Grade 9 Maths Teacher Guide 2aug22 PDF

MATHEMATICS MATHEMATICS
Mathematics
TEACHER GUIDE
GRADE 9 TEACHER GUIDE
GRADE 9
Teacher Guide Grade 9
FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA

MINISTRY OF EDUCATION MINISTRY OF EDUCATION
Price ETB 167.00

MATHEMATICS
GRADE 9
TEACHER GUIDE
Authors:
Gurju Awgichew Zergaw (PhD)
Adem Mohammed Ahmed (PhD)
Editors:
Mohammed Yiha Dawud (PhD) (Content Editor)
Akalu Chaka Mekuria (MA) (Curriculum Editor)
Endalfer Melese Moges (MA) (Language Editor)
Illustrator:
Bahiru Chane Tamiru (MSc)
Designer:
Aknaw H/mariam Habte (MSc)
Evaluators:
Matebie Alemayehu Wasihun (MED)
Mustefa Kedir Edao (BED)
Dawit Ayalneh Tebkew (MSc)
FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA HAWASSA UNIVERSITY

MINISTRY OF EDUCATION
First Published xxxxx 2022 by the Federal Democratic Republic of Ethiopia, Ministry of Education,
under the General Education Quality Improvement Program for Equity (GEQIP-E) supported by the
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Foreword
Education and development are closely related endeavors. This is the main reason why it is said
that education is the key instrument in Ethiopia’s development and social transformation. The
fast and globalized world we now live in requires new knowledge, skill and attitude on the part
of each individual. It is with this objective in view that the curriculum, which is not only the
Blueprint but also a reflection of a country’s education system, must be responsive to changing
conditions.
It has been almost three decades since Ethiopia launched and implemented new Education and
Training Policy. Since the 1994 Education and Training Policy our country has recorded
remarkable progress in terms of access, equity and relevance. Vigorous efforts also have been
made, and continue to be made, to improve the quality of education.
To continue this progress, the Ministry of Education has developed a new General Education
Curriculum Framework in 2021. The Framework covers all pre-primary, primary, Middle level
and secondary level grades and subjects. It aims to reinforce the basic tenets and principles
outlined in the Education and Training Policy, and provides guidance on the preparation of all
subsequent curriculum materials – including this Teacher Guide and the Student Textbook that
come with it – to be based on active-learning methods and a competency-based approach.
In the development of this new curriculum, recommendations of the education Road Map studies
conducted in 2018 are used as milestones. The new curriculum materials balance the content
with students’ age, incorporate indigenous knowledge where necessary, use technology for
learning and teaching, integrate vocational contents, incorporate the moral education as a subject
and incorporate career and technical education as a subject in order to accommodate the diverse
needs of learners.
Publication of a new framework, textbooks and teacher guides are by no means the sole solution
to improving the quality of education in any country. Continued improvement calls for the
efforts of all stakeholders. The teacher’s role must become more flexible ranging from lecturer to
motivator, guider and facilitator. To assist this, teachers have been given, and will continue to
receive, training on the strategies suggested in the Framework and in this teacher guide.
Teachers are urged to read this Guide carefully and to support their students by putting into
action the strategies and activities suggested in it.
For systemic reform and continuous improvement in the quality of curriculum materials, the
Ministry of Education welcomes comments and suggestions which will enable us to undertake
further review and refinement.
ADDIS ABABA, ETHIOPIA FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA

xxxxx 2022 MINISTRY OF EDUCATION
Welcoming message to the teacher
Dear teacher, this teacher guide is a curriculum material prepared for you to use with your
students. It is a material separately prepared for grade 9 Mathematics teacher. Grade 9 textbook
has 8 units namely: The Number System, Solving Equations, Solving Inequalities, Introduction
to Trigonometry, Regular Polygons, Congruency and Similarity, Vectors in two dimensions,
statistics and Probabilities respectively. Since the students’ textbook is basically unitized, you
are advised to follow the four components of each lesson and provide the required assistance
to the students regularly. Generally, the four components of each lesson are activity,
definition/theorem/note, example and exercises. Therefore, you are expected to play your role
accordingly.
The components of grade 9 teacher’s guide includes:
1. List of general contents and sub-contents of grade 9 students’ text book
2. List of general objectives of each unit
3. Suggested teaching aids of each unit
4. Expected students’ competencies at the end of each sub-unit
5. Elaborated presentation of each main topic focusing on the following:
• Some selected topics which are elaborated for you to use as reference
material;
• Identified key ideas to be stressed in each topic;
• Suggested strategies and sequences of presenting key ideas;
• Suggestion of alternative methods and techniques for teaching particular

topics;
• Suggested plan and allotted periods of each unit and
• List of answer keys for each of the activities and exercises of every unit.
Contents
Unit 1’ FURTHER ON SETs…………………..………… 1

1’.1 Description of the Concept Set ……………………………..….……… 1
1’.2 Notion of Set ……………………………………….…………………………… 2
1’.3 Operations on Sets ………………………………..……..…………..……… 3
Unit 1 The Number System……………………………… 5

1.1 Revision on Natural Numbers and Integers……………….……… 6
1.2 Rational Numbers …………………………………………………………… 18
1.3 Irrational Numbers…………………………………..………………..……… 22
1.4 Real Numbers ……………………………………………..…………….……… 27
1.5 Applications ……………………………………………….…………………..… 40
Unit 2 SOLVING EQUATIONS ………………………… 44

2.1 Revision of Linear Equation in One Variable ……………..……. 44
2.2 Systems of Linear Equations in Two Variables ………………… 45
2.3 Solving Non-linear Equations …………………………..…………….. 52
2.4 Applications on Equations …………………………………….………….. 62
Unit 3 SOLVING INEQUALITIES ……………………… 70

3.1 Revision on Linear Inequalities in One Variable ………………. 70
3.2 Systems of Linear Inequalities in Two Variables……………….. 72
3.3 Inequalities Involving Absolute Value ……………………………... 75
3.4 Quadratic Inequalities……………………………………………..……….. 76
3.5 Applications on Equations ………………………………………………... 79
i
Unit 4 Introduction to Trigonometry………………… 84
4.1 Revision on Right-angled Triangles…………..………………………. 85

4.2 The Trigonometric Ratios ………………………………………………... 87
Unit 5 Regular Polygons ………………………………. 94

5.1 Sum of Interior Angles of a Convex Polygons ……………….…. 95
5.2 Sum of Exterior Angles of a Convex Polygons ………………..…. 98
5.3 Measures of Each Interior Angle and Exterior
Angle of a Regular Polygon …………..……………………..…………. 100
5.4 Properties of Regular Polygons: pentagon, hexagon,
octagon and decagon …………..…………………………………….……. 101
Unit 6 CONGRUENCY AND SIMILARITY …………… 110

6.1 Revision on Congruency of Triangles ……………………..……..…. 110
6.2 Definition of Similar Figures …………………………..………….……. 113
6.3 Theorems on Similar Plane Figures ………………..…………..……. 114
6.4 Ratio of Perimeters of Similar Plane Figures …………….……… 117
6.5 Ratio of Areas of Similar Plane Figures …………..……...………… 119
6.6 Construction of Similar Plane Figures ………………….…………. 122
6.7 Applications on Similarities ………………………………....…………. 125
Unit 7 Vectors in Two Dimensions ………………..… 130
7.1 Scalar and Vector Quantities ………………………………………….…. 131

7.2 Representation of a Vector ……………………………………………….. 132
7.3 Vectors Operations ………………………………………………………..…. 135
7.4 Position Vector ……………………………………………………………..…. 140
7.5 Applications of Vectors in Two Dimensions………………………. 142
ii
Unit 8 Statistics and Probability …………….………… 148
8.1 Statistical Data …………………………………………………………………. 149
8.2 Probability …………………………………………………………………..…. 159
iii
MATHEMATICS TEACHER’S GUIDE GRADE 9
Unit 1’
FURTHER ON SETS
Period Allocated: 11 Periods
Introduction
Unit Outcomes
At the end of this unit, you will be able to:
Explain facts about sets
Describing sets in different ways
Define operations on sets
Demonstrate set operations using Venn diagram
Apply rules and principles of set theory for practical situations.
Answers for Activity 1’.1
1. A set is a collection of well-defined objects

2. a. well defined set b. not well defined c. well defined set
d. well defined set e. not well defined sets
Answers for Exercise 1’.1
1. a. well- defined set b. not well- defined c. well- defined set

d. well defined set e. Not well –defined set
2. a. 5 ∈ 𝐴 . 𝐛. 8 ∉ 𝐴 c. 0 ∉ 𝐴 d. 4 ∈ 𝐴 e. 7 ∉
1’.1 Set Description

Competencies
At the end of this subunit, the students will be able to:
➢ describe sets in different ways
1

1.
a. A the set of natural numbers (whole numbers ) between 4 and 10.
b. M is the set of prime numbers less than 14.
c. G is the set of natural numbers greater than 7. OR the set of integers greater than 7.
d. E is the set of odd natural numbers less than 100.
2. a. {2, 3} b. {5, 10, 15 … ,95} c. {0, 1, 2,3, … } d. {2, 4, 6, … }
e. {… , −6, −3, 3, 6, 9, … } f. {2, 4, 6 … ,30} g. Impossible to list.
a. 1 A= { 𝑥: 𝑥 ∈ ℕ 𝑎𝑛𝑑 𝑥 = 2𝑛 − 1 }
b. { 𝑥: 𝑥 ∈ ℕ 𝑎𝑛𝑑 𝑥 = 2𝑛, 𝑤ℎ𝑒𝑟𝑒 1 ≤ 𝑛 ≤ 4 }
c. { 𝑥: 𝑥 = 𝑛2 , 𝑥 ∈ ℕ 𝑎𝑛𝑑 1 ≤ 𝑛 ≤ 5 }
d. { 𝑥: 𝑥 = 2𝑛, 𝑥 ∈ ℕ 𝑎𝑛𝑑 1 ≤ 𝑛 ≤ 26 }
e. { 𝑥: 𝑥 ∈ ℤ 𝑎𝑛𝑑 − 10 ≤ 𝑥 ≤ 5 }
f. { 𝑥: 𝑥 = 𝑛2 , 𝑥 ∈ ℕ 𝑎𝑛𝑑 1 ≤ 𝑛 ≤ 9 }
1’.2 The Notion of Sets

Competencies
➢ identify the elements of a given set
➢ explain the notion "empty set" and "universal set"
1. a. Empty set b. Not Empty set c. Empty set d. Empty set

2. a. Finite se b. Infinite set c. Finite set d. Infinite set e. Finite set
f. Infinite set
1. a. Set A and set B are Neither equivalent nor equal sets b. set P and Q are equivalent set
c. set A and B are equal sets d. set A and B are equivalent sets e. Set D and E are
neither equivalent nor equal set.
2
2. a. false b. True c. True

3. i. A⊆ B also A B ii. C⊈ D also C⊄ D iii. E⊆ F
4. The sub set of A={ }, { 1}, { 3}, { 5}, { 1, 3}, { 1, 5}, { 3, 5} 𝑎𝑛𝑑{ 1,3,5}. Set A has 8 sub sets
5. The proper sub set of D = { }, { 𝑎, }{ 𝑏}. Set d has 3 proper sub sets.
1’.3 Operations on Sets

Competencies
➢ determine number of elements in the union of two finite set.
➢ describe the properties of "union" and "intersection" of sets.
➢ determine the absolute complement of a given set.
➢ determine the relative complement of two sets
➢ determine the symmetric difference of two sets.
➢ determine the Cartesian product of two sets.
Answers for Activity 1’.2
1. Elements that found in both set A and B = { 1,3, 5}

2. Elements that either in set A or in B = { 1, 2 , 3, 4, 5, 6, 7 ,9}
3. Elements found in set A and not in B = { 2,4, 6}
1. A ∪ B = { 01,2,3,4,5,6,7,8, 9}
A ∩ B ={ 0, 2}
2. A ∪ B = { 01,2,3,4,5,6,7,8, 9}
A ∩ B ={ 0, 2}
3. 𝐴′ = { 0, 1,2,3}
𝐵 ′ = { 2,4,6, … , 20}
(𝐴 ∪ 𝐵)′ ={ 6,8,10, … 18, }=(𝐴′ ∩ 𝐵′)
1. 𝐶∆𝐷 = (𝐶\𝐷) ∪ (𝐷\𝐶)={ 4} ∪ { 1, 7,9 } = { 1,4,7,9 }
2. 𝑨𝑿𝑩= { (𝑎, 𝑑 ), { 𝑎, 𝑒)(𝑎, 𝑓) , (𝑏, 𝑑 )(𝑏, 𝑒 ), (𝑏, 𝑓 ), (𝑐, 𝑑 ), (𝑐, 𝑒 ) (𝑐, 𝑓)}
3
𝑩𝑿𝑨={(𝑑, 𝑎)(𝑑, 𝑏)(𝑑, 𝑐)(𝑒, 𝑎)(𝑒, 𝑏)(𝑒, 𝑐)(𝑓, 𝑎)(𝑓, 𝑏)(𝑓, 𝑐)}
3. A={7,5,1} B= {6, 4}
4. 𝐴∆𝐵 = ∅ Implies two cases:
i) Both set A and B are empty set ii) Set A and B are equal sets.
5. No we cannot generalize 𝐴∆𝐵 = 𝐵∆𝐴. for any sets 𝐴 and 𝐵.
but 𝐴∆𝐵 = 𝐵∆𝐴 ONLY for the following three cases :
i) Both set A and B are empty set ii) Set A and B are equal sets.
iii) Set A and B are disjoint sets.
3. 𝑨𝑿(𝑩𝑼𝑪) = { (𝑎, 𝑎 ), { 𝑎, 𝑏)(𝑎, 𝑐) , (𝑎, 𝑑 )(𝑒, 𝑒 ), (𝑏, 𝑎 ), (𝑏, 𝑏 ), (𝑏, 𝑐 ) (𝑏, 𝑑)(𝑒, 𝑒 ), (𝑏, 𝑎 )
, (𝑏, 𝑏 ), (𝑏, 𝑐 ) , (𝑏, 𝑑)(𝑏, 𝑒 ), (𝑐, 𝑎 ), (𝑐, 𝑏 ), (𝑐, 𝑐 ) (𝑐, 𝑑)(𝑐, 𝑒)}
4. 𝑨𝑿𝑨 = {(6,6), (6,9 ), (6,11), (9,6 ) (9,9)(9,11), (11,6), (11,9), (11,11)}
5. 𝒏(𝑨𝑿𝑩) = 𝒏(𝑨) × 𝒏(𝑩) =6× 4 =24
Let n(A) be no of students in nature Club. n(B) be the number of students in Mini media club.
Given n(A)=90 , n(B)=31 n(A∩ B)=21
a. n(AUB)= n(A)+n(B)- n(A∩ B)=90+31-21=100
b. (𝐴 ∪ 𝐵)′ = 200-100=100
c. 𝑛(𝐴\𝐵) = 𝑛(𝐴) − 𝑛(𝐴𝑛𝐵) = 90 − 21 = 69
Answers for Review Exercise
1. {2,3,6}
2. a. 𝐴 ∪ 𝐵.={1,2,3,…10}
b. Is (𝐴 ∪ 𝐵) ∪ 𝐶 = 𝐴 ∪ (𝐵 ∪ 𝐶)? 𝑦𝑒𝑠
3. a) 𝐴′ = {1,3.5, … 9} 𝐛) 𝐴 ∩ 𝐴′ , = 𝜙 𝐜) 𝐴 ∪ 𝐴′, = 𝑈 𝐝) (𝐴′)′, = 𝐴
𝐞) 𝜙 \ 𝑈 = 𝜙, 𝐟) 𝜙′ = 𝑈 and 𝐠) 𝑈′ = 𝜙
4. C
5. 9
7. A IS NOT CORRECT B. correct C. correct
4
Unit 1
THE NUMBER SYSTEM (33 periods)
Introduction
The main objective of this unit is to survey systematically the numbers we have been dealing
with so far and to calculate with them. The purpose is to make the students familiar with the
notion of real numbers and calculate with them. As an introduction, you can revise the number
systems like integers and rational numbers and their essential properties that were covered in the
previous grade levels. The classification of the real numbers as rational and irrational numbers
should be clear to the students.
To let them know irrational numbers, locating a point on the number line and trying to represent
it as a rational number will be considered. Locating a point on the number line was also dealt
with previously. In the previous grades, students have already learned that there are points on the
number line to which no rational number can be assigned. In this unit, students will learn about
irrational numbers and real numbers. The notion of irrational number as neither repeating nor
terminating decimal will also be discussed in this unit. Further representation of subsets of a real
number using intervals will be studied. The correspondence between number and point on a
number line should be stressed.
In addition to these, students should study how the concept of the square root of a number such
as 2 leads to the definition of an irrational number. In relation to this, the concept of radicals,
the notion of rationalization and its use in simplifying expressions involving radicals should be
covered. After dealing with the number systems, some related concepts such as approximation,
accuracy and scientific notation will be discussed. Finally the application of some concepts in
this unit like LCM, GCF and Euclid’s division algorithm will be presented.
Unit Outcomes
After completing this unit, students will be able to:-
describe rational numbers
locate rational numbers on number line
describe irrational numbers
5
locate some irrational numbers on a number line

define real numbers
classify real numbers as rational and irrational
solve mathematical problems involving real numbers.
Suggested Teaching Aids in Unit 1

The teaching aids availability may vary from school to school. For this unit, you can prepare and
present different charts that manifest squares of whole numbers and multiplication tables. For
teaching irrational numbers, you need a pair of compass and ruler to locate irrational numbers
such as 2 , 3 etc. on the number line. You also need scientific calculators. If possible and
your school has a computer lab, take some time for students to show these irrational numbers
using mathematical software like GeoGebra. But do not allow students to use scientific
calculators frequently even for simple calculations.
1.1. Revision on Natural Numbers and Integers

Period allotted: 7 periods
Competencies
At the end of this subunit, the students will be able to:
➢ identify natural numbers and integers

➢ define Euclid’s division algorithm
➢ apply Euclid’s division algorithm to solve word problem
➢ test divisibility of numbers
➢ define prime numbers and composite numbers
➢ determine greatest common factors and least common multiples of numbers
Introduction
This sub-unit deals with revising the set of integers together with their important properties.
However, this is done first by discussing the set of natural numbers, prime numbers, composite
numbers. Related to these numbers, the concepts of factors, multiples, prime factorization,
common factors, common multiples, greatest common factor and least common multiple are
discussed. For each concept, an activity, motivating questions and group work are provided to
refresh the memory of the students or to guide them to the concepts.
6
Teaching Notes
When you begin the lesson, inform students where the available supporting materials are located,
when they can be accessed and aware the weekly counseling hours you arranged. It is also better
to inform students what learning material is needed. Motivate the students by giving an insight of
the course and the units. You can also highlight the subtopics of this unit. Following these
discussions, you can continue to discuss the subsections.
You can begin by stating the objective of the lesson and go on revising the number system. To
do this, you may use Activity 1.1 for the purpose of revising student’s prior knowledge on the
various number systems. Group your students and let them discuss Activity 1.1. Give time to
discuss in group, let some of the groups’ representative present their discussion to the whole
class. You can then facilitate their discussion. This will again lead you to discuss the definitions
of natural numbers and integers.
Possible Teaching aid : Diagrams which show the relationship between number system
Revision on natural numbers and integers Period allotted:-1 period
The lesson focuses on reminding what are natural numbers and integers. You can motivate
students by raising a question like’ what would happen if there is no concept of numbers?’, or
when do human being start to use numbers. Students may reflect their feeling about the use of
numbers and you can facilitate the oral discussion. After this you can give activity 1.1 and give
the feedback after their trial.
Answer for activity 1.1
1. a. There are infinitely many solutions for this. One of the solutions is 5,7,8,40 and 100
b. There are infinitely many solutions for this. One of the solutions is −4, −1,0,3 and 500
2. 6,0 and -25 are integers whereas 6 is a natural number
3. The set of natural numbers are included in integers
4. a. always true b. sometimes true c. never true
5.
Figure 1.1
7
Answer for Exercise 1.1
1. 8, 23, 534 ,100 are natural numbers and 8, −11, 23, 534, 0, −46, −19,100 are integers
2. 999
3. a. For any two natural numbers 𝑛1 and 𝑛2 , their sum is also a natural number. For
instance take 2 and 9, 2 + 9 = 11 is also a natural number.
b. For any two natural numbers 𝑛1 and 𝑛2 , their difference can be natural number if
𝑛1 > 𝑛2 like 8 > 5, 8 − 5 = 3 is a natural number and their difference is not a
natural number if 𝑛1 < 𝑛2 , like 1 < 12 , and 1 − 12 = −11 is not a natural
number.
c. From the above two cases we conclude that the set of natural numbers is closed
under addition and it is not closed under subtraction.
4. We need to find the possible value of sides of the triangle whose perimeter is 10.
Let us consider triangle 𝐴𝐵𝐶 whose side lengths are 𝐴𝐵 = 𝑎, 𝐵𝐶 = 𝑏 and 𝐴𝐶 = 𝑐. As
we know the property of a triangle is ‘’the sum of two sides of a triangle is greater
than the third side’’
Therefore, 𝐴𝐵 + 𝐵𝐶 > 𝐴𝐶 so that 𝐴𝐵 + 𝐵𝐶 > 5.
The possible combinations for sides of the triangle are (2,4,4) and (3,3,4) .
5. Using the first criteria, let us list the possible numbers, suppose (𝑚, 𝑛) be the list which
satisfy the criteria, 𝑚 + 𝑛 < 10 and different value of 𝑚𝑛
(1,2), (1,3), (1,4), (1,5), (1,6), (1,7), (1,8)

( 2,1), (2,3), (2,4), (2,6), (2,7) Then remove the one which gives the
same product like (1,3) and (3,1). So that
(3,1), (3,2), (3,4) , (3,5), (3,6)
Remove the repeated one. For this
(4,1), (4,2), (4,3), (4,5) Purpose, highlighted the repeated one
from the list by red colour and count the
(5,1), (5,2), (5,3), (5,4)
remaining terms, so that we have 16
(6,1), (6,2), (6,3) possibilities
(7,1), (7,2)
(8,1)
8
1.1.1 Euclid’s division lemma Period allotted:-1 period
Whenever two natural numbers are given, we will try to experience division of the first by the
second or vice versa. This could be done by a long division process. At this subtopic, once the
dividend is less than the divisor, we stop the process and the number remained is remainder. So
before writing the division algorithm, give activity 1.2 to the students as a group work to recall
their understanding about division of a number by another number. Then write the theorem and
give illustrative examples. Finally give the exercise.
Answer for Activity 1.2
1. This is to mean, divide 115 by 8 and determine the quotient and remainder.
If we divide 115 by 8 we got 14 and the remaining 3.
So to give interpretation for the word problem, each student received 14 books and 3 books
are left.
2. When we divide 128 by 6, we get 21 as a quotient and its remainder is 2. The remainder
should be a non-negative integer less than 6.
1. a. 14 = 3 × 4 + 2 , quotient 4 and remainder 2.

b. 116 = 7 × 16 + 4 , quotient 16 and remainder 4.
c. 25 = 36 × 0 + 25 , quotient 0 and remainder 25.
d. 987 = 16 × 61 + 11 , quotient 61 and remainder 11.
e. 570 = 6 × 95 + 0 , quotient 95 and remainder 0.
2. Using division algorithm let 𝑎 is dividend, 𝑏 is divisor, 𝑞 is quotient and 𝑟 be remainder we
have 𝑎 = 𝑏𝑞 + 𝑟 where 0 ≤ 𝑟 < 𝑏.
Given that 𝑏 = 4 and 𝑟 = 3, now we need to find a using division lemma.

• To get the first number, let 𝑞 = 0, 𝑏 = 4 and 𝑟 = 3 ( both are given)
Therefore 𝑎 = 4(0) + 3 = 3.
• To get the second number let 𝑞 = 1, 𝑏 = 4 and 𝑟 = 3 ( both are given)
Therefore 𝑎 = 4(1) + 3 = 7.
9
• To get the 3rd number let 𝑞 = 2, 𝑏 = 4 and 𝑟 = 3 ( both are given)

Therefore 𝑎 = 4(2) + 3 = 11.
Hence, the next number will be 4 more than the preceding number.
Therefore, the possible positive integers are 3,7,11,15, …
3. The man plan to buy items that is the dividend is 𝑎 = 68 Birr and each item price is
𝑏 = 7 Birr. He needs 𝑟 = 5 Birr to remain. Now what we need is the maximum number
of items with the above condition. By applying Euclid’s lemma, 𝑎 = 𝑏𝑞 + 𝑟.
68 = 7𝑞 + 5 , solving for q we get 𝑞 = 9.
This means he can buy 9 items each with a price of 7 Birr.
1.1.2 Prime numbers and composite numbers

Period allotted:-1 period
In this subsection, you will help students to recall important facts about prime and composite
numbers. They have learnt about these facts in the previous grades. Group the students and ask
them to do activity 1.3. Let some of the groups present their work to the class. Then start
discussing the answer to each question with the students. Make sure that students understand the
definitions and concepts given in the lesson; in particular, make sure that they can distinguish
between the set of natural numbers, and integers, prime numbers and composite numbers. Some
students confuse prime numbers with odd numbers. Here, you are expected to make sure that
students are able to distinguish between a prime number and an odd number.
Possible Teaching aid: Material needed (Hard paper, different colored markers) . You can
list natural numbers (1-50) horizontally on a hard paper. Underline prime numbers with one
color and composite numbers with another color.
1. a. true e. true
b. false , since there exist 2 which is an even prime number f. true
c. true g. true
d. false , 1 is neither prime nor composite.
2. a. The factors of 7 are 1 and 7. b. The factors of 15 are 1,3,5 and 15
3. a. 3 ,12 b. 12,3 c.12,3
10
After defining the prime and composite number, group activity need to be given so as to provide
a chance to students to revise what they have learnt from in lower grades. Let some of the groups
present their work to the class. Then start discussing the answer to each question with the
students. Make sure that students understand the basic concept which is prime factorization.
1. 2, 3, 5, 7, 11, 13, 17, 19, 23, 29

2. a. False d. True
b. True e. True
c. False
28 = 1 × 28
3. 28 could be written as 28 = 2 × 14} . The factors of 28 are 1,2,4,7,14 and 28.
28 = 4 × 7
4. No, there are many odd numbers which are composite. For instance 9,25,27, …
5. D
1.1.3 Divisibility test Period allotted:-1 period
Now the students have learned how to divide a natural number by another natural number by
using Euclid’s algorithm. But this may take time. So enforce students to identify whether a
certain number is divisible by another one or not. For instance if the unit digit of a number is
even it is divisible by 2. You can first give activity 1.4 to see how they approach the problem
and help to remember what they have learned in lower grades. Finally give those divisibility test
and support with examples. When you jump divisibility by 7, a student may raise a question. In
that case inform the student that it needs advanced concepts so that it will not be treated at this
level. Finally give exercise 1.4 as homework.
Possible Teaching aid: You can write the divisibility test written on page 7 of the textbook
on a hard paper with large size and hung on the wall.
Here we expect yes it is possible to dividing the first by the second or not.
a. yes b. yes c. no d. yes e. yes
Using the drivability test, proceed to write a number as a product of prime numbers and discuss
the fundamental theorem of arithmetic. Give different examples to address the understanding of
11
the concepts. In the middle of your discussion ask an oral question. For instance you may write a
number 651 and ask students whether it is divisible by 3 and ask them why? This may help
student to be active in the lesson. Use colored chalk while you factorize a number by factor tree.

1.
a. 384 is divisible by 2,3,4,6 and 8 but not divisible by 5,9 and 10.
b. 3,186 is divisible by 2,3,6 and 9 but not by 4,5,8 and 10.
c. 42,435 is divisible by 3 ,5and 9 but not by 2,4,6,8 and 10.
2. The number 74,3𝑥2 is divisible by 4 if its last two digit is divisible by 4, hence it will
happen when 𝑥 is 1,3,5,7 and 9.
3. Divisibility by 4 depends on the divisibility of the last two digits by 4. Here 40 divisble by
4. Hence the given number is divisible by 4 if we replace the blank space by any digit. The
minimum is zero. So that the least number we use in the blank space is 0.
4. In order to be divisible by 9, the sum of the digits should be divisible by 9. Here we have
8 + 1 + 2 + 3 + 1 + 3 + 7 = 25 hence if we add 2 this sum will be divisible by 9. Hence
the minimum digit we use in the blank space is 2.
Prime factorization Period allotted:-1 period
This exercise could be taken as classwork
1. Students can use factor tree to determine the prime factorization of the numbers
a. 3 × 7 b. 2 × 5 × 7 c. 3 × 5 × 7 d. 22 × 32 × 7 e. 23 × 32 × 5
2. This is another way of asking find the prime factorization of 180. Using factor tree we get that
180 = 2 × 2 × 3 × 3 × 5 = 22 × 32 × 51 . Hence, 𝑎 = 2, 𝑏 = 2 and 𝑐 = 1.
This exercise could be given as homework
1. a. 1,848  2 = 924
924  2 = 462
12
462  2 = 231
57  3 = 77
77 ÷ 7 = 11. This implies that 1,848 = 23 × 3 × 7 × 11
b. Following similar procedure as that of (a) 1,890 = 2 × 33 × 5 × 7 .
c. The prime factorization of 2,070 will be

2070  2 = 1035
1035  3 = 345
345  3 = 115
115  5 = 23
23 is a prime number. So that2,070 = 2 × 32 × 5 × 23.
d. 34,750 = 2 × 53 × 72 × 11.
2. 2 divides 462, so that

462 ÷ 2 = 231
231 ÷ 3 = 77
77 ÷ 7 = 11
This implies that 2 × 3 × 7 × 11 = 462. The required prime factors are 2,3,7 and 11.
Assessment
You can assess the students whether they understood the divisibility test by giving some more
exercise similar to Exercise 1.6 which could be taken as an assignment.
1.1.4 Greatest common factor and least common multiple

Period allotted:-2 periods
Students have studied about the Greatest Common Factor (GCF) or Highest Common Factor
(HCF) and the Least Common Multiple (LCM) of two natural numbers. So you can start the
session by asking students, if they can remember what they learned about GCF and LCM. After
getting answers from two or three students give time to practice activity 1.3.
While students practice to find the GCF and LCM of numbers, you will need to check each
student tries his or her work; whenever he/she has no any idea, give some hint to list multiples
and factors of a number.
13
Finally, give a chance to some students to reflect on the procedure they follow and invite
students to ask any question about the lesson.
1. Given the numbers 12 and 16
a. 1,2,3,4,6,12 are factors of 12 and 1,2,4,8,16 are factors of 16. So that
Then select the common factors of the two numbers. 1,2,4 are common factors .
b. The largest of this set is 4, so that the greatest common factor is 4.

2. In similar way to case (a)
a. The common factors are 1 and 2.
b. The greatest number of the common factors is 2. Hence, 2 is the greatest common
factor of 24, 42 and 56.
After this activity define the common factors and greatest common factorization (GCF). In some
books it is also written as the highest common factor (HCF). So inform the students about these
two naming since they may get these two if they refer to different reference materials. Then
elaborate these ideas by giving two or more examples first for two numbers and then for three
natural numbers. In your discussion, engage students by asking questions about how to check
whether if the set of common factor is correct or not.
For example: 1,2,3,6,9,18 are factors of 18 since, 1 × 18, 2 × 9, 3 × 6 all these give the
number 18. But they may miss some factors so tell them to use a divisibility test while they
determine factors.
Give Activity 1.6, in a group of 3-4 members and follow up each student’s participation. Remind
students how to write numbers as a product of prime numbers and finally give chance for group
members (randomly) to reflect the group result.
1. The prime factorization of the two numbers 𝑎 = 36 𝑎𝑛𝑑 𝑏 = 56 are 𝑎 = 22 × 32 and 𝑏 =

23 × 7.
2. The prime number which is common to the two numbers is 2
3. Since we have only one common factor 2 with least power 2, so that the GCF(36,56)=4
4. In the example 1 page 12 of students textbook , we have the same result by Venn diagram.
14
1. Using Venn diagram

a. Factors of 12 are 1,2,3,4,6 and 12 and factors of 18 are 1,2,3,6,9 and 18. The common
factors are 1,2,3 and 6. Hence 6 is the greatest common factor of 12 and 18 .
b. Similar to ( a) the GCF (24,64) is 8
c. GCF(45,63,99) is 9 as sown in the following Venn diagram
2. Using prime factorization
a. 24 = 23 × 3 b. 108 = 22 × 33
54 = 2 × 33 104 = 23 × 13
GCF(24,54) = 2 × 3 = 6 GCF(108,104) = 22 = 4
15
c. 180 = 22 × 32 × 5
270 = 2 × 33 × 5
1,080 = 23 × 33 × 5
GCF( 180,270, 1,080) = 2 × 32 × 5 = 90.
For those students who have difficulty on identifying give a activity 1.7 for the learners. In this
activity learners should have pencil and pen or colored pen to identify the intersection of the two
multiples.

We will list natural numbers from 1 to 60 as follows
a. 24,48
b. 24 ,this number 24 is called the least common multiple
Then define the Least Common Multiple (LCM) of natural numbers and give examples to
illustrate the definition.
a. 6 = 2 × 3
15 = 3 × 5
LCM (6,15) = 2 × 3 × 5 = 30
b. 14 = 2 × 7
21 = 3 × 7
LCM (14,21) = 2 × 3 × 7 = 42
c. 4 = 22
15 = 3 × 5
21 = 3 × 7
LCM (4,15,21) = 22 × 3 × 5 × 7 = 420
16
d. 6 = 2 × 3
10 = 2 × 5
15 = 3 × 5
18 = 2 × 32
LCM(6,10,15,18) = 2 × 32 × 5 = 90
Activity is given to the learner in order to provide an alternative method of determining LCM
using the factorization method and to see the relationship between GCF and LCM.
a. 15 = 3 × 5 and 42 = 2 × 3 × 7, then GCF(15,42) = 3 and
LCM(15,42)=2 × 3 × 5 × 7 = 210
b. 15 × 42 = 630
c. 630
d. They are the same
e. GCF(𝑎, 𝑏) × LCM(𝑎, 𝑏) = 𝑎𝑏 for any two natural numbers 𝑎 and 𝑏.
After this class activity help the learners to generalize that GCF(𝑎, 𝑏) × LCM(𝑎, 𝑏) = 𝑎𝑏 for any
two natural numbers 𝑎 and 𝑏. Be sure by asking them a question like ‘Can you get GCF of two
numbers if LCM of the numbers is given? ‘ . Then give Exercise 1.9.
The learner can approach the problem by whatever method they need
1.
a. GCF(4,9) = 1 (they are called relatively prime numbers). You can also help students to
have an observation, if two numbers are relatively prime; their product is the same as
their LCM.
LCM(4,9) = 36
b. GCF(7,48) = 1, LCM(7,48) = 336.
c. GCF( 12,32) = 4, LCM( 12,32) = 96.
d. GCF(16,39) = 1, LCM(16,39) = 624.
e. GCF(12,16,24) = 4, LCM(12,16,24) = 48.
f. GCF(4,18,30) = 2, LCM(4,18,30) = 180
17
𝟐. GCF(16,24) × LCM(16,24) = 384
Assessment
Write different positive integers (10-12 ) on the chalk board ( even, odd and composite ) . Pick a
student randomly to circle any two of them on the blackboard. Ask another student to find GCF
and LCM of the two numbers. Do a similar task and check whether they have understood how to
find LCM and GCF of two or more numbers.
1.2 Rational Numbers

Period allotted:- 4 periods
You can start the lesson by asking the students which operations are closed in the set of integers.
You can write integers like 5 and 9, ask them to add, subtract, divide and multiply these
numbers. Getting their reply will lead the student to understand the set of integer is not closed
under division since 5 ÷ 9 is not an integer is closed under division. Hence, such an approach
will enforce to find the biggest set which may fill the above types of numbers.
Competencies
At the end of this subsection a student will be able to :-
describe rational numbers
locate rational numbers on the number line
show that repeating decimals are also rational numbers
convert decimals to fractions and vice versa.
Before defining the set of rational numbers give time to students to do activity 1.9.
Answers for Activity 1.9
7 7 7 7 −2 −2 −2 −2 6 6 6 0 −3 −3 −3
a. , , , , , −2 , , −3 , 6 , 7 , −2 , 7 , −3 , −2 ,
7 −2 6 −3 7 6 6
7 −2 6 6 0 −3
b. , , , , ,
7 −2 6 −2 7 −3
c. If we divide one integer by another the result is not necessarily integer.
Then discuss the set of rational numbers formally by elaborating with the help of examples. Give
𝑎
stress that in 𝑏 ,𝑏 ≠ 0. Furthermore, ask students to mention some situations in which, people are
using rational numbers in their day to day activities. For example, one injera is divided to four
18
1
individuals equally, each individual gets one forth (4) of the full injera. Another approach may
be if you want a distance using the unit meter, you may have a measurement which is less than 1
meter, it may be 50cm or 25cm and so on. If you change these into meter, the corresponding
measurement in meters will be ½ meter for 50cm and ¼ meter for 25cm. These numbers ½ or ¼
are rational numbers. Remind also the numbers in the set of integers are rational numbers since
all these numbers have a denominator 1 and it satisfies the definition of rational number.
Rational numbers Period allowed: 1 period

1.
a. True
b. False ( it is 7/9)
c. False ( those restrictions 𝑏 ≠ 0, 𝑑 ≠ 0 should be mentioned)
d. True
𝑎 𝑐
2. Since and are both rational number, by definition both 𝑏 and 𝑑 are different from zero.
𝑏 𝑑
𝑎 𝑐 𝑎×𝑐
Now take the product of the two numbers × 𝑑 = 𝑏×𝑑 this number is a rational since the
𝑏
denominator 𝑏 × 𝑑 ≠ 0.Furthermore, 𝑎 × 𝑐, 𝑏 × 𝑑 should be integers.

4 2 272
3. 4mm is 4/10cm, so that the length of a table will be 54 + 10 = 54 + 5 = cm.
5
1 16
5 ( ) 4
3 3
4. The length of each piece is calculating = = 3 meters.
4 4
1.2.1. Representation of rational numbers by decimals

Period allowed: 1 period
𝑎
On the definition of a rational number, a fraction form is given. But using division, that divides
𝑏
𝑎 by 𝑏, you will get a quotient and a reminder. This is to mean changing in to decimal form. In
the process of division you may stop by getting zero remainder or repeated remainder. The first
type is a decimal which is a terminated decimal and the second type is a repeating decimal. For
1 1
instance using division 2 = 0.5 𝑎𝑛𝑑 = 0. 3̅.
3
Every rational number can be located on the number line. But students can visualize its location
if you write it in decimal form. So give activity 1.6 to the students to see their understanding
about how to change the fraction to decimal form.
19
Possible teaching aids: Ruler, coloured chalk, hard paper, and marker.
1. a. 0.6 b. 0.555 … c. −0.93̅ d. −0. ̅̅̅̅̅̅̅̅̅̅

285714
1 331
2. 0.2 = 5 , 3.31 = 100
After doing their activity, discuss the process of changing fractions to rational and vice versa.
Give also some more examples till you are sure about student understands the terminating and
repeating decimals. Finally give exercise 1.11 and some more problems as homework. Do not
encourage the students to use calculator since it may lead the student to be machine dependent
even for simple calculation.
Answers for Exercise 1.11
1. a. 0. 8̅ b. 0.83̅ c. 0. ̅09
̅̅̅ d. 1. 5̅
2 1
2. Yes we can , = 2 × 7 = 2 × 0. ̅̅̅̅̅̅̅̅̅̅
142857 = 0. ̅̅̅̅̅̅̅̅̅̅
285714,
7
3 1
= 3 × = 3 × 0. ̅̅̅̅̅̅̅̅̅̅
142857 = 0. ̅̅̅̅̅̅̅̅̅̅
428571,
7 7
4 1
= 4 × 7 = 4 × 0. ̅̅̅̅̅̅̅̅̅̅
142857 = 0. ̅̅̅̅̅̅̅̅̅̅
571428,
7
5 1
= 5 × 7 = 5 × 0. ̅̅̅̅̅̅̅̅̅̅
142857 = 0. ̅̅̅̅̅̅̅̅̅̅
714285,
7
6 1
= 6 × = 6 × 0. ̅̅̅̅̅̅̅̅̅̅
142857 = 0. ̅̅̅̅̅̅̅̅̅̅
857142.
7 7
3. If we multiply a repeating decimal by a natural number, we obtain repeating decimal.

3 37 77 12369
1. i) a. b. c. d.−
10 10 100 1000
6 3 95 19 −48 −24 −12 −32125 −257
a. 10 = 5 b. 10 = c. 100 = = d. =
2 50 25 1000 8
Representing rational numbers on the number line Period allowed: 1 period
For the topic of rational number representation on the number line, you may start the lesson by
1 20
asking a question like can you locate the following rational numbers −4, 5 , −2, 6
on the
numbers line? Invite interested students to come to the chalkboard and locate the given numbers
20
on the number line. For lessons on repeating decimals help the students to enlarge the interval
they use and also coloured chalk.
Finally to check the students’ level of understanding regarding this concept, assign
them to do Exercise 1.13.
Figure 1.2
1.2.2 Conversion of repeating decimals into fractions

Period allowed: 1 period
Students obtain the decimal representation of a rational number from fractions to decimals,
simply by using long division. In the previous sub topic students practice how to convert
terminating decimals to fractions. In this subtopic you will focus on how to convert repeating
decimals to fractions.
You can follow the examples given in the students’ text book to approach this section. You can
also add some more additional examples to clarify the concept step by step, first a decimal with
one repeating digit, then two and three repeating digits. To write in simplest form helps the
students to recall the divisibility test. From exercise 1.6, give two of them as a class work.
8
a. Let 𝑎 = 2. 6̅ so that 10𝑎 = 26. 6̅. It follows that 9𝑎 = 24 n simplest form 𝑎 = 3 .
14
̅̅̅̅ = .
b. In similar way as that of a (a) 0. 14 99
̅̅̅̅, multiply 𝑑 by 1000 and subtract 10𝑑 from
c. Let d be the given decimal , that is 𝑑 = 0.716
709
1000𝑑 we obtain 990𝑑 = 709, so that 𝑑 = 990.
̅̅̅̅ , 100𝑎 = 132. ̅12
d. Let = 1.3212 ̅̅̅ and 10000𝑎 = 13212. ̅12
̅̅̅ . 9900𝑎 = 13080
21
218
The simplified answer is .
165
−52681
e. Using the above formula we obtain 99000
Assessments
You can assess your students by giving them various exercises of converting fractions form into
decimals and decimals into fractions. You can let students do these as homework and present
their work.
1.3 Irrational Numbers

Period allotted: 5 periods
The main task of this subunit is to make students familiar with the notion of irrational numbers.
It is not a matter of extending rational numbers to irrational numbers. This is a different category
which consists of number that is not rational. After defining irrational numbers, represent these
numbers on the number line. Finally, there will be discussion about operations on irrational
numbers.
Competencies
At the end of this section a student will be able to the students
➢ identify irrational numbers
➢ locate some irrational numbers on a number line
➢ perform any one of the four operations on the set of irrational numbers.
1.3.1 Neither repeating nor terminating numbers

Irrational number (1) Period allowed: 1 period
Start the lesson by asking students ‘’Have you learned perfect squares?’’ If so, give them time to
think and get two or three students reply. Then list some perfect squares and inform them why
we call it perfect. Tell the students about the notation of square root. Take few examples to
practice the meaning of square root. Then ask students ’’can you able to get an integer whose
square gives 2?’’ Help them to test by taking numbers. From the activity, you also help them to
locate irrational number √2 on the number line. Then discuss the lesson by defining irrational
numbers.
22
Possible teaching aids: Ruler, compass, coloured chalk, hard paper, scientific calculator and
marker.
a. 5 b. −6 c. 0.2 d. −0.09
a. √7 < √8 c. √0.01 < √0.04

b. √3 < √9 = 3 d. −√4 < −√3 since −2 is located at the left of −√3
Irrational number (2) Period allowed: 1 period
a. Rational b. Irrational c. Rational d. Rational
e. Irrational f. Irrational g. Irrational
Locating irrational number on the number line Period allowed: 1 period
1. a. √3 is located between 1 and 2

b. √5 is between 2 and 3
c. Also √6 is between 2 and 3.
2. a. Example 2, students have learnt how to represent √2 on the number line. Then follow the
following procedure to locate √3 on the number line.
-fix a point √2 unit long on the number line
-construct a perpendicular line segment at this point which is 1 units long
- a right angled triangle is formed with hypotenuse √3 units long ( that is 𝑐 = √3 )
- open the compass to the length of 𝑐. With the tip of the compass at the point
corresponding to 0, draw an arc that intersects the number line. This point is √3 units long
as shown in figure 1.3.
23
Figure 1.3
b . To locate √5 on the number line follow the following procedure
-fix a point say 𝐴 which is 2 units long on the number line
-construct a perpendicular line segment through 𝐴 that is 1 unit long
-from a right-angled triangle𝑂𝐴𝐵, 𝑂𝐵 = √5 units long (using Pythagoras theorem)
- open the compass to the length of 𝑂𝐵. With the tip of the compass at the point
corresponding to 0, draw an arc that intersects the number line. This point is point 𝐶,
which is √5 units long as shown in figure 1.4.
Figure 1.4
c. The location of −√3 will be done exactly the same as (a) but the only difference is it is
located at the left of the origin
3. a. False ( as negative numbers are not expressed as a square root of any other number)
b. False ( take for instance √9 = 3 which is rational)
Assessments
Here you can assess students through several approaches. You can give the students irrational
numbers and ask them to locate each on the number line. You can also ask them to describe the
properties like closure on the set of irrational numbers. You may also ask them to identify
rational and irrational numbers.
24
1.3.2 Operations on irrational numbers Period allowed: 2 periods

After students able to locate irrational numbers on the number line, in this subtopic, you should
discuss the operations on irrational numbers. You will approach the discussion by giving the
activity to the students and reach to a conclusion. That is the set of irrational numbers is not
closed under addition, subtraction, multiplication, and division.
1. We know that √2 = 1.4142 … is an irrational number, so that 1 + √2 = 2.14142 … which is

neither terminating nor repeating, so that it is an irrational number.
2. Students can take different irrational numbers, but it will be either
Irrational × Irrational =Rational , eg. √2 × √2 = 2 or
Irrational × Irrational =Irrational , eg. √2 × √3 = √6 .

1.
1 10 10
a. √15 b. 2√5 × √7 = 2√35 c.−√12 d. × = =2
√5 √5 5
e. (2 + √3) × (−2 + √3) = −4 + 2√3 − 2√3 + 3 = −1

2
f. (√3 + √2) = 3 + 2√6 + 2 = 5 + 2√6 ( use (𝑎 + 𝑏)2 = 𝑎2 + 2𝑎𝑏 + 𝑏 2 )
g. (√7 + √3)(√7 − √3) = 7 − 3 = 4
2
h. (√6 − √10) = 6 − 2√60 + 10 = 16 − 2√60
2.
a. Sometimes true eg. Take 1.e of the above
b. Sometimes true eg. √2 × √3 = √6
c. Sometimes true , eg. √3 × √5 = √15
1 2 2
d. Never true eg. × = 3.
√3 √3
√2 √3 3 √5 5 √8 8
1. = 1, = √2 , = √2, and = √2 = 2
√2 √2 √2 √2
2. If we divide irrational number an irrational number we can get rational/irrational number.
25
1.
√27 27 √12 12
a. = √ 3 = √9 = 3 b. = √ 3 = √4 = 2
√3 √3
√14 14 −√15 15
c. = √ 7 = √2 d. = −√ 3 = −√5
√7 √3
2.
a. 4√2 = √42 × 2 = √32 c. 5√3 = √52 × 3 = √75
b. −3√7 = −√32 × 7 = −√63 d. 7√6 = √72 × 6 = √294
There might be many option, one of them can be the following

a. 3.2121121112 … + 1.121221222122221. . . = 4.3333 …
b. 0.12112111 … + 5.020020002. . = 5.141141114 …
c. √3 − √3 = 0
d. √5 − √3
a. √3 + 4√3 = (1 + 4)√3 = 5√3

b. √5 − √45 = √5 − 3√5 = −2√5
c. 2√5 − 4√5 = (2 − 4)√5 = −2√5
d. √18 + 2√2 = 3√2 + 2√2 = (3 + 2)√2 = 5√2
e. 0.12345 … − 0.111 … = 0.0123456 …
f. √80 − √20 = 2√20 − √20 = √20 = 2√5
g. 5√8 + 6√32 = 5√8 + 6 × 2√8 = 17√8 = 34√2
h. √8 + √72 = √8 + 3√8 = 4√8 = 8√2
3 √3 1 3
i. √12 − √48 + √4 = 2√3 − 4√3 + = (2 − 4 + 2) √3 = − 2 √3
2
j. 2.1010010001 … + 1.0101101110 … = 3.111 …
26
1.4. The Real Number

Period allotted : 16 periods
Competencies
At the end of this subunit, the students will be able to:-
➢ define real numbers
➢ describe the correspondence between real numbers and points on a numbers line
➢ determine the distance of two real numbers of the form ±𝑎, 𝑎 ∈ ℝ, from 0 on a number
line, and relate this to the absolute value of a (|𝑎|)
➢ determine the absolute value of a positive or negative real number

➢ explain, using examples, how distance between two points on a number line can be
expressed in terms of absolute value
➢ determine the absolute value of a numerical expression
➢ perform any one of the four operations on the set of real numbers
➢ use the laws of exponents to simplify expression

➢ compare and order the absolute values of real numbers in a set
➢ give appropriate upper and lower bounds for a given data to a specified accuracy
(e.g. rounding off).
➢ express any positive rational number in its standard form

➢ explain the notion of rationalization.
Introduction Period allowed: 1 period
The main objective of this sub-unit is to make students familiar with the notion of real numbers
and their properties systematically. In the previous two sub units students have got the basics on
rational and irrational numbers and their properties. The two rational and irrational number
systems are not included one in the other. Remind students on the representation of both rational
and irrational numbers on the number line. That is a point on the number line is either rational or
irrational. Then initiate students to find a bigger number system which consist the two. That
number system is a real number system. Once if you define a real number you can proceed to the
sub section lessons step by step.
27
Start the lesson by writing different numbers which they have learned so far on the chalkboard
and ask them to categorize as rational or irrational. Also check whether they can able to locate
these numbers on the number line or not. Following to this give activity 1.13 to the students to
imagine a number system bigger than the other two(rational and irrational).
Answer for Activity1.14
1. Yes, there should be a number system. At least they can try using diagram even without
mentioning the name.
2. Since we represent both rational and irrational numbers on the number line, there is one to
one correspondence between the points on the number line and the two number system
(latter after giving definition with the real number system).
a. 0.236 < 0.256 e. −7√145 < √7

b. −0.1351 < −0.135 f. 6√5 > 5√7
√5
c. < 0.234 g. 2 + √3 < 4
2
22
d. 𝜋< 7
Determining real numbers between two numbers Period allowed: 1 period

1.
a. There might be different solution
Let us take the first number be 𝑎 = −0.24 𝑎𝑛𝑑 𝑏 = −0.246
𝑎+𝑏
Then is in between 𝑎 𝑎𝑛𝑑 𝑏. That is -0.243, you can also give other points
2
like−0.241, −0.244,...
b. First let us see which number is less than to the other.
2 3
<
7 5
2
Because, by taking LCM(5,7) = 35, and multiply both numbers we got 35 × 7 =
3
10 𝑎𝑛𝑑 35 × 5 = 21.
28
10 21
Then the above numbers can be written as 35 < 35, so that we can select numbers with the
11 16
same denominator 35 and numerator between 10 and 21. For instance, , , … are
35 35
numbers between them.
c. Taking the approximate value of √2 ≈ 1.4142 … 𝑎𝑛𝑑 √3 ≈ 1.7320 …

So that 1.45,1.52,1.61. be numbers between them.
2. There are infinitely many real numbers between any two real numbers
1.4.1 Intervals Period allowed: 1 period
In this subsection you will discuss how real numbers between two points and at the right and at
the left of a certain number can be expressed using intervals. To start the lesson give activity
1.14 to the students which will lead the importance of an interval to avoid listing many real
numbers infinitely to the given conditions. Finally, list all interval notations using a table.
Possible teaching aids: Ruler and coloured chalk
1. (Many option) 2, 2.1,3,5, …

2. (Many option) 1.5, 1.6, 1.8, 2, …
3. The student may guess or some students who read other pre information may give answer in
terms of interval or using number line.
1. a. [−3,8]
b. (4,6)
c. [−1, ∞)
2. Represent each of the following intervals on the number line (draw these intervals on the
number line)
29
Figure 1.5
1.4.2 Absolute values Period allowed: 1 period
The main task of this subsection is to introduce the idea of absolute value. The application of
absolute value will be seen on chapter two. Hence, you can begin by giving activity 1.15 to show
that the distance from the origin to the left and to the right will not have an effect on distance.
After this activity deliver the formal definition of an absolute value and give appropriate
examples. Finally provide Exercise 1.13.
Possible teaching aids: Ruler and coloured chalk
To start the lesson you might initiate the lesson as follows before activity 1.15
➢ Stand so that the table is to your right.

▪ Ask students: ‘’ How far am I from the table?’’
Students may respond with an estimated number of meters.
▪ Ask students: If I were blind, how would you tell me where the table is?
Students should respond with both the estimated number of meter and a direction. If
30
students provide different units, even nonstandard ones like "steps" or "arm lengths"
appreciate their participation and encourage being part of a discussion.
➢ Now, stand so that the table is to your left.
▪ Ask students: ‘’ How far am I from the table now?’’
Students may respond with an estimated number of meters
▪ Ask Students: If I were blind, how would you tell me where the table is?
Students should respond with both the estimated length and a direction.
✓ Then you may have the following conclusion:
When I asked how far I was from the table, you gave me a number of meters, and it didn't matter
which way I was standing. But, when I asked where the table was in relation to my position, you
gave me a direction as well as a number, and then it did matter which way I was standing. Today,
we'll discuss absolute value. Absolute value tells you how far a number is from zero. But it
doesn't tell you which way to go! It doesn't tell you what direction a number is from zero.
1. a. 8 ̅̅̅̅
b. 0. 12 c. 4 + √3 d. √2 − 1 e. 3 − √5 f. 7 + √5
2. a. 10 − 2 = 8 b. |−9 − 7| = 16 c. |−100 + 49| = 51 d. |50 + 50| = 100
3. a. 𝑥 = ±8 b. 𝑥 = 0 c. There is no such 𝑥 which satisfy this expression
d. 𝑥 = ±11 e. 𝑥 = ±1
4. The range of the Earth’s temperature is the difference between the maximum and the
minimum temperature, that is 136℉ + 129℉ = 265℉.
1.4.3 Exponent and radicals Allowed period:- 3 periods
Students have elementary concepts about exponents in lower grade. At this stage, you need to
equip students able to explain orally or in written format a working definition of radicals using
rational exponents. You will deliver lessons which lead to apply the properties of integer
exponents to rational exponents developing the notation appropriate to radicals. Students should
be able to rewrite expressions containing radicals in terms of exponents and reverse the concept
by rewriting exponents in terms of radicals.
31
To start the lesson, write the multiplication of a number to itself 5 times, 6 times and so on to to
large number of times to lead the importance of using exponent or power. Then define exponent
or power of a real number to positive integer, then extend to integers and finally to rational
numbers as described in the text. You need to ask oral question at each stage to check whether
students follow the lesson properly or not.
Exponential form Allowed period:- 1 period
1. Using the hint in the text book we have

Power form of
a number 24 23 22 21 20 2−1 2−2 2−3 2−4
A number 16 8 4 2 1 1 1 1 1
2 4 8 16
1
2. One is the multiplicative inverse of the other, that is , 2−𝑛 = 2𝑛
1
3. 𝑎−𝑛 = 𝑎𝑛

1
1 1 4 1 2
2 2 3
1. a. 52 b. 7 7 c. 3 3 d. ((81) ) = 3
4 e.(5)
1
2. a. −3 b. 2 c. 5 d. 0.3
Laws of exponent Allowed period:- 1 period
Here let us try to express each at the left hand side part 𝑎 (keep 𝑏 as it is to compare 𝑎 and 𝑏 for
each case, you can also expand 𝑏 and arrive to each result in corresponding 𝑎).
1. a. 23 × 33 = 2 × 2 × 2 × 3 × 3 × 3 = (2 × 3)3 b. (2 × 3)3
25 2×2×2×2×2 2×2
2. a. = = = 22 = 2(5−3) b. 2(5−3)
23 2×2×2 1
3. a.(32 )3 = 32 × 32 × 32 = 3 × 3 × 3 × 3 × 3 × 3 = (33 )2 b. (33 )2

4. a. (3 × 4)2 = 3 × 4 × 3 × 4 = 3 × 3 × 4 × 4 = 32 × 42 b. 32 × 42
5. a. 22 × 23 = 2 × 2 × 2 × 2 × 2 = 2(2+3) b. 2(2+3)
32
a. 5√5
1 1 1
93 9 3 1 3 1
b. 1 = (243) = (27) =3 c. 0.2
2433
3 1 3 1
5√24÷2√50 5√24 1 5×√3×2√2 1 1
𝐝. 22 × 22 = 2(2+2) = 22 = 4 e. = 2√50 × 3√3 = × 3√3 = 3
3√3 2×5√2
3 4 0.1+0.3
f . √0.001 + √0.0081)÷ √0.16 = =1
0.4
5 3 3 1 5 9
𝐠. (5−1 )3 × 54 × √25 × ( √125) = × 5 4 × 5 × 53 = 54
53
2
1
3 1 1
𝐡. (√0.64) × (√64) × (32)5 = 0.8 × 16 × 2 = 0.1
1 1 1 1
i. 34 × 274 = (3 × 27)4 = (34 )4 = 1
2
j . √5 + 2√6 = √3 + 2 + 2√6 = √(√3 + √2) = √3 + √2
2
√8 − 2√15 = √5 + 3 − 2√15 = √(√5 − √3) = √5 − √3
Therefore, √5 + 2√6 + √8 − 2√15 = √3 + √2 + √5 − √3 = √2 + √5
Addition and subtraction of radicals Allowed period:- 1 period

1. True 2. False 3. False 4. True
a. (√12 − √3) = 2√3 − √3 = √3

3
b. 2√2 c. 17
Operations on real numbers Allowed period:- 1 period

Give this activity as in group and arrange a discussion among groups. Finally let each group
reflect for the solution of each. Maybe students can use calculator to check that the sum of
rational and irrational number is irrational. Give a stress to reach at this conclusion.
33
1. a. Irrational b. Irrational c. Rational d. Irrational e. Rational
f. Irrational g. Rational h. Irrational
2. There is a lot of option
a. √2 𝑎𝑛𝑑 √8
b. Not possible (give time for student to test)
c. Not possible
d. √3, 2
1. a. 𝑥 + 𝑦 = 4√2 + 7√5 + √2 − 3√5 = (4 + 1)√2 + (7 − 3)√5 = 5√2 + 4√5.

b. 𝑥 − 𝑦 = (4√2 + 7√5) − (√2 − 3√5) = (4 − 1)√2 + (7 + 3)√5 = 3√2 + 10√5.
2. a. 2√5 × 4√3 = 8√15

√3
b. 3√3 × =3
3
c. (√3 − √2) × (3√3 − 4√2) = √3(3√3 − 4√2) − √2(3√3 − 4√2)
=9 − 4√6 − 3√3 + 4 × 2
=9 + 8 − 4√6 − 3√3
=17 − 4√6 − 3√3
4√6 4 6
3. a. 2√2 = 2 . √2 = 2√3
10√2 10 2 1 2
b. 5√18 = . √18 = 2√9 = 3
5
√5 √5 1 5 1
c. 3√2×4√5 = 12√10 = 12 . √10 = 12√2.
4. a. 5√2 + 2√3 + 3√3 − √2 = (5 − 1)√2 + (2 + 3)√3 = 4√2 + 5√3

b. √145 − √232 + √261 = 5√29 − 2√2√29 + 3√29
= (5 − 2√2 + 2)√29 = (7 − 2√2 )√29
34
Properties on real numbers Allowed period:- 1 period

1
1. a. -√3 b. 𝜋 ̅̅̅̅
c. −0. 61 d. − 2√5 e. 0 f. √2 − √3
2
2 1 1 1−√6
2. a. − b. 3.1434
̅̅̅̅
c. d. 3 e. 3−3
√3 3√3−1 √4

2
1. Additive inverses a. −√3 b. 5 c. −1.3 d. −0. 1̅
1 5 10 1
Multiplicative inverse a. b. − 2 c. 13 d. 0.1̅ or 9
√3
3. a. distributive property of multiplication over addition
b. associative property of addition
c. commutative property of multiplication
4 No, we can get multiplicative inverse for non-zero real number. Hence, zero has no
multiplicative inverse.
5 a. 𝑎 ∗ 𝑏 = 2𝑎 + 𝑏 and 𝑏 ∗ 𝑎 = 2𝑏 + 𝑎 , 𝑎 ∗ 𝑏 = 𝑏 ∗ 𝑎 only for 𝑎 = 𝑏, but it does not hold
for every 𝑎 and 𝑏. Hence, the given operation is not commutative.
6 𝑎 ∗ (𝑏 ∗ 𝑐) = 𝑎 ∗ (2𝑏 + 𝑐) = 2𝑎 + 2𝑏 + 𝑐 and
(𝑎 ∗ 𝑏) ∗ 𝑐 = (2𝑎 + 𝑏) ∗ 𝑐 = 2(2𝑎 + 𝑏) + 𝑐 = 4𝑎 + 2𝑏 + 𝑐, here (*) is not associative
1.4.4 Limit of accuracy

Rounding decimal places and significant figures
Allowed period:-1 period
A measurement of different physical quantity is too much linked to our life. Students have such
an experience. But measuring different quantities, in some cases we are forced to take
approximate result than the exact one. Hence, in this subtopic you need to address how much the
acquired result is accurate. You may formulate problems and give to students which could be
35
submitted as a form of project related to their experience like measuring a certain field. To start
the lesson, give activity 1.21 to the students and refresh their understanding about rounding.
1. a. 45700 b. 46000
2. a. 8.4 b. 8.43
3. Write the number 28.79 to three significant figures.
Ans. 28.8
1. Round each of the following to the nearest whole number.
a. 36 b. 45 c. 1 d. 2
2. Express following decimals to 1 d.p. and 2 d.p.

a. 1.9 ( 1 d.p. ) , 1.94 ( 2 d.p)
𝐛. 4.8 ( 1d.p) , 4.75 (2 d.p)
c. 13.0 ( 1 d.p) , 13.00 ( 2d.p)
a. 30,000 b. 41,900 c. 4.56
Accuracy ( lower and upper bound) Allowed period:-1 period
1. 3.51,3.48,3.51,3.53, 3.45, 3.49, 3.499, 3.47 and 3.54 are rounded to 3.5,
3.42 and 3.41 are rounded to 3.4 , 3.57 and 3.59 are rounded to 3.6.
2. 3.45 is the minimum and 3.499 is the maximum
1 a lower bound 44.5 m/s ( including it) and upper bound 45.5 m/s ( excluding it)
( you may follow the steps)
b. 44.5 ≤ 𝑣 < 45.5
36
2 You can follow the steps given on the text book

a. lower bound 44.5 and upper bound 45.5.
b. lower bound 12.55 and upper bound 12.65.
c. lower bound 4.225 and upper bound 4.235.
3 a. 34.65 ≤ 𝑥 < 34.75 b. 21.355 ≤ 𝑦 < 21.365 c. 154.1335 ≤ 𝑧 < 154.1345
Effect of operation on accuracy Allowed period:-1 period
a. 𝑎 = 5 and 𝑏 = 2, then the lower bound of 𝑎 is 4.5 and the upper bound of 𝑎 is 5.5; and
the lower bound of 𝑏 is 1.5 and the upper bound of 𝑏 is 2.5, then
i. 4.5 + 1.5 = 6
ii. 4.5 + 2.5 = 7
iii. 5.5 + 1.5 = 7
iv. 5.5 + 2.5 = 8
The lowest value is the sum of the lower bounds and the highest value is the sum of the upper
bounds
b. 𝑎 = 9 and 𝑏 = 6, then the lower bound of 𝑎 is 8.5 and the upper bound of 𝑎 is 7.5; and
the lower bound of 𝑏 is 5.5 and the upper bound of 𝑏 is 6.5, then
i. 8.5 − 5.5 = 3
ii. 8.5 − 6.5 = 2
iii. 9.5 − 5.5 = 4
iv. 9.5 − 6.5 = 3
The lowest value is the difference of the lower bound of the first and upper bound of the
second and the highest value is the difference of the upper bound of the first lower bound of
the second.

1. a. upper bound 11.7 and lower bound 11.5
b. upper bound 12.7875 and lower bound 12.0575
c. The lowest value is the difference of the lower bound of the first and upper bound of the second
and the highest value is the difference of the upper bound of the first and lower bound of the
37
second. Hence, lower bound is 8.50 and upper bound is 9.15.

d. the quotient lies between 3.4127 to 3.5574 ( correct to 4d.p.) .
2. The area of the football field is determined by 𝐴 = 𝑙 × 𝑤. The lower bound for the width is
49.45m and its upper bound is 49.55 m. Similarly the lower bound of the length of the
football field is 102.55 m and its upper bound is 102.65 m.
So the lower bound for the area of the football field is 5071.0975 m2 and its upper bound is
5086.3075 m2 .
1.4.5 Standard notation (Scientific notation)

Allowed period:-1 period
The main objective of this sub section is to discuss about scientific notation. You are expected to
show how too big or too small positive numbers could be easily expressed using significant or
standard notation. You can initiate students by asking ‘’What is the distance between the earth
and the moon in meters?’’ or the question given on the students textbook.
To start the lesson, give activity 1.20, to check whether students have previous information about
scientific notation and to initiate them for understanding the next lesson.
The student may give different answer for the same problem; the following could be the possible
answers
i) 4.8600017 × 102 ii) 145.8 × 1011 iii) 0.06504 × 10−2 iv) 78.34 × 10−14
This activity will initiate students which one is a standard way of writing a number as a multiple
of 10, which will lead to have a standard notation.
1. 𝐚. 1.58762 × 102 b. 8.9 × 10−5 c. 5.689700547 × 104

2. a. 1340000 b. 0.0033 c. 0.00000004
3.
a. (4.2 × 103 ) + (1.6 × 103 ) = (4.2 + 1.6) × 103 = 5.8 × 103
b. (2.1 × 103 )(1.3 × 104 ) = (2.1 × 1.3) × (103 × 104 ) = 2.73 × 107
c. (1.5 × 10−3 )(3.1 × 103 ) = (1.5 × 3.1) × (10−3 × 103 ) = 4.65 × 100
(5.0×105 ) 5
d. (2×10−2 )
= 2 × 10(5+2) = 2.5 × 107
38
Assessment
Ask students an oral question what is a standard notation mean. And how they can able to
identify whether a number is written in a standard notation or not.
1.4.6 Rationalization
Rationalization (1) Allowed period:-1 period
In this subsection you are expected to introduce how to convert real numbers with irrational
denominator to a real number of rational denominator. Remind the students about the property of
one, that is multiplying terms by 1 will not affect the equation. By taking different examples
proceed step by step to observe the different types of integrating factors. Start the lesson by
asking oral question which leads to the definition of rationalization.

6 6 √2 6√2
a. = × = = 3√2
√2 √2 √2 2
1 5 √3 5√3
b. 5√3 = × =
√3 √3 3
2√2 2√2 √7 2√14

c. = × =
√7 √7 √7 7
Answer for activity 1.25
1. 𝑎 − 𝑏 2. 𝑎2 − 𝑏 3. 𝑎 − 𝑏 2
Assessment
You can use Exercise 1.22 to assess the students whether they have understood the concept of
rationalization or not.
Rationalization (2) Allowed period:-1 period

√3+√2
a. The rationalizing factor is , so that
√3+√2
2 2 √3+√2 2(√3 +√2)
= × = = 2(√3 + √2).
√3−√2 √3−√2 √3+√2 3−2
39
√3+1 1+√2+√3+√6
b. The rationalizing factor is so that the solution is .
√3+1 2
2−√5
c. The rationalizing factor is 2−√5, now multiplying both the numerator and denominator by
3 3 2−√5 3(2−√5) 3√5−6
this equation we get 2+√5 = 2+√5 × 2−√5 = = = 3√5 − 6.
4−5 1
d. Here we will do by taking the sign change on the second irrational number on the
denominator. You may also follow another approach. It should do another more step if the
denominator on the first trial is not rational.
2 √2−√3+1 2×(√2−√3+1)
× =
√2+√3+1 √2−√3+1 2−√6+√2+√6−3+√3+√2−√3+1
2×(√2−√3+1)
=
2√2
2×(√2−√3+1) √2 2−√6+√2
= × = .
2√2 √2 2
1.5 Applications
Period allotted: 1 period
This subsection needs your effort to show the application of real number system. Two examples
are given in the students’ text book. You can add more which is relevant to their level.
Competency:
At the end of this sub unit student will be able to:
solve mathematical problems involving real numbers
1. Anyone can cut the string in to small pieces starting from 1cm length. But to get the
maximum length, we need to find their GCF, that GCF(78,117,351) = 39 cm.
2. The two students start running at the same time but their speed is not the same. So after a
certain time, they will meet again if both of them are keep running. This time is determined
by determining their LCM.
So LCM(6,14) = 42. This is to mean they meet after 42 minutes.
40
Summary
You have to recall the basic concepts in the unit orally. Summarize the main points of the unit.
Focus on the real number system and its properties. To check whether they understood or note
provide the review exercise. Arrange a tutorial class and observe their reflection on the review
exercise.
Answer for Review exercise on unit one
1. a. 657, it is divisible by 3 and 9 but not divisible by 2,4,5,6,8, and 10.
b. 10,222 ,it is divisible only by 2 .
c. 64,916, it is divisible by 2 and 4 but not divisible by 3, 5, 6, 8, 9 and 10.
2. a. 6 that is ( 2 + 4) b. 100
3. a. 3 × 19 b. 23 × 3 × 7 c. 23 × 67
4. a. GCF(36,60) = 12, LCM(36,60) = 180.
b. GCF(84,224) = 28, LCM(84,224) = 672.
c. GCF(15,39,105) = 3, LCM(15,39,105) = 1,365.
d. GCF(16,20,48) = 4, LCM(15,39,105) = 240.
5. GCF(𝑎, 𝑏) × LCM(𝑎, 𝑏) = 𝑎𝑏, answer 18.
6. a. −2.2 b. 1. ̅̅̅̅̅̅̅̅̅̅
571428 c. 0. ̅̅
51̅̅
19 191 41
7. a. 50 b. c. − 333
90
8. Let 𝑥, 𝑦 ∈ ℝ. Suppose 𝑥 < 𝑦. We need to show there exist 𝑚𝜖ℝ 𝑠𝑢𝑐ℎ 𝑡ℎ𝑎𝑡 𝑥.
𝑥 < 𝑦 ⟹ (𝑦 − 𝑥) > 0 ⟹ 2(𝑦 − 𝑥) > (𝑦 − 𝑥) > 0
(𝑦−𝑥)
⟹ (𝑦 − 𝑥) > > 0.
2
Now adding 𝑥 to all sides,

(𝑥+𝑦) 𝑥+𝑦
𝑦> > 𝑥, here 𝑚 = is also a real number since it is the sum of two real numbers.
2 2
So that there exist 𝑚𝜖ℝ, such that 𝑥 < 𝑚 < 𝑦.

𝑎 𝑐
9. We need to show (𝑏) ÷ (𝑑)is a rational number if each of them is a rational number with
the divisor is different from zero. This is to mean 𝑐 ≠ 0.

𝑎 𝑑 𝑎𝑑
The given expression can be written as 𝑏 × 𝑐 = this is rational of rational number is closed
𝑏𝑐
for multiplication.
41
3 𝑎
̅̅̅̅
10. a. 10.1418 b. 2 − √6 c. − 𝑏
1
1 1 1
5 3
11. a. 142 b. (𝑥 + 𝑦)2 c. 75 d. (6)
−2√5 4 1
12. a. b. 7 (3 + √2) c. √6 − 2 d. 2 (2√2 − √5 − √10 + 3)
5
4 4 −1 −3
13. 𝑎 = 13 , 𝑏 = 13 , 𝑐 = , 𝑎𝑛𝑑 𝑑 = .
13 13
3
14. a. 6√2 b. 1 c. 4
4 2 4 2 4 8 8
4
d. √𝑏 2 × √𝑏 2 = √𝑏 2 × 𝑏 3 = √𝑏 2+3 = √𝑏 3 = 𝑏 12 = √𝑏 2
3 3
√72−3√24 6√2−6√6 6√2(1−√3)

e. = = = 6(1 − √3).
√2 √2 √2
2√72 3√128 1 12√2 24√2 5 5 1 √2

f. − + 5√2 = − + = −2√2 + = = .
3 4 3 4 √2 √2 √2 2
15. a. this number is between 2.35 and 2.45, in interval notation 2.35 ≤ 𝑥 < 2.45.
b. the number is between 10.55 and 10.65, in interval form 10.55 ≤ 𝑥 < 10.65.
c. the number is between 1.95 and 2.05, in interval form 1.95 ≤ 𝑥 < 2.05.
d. the given number is in between -0.55 and -0.45, in interval notation −0.55 < 𝑥 ≤ −0.45.
16. a. 5.672 × 108 b. 7.74 × 10−6 c. 1.546 × 107

17. The farthest real number is with largest absolute value from the origin. Also the farthest if its
square is largest. Hence taking the square of each of the choice, we observed the answer is
‘B’
18. Divide 736 by 12 we obtain the quotient 61 and the remainder 4 , so the answer is ‘D’.
19. A is not necessarily true take for instance 𝑥 = 2 𝑎𝑛𝑑 𝑦 = √3 , 𝑥𝑦 = 2√3 which is irrational.
42
𝑥
B is not necessarily true, take 𝑥 = 0 𝑎𝑛𝑑 𝑦 = √2 , 𝑦 = 0 which is rational.
C is not necessarily true since no restriction is given for 𝑥, 𝑥should be different from zero.
D is necessarily true
20. A is not true, since 0 ∈ ℝ which has no multiplicative inverse, B is not true and D is also not
true. The answer is C
21. Dividend=divisor × quotient+remainder
𝑎 = 13𝑞1 + 9 (1)
𝑏 = 13𝑞2 + 7 (2)
𝑐 = 13𝑞3 + 10 (3)
Adding these three equations we get
𝑎 + 𝑏 + 𝑐 = 13𝑞1 + 9 + 13𝑞2 + 7 + 13𝑞3 + 10
= 13𝑞1 + 13𝑞2 + 13𝑞3 + 26
= 13(𝑞1 + 𝑞2 + 𝑞3 ) + 13(2)
⇒ 𝑎 + 𝑏 + 𝑐 = 13[𝑞1 + 𝑞2 + 𝑞3 + 2]
So, 𝑎 + 𝑏 + 𝑐 is divisible by 13.
22. GCF (14,21) = 7 groups so that in each team there are 2 girls and 3 boys.
43
Unit 2
Solving Equations (22 periods)
Introduction
In earlier grades, students have learned about algebraic equations and their classifications. They
also have learned about linear equations in one variable and the methods to solve them. In the
present unit, you discuss further about systems of linear equations in two variables, equations
involving absolute values, quadratic equations in single variable, equations involving exponents
and radicals and applications on equations. They shall also learn about the methods to solve
them.
After completing this unit, students will be able to:
• Solve systems of simultaneous equations in two variables.
• Solve problems on equations involving exponents and radicals
• Solve simple equations involving absolute values
• Solve quadratic equations.
2.1 Revision on linear equation in one variable

Periods allotted: 1 Period
Competency
• solve a linear equation both algebraically and on a number line
Key words: Equation in one variable, linear
In earlier class, you have come across several algebraic expressions and equations. Some
examples of expressions you have so far worked with were: 5𝑥, 2𝑥 − 3, 3𝑥 + 𝑦, 2𝑥𝑦 + 5, 𝑥𝑦𝑧 +
𝑥 + 𝑦 + 𝑧, 𝑥 2 + 1, 𝑦 + 𝑦 2 . Some examples of equations were: 5𝑥 = 25, 2𝑥 − 3 = 9,
5 25
2𝑦 + 2 = and 6𝑧 + 10 = −2.
2
You can approach this sub-topic by letting each student to do Activity 2.1. The objective of this
activity is to assist students to revise solving linear equations in one variable and recognize that a
linear equation in one variable has one solution.
44
Answers to Activity 2.1
1. a, b, c, d, g, h, i and j are linear equations in one variable, whereas, e, f, k and l are not.
1 −23 1 −27
2. a) 2, b) 2 , c) -5, d) 0 g) , h) 2 i) j) −2
4 7
Answers to Exercises 2.1
Show for students by checking some of the answers using Geogebra, Mathlab, mathematica or
similar tools. Please appreciate students to use IT in mathematics.
1. a) 𝑥 = −7 𝐛) 𝑥 = 5 𝐜) 𝑥 = 5 𝐝) 𝑥 = −1 𝐞) 𝑥 = 2 𝐟) 𝑥 = −8 𝐠) 𝑥 = −7
2. When we insert the value of 𝑥 = " − 3 " into the equation, the equation is not true. Therefore,
𝑥 = " − 3" is not a solution to the equation.
3. Let 𝑥 𝑎𝑛𝑑 𝑥 + 1 be two consecutive numbers. Then, 𝑥 + 𝑥 + 1 = 67. So, 𝑥 = 33.
Therefore, the consecutive numbers are 33 𝑎𝑛𝑑 34.
ASSESSMENT
Consider the equation 2𝑥 − 2 = 0 and ask students to find the solution in more than one way
(multiple representation of the solution, including guess, check and number line). The
significance of representing the solution of linear equations in multiple ways provides the same
objective of more than one form. It is necessary to see how students use these representations. It
is suggested that multiple representations provide an environment for students to abstract and
understand major concepts. You can assess whenever necessary.
You can use any one of assessment techniques such as: class activities, group discussions,
homework/assignments, exercise problems on solving equations involving linear expression,
and/or tests/quizzes.
2.2 Systems of linear equations in two variables2.

Periods allotted: 3 Periods
Competencies
• determine and verify the solution of a system of linear equations graphically, with or without
technology.
45
• explain the meaning of the point of intersection of a system of linear equations.

• explain, using examples, why a system of equations may have no solution, one solution, or an
infinite number of solutions.
• describe a strategy to solve a system of linear equations.
• solve a contextual problem that involves a system of linear equations, with or without
technology.
• relate a system of linear equations to the context of a problem.
• solve a problem by determining model a situation, using a system of linear equations.
Key words: Equations in two variables, System of equations, linear
Introduction
This subunit is dedicated to discuss systems of linear equations in two variables. Students who
recalled linear equations in two variables and their solutions in section 2.1 can understand this
section. Students need to recognize what happens if two or more equations are considered at a
time. How to proceed to deal with this sub-unit may differ from one teacher to another but some
direction that you can use as a foundation is outlined below.

Solution: Let p be the price of one pencil and e be the price of one eraser. Then we have the
simultaneous equation 2𝑝 + 𝑒 = 5
3𝑝 + 2𝑒 = 8
Substitute 𝑒 = 5 − 2𝑝 into the second equation.
3𝑝 + 2(5 − 2𝑝) = 8
3𝑝 + 10 − 4𝑝 = 8
−𝑝 = −2. Hence, 𝑝 = 2. Substituting 𝑝 = 2 into one of the original equations, you can get
𝑒 = 1.
TEACHING NOTES
Let students to find solution to a linear equation and see different equivalent equations. Let them
critically understand the difference between the solutions of a linear equation in one variable of
type 3𝑥 − 1 = 8 and linear equation in two variables of type 4𝑥 − 𝑦 = 5, as a single number and
as infinitely many respectively.
46
At this stage students are expected to reach at a conclusion that such equations may have exactly
one solution, no solution or infinitely many solutions. When the students finish the group work,
let at least two groups and show their work on the board. With question and answer, assist
students to arrive at the anticipated conclusion.
Give a room to the students to discuss how to find out or evaluate one of the variables given a
value of the other. Assist the students to discuss and plot the points they evaluated.
Urge your students to discuss the number of solutions and notice why there are infinitely many
solutions for possible plots of some points in two variables if it has a minimum of two pairs of
numbers that fulfill the equation.
Your students may be required to find out the equation of a line from its plot points. You may
give points, such as (0, 1), (1, 4), (2, 7) and (3, 10) and ask and expect your students whether
they represent a linear line or not. This will assist students to visualize what plots of points of
linear equation must look like.
Assist students to sketch two linear equations in two variables on the same 𝑥𝑦 − 𝑝𝑙𝑎𝑛𝑒. Help the
students to indicate the point of intersection of the equations (if any and possible) and also let
students discuss if the equations do not have intersections.
Have students discuss solved problem structures and solutions to make connections among
strategies, reasoning and to indicate the step(s) where there is/are a mistake(s).
Create opportunities for students to discuss and analyze solved problems by asking students to describe
the steps taken in the solved problem and to explain the reasoning used. Ask students specific questions
about the solution strategy, and whether that strategy is logical and mathematically correct. For example,
consider 2𝑥 + 3𝑦 = 13 which method/strategy is better than the others?
𝑦 = 5 − 4𝑥
Because one of the equation in this system is already written as “𝑦 =”, it makes sense to use
substitution method.
Asking such questions encourages active student engagement. Vary the questions based on the needs of
students and the types of problems being discussed in activities, examples, conclusions, exercises and so
on. The questions can be asked verbally or written for students to refer. Consider the equation
𝑦 = 2𝑥 + 3
{ which method/strategy is better than the others? Because the equations have equal
𝑦 = 2𝑥 − 4
47
slope and different y-intercept; they are parallel; hence, there is no solution. What
𝑦 = 2𝑥 + 3
about{ 𝑦 3 ? In this case, the two equations are identical; hence, the solution is infinite.
2
=𝑥+2
In order to facilitate discussions, you can ask questions such as

➢ Can anyone think of a different strategy, (other than graphical method), to solve systems
of linear equations?
➢ Will this strategy always work? Why?
➢ What are other problems for which this strategy will work?
➢ How can you change the given problem so that this strategy does not work?
➢ How can you modify the solution to make it clearer to others?
Select solved problems that reflect the lesson’s instructional aim, including problems
that illustrate common errors.
Use solved problems with or without common errors to accomplish diverse learning objectives
1. 𝑦 − 2𝑥 = 1
𝑥 0 1 2 3 4 5 6
𝑦 1 3 5 7 9 11 13
𝑥+𝑦 =4
𝑥 0 1 2 3 4 5 6
𝑦 4 3 2 1 0 -1 -2
2. For the first equation we have 5(8) − 4(5) = 20 but for the second equation 2(8) + 1 = 17 ≠
3(5) = 15. therefore, the order pair (8,5) is not a solution to the equation.
2.2.1 Solving systems of equations by substitution

48
1.
a. 𝑥 = 4, 𝑦 = 6
b. 𝑦 = 6, 𝑥 = 42
c. 𝑥 = 2, 𝑦 = 15
d. 𝑦 = 4, 𝑥 = −2
e. 𝑥 = −6, 𝑦 = −2
f. 𝑥 = −2 𝑎𝑛𝑑 𝑦 = −3
g. 𝑥 = 11/2 𝑎𝑛𝑑 𝑦 = 7
−1
h. 𝑥= , 𝑦 = −17
2
i. No solution
j. Infinite solution.
k. No solution
l. Infinite solution
2. Let p and b be the cost of one pen and one book respectively. Then we have
2𝑝 + 3𝑏 = 170
. Solving the simultaneous equation, 𝑝 = 10 & 𝑏 = 50
5𝑝 + 𝑏 = 100
ASSESSMENT
homework/assignments, exercise problems on solving equations involving simultaneous
equations using substitution method and/or tests/quizzes. You can assess whenever necessary.
1
3𝑥 + 2 𝑦 = 17
Consider { . Ask students which equation is easier to be substituted to the other.
𝑦 = 2𝑥 + 4
Ask them why? The second equation is easier to be substituted into the first because it is already
written as "𝑦 = "
2.2.2 Solving systems of equations in two variables by Elimination
method.

49
a. 𝑦 = 1 𝑎𝑛𝑑 𝑥 = 2
b. 𝑥 = 6 𝑎𝑛𝑑 𝑦 = 0
c. 𝑦 = −7 𝑎𝑛𝑑 𝑥 = −8
d. 𝑥 = −6 𝑎𝑛𝑑 𝑦 = −2
e. No solution.
f. No solution
g. Infinite solution.
h. No solution
i. Infinite solution.
14 −4
j. 𝑥 = 𝑎𝑛𝑑 𝑦 =
3 3
k. 𝑥 = 6 𝑎𝑛𝑑 𝑦 = 9
l. 𝑥 = 9 𝑎𝑛𝑑 𝑦 = −2
ASSESSMENT
equations using elimination method and/or tests/quizzes.
3𝑥 + 𝑦 = 13
Consider the equation{ . Ask students the numbers that each equation is
−2𝑥 + 4𝑦 = 10
multiplied so that the variable y eliminates.
1. Let the father’s age be x years and son’s age be y years.
Then 2𝑦 + 𝑥 = 56 ……………… (i)

2𝑥 + 𝑦 = 82…………… …(ii)
Solving the simultaneous equation, we have 𝑥 = 36 𝑎𝑛𝑑 𝑦 = 10
2. Let the tenth and the unit digits be 𝑎 𝑎𝑛𝑑 𝑏 𝑟𝑒𝑠𝑝𝑒𝑐𝑡𝑖𝑣𝑒𝑙𝑦. Then, we have
𝑎 + 𝑏 = 13,
2𝑎 = 𝑏 + 1.
50
Solving the equation using any one of the techniques, we have 𝑎 = 4 𝑎𝑛𝑑 𝑏 = 9.
3. Let the tenth and the unit digits be 𝑎 𝑎𝑛𝑑 𝑏, 𝑟𝑒𝑠𝑝𝑒𝑐𝑡𝑖𝑣𝑒𝑙𝑦. Then,
𝑎𝑏 = 10𝑎 + 𝑏
3𝑎𝑏 = 300 + 10𝑎 + 𝑏
Multiplying by 2, we have 2(300 + 10𝑎 + 𝑏) = 27(10𝑎 + 𝑏), which implies
Solving for 10𝑎 + 𝑏 , we have the original number,10𝑎 + 𝑏 = 24; 𝑜𝑓𝑐𝑜𝑢𝑠𝑒
𝑎 = 2 𝑎𝑛𝑑 𝑏 = 4
4. a) one solution b) No solution c) infinite solution
d) one solution e)one solution f) infinite solution
5. In order to have
i. an infinite solution, the equation should fulfill
𝑎1 𝑏 𝑐 1 −1 3
= 𝑏1 = 𝑐1 𝑤ℎ𝑖𝑐ℎ 𝑖𝑚𝑝𝑙𝑖𝑒𝑠 𝑡ℎ𝑎𝑡 = −2 = 𝑘. Hence, 𝑘 = 6
𝑎2 2 2 2
ii. no solution, the equation should fulfill

𝑎1 𝑏 𝑐1 1 −1 3
= 𝑏1 ≠ 𝑤ℎ𝑖𝑐ℎ 𝑖𝑚𝑝𝑙𝑖𝑒𝑠 𝑡ℎ𝑎𝑡 = −2 ≠ 𝑘. Hence, 𝑘 ≠ 6
𝑎2 2 𝑐2 2
iii. one solution, the equation should fulfill

𝑎1 𝑏1 1 −1
≠ 𝑤ℎ𝑖𝑐ℎ 𝑖𝑚𝑝𝑙𝑖𝑒𝑠 𝑡ℎ𝑎𝑡 = −2 . Hence, there is no value of k in order for
𝑎2 𝑏2 2
this equation to have one solution.

6. In order to have
i. an infinite solution, the equation should fulfill
𝑎1 𝑏 𝑐 1 −1 𝑎
𝑎2
= 𝑏1 = 𝑐1 𝑤ℎ𝑖𝑐ℎ 𝑖𝑚𝑝𝑙𝑖𝑒𝑠 𝑡ℎ𝑎𝑡 2
= −2 = 𝑏. Hence, 2𝑎 = 𝑏
2 2
ii. no solution, the equation should fulfill

𝑎1 𝑏 𝑐1 1 −1 𝑎
= 𝑏1 ≠ 𝑤ℎ𝑖𝑐ℎ 𝑖𝑚𝑝𝑙𝑖𝑒𝑠 𝑡ℎ𝑎𝑡 = −2 ≠ 𝑏 . Hence, 2𝑎 ≠ 𝑏
𝑎2 2 𝑐2 2
iii. one solution, the equation should fulfill

𝑎1 𝑏1 1 −1
≠ 𝑤ℎ𝑖𝑐ℎ 𝑖𝑚𝑝𝑙𝑖𝑒𝑠 𝑡ℎ𝑎𝑡 = −2 . Hence, there is no values of a and b in
𝑎2 𝑏2 2
order for this equation to have one solution.
Note that the method we choose to solve a simultaneous equation depends on its appearance as
follows:
51
Table 2.1
Problem Solution
Solution steps Notes about strategies
statement strategy
−2𝑥 + 𝑦 = 7 Substitution −2(6𝑦 + 2) + 𝑦 = 7 Because one of the equation in this
𝑥 = 6𝑦 + 2 −12𝑦 − 4 + 𝑦 = 7 system is already written as “𝑥 =”, it
−11𝑦 − 4 = 7 makes sense to use substitution method
−11𝑦 = 11
𝑦 = −1
2𝑥 + 𝑦 = 6 Elimination 2𝑥 + 𝑦 = 6 Because of the coefficients of the y terms
𝑥−𝑦 =9 𝑥−𝑦 =9 are equal in absolute value but have
3𝑥 = 15 opposite sign, the strategy of elimination
𝑥 = 5, 𝑥 = −4 may be a natural fit.
ASSESSMENT
equations using graphical method and/or tests/quizzes. You can assess whenever necessary.
𝑥 + 3𝑦 = 12
Consider { and ask students to find the solution in more than one way (multiple
𝑥 = 2𝑦 + 2
representation of the solution, including guess, check and number line). Which method is easy
and straight forward? Multiple representations/strategies provide an environment for students to
abstract and understand major concepts.
2.3 Solving non-linear equations( 15 periods)

2.3.1 Equations involving absolute value.

Competency
• solve equations involving absolute values.
Key words: Absolute value, Equations involving absolute values.
52
Answers to activity 2.3

1 1
a. |2| < |−3| b. |6| > |−5| c. |4| < |− 2|
1
d. |−√10| < |3| e.|− 3| = |−0.3333 … . |
Some measurements such as distance, perimeter and area presume positive magnitude. Attached
to such conditions, discourse on absolute values is fundamental. In this sub-unit students need to
discuss on absolute values first and then they need to go forward into discussing equations that
involve absolute values. Properties of absolute values are also discoursed in this sub-unit.
Answers to Exercise 2.6

1
a. 4 b. c. 0
2
1. Both of the points are 6 units from the origin.

2. Solve the following absolute value equations
a. 𝑥 = 4 𝑎𝑛𝑑 𝑥 = −8
−2
b. 𝑥 = 4 𝑎𝑛𝑑 𝑥 = 3
c. 𝑥 = 2
d. 𝑥 = ∅
e. 𝑥 = 2 𝑎𝑛𝑑 𝑥 = 8
f. 𝑥 = −9 𝑎𝑛𝑑 𝑥 = 16
7 −9
g. 𝑥 = 𝑎𝑛𝑑 𝑥 =
4 4
h. 𝑥 = 4 𝑎𝑛𝑑 𝑥 = −10
i. 𝑥 = 5 𝑎𝑛𝑑 𝑥 = −23
−3
j. 𝑥 = −1 𝑎𝑛𝑑 𝑥 = 2
k. 𝑥 = 2 𝑎𝑛𝑑 𝑥 = −3
53
ASSESSMENT
homework/assignments, exercise problems on solving equations involving absolute values and/or
tests/quizzes.
Consider the absolute value equations|2𝑥 − 6| = 0, |4𝑥 − 9| = 7 and |3𝑥 − 5| = −1. Ask
students how many solutions each of the equation has and find their solution.
2.3.2 Quadratic equation (7 Periods)

Competencies
Derive the quadratic formula, using deductive reasoning.
Solve a quadratic equation of the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 by using strategies such as
determining square roots, factorizing, completing the square and applying the quadratic
formula
Identify relationship between roots and coefficients of a quadratic equation
Solve a problem by determining or analyzing a quadratic equation.

1 1 17
1. 𝑥 2 + 𝑥 − 6 = 0 2. 10𝑥 2 + 22𝑥 − 2 = 0 3. 2 𝑥 2 − 2 𝑥 − 15 = 0 4. −𝑥 2 + 𝑥−4=0
2
Here are some possible directions or helpful suggestions for helping students in solving
quadratic equations.
Factoring is often done by guessing and checking, which can be time consuming, depending on
the problem. Graphing ( for example fig 2.4) can be done by hand or by using technology, and
the choice might depend on such things as whether the intercepts are known to be integers or
irrational numbers.
Figure 2.4
54
Tables may be useful in illustrating how changes in one variable are related to changes in the
other variable. Start by substituting 𝑥 = −3. Then 𝑥 = −2 for which it allows the value equal
to zero. Knowing that the value of 𝑥 2 + 𝑥 − 2 decreases then increases as the value of 𝑥
increases which suggests that we should continue by substituting -1 for . Symmetry in the values
becomes apparent after substituting 1 for , leading to the discovery of the second zero.
Table 2.2
𝑥2 + 𝑥 − 2 = 0
𝑥 𝑥2 + 𝑥 − 2
-3 4
-2 0
-1 -2
0 -4
1 0
2 4
3 11
However, completing the square method always works, though it might be difficult to handle.
Although completing the square may be a relatively complex algebraic process, this method is
very useful in helping students notice the mathematical structure that unites quadratic equations
with squared quantities.
a. 2 & 3 b. 4 & -3
a. 𝑥 = 0 𝑜𝑟 𝑥 = 5 b. 𝑥 = −2 𝑜𝑟 𝑥 = −5 c. 𝑥 = −3 𝑜𝑟 𝑥 = 2 d. 𝑥 = 3 𝑜𝑟 𝑥 = 1
55
1
a. 𝑥 = −5 b. 𝑥 = 4 c. 𝑥 = 2 𝑜𝑟 𝑥 = −2 d. 𝑥 = 3
a. 𝑥 = −1 b. 𝑥 = −2 ± √3 c. 𝑥 = 3 ± √14
3
d. 𝑥 = ±√6 e. 𝑥 = −1 𝑜𝑟 𝑥 = − 2 f. No solution
−3±√5 −5±√33 3±√17
a. 𝑥 = b. 𝑥 = c. 𝑥 =
2 2 4
a. 𝑁𝑜 𝑟𝑒𝑎𝑙 𝑟𝑜𝑜𝑡 b. 𝑥 = −6 c. 𝑥 = −7 𝑜𝑟 𝑥 = −1
1. 𝑏 = −10 𝑐 = 16
2. 𝑥 2 + 3𝑥 + 2 = 0
a. 𝑥 = 4 𝑜𝑟 𝑥 = −4 b. 𝑥 = 0 𝑜𝑟 𝑥 = 9
c. 𝑥 = 5 𝑜𝑟 𝑥 = −5 d. 𝑥 = 1 𝑜𝑟 𝑥 = 5
e. −2 𝑜𝑟 𝑥 = 4 f. 𝑥 = 4 𝑜𝑟 𝑥 = −7
1
g. 𝑥 = −3 𝑜𝑟 𝑥 = − 2 h. 𝑥 = −3 𝑜𝑟 𝑥 = 5
7
i. = −5 ± 3√2 j. 𝑥 = 1 𝑜𝑟 𝑥 = 3
k. 𝑥 = 3 ± √6 l. No real root
56
5 3
m. 𝑥 = 1 𝑜𝑟 𝑥 = 3 n. 𝑥 = −4 𝑜𝑟 𝑥 = 2
3 1 1
o. 𝑥 = 4 𝑜𝑟 𝑥 = 2 p. 𝑥 = − 2 𝑜𝑟 − 2
q. No real root r. No real root

7 9±√233
s. 𝑥 = 2 𝑜𝑟 𝑥 = − 3 t. 𝑥 = 18
3±√33 −2±√508
u. 𝑥 = w. 𝑥 =
2 14
−7±√21
x. 𝑥 = 2
𝑥 -4 -3 -2 -1 0 1 2 3 4
𝑦 16 9 4 1 0 1 4 9 16
Motivate students to check the answers using Geogebra, Mathlab, mathematica or similar tools.
Appreciate students to use IT in mathematics.
1. 𝐚) 𝑥 = −3 𝑎𝑛𝑑 𝑥 = −5 𝐛) 𝑥 = −3 c) No real root

−3 4
d) 𝑥 = −1 𝑎𝑛𝑑 𝑥 = e) 𝑥 = −1 𝑎𝑛𝑑 𝑥 =
2 3
2. Find the values of k for which the quadratic expression(𝑥 − 𝑘)(𝑥 − 10) + 1 has integral
roots.
The given equation can be rewritten as 𝑥 2 − (𝑘 + 10)𝑥 + 10𝑘 + 1.
D = b2 – 4ac = 𝑘 2 − 2𝑘 + 96 = (𝑘 − 10)2 − 4 .The quadratic equation will have
integral roots, if the value of discriminant > 0, D is a perfect square, a = 1 and b and c
are integers.
i.e. (𝑘 − 10)2 − 𝐷 = 4. Since discriminant is a perfect square. Hence, the difference
of two perfect square in R.H.S will be 4 only when D = 0 and (𝑘 − 10)2 − 𝐷 = 4.
Therefore, 𝑘 − 10 = ±2. Therefore, the values are 𝑘 = 8 𝑎𝑛𝑑 𝑘 = 12.
𝑝 𝑞 𝑘
3. Find the values of 𝑘 such that the equation(𝑥+𝑟) + (𝑥−𝑟) = 2𝑥 has two equal roots. The
given quadratic equation can be rewritten as:

(2p + 2q − k)2 − 2𝑟(𝑝 − 𝑞)𝑥 + 𝑟 2 𝑘 = 0
57
For equal roots, the discriminant D = 0, i.e. b2 – 4ac = 0

Here, 𝑎 = 2p + 2q − k, 𝑏 = −2𝑟(𝑝 − 𝑞) and 𝑐 = 𝑟 2 𝑘
Since r ≠ 0, therefore, after simplification one can reach 𝑘 2 − 2(𝑝 + 𝑞)𝑘 + (𝑝 − 𝑞)2 = 0.
This is a quadratic equation in k. Solving for 𝑘 in terms of p and q using the quadratic
formula, we have
2(𝑝+𝑞)±√(𝑝+𝑞)2 −4(1)(𝑝−𝑞)2
𝑘= , you can further simplify.
2
1
4. Find the quadratic equation with rational coefficients when one root is 2+√5.
If the coefficients are rational, then the irrational roots occur in conjugate pairs.
1
Therefore, if one root is α =2+√5 = √5 − 2, then the other root will be
−1
β =−2+√5 = −√5 − 2. Sum of the roots α + β = -4 and product of roots α β = -1. Thus,
the required equation is 𝑥 2 + 4𝑥 − 1 = 0

5. If the coefficient of 𝑥 is 17, then with roots -2 and -15 , the equation will be
𝑥 2 − (𝑥 + 2)(𝑥 + 15) = 0, implies 𝑥 2 + 17𝑥 + 30 = 0 . Therefore, 𝑐 = 30.
𝑁𝑜𝑤, 𝑙𝑒𝑡 𝑢𝑠 𝑐ℎ𝑎𝑛𝑔𝑒 𝑡ℎ𝑒 𝑐𝑜𝑒𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑡 𝑜𝑓𝑥 = 17 𝑏𝑦 13 .
Then the roots of the original quadratic equations equation is 𝑥 2 + 13𝑥 + 30 = 0.
Solving this quadratic equation, we get 𝑥 = −3 𝑎𝑛𝑑 𝑥 = −10. Therefore; the roots of
the original quadratic equations are -3 and -10.
3 4
6. The roots of 6𝑥 2 − 17𝑥 + 12 = 0 are𝑟1 = 2 𝑎𝑛𝑑 𝑟2 = . If one of the roots say 𝑟1 =
3
3/2 is also one of the roots of 3𝑥 2 − 2𝑥 + 𝑘 = 0, then using sum of the roots, the other
−5 −15
root is 𝑟2 = . Hence, using product of the roots, 𝑘 = . The other round can be done
6 4
similarly.
7. Find the values of k such that the quadratic equations 𝑥 2 − 11𝑥 + 𝑘 = 0 and
𝑥 2 − 14𝑥 + 2𝑘 = 0 have a common factor.
Let (𝑥 − 𝛼) be the common factor of the quadratic equations 𝑥 2 − 11𝑥 + 𝑘 = 0 and
𝑥 2 − 14𝑥 + 2𝑘 = 0. Then, 𝑥 = 𝛼 will satisfy the given quadratic equations.
Therefore, 𝛼 2 − 11𝛼 + 𝑘 = 0 . . . . . . . .. . . (1)
And, 𝛼 2 − 14𝛼 + 2𝑘 = 0 . . . . . . . . . (2)
On Solving Equation (1) and Equation (2), we will get:
58
8𝑘 𝑘
Therefore, 𝛼 2 = . . . . . . …………..(3) and, 𝛼 = 3 . . . . . . . . . ……………….. . (4)
3
𝑘 8𝑘
On equating equation (3) and equation (4):(3)2 = . Therefore, the value of 𝑘 = 24.
3
8. When we add and subtract the two equations, we get the following:
𝑥 2 + 𝑦 2 = 18𝑥 + 18𝑦 = 18(𝑥 + 𝑦)
𝑥 2 − 𝑦 2 = (𝑥 − 𝑦)(𝑥 + 𝑦) = 16𝑥 − 16𝑦 = 16(𝑥 − 𝑦)
𝑥 + 𝑦 = 16 (since𝑥 ≠ 𝑦)
Therefore, 𝑥 2 + 𝑦 2 = 18(16) = (17 + 1)(17 − 1) = 172 − 12 = 172 − 1
Hence, 𝑥 2 + 𝑦 2 + 1 = 172 − 1 + 1 = 172 . This implies that x 2 + y 2 + 1 = 17
9. |𝑥 2 + 2𝑥 − 4| = 4. Remember properties of absolute value, that

𝐶𝑎𝑠𝑒 1: 𝑥 2 + 2𝑥 − 4 = 4, solving the quadratic equation, we get 𝑥 = 2, −4
𝐶𝑎𝑠𝑒 2: 𝑥 2 + 2𝑥 − 4 = −4, solving the quadratic equation, we get 𝑥 = 0, −2.
Therefore, the solution of the original equation is 𝑥 = 2, −4, 0, −2
ASSESSMENT
homework/assignments, exercise problems on solving equations involving quadratic equations
Consider the quadratic equations (𝑥 + 3)(2𝑥 − 1) = 0, 𝑥 2 + 4𝑥 − 3 = 0 , 2𝑥 2 + 𝑥 − 1 = 0
and −4𝑥 2 + 3𝑥 − 5 = 0
Ask students to solve each by any method they choose and ask them why they choose that
strategy /method?
2.3.3 Equations involving exponents and radicals

Competency
solve equations that involve exponents and radicals by applying law of exponents.
Key words: Equations, Power, Exponents, Radicals, Bases

Equation a) has two solutions: x = 2 and x = −2 since 2 2 = 4 and (−2) 2 = 4 .
59
Equation b) has only one solution: x = 3 since 33 = 27 . Note that x = −3 cannot be a solution.
Equation c) has only one solution: x = −4 since (−4) 3 = −64 . Note also that x = 4 cannot be a
solution. d) has only one solution: x = 2 . Whenever an equation contains all even exponents,
you should consider both the positive and negative solutions. If the exponent is an odd power,
there is only one solution.
Note: Let x n = k . If n is even, x =  n k . If n is odd, x = n k .
In general, x n / m = ( m x ) n and, If B M = B N , then M = N .
Teaching Notes
Students are expected to have some background on exponents and radicals. You may ask
students to present and describe some of the rules of exponents they studied in unit one. After
deliberation by students, you may start this lesson with introducing one of the rules for exponents
that states “for 𝑎 > 0,𝑎 𝑥 = 𝑎 𝑦 , if and only if 𝑥 = 𝑦”. It is possible to encourage students,
through question and answer, to revise the terms such as power, base and exponent, and
illustrate with examples from real numbers which they have learned in earlier grades.
Distribute Solving Radical Equations (Introductory Exercise) activity sheet. Have students
complete the activity, working individually and then in pairs to share and confirm or revise their
responses. Emphasize on the justification of their answers. Follow with a class discussion of each
problem. Pay attention to false statement that leads to wrong conclusion.
To explore the algebraic and graphical methods for solving rational expressions, begin with the
algebraic. Distribute the Steps for Solving Radical Equations Algebraically. As you lead students
through the examples, encourage students to work with their partners to monitor and
communicate what is happening. After each example, have a student pair come up and work the
similar, accompanying problem. The variety of problems is meant to encompass the scope of
typical problems.
Use some of the problems from the Steps for Solving Radical Equations Algebraically to
introduce students to solving radical equations by graphing. Have students graph𝑓(𝑥) =
√3𝑥 − 5. Ask students about the domain of the function. Have the students evaluate (3) . Ask
students to find the value of 𝑥 when (𝑥) = 2 . Discuss how these two are related on the graph.
60
Ask the students to find the solution to the equation 2 = √3𝑥 − 5 using the graph and to
describe how they could use the graph to solve the equation. Have students use a graph to find
the solution to √𝑥 + 2 = 𝑥 . Discuss how this problem is similar to and different from the first
example. Remind the students of the importance of identifying the domain for each function and
how that relates to the possible solutions to the equation and any extraneous solutions.
When you begin to explain equations with exponents and radicals it will be fundamental to
revisit some of the laws of exponents discussed in the previous grades. It is also recommended to
look for practical applications whereby students can easily capture the meaning and get deeper
understanding.
Note: questions like Example 9, 10 and 11, there are some values of 𝑥 which cannot be a
solution. This time, we need to observe our domain and check the answers.
a. 𝑥 = 4 𝐛. 𝑥 = −3

5
a. 𝑥 = 2 𝐛. 𝑥 = 3 𝐜. 𝑥 = 1

−2±√68
a. 𝑥 = 𝐛. 𝑥 = 1
2
a. 𝑥 = 1 𝐛. 𝑥 = 2 𝐜. 𝑥 = −4 𝐝. 𝑥 = 4
13
𝐞. 𝑥 = 32 𝐟. 𝑥 = 9 𝐠. 𝑥 = −16 𝐡. 𝑥 = 4
17
𝐢. 𝑥 = −1 𝐣. 𝑥 = 10 𝐤. 𝑥 = 1 𝑜𝑟 𝑥 = 2 𝐥. 𝑁𝑜 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛
m. Squaring both sides twice, and then solving the quadratic equation, we have 𝑥 = −2 as a
solution.
ASSESSMENT
homework/assignments, exercise problems on solving equations involving exponents and
61
radicals and/or tests/quizzes.
Consider the following equations 𝑥 2 = 9, 5𝑥 = 125 , 𝑥 3 = −81, 𝑥 2 = −16. Ask students that
which of the quetions have one solution, two solution and no solution. why? Ask them to find
the solution.
2.4 Applications of equations

Competency
solve equations involving real-life applications.
Key words: Equations, applications.

Let 𝑥 = number of children and 𝑦 =the number of adults who had a ticket for a wedding
cermony.
The total number of people is 1,650. We can use this to write an equation for the number of
people in the meeting.
𝑥 + 𝑦 = 1,650
The money collected from all children can be found by multiplying Birr 4.00 by the number of
children,4𝑥. The money collected from all adults can be found by multiplying Birr 12.00 by the
number of adults,12𝑦. The total revenue is Birr 70,000. We can use this to write an equation for
the revenue.
4𝑥 + 12𝑦 = 14,200
We now have a system of linear equations in two variables.
𝑥 + 𝑦 = 1,650
4𝑥 + 12𝑦 = 14,200
In the first equation, the coefficient of both variables is 1. We can quickly solve the first equation
for either 𝑦 or 𝑥. Let us solve for 𝑦.
𝑥 + 𝑦 = 1,650
𝑦 = 1,650 − 𝑥
Substitute the expression 1,650 − 𝑥 in the second equation for a and solve for c .
62
4𝑥 + 12(1,650 − 𝑥) = 14,200
4𝑥 + 19,800 − 12𝑥 = 14,200
−8𝑥 = −5600. 𝐻𝑒𝑛𝑐𝑒, 𝑥 = 700
Substitute x= 700 into the first equation to solve for y.
700 + 𝑦 = 1,650. 𝑇ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒, 𝑦 = 950
We find that 700 children and 950 adults bought meal tickets in the meeting that day.
1. Solution:
Let 𝑐 = the number of children and 𝑎 = the number of adults in attendance.
The total number of people is 25,000. We can use this to write an equation for the number of
people at the circus that day.
𝑐 + 𝑎 = 25,000
The money collected from all children can be found by multiplying Birr 50.00 by the number of
children, 50𝑐. The money collected from all adults can be found by multiplying Birr 75.00 by
the number of adults, 75𝑎. The total revenue is Birr 1,375,000. We can use this to write an
equation for the revenue.
50𝑐 + 75𝑎 = 1,375,000
We now have a system of linear equations in two variables.
𝑐 + 𝑎 = 25,000
50𝑐 + 75𝑎 = 1,375,000
In the first equation, the coefficient of both variables is 1. We can quickly solve the first equation
for either 𝑐 𝑎𝑛𝑑 𝑎. Let us solve for 𝑎.
𝑎 = 25,000 − 𝑐
Substitute the expression 2,000 − 𝑐 in the second equation for a and solve for c .
50𝑐 + 75(25,000 − 𝑐) = 1,375,000
−25𝑐 = −500,000
𝑐 = 20,000
Substitute 𝑐 = 1200 into the first equation to solve for 𝑎.
63
20,000 + 𝑎 = 25,000
𝑎 = 5,000
2. Abdullah is choosing between two car-rental companies. The first, “Keep on carefully
driving”, charges an up-front fee of Birr 15, then 61 cents a kilometer. The second, “Atiften
Tidesaleh”, charges an up-front fee of Birr 12, then 65 cents a kilometer. When will “Keep
on carefully driving” be better choice for Abdullah?
Solution:
The two important quantities in this problem are the cost and the number of kms driven.
Because we have two companies to consider, we will define two functions.
Input d, distance driven in kms
K(d): cost, in Birr, for renting from “Keep on carefully driving”

Outputs
A(d) cost, in Birr, for renting from “Atiften tidersaleh”
Initial Value Up-front fee: 𝐾(0) = 15 and A(0) = 12
Rate of Change K(d) = Birr 0.61/kms and P(d) = Birr 0.65/kms
A linear function is of the form 𝑓(𝑥) = 𝑚𝑥 + 𝑏. Using the rates of change and initial
charges, we can write the equations. Avoid the graph for the red & Sketch the graph for the
purple
𝐾(𝑑) = 0.59𝑑 + 20 𝐾(𝑑) = 0.61𝑑 + 15
𝐴(𝑑) = 0.63𝑑 + 16 𝐴(𝑑) = 0.65𝑑 + 12
Figure 2.5
64
Using these equations, we can determine when “Keep on carefully driving” will be better
choice. Because all we have to make that decision is the costs, we are looking for when
“Atiften tidersaleh” will cost less, or when 𝐾(𝑑) < 𝐴(𝑑). The solution pathway will lead us
to find the equations for the two functions, find the intersection, and then see where the
𝐾(𝑑) function is smaller.
This tells us that the cost from the two companies will be the same if 75 kms are driven.
Either by looking at the graph, or noting that 𝐾(𝑑)is growing at a slower rate, we can
conclude that “Keep on carefully driving” will be the cheaper price when more than 75 kms
are driven, that is 𝑑 > 100 ( 𝑓𝑖𝑔 2.5)
3. The cost of two tables and three chairs is Birr 705. If the table costs Birr 40 more than the
chair, find the cost of the table and the chair.
Solution:
The table cost Birr 40 more than the chair.
Let us assume the cost of the chair to be 𝑥.
Then the cost of the table = 𝐵𝑖𝑟𝑟(40 + 𝑥)
The cost of 3 chairs = 3(𝑥) = 3𝑥 and the cost of 2 tables = 𝐵𝑖𝑟𝑟 2(40 + 𝑥)
Total cost of 2 tables and 3 chairs = 𝐵𝑖𝑟𝑟 705
Therefore, 3𝑥 + 2(40 + 𝑥) = 705
Hence, 𝑥 = 125 𝑎𝑛𝑑 40 + 𝑥 = 40 + 125 = 165
80 + 2𝑥 + 3𝑥 = 705
Therefore, the cost of each chair is Birr 125 and that of each table is Birr 165.
4. A bank loaned out Birr 29,500, part of it at the rate of 6% annual interest, and the rest at 13%
annual interest. The total interest earned for both loans was Birr 2,820.00. How much was
loaned at each rate?
Solution:
Let 𝐿1 𝑎𝑛𝑑 𝐿2 be loans for 6% and 13% respectively. Solve the following system of
equation
. 06𝐿1 + 0.13𝐿2 = 2,800
𝐿1 + 𝐿2 = 29,500
Solving the equation simultaneous, we have 𝐿1 = 14,500 & 15,000
65
5. Two persons A and B together can do a piece of work in 8 days. A alone does the same work in
12 days. Then if B alone works, in how many days he can do the same work?
Solution:
1 𝑡ℎ
If A works alone, he can complete (12) of the whole work in one day. Similarly, If A and
1 𝑡ℎ
B work together, they can complete (8) of the whole work in one day. Hence, if B works
𝑡ℎ
1 𝑡ℎ 1 1 𝑡ℎ
alone, he can complete (8) − (12) = (24) of the whole work in one day. Therefore, B
can complete the whole work in 24 days.

6. Three people A, B, and C can do a piece of work in 20, 30 and 60 days respectively. In how
many days can A complete the work if he is assisted by B and C on every third day?
Solution:
1 𝑡ℎ 1 𝑡ℎ 1 𝑡ℎ
If A, B and C each works alone, they can complete (20) , (30) 𝑎𝑛𝑑 (60) of the whole
work in one day respectively. Every 3𝑟𝑑 day, all will be working together ( B and C help A).
1 𝑡ℎ
First and second day, A works alone, hence, he completes only (20) of the whole work in
1 𝑡ℎ 1 𝑡ℎ
one day. Therefore A completes, (20) + (20) =
1 𝑡ℎ
(10) 𝑜𝑓 𝑡ℎ𝑒 𝑤ℎ𝑜𝑙𝑒 𝑤𝑜𝑟𝑘 𝑖𝑛 𝑡ℎ𝑒 𝑓𝑖𝑟𝑠𝑡 𝑡𝑤𝑜 𝑑𝑎𝑦𝑠. In the third, sixth, ninth….days all
1 1 1 𝑡ℎ
work together, and hence complete (20 + 30 + 60) =
1 𝑡ℎ
(10) 𝑜𝑓 𝑡ℎ𝑒 𝑤ℎ𝑜𝑙𝑒 𝑤𝑜𝑟𝑘 𝑖𝑛 𝑜𝑛𝑒 𝑑𝑎𝑦. Therefore, A completes the whole work in 15 days.
7. A ball is shot into the air from the edge of a building 50 m above the ground. Its initial velocity
is 20 meters per second. The equation ℎ(𝑡) = −16𝑡 2 + 20𝑡 + 50 can be used to model the
height of the ball after t seconds. About how long does it take for the ball to hit the ground?
Solution:
In order to hit the ground, h has to be zero; therefore, we need to solve the quadratic equation
−16𝑡 2 + 20𝑡 + 50 = 0. After solving this quadratic equation, we have 𝑡 = 2.5
It means that the ball hits the ground after 2.5 seconds.
66
ASSESSMENT
homework/assignments, exercise problems on solving equations involving application of
equations and/or tests/quizzes.
Consider the following question: The cost of three books and twenty pens is Birr 500. If the pen
costs Birr 90 less than the cost of the book, find the cost of one book and the cost of one pen.
𝐿𝑒𝑡 𝐵 𝑏𝑒 𝑡ℎ𝑒 𝑐𝑜𝑠𝑡 𝑜𝑓 𝑜𝑛𝑒 𝑏𝑜𝑜𝑘 𝑎𝑛𝑑 𝑃 𝑏𝑒 𝑡ℎ𝑒 𝑐𝑜𝑠𝑡 𝑜𝑓 𝑜𝑛𝑒 𝑝𝑒𝑛𝑐𝑖𝑙. Then we have the following
system of linear equation in two variables.
3𝐵 + 20𝑃 = 500
{
𝑃 = 𝐵 − 90
Solving simultaneously, we have the cost of one book Birr100 and the cost of one pen is Birr 10
Answers to Review Exercises on Unit 2
𝟏. 𝑇 𝟐. 𝐹 𝟑. 𝑇 𝟒. 𝑇 5. 𝐹 𝟔. 𝑎 𝟕. 𝑏 8. 𝑑
−1 1
𝟗. 𝑥 = −1 𝟏𝟎. 𝑥 = 1 𝟏𝟏. 𝑥 = 𝟏𝟐. 𝑥 = 3 𝟏𝟑. 𝑥 = 2 𝟏𝟒. 𝑎 = 16
3
𝟏𝟓. 𝑥 = 7𝑦 − 11
5(7𝑦 − 11) + 2𝑦 = −18
35𝑦 − 55 + 2𝑦 = −18
37𝑦 = 37
𝑦 = 1 𝑖𝑚𝑝𝑙𝑖𝑒𝑠 𝑥 = 7𝑦 − 11 = 7(1) − 11 = −4
16. Consider the second equation, 2𝑥 − 𝑦 = −12 implies 𝑦 = 2𝑥 + 12
−4𝑥 + 2(2𝑥 + 12)= 3 (Substituting into the first equation)
 24 = 3 , which is not true. Hence, there is no solution.
3
7𝑥 − 16𝑥 = 0 𝑖𝑚𝑝𝑙𝑖𝑒𝑠 − 9𝑥 = 0. 𝑊𝑒 𝑔𝑒𝑡 𝑥 = 0, 𝑡ℎ𝑒𝑛 𝑦 = 2
17. 9𝑦 = −6 − 3𝑥 𝑖𝑚𝑝𝑙𝑖𝑒𝑠 𝑥 = 2 − 3𝑦
67
−4𝑥 − 12𝑦 = 8 𝑖𝑚𝑝𝑙𝑖𝑒𝑠 𝑥 = −3𝑦 − 2. We get 2 − 3𝑦 = −3𝑦 − 2

𝐻𝑒𝑛𝑐𝑒, 𝑡ℎ𝑒𝑟𝑒 𝑖𝑠 𝑛𝑜 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛
6𝑥 − 5𝑦 = 8
18. {
−12𝑥 + 2𝑦 = 0
12𝑥 − 10𝑦 = 16 1
{ 𝑖𝑚𝑝𝑙𝑖𝑒𝑠 − 8𝑦 = 16. 𝑇ℎ𝑒𝑛 𝑤𝑒 𝑔𝑒𝑡 𝑦 = −2, 𝑥 = 3
−12𝑥 + 2𝑦 = 0
−𝑥 + 5𝑦 = 2
19. { If you multiply the first equation by −5, then you will get the second
5𝑥 − 25𝑦 = −10
equation. So, we have infinite solution.
2𝑥 + 3𝑦 = 20 1
20. { 3 If you multiply the first equation by 2, then you will get the second
𝑥 + 2 𝑦 = 10
equation. So, we have infinite solution.

21. Let the two digits be 𝑥 𝑎𝑛𝑑 𝑦.
𝑥 + 𝑦 = 13.
𝑥𝑦 = 42.
𝐹𝑟𝑜𝑚 𝑡ℎ𝑒 𝑓𝑖𝑟𝑠𝑡 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 𝑤𝑒 𝑔𝑒𝑡 𝑦 = 13 − 𝑥. Then substituting this into the second
equation, we have 𝑥(13 − 𝑥) = 42.
𝑥 2 − 13𝑥 + 42 = 0. Then the solution is 𝑥 = 6 𝑎𝑛𝑑 𝑥 = 7
22. Let G and C be the ages of Gaddisa and Chala respectively.
𝐺 = 2𝐶 + 4
1
𝐶 = 3𝐺 + 2
1
Using substitution, 𝐺 = 2 [3 𝐺 + 2] + 4 𝑖𝑚𝑝𝑙𝑖𝑒𝑠 𝐺 = 24 𝑎𝑛𝑑 𝐶 = 10
So, the present ages of Gaddisa and Chala are 𝐺 = 24 𝑎𝑛𝑑 𝐶 = 10 𝑟𝑒𝑠𝑝𝑒𝑐𝑡𝑖𝑣𝑒𝑙𝑦.
1
23. 𝑥 = 3 𝑎𝑛𝑑 𝑥 = 2
−1
24. 𝑥 = 2 𝑎𝑛𝑑 𝑥 = 2
25. 𝑥 = 0 𝑎𝑛𝑑 𝑥 = 1
21
26. 𝑥 = 2
27. 𝑥 = 2 𝑎𝑛𝑑 𝑥 = −2
28. No solution
29. 𝑥 = 129
68
30. 𝑥 = −1
31. 𝑥 = −8
1 1 1
32. a. 𝑥 = 0, 𝑥 = 3 b. 𝑥 = 0, 𝑥 = −9 c. 𝑥 = 2, 𝑥 = 2 d. 𝑥 = 2 , 𝑥 = − 3
1 7±√57
e. 𝑥 = 1 𝑎𝑛𝑑 𝑥 = 5 f. No solution g. h. No solution
8
1 𝑡ℎ
33. (7) 𝑜𝑓 𝑡ℎ𝑒 𝑤ℎ𝑜𝑙𝑒 𝑝𝑜𝑜𝑙 𝑤𝑖𝑙𝑙 𝑏𝑒 𝑓𝑖𝑙𝑙𝑒𝑑 𝑖𝑛 1 ℎ𝑟 𝑏𝑦 𝑡ℎ𝑒 𝑓𝑖𝑟𝑠𝑡 𝑝𝑢𝑚𝑝.
1 𝑡ℎ
(12) 𝑜𝑓 𝑡ℎ𝑒 𝑤ℎ𝑜𝑙𝑒 𝑝𝑜𝑜𝑙 𝑤𝑖𝑙𝑙 𝑏𝑒 𝑓𝑖𝑙𝑙𝑒𝑑 𝑖𝑛 1 ℎ𝑟 𝑏𝑦 𝑡ℎ𝑒 𝑠𝑒𝑐𝑜𝑛𝑑 𝑝𝑢𝑚𝑝.
1 1 𝑡ℎ
𝑇ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒, (7 + 12) of the whole pool will be filled in 1 hr by both the first and the
84
second pool together. Hence, the pool will be filled by both the pumps together in 19
seconds
34. Let w be the width of the fence. Hence, the length of the fence will be 3w( the length of
rectangle). Therefore, 𝑤 + 3𝑤 = 100 𝑖𝑚𝑝𝑙𝑖𝑒𝑠 𝑤 = 25 𝑎𝑛𝑑 𝑡ℎ𝑒 𝑙𝑒𝑛𝑔𝑡ℎ 𝑙 = 3𝑤 = 75
35. Let c and m represent the cost of a single coffee and makiato respectively. Then we have
3𝑐 + 2𝑚 = 17
{
2𝑐 + 4𝑚 = 18
Solving the simultaneous equation, we get 𝑐 = 4 𝑎𝑛𝑑 𝑚 = 2.5. Hence, the individual price
for a single coffee and a single makiato are Birr 4 and 2.5 respectively.
36. C 37. B 38. B
69
Unit 3
SOLVING INEQUALITIES (20 periods)
Introduction
Inequalities are mathematical expressions involving the symbols >, <, ≥ 𝑎𝑛𝑑 ≤. To ‘solve’ an
inequality means to find a range, or ranges, of values that unknown 𝑥 can take and moreover
fulfill the inequality. In this unit, inequalities are solved by using different techniques such as
algebraic operations and drawing graphs. In order to master the techniques explained here, it is
critical that you undertake plenty of practices on exercises and problems on applications on
inequalities.
solve linear inequalities in one variable.
solve system of linear inequalities in two variables.
solve inequalities involving absolute value.
solve quadratic inequalities.
apply inequalities in real life situations.
3.1 Revision on Linear Inequalities in one Variable

Periods allotted 2
Competency
solve linear inequalities in one variables.
Key words: Inequalities, Linear, Revision
Ask students to draw and describe the graphs of linear inequalities in one variable. Let them
perform Activity 3.1. Emphasize that one of the half-planes contain the solutions of the linear
inequality. Use solid line if the symbol ≥ or ≤ is used and broken line if the symbol used is > or <
is used.
1.a No change
b If you multiply by a negative number, the inequality signs change. If you multiply by
70
a positive number the sign does not change.

If math software like GeoGebra is available, ask the students to make use of this. GeoGebra is
dynamic mathematics software that can be used to visualize and understand concepts in algebra,
geometry, calculus, and statistics.
a. 𝑥 > 4 𝐛. 𝑥 < 3 𝐜. 𝑥 ≥ −10 𝐝. 𝑥 ≥ 2
−11
1. 𝑥≥2 10. 𝑥 > 4
3
2. 𝑥 ≥ 11 11. 𝑥 > 2
3. 𝑥< 8 12. 𝑥 > 1

11
4. 𝑥< 13. 𝑥 ≥ −1
5
5. 𝑥 ≤ −16 14. 𝑥 ≥ 3
1
6. 𝑥 < 22 15. 𝑥 ≥ 4
7. 𝑦 ≤9
6
8. 𝑚 > 7
−19
9. 𝑚 > 3
ASSESSMENT
1
Consider the inequalities−4 ≥ 0, 3𝑥 + 5 ≤ 4, −𝑥 − 6 ≤ 1and − 2 𝑥 + 5 > 4. Ask students to
find the solution in more than one way including number line, as assessment for learning.
Moreover, ask students how many solutions each inequality has. You can assess whenever
necessary.
71
3.2. Systems of Linear Inequalities in two Variables

Periods allotted 4
Competencies
• solve system of linear inequalities in two variables by using algebraic operations.
• solve system of linear inequalities in two variables by using graphical method.
Key words: Inequalities, System, Linear, Two variables.
Let the students determine the linear inequality whose graph is described by a shaded region.
Ask them to perform Activity 3.2. Encourage them to use different ways of finding the linear
inequality. In this activity, one possible error that students might commit is the wrong use of
inequality symbol. Let them check their own errors by testing some ordered pairs against the
inequality they have formulated. Emphasize to them also the meanings of the broken and solid
lines.
1. 𝑈𝑠𝑖𝑛𝑔 𝑡ℎ𝑒 𝑔𝑒𝑛𝑒𝑟𝑎𝑙 𝑓𝑜𝑟𝑚 𝑜𝑓 𝑙𝑖𝑛𝑒𝑎𝑟 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 𝑦 = 𝑚𝑥 + 𝑏, where 𝑚 is the slope and 𝑏 is
−𝑏
the 𝑦-intercept. Moreover, the x-intercept is 𝑚
2. On the left side of 𝑦 = 𝑥 + 3 , 𝑦 > 𝑥 + 3 & on the right side of 𝑦 = 𝑥 + 3 , 𝑦 < 𝑥 + 3

Those on the line 𝑦 = 𝑥 + 3 is 𝑦 = 𝑥 + 3
3. c. −𝑥 + 𝑦 ≥ 2
If math software like GeoGebra is available, ask the students to make use of this. GeoGebra is a
dynamic mathematics software that can be used to visualize and understand concepts in algebra,
geometry, calculus, and statistics.
1. a. [−3, 2] b. [2, 7) c. (−5, 0]
2. a)
72
b)
c)
3.
y > 3x − 4
1. {
y ≤ −2x + 5
𝑦 ≥ −3𝑥 − 6
2. {
𝑦 > 4𝑥 − 4
73
 −3
 y  x+4
5
3. 
y  1 x + 3
 3
−3
𝑦< 7
𝑥−1
4. { 4
𝑦> 𝑥+1
5
 1
 y  2 x + 2
5. 
y  − 2 x +1
 3
ASSESSMENT
𝑥−𝑦 ≤2 𝑦 >𝑥+1
Consider the equation { and { and ask students to find the solution, (how
𝑥<𝑦 𝑦<𝑥
many solution does each system of inequality have? Why?, in more than one way (multiple
representation of the solution, including guess, check and graphical method). The significance of
74
representing the solution of linear equations in multiple ways provides the same objective of
more than one form. You can assess whenever necessary.
3.3. Inequalities Involving Absolute Value

Periods allotted 3
Competency
• solve inequalities involving absolute value of linear expression in one variable.
Key words: Inequalities, Absolute value.
The following are the general rules to consider when solving absolute value inequalities:
• Isolate on the left side of the absolute value expression.

• The type of inequality sign determines the format of the compound inequality to be formed.
• Solve the positive and negative versions of the absolute value inequality.
• When the number on the other side of the inequality sign is negative, you either conclude all
real numbers as the solutions, or the inequality has no solution.
Consider |2𝑥 − 4| > −3 and |2𝑥 − 4| < −3. Find the solutions for each. The first has all
real numbers as a solution and the second has no solution.
• When the number on the other side is positive, we proceed by setting up a compound
inequality by removing the absolute value bars.
Consider |2𝑥 − 4| > 3 and |2𝑥 − 4| < 3. For the first inequality, 2𝑥 − 4 > 3 𝑜𝑟 2𝑥 − 4 <
−3. For the second inequality, −3 < 2𝑥 − 4 < 3.
The above red colored on the number line represents −7 < 𝑥 < −1
implies −7 + 4 < 𝑥 + 4 < −1 + 4
75
−3 < 𝑥 + 4 < 3 which in turn represents the absolute value inequality|𝑥 + 4| < 3. You try to
show your students the remaining different types of inequalities ( ≤, >, ≥ ) using different
absolute value inequality.
a. −10 < 𝑥 < 4
b. The set of all real numbers
c. Empty set
7 5
d. 𝑥 > 12 or 𝑥 < 12
e. −7 < 𝑥 < 7
f. 𝑥 < −6 𝑜𝑟 𝑥 > 2
ASSESSMENT
Consider the absolute value inequality |4𝑥 + 2| ≥ 0, |𝑥 − 2| < 10 and |4𝑥 − 2| ≤ −3 and
|−𝑥 + 2| > 8 and ask students to find the solution in more than one way as assessments for
learning. Furthermore, you can ask the number of solutions.
3.4 Quadratic Inequalities

Periods allotted 9
Competency
• solve quadratic inequalities by using product properties.
• solve quadratic inequalities using the sign chart method.
• solve quadratic inequalities using graphs.
Key words: Inequalities, Quadratic.
To solve a quadratic inequality, you apply the method as illustrated in the procedure below:
76
• Write the quadratic inequality in standard form: 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 where 𝑎, 𝑏 𝑎𝑛𝑑 𝑐 are

coefficients and 𝑎 ≠ 0.
• Determine the roots of the inequality.
• You can use case method or product method or graphical method.
• Write the solution in inequality notation or interval notation.
Consider the following as an example.
In solving (𝑥 + 2)(𝑥 − 4) ≥ 0,
Separate into possible cases:
𝑥+2≥0
Case 1: {
𝑥−4≥0
𝑥 ≥ −2 & 𝑥 ≥ 4 . The intersection: 𝑥 ≥ 4. or
𝑥+2≤0
Case 2: { ,
𝑥−4≤0
𝑥 ≤ −2 & 𝑥 ≤ 4. The intersection: 𝑥 ≤ −2
3.4.1 Solving quadratic inequalities using the product
property ( 3 periods)
Competency
• solve quadratic inequalities by using product properties.
1. a) If the signs of both numbers are the same, then the product will be positive.
b) If the signs of the numbers are the different, then the product will be negative.
c) If one of the numbers is zero, then the product is zero.
2. a) (𝑥 − 4)(𝑥 − 4) b) (𝑥 − 3)(𝑥 + 2) c) has no factors in real numbers

𝐝) (3𝑥 − 2)(𝑥 − 5)
77
1. 2 < 𝑥 < 4
2. 𝑥 > 2 𝑜𝑟 𝑥 < −2
3. −3 ≤ 𝑥 ≤ 5/2
4. All real numbers
5. −3/2 ≤ 𝑥 ≤ 4
6. Empty set or no solution
3.4.2. Solving quadratic inequalities using sign chart

(3 periods)
Competency
• solve quadratic inequalities using the sign chart method.
• Solving quadratic inequalities using sign chart is using product properties with the help of
a sign chart in a table or in a number line. You can employ class activity that you used in
activity 3.4 in table form so that you can show inequalities in sign chart.
1. −1 < 𝑥 < 3
2. 𝐴𝑙𝑙 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟𝑠
4
3. 𝑥 < − 3 𝑜𝑟 𝑥 > 1/2
4. 2/5 ≤ 𝑥 ≤ 3/2
5. −5 ≤ 𝑥 ≤ 1
6. 𝑥 < −1 𝑜𝑟 𝑥 > 1/2
7. 𝑥 < −2 𝑜𝑟 𝑥 > 3
8. 𝑁𝑜 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛
ASSESSMENT
Consider the equation 𝑥 2 + 2𝑥 + 1 ≥ 0, 𝑥 2 + 5𝑥 + 6 ≥ 0, 3𝑥 2 + 12𝑥 + 8 > 0 and 4𝑥 2 +
2𝑥 + 1 < 0 and ask students to find the solution in more than one way( product property
method, sign chart method ). Ask also the number of solutions. You can assess whenever
necessary.
78
3.5 Applications on Inequalities

Periods allotted 2
Competency
• Apply inequalities in real life situations.
Key words: Inequalities, Applications.
In Activity 3.6, let the students translate real-life situations into linear inequalities in two
variables. Give emphasis on the meanings of the phrases “less than”, “more than”, “greater
than”, “at most” and “at least”. Let the students differentiate also “less than” and “is less than”
and “more than” and “is more than”. Provide examples on how these are used for students to
understand their differences.
a. 10b + 4p > 180

b. A − M ≥ 10
c. 5r − 5 < h
d. f + e + r ≤ 5,000
Let students broaden their understanding of linear inequalities in two variables as to how they are
used in solving real-life problems. Ask them to perform Activity 3.7. Encourage them to use
different ways of arriving at the solutions to the problems. More importantly, provide them the
opportunities to choose the most convenient way of solving each problem.
a) 5𝑟 + 2𝑐 < 600 b) 5(35) + 2𝑐 < 600. Which gives 𝑐 < 212.5 ≅ 213. The greatest
cost of a kilo of coffee is approximately 𝐵𝑖𝑟𝑟 213
c) 5(34) + 2𝑐 > 600. Hence, 𝑐 > 215. Meskerem has to pay at least Birr 215 for 2 kilos of
coffee.
79
1.
a. 0 < x − 6 < 8 which implies that 6 < x < 14. Or 0 < 6 − 𝑥 < 8 which implies
that −2 < x < 6
b. 2 < 2𝑥 < 12. Hence, 1 < 𝑥 < 6
c. 1 + 2𝑥 > 5 𝑜𝑟 1 + 2𝑥 < 1 . Therefore, 𝑥 > 2 𝑜𝑟 𝑥 < 0
1 1
d. 𝑥 < 2 𝑜𝑟 𝑥 > 5 . Therefore, 𝑥 < 6 𝑜𝑟 𝑥 > 15
3 3
2.
a. 4,800 ≤ 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑊ℎ𝑖𝑡𝑒 𝑏𝑙𝑜𝑜𝑑 𝑐𝑒𝑙𝑙𝑠 𝑝𝑒𝑟 𝑐𝑢𝑏𝑖𝑐 𝑚𝑖𝑙𝑙𝑖𝑚𝑒𝑡𝑒𝑟 ≤ 10,800
b. 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑊ℎ𝑖𝑡𝑒 𝑏𝑙𝑜𝑜𝑑 𝑐𝑒𝑙𝑙𝑠 𝑝𝑒𝑟 𝑐𝑢𝑏𝑖𝑐 𝑚𝑖𝑙𝑙𝑖𝑚𝑒𝑡𝑒𝑟 < 4,800 𝑜𝑟
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑊ℎ𝑖𝑡𝑒 𝑏𝑙𝑜𝑜𝑑 𝑐𝑒𝑙𝑙𝑠 𝑝𝑒𝑟 𝑐𝑢𝑏𝑖𝑐 𝑚𝑖𝑙𝑙𝑖𝑚𝑒𝑡𝑒𝑟 > 10,800
3. First, identify the variables. There are two variables: The number of small cones and the
number of large cones.
s = small cone
l = l arg e cone
The first equation is s + 2l  70 and the second equation is 3s + 5l  120. Solve

simultaneously by graphing both on the same x-y axis.
80
The region in purple is the solution. As long as the combination of small cones and large
cones that Almaz sells can be mapped in the purple region, she will have earned at least
Birr 120 and not used more than 70 scoops of sambusa.
4. Let x be the allowable speed. Then, 45  x  55
5. Let 𝑥 = 𝑡ℎ𝑒 𝑎𝑐𝑡𝑢𝑎𝑙 𝑑𝑖𝑎𝑚𝑒𝑡𝑒𝑟
x − 88.00  0.007 . Solving the absolute value, we have the following:
The range of acceptable diameter for the piston is 87.9993mm  x  88.007
6. Let x be the allowed speed. The absolute value inequality that models this situation is
x − 65  9 . The speed you are allowed to go without getting a ticket is the solution of
x − 65  9 . That is 56  x  74
7. Let x = the longer leg

x − 7 = the shorter leg
x 2 + (x − 7)  132  x 2 − 7 x − 60  0
2
Solve the quadratic equation x 2 − 7 x − 60 = 0

 x = 12, & x = −5 . However, x = −5 can never be a solution. Why?
Therefore, the shorter leg should be at least x − 7 = 12 − 7 = 5 .
8. Let 𝑥 = the width
𝑥 + 3 will be the length of the plot
𝑥(𝑥 + 3) ≤ 18 𝑖𝑚𝑝𝑙𝑖𝑒𝑠 𝑥 2 + 3𝑥 − 18 ≤ 0
Solving the quadratic inequality gives us that the dimensions should be at most 3 by 6
ASSESSMENT
Consider the following question: Alemitu needs to make a rectangular plot which has a perimeter
of at most 100𝑚. The length should be 20𝑚 longer than the width. What are the approximate
possible dimensions of the plot?
Ansewrs to Review Exercise on Unit 3
81
1. If 𝑥 > 𝑦, then 𝑎𝑥 > 𝑎𝑦 𝑓𝑜𝑟 𝑎 > 0. 𝑖. 𝑒 𝑡ℎ𝑒 𝑖𝑛𝑒𝑞𝑢𝑎𝑙𝑖𝑡𝑦 𝑠𝑖𝑔𝑛 𝑛𝑒𝑣𝑒𝑟 𝑐ℎ𝑎𝑛𝑔𝑒𝑠, if multiplied
by 𝑎, then the inequality sign will be changed to " = " and if 𝑥 > 𝑦, then 𝑎𝑥 < 𝑎𝑦 𝑓𝑜𝑟 𝑎 <
0
2. a) {1,2}
3. a) Let 𝑥 𝑏𝑒 𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟, 𝑡ℎ𝑒𝑛 7 + 3𝑥 ≤ 1
b) Let 𝑥 𝑏𝑒 𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟, 𝑡ℎ𝑒𝑛 2𝑦 − 3 ≥ 9

5
4. a. −3 < 𝑥 < 3 b. <𝑥<4 c. 4 ≤ 𝑥 < 7
3
5. a. First find the intersection of the two lines i.e, (2,0).
b. No solution as there is no common intersection region.
82
c.
1 3 3 21
6. a. − 2 ≤ 𝑥 ≤ 2, b. All real numbers c. No solution d. − 2 ≤ 𝑥 ≤ 2
5 7
e. 𝑥 < − 3 𝑜𝑟 𝑥 > 3 f. 2 ≤ 𝑥 ≤ 4, g. 0.0034 ≤ 𝑖 ≤ 0.0038 h. No solution
7. a. 𝑥 < 1 𝑜𝑟 𝑥 > 2 b. −3 ≤ 𝑥 ≤ 5 c. 𝑥 < −3 𝑜𝑟 𝑥 > 1 d. 𝑥 < −8 𝑜𝑟 𝑥 > 0

e. No solution f. All real numbers g. −2 ≤ 𝑥 ≤ 6 h. (−∞, 0) ∪ (3, ∞)
1 1
8. 𝑥 > √3 𝑜𝑟 𝑥 ≤ −√3 a. 𝑟 = 1 𝑎𝑛𝑑 𝑟 = − 9 b. − 9 ≤ 𝑟 ≤ 𝑟 c. No solution
d. All real numbers.

9. D 10. D 11. A 12. C
83
Unit 4
INTRODUCTION TO TRIGONOMETRY
(7 periods)
Introduction
The main task of this unit is to introduce students about trigonometric ratios of sine, cosine and
tangent of some special angles ( 0°, 30°, 45°, 60° and 90°). The unit is subdivided into two
subunits. The topics dealt with in the unit are revision on right-angled triangle and trigonometric
ratios.
Trigonometry was originally developed to solve problems related to astronomy, but soon found
applications to navigation and a wide range of other areas. It is of great practical importance to
builders, architects, surveyors and engineers and has many other applications.
Suppose we lean a ladder against a vertical wall. By moving the ladder closer to the wall, thereby
increasing the angle between the ladder and the ground, we increase the distance up the wall that
the ladder can reach. Since the length of the ladder remains the same, Pythagoras’ theorem
relates the distance up the wall to the distance of the ladder from the base of the wall.
Trigonometry allows us to relate that same distance to the angle between the ladder and the
ground.
Unit Learning Outcomes
After completing the unit, students will be able to:
define sine, cosine, and tangents ratios

find trigonometric values of angles from trigonometric table
Suggested teaching aids for the unit
In addition to the student’s textbook and the teacher’s guide, you are advised to prepare and
bring into the class the following materials whenever the topic requires.
84
Teaching aids: pair of compass, protractor, scissors, thin card boards, colored markers, drawing
papers, Calculator, cm rulers. It is also possible to use various mathematical software such as
Geometer’s Sketchpad, Mathematica, geogebra, etc. whenever they are available.
4.1 Revision on Right-angled Triangle

Periods allotted: 2 periods
Competencies
At the end of this subunit, students will be able to:
define a right-angled triangle
identify the hypotenuse, opposite and adjacent of a right-angled triangle
describe the basic properties of a right-angled triangle
Introduction
This sub-unit deals with revising right angled triangle with its properties. Students have already
studied about triangles, and in particular, right triangles, in their earlier grades. So to begin, it is better to
motivate the students by giving an insight of the unit. Ask students to list triangles in particular
right-angled triangle models of their environment. Following these discussion you can formally
start the topic.
Possible teaching aids for the subtopic
Use ruler and protractor to construct different right angle triangles.
Right triangle and Pythagoras theorem Periods allotted: 1 period
1.
a. 162 + 𝑥 2 = 192 , solving for 𝑥, 𝑥 2 = 192 − 162 = 361 − 256 = 105 so that 𝑥 = √105
b. 𝑥 2 + 𝑥 2 = 82 , solving for 𝑥 we have 2𝑥 2 = 64 hence 𝑥 = 4√2
c. 52 + 𝑥 2 = 102 , solving for 𝑥 we get 𝑥 2 = 102 − 52 = 100 − 25 = 75, 𝑥 = 5√3
2.
a. 𝐴𝐶 is a perpendicular bisector for an isosceles triangle 𝐴𝐵𝐷 so that 𝐴𝐶 = 12. Hence using
right angled triangle 𝐴𝐵𝐶, we use Pythagoras theorem. That is: 122 + 𝑥 2 = 132 ,
𝑥 = √132 − 122 = √25 = 5

b. 𝐴𝐵 2 + 𝑥 2 = 32 . Since 𝐷𝐴𝐶 is an isosceles triangle 𝐵𝐷 bisects 𝐴𝐶 so that 𝐴𝐵 = 2 .
85
Hence, 𝑥 2 = 9 − 4 results 𝑥 = √5.

c. Using 22 + 𝐴𝐶 2 = (2√5)2, 𝐴𝐶 = 4. Again for a 𝐴𝐶 2 + 𝐶𝐷2 = 𝐴𝐷2 ,we get
𝑥 = √40 = 2√10.
Conversion of the Pythagoras theorem Periods allotted: 1 period

1.
a. The possible candidate to be the legs of a triangle be the smallest two sides, 4 and 6 and
the hypotenuse may be 8. Let us check it using Pythagoras theorem.
42 + 62 = 52 , compare it with 82 = 64. 52 ≠ 64 . So that the given sides cannot be
sides of a right-angled triangle.
2 2 2
b. √2 + √3 = √5 , so that √2, √3 𝑎𝑛𝑑 √5 are sides of a right angled triangle.
2
c. 1,2, √3 are sides of a right angled triangle since 12 + (√3) = 22 .
2 2
d. √3 + √6 = 9 = 32 , so that √3, √6 𝑎𝑛𝑑 3 are sides of a right angled triangle.
2.
a. To check whether a triangle is a right angled triangle or not. The largest side is 28 and the
other two sides are 19 and 20. Let us test whether 192 + 202 is equal to 282 or not.
Observe that 761 ≠ 784. Hence the triangle is not right- angled triangle.
b. The largest side is 25 and the other two sides are 24 and 8. Let us test whether 82 + 242 is
equal to 252 or not. Observe that 640 ≠ 625. Hence the triangle is not right- angled
triangle.
c. The largest side is 65 and the other two sides are 33 and 56. Let us test whether 332 + 562
is equal to 652 or not. Observe that 4,225 = 4,225. Hence the triangle is right angled-
triangle.
Assessment
You can assess the students by drawing different triangles on graph paper and ask them to
identify the right angled-triangle either by applying Pythagoras theorem or measuring angle
using protractor.
86
4.2 Trigonometric Ratios

Competencies
At the end of this sub unit students will be able to
find trigonometric values of angles from trigonometric table.
solve word problems related to trigonometric ratios.

determine sine, cosine and tangent of angles between 0°and 90°from a trigonometric
table.
Introduction
The main objective of this subunit going to be about trigonometric ratios and problem solving
with trigonometry. The definitions of sine, cosine and tangent for some special acute angles
(0°, 30°, 45°, 60° 𝑎𝑛𝑑 90°) to be determined using Pythagoras theorem. Students can use
trigonometry to enrich their mind and expand their thinking, but more practically trigonometry
can be used in surveying, engineering problems, stock market trends or may be business cycles.
Furthermore, needs the basics of trigonometry to apply for the next units and other subjects like
Physics.
At this level you will focus on the trigonometric ratios of sine, cosine and tangent for the above
special angles. Reading values from a trigonometric table for angle (𝜃) between 0° ≤ 𝜃 ≤ 90°
will be discussed. You also design a lesson to determine lengths (height) of their surrounding
using the trigonometric ratio. For example you may give field work to students to determine the
height of the flag pole of their school using trigonometry.
You can start the lesson by asking oral questions about like ‘Is it possible to determine the
height of Mountain Ras Dashen without measuring it?’ or similar question and use the questions
and graphs available on the students’ textbook. Then define the trigonometric ratio and support
with examples.
Possible teaching aids for the subtopic
Use ruler and protractor to construct different right angle triangles. Use different colored chalk
for the acute angles. If the school has a computer lab, you can use geogebra software to check to
see length of sides of a triangle and measure of angles of a triangle.
87
Trigonometric ratios Periods allotted: 1 period

From the given figure, we can apply the definition and determine the trigonometric ratios of sine,
cosine, and tangent as follows
12 5 12
a) sin 𝐴 = 13 , cos 𝐴 = 13 𝑎𝑛𝑑 tan 𝐴 = .
5
6 8 6
b) sin 𝐴 = 10 , cos 𝐴 = 10 𝑎𝑛𝑑 tan 𝐴 = 8.
1 2 1
c) sin 𝐴 = , cos 𝐴 = 𝑎𝑛𝑑 tan 𝐴 = 2.
√5 √5
1
1. a. We have right angled triangle of the following type. Given that sin 𝐴 = 2, this is to mean
the side ratio of 𝐵𝐶 to the hypotenuse 𝐴𝐶 is 1:2,so using

Pythagoras theorem,
𝐴𝐵 2 + 𝐵𝐶 2 = 𝐴𝐶 2 . It results 𝐴𝐵 = √22 − 12 = √3.
𝐴𝐵 √3 𝐵𝐶 1
Hence, cos 𝐴 = = and tan 𝐴 = = .
𝐴𝐶 2 𝐴𝐵 √3
Figure 4.1
b. You can follow similar procedure to that of (a).

2
Given that cos 𝐴 = 3, that is the ratio of sides 𝐴𝐵 to 𝐴𝐶 is 2:3,
so that using Pythagoras theorem we can determine 𝐵𝐶.
𝐵𝐶 = √32 − 22 = √5.
Figure 4.2
𝐵𝐶 √5 𝐵𝐶 √5
Hence, sin 𝐴 = 𝐴𝐶 = and tan 𝐴 = 𝐴𝐵 =
3 2
c. You can construct similar right angled triangles and get the length of the hypotenuse is 3√5 .
1 6 2√5
Hence, sin 𝐴 = 𝑎𝑛𝑑 cos 𝐴 = = .
√5 3√5 5
2 1
d. cos 𝐴 = 𝑎𝑛𝑑 tan 𝐴 = 2.
√5
88
Trigonometric values of basic angles Periods allotted: 1 period

1.
∠𝐴 = 30° ∠𝐴 = 45° ∠𝐴 = 60°

sin 𝐴 1 1 √3
2 √2 2
cos 𝐴 √3 1 1
2 √2 2
tan 𝐴 1 1 √3
√3 222
2. a. The triangle is an isosceles right triangle and so that = 𝑦 . 𝑥 2 + 𝑥 2 = (13√2)2 , solving

for , we get 𝑥 = 𝑦 = 13 .
b. Similar to (a) above we obtain 𝑦 = √14
c. Using trigonometric ratio for 30° or 60°, we obtain 𝑥 = 10 and 𝑦 = 10√3.
d. Using trigonometric ratio for 30° or 60°, we obtain 𝑥 = 16 and 𝑦 = 8√3.
e. Using trigonometric ratio for 30° or 60°, we obtain 𝑥 = 10 and 𝑦 = 20.
f. We can determine 𝑎 and 𝑐, we use the smaller triangle which is an isosceles right triangle.
Here, 𝑎 = 𝑐, 𝑎2 + 𝑎2 = (5√2)2 . Solving for 𝑎 we get 𝑎 = 𝑐 = 5. Using this value on
the second triangle , we obtain 𝑏 = 10 and 𝑑 = 5√3.
g. 𝐵𝐶 = 12 and 𝐴𝐵 = 10 since 𝐴𝐵𝐶𝐸 is a rectangle. Using trigonometric ratio for
30° or 60° , we obtain 𝐶𝐷 = 10 and 𝐸𝐷 = 10√2.
Trigonometric Ratios of 𝟎𝟎 and 𝟗𝟎𝟎

To begin the next lesson, you might ask oral questions whether students understood how to
determine the trigonometric ratios of 30°, 45° 𝑎𝑛𝑑 60° . Then after tell them the trigonometric
ratios of 0° and 90° without any derivation.
If an outstanding student needs the derivation here is the approach of determining trigonometric
ratios of 0° and 90°.
Let us also see what happens to the trigonometric ratios of angle 𝐴, if it is made smaller and
smaller in the right angle triangle 𝐴𝐵𝐶. As ∠𝐴 gets smaller and smaller, the length of the side
𝐵𝐶 decreases.
89
The point 𝐶 gets closer to point 𝐵, and finally when ∠𝐴 becomes very close to 0°, 𝐴𝐶
becomes almost the same as 𝐴𝐵 (see fig 4.3).
Figure 4.3
𝐵𝐶
When ∠𝐴 very close to 0°,𝐵𝐶 gets very close to 0, so that, the value of sin 𝐴 = 𝐴𝐶 is very close
𝐴𝐵
to 0. Also when ∠𝐴 is very close to 0°, 𝐴𝐶 is nearly the same as 𝐴𝐵 so the value of cos 𝐴 = 𝐴𝐶
is very close to 1. This helps us to see how we can define the values of sin 𝐴 and cos 𝐴 when the
measure of ∠𝐴 is equal to zero degree. We define sin 0° = 0 and cos 0° = 1. Using these, we
sin 0°
have tan 0° = cos 0° = 0.
Now, let us see what happens to the trigonometric ratios of ∠𝐴, when it is made larger and larger
in ∆𝐴𝐵𝐶 till it becomes 90°. As ∠𝐴 gets larger and larger, ∠𝐶 gets smaller and smaller.
Therefore, as in the case above, the length of the side 𝐴𝐵 goes on decreasing. The point 𝐴 gets
closer to point 𝐵. Finally when ∠𝐴 is very close to 90°, ∠𝐶 becomes very close to 0° and the
side 𝐴𝐶 almost coincides with side 𝐵𝐶 (see figure 4.4 below).
Figure 4.4
When ∠𝐶 is very close to 0°, ∠𝐴 is very close to 90°, side 𝐴𝐶 is nearly the same as side 𝐵𝐶,
and so sin 𝐴 is very close to 1. Also when ∠𝐴 is very close to 90°, ∠𝐶 is very close to 0°, and
the side 𝐴𝐵 is nearly zero, so cos 𝐴 is very close to 0.
So, we define: sin 90° = 1, cos 90° = 0 and tan 90° is undefined (apply definition of
trigonometric ratio).
90
At this level focus on the value rather than how derive it on the trigonometric ratios for
0° and 90°.
Trigonometrical values of angles from a table Periods allotted: 1 period

a. 0.390731 b. 0.374606 c. 7.115376
Determining angle from a table for a given value Periods allotted: 1 period

1. a. 77° b. 10° c. 50° d. 64°
2. The base is 8 cm and the height is 5cm, so to determine the angle between the hypotenuse and the base
5 cm
say 𝜃 we use tan 𝜃 = = 0.625 therefore, 𝜃 = 32°.
8 cm
Revision and application problem Periods allotted: 1 period

Students have no previous experience regarding to trigonometric ratios. So it is better to revise
the unit and give at least one or two application problem. These problems can be taken either
from the review exercise or from text books or materials.
Assessment
You can assess the students by providing different acute angles for students and determine sine
cosine and tangent from the trigonometric table. You can also give more applicable problems
related to their environment besides given on the text book.
Answer for Review Exercises on Unit Four
1. a. False ( it could also greater than 1).
b. False (the ratio could not be greater than 1)
c. True
d. True
2. In the given triangle ∆𝐴𝐵𝐶, right angled at 𝐵 as shown in figure 4.5 below. Given that
𝐴𝐵 = 24 𝑐𝑚, 𝐵𝐶 = 7𝑐𝑚,. Using Pythagoras theorem = √(24)2 + 72 = 25 . Now we are
asked to determine
91
7 24
a. sin 𝐴 = 25, 𝑐𝑜𝑠𝐴 = 25 ,
24 7
b. sin 𝑐 = 25 , cos 𝑐 = 25
Figure 4.5
3. a. 0.309017 b. 0.544639 c. 2.904214
4. All 𝐴, 𝐵 and 𝐶 are properties of right-angled triangles. For acute angle 𝜃 the value of cos 𝜃 is
between 0 and 1. Hence, the answer is D.
sin 𝜃
5. tan 𝜃 = cos 𝜃 = 1 implies 𝜃 = 45°. Answer is D, since tan 𝜃 ≠ sin 𝜃.
6. Let us consider a right angle triangle 𝐴𝐵𝐶 as shown in Figure 4.6 below which satisfy the
condition given in the problem. Using Pythagoras theorem
√5 2
𝐴𝐶 = √5 unit. Hence, cos 𝜃° = and tan 𝜃° = . The
3 √5
other acute angle of this triangle that is 𝑚(∠𝐵) = 90° − 𝜃°.

For this angle, the adjacent side has length 2 unit and the
2
hypotenuse is 3 unit.So that cos(90° − 𝜃°) = 3. Also if we Figure 4.6
2 √5
compare the two values, sin 𝜃° = 3 and cos 𝜃° = . sin 𝜃° < cos 𝜃°. Hence from above
3
alternatives the correct one answer is 𝐵

7. Let the tower be 𝐶𝐷 and the two women be located
at 𝐴 and 𝐵 respectively as shown in figure 4.5 below.
Here. 𝐴𝐵 ⊥ 𝐶𝐷 and let 𝐴𝐶 = 𝑥 and 𝐶𝐵 = 𝑦.
What we need to determine is 𝑥 + 𝑦.
Using trigonometric ratio,
150 150
tan 60 ° = 𝑎𝑛𝑑 tan 30° = .
𝑥 𝑦
150 Figure 4.7
So that 𝑥 = tan 60°, that is 𝑥 = 50√3 m
150
and 𝑦 = tan 30°, that is 𝑦 = 150√3 m. So that, 𝑥 + 𝑦 = 200√3 m. Hence the answer is C.
8. You can search from the table, the approximate degree is 85°.
92
9. The angle of elevation is 60° (the observer is at the bottom and the angle is
measured from the horizontal to the line of observation. We immediately get

ℎ
tan 60° = 50𝑚. Hence,
h = tan 60° × 50𝑚
ℎ = 50√3 m.
Figure 4.8
10. The figure 4.9 shows the top of the building 𝑃.The boat 𝑆 and the base of the building 𝐵. Let
𝑆𝐵 = 𝑥 𝑚 be the distance of the boat from the building. By alternating angles ∠𝐵𝑆𝑃 = 25°.
Figure 4.9
a. Hence, using the trigonometric ratio of tangent we can determine 𝑥 as follows

𝑃𝐵 60𝑚 60
tan 25° = = so that 𝑥 = ≈ 129 m
𝑆𝐵 𝑥𝑚 tan 25°
b. If 𝑆𝐵 is determined we can able to get the distance between 𝑃 and 𝑆 using Pythagoras
theorem.
That is,𝑃𝑆 = √(𝑆𝐵)2 + (𝑃𝐵)2 = √(129)2 + (60)2 ≈ 142 m
11. The height of the building is 𝐻 = ℎ1 + ℎ2 . Given that
ℎ1 = 1.74𝑚 , 𝜃 = 63° and the distance from the man to the building 100𝑚 .
Now let us determine ℎ2 .
2 ℎ
From the right angled triangle 𝐴𝐵𝐶, tan 63° = 100𝑚 .
So that ℎ2 = 100𝑚 × tan 63° = 196.26𝑚.

Hence, the height of the building is
𝐻 = ℎ1 + ℎ2 = 1.74𝑚 + 196.26𝑚 = 198𝑚.
Figure 4.8
93
Unit 5
REGULAR POLYGONS (12 periods)
Introduction
In this unit, the basic geometric notions learned in lower grades are strengthened. Students had
an experience about triangles, quadrilaterals and other polygons. Hence, those concepts will be
revised before directly approaching regular polygons. Students should recapitulate the definition
of parallelogram, rectangle, rhombus, square and trapezium. Students will discover various
patterns involving the sum of the measure of interior and exterior angles of regular polygons,
and use these patterns to develop a set of rules. Finally, they should be able to derive area and
perimeter formulae for regular polygons.
identify regular polygons
calculate area of regular polygons
calculate perimeter of regular polygons.
find the measure of each interior or exterior angle of a regular polygon
understand properties of regular polygons.
Suggested Teaching Aid for unit 5

This unit deals geometric figures so that different teaching aids should be used in order to the
concepts through visualization. So the following are some of the materials needed for the
teaching learning process of this unit
Colored chalks, markers, graphical papers, ruler, compass and protractor, model of triangles and
other polygons.
Order students to construct models of regular polygon as a group work. While doing such group
work check the participation of each student either by following their activity or asking different
94
verifying questions . It is also advisable to show these regular polygons using mathematical
software like Geogebra, Matlab or any related software found in the school computer
laboratory.
5.1 Sum of Interior Angles of Convex Polygons

Competencies
➢ formulate conjectures about interior angles of polygons.

➢ explore the relationship of the number of sides to its interior angles of polygons.
➢ define interior angles of polygons.
➢ identify concave and convex polygons.
Introduction
Students have learned about triangles, quadrilaterals, and other polygons in lower grades. You
need to provide different activities to recall the different properties of these integrals. Specially
give stress to make students be familiar on the sum the measure of interior angles of a triangle is
180° . Because this is the basics for the subsequent subunits. Ask oral questions frequently to
check your students follow up at each lesson.
The approach to deliver the lesson first giving activities which lead to the definition or certain
conclusion and then provide appropriate example.
The main objective of this subunit is to arrive at the following conclusion.
Sum of the measure of interior angles of 𝒏 sided polygon is equal to (𝒏 − 𝟐)𝟏𝟖𝟎𝟎 .
You will start from a triangle and reach to every n- gon polygon. Start the lesson by giving
activity 5.1.
Answer to Activity 5.1
1. A triangle is a polygon with 3 sides and 3 vertices.

2. A quadrilateral is a 4 sided polygon with 4 vertices.
Example:- square, rectangle, rhombus, trapezium
3. A plane figure that has 5 sides and corners
95
1. 9 2. Decagon
3. There are many options, one of them could be the following
4. The remaining polygon is a triangle
1. Concave
2. a. heptagon, concave d. heptagon, concave
b. decagon, convex e. 11-sided polygon, concave
c. octagon, convex f. nonagon, concave

From their lower grade mathematics some of them may try to respond the following, if they are
not able to reflect it, tell the student you will answer these questions after the following lessons.
1. 180°
96
2. 360°
3. Yes
4. By dividing into a number of triangles using a fixed vertex.
1. 5
2. For hexagon, 𝑛 = 6 so that the sum of the measure of interior angles is (𝑛 − 2) × 180°, so
that the sum of interior angles of a hexagon is 4 × 180° = 720°.
Similarly, for heptagon ( 𝑛 = 7), the sum of interior angles of a hexagon is 5 × 180° =
900°.
Answer to Exercise 5.4
1. We use a formula which states as the sum of interior angles of 𝑛-gon polygon is (𝑛 −
2) × 1800 .
a. For 𝑛 = 7, the answer is 900° .
b. For 𝑛 = 9, the answer is 1,260°.
c. For 𝑛 = 12, the answer is 1800°
2. Given that (𝑛 − 2) × 1800 = 1,440°, solving for 𝑛 ,we get 𝑛 = 10.
3.
Polygon Measure of Measure of Measure of Measure of Measure of Measure of
st nd rd th th
1 angle 2 angle 3 angle 4 angle 5 angle 6th angle
Triangle 34° 96° 50°
Quadrilateral 100° 45° 105° 110°
Pentagon 80° 105° 90° 80° 185°
Hexagon 110° 190° 140° 178° 62° 40°
4. The pentagon and the hexagon are concave whereas the triangle and a quadrilateral are
convex polygons.
Assessment
You can assess students by giving different polygons made from hard paper and asking them to
check the sum of interior angles of a polygon. This could be done in groups and they can reflect
after they get an answer to the class.
97
5.2. Sum of Exterior Angles of Convex Polygons

Competencies
define exterior angles of a convex polygon

determine the sum exterior angles of a polygon
Introduction
In subsection 5.1 you discussed how to determine the sum of interior angles of a polygon. In
this subsection you will present lessons to define and show the procedure to reach a conclusion
of determining the sum of exterior angles of a polygon. You facilitate the lesson by asking oral
questions, leading the activity and making the class active. Give much time to students to
discuss each other when they try to derive the formula. At last the main students reach to a
conclusion that the sum of exterior angles of a polygon is 360°.
It is given just to initiate students to know about exterior angles of a polygon. It will be
discussed after defining exterior angles of a triangle which is similar to figure 5.7 on the student
textbook.
1.
98
2. a. False b. True c. True
The sum of the measure of exterior angles of a hexagon is 360°.
1. First determine the measure of the 5th remaining angle (say, 𝑥) of the pentagon. We know
that the sum of the interior angles of a pentagon is (𝑛 − 2) × 180 = 3 × 180° = 540°.
Subtract the sum of the measure of these 4 angles from 540° . Hence, we get the remaining
angle measure is equal to 155° .
Now the measure of each exterior angle
corresponding to the interior angles
95°, 100°, 120°, 70° 𝑎𝑛𝑑 155° is
85°, 80°, 60°, 110° 𝑎𝑛𝑑 25° respectively.
Figure 5.1
2. From the figure 5.2 below , we will find the value of 𝑥° and 𝑦° using, the idea of sum of
interior angles of a triangle, the supplementary angle to 160° is 20° .The supplementary
angle of 𝑦° is 𝑥°. Hence, 160° = 2𝑥°, that is 𝑥° = 80°, so that 𝑦° = 100°
Figure 5.2
99
5.3 Measures of each Interior Angle and Exterior Angle of a

Regular Polygon
Periods allotted:2 periods
Competencies
define a regular polygon

determine each interior and exterior angle of a regular polygon
Introduction
In the previous two subunits students have studied how to get the sum of the measure of interior
and exterior angles of 𝑛-sided polygon. In this subunit you will define formally regular polygon
after activity 5.4. Following the definition, you can help students to list some regular polygons
from their environment, like the honeycomb mentioned in the students textbook. Finally lead
the students to derive a formula to determine the measure of each interior and exterior angles of
a regular polygon.
The given polygons have congruent sides and congruent interior angles.

(6−2)×180°
1. i) The regular hexagon has 6 sides so that each interior angle measures = 120°
6
360°
and each exterior angle measures = 60°.
6
ii) A regular octagon has 8 congruent sides, so the measure of each interior angles is
(8−2)×180°
= 135°.
8
2. For both cases 180°.
100
5.4. Properties of Regular Polygons

Competencies
find the line of symmetries of a regular polygon
calculate the perimeters of regular polygons.
calculate the areas of regular polygons.
Introduction
In this sub-unit students are required to find lines of symmetry of regular polygons, calculate the
perimeter and area of a regular polygon.
To begin a lesson, students will recall what they have learned about symmetry of different
figures by using activity and then give the formal definition of symmetry and line of symmetry.
On the next subsequent lessons, students should be assisted to explain a circumscribed polygon
about a circle and inscribed polygon in a circle. Review definitions of central, interior and
exterior angles. Ask students to define.
Central Angle: the angle formed by two adjacent vertices and the center of the polygon.
Interior Angle: the angle inside formed by two adjacent sides of a polygon.
Exterior Angle: the supplement of an interior angle of a polygon.
The main objective of this subunit is to derive the following formula inductively.
For 𝑛 −sided regular polygon inscribed in a circle of radius 𝑟, length of side 𝑠, apothem 𝑎,
perimeter 𝑃 and area 𝐴 are determined by
180° 180°
1. 𝑠 = 2𝑟 sin ( ) 2. 𝑎 = 𝑟 cos ( )
𝑛 𝑛
180° 1
3. 𝑃 = 2𝑛𝑟 sin ( ) 4. 𝐴 = 2 𝑎𝑃
𝑛

1.
Figure 5.3
101
From figure 5.3 one can easily observe that

Equilateral triangle has 3 lines of symmetries and the isosceles triangle has 1 line of
symmetry.
2. The number of lines of symmetry depends both on the number of sides of a polygon and
the nature of the polygon. For example, in the above case both figures have the same
number of sides but with different numbers of lines of symmetry.
1.
Note that: For a trapezium, the line of symmetry is 1 for the case of isosceles trapezium as
shown above and no line of symmetry if it is not isosceles.
2 A regular octagon has 8 lines of symmetry
3.
a. False ( For example consider a rectangle, which is not regular but has line of symmetry)
b. True
c. True
d. False ( There is no lines of symmetry passing through its sides)
e. True
Assessment
Use the graph paper and construct different polygons. Ask students to determine the number of
lines of symmetry (they may cut out and check it by folding) , determine the measure of each
interior and exterior angles using a protractor.
1. Construct the following plane figures
a. A right angled triangle with sides 6 cm and 8 cm.
b. A square of side 10 cm.
102
c. An equilateral triangle of side length 7 cm
F
i
g
u
Figure 5.4
2 . Help students to practice to inscribe and circumscribed about the above plane figures.
Figure 5.5
4 For regular polygons it is possible to construct such circles.

360°
1. a for 𝑛 = 10 , the measure of each central angle is = 36°.
10
360°
b. similarly for 𝑛 = 15, its central angle is = 24° .
15
2. You need to determine the number of sides of a regular polygon where its central angle is
360°
12°, so that = 12°. Hence, 𝑛 = 30.
𝑛
360°
3. We check whether 𝑐𝑒𝑛𝑡𝑟𝑎𝑙 𝑎𝑛𝑔𝑙𝑒 a positive integer is or not.
360°
𝐚. = 60 , yes we can get a 60 sided regular polygon
6°
b. No regular polygon with this central angle

c. No regular polygon with this central angle
103
1. Given that a square is inscribed in a circle of radius 4 cm. We need to

determine the side of the square (𝑠), apothem (𝑎), perimeter (𝑝) and
area of a square (𝐴) .
Consider triangle 𝑂𝐺𝐶, 𝑚(∠𝑂𝐶𝐺)=45°.
𝑎
Hence, sin(∠𝑂𝐶𝐺) = 4. ⟹ 𝑎 = 2√2 cm.
𝐺𝐶 𝐺𝐶
cos( ∠𝑂𝐶𝐺) = 𝑂𝐶 = . ⟹ 𝐺𝐶 = 2√2 cm.
4
Therefore, 𝑠 = 𝐵𝐶 = 2 × 2√2 = 4√2 cm. The perimeter of

Figure 5.6
a square 𝑝 = 4𝑠 = 4 × 4√2 = 16√2 cm.
1 1
The area of the square is 𝐴 = 4 × 2 × 𝑎 × 𝑠 = 4 × 2 × 2√2 × 4√2 = 32 cm2 .
2. Given that an equilateral triangle is inscribed in a circle of radius. We need to determine the
side of the square (𝑠), apothem (𝑎), perimeter(𝑝) and area of an
equilateral triangle (𝑨) in terms of 𝑟 .
Consider triangle 𝑂𝐺𝐶, 𝑚(∠𝑂𝐶𝐺)=30°.
𝑎 𝑟
Hence, sin(∠𝑂𝐶𝐺) = 𝑟 . ⟹ 𝑎 = 2.
𝐺𝐶 𝐺𝐶 √3
cos( ∠𝑂𝐶𝐺) = 𝑂𝐶 = . ⟹ 𝐺𝐶 = 𝑟 .
𝑟 2
√3
Therefore, 𝑠 = 𝐵𝐶 = 2 × 𝑟 = √3𝑟.
2
Figure 5.7
The perimeter of a triangle = 3𝑠 = 3 × √3𝑟 = 3√3𝑟 .
1 1 √3 27
The area of the triangle is 𝐴 = 3 × 2 × 𝑎 × 𝑠 = 3 × 2 × × 3√3𝑟 = 𝑟.
2 4
1. Given that 𝑛 = 10, and 𝑟 = 8 cm we need to find

180° 180°
i) apothem 𝑎 = 𝑟 cos ( ) = 8 cm × cos ( ) ≈ 7.608 cm
𝑛 10
180° 180°
ii) perimeter 𝑃 = 2𝑛𝑟 sin ( ) = 2 × 10 × 8 cm × sin ( ) ≈ 49.443 cm
𝑛 10
1
iii) area 𝐴 = 2 𝑎𝑃 ≈ 188.081 cm2 .
104
2. Since the central angle is 60°, we can find the number of sides of the regular polygon. That
360°
is = 60° ⇒ 𝑛 = 6, it is a regular hexagon. For regular hexagons, the side length of the
𝑛
polygon and the radius of the circle are the same. So that 𝑟 = 𝑠 = 9 cm.
3. Yes it is correct. In the construction of apothem, the radius is the hypotenuse of a right-
angled triangle and apothem is one of the perpendicular legs of this right triangle. Hence,
the hypotenuse is always the largest side of the right triangle, so it can never be shorter than
either of the other two sides.
Assessment
You can use the review exercise for assessment of the subunit.
Summary
You have to recall the basic concepts in the unit orally. Summarize the main points of the unit.
Focus on the topics how to determine the measure of internal and external angle of convex
polygon, properties of regular polygons, area and perimeter of regular polygons inscribed in a
circle. To check whether they understood or not provide the review exercise. Arrange a tutorial
class and observe their reflection on the review exercise.
Answer for Review Exercises
1. a. False (take rectangle)

b. True
c. False ( take a circle which is symmetric but not a polygon)
d. False ( a right angle triangle can be inscribed in a circle with the hypotenuse as a
diameter).
e. True
f. True
2 a. First let us find he supplementary angle to 𝑥. From the picture the supplementary angles
of the given exterior angles 64°, 125°, 𝑎𝑛𝑑 150°
are 116°, 55° 𝑎𝑛𝑑 30° , respectively.
Therefore,
𝑥 = 360° − (116° + 55° + 30°) = 21°
Figure 5.8
105
b. It is a six sided polygon so that the sum of interior angles of this polygon is 720°.
Then, 20𝑥 = 720° ⇒ 𝑥 = 36°.
Figure 5.9
C. First let us find 𝑝 and 𝑞 and then 𝑟.
𝑝 = 180° − 81° = 99°.

𝑞 = 180° − 68° = 112°.
Since the polygon is a pentagon, the sum of the
measure of interior angles of the polygon is 54°.
Hence, 𝑟 = 540° − (99° + 165° + 110° + 112°)
Figure 5.10
3. i) Suppose the measure of exterior angle be 𝐸 and the measure of interior angle be 𝐼, given that
𝐸 = 𝐼, since at each vertex of a polygon 𝐸 + 𝐼 = 180° ⇒ 2𝐸 = 180° so that 𝐼 = 90°. Now
360°
determine the polygon, that is 𝑛 = = 4. Hence, the regular polygon is a square.
90°
ii) Again let the measure of exterior angle be 𝐸 and the measure of interior angle be 𝐼, given that
𝐸 = 2𝐼, since at each vertex of a polygon 𝐸 + 𝐼 = 180° ⇒ 3𝐼 = 180° so that 𝐼 = 60°. Now
360°
determine the polygon, that is 𝑛 = 120° = 3. Hence, the regular polygon is an equilateral triangle.
4. This is another way of asking to can we get a positive integer 𝑛 which satisfy (𝑛 − 2) ×
180° = 26 × 90°? Solving for 𝑛 , we got 𝑛 = 15. So the answer is yes, and it is possible.
5. The sum of exterior angles of any polygon is 360°. 80° + 70𝑛° = 360° (since one exterior
angle is 80° and the rest are 70°each). Solving for 𝑛 we obtain 𝑛 = 4. This is to mean, the
polygon is 5 sided with four of its sides are congruent one with different sizes.
6. Let the interior angle of a pentagon be 2𝑥, 3𝑥, 5𝑥, 9𝑥 𝑎𝑛𝑑 11𝑥 for a five the corresponding
ratios of interior angles 2: 3: 5: 9: 11. Since it is a pentagon the sum of the measure of
106
interior angles of a polygon is 540° . Therefore, 2𝑥 + 3𝑥 + 5𝑥 + 9𝑥 + 11𝑥 = 540°.

Solving for 𝑥 we obtain 𝑥 = 18°. Hence, the interior angles of a polygon are
36°, 54°, 90°, 162° 𝑎𝑛𝑑 198°. The given polygon is concave since one of the interior angle
is greater than180°.
7. For a regular hexagon, the length of side (𝑠) and radius (𝑟) of a circle circumscribing it is
1
the same. That is = 𝑠 . So that let us use the formula 𝐴 = 2 𝑎𝑝 =
1 180° 180°
𝑟𝑐𝑜𝑠 ( ) . 2𝑛𝑟𝑠𝑖𝑛 ( ), where 𝑛 = 6, 𝑟 = 10 unit.
2 𝑛 𝑛
1 180° 180°
= 2 × 10 unit × 𝑐𝑜𝑠 ( ) . 2 × 6 × 10 unit × 𝑠𝑖𝑛 ( ) = 150√3 unit 2 .
6 6
Hence, the answer is ‘C’.

8. The formula to determine perimeter (𝑝) of an 𝑛 − sided regular polygon is 𝑝 = 𝑛𝑟 .The
unknown term is 𝑟. To determine 𝑟 , we use the area formula
1 1 180° 180°
𝐴 = 2 𝑎𝑝 = 2 𝑟𝑐𝑜𝑠 ( ) . 2𝑛𝑟𝑠𝑖𝑛 ( ). It was given that 𝑛 = 6 and 𝐴 = 96√3 cm2 . We
𝑛 𝑛
1 1 180° 180°
need now to determine 𝑟. 96√3 cm2 = 2 𝑎𝑝 = 2 × 𝑟𝑐𝑜𝑠 ( ) . 2 × 6 × 𝑟 × 𝑠𝑖𝑛 ( ) which
6 6
results 𝑟 2 = 64 cm2 . Since 𝑟 represent radius we took the positive result. So that 𝑟 = 8 cm.
180°
Hence, using 𝑝 = 𝑛𝑟 = 6 × 8 cm = 48 cm. (you can also use 𝑝 = 2𝑛𝑟 sin ( ) ).
𝑛
Answer is ‘A’
9. A. Number of non-crossing diagonals from 1 vertex of 𝑛 − sided regular polygon is 𝑛 − 3.
Hence a regular octagon has 8 − 3 = 5 diagonals.
B. The sum of the measures of all interior angles is (𝑛 − 2) × 180° = 1080° .
C. The sum of the measures of all its central angles is 360° .

360° 360°
D. The measure of each exterior angle is = = 45° .
𝑛 8
So the correct answer is ‘B’.

10. Answer is ‘D’ since the sum of the measure exterior angles is 360° .
11. The sum of the measure of exterior angles of a regular polygon is 360° . Hence, the
360°
measure of each exterior angle is where 𝑛 is the no of sides of a polygon. Therefore
𝑛
360°
40° = results 𝑛 = 9. So that the answer is ‘B’.
𝑛
107
12. The perimeter of a regular 𝑛 −sided polygon inscribed in a circle of radius 𝑟 is obtained
180°
by 𝑝 = 2𝑛𝑟 sin ( ). It is given that 𝑛 = 5 and 𝑟 = 10 cm. Therefore,
𝑛
180° 180°
𝑝 = 2𝑛𝑟 sin ( ) = 2 × 5 × 10 cm × sin ( ) = 100 × sin 36° = 59 cm. So that the
𝑛 5
answer is ‘D’.
360°
13. We need to check whether we get a positive integer 𝑛 which satisfy = 50°. Here, we
𝑛
get 𝑛 = 7.2 which could not be number of sides of a polygon. Therefore, there is no regular
polygon with this exterior angle.
14. Given that the diameter of the square is 5√2 cm. Using Pythagoras theorem, we can
determine the length of side of the square as 2𝑠 2 =50, where 𝑠 stands for the length of side
of the square. Solving for 𝑠 we get 𝑠 = 5𝑐𝑚.So that the perimeter of the square is 𝑃 = 𝑛𝑠,
that is 𝑝 = 4(5 cm) = 20 cm.
15. At each vertex, the sum of interior and exterior angle is 180°. Since it is regular polygon, let
𝜃 the exterior angle ( it is the same for all vertex). Hence at any vertex 165° + 𝜃° = 180°
results 𝜃 = 15°. By the property of regular polygon, the measure of each exterior angle is
360° 360°
where 𝑛 the no of sides of a polygon is. Hence, = 15° results 𝑛 = 25.
𝑛 𝑛
16. The two pentagons are regular so that, the measure of each interior angle is
(𝑛−2)180° 3×180°
= = 108°. Also an equilateral triangle is ∆𝐷𝐸𝐹 and each interior angle
𝑛 5
measure 60°. At vertex 𝐸,

𝑚(∠𝐴𝐸𝐼) + 𝑚(∠𝐼𝐸𝐹) + 𝑚(∠𝐷𝐸𝐹) + 𝑚(∠𝐷𝐸𝐴) = 360°
⇒ 𝑚(∠𝐴𝐸𝐼) + 108° + 60° + 108° = 360°
⇒ 𝑚(∠𝐴𝐸𝐼) = 360° − 276° = 84°.
17. Since the polygon is regular, each side has equal length, the perimeter 𝑝 = 𝑛𝑠 where 𝑛 is
number of side of a polygon and 𝑠 be the length of the side. Given that 𝑝 = 143 unit
143𝑢𝑛𝑖𝑡
and𝑠 = 11 𝑢𝑛𝑖𝑡. So that 𝑛 = = 13. Hence the polygon is 13-gon.
11 𝑢𝑛𝑖𝑡
18. Consider figure 5.11. We need area of the shaded region.

Given that the length of radius be 8 cm. Using the right angle triangle and applying
Pythagoras theorem, the apothem is 4 cm.
108
And the length of side of a n equilateral triangle is = 8√3 cm .

Hence, area of the shaded region=area of the circle-area of an
equilateral triangle
1
⇒ 𝐴𝑆ℎ𝑎𝑑𝑒𝑑 𝑟𝑒𝑔𝑖𝑜𝑛 = 𝜋𝑟 2 − 𝑝𝑎
2
1
⇒ 𝐴𝑠ℎ𝑎𝑑𝑒𝑑 𝑟𝑒𝑔𝑖𝑜𝑛 = (3.14)(64 𝑐𝑚2 ) − 2 (3 × 8√3)(4𝑐𝑚) = 117.92 𝑐𝑚2 .
Figure 5.11
(𝑛−2)×180°
19. For each interior angle we use a formula and for each exterior angle we
𝑛
360°
use where n is the number of sides of a polygon.
𝑛
The maximum exterior angle is possible when 𝑛 is the least possible number. The least
possible number of side of a polygon is 𝑛 = 3. Using this in the interior angle formula we
find each interior angle of an equilateral triangle is 60°, so that the maximum possible
exterior angle is 120°. No other regular polygon has such property.
20. Suppose one of the sides of the octagon be 𝐴𝐵 as shown in figure 5.12
The central angle is ∠𝐴𝑂𝐵 where 𝜃 is half of it. For regular

360°
octagon the measure of a central angle is = 45°, so
8
that 𝜃 = 22.5°. The length of side of the stop sign is
𝐴𝐵 = 40𝑐𝑚 so that 𝐴𝐷 = 20𝑐𝑚. Now the apothem

(𝑎 ) will be determined as
𝐴𝐷
tan 22.5° = ⇒which implies 𝑎 ≈ 48.2843 cm.
𝑎
Hence, the area of the stop sign will be
determined by using the formula

1
Figure 5.12
𝐴 = 2 𝑎𝑃 where 𝑝 is the perimeter and 𝑎 is apothem.
𝑝 = 𝑛𝑠 = 8 × 40 cm = 320 cm
1
Therefore, 𝐴 = 2 (48.2843 cm)(320 cm) ≈ 7,725.488 cm2 .
So that the area of the stop sign is 7,725 cm2 to the nearest integer.
109
Unit 6
CONGRUENCY AND SIMILARITY (15 periods)
Introduction
Within the field of mathematics, and in particular geometry, congruency and similarity are
related terms. Congruence basically means that two figures or objects are of the same shape and
size. Even though congruent objects are identical, their orientations with respect to one another
and their physical coordinates in a plane or three-dimensional space, may often be different.
Similarity means that two figures or objects are of the same shape, though usually not of the
same size. For example, two circles will always be similar because by definition they have the
same shape. If the circles have radii of different lengths, however, they will not be congruent.

identify similar figures;
distinguish between congruent and similar plane figures;
state and use the criteria for similarity of triangles viz. AAA, SSS and SAS;
prove the Pythagoras Theorem;
prove that if a line is drawn parallel to one side of a triangle then the other two sides are
divided in the same ratio;
apply these results in verifying experimentally (or proving logically) problems based on
similar triangles.
6.1 Revision on Congruency of Triangles

Periods allotted: 1 Period
Competencies
Use the postulates and theorems on congruent triangle in solving related problems.
Key words: Congruency, Triangles
In case of congruent triangles-

• All the sides of one triangle must be equal to the corresponding sides of another triangle.
110
• All the angles of one triangle must be equal to the corresponding angles of another
triangle.
• All the vertices of one triangle must be corresponding to the vertices of another triangle.
In the above triangles,

If, ∆ABC ≡ ∆FDE then
• Corresponding vertices are – ∠A ↔ ∠F, ∠B ↔ ∠D and ∠C ↔ ∠E
• Corresponding angles are - ∠A ↔ ∠F, ∠B ↔ ∠D and ∠C ↔ ∠E
• Corresponding sides are – AB ↔ FD, BC ↔ DE and AC ↔ FE
Remark: It is the order of the letters in the names of congruent triangles which tells the
corresponding relationships between two triangles. If we change it from ∆ABC ≡ ∆FDE to
∆BCA ≡ ∆FDE, then it is not necessary that the two triangles are congruent as it is important
that all the corresponding sides, angles and vertices are same.

a. If two triangles are congruent, then they have the same shape and size.
b. Their corresponding angles and sides are congruent.
c. ii, ∠𝐴 ≡ ∠𝐷 because it leads to an established congruence theorem called 𝐴𝑆𝐴.
a) True b) False c) Triangles A and B, B and C, A and C are congruent

d) ∠D = 45°, ∠B= ∠E = 180 − (85 + 45) = 50
b & e ( by SAS), d & f ( by SSS)
111
Ask students to relate AAS with one of SSS, SAS or ASA congruency theorem. Consider the
triangles below.
No two triangles are congruent by AAS
a) 1 & 5, 3 & 6, 2 & 4

b)
i. The three sides are congruent to the corresponding three sides. From SSS congruency,
ABC is congruent to PQR
ΔABC≡ΔPQR
ii. Two angles and included side are equal ,so from ASA congruence, ABC is congruent
to PQR
ΔABC≡ΔPQR
iii. Two sides are equal but the angle is not the included ,so ABC is not congruent to
PQR
iv. Two sides are equal and included angle is equal so from SAS congruence, ABC is
congruent to PQR
ΔABC≡ΔPQR
v. Two angles and other side are equal ,so from AAS congruence, ABC is congruent to
PQR
ΔABC≡ΔPQR
vi. Just two sides are congruent, So ABC is not congruent to PQR
vii. Just two( of course three) angles are equal, there is no information about side, and So
ABC is not congruent to PQR
112
viii. Two angles are congruent and included side is equal. So from ASA congruence,
ABC is congruent to PRQ
ΔABC≡ΔPQR
ASSESSMENT
homework/assignments, exercises and problems on identifying congruency of triangles and/or
tests/quizzes. Consider two triangles drawn in a grid. Ask students whether they are congruent or
not? Ask them to explain the reason.
6.2 Definition of Similar Figures

Periods allotted 2
Competencies
• define similar plane figures.
Key words: Similar, figures
1. Having the same number of sides does not necessarily mean that the triangles are similar.
2. If two plane figures have the same area they may not be similar. For instance, a triangle and
a rectangle could have equal area; however, they are not similar. On the other hand, if two
triangles are congruent, then they have equal area and also are similar.
False. Consider an equilateral and a square. They have different shapes; hence they cannot be
similar.
a) 𝑥 = 12 𝑎𝑛𝑑 𝑦 = 18
b) 72 𝑐𝑚𝑠
4 2
c) The common ratio of their corresponding sides is 6 = 3. 𝐵𝐶 = 3𝑐𝑚
a. True
113
b. False
c. True
d. False
e. True
f. True
g. True
h. False
i. True
ASSESSMENT
homework/assignments, exercises and problems on definition of similar figures and/or
tests/quizzes. Consider two hexagons. Ask students to determine whether the hexagons are
similar or not and generalize for all regular n-gons. Ask them to explain why?
6.3. Theorems on Similar Plane Figures

Periods allotted 2
Competencies
• apply the SSS, SAS and AA similarity theorems to prove similarity of triangles
Key words: Theorem, Similar, plane figures.
If GeoGebra (You can get it in some universities or you can download in the internet) is
available at your school, please show the students how similarity of figures (or /and congruency)
can be easily visualized.
The quadrilaterals are not only similar but also congruent. Why? Because the corresponding
angles and the corresponding sides are not only proportional but also congruent. The triangles
are similar. Why? Because the corresponding angles are congruent and the corresponding sides
are proportional.
114
Show for students by checking the answers using Geogebra, Mathlab, mathematica or similar
tools. Please appreciate students to use IT in mathematics.
(a) The two triangles are similar because the corresponding angles are congruent and the
ratios of the corresponding sides are congruent.
(b) The pairs in (1) are similar by AA similarity theorem. The pairs in (2) are not similar
𝐴𝐵 𝐵𝐶 𝐴𝐶 2
a) Since 𝐷𝐸 = 𝐸𝐹 = 𝐷𝐹 = 3, by SSS, the triangles are similar.
b) (1) The pairs of the triangles are similar by SSS. (2) are not similar. (3) similar by SSS.
Answers to Exercise 6.10a
a) By SAS similarity theorem, the two triangles are similar.

b) There are no two similar triangles.
𝐽𝐹 𝐺𝐻 𝐽𝐹 4.4
c) ∠𝐷 = ∠𝐼 = 1160 and Since the polygons are similar, = . = . 𝐽𝐹 =
𝐸𝐴 𝐵𝐶 4.4 2.2
8.8. Similarly, IJ = 6.4

Answers to Exercise 6.10b
1. a) ∆ABE~∆ACD by 𝐴𝐴 similarity theorem

BC AC AB BC 20
b) = DF = DE. Therefore, = 15. Hence, BC = 16
EF 12
2. When two triangles are congruent, their corresponding angles and corresponding sides are
congruent. Two triangles are similar, if they have the same shape. When two triangles are
congruent, then they are similar.
BI IG BG
3. ̂≡H
a) B ̂ , Î ≡ A
̂, G
̂≡T
̂ & = =
HA AT HT
3 5
b) The scale factor is or 3
5
c) HT = 35
d) IG = 27
115
̂ B ≡ DE
4. a. From the figure, CA ̂F & CB
̂ A ≡ DFF̂E . So ∆ABC~∆EFD, that is the triangles
are similar by AA similarity theorem.
b. x = 8.
20
5. 𝐚) 𝑥 = 5√3 𝑎𝑛𝑑 𝑦 = 5√6. 𝐛) 𝑥 = 9
14
𝐜) 𝑥 = . 𝐝) 𝑥 = 16, 𝑦 = 8√5 𝑎𝑛𝑑 𝑧 = 8√5
3
6. a) ∆ABE~∆CDE by AA similarity theorem

b) ∆AED & ∆BEC
AB BE AE 10 7
c) = DE = CE . Hence, = CE. Therefore, CE = 15.4. This implies that AC = AE + CE.
CD 22
So, AC = 7 + 15.4 = 22.4

7. Consider ΔABC be a right angel triangle.
To prove: AC2 = AB 2 + BC2
Draw BD perpendicular to AC.

∆ADB~∆ABC by AA similarity theorem.
AB AD
Hence, = AB . Therefore, AB2 = (AC)(AD)…………..(i)
AC
and ∆BDC~∆ABC by AA similarity theorem.

BC DC
Hence, AC = . Therefore, BC2 = (AC)(DC)…………….(ii)
BC
Adding (i) and (ii), we have AB2 + BC2 = (AC)(AD) + (AC)(DC)

AB2 + BC2 = AC[AD + DC] = (AC)(AC)
Hence, The pythagoras theorem, AC2 = AB 2 + BC2
8. ∆ACB~∆ADC by AA similarity theorem.
AC BC AB b a c
Hence, i. = DC = . So, = p = b. Therefore, pc = ab
AD AC x
116
ab a2 b2 a2 b2
ii. p = implies that p2 = = a2 +b2. Taking the reciprocal, we get
c c2
1 a2 +b2 1 1 1 1 1
= = a2 + b2. Hence, = a2 + b2
p2 a2 b2 p2
9. Drop a perpendicular from E to their common base and produce other two smaller right
triangles. Use similarity of the original right triangles with the newly produced right
triangles. Finally, you will get the perpendicular distance from the point of intersection E to
15
their common base is h = . Observe that the answer is independent of the length of the
8
common base. Is there any other method to solve this problem? Use the cross-ladder
1 1 1
theorem i.e.h = AB + CD, where AB and CD are the parallel legs of the two right triangle.
1 1 1 15
= 5 + 3 . Solving for h we have h = . What can you conclude? The answer is equal to
h 8
the product of the two parallel legs of the right triangles divided by their sum.
ASSESSMENT
homework/assignments, exercises and problems on similarity theorems and/or tests/quizzes.
Consider any two triangles with two pairs of their respective sides are proportional and one pair
is not proportional. Ask students whether the triangles are similar or not. Consider two triangles
with two pairs of proportional sides and non-included angles. Ask students whether the triangles
are similar or not and ask them to explain why?
6.4. Ratio of perimeters of similar plane figures

Periods allotted 2
Competencies
• discover the relationship between the perimeters of similar plane figures and use this
relationship to solve related problems.
Key words: Ratios, Perimeters, similar plane figures
When two plane figures are similar, the reduced ratio of any two corresponding sides is called
the scale factor of the similar figures. Give enough number of similar plane figures including
triangles and let the students conclude the ratios of the perimeters of the similar plane figures is
the same as the ratio of the corresponding sides.
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For example, consider the following:
The triangles above are congruent. ∆GHI~∆JKL by AA similarity theorem.

GH HI GI 6 10 8 2
= KL = . = 15 = 12 = 3. Therefore, the ratio of their perimeter is
JK JL 9
6+8+10 24 2
= 36 = 3
9+12+15
1. Ratio is a comparison of two or more quantities (magnitudes) of the same kind and in the
same unit
2. A scale factor is simply a number that multiplies the dimensions of a shape. This can make a
shape larger or smaller. Larger shapes will have a scale factor greater than one. On the other
hand, smaller shapes will have a scale factor less than one. So, if the scale factor is three,
then the dimensions of the new shape will be three times larger than that of the original. If
the scale factor is half, then the dimensions of the new shape will be two times smaller than
that of the original.
3. Use pattern blocks, as indicated in activity 6.4 in the text, to make a figure whose
dimensions are 2, 3, and 4 times greater than those of the original figure and generalize it.
Form different groups to do this activity.
4. As can be seen from the pattern, as the sides are doubled the perimeters are also doubled and
so on. Therefore, the ratio of their perimeter is equal to the ratio of their corresponding sides.
However, from the pattern given, one can conclude that the ratio of their area is equal to the
ratio of the square of their corresponding sides.
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2 1
1. 𝑇ℎ𝑒 𝑟𝑎𝑡𝑖𝑜 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑚𝑎𝑙𝑙𝑒𝑟 𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒 𝑡𝑜 𝑡ℎ𝑒 𝑙𝑎𝑟𝑔𝑒𝑟 = 6 = 3
2. 3: 5 𝑜𝑟 5: 3
3. 2: 3 𝑜𝑟 3: 2
4. Doubling the side lengths of a rectangle doubles its perimeter.
5. Quadrupling the side lengths of a rectangle quadruples its perimeter.
11 4 5 14
6. , , and , respectively.
6 7 8 9
ASSESSMENT
homework/assignments, exercises and problems on ratios of perimeters of similar plane figures
and/or tests/quizzes. Consider two pairs of regular pentagons with each side length equal to 3
units and 5 units. Ask the students the following questions: Are the two regular pentagons
similar? Find the ratio of the perimeters of the pentagons. Ask them to generalize the problem.
6.5. Ratio of areas of similar plane figures

Periods allotted 3
Competencies
• discover the relationship between the areas of similar plane figures and use this' relationship
to solve related problems.
Key words: Ratios, Areas, similar plane figures.
How do changes in dimensions of similar geometric figures affect the areas of the figures? Use
pattern blocks, as indicated in activity 6.4, to make a figure whose dimensions are 2, 3, and 4
times greater than those of the original figure and then generalize it. Form different groups to do
this activity.
Consider the similar triangles below:
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In the figures above, ∆PQR~∆STU by AA similarity theorem.

Area of ∆PQR 5 2 25
Area of ∆STU
= (8) = 64 . Area of ∆PQR = 30
(64)(30) 4
Area of ∆STU = = 76 5
25
1. From the pattern given, one can conclude that the ratio of their area is equal to the ratio of the
square of their corresponding sides.
3.7 1 9.2 1 1 2 1
2. Ratio of thier sides = 7.4 = 2 . Ratio of thier areas = 36.8 = 4 = (2) = 4 (If you
drag any orange dot (vertex) at P, Q, R, you will get similar triangles. Would you please use
GEOGEBRA)
Answers to Exercise 6.12a

62 6 2 9
The ratio of the areas of the rhombi is 102 = (10) = 25
Answers to Exercise 6.12b
6 3 1
1. = 2 𝑜𝑟 =3
3 6
2. The scale factor is 8: 7 and the ratio of their perimeters is8: 7

3. The ratio of their circumferences is 2: 3 𝑜𝑟 3: 2 and the ratio of their areas is 4: 9 𝑜𝑟 9: 4
4. The scale factor is 5: 6 and the ratio of their perimeters is 5: 6.
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5. The area of the second triangle is 108 square unit.

6. The length of the corresponding side of the smaller triangle is 24𝑐𝑚.
7. Doubling the side lengths of a rectangle quadruples its area.
8. Quadrupling the side lengths of a rectangle multiplies its area by Quadruple Square.
9. a. Find the ratio of the area of the page to the area of the picture.
Area of the page length of the page 2 8 2 4 2 16
= (length of the picture) = (6) = (3) =
Area of the picture 9
16
Therefore, the area of the page is 9
times greater than the area of the picture.

16
b. Multiply the area of the picture by .
9
16
45 ( 9 ) = 80
Hence, the area of the page is 80 square units.

16
The area of the page is times the area of the
9
picture. Why greater? As page/ picture, which

is the scale factor (16/9), is greater than 1; the
area of the page is greater than the area of the
picture.
10. A triangle with an area of 10 square meters has a base of 4 meters. A similar triangle has
an area of 90 square meters. What is the height of the larger triangle?
Area of the smaller triangle base of the smaller triangle, b1 2 10 10 2
=( ) = =( )
Area of the larger triangle base of the larger triangle, b2 90 b2
Hence, the larger triangle has base, b2 = 30 meters . Hence, area of the larger triangle
1 1
which is90 = 2 (base)(height). Hence, 90 = 2 (30)(height). Therefore, the height of
the larger triangle is equal to 6 meters.
ASSESSMENT
homework/assignments, exercises and problems on ratios of areas of similar plane figures. and/or
tests/quizzes. Consider two pairs of hexagons with each side length equal to 3, 6, 2, 4, 5, 2 and 9,
18, 6, 12, 15, 6. Ask the students the following questions: Are the polygons similar? Find the
121
ratio of the areas of the hexagons. Ask them to generalize the problem and the solution.
6.6. Construction of similar figures

Periods allotted 3
Competency
• able to construct similar figures.
Key words: Construction, Similar figures.
1. A scale factor is simply a number that makes a shape larger or smaller.

2. Assist students in drawing parallel line segments.
3. If the scale factor is greater than1, the figure to be constructed will be larger. If the scale
factor is less than1, the figure to be constructed will be smaller. If equal to 1, the newly
constructed figure is congruent to the original.
You guide your students by following step by step guidance. There are three cases.
Case (i): Scale factor 2
This is the common case that they learned in primary level.
The other two cases are explained below along with the required steps.
Case (ii)
𝟓
Construct a triangle similar to the given triangle 𝐴𝐵𝐶 for example, with scale factor 𝟑.
5 5
Here, scale factor 3 means, the new triangle will have side lengths 3 times the corresponding side
lengths.
Steps of construction:
Step 1: Construct the triangle 𝐴𝐵𝐶 as given below:
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Step 2: Draw a ray 𝐵𝑋 making an acute, acute with the base 𝐵𝐶 and mark 5 points 𝐵1 , 𝐵2 , 𝐵3 ,
𝐵4 , 𝐵5 on 𝐵𝑋 such that 𝐵𝐵1 = 𝐵1 𝐵2 = 𝐵2 𝐵3 = 𝐵3 𝐵4 = 𝐵4 𝐵5 .
Step 3: Join 𝐵3 𝐶 and draw a line 𝐵5 𝐶′ such that 𝐵3 𝐶 is parallel to 𝐵5 𝐶′ , where 𝐶′ lie on the
produced 𝐵𝐶.
Step 4: Now draw another line parallel to 𝐴𝐶 at 𝐶′ such that it meets the produced 𝐵𝐴 at 𝐴′.
123
Hence, ∆𝐴′𝐵′𝐶′ is the required triangle similar to the ∆𝐴𝐵𝐶.
Case (iii)
𝟑
Construct a triangle which is similar to ∆𝐴𝐵𝐶 with scale factor 𝟓.
3 3
Here, scale factor 5 means, the new triangle will have side lengths 5 times the corresponding
side lengths of the given triangle. Consider the triangle 𝐴𝐵𝐶 below:
Steps of Construction:
1. Draw a ray 𝐵𝑋 which makes an acute angle with 𝐵𝐶 on the opposite side of vertex 𝐴.
2. Locate 5 points on the ray 𝐵𝑋 and mark them as𝐵1 , 𝐵2 , 𝐵3 , 𝐵4 , 𝐵5 on 𝐵𝑋 such that
𝐵𝐵1 = 𝐵1 𝐵2 = 𝐵2 𝐵3 = 𝐵3 𝐵4 = 𝐵4 𝐵5.
3. Join 𝐵5 𝐶
4. Draw a line parallel to 𝐵5 𝐶 through 𝐵3 (since 3 is the smallest among 3 and 5) and mark
𝐶′ where it intersects with 𝐵𝐶.
5. Draw a line through the point 𝐶′ parallel to 𝐴𝐶 and mark A’ where it intersects AB.
6. 𝐴′𝐵𝐶′ A is the required triangle.
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Apply those discussed above to construct similar triangles with the given scale factor.
ASSESSMENT
homework/assignments, exercises and problems on construction of similar plane figures and/or
tests/quizzes. Consider a triangle with sides 3, 4 and 5. Construct a triangle similar to the given
triangle.
6.7 Applications of similarity

Periods allotted 2
Competencies
• solve real life problems using the concepts of similarity and congruency.
• discover the relationship between the area of similar plane figure and use this relationship
to solve related problems.
Key words: Application, Similarity.
Merema is standing outside next to a flagpole. The sun casts a 4 m. shadow of Merema and a 7 m
shadow of the flagpole. If Merema is 1.5m tall, how tall is the flagpole? Without a ladder and
measuring stick, you may think that solving this problem is impossible. However, finding the
solution may be easier than you think. For this problem, and others like it, solving becomes a
matter of similar triangles.
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Without actually measuring the height of the triangle, using similarity of triangles, the length of
10
the top of the ladder from to the ground is 3
Answers to exercise 6.14

1.8 2.4
Find two similar triangles ∆AEC~∆BDC. Then, 𝐵𝐷 = , which implies that the height of Abdi’s
2
brother is 𝐵𝐷 = 1.5𝑚
1. 3𝑚
2. 4.05𝑚
3. 150𝑐𝑚
4. 10𝑚
5. 5𝑚
6. 𝐢. AC2 + BC2 = AB2 … … … … Pythagoras theorem
𝐢𝐢. AC2 + QC2 = AQ2 … … … … Pythagoras theorem
𝐢𝐢𝐢. PC2 + QC2 = PQ2 … … … … Pythagoras theorem
𝐢𝐕. PC2 + BC2 = BP 2 … … … … Pythagoras theorem
Adding ii) and iv), we get AQ2 + BP2 = AC2 + QC2 + PC2 + BC2
AQ2 + BP2 = (AC2 + BC2 ) + (QC2 + PC2 )
AQ2 + BP2 = AB2 + PQ2
7. 31.2 𝑐𝑚
8. 17m
ASSESSMENT
homework/assignments, exercises and problems on applications of similar plane figures.
and/or tests/quizzes. Consider a 13m ladder lying on a 12m vertical wall. Ask students to find the
length from the foot of the ladder to the wall.
126
Solutions to Review Exercises on Unit 6
1. ∆ABE ≡ ∆CBD by 𝐴𝑆𝐴. Hence, AE ≡ CD

2. By 𝑅𝐻𝑆, ∆ADB ≡ ∆ADC. Hence, BD ≡ CD. Therefore, 𝐴𝐷 bisects 𝐵𝐶
3. ∆ABP ≡ ∆ABQ by RHS. Hence, BP ≡ BQ
4. Consider the triangle below. Line segment 𝐷𝐸 is Parallel to line segment 𝐵𝐶( given). Hence,
∠𝐴𝐷𝐸 ≡ ∠𝐴𝐵𝐶 and ∠𝐴𝐸𝐷 ≡ ∠𝐴𝐶𝐵. So, ∆ADE~∆ABC
5. Consider the triangle below satisfying all the conditions
Since the segment joining the mid-points of the sides of a triangle is half of the third side. Therefore,
1
DE = AB implies DE = AF = BF … … . (i)
2
1
EF = BC implies EF = BD = CD … … . (ii)
2
1
DF = AC implies DF = AE = EC … … . (iii)
2
Hence, in ∆DEF and ∆AFE
DE = AF, DF = AE and EF = FE, so, ∆DEF ≡ ∆AFE by 𝑆𝑆𝑆
Similarly, ∆DEF ≡ ∆FBD ≡ ∆EDC. Consequently, they are similar.
6. Consider the quadrilateral 𝐴𝐵𝐶𝐷 and its mid-points 𝑃, 𝑄, 𝑅, 𝑎𝑛𝑑 𝑆 as follows:
127
1. AP = PB………………. Given
2. BQ = QC………………. Given
3. PQ//AC……………1), 2)……Triangle mid segment theorem
1
4. PQ = 2 AC………….1), 2) Triangle mid segment theorem
5. AS = SD………………..Given
6. CR = RD………………..Given
7. SR//AC………….…5), 6), Triangle mid segment theorem
1
8. SR = 2 AC………...…5), 6),Triangle mid segment theorem
9. SR = PQ …….4), 8), Transitive property of equality

10. SR//PQ…3), 7) Two lines parallel to a third are parallel to each other.
11. 𝑃𝑄𝑅𝑆 is a Parallelogram (Quadrilateral with two opposite sides that are parallel
& equal)
7. Consider the triangle below:
Since ∠𝐵𝐴𝐶 ≡ ∠𝐴𝐷𝐶 and ∠𝐶 ≡ ∠𝐶, △ 𝐴𝐷𝐶 ∼ △ 𝐵𝐴𝐶 by 𝐴𝐴 similarity theorem.

AD DC AC
Hence, we get = = implies AC2 = CB. CD
BA AC BC
8. Since 𝐿 and 𝑀 are the mid-points of 𝐴𝐵 and , we get AL = LB and BM = MC.

Take △ 𝐿𝐵𝐶 and apply Pythagoras theorem. (LB)2 + (BC)2 = (LC)2 implies
AB 2 BC 2
( 2 ) + ( 2 ) = (LC)2
After simplification, we get 4LC2 = AB2 + 4BC2
128
9. If two triangles are similar, then the ratio of their area is equal to the ratio of the square of the
A S 2 12 2 4
corresponding sides. Hence, A1 = (S1) = (18) = 9. So, the ratio is 4: 9
2 2
10. If two triangles are similar, then the ratio of their area is equal to the ratio of the square of the
A 2.5 2 5 2 25
altitudes. Hence, A1 = (3.5) = (7) = 49. So, the ratio is 25: 49.
2
11. The distance between the tops of the poles is 13 ( use construction then Pythagoras’s theorem). From
17 x+12
the problem, you will get two similar triangles (By construction). Then,12 = , where x is the
x
distance from the foot of the smaller pole to the ground after the extension of the line segment joining
the two topes.
12. Let L be the length of the ladder. Then, L2 = 62 + 82 = 100 implies L = 10
13. Consider the equilateral triangle below:
Use the Pythagoras theorem for △ ABE. AB2 = AE 2 + BE 2 . Let x be a side of the
𝑥
equilateral triangle. AB = x, BE = 2 . Then, AE 2 = AB2 − BE 2.
x 2 x2
AE 2 = x 2 − (2) implies AE 2 = 3 4 .
Hence, 4AE 2 = 3x 2 . Therefore, three times the square of a side equals four times
the square of a median for any equilateral triangle.
14. If two triangles are similar, then the ratio of their areas equals the square of the ratio of their
60 4
corresponding base. Let b be the base of the smaller triangle. Therefore, 50 = b
10
Hence, the corresponding base of the smaller triangle is b = .
3
15. 𝐶
16. 𝐵
17. 𝐴
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Unit 7
VECTORS IN TWO DIMENSIONS (14 periods)
Introduction
In our day to day life, we come across many queries such as:-How old are you? What is the
distance between city A and B? How should a football player hit the ball to give a pass to
another player of his team? Here are the possible answers: It could be 40 years and for the first
and 50 km for the second. In both cases, the reply is a quantity that involves only one value
(magnitude) which is a real number. Such quantities are called scalars. However, an answer to
the third query is a quantity (called force) which involves muscular strength (magnitude) and
direction (in which another player is positioned). Such quantities are called vectors. In
mathematics, physics and engineering, we frequently come across with both types of quantities,
namely, scalar quantities such as length, mass, time, distance, speed, area, volume, temperature,
work, money, voltage, density, resistance etc. and vector quantities like displacement, velocity,
acceleration, force, weight, momentum, electric field intensity etc. So, this unit introduces the
basics of vector and scalar quantities. After they identify the two quantities, they are expected to
represent vectors of two dimensions and perform operations on them (addition, subtraction and
scalar multiplication of vectors). Discussion on operation of vectors will be conducted
graphically and in terms of component position vector. For such quantities, trigonometric ratio is
important to describe the direction of the vector, so order your students to revise the unit four. In
each of the problem try to relate the discussion with practical problem.
conceptualize vectors in the sense of direction and magnitude
symbolically.
perform operations on vectors.
130
Suggested Teaching Aids for unit 7

Students have different experience about the measurement and different types of physical
quantities. Ask students to list such physical quantities even from other science subject lessons.
Most of the quantities in the list might be visible, you can consider them as a teaching material
and they can imagine them without bringing the object or the material to the class room. For
instance on the main road cars and people are moving in opposite direction, which might be
taken as parallel vectors with opposite direction.
For this unit, the students need to bring rulers, compass, protractor, colored pen and other
important instruments and use it whenever necessary. You need to use colored chalk (different
colored markers if you are using white board) and use graphical paper.
If the school has a computer laboratory, use geogebra, matlab or any related mathematical
software.
7.1 Vector and Scalar Quantities

Competencies
define scalar quantity

define vector quantity
differentiate vectors from scalar quantities
Introduction
The main concern of this sub unit is introducing vectors and scalars. Students have experience
about the physical quantity even though they did not categorize them as vectors and scalars. So
that after completion of this subunit, students are expected to differentiate vectors from scalars.
Teaching notes
To understand about the previous knowledge of students on about vector and scalar quantity, ask
students a question like ‘Can you give me any physical quantity you know from your
environment or from other science classes?’ Then list each of them on the blackboard, which
might be part of activity 7.1. Then give time to think and reflect which of them need direction
131
and which of them do not need direction. While you are asking the question of listing physical
quantities, they may reflect different unit of measurement. Encourage them to express their idea
freely.
a. There are different answers, some of them may be

Mass, height, velocity, force, density, speed, temperature, energy, acceleration, etc
b. This activity will help students to categorise quantities to scalar and vector, so help
students that the list of physical quantities have the same property, that is property of a
material or a system which is quantified by measurement.
They differ and could be categorized as those which has direction and do not have
direction.
1. D ( from definition of vector quantity)

2. C
3. i) Scalar ii) Scalar iii) Vector iv) Scalar
v) Scalar vi) Vector vii) Scalar viii) Vector
Assessment
Ask oral question to determine whether the given physical quantity is a scalar or vector. Also
give certain time to think and list some scalar and vector on a piece of paper individually.
Exchange these papers and distribute randomly. Then invite some students to read the list from
the paper and decide whether the given answer is correct or not.
7.2 Representation of a Vector

Competencies
At the end of this subunit, students will be able to:-
represent a vector geometrically

explain magnitude and direction of a vector
132
determine magnitude and direction of vectors

representation of a vector using column vector representation
define parallel vectors
identify parallel vectors
Introduction
In the previous subunit, students are familiar with scalars and vectors. In this subunit, students
will discuss about representation of vectors and determine the magnitude and direction of a
vector. They will also learn about different types of vectors like equal vectors and parallel
vectors.
Teaching Notes
Here you can start your discussion by asking a question:- How do we represent a vector? Some
students may reflect it correctly some of them may not. Since they know what a vector mean, we
need a certain representation, So, inform students about the importance of representation
graphical representation of vectors using examples and defining column vector in two
dimension.
1. a. 𝑐⃗ b. 𝑏⃗⃗ c. 𝑎⃗, 𝑏⃗⃗, 𝑐⃗, 𝑑⃗ and 𝑓⃗

2. a. False b. False c. True

1 3 2
1. a. 𝑎⃗ = ( ) , 𝑏⃗⃗ = ( ) and 𝑐⃗ = ( )
3 2 −2
b . |𝑎⃗| = √12 + 32 = √10 , |𝑏⃗⃗| = √32 + 22 = √13 , |𝑐⃗| = √22 + (−2)2 = √8 = 2√2
2. |𝑎⃗| = √(3 − 1)2 + (5 − 2)2 = √13 , |𝑏⃗⃗| = √(6 − 3)2 + (1 − 1) = √9 = 3
and |𝑐⃗| = √(7 − 5)2 + (8 − 3)2 = √29 .
1. You can have the answer (a),(b) and (c) together.
133
Figure 7.1
a. To determine the magnitude of this vector a student can measure the length using
a ruler or use distance formula , that is
𝐴𝐵 = √(5 − 1)2 + (5 − 1)2 = √32 = 4√2 unit.
b. Check it using protractor from the doted vertical line to the vector, it is 45°.
c. The direction of ⃗⃗⃗⃗⃗⃗
𝐴𝐵 is 𝑁45°𝐸.
2.
Figure 7.2
Assessment
To assess students you can use home work.
134
7.3 Vector Operations

7.3.1 Addition of vectors Periods allotted: 3 periods
Competencies
determine the sum of given vectors
determine the difference of two vectors
Introduction
In the previous subunit students are able to represent and determine magnitude and direction of a
vector. In this sub-unit students will study the first two operations, addition and subtraction using
Triangle Law and Parallelogram Law.
Teaching Notes
A vector is a quantity which has both magnitude and direction. In subunit 7.3, students have
discussed many types of vectors. So, they need to apply their understanding for operation of
vectors. For example, consider parallel vectors which are conidial. their sum will be adding the
magnitude and take the direction, whereas for those conidial vectors in opposite direction leads
to the concept of subtraction of one vector from another. In this subunit we expect students to
add and subtract vectors using triangle law and parallelogram law. The lesson will be delivered
by using activities and providing illustrative examples.
1. a. Yes, it is possible
b. Yes, it is possible
This is just to encourage students. They can add and subtract vectors. Addition and
subtraction of vectors will be delivered in the subsequent lessons.
2.
Figure 7.3
135
a. The student’s journey is described in the above figure 7.3 above, she moved from home
to school ( 800 𝑚) to the East, represented by ⃗⃗⃗⃗⃗⃗
𝐴𝐵 , then from school to market 400m to
⃗⃗⃗⃗⃗⃗ and finally from market to home by ⃗⃗⃗⃗⃗⃗
the North denoted as 𝐵𝐶 𝐶𝐴 .
b. The magnitude of ⃗⃗⃗⃗⃗⃗
𝐶𝐴 is determined by 𝐶𝐴 = √(800)2 + (400)2 = √800000 =
894.42 𝑚, so the total distance covered by the student is 2094.42 𝑚. (Note that ∆𝐴𝐵𝐶 is
a right angled triangle.)
1. A parallelogram is quadrilateral whose opposite sides are parallel and congruent.

2. Some of the properties of parallelogram are
➢ Opposite sides are parallel and congruent ,
For the given figure, AB is parallel and congruent to DC
BC is parallel and congruent to AD
The following can also be considered as additional properties
➢ The diagonal bisect each other.
➢ The sum of interior angles is 360°,
➢ Opposite angles are congruent
➢ The diagonals are angle bisectors
136
(a) ( using parallelogram law)
(b)

1 2 −4
1. Given vectors 𝒂 = ( ) , 𝒃 = ( ) and 𝒄 = ( ),
3 −1 5
𝟏+𝟐 𝟑 𝟏 − (−𝟒) 𝟓
a) 𝒂 + 𝒃 = ( )=( ) b) 𝒂 − 𝒃 = ( )=( )
𝟑 + (−𝟏) 𝟐 𝟑−𝟓 −𝟐
𝟏 + (−𝟒) −𝟑 𝟐 + (−𝟒) −2
c) 𝒂 + 𝒄 = ( )=( ) d) 𝒃 − 𝒄 = ( )=( )
𝟑+𝟓 𝟖 −𝟏 − 𝟓 −6
𝟏+𝟐−𝟒 −𝟏
e) 𝒂 + 𝒃 + 𝒄 = ( )=( )
𝟑−𝟏+𝟓 𝟕
2. i. ⃗⃗⃗⃗⃗⃗
𝐴𝐶 = 𝒂 + 𝒃 ii. ⃗⃗⃗⃗⃗⃗
𝐸𝐷 = 𝒄 − 𝒃 ⃗⃗⃗⃗⃗⃗ = 𝒂
iii. 𝐵𝐶 iv. ⃗⃗⃗⃗⃗⃗
𝐶𝐸 = −𝒄
3 ⃗⃗⃗⃗⃗⃗ = 𝐴𝐵
a. 𝐴𝐶 ⃗⃗⃗⃗⃗⃗ + 𝐵𝐶
⃗⃗⃗⃗⃗⃗ or 𝐴𝐶
⃗⃗⃗⃗⃗⃗ = 𝐴𝐷
⃗⃗⃗⃗⃗⃗ + 𝐷𝐶
⃗⃗⃗⃗⃗⃗
⃗⃗⃗⃗⃗⃗⃗ = 𝐴𝐷
b. 𝐵𝐷 ⃗⃗⃗⃗⃗⃗ − 𝐴𝐵
⃗⃗⃗⃗⃗⃗
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c. ⃗⃗⃗⃗⃗⃗
𝐴𝐵 + ⃗⃗⃗⃗⃗⃗⃗
𝐵𝐶 + ⃗⃗⃗⃗⃗⃗
𝐶𝐷 = ⃗⃗⃗⃗⃗⃗
𝐴𝐷
4
Figure 7.4
⃗⃗⃗⃗⃗⃗ − 𝐴𝐶
a. From the construction one can easily observe that 𝐴𝐵 ⃗⃗⃗⃗⃗⃗ = ⃗⃗⃗⃗⃗⃗
𝐴𝐸 , but ⃗⃗⃗⃗⃗⃗
𝐴𝐸 is parallel
⃗⃗⃗⃗⃗⃗ . So that 𝐴𝐵
and congruent to 𝐵𝐶 ⃗⃗⃗⃗⃗⃗ − 𝐴𝐶
⃗⃗⃗⃗⃗⃗ = 𝐶𝐵
⃗⃗⃗⃗⃗⃗
⃗⃗⃗⃗⃗⃗and 𝐵𝐶
b. 𝐴𝐷 ⃗⃗⃗⃗⃗⃗ are diagonals of a parallelogram and they can be described as 𝐴𝐷
⃗⃗⃗⃗⃗⃗ = 𝐴𝐵
⃗⃗⃗⃗⃗⃗ +
⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗⃗ = ⃗⃗⃗⃗⃗⃗
𝐴𝐶 and 𝐶𝐵 𝐴𝐵 − ⃗⃗⃗⃗⃗⃗
𝐴𝐶 .
Assessment
You can assess the students by providing different vectors on a plane and ask questions of how
they can get the sum and difference of vectors graphically.
7.3.2 Multiplication of a vector by a scalar

Competency

Multiplying a given vector by scalar
Introduction
In the previous subunit students are able to add and subtract vectors. In this subunit students will
discuss about multiplication of a vector by a scalar. It is enlarging or squeezing the vector in the
same direction or opposite direction depending on the nature of the scalar..
Teaching Notes
You need to recall about parallel vectors to start this lesson. Then, use Activity 7.4 which shows
different types of parallel lines. In addition by counting the grids, students will be able to
determine the magnitude of each vectors so that they can compare one vector with the other. This
138
will lead them how one vector is expressed as a scalar multiple of the other. Then formally
define scalar multiplication of a vector and supplement with appropriate example.
Expression of 𝑣⃗ , 𝑤
⃗⃗⃗, 𝑛⃗⃗ and 𝑚
⃗⃗⃗ in terms of a vector 𝑢
⃗⃗.
1
𝑣⃗ = 3𝑢
⃗⃗, 𝑚
⃗⃗⃗ = −6𝑢
⃗⃗, 𝑛⃗⃗ = 𝑢⃗⃗, 𝑎𝑛𝑑 𝑝⃗ = −2𝑢
⃗⃗
2
Assessment
You can ask students to enlarge or shorten the pictorial representation of a given vector quantity
and let them explain the physical interpretation of enlarging or shortening a vector. These can be
made in forms of class activity or group discussions. You can also use Exercise 7.4 to assess
your students.

−1 3
1. Given vectors 𝒂 = ( ) and 𝒃 = ( )
4 6
−1 −4 3 −9
a. 4𝒂 = 4 ( ) = ( ) b.−3𝒃 = −3 ( ) = ( )
4 16 6 −18
1 1 3 1 1 1 3 −1
c. 3 𝒃 = 3 ( ) = ( ) d. − 3 𝒃 = − 3 ( ) = ( )
6 2 6 −2
−3
e. ( )
−6
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2. Write true if the statement is correct and false otherwise.

a. True
b. False ( for 𝑘 between 0 and 1, the magnitude is less than 𝑢
⃗⃗)
c. False( they may be opposite in direction)
d. True
3. From the following figure 7.30, describe each vector as as a scalar multiple of ⃗⃗⃗⃗⃗⃗
𝐴𝐵 .
1 5
⃗⃗⃗⃗⃗⃗
𝐴𝐹 = − 2 ⃗⃗⃗⃗⃗⃗
𝐴𝐵 , ⃗⃗⃗⃗⃗⃗
𝐴𝐶 = 2 ⃗⃗⃗⃗⃗⃗
𝐴𝐵 , ⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗⃗ , 𝑎𝑛𝑑 ⃗⃗⃗⃗⃗⃗
𝐴𝐷 = 4𝐴𝐵 ⃗⃗⃗⃗⃗⃗.
𝐴𝐺 = −2𝐴𝐵
7.4 Position Vector

Competencies
express any given vector as a position vector
determine components of a vector
Introduction
Up to now in the previous 4 subsections of this unit, students represent vectors by taking the
initial and terminal points randomly, we call such vectors are free vectors. They have studied
how to operate such vectors. In this sub unit they will learn another way of representing vectors
by fixing the initial at a certain point called origin. This will simplify operation of vectors and
help to determine the magnitude and direction of a vector easily. Students also discuss the use of
position vector to relate vectors with trigonometry and its advantage to solve application
problems.
Teaching Notes
The main objective of this subunit is to represent any vector as a position vector. Students are
expected to use ruler and compass and should be able to construct parallel lines. To review their
previous understanding and initiate about the next lesson give activity 7.5 as a group work.
Make a group based on their seat, and reflect their solution. After this activity, you can discuss
the definition for the position vector.
Answers for activity 7.5
1. a. Vectors 𝑝⃗ and 𝑞⃗ are parallel.
140
b .Vectors 𝑣⃗ and 𝑤
⃗⃗⃗ are coinitial.
c. Yes, we can
d . Vectors 𝑣⃗ and 𝑤
⃗⃗⃗ start from the same point which is the origin.
2. a) To move the initial point 𝐴 = (1,2) to (0,0), we add the component (−1, −2) to the
components of 𝐴. So that we add the same component (−1, −2) to the terminal point too.
Therefore, the terminal point 𝐵 moves to point𝐶, and it is denoted by the order pair
(3,5) + (−1, −2) = (2,3).
b) The two vectors ⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗⃗ are parallel, have the same magnitude and direction.
𝐴𝐵 and 𝑂𝐶
⃗⃗| = √22 + 32 = √13 , |𝑣⃗| = √(−1)2 + 22 = √5,

The magnitude of each vector will be |𝑢
⃗⃗⃗| = √42 + (−3)2 = √25 = 5 and |𝑛⃗⃗| = √(−1)2 + (−4)2 = √17

|𝑤
1. i. We need to determine the position vector of ⃗⃗⃗⃗⃗⃗

𝐵𝐴. The corresponding position vector is
⃗⃗⃗⃗⃗⃗
𝑂𝑃 = (−5 − 1,1 − 4) = (−6, −3).
⃗⃗⃗⃗⃗⃗ will be
ii. Similarly, the position vector corresponding to 𝐷𝐶
⃗⃗⃗⃗⃗⃗⃗ = (−3 − 5,4 − (−1)) = (−8,5).
𝑂𝑄
2. ⃗⃗⃗⃗⃗⃗ is horizontal line with magnitude 4 units to the East

i. The vector 𝐵𝐶
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ii. The magnitude of ⃗⃗⃗⃗⃗⃗⃗

𝑨𝑩 can be calculated using its corresponding position vector as
⃗⃗⃗⃗⃗⃗⃗| = √(−𝟔)𝟐 + (−𝟑)𝟐 = 𝟑√𝟓 units. Regarding to its position, we use tangent on the position
|𝑨𝑩
𝟔
⃗⃗⃗⃗⃗⃗⃗. That is, 𝐭𝐚𝐧 𝜽 = = 𝟐 , where 𝜽 is the angle between the vector
vector corresponding to 𝑩𝑨 𝟑
and the 𝒚 − 𝒂𝒙𝒊𝒔. Using trigonometric table we got 𝜽 ≈ 𝟔𝟑. 𝟒𝟑°. Since the terminal point is
⃗⃗⃗⃗⃗⃗⃗ is a vector with magnitude 𝟑√𝟓
located in the 4th quadrant its position is . 𝟒𝟑°𝑾 . Hence, 𝑨𝑩
units in the direction 𝑺𝟔𝟑. 𝟒𝟑°𝑾. You can also use graphs.
Assessment
You can assess the students by asking questions to determine the magnitude and direction of a
vector using components. That can be done through assignment or test.
7.5 Applications of Vectors in Two Dimensions

Competency
solve problems related to vectors
Introduction
Students studied how to represent vectors, how to determine magnitude and direction of a vector,
operation on vectors (addition, subtraction and multiply a vector by scalar) in the previous sub
units. In this subunit, they are expected to solve problems related to vectors.
Teaching Notes
This subunit is designed to discuss the application of vectors and solve problems. So select
different problems to the class and students will solve using the basics they have from vector and
trigonometry lessons
1. a. 𝒂 + 𝒃 b. 𝒂 + 𝒃 + 𝒄 c. ⃗⃗⃗⃗⃗⃗
𝐴𝐹 + ⃗⃗⃗⃗⃗⃗
𝐹𝐷 = ⃗⃗⃗⃗⃗⃗
𝐴𝐷 = 𝒂 + 𝒃 + 𝒄
d. ⃗⃗⃗⃗⃗⃗⃗
𝐵𝐷 = 𝐵𝐶 ⃗⃗⃗⃗⃗⃗ + ⃗⃗⃗⃗⃗⃗
𝐶𝐷 = 𝒃 + 𝒄
2. The problem is described as in figure 7. 5 , where the force along with the rope is 100N.
What we need is the component of this vector, 𝐹𝑥 and 𝐹𝑦 .
142
To get their magnitude we use Pythagoras theorem. The horizontal component is

𝐹𝑦
sin 60° = 100𝑁 so that 𝐹𝑦 = 100 × sin 60° 𝑁 ≈ 100 × 0.87 𝑁 = 87𝑁
𝑥 𝐹
And the vertical component is cos 60° = 100𝑁
so that 𝐹𝑥 = 100 × cos 60° 𝑁 = 50𝑁.

Since the direction is not described in
the equation, the direction of 𝐹𝑥 could be to the
right or to the left, but the direction of 𝐹𝑦 is
to upward in both cases. Figure 7.5
3. The river flows at the right as shown in figure 7.6. The swimmer starts from point 𝐴 and
moves to point 𝐶 due to the river flow influence. Now we need to determine the position
of the swimmer, that is 𝐴𝐶 and 𝜃. Since we have right angled triangle, we can apply
Pythagoras theorem to determine magnitude of 𝐴𝐶.
That is 𝐴𝐶 = √802 + 402 = 40√5𝑚. Using tangent we can determine 𝜃.
40𝑚 1
tan 𝜃 = 80𝑚 = 2. Hence, 𝜃 ≈ 27°. So the swimmer is located 40√5 𝑚 to 𝑁27°𝐸.
Figure 7.6
Summary
Revise the basic concepts in the unit orally. Summarize the main points of the unit. Focus on
operation of vectors and different types of vectors. To check whether they understood or not
provide the review exercise. Arrange a tutorial class and observe their reflection on the review
exercise.
143
Answers for Review Exercise
1. Scalars are quantities that are fully described by a magnitude (or numerical value) alone
Vectors are quantities that are fully described by both a magnitude and a direction.
2. Scalars:- -temperature, density, area, distance, time, mass, …
Vectors:- displacement, force, pressure, acceleration, velocity, …
3. The magnitude of the vectors will be:
|𝑢
⃗⃗| = 4, |𝑣⃗| = 2, |𝑤
⃗⃗⃗| = 3√2, |𝑝⃗| = 4, |𝑞⃗| = 3√2
⃗⃗⃗⃗⃗⃗ = (14, −3), 𝐵𝐶
4. 𝐴𝐷 ⃗⃗⃗⃗⃗⃗ = (3, −2), 𝐶𝐷
⃗⃗⃗⃗⃗⃗ = (3, −6)𝑎𝑛𝑑 𝐴𝐵
⃗⃗⃗⃗⃗⃗ = (8,5).
5. a. 𝒈 b. 𝒄 c. 𝒈 d. 𝒇
⃗⃗⃗⃗⃗⃗
6. a. 𝐴𝐷 ⃗⃗⃗⃗⃗⃗⃗
b. 𝑃𝑁 ⃗⃗⃗⃗⃗⃗
c. 𝐿𝐾
7. i. −𝒄 ii. 𝒅 iii. 𝒇 iv. 𝒆 v. 𝒈
0
8. The component of the vector form for ⃗⃗⃗⃗⃗⃗
𝐴𝐵 =( ) and its magnitude is
2
⃗⃗⃗⃗⃗⃗ | = √00 + 22 = 2 also 𝑢 6
|𝐴𝐵 ⃗⃗ = ( ) 𝑎𝑛𝑑 𝑖𝑡𝑠 𝑚𝑎𝑔𝑛𝑖𝑡𝑢𝑑𝑒 𝑖𝑠 |𝑢⃗⃗| = √62 + 82 = 10. So
8
that we can compare the magnitudes as of |𝑢 ⃗⃗⃗⃗⃗⃗ |.
⃗⃗| = 5|𝐴𝐵
9.
Figure 7.7
1 1 2
10. Given that 𝐴 = 3𝑖 − 2𝑗 and 𝐵 = 5𝑖 − 2 𝑗 and we need to determine 2 𝐴 − 3 𝐵, that is
1 2 1 3 10 1 11 2
(3𝑖 − 2𝑗) − (5𝑖 − 𝑗) = ( 𝑖 − 𝑖) + (−𝑗 + 3 𝑗) = − 𝑖 − 3 𝑗.
2 3 2 2 3 6
So that the answer is ‘C’.
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11. For the given figure 7.8, PQRS is a parallelogram and ⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗⃗. We need the one
𝑃𝑇 = −𝑄𝑆
which is not true.
a. ⃗⃗⃗⃗⃗⃗
𝑃𝑅 − 𝑄𝑅⃗⃗⃗⃗⃗⃗ = ⃗⃗⃗⃗⃗⃗
𝑃𝑅 + 𝑅𝑄⃗⃗⃗⃗⃗⃗ = ⃗⃗⃗⃗⃗⃗
𝑃𝑄 ≠ ⃗⃗⃗⃗⃗⃗
𝑄𝑃 is not true
b. ⃗⃗⃗⃗⃗⃗
𝑃𝑄 − ⃗⃗⃗⃗⃗
𝑃𝑆 = ⃗⃗⃗⃗⃗⃗
𝑃𝑄 + 𝑄𝑇⃗⃗⃗⃗⃗⃗ = ⃗⃗⃗⃗⃗⃗
𝑃𝑇 which is true.
c. ⃗⃗⃗⃗⃗
𝑃𝑆 − ⃗⃗⃗⃗⃗⃗
𝑃𝑇 ≠ ⃗⃗⃗⃗⃗⃗
𝑅𝑆
⃗⃗⃗⃗⃗ − 𝑆𝑅
d. 𝑃𝑆 ⃗⃗⃗⃗⃗⃗ ≠ 𝑃𝑅
⃗⃗⃗⃗⃗⃗
Hence the answer is ‘B’
Figure 7.8
12. The vector is = 5𝑖 + 𝑗 , we need equal vector to 𝑉.
𝐚. ⃗⃗⃗⃗⃗⃗⃗
𝐸𝐹 = (0 + 1,3 + 2) = 𝑖 + 5𝑗 ⃗⃗⃗⃗⃗⃗ = (2 + 3, −1 + 4) = 5𝑖 + 3𝑗
c. 𝑃𝑄
⃗⃗⃗⃗⃗⃗⃗ = (2 − 3,2 + 1) = −𝑖 + 3𝑗
𝐛. 𝐺𝐻 ⃗⃗⃗⃗⃗⃗ = (10 − 5,7 − 6) = 5𝑖 + 𝑗
d. 𝑅𝑆
So the correct answer is ‘D’.

13. Given that 𝑣⃗ = ⃗⃗⃗⃗⃗⃗
𝑃𝑄 where 𝑃 = (1,0) and the point 𝑄 lies on the 𝑦 − 𝑎𝑥𝑖𝑠 .So that its
coordinate has a form 𝑄 = (0, 𝑥) where 𝑥 to be determined. Also |𝑣⃗| = √10. Now let us
determine 𝑥 using magnitude and components of 𝑣⃗.
√10 = √12 + 𝑥 2 ⇒ 𝑥 = 3 ( it is positive since it was given 𝑄 is located above 𝑃).

Hence, the point 𝑄 = (0,3).
14. Given that 𝑎⃗ = −2𝑖⃗ − 4𝑗⃗ also 𝑏⃗⃗ = (−1 − 1,4 − 2) = (−2,2) = −2𝑖⃗ + 2𝑗⃗. So that we
can find −3𝑎⃗ + 𝑏⃗⃗ − 4𝑖⃗ + 𝑗⃗ = −3(−2𝑖⃗ − 4𝑗⃗ )+ −2𝑖⃗ + 2𝑗⃗ − 4𝑖⃗ + 𝑗⃗ = 0𝑖⃗ + 15𝑗⃗
Hence, the magnitude of −3𝑎⃗ + 𝑏⃗⃗ − 4𝑖⃗ + 𝑗⃗ is 15.
15. We can represent the journey of the merchant graphically as shown in figure 7.9 below.
What we are asked is to determine the position of the merchant ( 𝐻) relative to his
⃗⃗⃗⃗⃗⃗⃗ will be |𝐺𝐻
starting point (𝐺). The magnitude of 𝐺𝐻 ⃗⃗⃗⃗⃗⃗⃗ | = √62 + (12)2 = 6√5𝑘𝑚.
𝐹𝐻 6
Using trigonometric ratio tan 𝜃 = 𝐺𝐻 = 12 = 0.5,
using trigonometric table, we get 𝜃 ≈ 26.57°.

Hence, the merchant is located 6√5km, in the direction 𝑁26.57°𝐸.
145
Figure 7.9
16. We can see the result using the following diagram
We can have the following options for the
resultant vector depending to the size
( magnitude of 𝑢
⃗⃗ and 𝑣⃗ ).This is to mean the
resultant vector may be to the north direction.
Figure 7.10
17. We use the following graphs to express the trip of the
airplane. Let the plane start at the point 𝐴 and terminate at 𝐵
as shown in the figure 7.11 (a) below. This first trip covers
100 𝑘𝑚. Then, the next trip is
from 𝐵 to 𝐶 which covers 150𝑘𝑚 .
We cannot add the two vectors directly and obtain the

resultant. First we will determine the 𝑥 and 𝑦 components
Figure 7.11(a)
for each vector ⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗⃗ as shown in figure 7.11(b) and
𝐴𝐵 𝑎𝑛𝑑 𝐵𝐶
figure 7.11(c) below.
146
𝑥 − 𝑐𝑜𝑚𝑝𝑜𝑛𝑒𝑛𝑡 𝑦 − 𝑐𝑜𝑚𝑝𝑜𝑛𝑒𝑛𝑡
𝑥
1 1𝑦
sin 30° = 100𝑘𝑚 cos 30° = 100𝑘𝑚
𝑥1 = 100𝑘𝑚 × sin 30° 𝑦1 = 100𝑘𝑚 × cos 30°

𝑥1 = 50𝑘𝑚 𝑦1 ≈ 87𝑘𝑚
Figure 7.11(b)
𝑥 − 𝑐𝑜𝑚𝑝𝑜𝑛𝑒𝑛𝑡 𝑦 − 𝑐𝑜𝑚𝑝𝑜𝑛𝑒𝑛𝑡
𝑥
2 2𝑦
sin 60° = 150𝑘𝑚 cos 60° = 150𝑘𝑚
𝑥2 = 150𝑘𝑚 × sin 60° 𝑦1 = 150𝑘𝑚 × cos 60°

𝑥1 ≈ 130𝑘𝑚 𝑦2 = 75𝑘𝑚
Figure 7.11(c)
From fig. 7.11(b) and fig.7.11(c), we can observe that both 𝑦 − 𝑐𝑜𝑚𝑝𝑜𝑛𝑒𝑛𝑡𝑠 are
pointing up, so we will call both of them positive. When we add them, we get
87𝑘𝑚 + 75𝑘𝑚 = 162𝑘𝑚 (which is also positive and pointing up).
The 𝑥 − 𝑐𝑜𝑚𝑝𝑜𝑛𝑒𝑛𝑡𝑠 are little different. The first one ( 𝑥1 ) points to the left, so we will
call it negative and the second (𝑥2 ) points to the right so it is positive. That is
−50𝑘𝑚 + 130𝑘𝑚 = 80𝑘𝑚 (to the right).
Now we will draw the new diagram (figure 7.11(d)) with these
components of 𝑥 and 𝑦 to determine the resultant.
Using Pythagoras theorem
(𝐴𝐶)2 = (𝐴𝐷)2 + (𝐷𝐶)2
𝐴𝐶 = √(162)2 + (80)2
80𝑘𝑚
𝐴𝐶 = 181𝑘𝑚 and tan 𝜃 = 162𝑘𝑚 ⇒ 𝜃 ≈ 26.28°.
Figure 7.11(d)
Hence , the plane displacement is 181km in the direction of N26.28°E.
147
UNIT 8
STATISTICS AND PROBABILITY (30 periods)
INTRODUCTION
Statistics deals with data; its importance has been realized by governments, by the private sector,
and throughout disciplines because of the need for data-based decision making. It has become
even more important in the past few years. These days, more and more data is being collected,
stored, analyzed and re-analyzed. Therefore, students are required to have some of the
fundamentals about statistics from their primary grades mathematics.
In this unit, students will get acquainted with basic ideas of statistics and probability. In statistics,
students will be brought into many new terms like, descriptive statistics, population, population
function, primary data, secondary data, frequency distribution table, etc. They will also practice
constructing frequency distributions and their Histograms.
In this unit, students are required to be familiar with measures of central tendency such as Mean,
Median and Mode, and some of the measures of dispersion such as Range, Variance and
Standard deviations. Eventually, the students will be brought into the notations of experiment,
sample space (or possibility set), event and probability of an event.

collect and represent simple statistical data using different methods such as histograms.
understand facts and basic principles about probability
develop the concept of probability via experimentation and hypothetical events
Teaching aids that could be used in Unit 8
Presentations and representations of different data need important teaching aids so that it
alleviates problems in teaching learning. Moreover, teaching aids make things clear. In this
respect, consider the following: Graphs like, histograms, bar charts, pie charts, line graphs which
are also useful for comparing, dice and different coins for probability. You may employ different
statistical soft wares for describing different graphs and calculating diverse statistics.
148
8.1. Statistical Data

Competencies
differentiate primary and secondary data.
collect data from their environment.
classify and tabulate primary data according to the required criteria.
construct a frequency distribution table for ungrouped data.
collect and represent simple statistical data using different methods such as histograms and interpret.
determine the mean, median and mode(s) of a given data.
describe the purposes and uses of mean, median and mode.
identify the properties of the mean of a given data (population function).
compute the measures of dispersion for ungrouped data.
describe the purpose and use of measures of dispersion for ungrouped data.
Key words: Primary and secondary data, Data collection, Quantitative and Qualitative
data, Descriptive and Inferential Statistics, Frequency, distribution, frequency distribution and
Histogram, Mean, Median, Mode, Range, Standard deviation, and Variance.
8.1.1 Collection and tabulation of statistical data

The data collected for the use of statistical research sometimes comprises a few reasonably
simple figures, which can be easily realized without any particular discourse. However, more
often there is a very intense mass of raw data without any form. Thus, unmanageable,
unorganized and formless mass collected is not capable of being quickly or easily associated or
understood. Unorganized data are not suitable for further analysis and interpretation. In order to
make the data easy and simply understandable the first activity is not condense and simplify
them in such a way that irrelevant data are removed and their significant characteristics are excel
prominently. The process followed for this role is known as method of classification and
tabulation. Classification helps proper tabulation.
To start with, you can group the students and let them do Activity 8.1. The purpose of this group
work is enlightening and sensitizing students on the use and application of statistics. It will also
give them the chance of practicing data collection, organization and some level of interpretation.
149
The group work will also give ideas on how to collect data from our environment and make
observations after the students collect data. They can discuss how to get information from the
data collected and, in the meantime, they can discuss the importance of statistics in different
fields.
a. The solutions for this activity depend from school to school. You are required to do is,
however, help discussion on the results students bring. The students can classify and
present the data they collected.
b. The solutions for this activity also depend from school to school. You are required to do
is, however, help discussion on the results students bring. The students can classify and
present the data they collected.
c. The same as b and c
In this sub-section, we have experienced what statistics is and its usage in different fields. The
students have also exercised collecting and tabulating data.

The solutions for this activity to each question depend from school to school and hospital to
hospital. You are required to do is, however, help discussion on the results students bring. The
students can classify and present the data they collected.
Assessment
You can give practical assignments and activities to assess or give exercise 8.1 as a group work
and students present their work.
b, c and d are quantitative data whereas a) and e) are qualitative data.
a) 𝑉𝑎𝑙𝑢𝑒 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
1 3
2 1
3 2
150
4 4
5 2
6 3
b)
Class interval (v) frequency
0≤𝑣<5 3
5 ≤ 𝑣 < 10 3
10 ≤ 𝑣 < 15 4
15 ≤ 𝑣 < 20 2
8.1.2 Graphical presentations of statistical data

When you deal with very large amounts of data, for instance, in a typical survey, by the
completion of your data collection phase you may have accumulated thousands of individual
responses represented by a scramble of numbers. To make sense out of these data, you will have
to organize and summarize them in some systematic fashion. The most basic method for
organizing data is to classify the observations into a frequency distribution. A frequency
distribution is a table that reports the number of observations that fall into each category of the
variable we are analyzing. Constructing a frequency distribution is usually the first step in the
statistical analysis of data. You try to construct and interpret histogram, a pie chart, bar graph and
line graph.
Use continuous data, equal class-interval, (size) and class-limits
Class interval frequency
60 ≤ h < 65 3
65 ≤ h < 70 3
70 ≤ h < 75 8
75 ≤ h < 80 9
80 ≤ h < 85 5
85 ≤ h < 90 2
151

Help students to construct histograms using statistical tools such as SPSS.
1. Construct a histogram for the following frequency distribution table that describes the
frequencies of weights of 25 students in a class.
Weight (w) in kgs Frequency(Number of students)
45 ≤ w < 50 4
50 ≤ w < 55 10
55 ≤ w < 60 8
60 ≤ w < 65 3
152
Steps to draw a histogram:

Step 1: On the horizontal axis, we can choose the scale to be 1 𝑢𝑛𝑖𝑡 = 11 𝑙𝑏. Since the
weights in the table start from 65, not from 0, we give a break/kink on the 𝑋-axis.
Step 2: On the vertical axis, the frequencies are varying from 4 to 10. Thus, we choose the
scale to be 1 𝑢𝑛𝑖𝑡 = 2.
Step 3: Then draw the bars corresponding to each of the given weights using their
frequencies.
8.1.3. Measures of central tendency
Although it is important to teach students how to crunch numbers to find the mean or the
standard deviation of a data set, teaching the process of calculation does little to help students
grasp important statistical concepts. Instead, instructors should supplement lessons in calculation
with instruction in the underlying idea, according to the International Conference on Teaching
Statistics. In a unit about measures of central tendency like mean and median, for example, you
might ask students to guess mean and median income in their town. When the mean increases
exponentially, the median may remain unchanged. Use this as a starting point to discuss which
measure is more appropriate for different problems.
153
Use the formula for mean, median and mode (the most frequent value), collect identical values to
construct the table.
a.
Score (25%) 9 10 11 12 13 14 18 21
frequency 3 1 2 4 1 5 3 1 20
b. 13.25
c. 11 students score below average, No one score on average and 9 students score above
the mean.
d. It is possible to say all about their performance using the mean. Only 45% scored more
than the mean. So, the students are weak.
e. 12.5
f. 14.
a) x̅ = 60
b) x̅ ≅ 165.83
Use the formula to find the mean each of the questions.

a. 50 b. 0 c. 55 d. 45 e. 250 f. In general, in b), the sum of the differences of each value
from the mean is zero. In c, the new mean is greater than the old mean by 5. In d, the new mean
is less than the old mean by 5. In e, the new mean is 5 times the old.
Help students to use statistical tools such SPSS, IT or calculator to check their answer.
1 a) the new mean is 4 + 1 = 5
b) the new mean is 4 − 2 = 3
154
c) the new mean is (4)(3) = 12

4
d) the new mean is 2 = 2
2. 110
3. 2,000
a) The median is 5
𝟏𝟖𝟏
b) x̅ = ≅ 𝟐𝟎. 𝟏𝟏 and the median is 10
𝟗
a) The mode is the most frequent value, which is 5

b) The mode(s) is/are the most frequent value(s), which are 13 & 16. The data is called bi-
modal.
c) The mode is 13
1.
a. The mean number of pages read in five years is 18.
b. The median is 16
c. No repeated value. Hence no mode.
2. a) The mean is approximately 88.167 kg and b) the middle value is 88.5
3. No, we cannot as they are not quantities.
4. The solutions for this activity depend from town to town and school to school. You are
required to do is, however, help discussion on the results students bring. The students can
classify and present the data they collected.
5. The mean is 62, the median is 70 after arranging in increasing order 23, 26, 32, 32, 59, 70,
82, 83,87,94,94 and the mode is 32 and 94.
6. a) The mean is 0.45, the median is 1 and the mode is the most frequent value, which is 1.
b) Six of them are greater than or equal to 2.
𝟐+𝟑+𝐱+𝟓+𝟔+𝟏𝟐
7. = 5. Then, x = 2.
𝟔
155
8. k + b
9. y = 7.5
10. In an examination, the mean of marks scored by a class of 40 students was calculated as 72.5.
Later on, it was detected that the marks of one student were wrongly copied as 48 instead
of 84. Find the correct mean.
Incorrect sum of 40 students
Ans: Incorrect Mean of marks = = 72.5
40
Incorrect sum of marks of 40 students = (72.5)(40) = 2900

Since the marks of one student were wrongly copied as 48 instead of 84, Correct sum of
marks of 40 students = 2900 − 48 + 84 = 2936.
2936
So, the correct mean = = 73.4
40
11. The new mean is 1465
Consider the following four sets of numbers representing ages of children in a village. Try to
find the mean in each case and compare it to the different values and find the variation.
1. Complete the table by finding the sum of each group and the mean, median and mode.
2. All the means are not equal. However, Groups I, II and IV have the same mode.
Group Values Mean
I 5 7 6 7 4 5 4 6 8 5 5.7
II 2 1 4 3 9 6 3 2 4 3 3.7
III 6 5 7 5 6 7 5 6 5 7 5.9
IV 5 5 5 5 5 5 5 5 5 5 5.0
3. Mean deviations
i. The mean of Group IV is closest to each value ( of course each value is equal to
the mean)
ii. The greatest difference between the mean and each value exists in Group II
156
Group Values Mean
I -0.7 1.3 0.3 1.3 -1.3 -0.7 -1.3 0.3 2.3 -0.7 5.7
II -1.7 -2.7 0.3 -0.7 6.3 2.5 -0.7 -1.7 0.3 -0.7 3.7
III 0.1 -.9 1.1 -.9 .1 1.1 -.9 .1 -.9 1.1 5.9
IV 0 0 0 0 0 0 0 0 0 0 5.0
4. The group that shows most variation is group II. The group that shows slight variation are
groups I & III. Group IV does not show any variation.
5. The range for each group: group I; 8 − 4 = 4, Group II; 9 − 1 = 8 Group III; 7 − 5 = 2;
Group IV; 5 − 5 = 0
a) Range = Largest value – Smallest value = 85 − 35 = 50

b) Range = Largest value – Smallest value = 54 − 5 = 49
First find the mean and then follow each steps 𝑏, 𝑐, 𝑎𝑛𝑑 𝑑
a. 6
b. 4 − 6 = −2, 5 − 6 = −1, 7 − 6 = 1, 8 − 6 = 2, 7 − 6 = 1 and 5 − 6 = −1
c. 4, 1, 1, 4, 1, 1
4+1+1+4+1+1
d. The mean of the squared deviation is = 2 and its principal square root is
6
4+1+1+4+1+1 12
√
6
= √ 6 = √2
e.
1. 𝐚) 𝑥̅ = 5 b) σ2 ≅ 6.67 c) σ ≅ √6.67
2. a) σ2 = 3.2 b) σ = √3.2 ≅ 1.79
157
𝑥𝑖 𝑓𝑖 𝑥𝑖 𝑓𝑖 𝑥𝑖 − 𝑥̅ (𝑥𝑖 − 𝑥̅ )2 𝑓𝑖 (𝑥𝑖 − 𝑥̅ )2
1 6 6 1 − 4 = −3 9 54
2 9 18 2 − 4 = −2 4 36
3 4 12 3 − 4 = −1 1 4
4 1 4 4−4= 0 0 0
∑ 𝑓𝑖 (𝑥𝑖 − 𝑥̅ )2 = 94
∑ 𝑥𝑖 𝑓𝑖 ∑(𝑥𝑖 − 𝑥̅ )2
𝑁 = 20
= 40 = 14
First calculate the mean and then compute the formula of variance and standard deviation and
compare them in the next five days:
1. The mean is 50
2. The variance is 520. So, the standard deviation is √520
3. a. 55 b. The variance is 520. So, the standard deviation is √520 c. The mean differs
by 5; however, the variance and standard deviation are the same. d. Adding equal amount
changes the mean by that amount but does not change the variance and standard deviations.
a) σ2 = 6.8, σ = √6.8 ≅ 2.61

b) The new variance = the old variance and the new standard deviation = the old standard
deviation.
c) The new variance = the old variance and the new standard deviation = the old standard
deviation.
a) σ2 = 38.5, σ = √38.5 ≅ 6.2048
158
b) The new variance 154 = 22 times the old variance. i.e 22 (38.5) = 154 and the new
standard deviation = 2 times the old standard deviation. i.e 2√38.5 ≅ 12.4096
1 2
c) Similarly, the new variance = (7) 𝑡𝑖𝑚𝑒𝑠 the old variance and the new standard
1
deviation = 7 𝑡𝑖𝑚𝑒𝑠 the old standard deviation.
1. 𝑥̅ = 6.67 the median is 7 and the modes are 5 and 9

2. Range = 6-1 = 5, variance = 2 and standard deviation = √2
3. Range = 3 − (−3) = 6, variance = 3.6 and standard deviation = √3.6
5+y+5+5+5 y+20
4. mean = = . Then calculate the deviation of each value from the mean .
5 5
Then square all the deviations from the mean then add all of them and divide by 5. This
equal to the standard deviation ( = 5) square. Finally, solve for y.
5. 𝐚. The variance remains the same because the same amonut is added to each value
b. the standard deviation = √m
c. the standard deviation = a2 √m
6. a. The mean will be tripled and the variance 4680 = (32 )( the original variance) =
(9)(520). Then, the standard deviation is √4680
7. σ2 = 11.43; 𝜎 = √11.43
8. σ2 = 1.7225; 𝜎 = √1.7225
8.2. Probability
Competencies
Determine the probability of an event from a repeated experiment.
Determine the probability of an event.
Key words: experiment, sample space, event, probability
Introduction
It is usual to relate achievement or unluckiness in one element with success or unlucky. Looking
to decide how possibly something can arise is useful in applications. For such a purpose,
159
discussing opportunity is vital which will help constitute such concepts as risk or luck
mathematically. In this sub-unit, students will discuss introductory standards of chance starting
from terminologies to opinions of probability that consist of relative frequency approach and
axiomatic method to opportunity.
Before you start the sub-unit, ask the students to answer different class activities. Tell the
students to read each item carefully, solve if needed. This will help assess learner's prior
knowledge, skills and understanding of mathematical concepts related to probability.

1. Which of the following is different from the others?
a. Chance b. Interpretation c. Possibilities d. Uncertainty.
b is the answer as all inform us about probability
3
2. The answer is 4

2 1 1
1. a) 4 = 2 b) 4
2. a) {𝐻, 𝑇} b) {𝐻𝐻𝐻, 𝐻𝐻𝑇, 𝐻𝑇𝐻, 𝐻𝑇𝑇, 𝑇𝐻𝑇, 𝑇𝑇𝐻, 𝑇𝐻𝐻, 𝑇𝑇𝑇}
1. Yes, because we know all the possibilities

2. {1,2,3,4,5,6}
3. Getting the number 3 on the upper face of the die.
4. a. The event does not happen. b. the event always happen ( certain)
c. a is impossible and b is certain.
5. i. One possibility out of the six ii. No possibility iii. Four possibilities out of the six
i. S = {3, 4, 5, 6, … … . .30}
ii. a) S = {5, 6, … … . .30} b) S = {3,4,5, … … 15}
160
Record the number of times the coin is tossed and identify the heads and tails.
The number of record depends from the number of trails to trials. As the number of trails
increases, the theoretical value of probability tends to be closer to the actual value.
4390 439
1. a) i) 4390 ii) = 1000 = 0.439
10,000
16 18+17 35 20+15+18 53
2. b) i) 20 times ii) 100 = 0.16 iii) = 100 = 0.35 iv) = 100 = 0.53
100 100

1 2 3 1
1. 2. 5 3. 10 4. 10
2

3 1 1
a) 8 b) 8 c) 2

1 1
1 b) 4 c) 6
𝟏
2 b) 𝟑 c) 0 d) 0
Help students to check their answer using SPSS or IT whenever necessary.
1. a) 𝑠 = {1,2,3,4,5,6} b) 𝐸 = {1,2,3}
1
2. 4
3. Two dice are simultaneously thrown once. All the possible elements for each event are:
a. {(2,6), (6,2), (3,5), (5,3), (4,4)}
b. {(2,1), (1,2)}
c. {(1,2), (2,1), (4,2), (2,4), (6,3), (3,6)}
d. {(1,2), (2,1), (2,3), (3,2), (3,4), (4,3), (4,5), (5,4), (5,6), (6,5)}
161
4. Refer to the example in the textbook

20 2
5. =5
50
6 2 4 5 1
6. a. =5 b. c. 15 = 3
15 15
7. i. Total number of the sample space is equal to 36.

Number of event 16 4
So, the probability number os sample space = 36 = 9
12 1
8. =3
36
Assessment
you can assess your students real-life applications involving probability. When they conduct
experiments such as throwing a die 1000 times which number do you expect to be on the upper
face of the die among the numbers 1, 2,3,4,5 or 6?
Answers to Review Exercise on Unit 8
Help students to check their answer using SPSS or IT whenever necessary.
1. Data presentation is facilitating statistical analysis and illustrating the data using graphs and
diagrams whereas, tabulation of Statistical Data is putting data into a statistical table.
2. a.
Amount of money (v) 1 2 3 4 5 6 7 8 9
Frequency (f) 1 4 2 3 2 2 1 1 4
𝟕
b. = 𝟑. 𝟓 = 𝟑𝟓%
𝟐𝟎
3. 𝐚. Sample space = {b1, b2, b3, b4, b5, r1, r2, r3, r4 } where, b and r represent blue & red balls
respectively.
4
b. 9
4. a. {H, T}, where H and T are head and tail of tossing a coin.
b. {1, 2, 3, 4, 5, 6}, where each number is a face of the die.
c. {(H, 1), (H, 2), (H, 3)(H, 4), (H, 5), (H, 6), (T, 1), (T, 2), (T, 3)(T, 4), (T, 5), (T, 6)}
162
d. The event that 𝐴 and 𝐵 are (H, 1), (H, 3) or (H, 5). Hence, the probability of the event
3 1
A & B = 12 = 4
Similarly, the event that A or B are

(H, 1), (H, 2), (H, 3), (H, 4), (H, 5), (H, 6), (T, 1), (T, 3), (T, 5) . Hence, the probability of
9 1
the event A or B = 12 = 4
5.
Temperature(xi ) Temp − Mean = deviation = xi − x̅ (xi − x̅)2
18 18 − 19.2 = −1.2 1.44
22 22 − 19.2 = 2.8 7.84
19 19 − 19.2 = −0.2 0.04
25 25 − 19.2 = 5.8 33.64
12 12 − 19.2 = −7.2 51.84
96
x̅ = = 19.2 ∑ di = 0 ∑ di 2 = 94.80
5
The median is 19 after putting in increasing order. Every value is the mode. Why? The
∑ di 2 94.8
range is 25 − 12 = 13. The variance, δ = = = 18.96 & the standard deviation
N 5
is √δ = √18.96 = 4.35
(11)(6)+(12)(7)+(13)(5)+(14)(7)+(15)(3)+(16)(2) 390
6. Mean = = = 13
6+7+5+7+3+2 30
15th value +16th value 13+13

Median = the middle value = = = 13
2 2
Mode =the most frequent value = 12 and 14

Range =the difference between the largest and the smallest value = 16 − 11 = 5.
𝑣 11 12 13 14 15 16
𝑓 6 7 5 7 3 2
Solution:
∑ xi fi 390
x̅ = ∑ fi
= = 13
30
163
xi fi xi fi (xi − x̅)2 fi (xi − x̅)2

11 6 66 4 24
12 7 84 1 7
13 5 65 0 0
14 7 98 1 7
15 3 45 4 12
16 2 32 9 18
∑ fi = 30 ∑ xi fi = 390 19 ∑ fi (xi − x̅)2 = 68
∑ fi (xi −x̅)2 68
The variance = ∑ fi
= 30 ≅ 2.267
∑ fi (xi −x̅)2
Standard deviation, δ = √ ∑ fi
≅ √2.267 ≅ 1.50554
7. Which of the following is true?

a. False
b. False
c. False
d. True
8. The sample space is S = {1, 2, 3, 4, 5, 6}. So, the probability that a 1, 4, 5, OR 6 will be on
4 2
the upper face is 6 = 3
9. i. the probability of spinning an 8 on the spinner if you know the arrow landed on an even
1
number is 2
𝐢𝐢. the probability of spinning a 9 on the spinner if you know the arrow landed on an even
1
number is 1 = 1
10. The probability that the product of the numbers on the upper faces is:
Sample space =
(1,1), (1,2), (1,3), (1,4), (1,5), (1,6), (2,1), (2,2), (2,3), (2,4), (2,5), (2,6), (3,1), (3,2) … . (6,6)
i. There is only one pair which is (1,1) of numbers from the sample space.
164
1
So, the probability that the product of the numbers on the upper faces is 1 is 36
10 5
ii. = 12
36
7
iii. 36
13
iv. 36
1
v. 36
1
11. Probability of getting a queen of clubs = 52
1
Probability of getting a king of hearts = 52
Since only one card is drawn-getting both is an impossible outcome.

Hence, the probability of getting either a queen of clubs or a king of hearts is
1 1 1
+ 52 = 26
52
12. B 13. A
165
Trigonometric table
166
Reference materials
You can use any teaching material related to the topic of discussion. You can get them from
school library. If you have internet access, you can also search the appropriate topic and follow
lecture notes and videos from Mathematics expertise located at different institutions. The
following are some reference materials and important sites at this grade level.
Alemayehu Haile and Yismaw Alemu (1980) Mathematics an introductory Course, Department
of Mathematics, Faculty of Science, Addis Ababa University, Addis Ababa, Ethiopia.
Bansal, C.K, Rachel Mary Z., Dawod Adem, Kassa Michael and Berhanu Guta ( 2010)
.Mathematics , Student Textbook 9th Grade, Federal Democratic Republic Of Ethiopia,
Ministry Of Education. Star Educational Books Distributors Pvt. Ltd. New Delhi, India
and Aster Nega Publishing Enterprise, Addis Ababa, Ethiopia.
Bostock,L. et al (1996). GCSE Higher Mathematics. Stanley Thornes (publishers) LTD, Great
Britain.
Kinfe Abrha Gebre-Egziabher(2002) Basic Mathematics, Nile College Publication Series,
Mekele, Ethiopia.
Raymond A. Barnett, et al (2011). College Algebra with Trigonometry, 9th Ed.
WCB/McGRAW-HILL Publishing Company, USA.
https://www.nagwa.com/en/explainers/215149018687/
https://www.bbc.co.uk/bitesize/guides/z8myrwx/revision/3
https://corbettmaths.com/2019/09/09/vectors-practice-questions/
https://www.westernsydney.edu.au/mesh/mesh/support_and_resources/number_sense/scientific_notation
167

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MATHEMATICS MATHEMATICS

Teacher Guide Grade 9

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Adem Mohammed Ahmed (PhD)

Akalu Chaka Mekuria (MA) (Curriculum Editor)

Endalfer Melese Moges (MA) (Language Editor)

Mustefa Kedir Edao (BED)

Dawit Ayalneh Tebkew (MSc)

FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA HAWASSA UNIVERSITY

Under Ministry of Education Contract no. xxxxxxxxxxx

ADDIS ABABA, ETHIOPIA FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA

The components of grade 9 teacher’s guide includes:

1. List of general contents and sub-contents of grade 9 students’ text book

2. List of general objectives of each unit

3. Suggested teaching aids of each unit

4. Expected students’ competencies at the end of each sub-unit

5. Elaborated presentation of each main topic focusing on the following:

• Identified key ideas to be stressed in each topic;

• Suggested strategies and sequences of presenting key ideas;

• Suggestion of alternative methods and techniques for teaching particular

Unit 1’ FURTHER ON SETs…………………..………… 1

Unit 1 The Number System……………………………… 5

Unit 2 SOLVING EQUATIONS ………………………… 44

Unit 3 SOLVING INEQUALITIES ……………………… 70

4.1 Revision on Right-angled Triangles…………..………………………. 85

Unit 5 Regular Polygons ………………………………. 94

Unit 6 CONGRUENCY AND SIMILARITY …………… 110

Unit 7 Vectors in Two Dimensions ………………..… 130

7.1 Scalar and Vector Quantities ………………………………………….…. 131

Answers for Activity 1’.1

1. A set is a collection of well-defined objects

1. a. well- defined set b. not well- defined c. well- defined set

1’.1 Set Description

Answers for Exercise 1’.2

1’.2 The Notion of Sets

Answers for Exercise 1’.4

1. a. Empty set b. Not Empty set c. Empty set d. Empty set

Answers for Exercise 1’.5

2. a. false b. True c. True

1’.3 Operations on Sets

Answers for Activity 1’.2

1. Elements that found in both set A and B = { 1,3, 5}

Answers for Exercise 1’.6

Answers for Review Exercise

locate some irrational numbers on a number line

Suggested Teaching Aids in Unit 1

1.1. Revision on Natural Numbers and Integers

➢ identify natural numbers and integers

Answer for Exercise 1.1

(1,2), (1,3), (1,4), (1,5), (1,6), (1,7), (1,8)

1.1.1 Euclid’s division lemma Period allotted:-1 period

Answer for Activity 1.2

If we divide 115 by 8 we got 14 and the remaining 3.

Answer for Exercise 1.2

1. a. 14 = 3 × 4 + 2 , quotient 4 and remainder 2.

2. Using division algorithm let 𝑎 is dividend, 𝑏 is divisor, 𝑞 is quotient and 𝑟 be remainder we