GRADE TEN(10) MATHEMATICS

MODULE I
Introduction

Welcome to Unit 1 of grade 10 Mathematics. You have now started studies that will lead
you to obtaining a good grade in Mathematics at ‘O’ level. This is a non face to face
teacher-learner way of learning. You are studying using the method of Distance
Education. This will demand a lot of your well organized and planned study time. All
the activities planned for you should be done.

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 CONTENT

UNIT TOPIC PAGE

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 UNIT ONE

NUMBER AND NUMERATION

Introduction

In this unit you will learn about Natural and Whole numbers, even and odd numbers,
prime numbers, rational and irrational numbers, and common factors and common
multiples. The estimated study period for you to do all the activities in this unit is two to
three hours. However, people have different abilities. So you may take more or less
hours. What is important is to do activities provided and understand the topic.

Objectives

By the end of the unit, you should be able to:

a) define the different sets of numbers; and

b) solve questions involving the different sets of numbers.

Topic 1 Natural Numbers and Whole Numbers

In this section, you will look at the natural numbers and whole numbers.

(a) Natural numbers – These are called counting numbers and they start from 1, 2,
3,… So the other name for natural numbers is counting numbers because we
use them for counting. Zero is not a counting number. ‘N’ is the symbol for
Natural numbers.
(b) Whole numbers. This set is different from natural numbers because it starts
from zero. That is {0, 1, 2, 3,…} = W. The symbol ‘W’ is used to denote
whole numbers.

• The positive and negative whole number including zero are called integers and
‘Z’ is taken as the symbol for integers.

That is Z = {…-3, -2, -1, 0, 1, 2, 3,…}

Examples

1. List natural numbers between 10 and 17.

Solution {11, 12, 13, 14, 15, 16}

2. List whole number greater than -2

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Solution {0, 1, 2, 3}

Activity 1

List the following:

(a) the first 5 whole numbers

(b) the first 5 natural numbers
(c) integers between -2 and 7

Topic 2 Even and Odd Numbers

In this section we will look at even and odd numbers.

(a) Even numbers

These are numbers which are divisible by 2. This means that when you divide
2 in an even number there will be no remainder. For example, 4 ÷ 2 = 2, 4 is
an even number.

(b) Odd numbers

These are numbers which are not divisible by 2. They leave a remainder of 1
when divided by 2. For example, 5 ÷ 2 = 2 remainder 1.

Activity 2

List the following:

(a) even number less than 20

(b) odd numbers between 10 and 30

Topic 3 Prime Numbers

In this section, you will look at prime numbers.

Prime numbers are numbers which have got two factors only, one and itself. For
example 5 and 7 are prime numbers. Let is list factors of 5 and 7.

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Factors of 5 are 1, 5
Factors of 7 are 1, 7

They both have only two factors. Let me give you more examples of prime numbers.

{2, 5, 7, 11, 13, 17, 19, 23, 29, 31,…}

1 is not a prime number.

Activity 3

List the following

(a) prime numbers between 0 and 30

(b) prime numbers which are even

Topic 4 Rational and Irrational Numbers

In this section you will look at rational and irrational numbers.

(a) Rational numbers

These are numbers which can be expressed in the term a/b where a and b are simply
integers and b should not be zero; that is b ≠ 0. Integers are rational numbers because we
can write them in the form a/b
For example, 3 = 3/1, 11 = 11/1

Square roots of perfect squares are rational numbers. For example

√16 = 4
= 4 /1

√36 = 6
= 6 /1

(b) Irrational numbers

This is the opposite of rational numbers. They can not be expressed in the form a/b when
a and b are integers and b ≠ 0. For example √2 √7
These last two sets rational and irrational number can be combined to form a set called
real numbers and its denoted by the letter ‘R’.

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Activity 4

Give these examples of each the following:

(a) Rational numbers

(b) Irrational numbers

Topic 5 Factors and Multiples

In this section you will look at factors and multiples.

(a) Factors

What are factors of a number? Factors are numbers that can be divided into another
number without leaving a remainder. For example: factors of 10 are {1, 2, 5 and 10}. 1
is a factor of every number.

Example

Find factors of 30.

To find factors of 30, consider natural numbers and check the ones that can be divided
into 30 without leaving a remainder. Therefore, factors of 30 are 1, 2, 3, 5, 6, 10, 15 and
30.

Among the factors of 30 some are prime numbers. For example, 2, 3 and 5. We call
these numbers as prime factors of 30. We can also express 30 as a product of its prime
factors.

30 = 2 x 3 x 5

Other examples of numbers expressed as products of prime factors.

60 = 2 x 2 x 3 x 5
32 = 2 x 2 x 2 x 2 x 2
27 = 3 x 3 x 3
We can also find the highest common factor (HCF) of 2 or more numbers.

Example 1

Find the HCF of 12 and 30.

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You can list the factors where possible.

Factors of 12 are 1, 2, 3, 4, 6 and 17

Factors of 30 are 1, 2, 3, 5, 6, 15 and 30
Common factors 1, 2, 3, 6, 12

HCF = 6 or you can express 12 and 30 as products of prime factors.

That is,
12 = 2 x 2 x 3
30 = 2 x 3 x 5

HCF = 2 x 3
= 6

Example 2

If you want to give out 36L, 50L and 72L of drink to 3 different people. What is the
greatest common volume you need for all the three measures.

In other words the question is asking you to find the HCF.

36 = 2 x 2 x 3 x 3
50 = 2 x 5 x 5
72 = 2 x 2 x 2 x 3 x 3

HCF 2 (The greatest common litre in use is 2 litres).

(b) Multiples

If you take a set of whole numbers and multiply by any number, the results will be
multiples of that number.

For example {0, 1, 2, 3, 4} multiplied by 6.

We will get {0, 6, 12, 18, 24}. These are multiples of 6.

Multiples of 20 are 0, 20, 40, 60, 80, 100,…

Multiples of 12 are 0, 12, 24, 36, 48, 60, 72,…
You can see that 60 is the smallest common multiple and we call it the LCM.

We can also express as products of prime factors

20 = 2 x 2 x 5 = 22 x 51
12 = 2 x 2 x 3 = 22 x 31

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LCM = you take the highest powers of prime factors.

That is 22 x 31 x 51
LCM = 4 x 3 x 5
= 60

Activity 5

(i) List the factors of (a) 20 (b) 48 (c) 45

(ii) Express as products of prime numbers (1) 102 (b) 21 (c) 147
(iii) Find the HCF of (a) 20 and 100 (b) 36 and 72
(iv) List the first 4 multiples of (a) 3 (b) 7 (c) 20
(v) Find the LCM of (a) 3 and 4 (b) 68, 18

The Unit Summary

This is the end of unit 1 and I hope you have enjoyed studying this unit. We can review
briefly what is in this unit.

We looked at sets of number as follows:

- natural numbers
- whole numbers
- even and odd numbers
- prime numbers
- rational and irrational numbers
- factors and multiples

Thank you for completing this unit. In the next unit you will study the operation on real
numbers.

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 UNIT TWO

OPERATIONS ON THE REAL NUMBERS

Introduction

In unit 1 you looked at number and numeration where you learnt different types of
numbers. In this unit you will look at operations on the Real number line. There are four
basic operations and these are addition, subtraction, multiplication and division. This
unit looks at three laws that tell you on how numbers can be combined using four
operations. These laws are Commutative, Associative and Distributive. In this unit you
learn about:
• commutative law
• associative law
• distributive law
• closure law

You need four(4) to five(5) hours to do all the activities and to understand the whole
topic. However, sometimes you can do the work in less or more hours. What is
important is to understand the topic.

Objectives

By the end of this unit you should be able to:

a) state and apply the commutative law;

b) state and apply the associative law;
c) state and apply the distributive law; and
d) apply the closure law on addition, subtraction, multiplication and division.

Topic 1 Commutative law

In this law you will add numbers in two ways e.g. 3 + 5 = 8, 5 + 3 = 8.

So this law states that when adding any two real numbers x and y, you can add then in
any order and still get the same answer. That is,

x+y=y+x

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Activity 1

- Is subtraction commutative?
- Is division commutative?

Topic 2 Associative law

In this law we consider 3 numbers, 2, 3, 5.

2 + 3 + 5 = (2 + 3) + 5 or 2 + 3 + 5 = 2 + (3 + 5)
=5+5 =2+8
= 10 = 10

Here you first add Here you add 3 + 5

2 and 3 then add 5. then add 2

The answers are the same.

That is 2 + 3 = 5 then 5 + 5 = 10 and 3 + 5 = 8, 8 + 2 = 10

We can conclude that (2 + 3) + 5 = 2 + (3 + 5).

It also works for multiplication

(2 x 3) x 5 = 2 x (3 x 5)
6x5 = 2 x 15
30 = 30

In general, this law states that you can add or multiply any 3 real numbers in any order
and still get the same answer.

That is (x + y) + z = x + (y + z)
And (xy)z = x(yz)

Activity 2

(i) Is subtraction associative?

(ii) Is division associative?

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Topic 3 Distributive law

The distributive law of multiplication over addition, for any 3 real numbers x, y and z,
states that x(y + z) = xy + xz.

For example,

If 4 girls have two oranges each and 5 boys have 2 oranges each, how many oranges do
the children have altogether?

4 + 5 = 9 children or 2 x 4 = 8 oranges for girls

9 x 2 = 18 oranges 2 x 5 = 10 oranges for boys

i.e. 2 x 4 + 2 x 5 = 8 + 10 = 18

So we can write this as,

2(4 + 5) = 2 x 4 + 2 x 5
18 18

Activity 3

(a) Is multiplication distributive over subtraction?

(b) Is multiplication distributive over division?

Activity 4

(1) State the law in each of the following

(i) a+c=c+a
(ii) (3 + 4) + 5 = 3 +(4 + 5)
(iii) 5 x (7 x 4) = (5 x 7) x 4
(iv) 2 x (3 + 5) = 2 x 3 + 2 x 5
(v) 2 x (5 + 4) = 2 x 5 + 2 x 4

(2) Work out the following

(a) (7 x 3) + (4 x 3)
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(b) (3 x 8) + (4 x 8)
(12 x 4) + (12 x 5)

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Topic 4 Closure law

If you add -18 + (+2), the answer is -16. The answer belongs to the set of integers: -18
and 2 are also integers. We can say the set of integers is closed under addition. We call
this the closure law because the sum of two integers or more is always an integer.

A set of numbers is closed when you pick numbers from the same set and combine them
under an operation, and you get the result belonging to the same set.

For example,

If A is a set of natural numbers

2x4=8

We can say (X) multiplication is closed on set A because the answer 8 is also a member
of set A.

A set is not closed if in that set you can find one or more numbers which when combined
under an operation the result is not a member of that set.

For example,

If B is a set of natural numbers

2 – 4 = -2

Here 2 and 4 are members of natural numbers but -2 is not. This means that the set of
natural numbers is not closed under subtraction.

Activity 5

Which of the sets below are closed under multiplication

(a) natural numbers

(b) whole numbers
(c) integers
(d) prime numbers

Unit summary

You have come to the end of this unit. Let us reflect on what we have covered in this
unit. We have learnt about:

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- commutative law – that you can add or multiply any two real numbers in any
order and still get the same answer.
- Associative law – that you can group any 3 numbers when adding or
multiplying in any order and still you get the same answer.
- Distributive law – that multiplying a number by the sum is the same as
multiplying that number by individual numbers in the sum.
- The closure law.

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 UNIT THREE

COMMON AND DECIMAL FRACTIONS AND PERCENTAGES

Introduction

In this unit you will look at different types of fractions and also percentages. A fraction
is basically a part of a whole. You will look at:
• Conversions of common fractions to decimal and vice versa
• Conversion of decimal fractions to percentages and vice versa.
• Application of the four operations on common and decimal fractions.

This unit will take you about 5 to 6 hours to understand and do all the activities.

Objectives

By the end of this unit, you should be able to;

a) convert common fractions to decimals and vice versa;

b) convert common fractions to percentages and vice versa;
c) convert decimal fractions to percentages and vice versa; and
d) add, subtract, multiply and divide common and decimal fractions

Topic 1 Conversions of common fractions to decimal fractions and vice versa

There are 3 types of common fractions that is proper, improper and mixed fractions.

Examples

(1) Convert ½ which is an example of a proper fraction to a decimal.

First multiply the fraction by a number so that the denominator is a multiple of
ten.

So ½ x 5/5 = 1 x 5/2 x 5
= 5/10

Using long division

0.5
10∫50
50
0

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5
/10 is 0.5

(2) Convert 31/7 to a decimal

Sometimes it is not easy to change the denominators to a multiple of 10 so in such
cases we can use long division 31/7 is a mixed fraction. First convert it to an
improper fraction.

That is 22 then use long division

7
3.1422
7∫22
21
10
7
30
20
20 (you stop here since the fraction is not ending and the answer is 3.1422.

(3) Convert 0.5 to a common fraction

0.5 = 5/10
=5÷5
10÷5
=½

(4) Convert 2.25 to a common fraction

225 = 225 ÷ 25
100 100 ÷ 25
5
= /4
= 1¼ which is a mixed fraction.

Activity 1

(1) Convert the following to decimals

2 33 70
(a) /8 (b) /66 (c) /100 (d) 31/2

(2) Convert the following to common fractions

(a) 0.8 (b) 0.25 (c) 2.75 (d) 5.002

Finding the mid most fraction

Given two fractions you can get the fraction which is half way between the two fractions.

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Examples

(1) Find the mid most fraction between ½ and ¾

The procedure is that, first you add the two fractions and then divide by two.

½+¾
= 2+3
4
= 5/4 then divide by 2
5
/4 ÷ 2 = 5/2 x ½
= 5 /4

So 5 is the mid most fraction between ½ and ¾

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(2) 0.3 and 0.7

0.3 + 0.7
= 1.0 ÷ 2 = 0.5

Activity 2

Find the mid most fraction between the following pairs of fractions

(a) ¼ and 1/3

(b) 2 and 3½
(c) 8.2 and 3.8
(d) 0.6 and 3/5

Topic 2 Conversion of common and decimal fractions to percentages and vice

versa

In this section you will look at fractions whose denominators are 100. Such are what we
call percentages.

Examples

(a) Convert 2/12 to a percentage

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2
/10 x 100/100 = 2/10 x 100% or 2
/10 x 10/10 = 20/100
= 200/10% = 20%
= 20%

(b) Convert 5/50 to a percentage

5
/50 x 2/2 = 5 x 2
50 x 2
= 10
100
= 10%

(c) Convert 0.4 to a percentage

0.4 = 4/10 x 10/10 or 0.4 x 100

= 40/100 40%
= 40%

(d) Convert 1.25 to a percentage

1.25 = 125 or 1.25 x 100

100 125%
= 125%

Activity 3

(1) Express the following fractions as percentages

(a) 0.6 (b) 0.15 (c) 0.008 (d) ¼ (e) 1½

(f) 22/5

(2) Converting percentages to decimal fractions

Examples

Convert the following percentages to decimal

(a) 40% Ans. 40% = 40/100

= 0.4

(b) 2¼% Ans. 2¼% = 2.25%

= 2.25/100
= 0.0225

(c) 19.3% Ans. 19.3% = 19.3/100

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 = 0.193

Activity 4

(1) Convert the following to decimals.

(a) 0.3% (b) 50% (c) 20.25% (d) 35½%

Topic 3 Four operations on fractions and decimals

Addition and subtraction of fractions

To add fractions we change them to equivalent fractions with common denominator.

Examples
2
(a) /5 + 1/3

15 is the common denominator for 5 and 3.

An equivalent fraction of 2/5 with 15 as a denominator is 6/15 and for 1/3 its 5/15
6
So /15 + 5/15 = 6 + 5
15
11
= /15

(b) 3½ + 15/8

First change the mixed fractions to improper fractions.

3½ + 15/8 = 7/2 + 13/8

Then the LCM of 2 and 8 is 8

Therefore 7/2 + 13/8

= 28/8 + 13/8
= 41/8
= 51 / 8

(c) 3½ - 2¼
= 7/2 – 9/4
= 14/4 – 9/4

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 = 5 /4
= 1¼
3
(d) /2 – 3/5 + 1½
= 3/2 – 3/5 + 3/2
= 15/10 – 6/10 + 15/10
= 9/10 + 15/10
= 24/10
= 24/10
= 22 / 5

Activity 5

Simplify the following:

(a) 15/8 + 1½
(b) 31/8 – 2¾
(c) ¼ - 1 /5 + ¼
(d) 19½ + 11¾ - 13½

Topic 4 Multiplication and division of fractions

When multiplying fractions we multiply the numerators alone and denominators alone.

Examples

(1) ½ x ¾ = 1x3/2x4 = 3/8

(2) 21/5 x 14/7 = 11/5 x 11/7
= 11x11/5x7
= 121/35
= 321/35

When dividing fractions, we multiply the dividend by the reciprocal of the divisor. For
example:

{¾}= dividend ÷ {½}= divisor

= ¾ x (2/1) = reciprocal of divisor
3x2
= /4x1
6
= /4
3
= /2

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= 1½

(3) 43/8 ÷ 1¼
= 35/8 ÷ 5/4
= 35 x 4
8x5
= 140/40
= 7/2
= 3½

Activity 6

Simplify the following:

(a) 4½ x 1¼
(b) 43/8 ÷ 1¼
(c) ½-¼
½+¼
2
(d) /5 ÷ 11/5
(e) 32/8 ÷ 2½ x 4¾

Topic 5 Addition and subtraction of decimals.

In addition and subtraction of decimal numbers, we consider place values, we arrange

number according to their place values.

Examples

Evaluate the following:

(a) 0.25 + 0.005

This is written as
0.005
+ 0.250
0.255

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 (b) 0.2 + 0.1 + 2.456
0.200
0.100
+ 2.456
2.756

(c) 457.2 – 0.5

457.2
- 0.5
456.7

(d) 15.334 – 2.0034

15.3340
- 2.0034
13.3306

Activity 7

Work out the following:

(a) 0.123 + 4.53

(b) 7.55 + 2.003
(c) 8.440 – 3.77
(d) 0.067 – 0.020
(e) A square has sides 4.33 metres, find its perimeter

Topic 6 Multiplication and division of decimals

To multiply decimal numbers, you simply multiply as though it’s a whole number. Then
count the total number of decimal places in the multiplying numbers and then put the
decimal part in the final product.

Example

(1) 1.3 x 3.1

1.3 (2 decimal places means the answer should have 2 decimal places)
x3.1
13
390
403 (Therefore the answer is 4.03)

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 (2) 51.45 x 1.03
51.45 (4 decimal place means the answer should have 4 decimal places)
x1.03
15435
51450
529935 (Therefore the answer is 52.9935)

51.45 has 2 decimal places and 1.03 has two decimal places. Together they become 4
and that is why the answer has four decimal places.

In the division of decimals, we use the long division method.

For example

(1) 35.76 ÷ 3
11.92
3∫35.76
3
05
3
27
27
06
6
0

(2) 2.5 ÷ 0.075

To divide a decimal number by another decimal number, you should make the divider
a whole number.

2.5 x 100 = 250

0.05x100 5

50 (Both numerate and denominators should be multiplied by the same

5∫250 number which is a multiple of 10)
25
00

Activity 8

(a) 0.3 x 0.7

(b) 2.23 x 1.52
(c) 4.02 ÷ 3
(d) 0.935 ÷ 0.2

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Unit summary

You have come to the end of this unit and it is my hope that you enjoyed unit 3. we can
briefly review what you have learnt. In this unit you have learnt to

- convert common fractions to mixed number and vice versa

- convert decimal fractions to common fractions and vice versa and also to
percentages
- convert percentages to decimals
- use the four operations on fractions and decimal fractions

Thank you for completing this unit. In the next unit you will study the ordering of
numbers. Hope you will enjoy it too.

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 UNIT FOUR

ORDERING

Introduction

In this unit you will look at the ordering on the real number line. This will involve
comparing and determining which number is greater than the other. You will use
inequality symbols. In this unit you learn about;
• ordering numbers
• equality and inequality symbols
• ordering of fractions

To do all the activities, it is estimated that you need to study a period of eight(8) to
nine(9) hours. However, you do not need to be discouraged if you take more time. What
is important is to understand the unit.

Objectives

By the end of this unit you should be able to

a) arrange numbers in order;

b) compare numbers using equality and inequality symbols; and
c) arrange fractions and decimals in order of size.

Topic 1 Ordering Numbers

Writing numbers in the order of their sizes is very important. Let us use the number line
to illustrate. The set of natural numbers, 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10 are arranged in
order of size starting from the smallest.

The numberline

The numberline shows number called integers. Integers are positive and negative whole
number including zero.

Below is an example of the number line.

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 I I I I I I I I I I I I I
-3 -2 -1 0 +1 +2 +3 +4

The numbers to the left of zero are negatives and those on the right are positives. If we
take +3 and +4, +3 is at the left of +4 and it is less than +4. Numbers on the left are
always less than those on the right.

For example

-1 and 0, -1 is less than 0

-2 and -1, -2 is less than -1
-10 and -9, -10 is less than -9.

Activity 1

Chose the numbers which is greater between the two numbers in the following pairs.

(a) -3 and 3
(b) -2 and -2
(c) -6 and -9
(d) 10 and 15
(e) -5 and -5

Topic 2 Inequalities

In this section , you will look at the symbols we use to compare numbers. You will use
> which means greater than
< which means less than
≥ which means greater than or equal to
≤ which means less than or equal to

For ‘not’ equal to we use ≠

Examples

(1) Insert the correct symbols

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 (a) 3 __ 5 Ans. 3 < 5 (3 is less than 5)
(b) -2 __ -7 Ans. -2 > -7 (-2 is greater than -7)

On the number line, 3 is on the left of 5

I I I I I I I I I I I I I
0 1 2 3 4 5 6 7

On the number line -7 is on the left of -2

I I I I I I I I I I I I I
-8 -7 -6 -5 -4 -3 -2 -1 0

(2) Write the following two inequalities as one inequality 3 > 1, 3 < 4

Ans. 1 < 3 < 4 (this means 3 is greater than 1 but less than 4)

Activity 2

(1) Insert the correct symbol in the spaces (>, <, ≤, ≥ or =)

(a) -1 ___ -1
(b) 3 ___ -10
(c) -100 ___ 99
(d) 0.25 ___ ¼

(2) Compare the following inequalities into one inequality

(a) 4 < 5 and 5 < 8

(b) 0 < 5 and 5 < 10
(c) 10 > 6 and 10 < 15
(d) x is less than 5 but greater than or equal 2
(e) 4 is greater than 5 but greater than 2

Listing of integers from inequalities

You can list integers from inequalities.

Example: List the following

(1) 0<X<7
X = {1, 2, 3, 4, 5, 6}

I I I I I I I I I I I I I on the numberline -
0 1 2 3 4 5 6 7

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(2) -4 ≤ x ≤ -1

X = {-4, -3, -2, -1}

(3) -1 ≤ x ≤ 4
X = {-1, 0, 1, 2, 3, 4}

-1 and 4 are included because the symbols used are ≤ is less than or equal to and ≥ which
is greater or equal to.

Topic 3 Ordering of fractions

In this section, you will look at how we can arrange fractions in order of sizes. Arranging
fractions in order of sizes.

Examples

(1) Arrange the following in ascending order

½, 1/3, 2/3
Express the fractions with the same denominator.

So the common denominator is 6

½ x 3/3 = 3/6 2
/3 x 2/2 = 4/6 1/3 x 2/2 = 2/6

Therefore, ascending order 2/6, 3/6, 4/6

Finally, 1/3, ½, 2/3 as original fractions

(2) Arrange the following fractions in descending order

1
/4, 2/8, 3/16, 2/32
Common denominator is 32

¼ x 3/8 = 8/32 2
/8 x 4/4 = 12/32 3
/16 x 2/2 = 6/32 2
/32

Descending means you start from the biggest to the smallest

3
/8, ¼, 3/16, 2/32

(3) Arrange the following in ascending order

0.2, 0.5, 1/4, 2/3

First convert all the fractions to decimals.

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 ¼ = 0.25 2/3 = 0.67
Therefore ascending order is 0.2, 0.25, 0.5, 0.67

Activity 3

Arrange the following in ascending order

5
(1) /6, 2/3, ¾ and ½
(2) 0.4, 2/5, 5/6 0.01
4
(3) /5, 3/20, 7/10, 0.7
7
(4) /8, ¾, 1/6, 41%, 1.25

Unit summary

This is the end of this unit and thank you for completing this unit where we have studied
the following:

- ordering numbers
- use of inequality symbols
- ordering of fractions.

In the next unit you will look at an interesting unit called indices.

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 UNIT FIVE

INDICES

Introduction

In this unit, you will look at indices and in particular positive, negative, zero, law of
indices, Fractional indices and Equations involving indices.

The estimated study period for this unit is seven(7) to eight(8) hours.

Objectives

By the time you finish this unit, you should be able to:

a) simplify indices;
b) solve questions involving indices; and
c) apply the laws of indices.

Topic 1 Positive Integral Indices

If you multiply 2 x 2 x 2 this can be expressed in short as 23, also 2 x 2 x 2 x 2 = 24, so if

we multiply 2 by itself n times it is 2 x 2 x 2 x … x 2 (n factor) = 2n

In 23, 2 is called the base and 3 is the power. In 2n 2 is the base and n is the power.

Unit index

For any real number ‘a’

a1 = a

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Topic 2 Negative indices and zero index

If we look at the following numbers

a => 24, 23, 22, 21, 20, 2-1, 2-2

(the answers for the above (a) corresponds with ‘b’ below)
b => 16, 8, 4, 2, 1, ½1 ½2

In line ‘a’ the powers are reducing by 1

In line b the numbers are being divided by 2 to get the next.

e.g. 16/2 = 8, 8/2 = 4, 4/2 = 2, 2/2 = 1, ½ = ½ ÷ 2 = 1/2+2

= ½2

Therefore, 24 = 16, 23 = 8 and 2-1 = ½, 2-2 = ½2, 20 = 1

Any number to the power zero is 1.

2-1, 2-3, a-4 are examples of negative indices.

For any real number a

a-n = 1
an

Examples

(1) Expand the following

(a) 25 (b) -23 Ans. (a) 25 = 2 x 2 x 2 x 2 x 2

(b) -23 = -2 x -2 x -2

(2) Find the value of the following

(a) 26 (b) (1/2) 2 (c) (0.3) 3

Ans. (a) 2 x 2 x 2 x 2 x 2 x 2 = 64
(b) ½x½
=¼
(c) 0.3 x 0.3 x 0.3
= 0.027

(3) Express the following with a positive index

(a) (2) -3 (b) (0.5) -4

Ans. 2-3 = 1 1
23 (0.5) 4

30
(4) Evaluate the following

(a) (-2)3 = -2 x -2 x -2 = -8
(b) (1/3) -1 =1
(1/3) 2
= 1
1
/3 x 1/3
=1
1
/9
= 1 ÷ 1 /9
= 1 x 9/1
=9

Activity 1

(1) Expand the following

(a) 25 (b) (1/2) 3 (c) (-4) 3

(2) Evaluate

(a) 20 (b) (1/2) 4 (c) 42 (d) (1/3) 3

(3) Evaluate

(a) 2-3 (b) (1/4) -2 (c) 12-1 (d) (X) -4

Topic 3 Laws of indices

Multiplication

23 x 22 = 2x2x2x2x2
= 25
3 5
2 x2 = 23+2
= 25
4 5
3 x3 = 34x5
= 39

31
In general for any real number a and two integers m and n

am x an = am+n

Division

2 4 ÷ 22 = 2x2x2x2
2x2
= 2x2
= 22

Therefore 24 ÷ 22
24 - 2
22

(3) 6 3 ÷ 61
= 63 - 1
= 62

In general for any real number a and two integers m and n

am ÷ an = am – n

Index of an index

(2 x 3) 2 when expanded is
(2 x 3) x (2 x 3)
2x2x3x3
22 x 32
30 (2 x 3) 2 = 21x2 x 31x2
= 22 x 32

(4 x 2) 3 = 41x3 x 21x2
= 43 x 23

In general (ap x bq) m = apm x bqm

Index of a quotient

If we take (4 ÷ 3) 2
This is the same as

32
(3/4) 2 = 4
/3 x 4/3 Therefore, (4/3) 2 = 42
= 4x4 32
3x3 = 42
= 42 32
32
-2
If we take 3
2

This is 31 -2
21
31 -2 = _1__ This stage is changing from negative index to positive index.
21 31 2
21

= _1___
31x2
21x2
= _1__
32
22
2
=1÷3
22
= 1 x 22
32
2
=2
32

In general ap = apn
bq bqn

Activity 2

(1) Simplify
(a) 32 x 37
(b) ½4 x ½-2
(c) (-3) 0 x (-3) 7
(d) 65
62
(e) -46
-44
(f) (43) 5
(g) g(x0) 7

33
(2) Express the following as products in index form.
(a) (2 x 5) 2
(b) (xy) 4
(c) ab0
(d) (72 + 53) -4

(3) Express each of the following as quotients giving the answers in positive index
form

(a) 2 -4 (b) (x + y) -n (c) 4 -2

3 7

Topic 4 Fractional indices

To understand well in this section you will use the laws of indices discussed in section 3.

If we look at 4½ this is the same as

4½ = (22) ½
= 22 x ½
= 21
= 1

Therefore 4½ = 2
And √4 = 2
Therefore 4½ = √4

4½ means a number which when you multiply itself by 2 times gives you 4. This is 2 x 2
The number 271/3 = (33) 1/3
= 33x1/3
=3
271/3 means a number which when you multiply itself 3 times it gives you 27 and this is
3x3x3

In general a = a1/m = m√a

In a1/m means a number which when you multiply itself M times, it gives you ‘a’.

If we use 43/2 and apply the law of index of an index.

43/2 = (4½)3, you split the power to ½ x 3 = 3/2

But 4½ = √4

34
Therefore we have (√4) 3 or 43/2 = (43) ½
= √(43)
In general

am/n = (n√a) m or am/n = n√am

Examples

(1) Express the following in (n√a) m or am/n = n√am

(a) 81/7
___ __
= ( √8) and √81
7 1 7

(b) y5/7
___ __
= (7√y)5 and 7√y5

(2) Express in index form

4
(a) √6 = (4√6) 1 = 61/4
(b) ( √50) 5
3
= (50) = 501/3x5 = 505/3

In general for any real number a and m are rational number –m/n

-m = a–m/n = 1 = 1__
n am/n (n√a)m

or a–m/n = 1__
√am

Activity 3

(1) Express the following in the form

(n√a)m and n√am

(a) 13½
(b) 171/5
(c) 203/2

(2) Express each of the following in the form 1__ and __1__
(n√a) m n m
√a
(a) 10-1/7

35
 (b) A-3/4
(c) 17-5/2

(3) Express in index form

__
(a) √11
_
7
(b) √9
__
(c) (3√14) 2

(d) (5√y)4

(4) Express the following with a negative index

(a) _1_ (b) _1_ (c) __1__
3
√5 √12 (6√15) 2

Application of laws of indices

Example

Find the value of the following:

(a) 163/4 x 161/4 (b) 163/4 x 16-1/4

Indices with same base = 163/4 + -1/4
= 163/4 + 1/4 = 163/4 – 1/4
= 164/4 = 16 1/2

= 161 = √16
= 16 = 4

(c) 410 ÷ 48 (d) (31/8) 16

= 410 – 8 = 31/8 x 16/1
= 42 = 316/8
= 16 = 32
= 3x3
= 9

36
Topic 5 Equations involving indices

Examples

(1) Xa = b X= variable
a = constant
b = constant

To solve for x, we multiply the powers by the reciprocal of a.

Xa x 1/a
= b1 x 1/a
X = b1/a

(2) X3 = 8
X3x1/3 = 83x1/3
X = 81/3
X = 3√8
X=2 reciprocal of 3 is 1/3

(3) y1/3 = -8
y1/3x3 = (-8) 3
y = -8 x -8 x -8 Therefore, y = 512

(4) 3x = 81
Express both sides in index from
3x = 34
x=4

(5) 21x = 3
(33) x = 31
33x = 31
3x
/3 = 1/3
x = 1/3

Activity 4

Solve for x in the following equation

(1) x4 = 64
(2) x3 = -27
(3) 8x = 2
(4) 25 = 1/5
(5) (1/16) x = 2

37
Unit Summary

You have come to the end of this unit and you basically looked at numbers called indices,
the laws of indices, positive and negative indices and also fractional indices: you also
applied the laws of indices to solve equators involving indices. I hope you have
understood the topic so well and please feel free to ask your tutor where you did not
understand.

The next unit you will be studying another interesting unit called sets.

38
 UNIT SIX

SETS

Introduction

In this unit you are going to define the sets and then you will look at different types of
sets and also the symbols used for different types of sets. The unit comprises the
following topics:
• Set notation and presentation
• Operations on sets

To do all the activities in this unit, the estimated of six (6) to seven(7) hours will be
taken. However, if you take more, do not worry as we people learn at different paces.
What is important is to understand the topic so well after doing all the activities.

Objectives

By the time we finish this unit, you should be able

a) describe different types of sets;

b) represent data on a Venn diagram; and
c) interpret information from a Venn diagram.

Topic 1 Set Notation and Representation

In this section, you will start by first defining a set, then you will look at set notation and
the actual representation.

What is a set?

A set is a collection of well defined objects. Notice what the definition says there well
defined meaning not just objects in a group but well defined.

Examples of sets are – a set of girls wearing red ties.

- a set of pencils

The objects in a set are called elements. These objects are enclosed in curly brackets {a,
b, c} and are separated by commas.

39
In the presentation of sets, there are four ways that we use

(a) Describing X = {even numbers between 10 and 20}

(b) Listing c = {12, 14, 16, 18}
(c) Set builder notation c = {X:10 < X < 20, x ε Even Number}
(d) Diagrammatic presentation. There are two types
(i) on a number line
I I I I I I
0 2 4 6 8 10 12 14 16 18 20

(ii) in a Venn diagram

.12
.16 .14

.10

Symbols used

Membership. The symbol, is ε and is read as ‘is a member of’.

The ε means ‘is not a member of’

For example A = {X, Y, Z}

X ε A = x is a member of A
P ε A = p is a not a member of A

Empty sets

This is a set which has no members. The symbols used are { } or Ø

Examples

(1) A set of girls who have 5 ears. This is an empty set.

(2) P = {odd numbers which are even}
P = { } or P = Ø

Number of elements

If B has 4 elements we write this in symbol terms as n(B) = 4

So if X = {a, b, c, d, e, f}
Then n(X) = 6

40
Activity 1

(1) Describe the followed sets

(a) {1, 3, 5, 7, 9} (b) {Mary, Brenda}

(2) List the following sets

(a) P = {even numbers greater than 4 but less than 16}

(b) Q = {prime numbers between 1 and 20}

(3) (i) What is an empty set

(ii) Give an example of an empty set

(4) List the sets defined by

(a) P = {x:x ≤ -4 x ε z}
(b) Q = {y:y ≥ 5 y ε prime numbers}

Equal sets

What are equal sets?

These are sets with the same type of elements and the same number of elements.

For example

If A = {1, 2, 3} B = {3, 1, 2}

A = B because A and B have the same elements and n(A) = 3 and n(B) = 3

Equivalent sets

What are equivalent sets?

These are sets with equal number of elements.

For example

A = {a, b, c} B = {1, 2, 3}
Then A ~ B that A is equivalent to B because n(A) = n(B). For equivalency what is
important is the number of elements and not the type of elements. From this we can say
that two equal sets are also equivalent.

But equivalent sets are not necessary equal.

41
For example: A = {a, b, c} B = {b, c, a}
A = B and A ~ B
But in P = {1, 2, 3} Q = {4, 5, 6}
Q ~ P They are just equivalent
And Q ≠ P Not equal because elements are different

Finite sets

This is a set whose elements can be listed in all.

For example A = {even numbers between 0 and 10}
Listing A = {2, 4, 6, 8}

Infinite sets

This is the opposite of finite sets. You can not list all its elements.
For example, Q = {even numbers greater than 10}
Q = {12, 14, 16, 18, 20 …}

Universal sets

This is a set which contains all elements which are being considered or under discussion.
The symbol used is E or U

E = Entirety
U = Universal

For example

A = {girls in class} B = {boys in class}

A possible universal set E = {pupils in class}

Subsets

If you have a set X = {a, b, c, d, e} and another set Y = {a, b, c} all the elements of set Y
are found in X. We can say set Y is contained in X. Set Y is said to be a proper subset of
set X. A proper subset contains at least one element not all elements of the bigger set.

This is written as Y X
C Is a symbol for subset.

If X = Y the Y is a subset of or equal to X or X is equal to or a subset of Y.

In symbol terms, this can be written as X C Y or Y C X

42
The empty set is a subset of every set. A set is subset of itself.

Example

If A = {a, b, c}list all subsets for A

(1) {a, b, c} set itself

(2) { }
(3) {a}
(4) {b}
(5) {c}
(6) {a, b}
(7) {b, c}
(8) {a, c}

We can say A has 8 subsets though it has any 3 elements. The formular for finding the
number of subsets is 2n where n is the number of elements in a set.

For set A = {a, b, c}

We have 3 elements, so number of subsets = 23
When n = 3
23 = 2 x 2 x 2
= 8 subsets

Activity 2

(1) From the following two sets which one is finite and which one is infinite
(a) {2, 4, 6, 8…}
(b) {days in a month}

(2) Which ones of the following are equal and which ones are equivalent.
(a) {1, 2, 3, 4}, {3, 4, 5, 6}
(b) {x, y, z, p}, {p, x, z, y}
(c) {first four even numbers}, {2, 4, 6, 8}

(3) From the following sets find the number of subsets

(a) {a, b}
(b) {1, 2, 3, 4}

(4)a) Set X has 8 subsets how many element has set X.

b) Set Y has 64 subsets how many elements has set Y.

43
Topic 2 Operations on a set

In this part, you will look at operations like intersection, union and complement. First
you will look at the Venn diagram because it is very useful in set operation.

Venn diagram

Below is an example of a Venn diagram as we learnt earlier under presentation of sets.

E The box represents the universal set and the circle

P represent subsets.

So we can say P is a subset of E.

Example

E P .d P( )E
.a P is a proper subset of E because only some element
.b of E are in P.
.c

Intersection of sets

This is a set of elements which are appearing in both set. For example if A = {1, 2, 3}
and B = {2, 3, 4} then the intersection of A and B = {2, 3}. The symbol use ∩, A ∩ B =
{2, 3}.

Sometimes you can have two sets with no common elements, such sets are called disjoint
sets.

44
Example 1

E A B
.1 .2
.7 .3
.4
.9 .10

A = {1, 4, 7} B = {2, 3}

E = {1, 2, 3, 4, 7, 9, 10}

Example 2

If E = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11}

A = {1, 3, 5, 7, 9}
B = {2, 3, 4, 5, 6, 8}
C = {1, 3, 6, 10}

Draw a Venn diagram to show this information.

E A B
.2
.7 .5 .8 .4
.3 .6
.9 .1
.10

11 C

NOTE

Individual elements in a Venn diagram are written with a dot in front e.g.
•7
•a
If you have E P This means that 10 individual
10 elements in P but if you write .10 it
is a single element in P.

45
Union set

If you have two sets P and Q, the union of P and Q is the set whose elements are found
either in set A or set B or both.

The symbol per union is P U Q

Example

If P = {a, b, c} Q = {a, o, p, q}
P U Q = {a, b, c, o, p, q}

The elements like a which are appear in both are written once. In a Venn diagram it will
be shown as follows.

PUQ

E P Q E P Q
.b .o
.a .p
.c .q

The shaded part shows the union of P and Q.

Complement set

This is the subset of a universal set E. The complement of X with respect to E is the set
of members of E which are not in X and the symbol used is X′

Example

If E = {3, 6, 7, 9, 2, 0} and A = {1, 4, 8}

List A′ and show this on a Venn diagram

Solution A′ = {2,3,6,7,9,0}

E A
.3 .1 .9
.6 .4
.8

.7 .0 .2

In the diagram it is the region which is shaded.

46
Activity 3

1. E = {1,2,3,4…10}
A ={1,2,3}
B ={8,9,10,1}
C = {2, 8,9,1}

a. List (i) A∩B (ii) B∩C (iii) A∩B∩C

b. Illustrate on a separate Venn diagrams

(i) A∩B (ii) B∩C (iii) A∩B∩C

2. If n(E)=52 n(A)=10 n(B)=32 and A and B are disjoint (no intersection) find

a. n (A1) b. n(B1)

(3) E P S
.12 .5
.1 .2
.9 .3 .6
.10 .4
.7
.14 .11 .8
.13

List

(a) P′ (b) S′ (c) T′

Topic 3 Combined Operations

AUB∩C is an example of combined operation because we have used two operations

union and intersection.

Examples

If E = {2, 4, 6, 8, 10,12}
F = {2,4}
C = {8,2}

47
List (F∩C)′ This is also an example of combined operation, that is intersection and
complement together. First we should get F∩C

F∩C= {2}

Then (F∩C)′ meaning what is not in {2} but they are in E

(F ∩ C)′ ={4,6,8,10,12}

A Venn diagram will be as below

E F C

.6 .4 .2 .8

.10 .12

Examples

(1) The Venn diagram below shows three sets A, B and C

A B List the following

.a .i
.b .c (a) A∩B (b) CI
.e .f .h Ans {b,f,g} C = {a, b, e, c, i, h}
.g L (c) (B U C) I
= {b, f, i, c, h, g, d, k}
.J .j .k C Then (B U C) I = {a, e, j, l}

(2) In a class of 150 students, 80 take History, 50 take Maths and 70 take biology. If
30 take History and Maths and 40 History and Biology and 20 take Biology and
Maths and 10 take all the three subjects.

(a) Illustrate this information on a Venn diagram

(b) Find the number of pupils who take Maths only, biology only and history only

Solutions
(a) E H M
20 20 10
10
30 10 30
20 B

48
(b) Math only = 10
Biology only = 20
History only = 20
Math only = (H U B)′ n M
Biology only = (H U M)′ n B
History only = (M U B)′ n H

Shadings

(H U B)′ n M (H U M)′ n B (M U B)′ n H

E M H M E M
H
H
B B B

When you are showing regions by shading for the combined operation use two different
shading so that the double shading represents the region wanted.

e.g. (A ∩ B) n C

A B
Wanted region

(A U B) U C = This means everything in A, B and C

A B

Activity 4

E = {-6, -5, …. 6}
A = {3, 2, 5, 6}
B = {-1, 0, 2, 5}
List (i) A U B (ii) (A U B) (iii) (A ∩ B) (iv) (A ∩ B)

49
In an examination 20 candidates passed Mathematics, 19 passed English and 17 passed
both Maths and English. If 28 candidates sat for the examination.
illustrate this in a Venn diagram
how many failed Maths and English

(3) Use set notation to describe the shaded regions

E EA E A B
A B B

(4)

X Y
.a .b .e
.k .l .j
.d .c .f
.h .l N
.m
O

Activity 5

Find (i) n (x)

(ii) n (Y)
(iii) n (z)
(iv) n(x n zI)
(v) n (z n z) I

Express in set notation the region where the following elements are {h, i, m}

Unit Summary

You have come to the end of this unit and we hope you have enjoyed it. Let us review
what you have studied you studied set notation and presentation where you looked at
different types of sets. Then you also looked at the combined operations. In the next
chapter, you shall look at basic processes of Algebra.

50
 UNIT SEVEN

BASIC PROCESS OF ALGEBRA

Introduction

In this unit you shall be looking at letters as symbols to represent numbers. This is what
we refer to as algebraic expression e.g. 4y, 2x, e.t.c. You will study the following topics
in this unit:
• Collection and simplification of like terms
• Interpretation and use of brackets and addition and subtraction of algebraic
expression
• Factorization of algebraic expressions
• Algebraic fractions

To do all the activities in this section we estimate a period of seven(7) to eight(8)hours.

Objectives

By the time you finish this unit you should be able to

a) simplify algebraic expression;

b) add and subtract algebraic expressions; and
c) factorise algebraic expression.

Topic 1 Collection and Simplification of Algebra Expressions

Examples

(i) 2x + 2x = 4x
(ii) 2x + 5x + y – 7y
= 7x – 6y
(iii) 2a2 + 3a3 + 4a2 – a3
2a2 + 4a2 + 3a3 - a3
6a2 + 2a3

In (ii) 2x and 5x are like terms In (iii) 2a2 and 4a2 are like terms and so
so they add up to 7x and y and -7y they add up to 6a2 while 3a3 and –a3 are also
are like terms and so y – 7y = -6y like terms and so 3a3 – a3 = 2a3 but 6a and
3a are not like terms so they can not be
added.

51
Topic 2 Interpretation and Use of Brackets Addition and Subtraction of
Algebraic Expressions

Distributive law

If we have 2(4 + 7), this is equal to 2 x 11 = 22 or 2 x 4 + 2 x 7 = 8 + 14 = 22

For real number a(b + c) = ab + ac

We call this as the Distributive law of multiplication over addition.

Examples

(1) Expand and simplify

(a) 3 (x + y)
(b) -2(5a – b + y)
(c) 3(x + y) + 4(x – 2) + 2

Solutions

(a) 3 x (x) + 3xy (b) -2 x 5a + -2 x –b + -2 x y

= 3x + 3y = -10a + 2b – 2y

(c) 3 x (x) + 3 x y + 4 x (x) + 4 x -2 + 2

= 3x + 3y + 4x – 8 + 2
= 3x + 4x + 3y – 8 + 2
= 7x + 3y – 6

(2) What is the total cost of 3 books at Kx each and 4 rubber at y Kwacha each.

Ans.
3 books at Kx each = 3x
4 rubbers at Ky each = 4y

Total cost = 3x + 4y

Activity 1

(1) Expand and simplify

(a) -2(x – b)
(b) 4 – 3(x – 5) – 3x (x + 4)
(c) (-x – 3)(-x – 5)
(d) (x – 0.1) 2

52
 (2) Mwaka is 6 years than Mapalo. Let Mwaka’s age be Y years. Write down an
expression for Mapalo’s age.

(3) What is the area of a square with sides (2x + y)cm long.

Substitution

Examples

If a = 3 and b = 4

Find
(i) a+b
Here you simply replace numbers where there are letters.
a + b will be 3 + 4 = 7
Therefore, a + b = 7

(ii) a – 1 /b
3
= /1 – ¼
= 12 – 1
4
11
= /4

(iii) 2a2 + 4b3

= 2x3x3+4x4x4x4
= 18 + 256
= 274

Activities 2

Given that x = 2, y = -4, z = ½

Evaluate

(1) xyz
(2) x2 – y2
1
(3) /x + 1 /y
(4) z – xy
(5) If y = mx + c and m = -2, x = 0 and c = 12, find y.

53
Topic 3 Factorization

In this section you will look at three different types of factorizations which are the
following:

1: Factorisation by grouping
2: Factorisation of quadratic expressions
3: Difference of 2 squares

First we look at common factors, some expressions have common factors. For example

4a + 4b

In this expression, 4 is common so if we divide by 4 you will have

4a + 4b = 4a + 4b
4 4 4
= a+b
4a + 4b = 4(a + b)

So we factored out 4 which is common to both 4a and 4b.

Examples

Factories (i) 2x + 4y
a
(ii) /3 + a/3

Solutions

(i) 2x + 4y has 2 which is common therefore 2(x + 2y) and we say 2 and x + 2y
are factors of 2x + 4y.
a
(ii) /3 + a/3
a x 1/3 + 1/3 a x a
a x 1/3 (1 + a)
a
/3 (1 + a)

so a/3 and (1 + a) are factors of a/3 + a/3

Activity 3

Factories each of the following:

(1) 6a + 4b
(2) 6x – 12y + 16b
(3) a(x + 2) + 4(x + 2)

54
 (4) 3x2 – 6y
7 7
(5) x2y – y2x

Factorization by grouping

Look at the following expression ax + ay + bx + by

Group the terms with common factors.

(ax + bx + ay + by). This grouping using fractors

Factor out common letters

x(a + b) + y(a +b). Here you notice a + b is common. So you can factorise it out.

So we have (a + b)(x + y) then you have finished.

Examples

(1) Factorise (2) 2x + by + bx + 2y

(ax + px)(ay + p) is 2x + bx + 2y + by
x(a + p) + y(a + p) x(2 + b) + y(2 + b)
(a + p)(x + y) (2 + b)(x + y)

Activity 4

Factorise the following

(1) 12ay – 4x + 6ax – 8y

(2) ax + ay + kx + ky
(3) x2 + xc – xp – cp
(4) am + bn + bm + an

Factorization of quadratic expressions

A quadratic expression is one with the power of the terms raised to the power 2.
For example, ax2 + bx + c where a, b and c are constants.
More examples of quadratic expressions
2x2 + 4x – 2, 2x2 – 4x + 3

To factorise such expressions we use the following steps: ax2 + bx + c

(1) Find the product of a and c ie. ac

(2) Find the factors of the product ac whose sum is b

55
 (3) Express the term bx as a sum of terms using factors in step 2
(4) Then factorise by grouping method

Examples 1

X2 + 3X + 2

In this express when compared to aX2 + bX + c, a = 1, b = 3 and c = 2

Produce 2 and the sum is 3 from X2 + 3X + 2
We follow the steps

(1) axc=2x1=2
(2) Factors of 2 are 1 and 2 whose sum is 3.
(3) Now we express the sum using factors
X + 3X + 2 = (X + 2X) + (X + 2)
= X(X + 2) + 1(X + 2) – (Should be the same so that when we
factorise out (X + 2) we remain with X + 1
and hence the answer is (X + 1)(x + 2)
= (X + 1)(X + 2)

Example 2

X2 – 7X + 10

Sum -7, product 10

Factors of 10 whose sum is -7 are -2 and -5

So (x2 – 2x)(-5x + 10) group them x(x – 2) – 5 (x – 2) at this level you should factories
such that what is in the brackets is the same so that you factorise out again.
(x – 2)(x – 5)

Activity 5

Factories the following:

(1) x2 – 3x – 4
(2) x2 + 5x + 6
(3) p2 + 12p + 27
(4) y2 – 4x + 4y2

Difference of two squares

If you expand an expression like (x – y)(x + y) you have

(x) x (x) + (x) x y – xy – y x y
x2 + xy – xy – y2
x2 – y2

56
So to factories x2 – y2 it will be (x – y)(x + y)

x2 – y2 is what we call a difference of two squares. More examples of difference of two

squares

(1) x2 – 9 = x2 – 32
(2) x2 – 4y2 = x2 – (2y) 2

Factorizing them you will have

(1) x2 – 32 = (x – 3)(x + 3)
(2) x2 – (2y) 2 = (x – 2y)(x + 2y)

Topic 4 Algebraic fractions

These are fractions which have at least one letter.

a
Examples /3, x/y, 2a/12b

For 2a/12b 2 is a common factor

2(a/6b)

For a/3 1 is a common factor

Algebraic fractions can be simplified to their lowest terms by factorizing both the
denominator and numerator.

Examples

Simplify each of the following:

(a) ___y2_ (b) ___(x + 2)__ (c) x2 – y2

3y + 2y (x+2)(x + 11) y–x

Solution for (a) Solution for (b) Solution for (c)

yxy 1 (x-y)(x + y)
y(3 + a) x + 11 y–x

57
= y = -(y – x)(x + y)
3+a y–x
= -(x + y)
= -x – y

Topic 5 Addition and subtraction

Addition and subtraction of algebraic expressions is done the same as numerical

fractions.

Examples Simplify the following

(a) x + 2 + 3x + 1
2 2
First you find the lowest common multiple of the denominations as we learnt unit
two.

The LCM is 2 for the denominator

Ans. x + 2 + 3x + 1 = (collect like terms)

2
= x + 3x + 2 + 1
2
= 4x + 3
2

(d) x/12 + 3a + b – a – x
3 4
Ans.
Common denominator is 12
= x + 4(3a + b) – 3(a – x)
12
= x + 12a + 4b – 3a + 3x
12
= x + 3x + 12a – 3a + 4b
12
= 4x + 9a + 4b
12

58
(c) a2 - b2
b-a
= (a2 - b2 ) (first you factories the numerator
b–a
= (a – b)(a + b) (Factors out -1 from (b – a) so that you have -1(a – b)
(b – a)
= (a – b)(a + b) (Divide (a – b) = 1 you remain with a + b
-(a – b) (a – b) -1
= (a + b)
-1
= -1(a + b)
= -a – b

Activity 6

(1) Simplify each of the following

(a) 4x (b) ab (c) __14___ (d) x2 – 9 (e) -8 + 10x + 3x2
10y 3b 28y + 7x 6x – 18 6x2 – 13x + 6

(f) __1 - y2__

-y2 – y + 2
a
(2)a /y + b /y (b) 2
/3t + 1/3t (c) 2x – 5 + __x_
x–2 2x – 4
(d) _2_ - _2x_ - _7_ (e) __4x – 7_ - _3_
x 2 – x x – 1 3x x – 3x + 2 x - 1

Topic 6 Multiplication and Division

This is also done in the same way as arithmetical fractions.

Examples: Simplify each of the following

a
(a) /b x 2/3 (b) 2b
/xy x y/12b

Ans.
2a
(a) /3b (b) 2b x y
xy x 12b

59
 = _1_
6x
1
(c) /3 ÷ x/y (d) x2 – 4 ÷ x2 + x – 2
3x 2 – 6x 6x

Ans.
1
(c) /3 x y/x (d) For this one, first you factories individual terms
= y/3 x2 – 4 ÷ x2 + x – 2
3x 2 – 6x 6x
= (x – 2)(x + 2) ÷ (x – 1)(x + 2)
3x(x – 2) 6x
= (x – 2)(x + 2) x 6x_____
3x(x – 2) (x – 1)(x + 2)
= (x – 2)(x + 2) x 6x
3x(x – 2)(x – 1)(x + 2)
= 2_
x-1

Activity 7

(1) Simplify each of the following:

2b
(a) /2 x 1/6b (b) x
/2 x 4/xy (c) 13x 2 x 5_
20y 2 39x 2

(d) 2a – 2b x 4__
8 a-b

(2) Simplify the following

(a) a/c ÷ a_ (b) 3 ÷ 30x 2 (c) p–q ÷p-q
c2 4y 2 32y 2 pq

(d) ____w____ ÷ __1_ (e) (a + 1/b) ÷ (a + 1/b) 2

w 2 – 4w + 4 w–2

(f) ( m/2 – 2/m) ÷ m + 2

2m

Unit summary

This is the end of unit 7. Let us briefly review what you have learnt in this unit.
You have looked at, simplification of terms, addition and subtraction of algebraic
expressions, factorization of algebraic expressions and lastly Algebraic fractions.
This was a wonderful topic also and I hope you have understood it so well before
we start the next topic which is formulae.

60
 UNIT EIGHT

FORMULAE

Introduction

In the previous lesson you looked at the basic processes of algebra, where you were able
to add and subtract algebraic expressions. I hope you enjoyed studying the previous unit.

In this unit you shall look at different formulae. This will include formulating formulae
and using them. Then you shall then look at changing the subject of the formula.

This unit has three sections.

• Constructing formulae
• Using the formulae
• Changing the subject of the formulae

Estimated study time

If you do all the activities in this unit, we estimate you will need to study five(5) to six(6)
hours. But do not worry if it takes you more or less hours than this as we do not all work
at the same pace. What is important is to follow all the examples carefully and
understand the topic fully.

Objectives

By the end of this unit, you should be able to:

a) construct a formula from a word problem;

b) use the formulae to calculate the subject of the formulae; and
c) change the subject of the formula.

61
Topic 1 Constructing the Formulae

In this section you shall learn how to construct formulae from word problems.

If you remember from the previous unit you learnt that in algebra letters are used as
symbols to represent numbers.

Suppose the heights of a mother and her daughter are M and D respectively, then the sum
of their heights (H) will be H = M + D. Hence we have expressed the sum of their
heights (H) in terms of M and D.

Example 1

The cost of 4 oranges and 3 bananas is C. Express C in terms of O and b where O

represents oranges and b represents bananas.

Solution

C = cost Therefore, C = 4O + 3b
O = Oranges
b = bananas

Example 2

The length (l) of a rectangle is Xcm long, its width (b) is y cm long. Write its (a)
perimeter (P), (b) Area (A) in terms of x and y

Solution

We know that Perimeter of a rectangle is P = 2(l + b)

Since you have been given length (l) is Xcm long and width (b) is Ycm long, then its
perimeter is therefore, P = 2(x + y).

From the junior secondary you were also taught to show that A = lb, using the same
formula you then replaced l with x and b with y, i.e. A = xy

Example 3

Petros had sweets(S) in his school bag. He had to share them with two of his friends in
the ratio t:z. How many sweets did the friend with a ratio z get?

Solution

Since the ratio is t:z, then the total ratio is t + z. The total number of sweets is 5,
therefore, the friend with a ratio z will get,

62
z_ x S = zs_
t+z t+z

From the above examples, we hope you have been able to grasp the concept of
formulating formulae. Now try out the following activity and consolidate on what you
have just learnt.

Activity 1

1. The figure shows a metal plate in form of square ACDE of side Xcm and a semi
circle ABC.
B

(a) Write down the formula for its area.

(b) Find the area when x = 14cm, taking π = 22/7
A C

Xcm

D E

2. The cost of a hotel for adult is K2x a day. A child is taken at half price. Find the
total bill for a week for a party of 2 adults and 3 children.
3. An exam is taken by x boys and y girls. The boys score an average mark of p, the
girls an average of q. Find the average mark for all the children

Topic 2 Using the Formulae

In section 1 you looked at constructing formulae. Now in this section you are going to
look at using the formulae.

From the previous section, in example 1, we saw that the cost of 4 oranges and 3 bananas
was represented as C = 40 + 3b, if the cost of an orange is K500 and one banana costs
K300 what was the total cost.

In order to obtain the total cost, you will multiply each fruit by its cost then add their cost
together, i.e.

C = (4xK500)+(3xK300)
=K2000+K900

63
C =K2, 900

Example 1

Given that X =a+b find X if a =2, b =3 and c =5

2c

Solution

Since X = a+b replacing a,b and c with the given numbers above, we have X= 2+3
2c 2(5)
=5 =1
10 2

Example 2

S = (x+y)n where n is an integer, find x given that S = 9, y =16 and n =1

2
Solution

Since you have been given S = (x+y)n you can replace S, y and n with the given values,
you will have 9 =(x+16)½
= (9)2 = (√x +16)2 – The opposite of a square root is a square
81 = x + 16
x = 81 – 16
x = 65

Remember whatever you do on the right hand side (RHS) of the equation you do it on the
left hand side (LHS).

Try the following activity and see what you have mastered.

Activity 2

(1) If a rectangle is Xcm long and ycm broad, give a formula for its perimeter Pcm.
Calculate P when x = 9.4 and y = 5.5
(2) A triangle has each side of length Mcm and its perimeter is Pcm. Find a formula
for P, and hence calculate (i) P when M = 16 (ii) M when P = 24.
(3) A plane flies x km north, then y km east. The total distance it flies is d km. Write
down a formula for d. Find d if x = 525 and y = 289.
(4) In the figure below, Pcm is the perimeter; write down a formula for P in terms of
x, y and z.

64
 Xcm Xcm

Ycm Ycm

Zcm

a) Find P when x = 35, y = 15, z = 55

b) Find Z when P = 64, x = 12, y = 10

(5) An aircraft weighs t tons when loaded if it uses up f tons of fuel per hour. If W
tons is the weight of the aircraft after h hours flying, write down a formula for W.
Hence calculate W when t = 12, f = ¼ and h = 3.

Topic 3 Changing the subject of the formula

In the previous section you were using the formula to find some missing values. In this
section you will improve on what we had in the previous section i.e. by changing the
subject of the formula.

Let us consider example 2 where you were given S = (x + y) n. The subject of the
formula in here is S. In order to find x, we are required to make x the subject of the
formula.

Since x and y are in the brackets you have to get rid of the power n by multiply it by its
reciprocal on both sides of the equations.
i.e. S1/n = (x + y) n x 1/n (n x 1/n) = 1
S1/n = x + y
Then x = S1/n – y. This means that you have made x the subject of the formula.

Example 1

Given that a = _3b_, make b the subject of the formula

b+c

65
Solution

a = _3b_
b+c

You first have to cross multiply to obtain a linear equation, i.e. a(b + c) = 3b by using the
distribution law over addition.
a(b + c) = 3b
a x b + a x c = 3b
ab + ac = 3b
collecting the like terms together, like you learnt in the previous unit, you will have
ab – 3b = ac

Factorizing b from the L.H.S, you will have b(a – 3) = ac.

Since you are interested in b and it is being multiplied by a – 3, you divide both sides of
the equation by a – 3, i.e.

b(a – 3) = ac_
a–3 a–3
b = ac_
a-3

Example 2

Make x the subject of the formula in the following equations

(a) y = xw
z

(b) ab = c
x

Solutions

(a) y= x w
z
= y = xw
1 zw
= y X xw
1 zw
= (yz ) = (xw)1/w
w 1/w

= x = (yzw)1/w
= x = y1/wz

66
or
_____
x = w√y x z
__
x = z w√y

(b) ab = c/x
xab = c_
ab ab
x = c_
ab

Try out the following activities and see what you have learnt.

Activity 3

Make the stated subjects of the formula of the following equations indicated in the
brackets:

(1) 2x + c = b (x)
(2) px + q = 5 (x)
px – q
1
(3) /f = 1/u + 1/v (ų)
(4) S = ½t (u + v) (v)
(5) A = P(1 + r/100) n (n)
(6) S = ut + ½ft2 (f)
(7) I = nE_ (n)
R + nr

Activity 4

1. Solve for x
(a) a + bx = c
(b) ax = b
b a

(c) _x = 1 + 1_
ab bc ca
(d) 1–1–x=b
a
(e) a(x + b) = b(x + a)

2. Make (i) i and (ii) n the subject of the formula

r = s–a
s-i

67
3. The volume Vcm3 of a cone is given by the formula V = 1/3 πr2h where r cm is the
radius of the base and h cm is the height.
(a) Make h the subject
(b) Make r the subject. Calculate r when V = 200 and h = 8.

In this unit, you have studied constructing formulae, using the formulae and also
changing the subject of the formula.

In constructing the formulae, you had to write what was given in the word problem in
terms of letters. In order to use the formulae correctly, you had to replace the given
letters with the values given to us. When changing the subject of the formula, you were
to perform the same operations on both sides of the equations, that is, the R.H.S. (right
hand side) as well as the L.H.S (left hand side).

If you have performed so well in this unit, congratulations you may move to the next unit,
if not do not worry, you can go through the same unit but this time slowly so that you
may understand fully.

68
 UNIT NINE

EQUATIONS AND INEQUALITIES

Introduction

In the previous unit, you looked at formulae, how you can construct formulae and use
them, then lastly changing the subject of the formula. I hope you enjoyed studying the
previous unit.

In this unit, you will look at equations and inequalities. This will include solving linear
equations in one variable, solving simultaneous equations in two variables and finally
solving linear inequalities in one variable.

This unit is in three sections:

• Linear equations in one variable
• Simultaneous equations in two variables
• Linear inequalities in one variable

You will require graph paper to tackle this unit

It will probably take you between four to five hours to study this unit if you are to
complete all the activities. But do not worry if you take more or less time than this –
remember we do not all work at the same pace.

Objectives

By the end of this unit, you should be able to:

a) solve linear equations in one variable;

b) solve simultaneous equations in two variables; and
c) solve linear inequations in one variable.

Topic 1 Linear Equations

The word equation is derived from the word equal. This means that, a mathematical
sentence with an equal sign in it is an equation e.g. 2 + x = 5.

Such are known as linear equation of first degree if they so happen to have inequality
signs they are known as linear inequations. Some examples of linear equations and
inequations are given in the table below:

69
 Linear equations Linear inequations
(a) x+2=8 (a) x = 4 < 5
(b) 3x + 1/3 = 4/9 (b) 2n + ¾ > ½
(c) 3x + 5y = 7 (c) 2x + y > 6

1.0 Linear Equations in one variable

Linear equations in one variable contain only one variable, in the above table examples
(a) and (b) illustrate examples of them. We see that the variable is x. as for example (c)
it is also a linear equation but with two variables, that is x and y.

1.1 Solution of linear equations in one variable

Solving a linear equation in one variable involves finding a numerical replacement for the
variable which will make the mathematical statement true. In short one has to make the
variable as the subject of the formula, as we learnt in the previous unit.

Example 1. Solve the following equations

(a) x + 13 = 2x + 5
(b) 3(y – 3) – 4 = -16 + 2y
7
(c) /8x + ¼ = 2
(d) 3g + 1 = 4/5
3g – 1

Solutions

(a) x + 13 = 2x + 5 (b) 3(y – 3) – 4 = -16 + 2y

x – 2x = 5 – 13 3y – 9 – 4 = -16 + 2y
-1x – x = -8x – 1 3y – 13 = -16 + 2y
x=8 3y – 2y = -16 + 13
y = -3

(c) 7/8x + ¼ = 2 (d) 3g + 1 = 4 cross multiplying

The LCM of 8 and 4 is 8, so 3g – 1 5
multiply throughout by 8 to 5(3g + 1) = 4(3g – 1)
eliminate fractions. 15g + 5 = 12g - 4
15g – 12g = -4 - 5
8(7/8x) + 8(1/4) = 8(2) 3g = -9
7x + 2 = 16 3 3
7x = 16 – 2 g = -3
7
/7x = 14/7
x=2

70
Activity 1

Solve the following equations:

(1) x + 15 = 2x + 3
2
(2) /3x + ¼ = 8
(3) 4(m – 2) – 3 = -26 – m
(4) x+4= 4
5 6
(5) 10y – 3 = 4y + 6
(6) 7(x + 3) – 2 (x – 4) = 9
(7) a – 5 - 3a + 1 = 9
2 5
(8) 1 = 3_
y+3 y+1
(9) 4(x – 2) – (x + 3) = 11/10
5 2
(10) ¼ (p + 1) – /3 (2p + 1) = 1/3 (p – 1)
2

1.2 Application of Linear Equations in one variable

Linear equations in one variable have a great number of application. Suppose a number
of players were to join 13 players of another team to make a team of 22 players, we can
find the number of players that had joined the other team as follows:

Let x represent the number of players from the other team. 13 is the number of players
from another team, therefore, x + 13 = 22 is the required linear equation. The equation x
+ 13 = 22 is also referred to as a mathematical model. This equation can be solved as
follows:

x + 13 = 22
x = 22 – 13
x=9

Therefore, 9 players came from the other team.

Example

Peter is 4 years younger than John. If three times John’s age equals four times Peter’s,
find (a) Peter’s age (b) John’s age.

Solution

Let x be Peter’s age.

Then Johns’ age is x + 4
Since John’s age equals four times Peter’s age, then we have the following equation.

71
3(x + 4) = 4x (a) Peter’s age is x which is 12 years
3x + 12 = 4x
12 = 4x – 3x (b) John’s age is 4x which is 4 x 12 = 48 years
x = 12

Activity 2

(1) Jane is three times as old as Mary and the sum of their age is 36. If Mary’s
age is x, form an equation in x and hence find Mary’s age in each of the
following situations:

(a) at present
(b) five years later
(c) two years ago

(2) The sum of four consecutive even numbers is 52. Find the numbers.
(3) By selling his shoe at K150,000, Mr Banda makes a profit of 20%. Find the
cost price of his shoe.
(4) A girl’s age is 1/5th of his father’s age. 5 years time the boy will be 10 years
old. How old is the father now?
(5) In twelve years time, a boy will be four times as old as he is now. How old is
he now?

Topic 2

2.0 Linear Equations in two variables

The equation 2x + y = 4 is a linear equation in two variables where x and y are the
variables. There are an infinite number of pairs of values which can satisfy a linear
equation in the variable. For example, the equation 2x + y = 4 can be satisfied by pairs of
values (1, 2), (0, 4), (-1, 6), (-2, 8) and many more.

Other examples of linear equations in two variables are:

(a) 3x – y = 7
(b) ¼x – 1/8y = 9
(c) 3a + 2b = 6
(d) 4x – 3y + 10 = 0

72
2.1 Simultaneous Equations

Two equations in two variables that have a common solution are called simultaneous
equations. Simultaneous equations may be solved by using any of the following
methods:

(1) Graphical
(2) Elimination
(3) Substitution

Graphical method

Simultaneous linear equations can be solved graphically by drawing graphs of the two
equations on the xy plane. The point where the two lines intersect gives the solution to
the two simultaneous linear equations. Tables of values are useful when drawing graphs
of linear equations, however two points are enough to draw a line on the co-ordinate
plane. A third point may be used to check whether or not the line is drawn correctly.

Example

Find the solutions of the following simultaneous equations:

(a) x + y = 3, x – y = 1
(b) -2x + 3y = 6, 2x – 3y = 4

Solution

We have to make tables of values that satisfy the two linear equations in each of the
questions.

(a) x+y=3 when x = 0, x + y = 3 becomes y = 3, 0 + y = 3

x 0 1 3 when x = 1, 1 + y = 3, y = 3 – 1, y = 2. The points are (0, 3), (1, 2)
y 3 2 0 (3, 0)
when y = 0, x + 0 = 3, x = 3

As for x – y = 1
x 0 2 1 The points are (0, -1), (2, 1), (1, 0)
y -1 1 0

To draw the graphs, we have to plot the points above and join them with a straight line
for each linear equation.

73
 5–
4–
3–
2–
1–

-2 -1 1 2 3 4 5

-1 –
-2 –

It can be seen from figure 1 that the graphs of the two equations x + y = 3 and x – y = 1
intersect at the point (2, 1). The solution, therefore is x = 2 and y = 1.

(e) Considering the two linear equations -2x + 3y = 6 and 2x – 3y = 4. The table
of values for these two equations are shown below and their graphs are shown
in figure 2.

-2x + 3y = 6 2x – 3y = 4
x -3 0 3 x -1 2 5
y 0 2 4 y -2 0 2

5–
4–
3–
2–
1–

-4 -3 -2 -1 1 2 3 4 5

-1 –
-2 – Figure 2

Since the two lines are parallel, they have no point of intersection. Therefore, the
equations have not common solution.

Activity 3

Draw the graphs of the following simultaneous equations and state their solutions where
(x, y).

74
(1) x–y=2 (2) 2x + y = 8 (3) 7x + 3y – 15 = 0
x+y=8 x+y=2 5x – 2y – 19 = 0
(4) 2x – 7y = -3 (5) 11x + 3y = -7
3x – 7y = -1 2x + 5y = 21

Elimination method

In the elimination method, one of the variables is eliminated in order to remain with a
linear equation in one variable.

Example

Use the elimination method to solve the following simultaneous equations:

(a) 4x + 16y = 32 (b) 2x – y = 5 (c) ¾ x + y/z = 2

4x + y = 17 x – 2y = 4 3x – y = 5

Solutions

(a) 4x + 16y = 32 (1)

4x + y = 17 (2)

Since the two equations have the same coefficients for x then we have to subtract the two
equations.

4x + 16y = 32 Replacing y = 1 in any of the two equations, you will have

- 4x + y = 17 4x + 16(1) = 32
15y = 15 4x + 16 = 32
15 15 4x = 32 – 16
y=1 4x = 16
4 4
x = 4

Therefore, x = 4, y = 1

(b) 2x – y = 5 (1)
X – 2y = 4 (2)
In order to eliminate the variable x, equation (2) should be multiplied by 2 to make the
coefficient of x numerically equal to that of x in equation (1). Thus, equation (2)
becomes 2x – 4y = 8. Then subtracting equation (2) from equation (1) we have,
2x – y = 5
- 2x – 4y = 8
3y = -3
y = -1

Replacing y = -1 in any of the two given equations ie. In equation (2) gives

75
X – 2(-1) = 4
X+2=4
X=4–2
X=2

Therefore, the solution of the two simultaneous linear equations is x = 2 and y = -1.

(c) ¾x + y/z = 2
3x – y = 5

Since equation (1) has fractions in it, we have to get rid of them by multiplying
throughout by the common denominator which is 4, i.e.

4(3/4x) + 4(y/z) = 4(2) it becomes

3x + 2y = 8
So 3x + 2y = 8 and
3x – y = 5 are the two simultaneous equations

3x + 2y = 8 Replacing y = 1 in
- 3x – y = 5 3x – y = 5
3y = 3 3x – 1 = 5
y=1 3x = 6
x=2
Therefore, the solutions are x = 2 and y = 1.

Activity 4

Use the elimination method to solve the following simultaneous equations

(a) x + 2y = 7 (b) 2m + 5n = 4
x – 3y = 3 ½(m + 1) + 1/3(n – 2) = -1

(c) 7x – 41 = 2y (d) 2x + y = 5
x + 4y = 8 3 2
3x – y = ½
5
a
(e) /3 + b /3 = 2
2a + 3b = 13

2.3 Substitution method

The substitution method involves the expressions of one variable in terms of the other in
either of the given equations. For example, to solve 2x – y = 5 (i) and x – 2y = 4 (ii); first
we express x in terms of y using equation (ii), thus x – 2y = 4 becomes x = 4 + 2y.

76
Then, we substitute 4 + 2y for x in equation (i), we get

2(4 + 2y) – y = 5
8 + 4y – y = 5
3y = 5 – 8
3y = -3
Y = -1

The corresponding value of x is obtained by substituting the value of y in either of the

original equations or in x = 4 + 2y. In this case, we use
x = 4 + 2y
= 4 + 2(-1)
=4–2
x=2

Therefore, x = 2, y = -1

Activity 5

Use the substitution method to solve the following simultaneous equations:

(1) b = 2a (2) 2x + 3y = 2 (3) 5p + q = 5

6a – b = 8 x–y=1 17p – q = -5

(4) y = ½x + ½ (5) 11x + 3y + 7 = 0

2x + 3y = 12 2x + 5y – 21 = 0

Topic 3 Linear Inequations

3.1 Linear inequations in one Variable

Linear inequations are solved in a way similar to that used in solving linear equations.
The solution of inequations in one variable can be represented either in set builder
notation or on the numberline or in both.

Example

Solve each of the following inequations, where x Є R and illustrate your solution

(i) in set builder notation

(ii) on the number line

77
 x
(a) x – 8 > 3x – 20 (b) /3 ≤ 8 – x

Solution

(a) x – 8 > 3x – 20
x – 3x > -20 + 8
-2x > -12
-x > - 6 by multiplying both sides by -1.

The sign changes, i.e.

-1x – x > -6x – 1 becomes
x<6

(i) {x:x < 6, x Є R}

.

(ii) 0 1 2 3 4 5 6

(b) x/3 ≤ 8 – x
3(x/3) ≤ 3(8 – x)
x ≤ 24 – 3x
x + 3x ≤ 24
4x ≤ 24
x≤6

(i) {x: x < 6, x Є R}

Activity 6

Solve the following inequations and illustrate each of the solutions

(i) in set builder notation

(ii) on the numberline

All the variables are in the set R.

(1) x – 5 > -2x + 1

(2) 2b + 3 ≥ 4 + b
(3) -9y – 4 > 4y + 22
x
(4) /5 + 2 < 8 – x
(5) 5½ < t + 1½

78
3.2 Linear Inequations in two variables

Linear inequations are represented by half plane on the co-ordinate plane.

Example

Show the solution of

(a) x + 2y > 8
(b) 2x – 3y – 6 ≥ 0 graphically when x, y Є R

Solutions

(a) x + 2y > 8 we make a table for x + 2y = 8

x 0 2 8 So we now plot by considering x + 2y > 8

y 4 3 0

4-
3-
2-
1-

1 2 3 4 5 6 7 8

The line joining the points above is broken because the points on the line are not part
of the solution.

(b) 2x – 3y – 6 ≥ 0
The table is as follows
x 0 1 3 5-
y -2 -4/3 0 4-
3–
2–
1–

-2 - 1 1 2 3 4 5

-1
-2
-3 2x – 3y – 6 ≥ 0

79
 In the above example, the line is continuous because points on the line are part
of the solution. This is because the inequation 2x – 3y – 6 ≥ 0 contains an
equality sign.

3.3 Systems of Inequations

The solution of a system of inequations is illustrated by the intersection of the shaded

regions.

Example: Illustrate the solution of the three inequations x ≥ 0, y ≥ 0 and x + y < 5 on

the xy plane

Solution

The lines x = 0 and y = 0 represent the y – axis and x-axis respectively. The region
represented by the inequation x ≥ 0 is to the right of the y-axis and includes the y-axis.
The region represented by the inequation y ≥ 0 is above the x-axis and includes the x-
axis. The table of values for the equation x + y = 5 is given below.

x 0 5 The region represented by the inequation x + y < 5 is shown below.

y 5 0
x=0

5–
4–
3–
2–
1–

0 1 2 3 4 5

The shaded area is the solution set of the three inequations x ≥ 0, y ≥ 0 and x + y < 5.

Activity 7

Show the solutions of each of the following systems of inequations by shading where x, y
ЄR
(1) x ≥ 0, y ≥ 0, x + y < 4
(2) x > -3, y < 4, 2x + 3y ≤ 12
(3) x + y ≤ 2, x > 0, y ≥ x – 4
(4) x > 0, y ≤ -x/2 – 1, y ≥ 4/5 (x – 5)

80
(5) y ≥ -5/6 x – 5, y ≤ -5(x + 3), y ≤ 2/3x + 4/3
3

Unit summary

Having completed this unit, let us review what you accomplished. You firstly looked at
linear equations in one variable, where you were required to make the variable the subject
of the formula. You then discussed solving simultaneous equations using the following
methods:

• Elimination method
• Substitution method and
• Graphical method

Finally, we discussed linear inequalities in one variable.

Hope you enjoyed studying this unit and did well in the activities. Congratulations. You
may move to the next unit.

81
 UNIT TEN

ANGLES

Introduction

In the previous lesson you looked at equations and inequations, where you were able to
solve them using different methods. I hope you enjoyed studying the previous unit.

In this unit you will look at the different types of angles and calculate angles associated
with a point, a straight line, intersecting and parallel lines. Therefore, in this unit you will
deal with:

• Types of angles
• Related angles
• Angles associated with parallel lines

The estimated study time having done all the activities in this unit will be four to five
hours. But remember that you can spend more or less time in this unit as we all work at
different paces. What is important is for you to follow all the examples carefully and
understand the topic fully.

Objectives

By the end of this unit, you should be able to:

a) master the types of angles; and

b) calculate the angles associated with a point, a straight line, intersecting and
parallel lines.

Topic 1 Types of Angles

1. Acute angle
This is an angle greater than O0 but less than 90. In figure 1, <AOB is an acute
angle.
A

0 B Fig. 1

82
2. Right angle
This is an angle which is 900. It is sometimes referred to as a quarter turn. In
figure 2, <AOB is a right angle.
A

0 B Fig. 2
3. Obtuse angle
This is an angle between 900 and 1800. In figure 3, <AOB is an obtuse angle.

A Fig. 3
B

4. Straight angle
This is an angle which is 1800. It is also referred to as half turn. In figure 4,
<AOB is a straight angle.

B______________________A
O
Fig 4

5. Reflex angle
This is an angle between 1800 and 3600. In figure 5, <AOB is a reflex angle.

0 B

Fig 5
A

6. Complete turn
This is an angle of 3600, it is also called a revolution. Figure 6 shows a complete
turn.

• A Fig 6
0

83
Topic 2 Related Angles

1. Complementary angles
Two angles which add up to 900 are complementary angles. In figure 7, angles x
and y are complementary angles.

Fig. 7
x
y

2. Supplementary angles
Two angles which add up to 1800 are supplementary angles. In figure 8, angles a
and b are supplementary angles.

Fig. 8
a b

3. Adjacent angles
Two angles with a common vertex and a common arm are adjacent angles. In
figure 9, angles x and y are adjacent. Angles y and z are also adjacent. Angles x
and z are not adjacent.

Fig. 9
x y z

4. Vertically opposite angles

In figure 10, AB and CD are straight lines intersecting at T. <ATD and <CTB are
vertically opposite angles and are equal.
A C

Fig. 10
D B

84
Topic 3 Angles associated with parallel lines

In figure 11, AB and CD are parallel lines, NP is transversal.

P
A B
Fig. 11

C D
N

1. Corresponding angles
In fig 11, a and e are corresponding angles. Corresponding angles are equal.
Other pairs of corresponding angles are 6 and f, c and g and d and h. Therefore,
<a = <e, <b = <f, <c = <g and <d = <h.

2. Alternate angles
In figure 11, c and f are alternate angles. Alternated angles are equal. Other pairs
of alternate angles are d and e, a and b and g. Therefore, <c = <f, <d = <e, <a =
<h, and <b = <g.

3. Allied angles
Angles which lie on the same side of the transversal and within the two parallels
are called allied angles. Allied angles are supplementary.
In figure 11, pairs of allied angles are c and e and d and f.
<c + <e = 1800 and <d + <f = 1800

Example 1

In the diagram, <ABC = 900 and <DBC = 390, find the angle marked x,

Solution
A x + 390 = 900
D x = 900 – 390
x = 310
x 390
B C

Example 2

D C In the diagram, <AOB is straight angle, <DOC =

900 and <BOC = 440. Find y.

A 440 B
0

85
Solution:

y + 900 + 440 = 1800

y + 1340 = 1800
y = 1800 – 1340
y = 460

Example 3

In the diagram <AOB = <BOC = <COD = y0, <DOE = 900 and <AOE = 1320. Find
angle y.

E
0
132
B

Solution

The five angles in the diagram form a complete turn.

y0 + y0 + y0 + 900 + 1320 = 3600

3z + 2220 = 3600
3z = 3600 – 2220
3z = 1380
z = 460

Example 4
Q
P 480 630 R PR and SV are parallel lines. <PQT = 480
and <RQU = 630. Find (a) <QUV (b) QTV

S V
T U

86
Solution

(a) <QUV + 630 = 1800 (allied angles)

<QUV = 1800 – 630
<QUV = 1170

(b) <QTV = <TQP (alternate angles) and <TQP = 480 (given) therefore, <QTV = 480.

Activity 1

1. Find the value of each of the following

1
(a) /12 of a complete turn
4
(b) /9 of a right angle

2. In the diagram <XYZ = 900

W (a) If a = 170, find b

(b) If b = 760, find a

a b
Y Z

3. Here is a list of angles

260 1060 1210 430
0
314 960 2360 570
0 0
93 154
Which of the above angles are
(a) acute (b) obtuse (c) reflex

4.
D C

A B
0

In the diagram, AOB is a straight line

(a) If <AOD = 500 and <DOC = 700, find <BOC
(b) If <AOD = 650 and <BOC = 350, find <DOC
(c) If <AOD = <DOC = <BOC, find <AOD

5. Through what angle does the hour hand of a clock turn in:
(a) 1 hour (b) 8 hours (c) 45 minutes

87
6. Find x, y and z from the diagram

z
y

x 2x

7. In the diagram, AB and ED are parallel lines. <ABC = 1200 and <BCD = 800.
Calculate <CDE
D
E

800 C

1200
A B

Summary

In this unit we looked at types of angles i.e.

(a) Acute angle between 00 and 900

(b) Right angle a 900 angle quarter turn
(c) Obtuse angle – angle between 900 and 1800
(d) Straight angle/ half turn – a 1800 angle
(e) Reflex angle – angle between 1800 and 3600

Then we looked at related angles, these were:

(a) Complementary angles – x + y = 900

(b) Supplementary angles – a + b = 1800
(c) Adjacent angles – two angles that share a common arm
(d) Vertically opposite angles as the name implies.

Finally, we looked at angles associated with parallel lines such as

(a) corresponding angles

(b) alternate angles and
(c) allied angles

Congratulations for having completed this unit. I hope you performed well in the
activities. If so, then you can move to the next unit.

88
 UNIT ELEVEN

GEOMETRIC CONSTRUCTIONS

Introduction

In the previous unit you looked at angles and their relationship. I hope you enjoyed
studying the unit.

In this unit you will look at the geometric constructions. This will include constructing
perpendicular bisector of a straight line, construction of 300, 450, 600 and 900;
construction of angle bisectors, construction of a perpendicular to a given line and finally
the construction of geometrical figures. This unit is divided into three(3) topics:
• Basic constructions
• Construction of 900, 450, 600 and 300 angles
• Construction of polygons

You will need a sharp pencil, eraser, 15cm ruler, pair of compasses and a protractor.
If you do all the activities in this unit, we estimate you will need to study ten(10) to
twelve(12) hours. Do not worry if it takes you more or less hours than this, as we do not
all work at the same pace. What is important is you following all the examples carefully
and understanding the topic fully.

Objectives

By the end of this unit, you should be able to:

a) construct perpendicular bisectors of a straight line;
b) construct the angles 30, 45, 60 and 90;
c) construct a perpendicular to a given line; and
d) construct geometric figures.

Topic 1 Construction 1 Bisecting a line

(a) Draw a line PQ of length 8cm

(b) With the centre at P and a radius of more than half of PQ, draw two arcs on each
side of PQ
(c) With centre at Q and using the same radius as in (b) draw two arcs to cut the first
arcs at A and B as shown in figure 1.
(d) Draw a line through A and B to cut PQ at M
(e) Measure PM and MQ and <PMA and <AMB

89
 Fig.1

We find that PM=MQ=4cm and <PMA=<AMQ=900

Therefore AB is a perpendicular bisector of PQ
Note; the other method of bisecting a line is to measure and find the mid-point using a
ruler.

Construction 2
(a)
Draw <ABC=500 . By measuring using a protractor from a line ABC
(b)
With the centre at B and using a suitable radius, draw an arc to cut BA at D and
BC at E
(c)
With D and E as centres and using a suitable radius, draw arcs to intersect at F.
(d)
Draw a line from B through F. Measure <ABF and <CBF

<ABF = <CBF = 25

Therefore, BF bisect ABC and ABF = CBF

Fig. 2

90
Activity 1

Try and see what is the effect of

(i) increasing the radius in step (c)
(ii) reducing the radius in step (c)
(iii) reducing the radius further in step (c)
(iv) keeping the same radius as in step (c)

Note: The other way of bisecting an angle is by measuring using a protractor

Constructing 3

Constructing a perpendicular from a given point outside a given line

(see figure 3)
(a) Let P be the given point outside a given line AB
(b) With P as the centre, draw an arc to cut AB at C and D.
(c) With C and D as centres and a radius of more than 1 CD, draw arcs to intersect at E
(d) Draw a line from P through E meeting AB at G. PG is the required perpendicular to
AB at P
<AGE=<BGE

Fig 3

91
Note: Perpendiculars can also be constructed using a set square or a protractor.

Construction 4

Constructing a perpendicular from a given point on a line.

(a) Let P be the given point on the AB.
(b) With centre P and a suitable radius, draw an arc on each side of P to cut AB at C and
D
(c) With centres at C and D and a radius of more than CP, draw arcs on the same side of
AB to intersect at E.
(d) Draw a line from P through E. PE is the required perpendicular to AB at P. <APE
=<BPE =90

92
Note: A perpendicular through a given point on a line, can also be constructed using set
squares on a protractor.

Construction 5

Constructing an angle equal to a given angle

(a) Let <AOB be the given angle
(b) Draw separately a line YX of suitable length
(c) With O as the centre and a suitable radius draw an arc to cut OA at C and OB at D
(d) With Y as the centre and same radius as in (c), draw an arc to cut YX at P
(e) With P as the centre and radius equal to DC, draw an arc to cut the first arc at Q
(f) Draw a line from Y through Q to Z. <XYZ is equal to <AOB

Construction 6

Constructing a line, through a given point, parallel to a given line

Method 1.

Using a ruler and compasses (see figure 6)

(a) Let AB be the given line and P the given point
(b) Join P to any point on AB. Mark this point C.
(c) Constructed <CPD equal to <ACP, using the same method as in construction 5

The two lines AB and PD are parallel

93
Method 2. Using a ruler and a compasses(see figure 7)
(a) Let AB be the given line and P the given point
(b) Mark any two points C and D on AB
(c) With D as centre and radius equal to CP, draw an arc to intersect the first arc at E.
(d) Draw a line through P and E. This line is parallel to AB.

Method 3 Using a set square and a ruler (see figure 8)

(a) Let AB be the given line and P the given point.
(b) Place the set square XYZ such that XZ is along AB.
(c) Place the ruler along YZ
(d) Slide the set square along the ruler, firmly hold in position, in the direction of P
until the edge XZ coincides with the point P
(e) Draw the line CD through P along the edge XZ. CD is the required line parallel to
AB.

94
Construction 7

Constructing a line at a given distance parallel to a given line.

Method 1. Using ruler and compasses (see figure 9)

(a) Let AB be the given line and d cm the given distance e.g. 4cm
(b) Mark any point C on the line AB and at C construct a perpendicular CD
(c) Along CD, mark off CE = 4cm
(d) At E, construct the perpendicular EF. EF is the required line parallel to AB

95
Method 2 Using ruler and compasses (see figure 10)
(a) Let AB be the given line and 4cm be the given distance
(b) Mark off two points C and D, on AB
(c) With C and D as centres and radius 4cm, draw arcs on the same side of AB.
(d) Draw a common tangent PQ to both arcs, PQ is the required line parallel to AB at
distance 4cm

Activity 1

1. Copy the following lines and construct their perpendicular bisectors.

B S

(a)
x y (b) A (c) T

2. Draw the following angles and use ruler and compasses to bisect them.

(a) 360 (b) 1120 (c) 1800 (d) 2300

3. Copy each of the following diagrams below and construct a perpendicular to the
line AB through the point P, in each case.

A
(a) (b)
A B P

.P B

96
4. Copy the following angles, and construct angles equal to the given angles

(a) (b) 1190 (c)

0
56
y z 840

5. Copy the following diagrams and construct a line parallel to each of them through
the point indicated.
(i) using a ruler and compasses
(ii) closing a ruler and set square.

6. Copy the following lines and construct a line parallel to each of them using:-
(i) a ruler and compasses
(ii) a ruler and protractor
(iii) a ruler and set square

(a) The parallel line 5cm below AB

(b) The parallel line 3.5cm from the right side of PQ.

97
Topic 2 Constructions of 900, 450, 600 and 300 angles (using ruler and
compasses)

Construction 8: Constructing a 90 angle

Method 1: Use the same procedure as in construction 4 in Section 1.

Method 2: A 900 angle can also be constructed by bisecting a 1800 angle using the
same method used in construction 2 in section 1.

Construction 9: Constructing an angle of 450. To construct an angle of 450,

bisect a 900 angle.

98
Construction 10: Constructing a 600 angle

(a) Draw a line AB

(b) With centre at A and a suitable radius, draw an arc to cut AB at C.
(c) With centre at C and using the same radius as in (b), draw another arc to cut
the first arc at D as shown in figure 12.
(d) Draw a line from A through D. Thus <DAC = 600.

Construction 11. Constructing an angle of 300.

To construct a 300 angle, bisect an angle of 600.

Construction 12. Constructing an angle of 900 at the end of a line.

(a) Let AB be the line

(b) With A as the centre and using a suitable radius as in (b), draw an arc to cut
AB at C.
(c) With centre C and using the same radius as in (b), draw an arc to cut the first
arc at D.
(d) With D as the centre and using the same radius in (c) draw an arc to cut the
first arc at E.
(e) With D and E as centres and a suitable radius, draw arcs to intersect at F, as
shown in figure 13.
(f) Draw a line from A through F, <BAF = 900.

99
Activity 2

(1) Use a ruler and compasses only to construct the following angles:
(a) 22½0 (b) 1350 (c) 112½0 (d) 67½0 (e) 2250
(f) 450

(2) Construct the following angles using a ruler and compasses.

(a) 300 (b) 7½0 (c) 1200 (d) 750 (e) 2100
(f) 1950

(3) Draw a line PQ, 8 cm long. Find the mid-point of the line and label it M. At
M construct <PMR equal to 450. Bisect <PMQ.

(4) Draw a line AB, 10 cm long. Construct an angle of 300 at A and an angle of
750 at B. Produce the two arms to meet at C. Measure and write down the
lengths of AC and BC.

100
Topic 3 Construction of Polygons

Polygons can be constructed using a ruler, compasses and a protractor given sufficient
information. It is helpful to draw a sketch of the polygon before commencing the actual
construction.

3.1 Triangles

If any of the following information is given, a triangle can be drawn accurately.

(a) The lengths of all the three sides (SSS)

(b) Two sides and one angle (SAS)
(c) Two angles and one side (AAS)

Example 1.

Construct ∆PQR such at PQ = 7cm, QR = 5cm and PR = 6cm

(a) Sketch ∆PQR

6cm 5cm

P Q
7cm

(b) Draw a straight line PQ of length of 7cm.

(c) With P as the centre and using a radius of 6cm, draw an arc.
(d) With Q as the centre and using a radius of 5cm, draw an arc.
(e) Join P to R and Q to R. ∆PQR is the required triangle

Example 2

Construct ∆ABC in which AB = 6cm, BC = 5cm and <ABC = 400. Measure and write
down the length of AC.

(a) Sketch ∆ABC C

5cm

400
A B
6cm

101
 (b) Draw the line AB = 6cm
(c) Use a protractor to draw an angle of 400 at B.
(d) Mark C, 5cm from B.
(e) Join A to C
∆ABC is the required triangle

Fig. 15

Example 3

Construct ∆XYZ in which XY = 9cm, <YXZ = 350 and <XYZ = 720.

(a) Sketch ∆XYZ

X 350 720 Y
9cm

(b) Draw the line XY = 9cm

(c) Use protractor to measure 350 at X and 720 at Y.
(d) Let the lines from X and Y meet at Z, ∆XYZ is the required triangle.

102
 Fig. 16

Activity 3

Construct the triangles shown below:

1. 2. 7.5cm

7cm 4cm 6.5cm 6.5cm

6cm

3. 4. J
U 93mm
520 K
7cm
83mm
0
85
V 8cm W L

5. 6.
M N
L 350
25mm 1100 300
50mm P Q
K

103
Inscribed circle

An inscribed circle is sometimes called the “in-circle”, and can be constructed as follows:

(a) Let ∆ABC to be the given triangle

(b) Bisect any two angles, say <BCA and <ABC and let the angle bisector meet at I.
(c) From I, draw a perpendicular ID to any of the sides of the triangle.
(d) With ID as radius and centre I, draw a circle. The circle which has been drawn,
touching all the sides of the triangle, is called an inscribed circle as shown in
figure 17.

Circumscribed Circle

A circumscribed circle is sometimes called the circum-circle, is a circle that touches all
the vertices of a given triangle. This is how it can be constructed.

(a) Let ∆PQR be the given triangle

(b) Construct perpendicular bisectors on any two sides of the triangle and let them
intersect at C. CP = CQ = CR.
(c) With C as centre and radius equal to CP, draw a circle.

Fig. 18

104
3.2 Quadrilaterals

Rectangle
There are two possible methods in which to construct a rectangle given the length
and the breadth.

Method 1: Using a ruler and compasses (Fig 19)

(a) Let AB be the length of the rectangle

(b) Draw AB and erect perpendiculars to AB at A and B.
(c) Measure and mark off points C and D, the breadths of the rectangle
along these perpendiculars
(d) Join C and D. Then ABCD is the required rectangle.

Fig. 19

105
Method 2: Using a ruler and a protractor (see mathematics book 8 on page 228)

Square

To construct a square the same procedure as for constructing a rectangle.

Parallelogram

A parallelogram can be constructed using a ruler, compasses and a protractor if given the
length of the sides and/or angles.

(a) Let ABCD be a parallelogram, in which AB = DC and AD = BC.

(b) Draw the base AB
(c) Use a protractor to draw the given angle at A the angle BAD.
(d) Mark off the given length AD along AP at D.
(e) Construct, through D, a line parallel to AB
(f) With B as centre and radius equal to AD draw an arc to cut the parallel line in
(e) at C.
(g) Join B to C. ABCD is the required parallelogram (Fig 20)

106
Rhombus

The procedure used to construct a rhombus is the same as that for constructing a
parallelogram (fig 21).

Kite

Construct kite ABCD in which AB = BC = 7cm, AD = DC = 4.5cm and AC = 6cm.

(a) Sketch the kite ABCD

4.5cm 4.5cm

A 6cm C

7cm 7cm

107
(b) Construct ∆ADC and ∆ABC with a common side AC. (Fig. 22)

Trapezium

Construct a trapezium PQRS in which PQ = 9cm, <SPQ = 700, <PQR = 400, height =
4cm and PQ is parallel to SR

(a) Sketch the trapezium

S R

4cm

700 400
P Q
9cm

(b) Draw the line PQ equal to 9cm.

(c) Construct a line parallel to PQ an d4cm from PQ.
(d) Draw <SPQ = 700 and <PQR = 400.

Fig. 23

108
Activity 4

1. Use ruler and compasses only to construct a square

(a) ABCD with side 6.6cm long
(b) PQRS with diagonal PR = 7cm

2. Use ruler and compasses only to construct a rectangle

(a) A rectangle JKLM, where JK = 4.5cm and KL = 7cm
(b) A rectangle VWXY, where diagonals VX and WY are each 8cm long and
intersect at 60.

3. Construct the following plane figures (i.e. not drawn to scale)

(a) S (b) D

4.5cm

P R G E

Q F

4. Construct the following:

(a) A rhombus ABCD with side 5cm long and <ABC = 70
(b) Parallelogram EFGH with <FHG = 300, HG = 4.5cm and FH = 10.5cm.
Measure and write down the length of EG
(c) Trapezium WXYZ, in which WX is parallel to WX = 6cm, WZ = 5cm,
YZ = 11cm and <WZY = 700. Measure and write down the length XY.

5. Construct the following regular polygons

(a) A pentagon of side 3cm
(b) A hexagon of side 5cm

Summary

In this unit, we discussed the basic constructions, angle constructions such as 900, 450,
600, 300; lastly we discussed how to construct polygons.

We were also advised to use our mathematical instruments when constructing and not
ones free hands. Hope you enjoyed the study and managed to do well in the activities.
Congratulations, you may move to the next unit.

109
 UNIT TWELVE

SCALE DRAWING AND BEARINGS

Introduction

In the previous unit we looked at constructions that is the basic constructions that also
included the constructions of angles and polygons – I am sure you enjoyed the study.

In this unit, you will look at scale drawing and bearings. This will include drawing
shapes to scale, solving problems involving scale drawing and bearings. The unit
consists of:
• Bearings
• Scale and scale drawing

You will require a protractor and a ruler.

It will probably take you between four(4) to five(5) hours to study this unit if you are to
complete all the activities. Do not worry if you take more than the stipulated time –
always remember that we do not all work at the same pace.

Objectives

By the end of this unit, you should be able to

a) draw shapes to scale;

b) solve problems involving scale drawing; and
c) solve problems on bearings.

Topic 1: Bearings

There are two ways of establishing direction using a magnetic compass. These methods
are nautical bearings and three figure bearing. The nautical bearings are sometimes
referred to as compass bearings, and three figure bearings are sometimes called whole
circle bearings.

1.1 Nautical Bearings

There are four main directions on the magnet compass and are known as cardinal points.
What are these? These are North (N), South (S), East (E) and West (W).

110
Points that are half way between the cardinal points are North West (NE), North West
(NW), South East (SE), South West (SW). The nautical bearings are measured as acute
angles from North or South towards East or West.

Example 1

Write down the compass bearings of A, B, C and D shown in the diagram below.

N
D A

W E

C
B

Solutions

The bearing of A from O is N550E or 550E of N.

The bearing of B from O is S550E or 550 E of S (900 – 350)
The bearing of C from O is S850W
The bearing of D from O is N 150W (90 – 750) or 150W of N

1.2 Three figure bearings

Sometimes bearings are given in three figures. In this case the North is taken as 0000 and
the bearings are measured in degrees, clockwise from North.

Example 2

From the diagram below find:

(a) The three-figure bearing of B from O

(b) The three-figure bearing of O from B

111
 N1 N

470

Solutions

(a) The bearing of B from O is 3600 – 470 = 3130

(b) The bearing of O from B is the angle NlBO
To calculate this angle, notice that NlBP is parallel to NO.
<PBO = <BON (alternate angles)
Therefore, <NlBO = 1800 – 470 = 1330

Activity 1

1. State the three-figure bearing of P from O in each of the following cases

N
(a) (b) N

P 0
250
0
50
P
0

2. State the three-figure bearing of:

(a) O from A (b) A from O, in the figure below

N
N

750
A

112
3. Write down the nautical bearing of A from O in each of the following.

(a) N (b) N N

0
0 2380

4. An aircraft flies from a point L, to a point M on a bearing of 1500. What course

would it have to take to fly from M to L?

Topic 2 Scale and Scale Drawing

If one was asked to draw the dimensions of a classroom on a piece of paper, one would
think of how best this can be drawn as the piece of paper can not be as big as a
classroom. This can only be done if a scale is used.

For example, if a distance of 1cm on a map represents a distance of 5km on the ground,
this can be written as 1cm to 5 km or as a ratio

1cm : 5km The ratio 1:5000m = 1:500,000 or 1___ is the type of scale
500,000
that can be used in drawing maps. The fraction 1 is called the Representative
500,000
Fraction (RF). Scales are conventionally given in centimeters. What would a scale of
1:2500 represent in metres?
1:2500
1:2.5

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Activity 2

The scale of a map 1:20,000. Find:

(i) the actual length in metres of a maize field which is represented by 2.5cm on the
map.
(ii) the representative distance on the map between two villages which are actually
7.5km apart.

Solution

(i) 1:20 000 (ii) 1Km:20 000cm

2.5cm:2.5 x 20 000 7.5Km = 750 000cm
2.5cm:50 000cm 7.5Km = 750 000 x 1__
2.5cm:50 000m 20 000
100 7.5Km = 75 cm
2.5cm:500m 2

Therefore, Actual distance is 500m 7.5Km = 37.5cm

Example 2

A man starts from point P and walks 8Km on a bearing of 0340 to point R. He then walks
12Km from R on a bearing of 107 to point Q. Find by scale drawing:

(a) The bearing of Q from P

(b) The distance between P and Q

Use a scale of 1 cm to represent 2 Km

Solution

R 1070

8km
0340
P Q

(i) The bearing of Q from P is 0890

(ii) The distance between P and Q is 9.5cm = 19km.

114
Activity 2

1. A field is drawn to a scale of 10cm to 50m. Write this scale as a Representative

Fraction.
2. Write a scale of 2cm to 1Km in the form 1:n
3. If the model of a lorry is built to a scale of 1 to 10, what will be the length of the
model lorry whose actual length is 15m?
4. A plan of a school is drawn to a scale of 1:500
(a) If the football field is 100m by 70m, find its length and breadth of the
plan.
(b) if on the plan the hall is represented by a rectangle 8cm by 3.5cm find the
actual length and breadth.
5. An aircraft flies from a point P on a bearing of 2200 for a distance 250Km to a
point Q. At Q it changes direction and flies on a bearing of 1150 to a point R
which is 350Km from Q. At R the aircraft changes direction again flying on a
bearing of 0500 to a point S which is 400Km from R.

(a) Make a scale drawing to represent the journey of the aircraft.

(b) Find the actual distance and bearing of P from S.

Summary

This unit required you to have a scale so as to make a drawing. When you looked at
bearings, you were told to measure from the North in a clockwise direction, this should
be written in three figures, i.e. 0300.

Hope you enjoyed the unit did the activities as required and performed well.
Congratulation and move to the next unit.

115
 UNIT THIRTEEN

PYTHAGORAS’ THEOREM

Introduction

In the previous unit, you looked at bearings and scale drawing in which you were able to
calculate bearings and distances using different scales. I hope you enjoyed the unit and
you were able to master the different concepts discussed.

In this unit you will look at the Pythagoras Theorem and how it may be applied in our
everyday lives. This unit has two sections:

• Pythagoras’ Theorem
• Application of the Pythagoras’ Theorem

You would be required to complete this unit in four(4) to five(5) hours. If you happen
not to finish within this period of time and use more time, do not worry as you are made
differently and work at our own pace. Take your time and understand fully.

Objectives

By the end of this unit you should be able to:

(a) demonstrate the Pythagoras’ Theorem; and

(b) apply the Pythagoras’ Theorem to real life situation.

Topic 1

From the title, you can see a combination of a person’s name and a theorem. In
Mathematics, a statement which can be proved by reasoning is known as a theorem. The
Pythagoras’ Theorem was proved by Pythagoras who was a Greek mathematian and
philosopher, who lived in about 570 – 505 BC.

The first time you were introduced to this theorem, was in Grade 9. It states that in any
right-angled triangle, the area of the square on the hypotenuse is equal to the sum of the
areas of the squares on the adjacent sides.

116
 A

C b

B a c

Figure 1

From figure 1, AB = C, BC = a and AC = b

AB2 = BC2 + AC2
or c2 = a2 + b2

Example

Find the length of the side marked x in the following triangles.

(a) (b) 15cm

x 4cm x

5cm 12cm

Solutions

Using the Pythagoras’ Theorem

c2 = a2 + b2 we replace what we have been given as follows:

(a) 52 = x2 + 42 (b) 152 = x2 + 122

x2 = 52 – 42 x2 = 152 - 122
x2 = 25 – 16 x2 = 225 - 144
x2 = 9 x2 = 81
x = √9 x = √81
x = 3cm x = 9cm

Pythagorean Triples

A set of three whole numbers which satisfy Pythagoras’ Theorem, c2 = a2 + b2 is called a

Pythagorean triple e.g. numbers like 3, 4 and 5 form a Pythagorean triple because
52 = 32 + 42 .

117
Another example of a Pythagorean Triple are the numbers 9, 12 and 15.

Activity 1

1. Find the length of the side marked x in each of the following triangles

(a) x (b) x
16cm

30cm 24cm
12cm

(c) x 3cm

3.4cm

2. Which of the following are a set of Pythagorean triples?

(a) 12, 35 and 37

(b) 9, 12 and 15
(c) 4, 5 and 6
(d) 9, 40 and 41

3. Find the length of the side PQ in the figure below

Q
4.2m
3m

L M
3.5m

118
Example 2

In ∆PQR, <PQR = 900, PR = 18cm and QR = 12cm. Calculate the length of PQ.

18cm

R 12cm Q

Solution

Using the Pythagoras’ Theorem

C2 = a2 + b2
182 = 122 + PQ2
PQ2 = 182 – 122
PQ2 = 324 – 144
PQ2 = 180
___
PQ = √180
PQ = 13.42cm

Example 3

Find the value of x and y in the figure below:

12
y 9

B 4 D C
x

Solution

AD2 = AB2 + BD2 AC2 = AB2 + BC2

92 = y2 + 42 122 = (8.062)2 + x2

119
Y2 = 92 – 42 x2 = 122 - (8.062)2
Y2 = 81 – 16 x = 144 – 65
Y2 = 65 x = 79
Y = √65 x = √79
Y = 8.062 x = 8.888

Activity 2

1. Find the values of x and y in the figures below, giving your answers correct to 1
decimal place.

(a) (b)

4cm x y
y 18cm
3cm 34cm
9cm
(c)

Topic 2 Application of the Pythagoras’ Theorem

Example 1

The length of the diagonal of a square is 20cm. Find the length of the sides of the square.

20cm

120
Solution

Let x be the length of the side of the square, then

202 = x2 + x2
202 = 2x2
400 = 2x2
2 2
200 = x2
√200 = x
x = 14.14

Example 2

If A is the point (6,1), B is the point (7, 4) and C is the point (7, 1)

(i) Plot the points A, B and C on the XOY plane.

(ii) Calculate the distance AB

Solution

(i) (ii) ∆ABC is a right – angled triangle in

5- which AC = 1 unit and BC = 3 units.
4- B Therefore, by Pythagoras’ Theorem
3- AB2 = AC2 + BC2
2- = 12 + 32
1- A C =1+9
AB2 = 10
1 2 3 4 5 6 7 8 AB =√10
AB = 3.162

Example 3

121
In the diagram, ABCDEFGH is a cuboid in which AE = BF = CG = DH = 6cm and BD =
8cm. Find the length of BH.

Solution

∆BDH is a right-angled triangle with <BDH = 900. By using the Pythagoras’ Theorem

BH2 = BD2 + DH2

= 82 + 62
= 64 + 36
BH2 = 100
BH = √100
BH = 10cm

Activity 3

(1) Find the length of the other side of a rectangle whose diagonal is 16cm and one of
the sides is 12cm long.
(2) Find the length of a diagonal of a square whose sides are 10cm long.
(3) Find the distance between the points:-
(i) A(2, 3) and B(8, 6)
(ii) C(-5, 1) and D(-3, 6)
(4) The figure below shows the skeleton of a cuboid. Find, correct to 3 significant
figures the lengths of

(a) PR (b) QV (c) PV

T U
5

P S

12
V

Q 13 R

(5) The diagram below shows a right pyramid with a rectangular base ABCD and
vertex V. AB = 8cm, AC = 10cm and VN = 12cm. Calculate
(i) VC (ii) BC

122
 (6) A ladder is leaning against a vertical wall and reaches 13.6m high up the wall.
The foot of the ladder is 4m from the wall. Find the length of the ladder,
correct to 3 significant figures.
(7) A equilateral triangle has sides of length 8cm. Find
(a) the height of the triangle
(b) the area of the triangle, correct to 3 significant figures.

Summary

The Pythagoras Theorem requires you to master the formula c2 = a2 + b2 where c is the
hypotenuse and a & b are the adjacent sides in a right angled triangle.

Hope you enjoyed studying this unit and did well in the activities. Congratulations.

123
 UNIT FOURTEEN

SOCIAL ARITHMETIC

Introduction

In the previous unit you looked at the Pythagoras Theorem, where you were able to
calculate the different sides of a right angled triangle given two sides and its application.

In this unit, you will look at social arithmetic which will include problems involving
household bills, bank services, postal services, social security schemes and transport.

It will probably take you between four to five hours to study this unit if you are to
complete the activities. But do not worry if you take more or less time than this –
remember we do not all work at the same pace.

You will need the following items to go through this unit:

- Household bills e.g. electricity bills, water bills

- Bank services
- Postal services
- National Authority Pensions Schemes(NAPSA)
- Transport Fares

Objectives

By the end of this unit, you should be able to solve problems involving household bills,
bank services postal services, social security schemes and transport.

Topic 1

1.1 Household bills

Different homes accumulate different bills, these may include water bills and electricity
bills, usually these are calculated to the amounts of units consumed in that particular
month.

Example 1

Mr. Banda used 450 units of electricity in the month of April. He is charged K10,000 for
the first 300 units and the exceeding units, he is charged K200 per unit. How much was
he required to pay for electricity.

124
Solution

Since he used 450 units in that particular month. The first 300 units he paid K10,000.
450 – 300 = 150 units exceeded of which he paid K200 per unit 150 x 200 = K30,000.
The total bill he was required to pay was (K10,000 + K30,000) is K40,000.

Example 2

Mrs. Sampa has her water metered. Hence she has to pay for this service. She is
required to pay K25,000 for the first 350 units and K350 per unit exceeding the first
units. In the month of May the meter reader visited her home on 1st May and recorded
[01345] on 31st May, he recorded [01756]. Find

(a) How many units of water was consumed in the month of May.
(b) How did she pay for water.

Solution

(a) The number of units consumed can be found by subtracting the 1st May reading
from the 31st May reading.

01756
- 01345
411units

(b) For the first 350 units she will pay K25,000 (411 – 350) = 61 units she will pay
K350 per unit, thereafter, that is, 61 x K350 = K21,350. The total bill for water is
K25,000 + K21,350 = K46,350.

Topic 2 Bank Services

Banks render a range of services to its customers. These include loans, foreign exchange
and also the safe guard the monies of customers, but gives an extra amount after a period
of time and this is through the different accounts which are opened by customers. There
also sell shares for different companies. You will look at such in the next unit.

1.2 Postal Services

The post office also renders services to the public such as postage in terms of letters,
parcels, telegraph i.e. money orders, foreign exchange, and also transport. When one is
sending letters, these can be local or foreign. For example, for local mails the sender

125
would be required to pay K1500. As for the foreign mails these vary from place to place.
The prices can be obtained from your nearest Post Office.

For example, Mr. Banda was to send a parcel to Zimbabwe for his son. This parcel
weighted 700g. Using the postal charges any parcel weighing between 500g – 1Kg one is
required to pay K25,000 and a handling fee of K10,800. How much was he required to
pay for the parcel.

Solution

Since the parcel was 700g then he would pay K25,000 + the handling fee.

= K25,000 + K10,800
= K35,800

1.3 Social Security Schemes

Here in Zambia, most companies contribute to NAPSA (National Authority Pensions

Scheme) this is to safe guard the life of a person. There are other social security schemes
such as Workers Compensation Board.

The workers contribution to these according to their monthly incomes, hence it varies
from person to person. For more details you may have to ask those who are in
employment in your area.

RATES PER TONNE/KM

GEN. CARGO HOUSEHOLD

DISTANCE FULL LOAD PART LOAD FULL LOAD PART LOAD
K. N K. N K. N K. N
1 – 50 Km 14.20 16.09 16.88 20.25
51 – 100 Km 11.72 13.27 13.93 16.71
101 – 200 Km 9.94 11.26 11.82 14.18
201 and Over 9.57 10.84 10.97 13.65

N.B: RATES EXCLUSIVE OF GOVERNMENT SALES TAX.

HANDLING CHARGES: K2500 PER TRIP

SUNDRY: K1500 PER TRIP
INSURANCE: 7% OF VALUE OF GOODS
GOVERNMENT SALES TAX: 20%

126
Topic 3 Transport

In real life, business depends on road transport, air transport, rail transport or water
transport. As individuals we also depend on public transport offered by different
individuals, Zambia Railways (ZR), Tanzania Zambia Railways (TAZARA), Zambian
Airways and the Water Transport.

If you can remember in Grade 9 you learnt passenger transport under the chapter entitled
“Social Arithmetic.”

Road transport

A good example of road transport and their cost can be a fair chart which can be local or
intercity.

For example, Mr. Chisha is on transfer from Lusaka to Chililabobwe, a distance of

435Km. He arranges to transport his household goods using a 15 ton truck on full load.
If his goods weigh 3 tonnes and are valued at K3,500,000, calculate the total transport
cost Mr. Chisha will pay.

Solution

Transport charge: 435 x 109, 700 x 3 = 143,158,500

Handling charge = 250,000
Sundry = 150,000
Insurance: 7 x 3,500,000 = 245,000
100
Sub-total = 143,803,500
Government sales tax @ 23% = 33,074,805
Total change =K176,878,305

127
 Rail Transport tariffs

Kg 1 2 3 4 5 10 41-50 91 – 100 141 – 150 191 – 200

Km
0 – 25 16.00 19.20 22.20 24.40 25.40 32.80 72.80 127.60 198.00 253.80
26 – 50 18.20 22.20 23.80 25.40 32.40 40.00 93.80 170.00 262.40 340.80
51 – 75 19.20 24.00 24.40 27.60 32.80 43.80 102.20 184.00 287.00 369.80
76 – 125 19.40 24.40 24.60 29.60 34.20 47.20 119.80 214.20 334.00 428.40
126 – 175 22.20 27.60 29.40 34.20 38.00 54.00 146.80 266.20 413.00 509.60
176 - 250 24.40 30.00 35.20 37.60 45.00 72.80 217.40 386.00 601.60 774.00
251 – 325 25.40 32.80 38.00 47.20 53.00 87.00 226.20 476.80 747.00 953.80
326 – 450 30.00 38.00 47.80 58.80 67.60 111.40 369.80 634.40 1036.00 1332.60
451 – 600 36.20 45.00 57.20 69.40 79.00 144.00 478.20 861.20 1341.60 1722.40

128
The table above shows part of the freight charge tariffs used by Zambia Railways as at 28
February, 1993. Calculations of these charges are based on the distance traveled and the
mass of the goods.

Parcels are stored free of charge for two days after arrival. Thereafter, each parcel is
charged K3000 per day. The sender should advise the person to whom the parcel is sent
about the items sent in good time so as to avoid surcharges on late collection.

Example

Mrs. Phiri transports furniture of mass 92Kg and 3 bags of groundnuts each of mass
90Kg from Livingstone to Lusaka, a distance 473Km. Calculate how much she will pay
in freight charges to have those items transported by rail.

Solution

Charges applicable are those for special goods:

Furniture (92Kg) = 1.5 x K861.20 = K1,291.80

Charge for maize as follows:

Total mass of maize (270Kg)

1st 200Kg = K1,722.40
Remaining 70Kg = K 478.20
Sundry charge = K 6.00
Total = K2,206.60

Activity 1

1. Mr. Mulenga sends his cargo from Luanshya to Kasama a distance 1015Km. His
cargo weighs 10 tones and he uses a 20 ton truck at part load rate. Calculate how
much he pays in freight charges.

2. Mrs. Musa buys 33.4 tons of fish from Kafue to be sold in Lusaka a distance of
424Km. How much does he pay in freight charges if he hires a 20 tone truck to
transport his fish.

3. Ms. Mwaka orders 30 cars from a wholesaler in Lusaka for his shop in Luanshya.
If the distance between Lusaka and Luanshya is 720Km, how much does he pay
in freight charges.

4. Mr. Chalu transports items of mass 450Kg from Kabwe to Kapiri a distance of
160.5Km. How much does he pay in freight charges?

129
Summary

In this unit you discussed social arithmetic, this included household bills, postal services,
NAPSA and transport fares. It was noticed that these were calculated according to some
tables as we so.

Hope you enjoyed the unit and did well in the activity. Congratulations.

130
 UNIT FIFTEEN

COMMERCIAL ARITHMETIC

Introduction

In the previous unit you looked at Social Arithmetic where you discussed household bills,
postal services, social security schemes and transport.

In this unit, you will look at simple interest, compound interest, discount; profit and loss,
hire purchase and foreign exchange.

It may take you four to five hours to study this unit after completing all the activities. Do
not worry if you use more or less time as estimated. Remember we are all made
differently.

Objectives

By the end of this unit you should be able to solve problems involving:

(a) simple interest;

(b) compound interest;
(c) discount;
(d) profit and loss;
(e) hire purchase; and
(f) foreign exchange.

Topic 1 Simple Interest

What is interest?

This is money paid for the use of borrowed money – it is paid by the borrower for the
facility of being able to use money which is not his own. The sum of money which is
borrowed is called the principal, and the period for which it is borrowed is called the
time. Interest is calculated at the percentage rate per annum offered by the bank. The
sum of interest and principal is called the amount.

The formula for simple interest is

I = PRT Where I = Interest, R = Percentage Rate, P = Principal, T = Time in years

100

131
Example 1

A man put K30,000 in the bank at the rate of 30% per annum for 2 years. Calculate:

(a) The simple interest

(b) The amount

Solution:

P = K30,000, R = 30%, T = 2 years

(a) I = PRT = 30,000 x 30 x 2 = K18,000
100 100

(b) Amount = P + I = K30,000 + K18,000

= K48,000

Example 2

Mrs. Besa obtained a loan of K40,000 from a bank payable over 9 months at the rate of
36% per annum. How much had she paid to the bank at the end of 9 months.

Solution:

I = PRT = 40,000 x 36 x 9
100 100 x 12
= K10,800

Total amount paid = P + I = K40,000 + K10,800

At the end of 9 months = K50,800

Example 3

Find the interest rate if the simple interest on K25,000 invested for 6 years is K13,500.

Solution:

P = K25000, T = 6 years I = K13,500, R = x

I = PRT = 100 x 13,500

100 25000 x 6
I x 100 = PRT = 9%
PT PT Therefore, the interest rate is 9%
R = 100I
PT

132
Topic 2 Compound Interest

What is compound interest? This is the interest accumulated over a given period at a
given rate when each consecutive interest payment is added to the principal sum for the
purpose of calculating the next interest payment.

Example 1.

Find the final value of K200,000 saved for 3 years at 10% interest compounded annually.

Solution

1st year Principal = K200,000

1st year interest = 10 x 200,000 = K20,000
100
2nd year principal = K200,000 + K20,000 = K220,000
2nd year interest = 10 x 220,000 = K22,000
100
3rd year principal = K220,000 + K22,000 = K242,000
3rd year interest = 10 x 242,000 = K24,200
100
Final value = K242,000 + K24,200
= K266,200

From the above example we can deduce that the formula for calculating compound
interest is A = P(1 +R/100)n where:
A is the amount at the end of n years,
P is the principal,
R is the rate percent per year and
n is the period in years.

The use of a calculator may be used when using this formula

Example 2

P = K200,000, R = 10%, n = 3 years

A = P(1 +R/100)n
A = K200,000(1 +10/100)3
A = K200,000(110/100)3
A = K200,000(1.1)3
A = K200,000(1.331)
= K266,200 is the amount after 3 years

Activity 1

1. Find the simple interest on the following:

133
 (a) K20,000 saved for 3 years at the rate of 4% per annum.
(b) K150,000 saved for 3 months at a rate of 12.5%

2. If K345,000 is the amount at the end of 5 years, and a rate of 5%. Find the
principal.

3. Find the interest rate if the simple interest on K250,000 invested for 6 years is
K135,000.

4. The simple interest gained from K1,015,000 which is deposited into the bank at
the rates of 16% per annum is K243,600. Calculate the period during which
simple interest was earned.

5. Find the total amount of money a customer will receive after saving K1,160,000
with a bank for 3 years at 20% per annum compound interest.

6. Calculate the compound interest earned in each of the following savings amounts:

(a) K450,000 invested for 3 years in 13% per annum

(b) K15,000,000 invested for 1½ years at 10% per annum

7. Mrs. Chileshe invested K1,740,000 at 12.5% per annum simple interest for 3
years

(a) How much money does he receive at the end of 3 years.

(b) How much would she have received if she invested her money at
compound interest.

Topic 3 Discount

What is discount?

This is a reduction in price. It is usually given as a percentage of the selling price.

Example

Mrs. Tembo was to buy a T.V. set at K500,000. but because she was the first customer,
she was offered a discount of 5%. How much did she pay?

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Solution

Discount = 5% of selling price

= 5 x 500,000
100
= K25,000

Mrs Tembo paid selling price less discount

= K500,000 – K25,000
= K475,000

Topic 4 Profit and Loss

When a shopkeeper buys goods either direct from the manufacturer or through a
wholesaler, and sells (retails) them to the customer.

If he sells his goods at a higher price than he paid for them, then he makes a profit or
gain.

If, for some reason, his selling price is less than his cost price then he sustains a loss in
the transaction.

Thus, Profit = Selling price – cost price

Loss = Cost price – selling price

Example

A green grocer buys oranges in boxes at K6,720 per box. Each box contains 120
oranges. Find his profit or loss per box if he sells each orange at K100.

Solution

Cost price = K6,720

Selling price = K100 x 120 = K12,000

Since the selling price is higher than the cost price, then the green grocer made a profit.

Profit = Selling price – Cost price

= K12,000 – K6,720
= K5,280

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Topic 4 Percentage profit and loss

For comparison purposes it is customary to express the actual profit or loss in the form of
a percentage. This is sometimes taken as a percentage of the cost price although it is
common trade practice for a shopkeeper to reckon his profit as a percentage of the selling
price.

Example 1.

An article is bought for K200 and sold for K250. Express the (gain) profit as a
percentage of (a) the cost price (b) the selling price.

Solution

Actual profit = K250 – K200 = K50

(a) Profit as a percentage of cost price = 50 x 100 = 25%

250

Example 2

Sugar bought at K8,500 per 2Kg packet is sold at K500 per 100g. Find the percentage
profit.

Solution

Cost price = K8,500/2Kg

Selling price = 2Kg x K500 = 2000 x K500 = K10,000
100g 100
Actual price = K10,000 – K8,500 = K1,500
Profit percentage = 1500 x 100 = 17.65% of cost price
8500

Activity 2

1. During sale time a shop allows 20% discount on all purchases. What will a
customer pay for a cat normally selling at K52,000.

2. Mrs. Kabwe bought a dress at K20,000 instead of K30,000. She was given a
discount. Find the percentage discount she got on the dress.
3. A dealer bought 50 pairs of shoes at a wholesale shop for K60,000 per pair and
sold them at K90,000 each. Find his total profit.
4. Articles cost K75,000 per dozen and are sold at K750 each. Calculate the profit
percentage of (a) the cost price and (b) the selling price

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5. A man bought a car for K8.4 million and spent another K4million on extra
fittings. Later he sold it at a loss of 35% on his total expenditure. Find the selling
price of the car?

Topic 5 Hire Purchase

When a person wants to buy a very expensive article such as a motor car, a refrigerator or
a television set it can be impossible to pay the full amount at once. So as to overcome
this difficulty, the system of hire purchase can be used. This means that the purchaser
would be required to pay some amount as the first installment, known as a deposit. Then
the balance due can be paid in small amounts plus an interest cost. These small amounts
can be paid weekly or monthly, known as installments. That is, 12 equal monthly
installments if repayment is to be carried out over one year.

Note that goods bought on hire purchase are more expensive than cash purchases because
of the additional interest charges.

Example

A set of dinning chairs can be bought at K450,000 cash. It can also be bought on hire
purchase by paying a deposit of K220,000 and then 12 monthly installments of K30,000
each. Calculate the hire purchase price.

Solution

Hire purchase price = deposit + total installments

= K220,000 + (K30,000 x 12)
= K220,000 + K360,000
= K580,000

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Topic 6 Foreign Exchange

Every country has its own monetary system which specifies the name of the currency and
the subdivision into smaller units. Most countries work on a centesimal system, that is a
system with a unit of currency which is equivalent to 100 smaller coins although in
Zambia we do not use ngwees as it was previously. Some countries, however, still have
smaller units in their currencies. Such countries are the USA, UK, Bostwana, South
Africa, Zimbabwe, etc.

Rate of Exchange

In the past, an international agreement, called the Bretton Woods Agreement, fixed the
rate of exchange of all currencies with one another, and their values were not allowed to
change by more than 1%. Today all currencies are “floating”, and change from day to
day according to the laws of supply and demand. If a currency has a high demand floats
upward to higher prices and a currency is low, demand floats downwards to lower prices.

If one is to buy something in a foreign country, he/she has to pay in the currency of that
country. In order to keep the public aware of the exchange rates, different currencies, the
commercial banks and newspapers usually quote them. These daily exchange rates
enable the business community to plan their business operations effectively. The table
below shows the exchange rates.

Market foreign exchange rates as at February 24, 1992 by courtesy of Standard Chartered
Bank.
CURRENCY BUYING SELLING
British Sterling 214.1617 223.9972
United States Dollar 122.8203 128.4609
South African Rand 43.1552 45.1372
Zimbabwean Dollar 24.1161 25.2236
German Deutschmark 74.2789 77.6902
Botswana Pula 57.1641 59.7894
Australian Dollar 92.7416 97.0008
Austrian Schilling 10.5552 11.0400
Belgian Franc 3.6257 3.7622
Canadian Dollar 103.7508 108.5157
Danish Kroner 19.2403 20.1239
Dutch Guilder 66.0076 69.0390
French Franc 21.8580 22.9619
Greek Drachma 0.6444 0.6743
Hong Kong Dollar 15.8229 16.5517
Indian Rupee 4.7201 4.9369
Irish Punt 199.5216 208.4921
Italian Lire 0.099011 0.103557
Japanese yen 0.9562 1.0001

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Kenyan shilling 4.1665 4.3578
Malawian kwacha 43.8072 45.8191
Portuguese Escudo 0.8844 0.9047
New Zealand Dollar 66.6177 69.6772
Norwegian Kroner 19.0375 19.9118
Singapore Dollar 74.7537 78.2344
Spanish Peseta 1.1861 1.2412
Swaziland Lilangeni 43.2683 45.2555
Swedish Kroner 20.5609 21.5051
Swiss Franc 82.1815 85.9557
Tanzanian Shilling 0.5161 0.5398
UAPTA 169.0744 176.8393
All rates are based on the Zambian kwacha equivalent of one foreign currency unit.

Example

Edina wants to buy goods worth $4,000 from the bank as follows:

Using the table from the selling column we see that $1 = K128.4609
So $4,000 = K4,000 x K128.4609
= K513,843.60

Edina requires K513,843.60 to exchange for $4,000

Example 2

Mrs Kabwe returns from a business trip and has $6,000 from America. How much will
she receive from the bank for the exchange?

Solution

This is now the bank buying $6,000 from Mrs. Kabwe. Using the buying column from
the table, we see that $1 = K122.8203
Therefore, $6,000 = 6,000 x 122.8203
= K736,921.80
Mrs. Kabwe receives K736,921.80 for $6,000

Example 3

How many US dollars can be exchanged for ₤400?

Solution

To find the answer to this question, convert ₤400 to Kwacha and then covert the kwacha
to Dollars.

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Using the buying column you see that

₤1 = K214.1617
₤400 = 400 x 214.1617
= K85,664.68

Then using the selling column we see that

$1 = K128.4609
K85,664.64 = x
x = 85,664.64
128,4609
x = $666.85

Activity 3

Using the table of Exchange Rates to calculate the answers to the questions in the
activity.

(1) Convert (a) $50,000 to kwacha and (b) 760 Rands to Kwacha
(2) Convert (a) K90,000 to American Dollars (b) K56,000 to British pounds
(3) Convert 26,000 Tanzanian shillings to Kwacha
(4) Convert K846,000 to Malawian kwacha
(5) Convert 7,670,000 Italian hire to Zambian kwacha
(6) Convert K361,000 to Japanese yen

Summary

In this unit you have studied commercial arithmetic which included simple interest,
compound interest, discount, profit and loss, hire purchase and the foreign exchange.
When finding the simple interest you used the formula I = PRT where I is the interest,
100 P is the Principal
R is the Interest rate
T is time in years.
As for compound interest
A = P(1 +R/100)n
Where A is the amount at the end of n years, P is the principal, R is the rate percent per
year and n is the period in years. It was necessary to use a calculator for this.
Discount is the reduction in the price, this is given as a percentage of the selling price.
Profit and loss is the difference between the selling price and the cost price, i.e.

Profit = Selling price – Cost price

Loss = Cost price – Selling price

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You also went on to look at profit/loss percentage which was obtained by
Profit/loss x 100
Cost price

Unless if it is stated that you use the selling price.

Then we looked at Hire purchase which is a system where the purchaser pays a deposit
and pays the balance in installments usually over a period of 1 year (12 installments) plus
interest.

N.B. Hire purchase is more expensive than cash purchases.

Finally, you looked at foreign exchange where you discussed that it varied from time to
time. When one wanted to buy an item she/he would buy the currency wanted from the
bank at a given rate.

I hope you enjoyed studying this unit and I would also like to congratulate you for having
performed well, if not do not worry, you can go through the same unit at a slower pace so
that you may understand.

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