 1
6. x + 4 ≥ 10x – 23
7. 8x + 16 ≤ 0
MULTIPLICATION AND DIVISION BY NEGATIVE NUMBERS
Consider this true statement: 5 > 3
Multiply both sides of the inequality by – 2
This gives: - 10 > - 6
But this is a false statement. In fact – 10 is less than – 6
Similarly, dividing both sides of 15 > - 12 (true) by – 3 gives – 5 > 4 (false, since – 5 <
4)
In general, when multiplying or dividing both sides of an inequality by a negative
number, reverse the inequality sign to keep the statement true.
For example if – 2x > 14 is true, then dividing both sides by – 2 gives the equivalent
true statement x < - 7.
Example I: Solve the inequality: 5 – x > 3
Solution:
5–x>3
Subtract 5 from both sides
5–5–x>3–5
-x>-2
Multiply both sides by - 1 and reverse the inequality
(- 1) × (- x) < (- 1) × (- 2)
x<2
Example II: Solve the inequality: 19 ≥ 4 – 5x
Solution:
19 ≥ 4 – 5x
Subtract 4 from both sides
19 – 4 ≥ 4 – 4 – 5x
15 ≥ - 5x
Re-writing the inequality we have
- 5x ≤ 15
Divide through by – 5
 5x 15

 5  5
x  3
Example III: Solve the inequality: 3 – 2x < 8
Solution:
3 – 2x < 8
Subtract 3 from both sides
3 – 3 – 2x < 8 – 3
- 2x < 5
Divide through by – 2
 2x 5

 2  2
5 1
x   or  2
2 2
 EVALUATION
Solve these inequalities
1. 3 – y ≤ 7
2. - 2x + 4 ≥ 6
3. 2r ≥ 5r + 6
4. - 6 – x > 10
5. 5 – y ≥ 1
SOLVING WORD PROBLEMS INVOLVING INEQUALITIES
Example I: A triangle has sides of x cm, (x + 4) cm and 11 cm, where x is a
whole number of cm. If the perimeter of the triangle is less than 32cm, find the
possible value of x.
Solution:
NOTE: In finding the perimeter of any shape, you are to add up all the sides of the
shape.
Perimeter of triangle = x + (x + 4) + 11
Thus, x + x + 4 + 11 < 32
2x + 15 < 32
Subtract 15 from both sides
2x + 15 – 15 < 32 – 15
2x < 17
Divide through by 2
2x 17

2 2
17 1
x or 8
2 2
Also in any triangle the sum of the lengths of any two sides must be greater than
the length of the third side.
Thus, x + x + 4 > 11
2x + 4 > 11
2x > 11 – 4
2x > 7
 2x 7

2 2
7 1
x or 3
2 2
Thus x < 8½ and x > 3½. But x must be a whole number of cm.
Thus, the possible values of x are:
4, 5, 6, 7 or 8
Check:
When x = 4, perimeter = 4 + 8 + 11
= 23 cm
When x = 8, perimeter = 8 + 12 + 11 cm
= 31 cm
We have checked the lowest and highest values of x in both cases, the perimeter are less
than 32 cm.
Example II: A man gets a weekly wage of N x. His rent per week is
N 8 000. After paying his rent, he is left with less than N 20 000.
Find the range of x.
Solution:
Total weekly package = x
Spent = 8 000
Thus,
x – 8000 < 20000
Add 8 000 to both sides
x – 8000 + 8000 < 20000 + 8000
x < N 28 000
Example III: A rectangle is x cm long and 10cm wide. Find the range of values
of x if the area of the rectangle is not less than 120cm 2.
Solution:
Area of rectangle = Length x Breadth
Since the length is x cm and the Breadth is 10cm
We are told that the area is not less than 120cm2. So if it is not less
than, then it would be grater than or equal to
x × 10 ≥ 120
10x ≥ 120
Divide through by 10
x ≥ 12
EVALUATION
QUESTION I
Last month a woman had a body mass of 53 kg. She reduced this by x kg so that
she is now below 50 kg. Assuming that x < 6, find the range of values of x.
QUESTION II
The side of a triangle are x cm, (x + 3) cm and 10cm. If x is a whole number of
cm, find the lowest value of x
QUESTION III
Five times a whole number, x, is subtracted from 62. The result is less than 40.
Find the three lowest values of x.
 EVALUATION
WABP Essential Mathematics 1 (New Edition) by AJS Oluwasanmi Page
166, EXERCISE 14.1, Nos. 1- 8
WABP Essential Mathematics 1 (New Edition) by AJS Oluwasanmi Page
169, EXERCISE 14.2, Nos. 1- 2
WABP Essential Mathematics 1 (New Edition) by AJS Oluwasanmi Page
172, EXERCISE 14.3, Nos. 1- 7
Cambridge Checkpoint Mathematics Book 8, Page 190,EXERCISE 20.4,
Nos. 1- 5
 ASSIGNMENT
WABP Essential Mathematics 1 (New Edition) by AJS
Oluwasanmi Page 173, EXERCISE 14.4, Nos. 1- 11
WABP Essential Mathematics 1 (New Edition) by AJS
Oluwasanmi Page 174, EXERCISE 14.5, Nos. 1- 6
Cambridge Checkpoint Mathematics Book 8, Page 190,
EXERCISE 20.5, Nos. 1- 12
 WEEK NINE

THE CARTESIAN CO-ORDINATE SYSTEM

AND
GRAPHS OF LINEAR EQUATIONS
 Objectives:

By the end of this lesson, the students will be able to:

 prepare tables of values for linear equations in two variables.

 plot points on the Cartesian plane from tables to values.

 draw the Cartesian graph of a linear equation given in the form y = mx + c or ax + by + c =

 state the conditions for two or more lines to be parallel.

from the x- and y-intercept of graphs form their equations.

 PREVIOUS KNOWLEDGE:
The students have been taught how to solve simple linear equations
 TEACHING METHODOLOGY
Activity 1: The students view a short video covering the concepts of linear inequality.
Introductory equations:
Activity 2: The students are to observe that their sitting arrangements in a class are in rows
and columns.
Activity 3 : They are to identify the number of rows and number of columns in the class.
Activity 4: The students’ leaders randomly identify the sitting positions of 5 students and
record them.
Eg
Sola is on row C, column 3 = 3C
Titu is on row A , column 2 = 2A
 Use the information above to plot a graph of row against column.
QUANTITATIVE REASONING
(i) 2x – 3 > 11
x > 7, x =8,9,10,…..
(ii) 3y -3 -9
y y = -2, -1, 0,………..
Activity 5: Learning Activities as above
QUANTITATIVE REASONING:
Copy and Complete the table below
(i)
x 0 1 2 3 4 5
y 0 30 75

x 5 7.5 10 15
(ii)
z 15 25 30 35
Intro to Linear Equations, Cartesian Planes, Coordinates - Nerdstudy.mp4
 REFERENCE MATERIALS
WABP Essential Mathematics 1 (New Edition) by AJS Oluwasanmi Page
175- 203
Cambridge Checkpoint Mathematics Book 8, Page 234- 243
For more examples, go to:
You can also watch this video using this link for more explanation:
www.math-only-math.com
www.mathplanet.com
https://youtu.be/XT6KLxy2obk
https://youtu.be/8-IZfvQK2Ac
https://www.youtube.com/watch?v=9NeuHo2aq7o
 EQUATIONS AND TABLES OF VALUES

y = 2x – 5 is an equation in x and y. The equation connects the two variables x and y.

Therefore, for any value of x, there is a corresponding value of y. For example if x = 3,

then y = 1 and if x = - 2, y = - 9.

The table below is a table of values that shows corresponding values of the variables x

and y for the equation y = 2x – 5.

We say that:
 y is the dependent variable, as the value of y depends on the value of x.

 x is the independent variable.

 x -2 -1 0 1 2 3 4
2x -4 -2 0 2 4 6 8
-5 -5 -5 -5 -5 -5 -5 -5
y=2x – 5 -9 -7 -5 -3 -1 1 3
PLOTTING POINTS FROM THE TABLE OF VALUES

From the table, it contains this set of ordered pairs of corresponding values of x and y.

(– 2, – 9), (– 1, – 7), (0, –5), (1, –3), (2, –1), (3, 1) and (4, 3)
From the graph it shows the coordinates as points on the Cartesian plane.
From the graph it shows that it is possible to join the points in a straight line. We can
check this for other values.
For example when x = –1.5, y = 2.2.
The line in the diagram is the graph of the equation y = 2x – 5. Or simply, y = 2x – 5
is the equation of the straight line.
In general, a straight line has an equation in the form y = mx + c where x and y are
variables and m and c are constants.
y = 2x – 5 is a linear equation in x and y. The variables in a linear equation are always
separate and have a power of 1 (that is, there are no terms such as xy, x2, y2 and so on).
Example I: Draw the graph of y = 4x – 7 for values of x from
– 3 to +3. From the graph find:
a. The value of y when x = 2.5
b. The value of x when y = – 1.3
c. The coordinates of the points where the line cuts the axes.
Solution
x -3 - 2 -1 0 1 2 3
4x -12 -8 -4 0 4 8 12
-7 -7 - 7 -7 -7 -7 -7 -7
y=4x – 7 - 19 - 15 - 11 - 7 -3 1 5
From the diagram, a straight line joins the seven points. The line is the

graph of y = 4x – 7.

From the graph,

a. When x = 2.5, y = y = 3

b. When y = – 13, x = – 1.5

c. The line cuts the axes at (0, –7) and (1.75 , 0)

 FORM OF LINEAR EQUATIONS
y = mx + c
The equations of the lines are all in the form y = mx + c, where x and y are variables
and m and c are constants.
For example, in the equation y = 4x – 7, so m = 4 and c = –7.
ax + by + c = 0
Another way of arranging the equation y = 4x – 7 is to put the variables in alphabetical
order and equate to zero: 4x – y – 7 = 0
This equation is in the form ax + by + c = 0 where a = 4, b = – 1 and c = – 7.
Therefore, in the graph y = 4x – 7 is also the graph of
4x – y – 7 = 0
 EVALUATION
 WABP ESSENTIAL MATHEMATICS JSS2 Page 190, Exercise 16.3 Nos:
1-10
 Cambridge Checkpoint Mathematics Book 8, Page 242, EXERCISE 27.3, 1-
6
Example I: Draw the graph of the equation 5x + 2y – 6 = 0 for, x = – 2, 0, +2
(b). Find where the graph cuts the x – axis
olution:
a. First make the table of values for the equation
x -2 0 +2

y +8 +3 2

Calculate the values in the table above:

When x = – 2, – 10 + 2y – 6 = 0, y=8
When x = 0, 0 + 2y – 6 = 0, y=3
When x = +2, 10 + 2y – 6 = 0, y=–2
 EVALUATION

 WABP ESSENTIAL MATHEMATICS JSS2 Page 184,

Exercise 16.1 Nos: 1-10
 WABP ESSENTIAL MATHEMATICS JSS2 Page 186,
Exercise 16.2, Nos: 1-5
 Cambridge Checkpoint Mathematics Book 8, Page 236,
EXERCISE 27.1, 1- 13
 ASSIGNMENT
 WABP ESSENTIAL MATHEMATICS JSS2 Page 194, Exercise 16.4
Nos: 1-6

 WABP ESSENTIAL MATHEMATICS JSS2 Page 198, Exercise 16.5,

Nos: 1-5

 WABP ESSENTIAL MATHEMATICS JSS2 Page 201-203, Exercise

16.6 Nos: 1-10

 Cambridge Checkpoint Mathematics Book 8, Page 236, EXERCISE 27.2,

1- 6