The Sierra Leone Teaching Service Commission

Supplementary Study Pack for Underperforming Schools

Mathematics JSS 3

March 2021

NOT FOR SALE

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TABLE OF CONTENT
TOPIC UNIT
PAGE

NUMBERS AND Unit1. Set language and notation…………………………………………………………. 2

NUMERATION Unit2. Basic concept 0f sets………………………………………………………………….. 3

Unit3. Using different types of numbers to describe sets…………………….. 4

Unit4. Venn diagram…………………………………………………………………………… 5

Unit5. Identification of number system (base) used by

different cultures………………………………………………………………………………… 7
Unit6. Conversion of other bases to base10 and from base10
to other bases……………………………………………………………………………………… 8
Unit7. Laws of indices…………………………………………………………………………… 10

Unit8. Properties of indices………………………………………………………………….. 12

Unit9. Standard Forms…………………………………………………………………………. 13

Unit10. Four operations in mathematics………………………………………………. 15

Unit11. Percentages…………………………………………………………………………….. 18

Unit12. Simple Interest………………………………………………………………………… 22

Unit13. Compound Interest…………………………………………………………………. 26

Unit14. Exchange Rate…………………………………………………………………………… 27

MEASUREMENT Unit15. Review areas and perimeters of 2D shapes triangles and

AND ESTIMATION
quadrilaterals…………………………………………………………………………………………. 31
Unit16. Areas and circumference of circles…………………………………………….. 37

Unit17. Volumes and surfaces of 3D shapes: triangular prisms, cuboid

and cubes………………………………………………………………………………………………. 39
GEOMETRY Unit18. Construction……………………………………………………………………………… 47

Unit19. Pythagoras……………………………………………………………………………… 51

Unit20. Congruency…………………………………………………………………………… 56

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MONEY AND Unit21. Calculations involving the four operations with money …………. 60

USE

TRIGONOMETRIC

RATIOS (FRACTIONS) Unit22. Sine, Cosine and Tangent of angles………………………………………… 60

How to calculate the missing length and angle of a

given right-angled triangle
ALGEBRA Unit23. Expanding and factorizing brackets………………………………………… 62

Unit24. Linear Equations…………………………………………………………………… 65

Unit25. Quadratic Equations 71

Change of subject and substitution…………………………………. 67

Unit26. Inequality ………………………………………………………………. 72

Unit27 collection and presentation of data …………………….. 76

STATISTICS AND Unit28. Averages……………………………………….. 78

PROBABILITY Unit29. Probability ……………………………………………………….. 81

Unit30. Internet skills ………………………………………………………….. 86

ANSWERS ……………………………………………………………………………………. 89

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Dear teacher

These materials are part of an effort taken by the department of the Teaching service
Commission (TSC) to improve the quality of teaching and learning of mathematics during the
Covid-19 pandemic in Sierra Leone, to serve as supplementary materials for mathematics to
the already existing ones. The recourses are designed to make mathematics teaching and
learning effective in every community and to ensure continuous improvement in the BECE
examinations in Sierra Leone.

As a mathematics teacher, you already know the subject knowledge, therefore your lesson
must be approached from a child cantered perspective. You are advised to make
explanations, demonstrations and discussions very simple to the level of children’s
understanding.

Teachers to avoid the use of jargons in the teaching and learning of mathematics and key
words must be clearly explained or broken down. Be aware that the teaching and learning
must be centered on our young people. Allow children to be actively involved in the teaching
and learning process through classroom activities, discussions, demonstrations and carrying
out calculations for the entire class. Teachers should give every child an opportunity to access
the material in this booklet. This could be achieved through clear explanation and provide
enough time for every pupil to complete tasks set in all the units. Teachers to provide an
opportunity for pair assessment and self-assessment for a better understanding of every unit
completed. All answers for the exercise are set at the back of this booklet.

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UNIT 1 NUMBERS AND NUMERATION

SET LANGUAGE AND NOTATION. TIME: 35 MINS.

TEACHER’S GUIDE
Teachers should use simple language to explain the concepts with clear explanation.
LEARNING OUTCOMES
You can identify elements of a set and use set language and symbols
SET: A set is defined as the collection of well-defined groups of objects called its elements.
{Examples of objects can be numbers, letters, diagrams, symbols etc. The elements of a set
are written within curly brackets and are separated by commas. Example A= {1,2,3,4,5}
We write 3 Ꞓ A which means 3 is an element of set A or 3 belongs to set A. 6 Ꞓ A which
means 6 is not an element of set A. Sets are denoted by capital letters and the elements by
small letters. Example. V= {a, I, o, u} a set can be described in three ways.
I. By listing its elements Example. P= {2 ,4, 6, 8,10}, a set of even numbers from 2 to 10
II. By word description Example. P= {prime numbers from 1 to 10}.
By set builder notation Example P= {x:1 ≤ x≤10, where x is a prime number}
The number of elements in a set refers to the cardinality of a set Example S= {a, e, I, o, u}.
The cardinality of set S i.e., |S|= n(S) =4.

Exercise
1. Lise a set prime number between 10 and 30
2. Write down a set of square numbers between 1 and 40.
3. List down the first 5 (a) square numbers (b) cube numbers
4.

UNIT 2 BASIC CONCEPTS and TYPES OF SETS. TIME: 35 MINS.

TEACHER’S GUIDE
Teachers to clearly explain the meaning the key words like finite sets and to ask students to
give their own examples. Teacher to mark and give feedback to students on every exercise
completed.
Student Guide
Students to write examples in their exercise books and to ensure exercises set are
completed.
LEARNING OUTCOMES

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Pupils can apply key words in solving everyday problems involving sets.

A set can be finite or infinite.

FINITE SETS: This refers to a set that has a definite number of elements example. A =
{1,2,3,4,5} n(A)= 5
INFINITE SET: This refers to the set that has an indefinite numbers of elements example. R=
{1,2,3, 4,}.
R= {All positives integers}. Here n(R) is unknown the elements are uncountable.
NULL SETS: A set that has no element is called an empty set. It is denoted by { } or Ø {phi}.
UNIVERSAL SET: A set that has all possible elements within a particular scope. It is denoted
by U or Ꜫ (Eula).
EQUIVALENT SETS: This refers to set that have the same number of elements. Example P=
{1,3,5} and
Q = {a, c, e}
n(P) =n(Q) therefore P and Q are equivalent.
EQUAL SET: Two sets are said to be equal when they have the same members (elements).
Example A = {8,9,10} and
B = {9,8,10}
A = B because each member (element) in A has a corresponding member in B. Although the
order of listing may not be the same.
SUBSETS: Let A and B be two non-empty sets. If some elements of A are the elements of B,
the B is said to be a subset of A denoted by B Ϲ A. The symbol means subset and Ͻ means
superset.
COMPLIMENT OF A SET. The compliment of a set is the collection of all elements (members)
that are in the universal set but not in the set P.
Example U = {1,2,3……….10}
P = {2,4,6,8}
The compliment of P denoted by P¹ = {1,3,5,7,9} P and P¹ are disjoint.
UNION AND INTERSECTION OF SET: Let A and B be non-empty sets. The collection of all
element that belongs to either A orb or both A and B refers to the union of A and B.
Example: A = {1,2,3,4,5,6} and
B= {1,3,5,7,9,10}.

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A union B is given by AUB = {1,2,3,4,5,6,7,9,10}

8₲ AUB because it is not in A and also not in B.
The collection of all elements that belongs to A and B refers to the intersection of A and B
denoted by AⴖB. from the above example AⴖB= {1,3,5} because these elements you can find
in both A and B.
Example. IF U = {1,2,3……10}
A = {2,4,6,8,10}
B = {1,2,3,6,7}
Find the elements of:
I. A¹
II. B¹
III. AUB
IV. AB
V. (AUB)¹
VI. A¹ B¹

Solution
Given U = {1,2,3,4,5,6,7,8,9,10}
A = {2,4,6,8,10}
B = {1,2,3,6,7,}
i. A¹ = {1,3,5,7,9}
ii. B¹ = {4,5,8,9,10}
iii. AUB = {1,2,3,4,6,7,8,10}
iv. A  B = {2,6}
v. (AUB)¹ = {5,9}
vi. A¹ B¹ = {5,9}
Exercise
Write down the elements of the following sets:
Given U = {2, 4, 6, 8, 10,}
I. A¹
II. B¹
III. AUB
IV. AB
V. (AUB)¹
VI. A¹ B¹

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UNIT 3 Time: 35 mins.

TEACHER’S GUIDE
Teacher to explain the properties of numbers and write them in the form of a set.
STUDENT GUIDE
Pupils to copy the properties of numbers in their exercise books.

USING DIFFERENT TYPES OF NUMBERS TO DESCRIBE SETS.

LEARNING OUTCOMES
Pupils can use different properties of numbers to solve problems with sets
When solving problems under set of members the following description of numbers must be
known.
a) THE SET OF EVEN NUMBER: numbers that can be exactly divided by 2. example
{2,4,6,8,10……………}

b) THE SET OF ODD NUMBERS: Numbers that 2 cannot divided exactly. Example
{1,3,5,7,9,11……….}

c) THE SET OF PRIME NUMBERS: Numbers that have only two factors (i.e. itself and 1)
example {2,3,5,7,11,13,17}

d) THE SET OFWHOLE NUMBERS: Numbers denoted by W. W = {0,1,2,3,4,5…….}

e) THE SET OF NATURAL NUMBERS: Numbers denoted by N. Example N = {1,2,3,4,5….}

f) THE SET OF INTEGERS: This refers to whole numbers positive and negative. Example I
= {-3, -2, -1,0,1,2,3…….}

g) THE SET OF SQUARE NUMBERS. Example {1,4,9,16,25….}.

MULTIPLES OF A NUMBER: Refers to numbers obtained by multiplying n by 1,2,3 etc.

example 1 multiples of 5 {5,10,15,20,25….}, example 2. multiples of 3
{3,6,9,12,15,18……}.

UNIT 4.

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VENN DIAGRAMS Time: 35

mins.
LEARNING OUTCOMES
Pupils can use Venn diagrams to solve simple problems involving sets
This a rectangle that may contain one, two or three circles that can be used to solve
problems in sets. The rectangle always represents the universal set and the circles, the
subsets.

SOME RELATIONSHIPS BETWEEN SETS.

I. U
The shaded portion represent the
compliment of
A i.e. A¹

II. U

B AⴖB
A B

III. U AUB

A B
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IV. U
(AUB)¹
A B

V. U
(AnB)¹
A B

Example: given that

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U = {1,2,3…….10}
P = {2,4,6,8,19}
Q = {1,2,3,6,7,9}.
Represent the information on a Venn diagram.

Solution

U = {1,2,3,4,5,6,7,8,9,10}
P = {2,4,6,8,10}
Q = {1,2,3,6,7,9}

P 4 2 3 1 Q

8 6 7 5

10 9 8

P  Q = {2,6} Note that P U Q = {1,2,3,4,6,7,9,10}. (P U Q) ¹= {5,8}.

Exercise
1.Given that
U = {1,2,3…….10}
P = {2,4,6,8,10}
Q = {,2,3,6,7,9}.
Represent these on a Venn diagram.

UNIT 5.

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IDENTIFICATION OF NUMBER SYSTEM (BASE) USED BY DIFFERENT CULTURES

Time: 35 mins.
LEARNING OUTCOMES

TEACHER’S GUIDE
Teacher to explain the different number system used by various cultures.

Pupils can identify number bases used by different cultures

 A number base system is a system for representing numbers, involving a

variety of digits or symbols of a given set in a consistent manner.
Ideally, a numerical system will:
 Represent useful set of numbers (example: all integers or rational
numbers).
 Give every number represented a unique representation (or at least a
standard representation).
 Reflect the algebraic and arithmetic structure of numbers.
The ancient Egyptian numbers were used by early Egyptians until early first millennium AD.
Some cultures traditionally count in 5’s. when counting the days of the week, we count 7’s;
time in seconds is counted in 60’s.
The number system 0,1,2,3,4,5,6,7,8,9 is mostly known as Arabic numbers or Indo – Arabic
numbers. The reason why this numerical system is famous, is because it was spread by the
Arabs in Europe. The system was developed by the Indian Mathematicians and adopted by

Persian and Arab Mathematicians. This numerical system is the simplest used numerical
system
in the world and Sierra Leone and its culture is not an exception. All local languages and
culture in Sierra Leone count in Base 10 numerical system I.e., 0,1,2,3,4,5,6,7,8,9.
ROMAN NUMERAL
The symbols are
i. – 1 X - 10
ii. – 2 L - 50
iii. – 3 C - 100
iv. – 4 D - 500
v. – 5 M – 1,000

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UNIT 6.
NUMBER BASE Time: 35 mins.
TEACHER’S GUIDE
Teacher should review basic rules inoder to write numbers in an index form.
STUDENT’S GUIDE
Students to copy relevant examples in their exercise books.

LEARNING OUTCOMES
Pupils can solve problems involving converting one number base to another number
base

HOW TO CONVERT OTHER BASES TI BASE 10.

There are two methods

1) The power expansion method and
2) The successive multiplication method.

Example. 1
Convert 11001 two to base 10.
Power expansion method

11001two = (1 x 24) + (1 x 23) +(0 x 22) + (0 x 21) +(1 x 20)

= (1 x 16) + (1 x 8) + (0 x 4) + (0 x 2) +(1 x 1)
= 16 + 8 + 0 + 0 + 1
= 2510
Successive multiplication method

11001(2) = (1 x 2) +1
= (3 x 2) +0
= (6 x 2) +0
= (12 x 2) +1
=2510
.
Example. 2
Convert 342five to a number in base 10.
Power expansion method

342(5) = (3 x 52) +( 4 x 51) +(2 x 50)

= (3 x 25) +(4 x 5) +(2 x 1)
= 75+ 20 +2
=9710.

Successive multiplication method

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342(5) = (3 x 5) +4
= (19 x 5) +2
= 95 +2
= 9710.

HOW TO CONVERT FROM ONE BASE TO ANOTHER BASE.

Here we first convert to base 10 and by successive division, we convert to the

desired base i.e., base 10 is considered as the bridge to the desired destination.
Example. 1
Convert 6710 to a number in base 6.

6 67

6 11R1

6 1R5

0R5 551(6)

Since the number was already in base 10, we proceed by successively dividing.

UNIT 7. Time: 35mins

INDICES
TEACHER’S GUIDE
Teacher to carefully explain the multiplication and division rules with the guided
examples.
STUDENT’S GUIDE
Pupils to ensure they copy all the laws of indices and examples in their exercise
books.

LEARNING OUTCOMES
Pupils can use multiplication and division rules of indices to solve problems.

LAWS OF INDICES.

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a3 = a x a x a
a 4= a x a x a x a

So a3 x a4 = (a x a x a) x (a x a x a x a)
= a7
a. The first law of indies known as the multiplication or product rule.

am x an = am+n
Example. simplify the following:
i. 53 x 52
ii. 2x4 x 4x3
iii. 3a2b-3 x 4ab6

Solution

1. 53 x 52 = 53+2
= 55
= 3225.

2. 2x4 x 4x3
= (2 x 4)4+3
= 87
3. 3a2b-3 x 4ab6 = (3x4) x a2+1 x b-3+6
=12a3b3

Also, if we have p4 ÷p3 = p x p x p x p

pxpxp
=p
b. The second law of Indices or the division law
am ÷ an = am-n
c. The third law of Indices
( am )n = am x n
= amn
Ex. Simplify the following:
i. 21x12 ÷ 14x3
ii. 25 ÷ 22
iii. ( 42 x 23 )2
iv. (10b6c2)2
v. (12a4 x 2a2 ) ÷ ( 5a2 x 6a3 )
Solution

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I. 21x12 ÷ 14x3 = 21x12

14x3
= 3x12-9
2
= 3x9
2
ii. 5 2
2 ÷2 =2 5-2

= 23
=8
iii. ( 42 x 23 )2 = 42x4 x 23x2
= 4 4 x 26
= (22)4 x 26
= 22x4 x 26
= 28 x 26

= 28+6
= 214
= 16384
iv. (10b6c2)2 = 102 x b6x2 x c2x2
= 100b12c4
v. (12a4 x 2a2) ÷ (5a2 x 6a3) = 12 x 2 x a4+2
5 x 6 x a2+3
= 24a6
30a5
= 4a6-5
5
= 4a
5

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UNIT 8.
PROPERTIES OF INDICES Time: 35mins

LEARNING OUTCOMES
Pupils can use use/apply positive and negative fractional indices to solve problems
1. ZERO POWER
a0 = 1
2. NEGATIVE INDEX
a-n = 1
an
3. FRACTIONAL INDEX
a1/2 = √𝑎

1⁄ 𝑛
𝑎 𝑛 = √𝑎
Ex. Find the values of

25
i. ( ) 1⁄2
4
ii. 8-2/3
Iii 26 x 22
44
iv. 164 x 81/3
vi. 27-1/3
25 1/2
𝑖. ( ) = 251/2
4

41/2
=5
2
ii. 8-2/3 = 1
82/3
= 1
(23)2/3
= 1
23x2/3

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= 1
22
= 1
4
iii. 26 x 22 = 26+4
44 (22)4
= 28
28
= 28-8
= 20
=1
iv. 27-1/3 = I
271/3
= 1
(33)1/3
= 1
33x1/3
= 1
3
v. 16 x 8 = (24)4 x (23)1/3
4 1/3

= 24x4 x 23x1/3
= 216 x 21
= 216+1
= 217

UNIT. 9
STANDARD FORM Time 35 mins.
Pupils to understand that in writing a number in standard form, you can only write one
whole number before the decimal point and then write rest of the numbers remaining. Eg
3145 = 3.145 x 103
pupils to copy examples in their exercise books
LEARNING OUTCOMES
Pupils can use index notation to write large and small numbers using standard forms.
When numbers become very small or large, we can manage them by writing them in
standard forms (Radicals). In standard forms we write numbers as:
(a number from / less than 10) x (an integer power of 10).

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i.e X x 10n
where 1 ≤ X ˂ 10 and n is an integer
example. 1 3.82 x 104is in standard form.
Example .2 25.46 x 105 is not in standard form.
If n is zero, it implies the number is between 1 and 10.
Example. 5.62 x 100
= 5.62
If n is negative the number may be less than 1.
Example 3.21 x 10-3
= 0.00321
If n is positive, it implies the number maybe larger
Example 5.26 x 104
= 52600
To write a number in standard form we first try to write the number from 1 to less than 10
and then determine the number of the decimal point is being moved.


If we move the decimal point from right to left, then the power of 10 i.e n is
positive
 If we move the decimal point from left to right, then n is negative.
Examples. Write the following numbers in standard forms:
i. 5000
ii. 687.05
iii. 0.00513
iv. 0.0246
v. 325.68
Solution
i. 5000
We write 5.0 x 103 i.e. shifting the decimal 3 spaces from right to left
ii. 687.05 = 6.8705 x 102
iii. 0.00513 = 5.13 x 10-3
The decimal point was shifted 3 spaces from left to right, which gives a negative
power of 10.
iv. 0.0246 = 2.46 x 10-2
v. 325.68 = 3.2568 x 102

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Unite 10. EVERYDAY ARITHMETIC Time:35 mins

LEARNING OUTCOMES
Pupils can use/apply BIDMAS to solve word problems.

THE FOUR OPERATIONS

In mathematics, the four operations are ADDITION, SUBTRACTION, MULTIPLICATION AND
DIVISION.
When solving problems that involves some or all the operations, we must follow the
principles of BODMAS OR BIDMAS as the case may require.
Under this unit attention will be paid to how we use the operations in solving word
problems.

Solve: (5 +2) x 3 + 1 = Solve: (5 +2) x 3 + 1

Number
BIDMAS is the order in which you work out a calculation

B I DMAS
r n i u d u
a d v l d b
c i i t i t
k c s i t r
e e i p i a
t s o l o c
s n y n t
1st 2nd 3rd 5th 6th
4th

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Number
EXAMPLES
1)Work out the following without a calculator:
(a)2+3x4 (b) 7-2x6
= 2 + 12 = 7 - 12
= 14 = -5

2
(c)3+5x4÷2 (d) 2 x 3 – (4 + 2) (e) 4 x 3 – (7 + 2)
2
= 3+5 x 2 = 4x3 - 9
= 2x3 - 6
= 3 + 10 = 4 x 9 - 9
= 6 - 6
= 13
= 0 = 36 - 9
= 27

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Work out the answers to these THE JOKE

and then work out the joke:
21 29 14 8 29 14 39 39 36 51 36 18 8 31
W=6+3x5 R=3x8+2

G=3+8x2 I=4+7x3 8 29 36 39 16 14 51 8 25 51 8 29 36

O=4x7+3 N=6+5x9 15 14 8 29 2 10 16 14 2 2 ?
P=6x5+9 T = 14 - 3 x 2
25 8 19 26 36 21
S = 16 - 2 x 7 Q = 7 + 8 x 2
2 23 27 14 26 36 26 31 31 8 2
U=5x7-8 C = 22 – 3 x 4

M = 22 - 3 - 4 L = 28 - 6 x 2

D=7x2+4 E=8+7x4

A = 32 - 6 x 3 H = 9 x 3 + 2

SUM AND DIFFERENCE

 The sum of numbers is the result obtained when we add the numbers together.
 Difference refers to the result obtained when we subtract the numbers. It is usual
that we always subtract smaller numbers from bigger ones.
Ex.1. The sum of three consecutive numbers is 33. Find the numbers.
Let the 1st number be x
So, the 2nd = x+1
And the 3rd =x+2
Their sum is 33: x + (x+1) + (x+2) = 33
x + x + 1 + x + 2 = 33
3x + 3 = 33
3x = 33-3
3x = 30
3 3
X = 10

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Ex.2. Find the difference between 33/4 and 22/3.

= 33/4 – 22/3 ( we convert to improper and find the L.C.M) = 13/12 0r
11/12
= 15/4 – 8/3
= 45 – 32
12

PRODUCT
The product of numbers is the result obtained when the numbers are multiplied.
Ex. The product of two numbers is 24. If one of the numbers is ¼, find the other number.
Let the number be y
So y x ¼ = 24
y/4 = 24
y = 4 x 24
y = 96
Ex. The sum of 35 and a certain number divided by4. The result is equal to double the
number. Find the number.
Let the number be w
The sum of 35 and a certain number divided by 4:
35 + w
4
The result is double the number:
2w
So 35 + w = 2w
4
(35 + w) = (4 x 2w)
35 + w = 8w
35 = 8w – w
35 = 7w
7 7

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W=5
Ex. Simplify: 5 x 11 ÷ 32 ( Here the principles of BODMAS or BIDMAS must be applied)
4
5 x 11 ÷ 32 = 5 x 11 ÷ 9
4 4
= {(5 x (11 ÷ 9)} ÷ 4
= 5 x 11/9 x ¼
= 55/36 or 119/36
Ex1. The sum of 8 and a certain number is equal to the product of the number and 3. Find
the number.
Ex2. The sum of two numbers is 11. The product of the numbers is 30. Find the numbers.

UNIT II PERCENTAGES Time: 70 mins.

LEARNING OUTCOMES

Pupils can solve problems involving profit and loss.

REVISION: A percentage is a fraction in which the denominator is 100. The

symbol % means percentage:

400 500
Example: 40% mean and 50% means
100 100

CONVERSIONS

a) FRACTION TO PERCENTAGE: To convert fraction to percentage,

we multiply 100
𝟏𝟎
E.g., Convert to percentage
𝟓𝟎

Solution:
𝟏𝟎 𝟏𝟎𝟎 𝟏𝟎𝟎𝟎
i) x = = 20%
𝟓𝟎 𝟏 𝟓𝟎
𝟑𝟎
ii) to percentage
𝟓𝟎

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𝟑𝟎 𝟏𝟎𝟎 𝟑𝟎𝟎𝟎
solution: x = = 60%
𝟓𝟎 𝟏 𝟓𝟎

exercise:
𝟐𝟓 𝟑𝟎 𝟒 𝟐𝟎
Convert the following fractions to percentage i) ii) iii) iv)
𝟒𝟎 𝟔𝟎 𝟔 𝟐𝟎

b) TO EXPRESS DECIMALS AS FRACTIONS

You first convert the decimal to fraction and then multiply your
answer by 100.
Examples: Convert (i) 0.62 (ii) 0.683 to percentages
62 100 6200
Solution: i) 0.62 = x = = 62%
100 1 100
683 100
ii) 0.683 = x = 68.3 %
100 1

c) TO EXPRESS PERCENTAGE AS DECIMAL

To convert percentage to decimal we divide by 100
Examples: Convert the following percentages to decimals i)40%
(ii)1.50% (iii) 25%
40
Solution: I) 40% = = 0.40
100
1.50
ii) 1.50% = = 0.0150
100
25
iii) 25% = = 0.25%
100

d) CALCULATING PERCENTAGES OF QUATITIES

Examples: i) What is 25% of Le 600?

Solution: Percentage means a quantity out of 100

25 25 60
25% = and ‘of’ means multiply by the quantity:100 𝑥 = 25x6 =
100 1

Le150

Example:
ii) 20% of a population of 500 people were affected by the COVID 19
disease. How many people were affected?

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20
Solution:100 x 500 = 20x5 =

Exercise 1:
a) What is 35% of Le 800?
b) What 25% of a population of 100 people?

e) DECREASE OF A VALUE BY PERCENTAGE

Example: Decrease 140 by 10%

Solution:
First method: 140 is 100%, when decreased by 10%, we have 90%
90
90% of 140 = x 140 = 9x14 = 126
100

Second method:
10% of 140 Third Method
10
x 140 = 14 First find 10% of 140
100

Reduce 140 by 14 10% of 140 = 140 ÷ 10 = 14

= 140-14 = 126 10% = 14

90% = 14 x 9 = 126

Exercise 2:

Find the following

without a
calculator:
a) 10% of 8026
b) 25% of 60
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Ex.3
A builder mold 400 bricks on Saturday and later discovered that 25%
of the bricks were faulty. How many bricks were faulty?

PROFIT AND LOSS PERCENTAGES

In the market, the cost price is the price the dealer can buy goods and the
selling price is the price at which he sells the goods.

He makes profit when the selling price is more than the cost price.
Alternatively, he makes a loss when the selling price is less than the cost
price.

PROFIT = Selling Price – Cost Price

LOSS = Cost Price – Selling Price

100
Profit Percentage = Actual Profit ÷ Actual price x 1

100
Loss Percentage = Cost Price – Selling Price x 1

Examples: (i) A trader bought a plasma television at Le 900,000 and sold

it at Le 950,000. Calculate the profit percentage

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Solution

𝑺𝒆𝒍𝒍𝒊𝒏𝒈 𝑷𝒓𝒊𝒄𝒆 −𝑪𝒐𝒔𝒕 𝑷𝒓𝒊𝒄𝒆 𝟏𝟎𝟎

Profit percentage x
𝒄𝒐𝒔𝒕 𝒑𝒓𝒊𝒄𝒆 𝟏

𝟗𝟓𝟎,𝟎𝟎𝟎−𝟗𝟎𝟎,𝟎𝟎𝟎 𝟏𝟎𝟎 𝟓𝟎,𝟎𝟎𝟎 𝟏𝟎𝟎

x = x
𝟗𝟎𝟎,𝟎𝟎𝟎 𝟏 𝟗𝟎𝟎,𝟎𝟎𝟎 𝟏

𝟓 𝒙𝟏𝟎𝟎 𝟓 𝒙 𝟏𝟎𝟎 𝟓𝟎
= = = = 55.6%
𝟗𝟎 𝒙 𝟏 𝟗 𝟗

Exampleii) A chair bought at Le1800 and sold at Le1500. What is the loss
percentage?

Solution:

𝑪𝒐𝒔𝒕 𝒑𝒓𝒊𝒄𝒆−𝑺𝒆𝒍𝒍𝒊𝒏𝒈 𝑷𝒓𝒊𝒄𝒆 𝟏𝟎𝟎

Loss Percentage = x
𝑪𝒐𝒔𝒕 𝑷𝒓𝒊𝒄𝒆 𝟏

1800−1500 100 300 100 3 100

= x = x = x
1 1 1800 1 18 1

𝟏 𝟏𝟎𝟎 𝟏𝟎𝟎
= x x = 16.6%
𝟔 𝟏 𝟔

Example iii) A radio was bout at Le 70,000 and sold at a profit of 20%.
Calculate the selling price.

𝟐𝟎%
Solution: Profit = x 70,000
𝟏𝟎𝟎

= 0.20 x Le70,000 = Le14,000

Selling Price = Cost Price + Profit

Selling Price is = Le70,000 + Le14,000 = Le84,000

Exercise 4:

1) If 80kg of container is increased by 40%, what is its new value?

2) What is 45% of 600
3) A dealer sold a textbook for Le800 and made a profit of 25%. At what
price did he buy the book?

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4) A teacher bought a bicycle at Le50,000 and sold it at Le60,000. What

is the profit percentage?
5) Express 55 out of 75 as a percentage.

UNIT 12: SIMPLE INTEREST Time: 70 mins.

LEARNING OUTCOMES

Pupils can calculate interest on problems with loans.

SIMPLE INTEREST: Interest is a payment given for saving or borrowing

money. It can also be the price paid for borrowing money. When interest is
calculated on the basic sum of money saved or borrowed, it is called SIMPLE
INTEREST. Interest is the profit return on investment when money is
invested, then interest is paid to the investor.

The money used for the investment is called the PRINCIPAL. The
percentage return is called the RATE PERCENT. The amount is the total
formed by adding the interest to the principal.

NOTE: With simple interest, the principal always stays the same, no matter
how many years the investment (or loan) may last.

FORMULATE:

Simple Interest can be calculated using the formula

𝐏𝐑𝐓 𝐏𝐱𝐑𝐱𝐓
I= i.e. I = where
𝟏𝟎𝟎 𝟏𝟎

P= The Principal (the sum of money saved or borrowed)

R = The Annual rate of interest (Given as a percentage)

T = The Time for which the money is (saved or borrowed)

The other derived formulae are:

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100 x I 100 x I 100 x I
T= ;R= ; P=
𝑃𝑥𝑅 PxT RxT

Examples:

1) Find the simple interest on Le120 for 7½ years at 60% per annum

I = Simple Interest
𝐏𝐱𝐑𝐱𝐓
Solution: I= Where
𝟏𝟎𝟎
R = Rate Percentage

T= Time (in yrs)

𝐋𝐞𝟏𝟐𝟎 𝐱 𝟔 𝐱 𝟕½ P = Principal
=
𝟏𝟎𝟎
𝐋𝐞𝟏𝟐𝟎𝐱𝟔𝐱𝟏𝟓
= = Le54
𝟏𝟎𝟎𝐱𝟐

The simple interest therefore is Le54

2) Find the simple interest on Le8,000 invested for 3years at 6% per

annum. P= Le8,000
PxRxT
Solution: I= Given R= 6%
100
T= 3 years

8,000 x6x3
SI = x 80x6x3 = 1,280
100

The simple interest = Le1,280

3) calculate the rate at which $4000 invested for 6years gives an
interest of $4.
I= $4
100x I
Solution: R= where
𝑃𝑥𝑇 P= $4000

T= 6 years

𝟏𝟎𝟎 𝐱 𝟒 𝟒 𝟒
:R= = = = 0.02%
𝟒𝟎𝟎𝟎 𝒙 𝟔 𝟒𝟎 𝒙 𝟔 𝟐𝟒𝟎

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4) What is the rate at which Le2000 invested for 4months gives an

interest of Le60?
Where I = LE60, P=
100 x I
Solution R = Le2000
𝑃𝑥𝑇
𝟒𝐦𝐨𝐧𝐭𝐡𝐬
T= 𝟏𝟐
= ⅓ yr.
𝟏𝟎𝟎𝐱𝟔𝟎 𝟔 6
:R= = = = 9.1
𝟐𝟎𝟎𝟎𝒙𝟎.𝟑𝟑 𝟐𝒙𝟎.𝟑𝟑 0.66

R= 9.1%

5) What sum of money must we invest to give Le300 simple interest at

the rate of 60% per annum and the time is 2years?
Solution:
PxTxR
SI = Where R = 6%
100
T = 2yrs

I = Le 300

P=?
100 x 300 300000
P= = = Le 25,000
6 𝑥 2𝑦𝑟𝑠 12

The money invested is Le 25, 000 (Principal)

The amount = Principal + Interest = Le 25000 + Le 300
= Le 25300
Exercise 1
Find the simple interest on the following
i) Le300 for 4yrs at 8%
ii) Le520 for 5yrs at 7%
iii) Le225 for 4yrs at 9%

AMOUNT

The amount is the sum of the principal and the interest i.e. A= Principal +
Interest.

Example 1:

Find the simple interest and amount on N120 for 7½ yrs at 6% per annum

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𝐏𝐱𝐓𝐱𝐑 𝟏𝟐𝟎 𝐱 𝟔 𝐱 𝟕½ 𝟏𝟐𝟎 𝐱 𝟔 𝐱 𝟏𝟐
SI = = =
𝟏𝟎𝟎 𝟏𝟎𝟎 𝟏𝟎𝟎 𝒙 𝟐

SI = N54

In the example above, the principal is N120 which makes an interest of

N54. The Amount now = N120 + N54 = N174

Example 2: Find the amount of Le343.20 in 5yrs at 6½% per annum

Solution:

𝑷𝒙𝑹𝒙𝑻 𝐋𝐞𝟑𝟒𝟑.𝟐𝟎 𝐱 𝟔½ 𝐱 𝟓
I= =
𝟏𝟎𝟎 𝟏𝟎𝟎

𝟑𝟒𝟑.𝟐𝟎𝐱𝟐𝟓𝐱𝟓 𝟖𝟓.𝟖 𝐋𝐞 𝟒𝟐𝟗

= = = = 107.25
𝟏𝟎𝟎𝒙𝟒 𝟒 𝟒

Amount = Principal+ Interest

= Le 343.20 + Le 107.25 = Le 450.45

Exercise 2

Find the amount of the following investment

1) Le 500 for 1yr at 6%

2) N 800 for 1yr at 8%
3) $400 for 3yrs at 6%
4) Le700 for 2yrs at 7½%

UNIT 13 COMPOUND INTEREST Time: 35 mins

Students to copy examples in their books and ensure to remember the

appropriate formula for a specific question.

LEARNING OUTCOMES

Pupils can compound interest to calculate total interest over a number of

years.

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This is the interest accumulated over a certain period

When money is saved with simple interest the interest is paid at regular
intervals and the principal remains the same.

With compound interest, the interest is added to the principal at the end of
each interval.

Thus, the principal increases and so the interest becomes greater for each
interval. Most saving’s schemes give compound interest, not simple
interest.

Example 1: Find the compound interest on Le600 for 2yrs at 8% per

annum

𝐏𝐱𝐓𝐱𝐑 𝟔𝟎𝟎𝐱𝟖𝐱𝟏
Solution:1st year: I = =
𝟏𝟎𝟎 𝟏𝟎𝟎

= Le48

Amount at the end of 1st year = Le 600 + 48

= Le648

PxTxR 648x8x1
2nd year: I= =
100 100

= 6.48x8x1

= Le51.84

Amount at the end of 2nd year = Le648+Le51.84

= Le699.84

Compound interest =Le699.8 – Le 600 = Le 99.84

Example 2:

Mr. Sankoh borrow Le2000 from Mr. Jajua at the rate of 5% compound
interest. How much does Mr. Jajua receive after 4years?

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Solution: First year = Principal Le 2000

5x2000
Interest = Le 100
100

2nd year = Principal Le2,100 (2000 +100)

5
Interest x 2100 Le 105
100

3rd year = Principal Le 2205

5
Interest x 2205 Le 110.25
100

4th year = Principal Le 2315.25

𝟓𝐱𝟐𝟑𝟏𝟓.𝟐𝟓
Interest = Le 115.76
𝟏𝟎𝟎

Total amount = Le 2431.01

Answer: Mr. Jajua receives Le 2431.01 after 4years.

UNIT 14 EXCHNAGE RATES MONEY Time: 35 mins

LEARNING OUTCOMES

Pupils can convert the Sierra Leone LEONES to sterling or dollars.

WEST AFRICAN CURRENCIES

Nigeria 100 Kobo (k) = 1N Naira

Ghana 100 Pesewas (p) = 1 Cedi (c)

Sierra Leone 100 cents (c) = 1 Leone (Le)

The Gambia 100 bututs (b) = 1 Dalasi (D)

Liberia 100 cents (c) =1 Dollar ($)

French speaking countries – France CFA (undivided)

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Other Countries

Britain 100 pence (p) = 1 pound (£)

USA 100 cents (c) = 1 Dollar ($)

EXCHNAGE RATE

The exchange rates fluctuate i.e., rises or fall. At the time of going to press
£1 sterling was equivalent to the following

 The Gambia D 4.00

 Ghana c 4.85
 Liberia $ 1.77
 Nigeria N 1.18
 Sierra Leone Le 2.18
French speaking countries = 592 for CFA

The following table gives the exchange rates between the English-speaking
countries of West Africa.

$ Le
D1 1.00 1.21 0.44 0.30 0.55
C1 0.82 1.00 0.36 0.24 0.45
$1 2.26 2.74 1.00 0.67 1.25
N1 3.39 4.11 1.50 1.00 1.85
Le1 1.83 2.22 0.81 0.54 1.00

Note: As already mentioned exchange rates changes from day to day. The
above rates may only be taken as approximations for practice purposes.

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COPY INTO YOUR BOOKS

CHANGING TO A FOREIGN CURRENCY

FOREIGN CURRENCY = HOME CURRENCY x EXCHANGE RATE

Amadu is going to Spain on a holiday to watch Real Madrid FC

and changes £200 to euros. How many euros does he get?

STEP 1: FIND THE EXCHANGE RATE IN THE TABLE

STEP 2: INSERT AMOUNTS INTO THE FORMULA

FOREIGN CURRENCY= BRITISH CURRENCY x EXCHANGE

RATE

AMOUNT OF EUROS = £200 x 1.58

AMOUNT OF EUROS = € 316

£200 = €316

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Change £150 into Australian £150 x 2.82 $ 423

Dollars

Change £390 into US Dollars £390 x 1.55 $ 604.50

Change £250 into Euros £250 x 1.58 € 395

24510 rand
Change £1500 into rand £1500 x 16.34

Change £500 into Swiss £500 x 2.32 1160

Francs Swiss
Francs

Exercise
Exchange Rates (£1 = ) QUESTIONS

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MEASUREMENT AND ESTIMATION Time: 70 mins

UNIT 15. REVIEW OF AREAS AND PERIMETERS OF TRIANGLES AND

QUADRILLATERALS

LEARNING OUTCOMES

Pupils can recall and use the formulas for the area and perimeter of 2D
shapes.

A polygon of four sides is called a quadrilateral e.g. (i) square (ii) rectangle
(iii) Rhombus

(iv) Trapezium (v) Parallelogram

Examples

All sides are equal

a) Square

Area (A) =a2 (a x a)

Perimeter = P=a+a+a
PERIMETER:

The word comes from two Greek words “Per” meaning round and meter ….
meaning to measure.

Therefore, perimeter means “to measure round’’. The distance round the
edge of a shape.

b) RECTANGLE

Two opposite sides are

equal
B

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Area (A) = LB = LxB

Perimeter (P) = 2 (L+B)

c) PARALLELOGRAM

Opposite sides are equal and parallel

Area (A) = Bh
h Perimeter (P) = 2(a+b)

d) RHOMBUS
All four sides are equal, and the opposite sides are
parallel

Area(A) = ½xy

Perimeter(P) = 45

e) TRAPEZIUM
Has one parallel side.

Area (A) = ½(b1 +b2)h

Perimeter (P) = a+b1+b2+C

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f) TRIANGLE
A shape with three sides or a
polygon with 3 sides.

Area(A) = ½base(b) x h or ½bh or

½xbxh

Perimeter= a+b+c

TYPES OF TRIANGLES

i) A Right-Angle Triangle: The longest side is opposite to the right

angle and is 90o

ii) An Isosceles Triangle: Two sides of this triangle are the same
and the base angles are equal.

i.e., Side AC= AB = BC and angle b= C=a

iii) Equilateral Triangle: All the three sides and angles are equal.
Equal. Hence all the angles are equal

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i.e., Side AC= AB = AB = BC also a= b =

c

iv) Scalene Triangle: All the three sides are different; so are its
angles.

A
a i.e., Side AB‡ BC A‡C

Angle a‡ b‡c
B b

c
C

v) Acute Angle Triangle: Each angle for this triangle is less than
90o

i.e., Side pm = px=mx and angle p=x=m

vi) An Obtuse Angle Triangle: One of the angles is greater than 90o

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CALCULATIONS: Calculate the area of the following figures

EXAMPLE (1)
D C Area = LxB = 4cm x 4cm = 16cm2

Perimeter = 4cm+4cm+4cm+4cm = 16cm

4cm

A B

EXAMPLE (2)

D C
Area = LxB = 6cmx4cm = 24cm2
A 5cm
Perimeter = 6cm+4cm+6cm+4cm = 20cm

EXAMPLE (3)

Area = ½bh = ½x6x8 = 24cm2

8cm

A B
6cm
EXAMPLE (4)

A D A parallelogram Area= bh
1
32cm
b=4cm

C h= 3½cm
B 4cm

EXAMPLE (5)
Calculate the area of the figure below

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A D

B 13cm C

The figure is a Trapezium DC is I to BC. Therefore, DC is the distance

between AD and BC Area of Trapezium =

½ (15+13) x6 = ½ (28)x6

= 14x6=84cm2
EXAMPLE (6)
Find the Perimeter of a squire with sides 4cm.

4cm P=4+4+4+4+4=16cm

Or 2(4+4)2(8)=16cm
4cm

Exercises 1
1) The area of a rectangle is 220cm2. If the width is 25cm. find its
length
2) What is the area of a parallelogram whose base is 7cm long and its
vertical height is 4cm?
3) Find the diameter of a circle whose circumferences are (i) 34.4m
(ii)18.5cm
4) Find the circumferences of a circle whose radius is 6cm?
5) If the area of circle is 144cm2. Find its radius
6) Calculate the area of circle of the following figures

(ii)
8cm
(i)
5cm

9cm
12cm

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7. The area of a triangle is 76.85cm2. If its height is 10.6cm. what is

the length of the base of the triangle?

Exercise 2

Calculate the area of the following shapes. In Q9, calculate the shaded area.
3
1 2 5cm 4
24cm2
6cm 10cm2 9cm
4cm 8cm 4cm 10cm
10cm2 10cm
35cm2
5cm 7cm
6 7
5

8m 11m 7cm 12cm2 4cm 3cm 20cm2 4cm

8m
36cm2
3cm 5cm
9m
B 10 4cm
9 25cm2
8
5cm
5cm 44cm2
15m
10m
2cm 15cm2 3cm 11cm
2cm

A D C 7cm
4m 5m

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UNIT 16 CIRCLE Time: 70 mins.

LEARNING OUTCOMES
Pupils can use formulas to calculate areas and perimeters/circumference
of circles.

Note:𝜋 is an appropriation for a special number represented by the Greek

Letter 𝜋 (Pi).
For any circle Pi = circumference ÷diameter
22
The approximation value is . Alternatively, we sometimes use 3.142.
7

C = 𝜋𝑑.
The Length of the diameter doubles the radius,
so, C = 2𝜋𝑟.
Example 1: Find the area of a circle of radius 8cm.
Solution:
Area = 𝜋𝑟 2
22 22
A= x 82 = x8x8
7 7
22 1408
= x 64 =
7 7

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Area = 201cm

Example 2: Find the Circumference of a circle with diameter 21cm.

22
Using 𝜋= .
7

Cir = 𝜋𝑑
22 462
C= x 21 =
7 7

Circumference = 66cm

Example 3: The radius of a circle is 7cm.

(a) What is the length of its diameter?
(b) What is the length of its circumference?
Solution: (a) Diameter = 2 x radius
Radius = 7cm
Diameter = 2 x 7 = 14cm
22
(b) Circumference = 2𝜋𝑟 = 2 x x7
7
44
x 7 = 44cm
7

Example 4:
The circumference of a circle is 176cm.
Find (a) Radius (b) Diameter
Solution: (a) Circumference/Perimeter = 2𝜋𝑟
22
∴ 176cm = 2 x xr
7

176 x 7 = 2 x 22 x r
176 𝑥 7
=r
2 𝑥 22
1232
∴r= = 28cm
44

Therefore, the radius = 28cm

(b) Diameter = 2r
Where r = 28cm
∴2 x 28 = 56cm

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Example 5:
22
What is the radius of a circle with area 616cm2? 𝜋 = 7

Solution:
Area = 𝜋𝑟 2
22
∴ 616 = xrxr
7
22
616 x =rxr
7

r = √(28 𝑥 7) = √(4 𝑥 7 𝑥 7)

r = √(2 𝑥 2 𝑥 7 𝑥 7)cm
r=2x7
∴ 𝑟𝑎𝑑𝑖𝑢𝑠 = 14𝑐𝑚

Exercise
Calculate the area of the following circles:
1. Radius is 3 cm.
2. Diameter 10 cm
3. Radius 7 cm

UNIT 17 Time: 70 mins.

VOLUME AND SURFACE OF THREE DIMENSTIONAL SHAPES

LEARNING OUTCOMES
Pupils can apply formulas to calculate total surface areas and volumes of
3D shapes.

Volume is the measure of space occupied by a solid. Volume can be equated

to the amount of material used to make the solid if the solid is not hollowed.

Capacity is the measure of the amount of content a container can hold. If

the container is made of thin metal, its volume is equivalent to its capacity.

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Volume is measured in cubic units. If the metric system Littre is the unit
used for measuring capacity and pints, quarts and gallons are units in the
imperial system used for measuring capacity.

The cross-section of a solid shape is the shape found when the solid is cut
through parallel to its end face.
Prism: Any solid with a constant cross-section is a prism.
A Solid Cylinder: Is a circular prism whose cross-section is a circle.
Therefore:
Volume of a Circular Prism = Volume of Cylinder
= Area of circular end face x Height
= Area of cross-section x Height

A cuboid is a rectangular prism whose cross-section is a rectangle.

Note: The volume of a prism is the product of the area of its cross-section
and its height.
(a) Cuboid (Rectangular Tank)
Area = 2Lb + 2Lh +bh
= 2(Lb +Lh + bh)
Volume = L x b x h

(b) Square Box

Area = 2x2 + 4 x h;
When top opens
Area = x2 + 4 x h

(c)
Area = 6L2; when top opens
Area = 5L2

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(d) Prism
Curved Surface Area i.e.
Perimeter of Cross-section x
Length of Solid + (Total Area of
Solid)
V = Ah (AL) Where A = Area

(e) Cylinder (Milk Tin)

Curved Surface Area
A = 2𝜋𝑟(r + h)
When top opens
A = 𝜋𝑟 2 + 2𝜋L = 𝜋𝑟(𝑟 + 2ℎ)

(f) Cone (funnel)

Curved Surface Area
A = 𝜋𝑟 2 + 2𝜋𝑟L = 𝜋𝑟(𝑟 + 𝐿)
V = 1⁄3 𝜋𝑟 2 h

(g) Sphere (Earth)

Surface Area A = 4𝜋𝑟 2
V = 4⁄3 𝜋𝑟 3 h

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(h) Pyramid
Sum of the area of the triangle
forming the side plus the area of
the base
V = 1⁄3 𝐿𝑏ℎ i.e.

V=½xLXbxh

(i) Hemisphere
Surface Area
A = 2𝜋𝑟 2 and V = 2⁄3 𝜋𝑟 3

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Area and Volume

LO: Calculate the volume of cuboids and cylinders.

� � �

Volume of a
Cylinder
=
Area of Circle x
Height

Area and Volume

LO: Calculate the volume of cuboids and cylinders.

Calculate the volume of this cylinder. Give your answer to 1 d.p.

Area of cross-section = π x 12²

= 452.389… cm²
Volume = 452.389… x 20
= 9047.8 cm³

Calculate the volume of this cylinder. Give your answer to 3 s.f.

Area of cross-section = π x 5²
= 78.539… cm²
Volume = 78.539… x 12
= 943 cm³

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Examples
1) A rectangular Tank is 76cm long, 50cm wide and 40cm high. How
many liters of water can it hold?
Solution: V = Lbh = 76cm x 50cm x 40cm
V = 152000cm3
1000cm3 = 1 Litres
𝟏𝟓𝟐𝟎𝟎𝟎
∴ 152000cm3 = = 152 Litres
𝟏𝟎𝟎𝟎

Prism – A shape with uniform cross-section.

If you cut off a slide from a prism, its volume is the same
across the whole shape.

Volume of a prism

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Volume

VOLUME IS THE SPACE

INSIDE A 3D SHAPE

Cross-Section t h
e ng
L

Volume of cuboid = Area of rectangle x Length

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Volume

Volume of a cuboid = L x W x H

Answers

1) Volume = 12 x 6 x 9 = 648 cm3

2) Volume = 5.2 x 5.2 x 5.2 = 140.608 = 140.6cm3

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Find the volume of the following

cuboids:
1. 4cm 2. 2cm

3cm 6cm
6cm 5cm

3. 3cm
4. 7cm

4cm
5cm 3cm
5cm

5. 5cm
6. 11cm

10cm
6cm 3cm
2cm

Calculating a Missing Length with Given

Volume

Sometimes in an exam, you will be asked to find a

missing length of a cuboid with a given volume.

Example
Volume = 72cm³

4cm
3cm 3 x 4 = 12
?cm
6cm
72 ÷ 12 = 6
Step 1 – multiply the two given values.
Step 2 – divide the volume by the answer you got when
you multiplied the two values.

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Pyramids
A Pyramid 8cm high stands on a rectangular base 6cm by 4cm. Calculate
the volume of the pyramid.

Volume = 1⁄3 𝐿𝑏ℎ

V = 1⁄3 x 6 x 4 x h = 64cm3

Exercises
1) Find the volume of a circular prism 10ft long if the radius of the cross-
1
section is 7ft. Use 𝜋 = 3 7

2) A triangular prism is 20cm long. The triangular face has a base 8cm
long and the perpendicular height to the base is 7cm. what is the
volume of the prism?

3) Find the height in meters of a pole if the volume of wood used to

make the pole is 200cm3 and the area of the cross-section is 154cm2

UNIT 18
GEOMETRICAL CONSTRUCTIONS Time:70 mins
LEARNING OUTCOMES
Pupils can bisect lines and angles.

A) To Bisect a Straight-Line Segment

A B
The line segment AB is the part of the line between A and B including the
points A and B.

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To bisect the line segment AB means to divide it into two equal

parts.

i) Draw a straight line through P and Q so that it cuts AB at M.

P

A M B

Q
M is the midpoint of AB. PQ meets AB perpendicularly. PQ is the
perpendicular bisector of AB. Use a ruler and protractor to check that AM =
MB and ∆AMP = ∆BMP = 90O

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Constructions
LO: Construct bisectors, angles and loci.

Draw any two points, label them A and B, and find their
perpendicular bisector.
STEP 2:
Using the same
distance on your
compass, draw
another arc.
A

B
STEP 1:
• Compass on A, set
the distance
slightly more than STEP 3:
halfway between A Draw a line between
and B. the two points of
• Draw an arc. intersection.

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Constructions

a. Equilateral Triangle

Draw a line of suitable length (e.g. 7cm) in your books, leaving some space above.
Construct an equilateral triangle with base AB.

Method
1. Draw two arcs with
the same length
AB, with centres A
and B.
2. Join points A and B
to the arc to form
the equilateral
A B triangle.

B) To Construct an Angle of 90O

Given a point on a straight-line AC

A B C
You are required to construct a line BR through B such that ∆𝑅𝐵𝐴 = ∆𝑅𝐵𝐶
= 90O

C) To Construct an Angle of 30O

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30O is ½ of 60O. To construct an angle of 30O, first construct an angle of

60O and then bisect it as shown below.
A

B 30O X C
Use a protractor to check the data above.
Exercises: Use ruler and a pair of compasses only in this exercise
1) Draw any angle ∠ =ABC. Use the above method to construct the
bisector of ∆𝐴𝐵𝐶. Use a protractor to check your result.
2) Construct angles of 90Oand 45O.

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UNIT 19. PYTHAGORAS THEOREM Time: 70 mins

TEACHER’S GUIDE
Teachers to carefully review area of a square which is related to Pythagoras
theorem. To understand that finding the hypotenuse, you add the two lengths.
But finding any of the short sides, you subtract.
STUDENT GUDE
Students to learn how to draw a right-angle triangle. To calculate the hypotenuse, you add
two lengths that are squared. To find any short side, hypotenuse squared minus the square of
the short side.

LEARNING OUTCOMES
Pupils can use Pythagoras theorem to solve problems.

Pythagoras’ Theorem
LO: Use the theorem to find a missing side in a right angled triangle.

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In aright angled triangle the longest side opposite the right angle is called the HYPOTENUSE.

a h

The side h being the longest is called the hypotenuse side. If “a” and “b” are the lengths of
the side which make up the right angle, then h2 = a2 + b2.
The theorem therefore state that, “In a right-angled triangle, the square of the hypotenuse is
equal to the sum of the squares of the other two sides forming the right angle”.
Find the values of the sides marked with letters.
1. 2. 3.
13 25
x y
3 24

4 12 P
Solution Solution Solution
x2 = 32 + 42 132 = y2 + 122 252 = P2 + 242
x2 = 9 + 16 169 = y2 + 144 625 = P2 + 576
x2 = 25 169 – 144 = y2 625 – 576 + P2
x = √25 y2 = 25 P2 = 49
x=5 y = √25 P = √49
y=5 P=7

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Calculate the length of the sides marked x in the right angle triangles.
A M
1. 2.

x 25cm
4cm x

O
B 3cm C N 12 cm

Solution Solution
AB2 + BC2 = AC2 MN2 + NO2 = OM2
42 + 32 = x2 x2 + 12cm2 = 25cm2
16 + 9 = x2 x2 + 144 = 625
25 = x2 x2 = 625 – 144

x = √25 x2 = 481

x = 5cm x = √481
x = 21.9317

EXERCISE 1:
Calculate the length of the sides marked x in the right-angle triangles.

1.

10 26 r
p q 9

6 24 12

Exercise 2

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Pythagoras’ Theorem
LO: Use the theorem to find a missing side in a right angled triangle.

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Exercise 3
1 A triangle has the same area as a square. If the area of the triangle 144cm2, what is the
length of one side of the square.

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UNIT 20.
CONGRUENCY TRIANGLES Time:35 mins.
TEACHER’S GUIDE
Teachers to ensure thew concepts of AAS, SAS RAS are explained to students clearly.
STUDENT GUIDE
Students to drawn the shape in order to see the similarities between two triangles.

LEARNING OUTCOMES
Pupils can use the properties of similar triangles to show that they are congruent.

Geometric Proof
LO: Use geometric facts to prove statements.

Congruency triangles are triangles that are similar in all respect. Such triangles are the same and identical
dimensions. For triangles to be congruent, any one of the following conditions must be satisfied.
 All corresponding sides are equal (SSS)
 Two pairs of corresponding sides and the included angles are equal (SAS)
 Two pairs of corresponding angles are a pair of sides are equal (AAS)
 One pair of sides and a pair of corresponding side are equal for right angles triangle (RHS).
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

EXAMPLES

Congruency
4 cm 120o
35o 10 cm 8 cm

4 cm
These two
120o triangles are
8 cm congruent because
of AAS

13 cm
13 cm
5 cm
20o 5 cm

12 cm
These two
triangles are
congruent because
of RHS

EXAMPLES:

E B
1.

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D F A C
In

DEF ABC, two sides the same and the included angle of both triangles are equal.
This condition abbreviated as (SAS).
Therefore DEF ABC, SAS (side angle side).

2.

Which of the triangles below (i) (ii) and (iii) is/are congruent to the above given triangle.
(i) (ii) (iii)

Answer: (ii) and (iii) are congruent.

EXERCISE

Which of the triangles (i) (ii) and (iii) is congruent to the given triangles?
a.

(i) (ii) (iii)

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UNIT 21. MONEY AND USE Time: 35 mins.

TEACHER’S GUIDE
Teachers to use the column method addition, subtraction and subtraction.
STUDENT GUIDE
Students to use the column method for adding, subtracting and multiplying numbers.

LEARNING OUTCOMES
Pupils can carry out calculations involving money problems.

This involves the everyday uses of money.

Example I: A farmer collected 364 oranges from his farm on Monday, 2684 on Tuesday, 2560 on
Wednesday, 3114 on Thursday, and 782 on Friday. He packs them in sacks of 300, to send them to Freetown
by lorry
a. How many oranges did he collected altogether?
Solution
Total number of oranges collected
= 3647 + 2684 + 2560 + 3114 + 782 = 9504
b. Number of arranges in one sack fill.

Solution
9504 = 31 oranges in one sack
300
Example II: if a dozen of onions cost Le 3,600 what is the cost of 9 dozens?
Solution
If 1 dozen = Le 3,600
Therefore 9 dozen = Le 3600 x 9
= Le 32,400

EXERCISE
1. Mr. Dauda has 13500 fruits trees in his garden. Two thirds of them are mango trees, the rest are orange
threes. How many orange trees does he have?
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2. Mr. Sankoh sold his house for one and half million Leones. He gave thirty-five thousand Leones to his
son, fifty thousand to his wife and twenty-five thousand Leones to his girlfriend. How much did he
keep for himself?
3a. The cost of a pen in a shop is Le 500 what is the cost of 12 pens bought from the same shop?
b. If a customer pays Le 15,000, how many pens will be given to the customer?

UNIT 22. TRIGONOMETRY RATIOS Time: 70 mins.

TEACHER’S GUIDE
Teacher to make clear understanding of opposite, adjacent and hypotenuse with one angle given inside the
right-angle triangle.
STUDENT GUIDE
Students to copy examples set and complete the task set at the end of the unit.

LEARNING OUTCOMES
Pupils can calculate the missing sides and angles of the right-angled triangle.

Sin, cosine and tangent of angles

For a right-angled triangle, the following can be defined. M

Opposite

Ɵ
P Adjacent O

Sine Ɵ° = Opposite = MO
Hypotenuse MP

Cosine Ɵ° = Adjacent = PO
Hypotenuse PM

Tangent Ɵ° = Opposite = MO
Adjacent PO

NOTE:
 Opposite side of a right-angle triangle is the side facing the given angle beside the right angle.
 Hypotenuse is the longest side.
 Adjacent is the side joining the given angle and the right angle.
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EXAMPLE 1:
Identify which of the letters in the triangle below are:
a. Opposite
b. Hypotenuse
c. Adjacent

(i) (ii) h i

b
a

EXAMPLE 2: Find the values of the side marked with letters.

(i) (ii)
12cm
15cm
x
36°
48°cm

Solution Solution
Sin 36 = x Cosine 480 = y
1 12 1 15
x = 12 sin 36 y = 15 cos 48
x = 12 x 0.5878 y = 15 x 0.6691
x = 7.0536 y = 4.668
x = 7.1 cm (1dp) y = 4.7cm (1dp) (iii)

r
56°

13cm
Tan 56 x r
1 13
r = 13 tan 56
r = 13 x 1.483
r = 19.27
r = 19.3cm (1dp)

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EXERCISE (I) Find the length of the sides marked y in the diagram below, the triangle being right angled.
(i) (ii)
8cm
y
y

41°
5cm

7cm

37°
y

UNIT 23.
ALGEBRA
TEACHER’S GUIDE
Teacher to make the understanding of the key words: expression, simplify, term and like
terms.
STUDENT GUIDE
Students to work independently in order to be able self-assess their work.

LEARNING OUTCOMES
Pupils can expand and factorize simple bracket.

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Like Terms

Try to write definitions for:

Expression, Simplify, Like Terms, Terms

— A term is part of an expression

— Like terms contain the same letter
— You can simplify an expression by collecting like
terms

Like Terms

5a 3a

The total length = 5a + 3a = 8a

— 5a and 3a are like terms

— They can be combined, or collected together

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Exercises on Like Terms

simplify the expressions below

— 1a) 6x + 4x =

— 1b) 5y + 2y =

— 1c) 4z +2z + z

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Like Terms

Simplify each of the following,

a) 2n + 3n + n = 6n

b)4p + 2p – p = 5p

c) 8q – 2q – 3q = 3q

d) 5t + 3t + 4t = 12t

e) 7r – 5r – r = 1r = r

Expanding and factorizing brackets

1. Remove bracket and simplify

a. 5(a + 2) = 5a + 10
b. 3 (x – 4) = 3x – 12
c. 5 (a + 2) +4 (a + 1)
Solution
5a + 10 + 4a + 4
5a + 4a + 10 + 4
9a + 14
d. 2 (3x – y) +3 (x + 2)
Solution
6x – 2y + 3x + 6y
6x + 3x = 2y + 6y
9x + 4y
e. 6 (4x + y ) – 7 (3x + 5 y)
Solution
24x + 6y – 21x – 35y
24x – 21x + 6y – 35y
3x – 29y

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2. Factorize the following
a. ac – bc – ad + bd
solution
c (a – b) d (a – b)
(a – b) (c - d)

b. xy – 4y – 5x + 20
solution
y (x – 4 – 5 ( x- 4)
(x – 4) (y – 5)
EXERCISE 1

Expand the following brackets and simplify

(1) 3 (x – 5y) (2.) 4x (2y + 3) – 3y (x + 8) (3.) 3 (x + y – 2)

(4.) 5p (3qr + s)

UNIT 24.

LINEAR EQUATIONS Time:35 mins.

TEACHER’S GUIDE

Teachers to engage students in working through the examples. Give them some time to produce some
solutions to some of the questions.

STUDENTS GUIDE

Students to remember using the idea of collecting like terms.

LEARNING OUTCOMES

Pupils can solve problems involving linear equations.

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Exercises 1

1. 𝒙 + 𝟕 = 𝟏𝟖
Answers:
2. 𝒈 − 𝟓 = 𝟗 1. 𝒙 = 𝟏𝟏
2. 𝒈 = 𝟏𝟒
3. 𝟏𝟓 − 𝒉 = 𝟗
3. 𝒉 = 𝟔
4. 𝟏𝟕 = 𝒃 + 𝟏𝟏
4. 𝒃 = 𝟔
5. 𝟒𝒚 = 𝟏𝟐 5. 𝒚 = 𝟑
6. 𝒂 = 𝟓
6. 4a = 20
7. 𝒏 = 𝟒𝟎
7. 𝟕𝒂 = 𝟑𝟓 8. 𝒙 = 𝟒𝟖
𝒙
8. =𝟒
𝟏𝟐

Solve the following linear equations with brackets.

a. 13 – 6a = 1 b. 2 (x +5) = 18 c. 5 (a + 2) = 4 (a – 1) d. 2(x + 3 = 7
Solution Solution Solution Solution
- 6a = 1 – 13 2x + 10 = 18 5a + 10 = 4a – 4 2x + 6 = 7
- 6a = - 13 2x = 18 – 10 5a – 4a = -4 – 10 2x = 7 – 6
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-6a = - 12 2x = 8 a = -14 2x = 1
-6 6 2 2 2 2
a=2 x=4
EXERCISE 2

a. 5(x – 4) = 4(x + 1)
b. 2 (y – 2) + 3 (y – 7 = 0
c. 15 = 3 (x – 3)

Unit 25

CHANGE OF SUBJECT AND SUBSTITUTION Time: 70 mins.

TEACHERS GUIDE

Teacher s to go through the examples slowly for pupils to understand change of subject.

STUDENT GUIDE

Students to practice the examples and complete the exercises set.

LEARNING OUTCOMES

Pupils can make a variable the subject of the formula and then substitute a number to get the result.

Example 1
Change the subject in the following
to make a the subject
v= u + at
v- u = at

v-u= a
t

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Question 2
Change the subject in the following
to make p the subject
pk + q = h

pk = h - q

p = h – q
k

1. Make x the subject of the relation. 2. Given that n = mk, make c the subject
x–1+y=2 ec
m n

solution Solution

n (x -1) +my = 2 n = mk
mn ec

nx – n + my = 2 nec = mk
mn
nec = mk
nx + n + my = 2mn ne ne

nx = 2mn – my – n C = mk
ne

x = 2mn – my – n
n

3. Make m the subject of the relation.

h = mt
d+p

solution
h = mt
I d+p
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mt = h (d + p)

mt = h (d + p)
t t

m = h (d + p)
t

EXERCISE
1. Make x the subject of the relation 2x + 4y= 10

2. Make x the subject: x + y = 9

3. Make t the subject of the relation k = t - 3
t-9
SUBSTITUTION

SUBSTITUTION
The formula for the area of a trapezium is:
a

(a + b)h
A = 2 h

b
Find the area of a trapezium when a = 5, b = 9 and h = 3:
(a + b)h
A = 2
(5 + 9)3
A =
2
14 x 3 42
A = A = A = 21
2 2

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EXAMPLES

1. If a = 5, b = 4 and c = 3, evaluate the following.

a. 3a + 6 (b) 5 + ab (c) a + bc (d) 5ab + 6bc (e) 4a + 6
Solution

(a) 3a + 6 (b) 5 + ab (c) a + bc (d) 5ab + 6bc (e) 4a + 6

= 4 (5) + 6 =5+5x4 =5+4x3 = 5 (5)(4) + 6 (4)(3) = 4 (a) + 6

= 15 + 6 = 5 + 20 = 5 + 12 = 100 + 72 =4x5+6
= 21 = 25 = 17 = 172 = 20 + 6
= 26

EXERCISE
1. Evaluate the following expressions given that
a = 5, b = 2, c = 3, u = 4 and v = -3
1. (a x c) (2) ( u – v) (3) 3 + a + u + c (4) (a – b) ( u – v)
3 3

UNIT 26.
QUADRATIC EQUATIONS Time: 70 mins.
TEACHER’S GUIDE
Teacher to start with quadratics equations with the coefficient of x2 term equal to 1. Teacher should introduce
the key words product and sum. that the sum of the 2 factors give coefficient of the middle term and
STUDENT GUIDE
Students to work independently with support of the teacher.

LEARNING OUTCOMES
Pupils can solve problems with quadratic equations.

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A quadratic expression is one obtained from the product of two linear expression in the same variable.
Solve the following quadratic equations.

1. x2 – 8x + 16 = 0 2. x2 + 9x + 20 = 0

solution Solution
x2 - 4x – 4x + 16 = 0 x2 + 4x + 5x + 20 = 0
x (x - 4) -4 (x – 4) = 0 x (x + 4) + 5 (x + 4) = 0
either (x + 4) (x + 5) = 0
x - 4 = 0 or x – 4 = 0 either
x = 4 or x = 4 x + 4 = 0 or x + 5 = 0
x = -4 –r x = -5

3. 3x2 – 2x – 8 = 0 4. x2 + 2x – 8 = 0

Solution Solution
3x2 – 2x – 8 = 0 x2 – 2x + 4x – 8 = 0
3x2 + 4x – 6x – 8 = 0 x(x - 2) + 4 (x – 2) = 0
x (3x + 4) - 2 (3x + 4) = 0 (x - 2) ( x + 4) = 0
(3x +4) (x – 2) = 0 either x - 2 = 0 or x + 4 = 0
Either 3x + 4 = 0 or x – 2 = 0 x = 2 or x = - 4
x = 4 or x = 2
3

EXERCISE
1. a2 + 7a + 12 = 0
2. x2 – 10x + 21 = 0
3. y2 + 8y + 7 = 0

UNIT 27
INEQUALITY Time: 35mins
Teacher’s guide
Teacher to advise students to use a ruler and pencil to draw straight lines.
Student guide

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Students to work through the exercises and ensure you draw a line graph for every question.
LEARNING OUTCOMES
Pupils can solve problems involving inequalities.

NOTATIONS
< Less than

> Greater than

< Less than or equal to
> Greater than or equal to

Inequalities on number lines

The symbols <, ≤, > and ≥ are used to express inequalities (things that are not equal).

𝑥 < 3 means ………………………… 2 < 𝑥 means …………………………

𝑥 ≤ 5 means ………………………… −1 ≤ 𝑥 means …………………………

𝑥 > 4 means ………………………… 10 > 𝑥 means …………………………

𝑥 ≥ −3 means ………………………… 6 ≥ 𝑥 means …………………………

2 < 𝑥 < 7 means …………………………

1 ≤ 𝑥 ≤ 9 means …………………………

It is possible to represent inequalities on a number line.

Examples
1. The inequality 𝑥 < 5 can be represented as
-4 -3 -2 -1 0 1 2 3 4 5 6

2. The inequality 𝑥 ≥ 2 can be represented as

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

3. The inequality 1 < 𝑥 < 4 can be represented as

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

4. The inequality −2 ≤ 𝑥 ≤ 3 can be represented as

-4 -3 -2 -1 0 1 2 3 4 5 6
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5. The inequality represented in the diagram is

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

6. The inequality represented in the diagram is

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

7. The inequality represented in the diagram is

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

8. The inequality represented in the diagram is

Exercise -4 -3 -2 -1 0 1 2 3 4 5 6
1. Represent each inequality on the number line.
(a) 𝑥 < 4 (b) 𝑥 ≥ 1

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

(c) 𝑥 > 0 (d) 𝑥 ≤ 3

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

(e) 𝑥 ≥ −2 (f) 𝑥 < 2

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

(g) 1 < 𝑥 (h) 4 ≥ 𝑥

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

(i) 1 < 𝑥 < 5 (j) 0 ≤ 𝑥 ≤ 3

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

(k) −3 ≤ 𝑥 ≤ 2 (l) −1 < 𝑥 < 4

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

(m) 2 < 𝑥 ≤ 5 (n) 0 ≤ 𝑥 < 3

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

(o) −2 ≤ 𝑥 < 1 (p) −3 < 𝑥 ≤ −1

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

2. Write down the inequality represented in each part.

(a) (b)

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

(c) (d)

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

(e) (f)

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

(g) (h)

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

(i) (j)

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

(k) (l)

-4 -3 -2 -1 0 1 2 3 4 5 6 -4 -3 -2 -1 0 1 2 3 4 5 6
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(m) (n)

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

(o) (p)

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

Answers
1. (a) (b)
-4 -3 -2 -1 0 1 2 3 4 5 6 -4 -3 -2 -1 0 1 2 3 4 5 6
(c) (d)
-4 -3 -2 -1 0 1 2 3 4 5 6 -4 -3 -2 -1 0 1 2 3 4 5 6

(e) (f)
-4 -3 -2 -1 0 1 2 3 4 5 6 -4 -3 -2 -1 0 1 2 3 4 5 6

(g) (h)
-4 -3 -2 -1 0 1 2 3 4 5 6 -4 -3 -2 -1 0 1 2 3 4 5 6

(i) (j)
-4 -3 -2 -1 0 1 2 3 4 5 6 -4 -3 -2 -1 0 1 2 3 4 5 6

(k) (l)
-4 -3 -2 -1 0 1 2 3 4 5 6 -4 -3 -2 -1 0 1 2 3 4 5 6

(m) (n)
-4 -3 -2 -1 0 1 2 3 4 5 6 -4 -3 -2 -1 0 1 2 3 4 5 6

(o) (p)
-4 -3 -2 -1 0 1 2 3 4 5 6 -4 -3 -2 -1 0 1 2 3 4 5 6

2. (a) 𝑥 ≥ 4 (b) 𝑥 < 3

(c) 𝑥 > 0 (d) 𝑥 ≤ 5

(e) 𝑥 ≥ −3 (f) 𝑥 < −1

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(g) 𝑥 > −1 (h) 𝑥 ≤ 0

(i) 1 ≤ 𝑥 ≤ 5 (j) 2 < 𝑥 < 4

(k) −1 < 𝑥 < 3 (l) −2 ≤ 𝑥 ≤ 5

(m) 2 < 𝑥 ≤ 6 (n) 1 ≤ 𝑥 < 3

(o) −4 ≤ 𝑥 < 3 (p) −3 < 𝑥 ≤ 0

UNIT 28
COLLECTION AND PRESENTATION OF DATA Time:70 mins.
TEACHER’S GUIDE
Teacher to guide through on how to draw bar graphs, histogram and pie charts.
STUDENT GUIDE
Pupils to practice representing data on graphs.
LEARNING OUTCOMES
Pupils can represent data on a graph.

NOTE:
1. Data can be organised and clearly presented in many ways. These include the following.
a. Rank order list – where data is placed in numerical order from highest to lowest.
b. Frequency table – where the number of times a particular event happens is recorded in a table.
(Frequency means the number of times something happens.)
2. Data can also be represented in a graph, or picture. Examples include the following.

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a. Pictogram – where pictures or drawings represent data.
b. Bar chart – where the length or height of a bar is proportional to the data
c. Pie chart – where the size of the sector of a circle is proportional to the data.
Frequency Table

Frequency means the number of times something happens. For example, three students got grade A.

Grade A B C D E F
Frequency 3 5 3 1 2 1
 The frequency of grade A is three.
PICTOGRAM
A pictogram uses pictures or drawings to give a quick and easy meaning to statistical data.
In the pictogram below each pin figure represents a student who gets the grade shown.

Grade A

Grade B

Grace C

Grade D

Grade E

Grade F

BAR CHART

A bar chart is very like pictogram. The number of students who get each grade is represented by a bar instead
of a picture. The bars have the same width and usually have equal spaces between them. The height of each
bar below represents the frequency of that grade.

5
4
Frequency

0 88
A B C D E F

Grade
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PIE CHART
A pie chart is a graph in the shape of a circular pie. In the circle the total of student (15) make up the whole pie
of 360°. Each piece of the pie is a sector of the circle. The size of each sector represents the number of
students who get the grade shown in that sector.
Here is a pie chart.
1. A pie chart is a visual chart used to display data.

2. It is usually circular and is split up into different sections (like a pie).

3. Pie charts are normally in either percentages (25%) or fractions (1/2).

This is a pie chart showing how 40 children travelled Now we look at how
to school.
many people were
surveyed.

How many children…

Cycled?
Cycle Walked?
Walk Were drove
Car

How do we know how many

children did what?

What fraction is this How about this piece?

piece of the whole circle
(pie)?

Grade A B C D E F Total
Frequency 3 5 3 1 2 1 15
Angle at centre 72° 120° 72° 24° 48° 24° 360°

F E D C
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The angles are calculated on the basis of simple ratio for example

Angle for grade A = 360° x 3 = 72°

15
Or 3 x 360 = 72°
15
Grade B = 5 x 360 = 1200
15

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Time: 35 mins

Averages

Finding Mode, Median, Mean and Range Example:

4, 9, 4, 6,10,6,3,5,4, 9
Mode= The value that occurs the most
Median= The middle value when the values are put Arranged in order
in order from smallest to biggest
3, 4, 4, 4, 5, 6, 6, 9, 9, 10

Mode= 4
(sometimes referred to as the “average”)
Median= 3, 4, 4, 4, 5, 6, 6, 9, 9, 10
Range= Biggest value- smallest value Note:
If there are 2 numbers left in the
Putting the values in order from smallest to biggest middle, add them up and divide
will make it easier to work out your averages! by 2!

So median= (5 + 6) /2 = 5.5

MEAN = (3+4+4+4+5+6+9+9+10) ÷ 10
RANGE = 10 – 3 = 7

EXERCISES

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1) The set of values shows the number of goals scored by a school football team in their first 10
matches: 2, 4, 1, 0, 2, 3, 2, 6, 2, 4

Find: a) Mode = c) Median =

a) Mean= d) Range

Find the mode, mean, median and range for each set of values given:

2) 7,2,5,3,8,5,5

Mode = Median =

Mean = Range =

3) 1,7,2,5,3,1,1,4

Mode = Median =

Mean = Range =

4) 6,9, 9,1,5

Mode = Median =

Mean = Range =

Unit 29

PROBABILITY Time: 70 mins.

Teacher’s guide
Teacher to carefully explain the probability scale ranging from zero to one (0 - 1).

STUDENT GUIDE
Pupils to copy the probability scale in their exercise books.

LEARNING OUTCOMES
Pupils can solve problems involving simple probability problems.

The probability that an event will happen is a number between 0 and 1.

The probability for an event which is CERTAIN = 1

The probability for an event which is IMPOSSIBLE = 0

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Probability can be expressed as a fraction, a decimal or a percentage.

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Key words:
Even chance
Likely
1. Complete this probability scale using the key words given Impossible
Even Certain
Impossible Unlikely chance Likely Certain
Unlikely

0 ½ 1

2. Label the events described below on the probability scale:

a) The chance of getting an even number when rolling a dice
b) The chance of winning the National Lottery
c) The chance of rain in March

b a c
0 ½ 1

3.Describe an event that you think has a probability of:

a) 0.3 _________________________________________________

b) 1 _________________________________________________

c) 0.8 _________________________________________________

Probability of an event
The probability of an event occuring is defined as:

Number of desired outcomes

Probability =
Number of possible outcomes

Eg the probability of rolling an even number on a fair dice

Desired outcomes are even numbers 2,4 and 6 (three of them)
Possible outcomes are the numbers 1 to 6 (six of them)
3 1
so Probability = , which simplifies to
6 2
Eg Mr Conteh puts all the pupils' names in a hat and FORM Pupils
picks one at random. JSS1 22
What is the probability he picks a SS2 student?
JSS2 16
Desired outcomes are any SS2 picked (15 of them) JSS3 28

Possible outcomes are any pupil (130 of them) SS1 29

15 3 SS2 15
so Probability = , which simplifies to
130 26 SS3 20

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Exercises Probability of an event

1. Bob is picking randomly from a bag containing tiles numbered 1 to 10.

Write down the probability that the number he picks is:

a) 7 b) 4 or less c) Odd d) A multiple of 3

7
10
4
10  2
5
5
10  1
2

2. A survey is conducted of pupils’ favorite team:

John picks a pupil at random to ask more questions.

Write down the probability that the pupil he picks supports:
a) Liverpool b) A London team c) Not Liverpool 13
15
P(Liverpool) = 4/30 = 2/15 = 0.4

P(London Team = Spurs + Arsenal) = 18/30 = 3/5 = 0.6

4
30
215
18
30  35
3. A bag contains 20 coloured balls, some red and some blue.
2
Abu knows that the probability of picking a red ball is /5.

How many red balls are there?

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Probability using tables

Eg in a game, two fair dice are rolled, and a score is found by multiplying the
numbers obtained together.
a) Show the possible outcomes in the table below
b) Use your completed table to find the probability of getting a score of 12
c) Use the table to find the probability of getting a score of 23 or more

Dice A
a)
1 2 3 4 5 6 b) 4 outcomes out of 36
1 1 2 3 4 5 6 give a score of 12
2 2 4 6 8 10 12 4 1
Probability = =
Dice B

3 3 6 9 12 15 18 36 9
4 4 8 12 16 20 24
5 5 10 15 20 25 30 c) 6 outcomes out of 36
give a score of 23+
6 6 12 18 24 30 36
6 1
Probability = =
Number of desired outcomes 36 6
Probability =
Number of possible outcomes

Probability
Dice

1. A fair dice is rllled.

What is the probability of rolling:

(a) 6 (b) 3

(c) 2 or 3 (d) even number

(e) number greater than 2

2. A fair dice is rolled.

What is the probability of rolling: (a) 1 (b) 2,3 or 4

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(c) 3 or 5 (d) number less than 2

3. A fair dice is rolled.

What is the probability of rolling: (a) 1 or 3 (b) 2,3,4 or 5

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Answers

Dice

1. A fair dice is rolled.

What is the probability of rolling: (a) 6 =1/6 (b) 3=1/6

(c) 2 or 3 =1/3 (d) even number =1/2

(e) number greater than 2 =2/3

2. A fair dice is rolled.

What is the probability of rolling?

(a) 1 =1/6 (b) 2,3 or 4 =1/2

(c) 3 or 5 =1/3 (d) number less than 2 =1/6

3. A fair dice is rolled.

What is the probability of rolling?

(a) 1 or 3 =1/3 (b) 2,3,4 or 5 =2/3

(c) 7 =0 (d) number less than 10 =1.

Unit 30

The use of the internet and computers to aid students learning.

There are several mathematics resources available for students online but could be expensive
for some our students who live in the remote areas of Sierra Leone. For those students who
can access the internet could use the following websites like bbc bitesize, Mymaths, myimaths.
 Teaching Service Commission Sierra Leone (TSC-SL)

ANSWERS
UNIT 10 UN IT 11 EX1 Unit 12 Ex 1
1) 4 A)280 B) 25 C i)96 ii)182 iii)81
2) 5, 6 EXERCISE 2
a)8 b)15 c)140 exercise 2
1)530 2)864 3)472 4)805
unit 14
$640, 78101.4 Yen, Euro 402.50, 40061 Rupees, 5315Rand, 39.5 Australian dollars

Unit 15
1)8.8cm 2) 28cm2 3i)10.95cm 3ii) 5.9cm 4) 113cm2 5)6.8cm
6i)45cm2 6ii)48cm2 7) 7.25cm

UNIT 16
1)28.27cm2 2) 78.54cm 3)153.9cm2

Unit 17
1)1539.4cm3 2)1120cm3 3)1.3cm

unit 19
Exercise 1
1)8 2)10 3)15
Exercise 2
a)15m b)6cm c)35cm d)41cm e)2cm f)14

Exercise 3
12cm

Unit 20 unit 21
ii and iii 1)4500 Orange trees
2)Le 1,390,000
3a) Le 6000 (3b) 30 pens

unit 22
h) 6.6 ii)9 .1cm iii) 9.3cm

Unit 23 UNIT 24
1) 3x -15y a) x =24

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2) 5xy + 12x – 24y b) y = 17

3) 3x +3y -6 c) x = 8
4) 15pqr +5ps

UNIT 25
1) x = 5 – 2y 3) t = 9k - 3
2) x = 9 – y k-1
UNIT 26
1) a = -3 or -4
2) x = 3 or 4
3) y = -1 or -7