Mathematics

‘O’ Level Revision

ar y notes
• With summ
ve r in g s yll a bus objectives
co
SEC questions
• Model ZIM
and answers
Mathematics
'O' Level Revision
ary notes and
• With summ
ring syllabus
examples cove
objectives and
SEC questions
• Model ZIM
answers
Published by:
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A Practical Approach to Mathematics | ‘O’ Level Revision Book

ISBN: 978–0–7974–8446–7

First Published in May 2022

Revised November 2022
Reprinted 2023

Copyright © Secondary Book Press

Editor in Chief: Munyaradzi Gunduza

Development Editor: Alistair T. Dzamara and Martha Daka
Text and design layout: Nesbert T. Gotekote

Acknowledgments
The publisher would like to express heartfelt appreciation and thanks to the contributor; Ndhlela
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Contents

Topic 1: Real Numbers.....................................................................................................................1

Topic 2: Sets.....................................................................................................................................20
Topic 3: Financial Mathematics.......................................................................................................27
Topic 4: Measures and Mensuration................................................................................................37
Topic 5: Graphs................................................................................................................................54
Topic 6: Variation.............................................................................................................................64
Topic 7: Algebra...............................................................................................................................69
Topic 8: Geometry............................................................................................................................94
Topic 9: Statistics.............................................................................................................................116
Topic 10: Trigonometry....................................................................................................................126
Topic 11: Vectors..............................................................................................................................136
Topic 12: Matrices............................................................................................................................146
Topic 13: Transformation.................................................................................................................157
Topic 14: Probability........................................................................................................................171

Specimen Examination Papers

Specimen Examination 1..................................................................................................................180
Specimen Examination 2..................................................................................................................185
Specimen Examination 3..................................................................................................................189
Specimen Examination 4..................................................................................................................194
Specimen Examination 5..................................................................................................................199
Specimen Examination 6..................................................................................................................205
Specimen Examination 7..................................................................................................................210
Specimen Examination 8..................................................................................................................215
Specimen Examination 9..................................................................................................................221
Specimen Examination 10................................................................................................................226
Answers ...........................................................................................................................................232
Preface
A Practical Approach to Mathematics Ordinary Level Revision Book aims to deliver the best
revision content which complies with the current Form 1-4 Mathematics syllabus. The author and
publishers are pleased to present the revision book in which all the topics in the Mathematics Form
1-4 Syllabus were thoroughly revised. We are grateful to the many readers and users of the Complete
Practical Approach Mathematics O-Level Revision Book whose valuable interactions will help to
ensure that the book remains relevant and on course.

About this book

• The revision book contains 14 main topics which are: Real numbers, Sets, Financial
Mathematics, Measures and Mensuration, Graphs, Variation, Algebra, Geometry,
Statistics, Trigonometry, Vectors, Matrices, Transformation and Probability. Every
main topic is accompanied by subtopics which are followed by exercises. At the end of
each topic, there is a revision exercise which covers all aspects of the topic covered.
• After the discussion of all 14 topics, the revision guide gives you a set of 10 complete
specimen examination papers modeled from ZIMSEC standards. Each set is loaded with
full Paper 1 and Paper 2 numbered from Examination 1−10.
• Throughout the book, there are worked examples to show the important techniques
required to tackle questions. The examples and exercises put mathematics in a real-world
context, with a truly Zimbabwean focus.
• The revision guide contains detailed answers to all subtopic exercises, end of topic revision
exercises and specimen examination papers. The answers given at the back of the book
are concise. However, when answering questions, you should show as many steps in your
working as possible.
TOPIC 1 REAL NUMBERS

Real numbers Odd numbers

• Real numbers are a union of rational • These are numbers that are not
and irrational numbers. divisible by 2.
• These real numbers can be both • They include numbers such as 1; 3; 5;
positive and negative. 7; …
• There are various types of numbers • A number can also be considered odd
under the umbrella term "real if its unit digit is odd. Examples are but
numbers". not limited to 121; 243; 637; …

Number types Even numbers

Integers • These are numbers that are divisible by
• All positive or negative whole numbers 2.
are called integers. • Examples of even numbers include all
• Examples include −15; −1; 0; 5; 7; … multiples of 2.
• A number can also be even if the units
Rational numbers digit is even, for instance, 122; 244.
• These are numbers that can be Relationship between odd and even
expressed as a fraction, in the form ba numbers
where b ≠ 0.
• Examples include −7; 3; 16 ; 0,8; … Odd and even numbers on the number line are
arranged as shown below.
Irrational numbers
Odd Even Odd Even
• These are numbers that cannot be 1 2 3 4
expressed as fractions.
Odd Even Odd
• Examples are π and all other surds that
have no exact square roots such as 3 ; 5 6 7

Factors and Multiples

2
13 ; ,…
3
Prime numbers Factors
• These are numbers that are divisible
• These are numbers that wholly divide
only by 1 and itself.
into a given number without leaving a
• Examples include 2; 3; 5; 7; 11; …
remainder.
• Note: 1 is not a prime number. The
• For example 1; 2; 5; and 10 are all
numbers 2 or 3 are prime numbers but
factors of 10.
−2 or −3 are not because they have four
factors which are −1; 1; 2 and −2, the
same is true for −3.

1
Multiples Solution
• A multiple is a product of multiplying In order to find the smallest integer, express
a number by an integer. 540 as a product of its prime factors in index
• For example, the number 4 has the form. All the powers should be even for a
multiples 4; 8; 12; 16; … number to be a perfect square.
2 540
Prime factorisation 2 270
• This is a method of expressing a given 3 135
3 45
number as a product of its prime
3 15
numbers.
5 5
• It can also be referred to as integer
1
factorisation.
Therefore, 540 = 2 × 2 × 3 × 3 × 3 × 5
Example 1.1 = 2² × 3³ × 5¹

Express 576 as a product of its prime factors in

Note that the index of 3 and 5 are not even.
index form.
Therefore, we make use of indices, that if we
Solution multiply by 31 and 51, powers will be added
and become even as illustrated.
When expressing a number as a product of its
prime factors we divide the number repeatedly 540 = 2² × 3³ × 3¹ × 5¹ × 5¹
starting with the smallest prime factor until 540 = 2² × 3⁴ × 5²
you get 1.
The result is now a perfect square because now
2 576 all the powers are even.
2 288
The smallest value that should multiply 540 to
2 144
make it a perfect square.
2 72
2 36 Smallest number = 3 × 5
2 18 Smallest number = 15
3 9
3 3 Exercise 1.1
1
1. Express 252 as a product of its prime
Therefore, 576 as a product of its prime factors factors. [2]
576 = 2 × 2 × 2 × 2 × 2 × 2 × 3 × 3 2. List the prime numbers found between
576 = 2⁶ × 3² 30 and 40. [2]
3. Write down all common factors of 30
Example 1.2 and 36. [2]
4. Find the smallest whole number that is
Find the smallest integer that can be multiplied needed to multiply 23 × 32 × 7 to make
by 540 to make it a perfect square. it a perfect square. [2]

2
 Example 1.5 • If we cannot find the exact square
root of a number, use a calculator and
Find the HCF and LCM of 72, 96 and 108. leave the number to a certain degree of
accuracy or just leave it in surd form.
Solution
• There are some numbers that may need
2 72 2 96 2 108 to be simplified even if they have no
2 36 2 48 2 54 exact square root value.
2 18 2 24 3 27
2 12 3 9 • For example 20 . 20 has no exact
3 9
2 6 3 3 square root but can be simplified to
3 3
3 3 1 5 × 4, where 4 has an exact square root
1
1 value.
72 = 2³ × 3²
= 5#4
96 = 2⁵ × 3¹
20

108 = 2² × 3³ = 4 × 5
It can be noted that the lowest indices are 22 =2× 5
and 31 whilst the highest indices are 25 and 33. =2 5
HCF = 2² × 3¹
=4×3 Example 1.6
= 12
Simplify 75 , leaving your answer in the form
LCM = 2⁵ × 3³
a b.
= 32 × 27
= 864 Solution
75 = 25 # 3
Exercise 1.2 = 25 # 3
= 25 × 3
1. Given that 294 = 2¹ × 3¹ × 7²
and 784 = 2⁴ × 7² respectively. Find the: =5× 3
(a) largest integer that is a factor of both 75 = 5 3
294 and 784. [2]
(b) square root of 784. [2] Addition and subtraction of surds
2. Write down the smallest number which
• Note that we can only add or subtract
is both a multiple of 12 and 18. [2]
the surd if the numbers inside the roots
3. 2¹ × 3² × 11¹ and 90 is 2¹ × 3² × 5¹. Use
are the same.
these results to find the:
• For example, x + x = 2 x .
(a)  smallest integer k, such that 198k is
a perfect square. [2]
(b) HCF of 198 and 90. [2] Example 1.7
Simplify the following.
Surds
(a) 2+ 8
• Surds are numbers or terms, under the
(b) 20 – 5
root, such as 2 15 , 5 .

4
Solution • For example a × a = a.
• If the numbers inside the roots are
1. 2+ 8 = 2+ 8
different then we multiply to get a
= 2 + 2 × 4 single value under the root.
= 2 + 2 ×2 • For instance, a × b = ab but this only
applies if the coefficient of the surd is
= 2 +2 2
one.
2 + 8 =3 2
2. 20 – 5 = 20 – 5
Example 1.8
= 4 # 5 – 5
Simplify (a) 3× 3
= 4 × 5 – 5
(b) 2 × 7
=2× 5– 5
(c) 3 2 × 4 2
= 2 5 – 5
Solution
20 – 5= 5
Note: Add or subtract the coefficients of the (a)  3 × 3 = 3 (from the laws of surds)
surds after making the digits inside the
(b) 2× 7 = 7#2
roots the same. The solution will be in
= 14
terms of the surds as 2x + x = 3x
or 5x – 2x = 3x. (c) 3 2 ×4 2 = 3× 4 × 2 × 2
= 12 × 2
Exercise 1.3 = 24

1. Simplify the following leaving your answer

in the form a b . Exercise 1.4
(a) (5p + p) 2 [2]
Evaluate and leave your answer in surd form
(b) 50 [2]
where necessary.
2. Evaluate each of the following.
(a) 3 + 12 [2]
1. 3 2 × 5 2 [2]
(b) 3 2 +5 2 [2] 2. 7 3 × 3 2 [2]
3. Find the value of 0, 0081 [2] 3. a× 2 a [2]
Note: A
 square root of a decimal number 4. 20 × 5 [2]
for example, 0, 000004 is the same as
5. 3 8 × 12 [2]
4
.
1 000 000
Number patterns
Multiplication of surds • Number patterns are a series of
• If the numbers under the roots are the numbers which display a recurring and
same, then we get that same number consistent behavioural pattern.
as our solution when we multiply.

5
The third dp is higher than 5, the second dp Example 1.12
will be rounded off upwards and the final
answer becomes 365,88. Round off 138 756 to :

(b) 685,623 (a) 1sf.

(b) 2sf.
The third dp is less than 5, the second dp will
be rounded off downwards to 685,62. (c) 3sf.
(d) 4sf.
Significant figures (sf) (e) 5sf.

• The first significant figure is counted Solution

from the left moving to the right. (a) 138 756 to 1sf = 100 000
• The digits are significant starting from
(b) 138 756 to 2sf = 140 000
a non-zero digit but a zero which is
(c) 138 756 to 3sf = 139 000
between non-zeros is significant.
(d) 138 756 to 4sf = 138 800
(e) 138 756 to 5sf = 138 760
Example 1.11
Round off 53,781 to: Exercise 1.6
(a) 1sf. 1. Express 0,9083 to the nearest tenth. [1]
(b) 2sf. 2. (a) Round off 784,709 correct to 4sf. [1]
(c) 3sf. (b) Correct 7,369 to 3sf. [1]
(d) 4sf. (c) Express 49,9973 correct to 4sf. [2]
3. A cube has an edge of length 1,99cm;
Solution express the length of the edge correct to
(a) 53,781 to 1sf = 50 1sf. [2]
(b) 53,781 to 2sf = 54 4. Find the value of 10,03 × 0,17 correct to
3sf. [3]
(c) 53,781 to 3sf = 53,8
(d) 53,781 to 4sf = 53,78
Estimations
Note: Therefore, to maintain the value of a
When estimating the value of a number, the
number with zeros that are found before
number should be rounded off to the nearest
the comma after rounding off a number
degree of stated accuracy and in its simplified
such as in example (a), the zeros are
form.
considered significant and must be
written. However, those that are found
after the comma are not considered Example 1.13
significant and are thus neglected.
Estimate the value of each number and write
the answer correct to 1sf.
0, 387 # (7, 03) 2
3
8, 11

7
 Example 1.18 Exercise 1.9
–1 + 4 = 3 1. 5 + 6 [1]
2. 3 − 6 [1]
Solution
3. − 12 + 5 [1]
• Take –1 as the initial point for 4. − 7 + 3 [1]
movement.
5. − 25 − 13 [1]
• The second number is +4, which has a
6. − 9 − 6 [1]
positive sign; the direction of
movement is to the right and moving 4 7. 0 − 20 [1]
steps. 8. − 205 − 22 [1]
• Moving 4 steps to the right direction 9. − 58 + 50 [1]
from −1 gives +3. 10. 72 − 12 [1]

Example 1.19 Multiplication and division of directed

numbers
2 − 3 = −1
• If numbers have the same signs, the
Solution solution for multiplication or division
gives a positive answer.
• Take +2 as initial point for movement. • If numbers are of different signs, the
• The second number is −3, which solution for multiplication or division
has a negative sign, the direction of gives a negative answer.
movement is to the left and moving 3
steps.
• Moving 3 steps to the negative Example 1.21
direction from −1 gives the difference
(a) 4 × 4 = 16
between the two numbers, that is, −1.
(b) –10 × –5 = 50
(c) 100
= 20
Example 1.20 5
(d) –30 ÷ –6 = 5
−1 − 1 = −2 Notice that the signs are the same between the
numbers, therefore multiply or divide to get
Solution
the answer with a positive sign.
• Take –1 as our initial point for
movement.
Example 1.22
• The second number is −1, which has
a negative sign therefore the direction (a) 12 × –3 = –36
of movement is to the left and moving (b) –9 × 8 = −72
just 1 step.
(c) 28 ÷ –7 = –4
• Moving 1 step to the left direction
(d) −18 ÷ 6 = –3
from −1 gives us the sum of the two
numbers, that is, −2.

10
Notice that the signs are different between the Example 1.24
numbers, multiply or divide and get the answer
with a negative sign. Simplify 72 + 32 − 42
5
giving your answer as
a percentage.
Exercise 1.10 Solution
1. 315 × −26 [1] 2
7
+ 32 – 42
5
= 2 # 6 + 2 42
# 14 - 5 # 1

2. −48 × 35 [1] 12 + 28 - 5
=
3. 92 × −65 [1] 42
4. −132 × −58 [1] = 5
6
5. −18 × −16 [1]
6. 225 ÷ −5 [1] Example 1.25
7. −72 ÷ −9 [1]
8. −117 ÷ 9 [1] Find 12% of 128g.
9. 625 ÷ −25 [1]
10. −102 ÷ −17 [1] Solution
Notice that, to remove a number from a
Fractions and percentages percentage we simply divide by 100%.

• A fraction represents a part of a whole × 128g = 100

12%
100%
12
× 128g
or more generally any number of equal = 15,36g
parts.
• A percentage is a number or ratio
expressed as a fraction of 100. The sign
Exercise 1.11
% denotes percentage. 1. Express 0,096 as a:
(a) common fraction in its simplest
Example 1.23 form. [2]
(b) percentage. [1]
Express 0,341 as a: 2. Evaluate 36 minutes as a percentage of
(a) common fraction. two hours. [2]
(b) percentage. 3. Convert 83 to a percentage. [1]
4. Find 15% of $270. [1]
Solution 5. (a) Evaluate 52 + 16 – 30
1
, giving your
(a) 0,341 = 1000
341 answer as fraction in its simplest
form. [2]
(b) 0,341 × 100% = 1000
341
× 100% (b) Hence, express 52 + 16 – 30 1
as a
= 34,1% percentage. [1]

11
Exercise 1.14 Therefore, M + N = 360 + 0.8
= 360,8
1. Express the following in standard form.
Converting to a standard form produces the
(a) 39 000 [1]
following: 360,8 = 3,608 × 102
(b) 0,00387 [1]
(c) 754, 96 [1]
2. Write 160 × 10 –4 in ordinary form. [1] Example 1.31
3. Evaluate 3,25 × 10 × 10 and express
4 –6
Given that M = 3,6 × 102 and N = 8 × 10 –1, find
your answer:
in standard form the value of M + N.
(a) in ordinary form. [1]
(b) in standard form. [1] Solution
(c) as a decimal fraction. [1] Using factorisation method for evaluation
(d) as a common fraction in its lowest
d n
3 2
terms. [1] 2 # 10 8 # 10
2 × 10 – 8 × 10 = 10
3 2 2 - 2
10 10

Addition and subtraction of numbers in = 102 (2 × 103 ÷ 102 − 8 × 102 ÷ 102)

standard form = 102 (2 × 103 − 2 − 8 × 102 − 2)
= 102 (2 × 101 − 8 × 100)
• Two basic methods can be used to add
or subtract numbers in standard form. = 102 (20 − 8)
The methods are: = 102 (12)
‫ ־‬converting the given numbers to = 100 × 12
ordinary form is followed by adding = 1 200
or subtracting and subsequent = 1,2 × 103
converting the solution back to
Note: Any method of choice can be used when
standard form.
solving the addition or subtraction of
‫ ־‬applying the factorisation method.
numbers in standard form unless stated
otherwise.
Example 1.30
Given that M = 3,6 × 102 and N = 8 × 10 –1, find Exercise 1.15
in standard form the value of M + N:
1. Evaluate (4 × 102) + (6 × 103 ) + (1 × 105)
Solution and express your answer in standard form.
[4]
Converting numbers to ordinary form and
2. Given that M = 4 × 105 and N = 5 × 102,
back to standard form after operating them.
express the value of M + N in standard
M = 3,6 × 102 form. [3]
= 360 (in ordinary form) 3. Solve (20× 102) – (8 × 102). [3]
N = 8 × 10 –1
= 0,8 (in ordinary form)

14
Division and multiplication of numbers Exercise 1.16
in standard form
1. Given that m = 4 × 106 and n = 2,4 × 10 –3 ,
• In division and multiplication of calculate the following giving your answer
numbers in standard form, the solution in standard form.
must be expressed in the form A × 10n, (a) mn [1]
1 ≤ A < 10 unless stated otherwise.
(b) mn [1]
• When multiplying numbers in standard
notation, the new A is found by 2. Given that m = 3,6 × 102 and n = 8 × 10 –2,
multiplying A × A of the two or more find in standard form the value of mn. [1]
given numbers in standard form. For 3. Simplify (1,2 × 10 –4)2 and give your
the term 10n, we add the powers to find answer in standard form. [1]
the new 10n. Hint: = (1,2 × 10 ) = (1,2 × 10 )
-4 2 –4

• In division, the new A is found by × (1,2 × 10-4).

dividing A ÷ A from the two or more 4. Given that m = 3 × 102 and n = 5 × 10–4,
given numbers in standard form. For express in standard form the value of
the term 10n, we subtract the powers to the following.
find the new 10n. (a) mn
n
(b) m [3]
Example 1.32 5. It is given that m = 2,1 × 107 and
n = 3 × 104, expressing your answer in
Simplify and leave your answer in standard standard form. Find the following:
form. (a) m ÷ n. [1]
(a) (9,6 × 105) ÷ (3 × 10 3) (b) n2 + m. [2]
(b) (1,2 × 109) × (3 × 105)
Number bases
Solution
9, 6 • All the digits of a number can never
(a) (9,6 × 10 ) ÷ (3 × 10 )
5 3
= 3 × 105–3 be greater or equal to the base of that

= 3,2 × 102 number.
• If we have a number in bases 5, then
(b) (1,2 × 109) × (3 × 105) = (1,2 × 3) 109+5
all the digits on that number begin at 4
= 3,6 × 1014
going downwards.
Note: After division or multiplication of
Converting any number from any base to
numbers in standard form, the new A
base 10
should be maintained in the range 1 ≤ A
< 10. If the value of the new A is found • Two methods can be used which are:
to be less than 1 or greater than or equal ‫ ־‬expansion method.
to 10 which is not in the required range ‫ ־‬repeated multiplication.
1 ≤ A < 10, then we are required to
move the decimal point in accordance,
to control over our A in the range.

15
(b) T
 o find the corresponding area, initially 3. (a) State the square of 4. [1]
find the ratio of the areas by squaring the (b) Evaluate 125 × 144 . [2]
given scale factor. This results in (1cm)2 4. (a) Convert the fraction 83 to a
to (50cm)2. However, leave your answer percentage. [1]
square metres (m2). Therefore, convert the (b) Convert 9% to decimal. [1]
scale to square metres. 5. (a) Find the value of n such that 0,0075
(1cm)2 to (0,5m)2 = 1cm2 to 0,25m2 can be expressed in standard form
Note: Do not neglect to also square the as 7,5 × 10n. [1]
numbers which are the coefficients (b) Write down the value of 4,32 × 104
of units. in ordinary form. [1]
6. Express 2046,489 to:
1cm2 = 0,25m2
(a) the nearest ten. [1]
63cm2 = ? more
(b) 2 decimal places. [1]
63cm 2
1cm 2
× 0,25m2 (c) 2 significant figures. [1]
= 15,75m2 7. Given that M = 3,6 × 10 and N = 8 × 10 ,
2 –1

find in standard form the value of :

Exercise 1.22 (a) MN. [2]
(b) M + N. [2]
1. Express the scale of 2cm to 5m in form 1:n, 8. (a) Convert 408 to a number in base 6.[1]
where n is a whole number. [2] (b) Write down 2 × 34 + 1 × 32 + 2 × 31
2. All lengths on a map are 5001
of their as a number in base 3. [2]
actual lengths. Calculate the: (c) Given that 42x+ 53x = 125x, find x. [2]
9. (a) Write down the greatest possible
(a) a ctual length of the line is represented
digit of a number in base 8. [1]
on the map by a line of 7,3cm. [4]
(b) Convert 536 to a number in base 2. [2]
(b) the area on the map which represents
an actual area of 525m2. [4] (c) Evaluate: (i) 4325 + 4145 [2]
(ii) 45 – 23 + 12 [1]
10. Three farmers share 120 hectares of land
Revision exercise in the ratio 3:4:5. Calculate the area of the
1. (a) Write down the value of: smallest share. [2]
(i) (0,06)2. [1] 11. The dimensions of a rectangle measured to
(ii) 0, 0144 . [1] the nearest centimetre are 42cm by 81cm.
(b) Find the LCM of 18 and 24. [2] (a) State the least possible width of the
2. (a) Simplify rectangle. [1]
(b) Calculate the least possible perimeter
hours minutes seconds
of the rectangle. [2]
10 25 42 12. Write down the next two terms in the
+ 8 41 30 sequence 12; 8; 4; 0; and . [2]
[2]
(b) Express 4,65 minutes in minutes
and seconds. [1]

19
TOPIC 2 SETS

Definition of sets • The number of elements in a set can

be found by counting the number of
• Sets are a way of categorising or
elements in a set. It is written in set
grouping numbers or quantities of
notation as n(A) to imply the numbers
elements.
of elements in set A. If A = {a; e; i; o;
• A set is made up of elements that can
u}, then n(A) = 5.
be presented in curly brackets or
inside a venn diagram. Operation of sets
Set notation Union of sets

• A set is denoted by a capital letter and • This refers to a set that takes all the
elements by small letters. elements from the given sets without
• All other sets are produced from the repeating the common elements.
universal set, which is also called the • Union of sets is denoted by the symbol
mother set and denoted by the symbol ,.
ξ.
• If an element is part of a set, it can be Example 2.1
written in set notation belongs to set of
vowels can be written as : adV. Given that: ξ = {6; 9; 12 g 30}
• However, if an element is not part of a A = {set of factors of 60}
set, it can be written in set notation. b B = {set of multiples of 6}
does not belong to a set of vowels V,
therefore, bzV. Find A , B.
• Take the universal set to be a set of all Solution
alphabet letters, then a set of vowels,
then we can say B is a subset of the • Initially, write down the set A and B
universal set, which is written in set separately.
notation as B 1 ξ. • Remember the elements of set A and
• Set A is being a set of even numbers, it set B are taken from the universal set.
is not contained in the universal set. It • Regarding the universal set, the first
is not a subset of the universal set. This element is 6 and ending with 30.
can be written in set notation as A Y 1 ξ.
• If we decide to produce set A, it will
not have elements since there are no
even numbers in set notation can be
represented as A = Ø or A = { } which
implies that it is an empty set.

20
 n(B) = 25.
A B n(A , B) = 30.
p
Find n(A + B).

Solution
A + B ≠ Ø means the events are independent
and there exists an intersection between A and
B.

Fig. 2.3 Disjointed sets Thus, to find the union of the two sets A and B
will bring n(A + B) into the equation.
• The union of the sets A and B is the
sum of the elements in set A and B. It is n(A , B) = n(A) + n(B) − n(A + B)
represented as n(A) + n(B) 30 = 15 + 25 − n(A + B)
30 = 40 − n(A + B)
Independent events
` n(A + B) = 40 − 30
• If sets A and B have common elements, n(A + B) = 10
then they are have an intersection.

Exercise 2.5
A B
p 1. A and B are independent events. Write
down in their simplest form:
(a) A + A'. [2]
(b) A , A'. [2]
(c) (A + B) , (A + B'). [2]
2. It is given that: ξ = {x: 2 ≤ x ≤ 20, x is an
integer}. If P = {x: x is a prime number}
and Q = {x: 4 ≤ x ≤ 17},
Fig. 2.4 Independent events
(a) list the elements of P. [2]
• The number of elements in n(A , B) (b) find n(Q' + P). [2]
= n(A) + n(B) – n(A + B).
• Hence, find the union of set A and set
B less the intersection of the two sets, Revision exercise
represented by the shaded part on Fig.
1. It is given that:
2.3.
ξ = {x: 31 ≤ x ≤ 37 and x is an integer}
P = {x:x is a multiple of 3}
Example 2.7 Q = {x:x is a factor of 99}
Two sets A and B are such that: R = {x:x is a prime number)
(a) List all the elements of R. [1]
A + B ≠ Ø. (b) Write down n(P , R)'. [1]
A , B = ξ. (c) List all the elements of (P , Q , R)'.[2]
n(A) = 15.

25
2. Fig. 2.4 shows three sets A, B and C.
P M S
A B p
21 1
9 p
12
8

11 13
C
Fig. 2.7
Fig. 2.5 5. There are 25 children in a class, 9 of these
(a) List down all the elements of: are in the debate club whilst 13 are in the
(i) A + B. [1] history club. ξ = {children in a class},
(ii) (A , B)' + C. [1] D = {children in debating club},
(b) Find n(A , C). [1] H = {children in history class} and
3. ξ, is a class of 46 learners. B is the set of n(D + H) = 5.
learners who study Biology whilst C is a (a) Find:
set of learners who study Chemistry 23 (i) the number of children in the
learners study Biology, 32 learners study debate club only. [1]
Chemistry, x learners study both Biology (ii) n(D , H). [1]
and Chemistry and 5 learners study neither (b) Write down the number of children
Biology nor Chemistry. who are in neither the debate club
(a) Complete the venn diagram below. [2] nor the history club. [1]
(b) Find x. [2] 6. It is given that: n(ξ) = 14
B
n(P) = 7
C
n(P + Q) = 2
(P , Q) = 13
(a) Show the given information on a
venn diagram. [2]
(b) Find the following:
(i) n(Q). [1]
Fig. 2.6 (ii) n(Q + P'). [2]

4. ξ = {1; 2; 3; 4; 5; 6; 7; 8; 9}
P = {prime numbers}
S = {perfect square numbers}
M = {multiples of 3}
(a) List the elements of P. [2]
(b) Write down (P + S + M). [1]
(c) Complete the venn diagram. [3]

26
TOPIC 3 FINANCIAL MATHEMATICS

Consumer arithmetic There was a loss of $0,40.

loss
• Consumer arithmetic is a branch in Percentage loss = × 100%
profit
mathematics that uses basic math skills $0, 40
in real life situations. = $2, 50 × 100%
• These real life situations comprise = 16%
of shopping, calculation of taxes
and estimating monthly budget in a
Example 3.2
household.
A shop owner made a loss of 5% by selling an
Discount, profit and loss
article for $11,40. Calculate the cost price of the
• Discount refers to a deduction of a article.
certain amount from the marked price
of a good or article. Solution
• If an article or a good is sold for more Assume that the cost price be 100%. If the
than its cost price then the difference is shop owner made a loss of 5%, this means the
the profit. article was sold at 95%.
profit = selling price – cost price
• If an article or a good is sold for less $11,40 = 95%
than it cost then it is sold at a loss. ? = 100%
loss = cost price – selling price ` cost of the article = 100 × $11,40
95
= $12
Example 3.1
A trader bought a tonne of goods worth $2 500. Example 3.3
(a) Calculate the cost price per kilogramme. During a sale, a shop reduced all its prices by
(b) If the goods were later sold at $2,10 per 20%. Calculate the original price of an article
kilogramme. Calculate the percentage loss. that was sold during the sale for $440 000.
Solution Solution
(a) Since they are 1 000kg in a tonne. We must understand that initially, the original
$2 500, 00 selling price was 100%. Therefore, the current
Cost per kilogramme = 1000
selling price after a 20% reduction becomes
= $2,50
80%.
(b) Loss = Selling price − Cost price
= $2,10 − $2,5
= −$0,40

27
 Example 3.14
The table below shows Mr Ndhlela’s bank statement for October 02 to November 08.

Statement period: 2021-10-02 to 2021-11-08

Date Description Ref. Withdrawals Deposits Balance

2021-10-02 Previous balance 0,55
2021-10-08 Payroll deposit–Hotel 694,81 695,36
Web bill payment – Master
2021-10-08 9685 2 00,00 495,36
card
2021-10-12 ATM withdrawal–INTERAC 3990 21,25 474,11
2021-10-12 Fees–Interac 1,50 472,61
2021-10-21 Interac Purchase–Electronics 1975 2,99 469,62
2021-10-22 Web bill payment–AMEX 3314 300,00 169,62
2021-10-22 ATM withdrawal–POSB 0064 100,00 69,62
2021-10-25 Interac Purchase–Supermarket 1559 29,08 40,54
2021-10-29 Interac refund–Electronics 1975 2,99 43,53
2021-10-30 Telephone bill payment–VISA 2475 6,77 36,76
2021-10-31 Payroll deposit–HOTEL 694,81 731,57
Web funds transfer–From
2021-11-02 2620 50,00 781,57
Savings
Pre-Auth Payment–
2021-11-02 33,55 748,02
INSURANCE
2021-11-04 Cheque No. – 409 100,00 648,02
2021-11-06 Mortgage Payment 710,49 -62.47
2021-11- 07 Fees Overdraft 5,00 -67,47
2021-11-08 Fees – Monthly 5,00 -72,47
***Totals*** 1 515,63 1 442,61

Exercise 3.8
1. The bank statement below is for Mrs C Mabhiza for 01/10/21 to 01/11/21.

Date Description Withdrawals Deposits Balance

2021-10-01 Previous balance 27 584,38
2021-10-05 Internet bill X 27 508,39
2021-10-06 Electric bill 253,68 27 254,71
Check No. 4598 (payment from
2021-10-10 456,84 Y
Nesley Mashongera)
Deposit from Credit Card
2021-10-12 5 891,26 33 602,81
Processor
2021-10-16 Payroll run 3 894,75 29 708,06

34
 Debit transaction (main office
2021-10-18 243,46 29 464,60
wholesale)
2021-10-18 Rent bill 750,00 28 714,60
Check No.234 (payment from
2021-10-21 268,84 28 983,44
Mingo & Mlambo group)
2021-10-23 Payroll run 3 743,23 25 240,21
2021-10-25 Deposit 3 656,45 28 896,66
Debit transaction (ABC Business
2021-11-01 1 548,96 27 347,70
supplies)
Ending balance Z

Find the value of the following:

(a) X
(b) Y
(c) Z [10]

Revision exercise 2. A shop sells a packet of biscuits for $23,46

making a profit of 15% on the cost price.
1. During a sale, the price of the radio was Calculate the cost price. [3]
reduced by 28% to $486.
3. A car loses 55% of its value after four
(a) Calculate the original price of the years. If it costs $8 500 when it was new.
radio. [3] Calculate the value of the car after four
(b) When $4 400 amounts to $5 786 in years. [3]
18 months. Find the rate of simple
4. Find the time in which $72 will earn
interest per annum. [4]
$189 simple interest at 3 12 % per annum.[3]
(c) The table below shows part of Mr
Banda’s telephone bill for January. 5. An advert in a Hair and Beauty shop reads:
A hair dressing session was originally
January monthly rental marked at $25 each.
Cost of metered calls from $ ______________
010561 to 012777 $886,40
(---units at---cents per unit)

Sub total $910,40

Sales tax at 17 2 % $_______________
1

Total amount due $_______________

Calculate the:

(i) number of units used. [1]

(ii) charge per unit in cents. [1]
(iii) sales tax. [1]

35
TOPIC 4 MEASURES AND
MENSURATION

Measures • Temperature is a physical quantity

that measures the degree of hotness or
• This refers to the finding of the size,
coldness.
amount or degree of any discussion
• In metric, it is measured in degrees
of concern by use of an instrument
celsius (°C).
marked as standard units.
• In the customary unit, it is measured in
• The knowledge of measures in
degrees Fahrenheit (°F).
mathematics is crucial in making
assessments in real life. Capacity
• It is the maximum amount that can be
Units of measure contained.
Time • It is measured in litres (l) and
millilitre (ml).
• Time is a continuous existence of
events in a sequential way that occurs is Area
an irreversible succession from the past.
• This is the extent of measurement of a
• Time can be measured in any particular
surface.
time interval used as a standard way of
• Area uses every unit of length as it has
measuring.
a corresponding unit of area.
• Examples of units of time are second,
• Therefore, areas can be measured
minutes, hours, days and weeks.
in square metres (m2) and square
Mass centimetres (cm2).
• 1 hectare = 10 000m2 = 0,1km2
• Mass can be referred to as matter with
no definite shape. Volume
• It can be measured in grammes (g),
• Volume is the amount of space that a
kilogrammes (kg) and tonne (t).
substance is occupying.
• 1 tonne = 1 000kg.
• It can be referred to as the measure of
Length the 3 dimensional space occupied by
matter.
• This is the measurement of an object
• Volume is measured in cubic units.
from end to end.
• The SI unit of volume is the cubic
• Units used for length include m, cm,
metres (m3).
and mm.
• 1m3 = 1 000 litres
Temperature

37
 a a a

h
h h h

b
b b b

• This shape is very important in velocity

Example 4.8
time graphs.
Find the area of the parallelogram on Fig. 4.10.

10cm

18cm
Example 4.6 Fig. 4.10

Find the area of a square with a side of 3cm. Solution

Solution Area = 18cm × 10cm

= 180cm2
Area of a square = s2
= (3cm)2
= 9cm2 Example 4.9
Find the area of the trapezium on Fig. 4.11.
7cm

6cm

Example 4.7 9cm

Fig. 4.11
Find the area of a rectangle with a length of
7cm and a width of 2cm. Solution

Solution a = 7cm, b = 9cm and h = 6cm

Area = 12 (a + b)h
Area of a rectangle = length × width
=L×W = 12 × (7 + 9) × 6cm2
= 7cm × 2cm = (16) × 3cm2
= 14cm2 = 48cm2

41
 • In addition to that, with circular Volume of prisms
middle part can be spread to produce a
• Volume of a cylinder = area of a circle
rectangle.
× height.
• The separated parts of the cylinder are
• Volume of a trapezoidal prism = area of
shown on Fig. 4.31.
a trapezium × height.
2πr
h
Example 4.23
A=L×W
A = πr² A = πr²
A = 2πr × h Find the volume of the rectangular prism in
A = 2πrh
Fig. 4.35.

7cm
Fig. 4.34

• Note that, the rectangle length is equal

to the circumference because it follows 11cm

the shape of the base.

• Hence, surface area = πr2 + πr2 + 2πrh 27cm
= 2πr2 + 2πrh.
Fig. 4.35

Example 4.22 Solution

Calculate the surface area of a cylinder that Volume = base area × perpendicular height
has a base radius of 3cm and 11cm in height. = (length × width) × height
= (11cm × 7cm) × 27cm
Solution
= 2 079cm3
Surface area = 2πr2 + 2πrh
= 2 × 22
7
× 32 + 2 × 22
7
× 13 × 11
1
cm2 Volume of a pyramid
= 264cm2 • Volume of a pyramid
= 13 × base area × height.
Exercise 4.8 • The base area may be in the form of
a triangle, a square, a rectangle or a
A rectangular concrete slab is 4m long, 1 12 m pentagon.
wide and 20cm thick.

1. Calculate the total surface area of the slab, Example 4.24

giving your answer in cm2. [5]
The pyramid measures 11cm by 7cm by 6cm,
2. The whole slab is to be painted at a cost
calculate it's volume.
of $15.00 per m2, calculate the cost of
painting the slab. [5]

49
TOPIC 5 GRAPHS

Travel graphs (b) A

 – B, shows that the object was stationary
for 3 hours.
Distance-time graph (c) 
B – C, shows that after being stationary
• A distance-time graph is a graph to the object returns back to original position
show the motion of an object as well covering the same but in less time of
as its direction with the distance being 1 hour. Therefore, the speed of the object
plotted against time. is 30km/hr.
• Distance is represented on the vertical
axis. Exercise 5.1
• Time is on the horizontal axis.
Fig. 5.2 shows the motion of a motorbike from
shops to home.
Example 5.1 y

Fig. 5.1 is a distance-time graph. Describe the 180

motion illustrated on the graph.
150
y
120
Distance (km)

90

60
Distance (km)

60

45 30

30
A B 0 x
12:00 13:00 14:00 15:00 16:00 17:00 18:00 19:00
Time (hours)
15
Fig. 5.2
C
0 x
09:00 10:00 11:00 12:00 13:00 14:00 15:00
1. Describe the motion of the motorbike
Time (hours)
between 15:00 to 17:00 [2]
Fig. 5.1
2. Calculate the speed:
(a) O – A. (a) at which the motorbike was moving in
(b) A – B. the first 2 hours. [3]
(c) B – C. (b) of the motorbike from 17:00 to
19:00. [3]
Solution 3. Find the average speed to which the
(a) 
O – A, shows that the object moves for 2 motorbike was moving in the whole
hours covering a distance of 30km with a journey from home to the shops. [2]
velocity of 15km/hr.

54
 Example 5.8 Quadratic graphs

A quadratic graph is drawn using a function in

Plot: f(x) = 2x + 5, make use of –2 < x ≤ 4.
the form f(x) = ax2 + bx + c.
Solution
• The set of values –2 < x ≤ 4 is the Example 5.9
domain, the set of input values
Using the function y = x2 – 2x + 3,
produces the corresponding set of
y-values. (a) c onstruct a frequency distribution table,
• According to the inequality, –2 is not for the domain –1 ≤ x < 6.
included in the values set but 4 is part (b) represent the function on a graph.
of the values set, substitute the values
x = –1; 0; 1; 2; 3; 4. Solution
• Find the values of y by substituting the (a) Frequency distribution table.
x values with the given range from the
inequality. x −1 0 1 2 3 4 5 6
• For example, y = 2(–1) + 5 = 3. The y 5,5 3 1,5 1 1,5 3 5,5 9
same process is repeated using all the (b)
domain values (x–values) to produce a y

3
2x +
frequency distribution table.

2 x 2-
• The table below shows the frequency

y= 1
distribution table for the given function: 9

x
x −1 0 1 2 3 4 8
y 3 5 7 9 11 13 7

Plot the points on the cartesian plane and 6

x

produce the graph on Fig. 5.10.

x

5
y 4
3
14
x

x
5

x
+

2
2x

12
y=

x
1 x
10
x
x

8 -1 0 1 2 3 4 5 6 7
-1 Time (hours)
x

6
x Fig. 5.11
4
x

2
x Example 5.10
-1 0 1 2 3 4
Time (hours)
A particle moves along a straight line at a time
Fig. 5.10 t seconds and velocity, v m/s. The function of
motion is given by v = 5 + 7t − 2t2.

59
 TOPIC 7 ALGEBRA

Algebra defined Substitution of values

Algebra is a branch of mathematics the part of This involves the substitution of letters in an
mathematics in which letters and other general algebraic expression with respective numerical
symbols are used to represent numbers and values and simplifying.
quantities in formulae and equations.

Algebraic manipulation Example 7.2

Remember we can only add or subtract like m = 0,5, n = 0 and r = 3. Evaluate :

terms. (a) (mr)2.
(b) (2,25)m.
Example 7.1 (c) r - 64 .
Simplify. Solution
(a) 2x + 3x + y (a) (mr)2 = (0,5 × 3)2
(b) a + 3b – 4a – 7b = (1,5)2
Solution = 2,25

= c 100
225 m
0, 5

(a) 2x + 3x + y = 5x + y (b) (2,25)m

(b) a + 3b – 4a – 7b = –3b – 4b 225
= 100
Note: G
 roup all like terms first then add or
225
subtract them. =
100
15
= 10
Exercise 7.1
= 1 12 or 1,5
Simplify the following. r - 64 = 3 - 64
1. 2x + 5x – 7 [2] = –4
2. –21a + 2b – a [2] Note: Express the number as a product of its
3. 3x + 2y – 7x [2] prime factors in index form to find the
4. –5y – 2b + c – 21c [2] root of a number. Multiply the power by
5. 18w – 5x + 13x – 15x [2] 1
2 to get the square root of the number.
Multiply the power or index by 13 to get
the cube root.

69
Factorisation Example 7.8
• The steps followed in basic Factorise completely 4m – 28 + 5mn – 35n.
factorisation of two terms are as
follows. Solution
- Find the highest common term
Find the HCF of 4m and –28, which is 4.
between the given terms.
- Factor out the highest common Find the common factor to which gets into a
factor, introduce a bracket and pair of 5mn and –35n.
divide each term by the highest
The resulting bracket must be the same as
common factor.
initially found of 4m and –28.

Example 7.6 4m – 28 + 5mn – 35n

Factorise 3x2 – 12x completely. = 4 c 44m - 28 m + 5n c 5mn - 35n m

4 5n 5n
= 4(m – 7) + 5n(m – 7)
Solution
= (m – 7)(4 + 5n)
The HCF between 3x2 and –12x is 3x.
Note: It can be seen that the other bracket will
3x2 – 12x = 3x c 33xx - 12 xm
2

3x be created from the common factors.

= 3x(x – 4)
Example 7.9
Example 7.7 Factorise completely 15m + 18 – 10mn – 12m.
Factorise completely 16a2 – 6a. Solution
Solution 15m + 18 – 10mn – 12n
The HCF is 2a. 3c
15m 18 m
– 2n c -10mn - -12n m
-
+
3 3 2n 2n
16a2 – 6a = 2a(8a – 3)
3(5m + 6) – 2n(5m – 6)
Note that, each element is divided by the HCF. (3 – 2n)(5m + 6)

Note: S
 ometimes use a negative HCF to make
Factorisation of four terms
the brackets the same as well as the
• When given four terms, factorise in signs.
pairs.
• Factorising four terms implies that the Example 7.10
result will have two brackets.
• The two brackets to which we factor Factorise completely 12 − 2ty + 8t – 3y.
out the HCF must be the same.
• If the brackets are not the same after Solution
factorising, then there is a need to Note that, if the first two terms are 12 and 8t
rearrange the terms. and the last terms are −3y and −2ty, we end

72
Exercise 7.22 (b) log1030 = log10(3 × 10)
= log103 + log1010
Express as a single logarithm.
= 0,4771 + 1
1. log10 27 ÷ log103 [2] = 1,4771
2. 2 – 2log50 [2]
3. log1016 + log102 [2]
Exercise 7.23
4. 2log105 + log1036 – log109 [2]
5. log432 + log42 [2] 1. Given that log10 5 = 0,699, evaluate:
(a) log10125. [1]
Solving logarithms (b) log1050. [1]
(c) log100,5. [1]
Example 7.69
2. Given that log52 = 0,431 and log53 = 0,683.
Given that log 3 = 0,477 and log5 = 0,699, find Find the value of :
log 45. 1
(a) log51 2 . [1]
Solution
(b) log5 3 . [1]
• Base 10 is being used and all the other
evaluated logarithms are of base 10. 3. Given that log m = –6 and n = 5.
• log 45 is evaluated by substituting log Evaluate the following:
3 and log5. (a) log mn [1]
1
log45 = log (32 × 5) (b) log m 2 [1]
= log32 + log5
(c) logc 1n m [2]
= 2log3 + log5
= 2(0,477) + 0,699 4. Given that log102 = 0,301 and
= 1,653 log107 = 0,845. Evaluate:
(a) log103,5. [1]
Example 7.70 (b) log1040. [1]
5. Given that log72 = 0,3562 and
Given that log103 = 0,4771 and log105 = 0,6991. log73 = 0,5646. Calculate the value of:
Find: (a) log7 6. [1]
2
(a) log10 1 3 (b) log7 1,5. [1]
(c) log78. [1]
(b) log1030

Solution

(a) log10 1 3 = log10 c 53 m

2

= log10 5 – log10 3

= 0,6991 – 0,4771
= 0,222

92
Laws of logarithms in solving (b) H ence, find the HCF of x3 – x and
equations x2 + 2x + 1. [2]
3. (a) Solve the inequality 2(x – 3) < 7. [1]
Example 7.71 (b) Write down the largest perfect
square that satisfies the inequality
Show that 2log5(3x + 2) – log52 = 1, reduces to 2(x – 3) < 7. [1]
3x2 + 4x – 2 = 0. 4. (a) Evaluate (i) log345 – log35 [2]
Solution (ii)
log 0, 2
log 5 [2]
2log5 (3x + 2) – log52 = 1 (b) Express as a logarithm of a single
2log5(3x + 2) – log52 = 1 1
number 3 log 2 + 2 log 81. [2]
log5(3x + 2)2 –log52 = 1
(c) I f log 6 = 0,7781 and log 5 = 0,699,
^ + h2
log < 3x 2 F = 1 calculate log 1 200 000. [2]
5 2
5. (a) Solve the equations.
<^3x + 2 h F = 51
2
(i) 0,3x + 1,7 = 1,8 – 0,4x [2]
(ii) 3x = ^- 64 h3 [2]
2 1

(3x + 2) = 5 × 2
2
(b) 
Factorise completely
9x2 + 12x + 4 = 10
6m2 n2 – mn – 15. [2]
9x2 + 12x – 6 = 0
x-4 2
` 3x2 + 4x – 2 = 0 shown (c) Express 2
'
x+4
as a single
16 - x
fraction in its lowest terms. [3]
Exercise 7.24 6. (a) Write down the numerical value of
1
x2 – 9y2 when x = 4 and y = 3 . [1]
1. Express log10x + 2log10 y = 1 as an equation (b) Solve the simultaneous equations.
in index form. [3] x + 3y = 3
2. If log13 (x2 + 25) = 2, find the two x – 3y = 5
possible values of x. [3] 7. The formula for converting a temperature
3. Given that log10(x + 2) + log10 (x + 4) in degrees centigrade (°C) to a temperature
= 1, show that x2 + 6x – 2 = 0. [4] 9c
in degrees Fahrenheit (F°) is F = 32 + 5 .
(a) Find F when C = 30°. [1]
Revision exercise
(b) Make C the subject of the formula. [2]
1. Evaluate. 8. The cost of making a telephone call on
(a) 3 0, 027 [1] Tenneco is 25 cents per minute. Kuda has
p cents and can make a call. Xolani has q
(b) a1 9 k [1]
1
7 2

cents which is insufficient to make a call.

(c) 30 × 3–2 [1] Write down these inequalities in terms of
2. (a) Factorise completely. p and/or q, other than p > 0 and q > 0, that
(i) x3 – x [2] satisfy the given conditions. [3]
(ii) x + 2x = –1 [1]
2

93
 Example 8.14
Construct angle 30°.

Solution
We bisect the 60° angle to construct an angle
105o
of 30°.

Fig. 8.49

Exercise 8.11
Construct the following angles using a
30o compass.

1. 135°
Fig. 8.47
2. 150°
3. 75°
Example 8.15 4. 67,5°

Construct angle 15°.

Loci
Solution
• A locus is a set of points or paths which
We bisect a 30° angle to construct a 15° angle. adheres to a certain condition or rule of
movement.
• It is very useful in analytical geometry.
Loci theorems
• Theorem 1 − the locus of points
equidistant from one fixed point is a
15o circle.

Fig. 8.48

d
Example 8.16
P
Construct an angle 105°.

Solution
90° + 15° or 60° + 45° gives 105°.
Fig. 8.50

110
 Example 10.8 1
(a) Area = 2 ab sin C
Find the area of triangle PQR in Fig. 10.22. 1
(b) Area = 2 ac sin B
P
1
(c) Area = 2 bc sin A
A

17
m
78,5º
6m 5m
53º
R 19m Q
44,4º 57,1º
Fig. 10.22 C B
7m
Solution Fig. 10.24
1
Area = 2 × 19 × 17 × sin 53° Solution
= 129m2 (3sf) 1
(a) Area = 2 × 76 × 6 × sin 44,4°

= 14,7m2 (3 sf)
Example 10.9 1
(b) Area = 2 × 7 × 5 × sin 57,1°
Find the area of the triangle in Fig. 10.23. = 14,7m2 (3 sf)
1
(c) Area = 2 × 6 × 5 × sin 78,5°

= 14,7m2 (3 sf)
11c

Exercise 10.4
m

125
º
1. Fig. 10.25 shows triangle XYZ with
13cm XY = 6cm, XZ = 10cm and YXZ t = 30°.
Fig. 10.23 [sin 30° = 0,5; cos 30° = 0,87;
tan 30° = 0,58]
Solution
Z
1
Area = 2 × 11 × 13 × sin 125°
m
Area = 58,6cm2 (3s.f) 10c

Example 10.10
30º
X
Write down three formulae for the area of the 6cm Y
triangle in Fig. 10.24. Use each formula to
determine: Fig. 10.25

133
 (a) Find the area of the triangle XYZ. [2] Calculate:
(b) Calculate the length of YZ, leaving (a) CD. [1]
your answer in surd form. [3] (b) AB, giving the answer correct to 1
2. ABC is a triangle with AB = 9cm, BC = decimal place. [2]
4cm and ABC = 120°. Given that : tan 60° [sin 30o = 0,50; cos 30o = 0,87; tan 30o
= 1,73; sin 60° = 0,87; cos 60° = 0,5, find = 0,58].
the area of a triangle ABC. [2] [sin 45o = 0,71; cos 45o = 0,71; tan 45o
B = 1,00].
3. In Fig. 10.29, AB = 12cm, AC = 9cm and
120º
BC = 7cm.
12cm
m
4c

B
9c

A
m

C A
9c

7cm
Fig. 10.26 m

Revision Exercise
C
1. In Fig. 10.27, AB = BC = xcm,
AC = 128 cm and ABC = 90°. Fig. 10.29

A Using as much information given as is

necessary,
(a) express the ratio AC:AB is the
128
x simplest form. [1]
(b) find the area of triangle ABC. [3]
[sin A = 0,58; cos A = 0,81;
B x C tan A = 0,71]
Fig. 10.27 4. In Fig. 10.30, ABC is a triangle in which
AB = x; AC = 2x; BC = 140cm and
(a) Form an equation in x. [1] BACt = 120°.
(b) Find the value of x. [3]
A
2. Triangle ACD is right angled at C.
AD = 6cm, DBC = 45°, DAC = 30° and 120O
ABC in a straight line. x 2x
D

B
140cm C
m
6c Fig. 10.30

Using as much information given below as

30° 45° is necessary, calculate the:
A B C
(a) value of x, leaving your answer
Fig. 10.28 in surd form. [4]

134
TOPIC 11 VECTORS

Vector definition and notation y

10
• A vector is a quantity that has both size
and direction. 8

• Vectors can be written in capital

6
letters as : AB , AB or AB .
R
• Small letters are also used to represent Q
p
4
vectors as : a or a.
r
• In addition to that, vectors can be given q
in cartesian form or column vector 2
P
form as u1 .
f p 0 2 4 6 8 10
x
u2
• It is important to consider the direction Fig. 11.1
of movement when dealing with
Solution
vectors.
• If a point is moved along to the right Fig. 11.1 shows the shape QPR.
direction of the x-axis, the x value (a) PQ = r
is positive, but if moved in the left
PQ = e o
2
direction of the x-axis, the x value
3
becomes negative.
• In the y-axis a point is positive if (b) QR = p

=e o
moved upwards and is negative if 5
moved downwards. 1
(c) PQ = q
Example 11.1
=e o
7
5
Express the following in column vector form
as shown in Fig. 11.1. Exercise 11.1
(a) PQ The vectors on Fig. 11.2-5 are drawn using a
(b) QR scale of 1cm to 1unit. Find vectors b and c in
column vector form.
(c) PR

136
TOPIC 13 TRANSFORMATION

Transformation basics Solution

• A transformation matrix is a matrix The columns are formed by the vertices of
that is pre-multiplied by the object the shape with each point being represented
matrix to give an image matrix. vertically starting with the values of the x-axis
• A transformation matrix may be at the top and that of the y-axis at the bottom.
representing a certain type of
transformation which can be a A B C
∆ABC = - 4 - 3 -1
translation, reflection, enlargement, f p
stretch or shear. 2 -1 0
• An object is referred to as the original
shape before any transformations
Isometric transformations
occur.
• An image is an outcome when a • If a transformation occurs to an object,
transformation occurs. the resulting image is identical to the
• When drawing shapes and diagrams in object in shape, though the positions
transformations ensure that : and directions they face may differ.
(a) the x-axis and y-axis are clearly • Therefore, they can be called
labelled.
congruent transformations.
(b) a suitable scale is used along • Examples of isometric transformations
each axis when the scale is not are translation, reflection and
given. However, in most cases, rotation.
the scale is given.
(c) the plotted points and shapes are Translation
labelled and the vertices are in
the correct order. • Note that, one can count boxes of the
(d) faint construction lines are used graph to find the vertices of images.
and avoid making the cartesian • This formula can be used in all
plane dirty. translation problems: Object Matrix +
• There are two kinds of transformations Translation Vector = Image matrix
namely isometric and non-isometric.

Matrix of a shape from given vertices Example 13.2

A point M has coordinates (3; -5), find the:
Example 13.1 (a) coordinates of Q, where the translation

vector of point M is f p.
-2
Write down the matrix of triangle ABC which
8
has vertices A (–4;2), B (-3; –1) and C (–1,0).
(b) translation vector that maps M onto point
Q (1;3).

157
(c) E
 nlargement of ∆DEF onto ∆D2E2F2 • Lines from the image must be twice
centre (0;4) and scale factor 2. longer than those from the shape since
the scale factor is twice longer from
Solution the centre.
y NEGATIVE ENLARGEMENT • The shapes must be on the same side
D1
or quadrant as shown on Fig. 13.8.
WITH SCALE FACTOR -2
8

E F • The images are longer than the objects

6
only because in both cases the scale
4 . factor used was a whole number. If the
scale factor was a fraction less than 1
2
D then the images will be smaller than
F1 E1
x the objects.
-8 -6 -4 -2 0 2 4 6
• Therefore, it can be concluded that
-2 when it’s positive enlargement the
images and objects face the same
-4
direction. If it is negative enlargement,
-6 they face the opposite directions.
Fig. 13.7
y
Stretch
POSITIVE ENLARGMENT E2 F2
WITH SCALE FACTOR 2 8
• A stretch is a transformation of a
6 E F
plane in which all the points, except
those on the invariant/fixed line, move
4 . perpendicular to that fixed-line, in
2
such a way that the distance that each
D
point moves from the invariant line
D2
x
-6 -4 -2 0 2 4 6 8 is proportional to the points original
-2
distance from the same invariant line.
• This constant proportionality is called
-4
the stretch or scale factor which can
-6
either be a positive or negative real
number.
Fig. 13.8 • In stretch transformations, always
consider the :
Fig. 13.7 and Fig. 13.8 show the differences
(a) invariant line or axis.
between negative and positive enlargement.
(b) stretch scale factor.
Positive enlargement on Fig. 13.8 (c) stretch matrix.

• The lines of the image must be twice

longer than those from the shape Example 13.10
because the scale factor is 2.
∆A has vertices (–5;2), (–2;2) and (–2;4) and
∆B is a stretch with a scale factor -2 and y-axis

162
Solution Fig. 13.19 shows two straight lines AD and
BC that meet at O such that OB = 2cm,
The dimensions of the shapes are neither OC = 4cm and CD = 9cm, AB is parallel to
identical and they overlap. It is either stretch or CD.
shear.
(a) Name a triangle that is similar to
Transformation matrix × object matrix triangle ABO. [1]
= image matrix (b) Describe the single transformation
that maps triangle OCD onto
f pf p=f p
a b 1 3 2 2 6 4 triangle OBA. [3]
c d 2 2 1 2 2 1 2. Use Fig. 13.20 to answer the following
a + 2b = 2 _________(1), from the first row questions.
by the first column. y
10
3a + 2b = 6________(2), from the first row by
the second column. 8
C
D
Solving simultaneously gives a = 2 and b = 0. 6

A E
Note that only two equations are required to 4

solve simultaneously. 2

c + 2d = 2__________(1), from the second x

-8 -6 -4 -2 0 2 4 6 8 10
row by the first column. B
-2

3c + 2d = 2_________(2), from the second

-4
row by the second column.
Fig. 13.20
Solving simultaneously gives c = 0 and d = 1.
(a) ∆B is a reflection of ∆A.
Hence, substituting for a, b, c and d in the
(i) Write down the equation of the
matrix gives the transformation matrix as
mirror line. [2]
f p. It is a stretch with a scale factor of 2
2 0 (ii) Given that (k ; 8) is one of
0 1 the invariant points under this
and a y-axis invariant. reflection, find the value of k. [1]
(b) Describe fully the single
transformation which maps ∆A onto
Exercise 13.3 ∆C.
1. Study the diagram below. (c) ∆D is the image of ∆A under
C enlargement, centre origin. Write
down the scale factor of enlargement.
[1]
9cm

(d) Describe fully the single

4c
m

A transformation which maps ∆A onto

O
∆E. [3]
D
2c
m

B
Fig. 13.19

169
 SPECIMEN EXAMINATION 1
EXAMINATION PRACTICES

PAPER 1
TIME: 2 hours 30 minutes
Answer all questions.

1. Express : 5. Fig. 1.1 shows the points P, Q and R are on

(a) 3,75 × 10-3 as a decimal fraction. [2] the circumference centre O. OPR t = 22 and
(b) 3,75 as a fraction to its lowest radius 3,5cm.
terms. [2]
(c) 0,124 in the form A × 10n, where A O 3
is a real number and n is an integer.[3] ,5cm
2. State the number of lines of symmetry P
22°
of the following letters.
(a) (i) N
Q
(ii) M
(iii) H R
(iv) O [6]
Fig. 1.1
(b) The sum of interior angles of a
regular polygon is 540°. State the Calculate:
order of rotational symmetry of the (a) ROPt . [3]
regular polygon. [2] (b) RQPt . [3]
3. (a) Convert 3m in cm . [3]
2 2
(c) the area of the sector OAB. [4]
(b) Given that P = 1,2 × 104 and [use π as 22 ]
7
Q= 0,6 × 10–3. Find P ÷ Q, giving 6. (a) Factorise completely.
your answer in standard form. (i) x2 + 3x − 10
4. F varies directly as the square of T. (ii) 4x2 – y2 [6]
(a) Express F in terms of T and a (b) 
Solve the simultaneous equations.
constant m. [2] 4x2 – y2 = 4
(b) Given that F = 3 when T = 2. Find 2x + y = 1 [6]
the numerical value of m. [3] 7. Evaluate.
(c) Find the value of T when F = 126,75 (a) loga 16 ÷ loga 2 [3]
where T > 0. [4] (b) log27 1 [3]

180
 SPECIMEN EXAMINATION 1
EXAMINATION PRACTICES

PAPER 2
TIME: 2 hours 30 minutes
Answer all questions in Section A and any four from Section B.

Section A [52 marks] 10. (a) U

 sing a plain paper, draw and label
line AB which is 8cm long. [1]
Answer all the questions in this section. (b) 
Point PQ is such that area of
triangle ABQ = 12cm2.
1. Simply 53 – 10
1
+ 11
3
× 17
1
. [2]
(i) Calculate the perpendicular
2. Express 0,0001 in standard form. [2] height of the triangle ABQ. [3]
3. Find the HCF and LCM of 9; 15 and 18. [4] (ii) Construct the possible positions
4. Express 5367 as a number in base 3. [3] of Q, above AB, which are
5. Factorise completely. such that the area of triangle
(a) 5x2 + 15x [2] BQ = 12cm2. [3]
(b) 2y2 – 3y + 1 [2] (iii) Draw locus of points which
Simplify 4xx +31 – x +2 2 and express it are 2cm from point B. [1]
-
6.
as a single fraction. [4]
Section B [48 marks]
7. (a) W
 rite down the number of degrees
in a 34 revolution. [2] Answer any four questions in this section.
(b) F ind the number of sides of a Each question carries 12 marks.
polygon whose interior angles add
up to 540°. [3] 11. (a) S
 olve 3x2 – 1 = 5x, give your answer
(c) Chipo and Tsitsi have 520 sweets to correct to 2 significant figures. [5]
which they shared in the ratio 6:7 (b) In Fig. 1.1, ADC is a straight line. AD
respectively. = 5cm, DC = 4cm, BD = 3cm and the
Find the share of Tsitsi and the area of triangle ABD is 4cm2.
difference between Tsitsi’s share to A 5cm
D
Chipo’s share. [3] 4cm
8. ξ = {x : 1 < x ≤ 18, x is an integer} C
3cm

C = {x:x is a prime number}

D = {x:x is an odd number}. B
(a) List all elements of set C. [3]
(b) Find n(D). [3] Fig. 1.1
(c) Draw a venn diagram to illustrate Calculate:
the information. [4]
(i) ADB
t . [3]
9. Evaluate the following.
(ii) BC. [4]
(a) 2,15 × 10-4 – 5,1 × 102 [3]
(b) (0,12 × 102) ÷ (0,6 × 10−7) [3]

182
 EXAMINATION PRACTICES
12. Answer the whole of this question on a Fig. 1.2 illustrates the distribution of the
single sheet of graph paper. The table ages of the learners at a certain school.
below shows some of the values of the
(i)
 tate the name of this type of
S
function y = x3.
diagram. [1]
x −2 −1.5 −1 0 1 3 2 (ii)  Calculate the number of learners
2
in the 16 to 19 age group. [2]
y p - 3 52 −1 0 1 q 8
(iii) In which of the age ranges does
Find the values of p and q. [2] the modal value occur?
(a) U
 se a scale of 2cm to represent 0,5 (iv) In which of the age ranges does
units on the x-axis and 2cm to 2 units the median value occur? [2]
on the y-axis. Draw the graph of y = x3 14. (a) List the integer values of x which
for the range –2 ≤ x ≤ 2. satisfy all of the inequalities.
(b) Use your graph to estimate the value 1 + x ≤ 19 – 2x < 12
of 3 - 4 showing your method clearly. 11 < 2x + 3 < 19 [4]
[2] (b)
y
(c) Draw the graph of y = 3x – 1 using the
same axes and scales. [2] 6

(d) Estimate the roots of the equation

x3 – 3x + 1 = 0 using your graph. [3]

3x
+
L

2y
13. (a) Mrs Mutikani has 300 cows, 104 goats 4

=
18
and 76 pigs.
(i)  Draw a pie chart to represent 2
the information. [4] R
(ii) Two animals are selected at
random. Calculate the probability 0
2 4 6 8
x

that one is a goat and the other

is a cow. Leave your answer as a Fig. 1.3
fraction in its simplest terms. [3]
(i)  Use Fig. 1.3 to find the equation
(b) y of the line l and the four
30
inequalities which define the
region R.
24
(ii) Given that p = 5x + 2y, find the
Frequency density (pupils per age group)

maximum value of p for integral

18
values of x and y on R. [8]
15. (a) If OA = p + 5q, OB = 7p + 3q and
12
AB = 3hp + (h − k)q, find the values
of h and k. [4]
6

0 x
12 13 14 15 16 17 18 19
Age (years)

Fig. 1.2

183
EXAMINATION PRACTICES

(b) C (i) Calculate the length of AR and

triangle PAB
the ratio triangle PRQ . [5]
Q
(ii)  PCB is the image of ∆QRB
∆
B under an enlargement.
5,8cm For this enlargement, find the
centre and the scale factor. [3]
R A 8 P
Fig. 1.4

In Fig. 1.4, ∆QPR is the image of ∆PBA

under an enlargement with centre P
and scale factor 32 , PA = 8cm and
AB = 5,8cm.

184
 SPECIMEN EXAMINATION 8

EXAMINATION PRACTICES
PAPER 1
TIME: 2 hours 30 minutes
Answer all questions.

5 (a) S  tate the special name given to the

1. Express 16 as a:
cyclic quadrilateral PQRS. [1]
(a) (i) decimal fraction. [1] (b) Calculate SRP . [1]
t
(ii) percentage. [1] (c)  Name other three angles identical
(b) Express 0,48 as a: to QBPt . [3]
(i) fraction in its lowest terms. [1] 5. Fig. 1.2 is a venn diagram.
(ii) number in standard form. [1]
A
2. Write the next 2 terms in : B p
(a) 1; 2; 4; 8; 16;... [2]
1 1 1
(b) 25 ; 16 ; 9 ; ......... [2]
(c) 12 ; 9; 6; 3;... [2]
3. Nyamwanza and Mzama are aged 13
years and 15 years respectively. They
shared money in the ratio of their ages. If C
Nyamwanza was given $650, find the total
Fig. 1.3
amount shared. [3]
(a) Express 1 × 24 + 23 + 1 × 2 as a Describe in set notation the shaded region.
number in base 2. [1] [2]
(b) (i) Convert 6247 to base ten. [1] 6. (a) Convert 7,5m/s to km/hr. [1]
(ii) Hence or otherwise, convert (b) The exchange rate for converting
6247 to base three. [1] United States dollars to Botswana pula
(c) Evaluate 11012 + 1012, giving your is US$5:P42,10.
answer in base two. [2] (i) Express the exchange rate in
4. In Fig. 1.1, PQRS is a cyclic quadrilateral the form US$1:nPula. [1]
in which PQ = PR and QS = RS. PS is the (ii) 
Calculate the equivalent of
diameter of the circle. US$16,50 in pula. [2]
P 7. Solve the simultaneous equations. [3]
2x – 3y = 17
0,3x + 0,4y = 0
Q R

B A

Fig. 1.1

215
EXAMINATION PRACTICES

8. Fig. 1.3 shows a quadrilateral ABCD with 11. It is given that log7 = 0,8451 and
AB = 11cm and CD = 17cm. log2 = 0,3010. Calculate:
(a) log 14. [2]
A 11cm B
(b) log3 12 . [2]
1
(c) log 64 . [2]
12. (a) Find the size of a single interior
C D
17cm angle of a regular 20 sided polygon.[2]
Fig. 1.3 (b)  A regular polygon has an interior
angle of 120°.
(a) S  tate the special name given to the (i) Find the number of sides of the
quadrilateral. [1] polygon. [2]
(b)  Given that the area of the quadrilateral (ii) State the special name of the
ABCD is 84cm2, find the height of the polygon. [1]
shape. [3] 13. P varies jointly as R and as the square root
9. A bag contains 20 balls that are identical in of T. Given that P = 5, R = 2 and T = 9.
shape and size except for colour. Fifteen are (a) Express P in terms of R and T. [1]
blue and 5 are white. (b) Make T the subject of the formula. [2]
(a) Calculate the probability of picking a: (c) Hence or otherwise find T when
(i) yellow ball. [1] P = –2 and R = 1. [1]
(ii) blue ball. [1] 14. Fig. 1.5 shows a right-angled triangle
(b) Two balls are picked at random from ABC, BC is produced to D. AC = 13cm
the bag. Calculate the probability that : and AB = 5cm.
(i) they are of the same colour. [2]
A
(ii) ball picked is at least white. [2]
10. Fig. 1.4 is a plane shape PQRS with PR =
13cm and RS = 11cm and RPQ t = 150°.
5cm 13cm

P
13
cm
150° B D
C
Q
R Fig. 1.5
11 (a) Find BC. [1]
cm
(b) Find:
S (i) sin ACDt . [1]
Fig. 1.4 (ii) cos ACDt . [1]
(iii) tan ACD
t . [1]
(a) State the special name given to the
15. The heights in metres of 5 learners at a
plane shape PQRS. [1]
school are 1,60; 1,10; 1,60; 1,2; 1,8.
(b) State the number of lines of
Find the:
symmetry of the shape. [1]
(a) modal height. [1]
(c) Find the area of the quadrilateral. [2]

216
 EXAMINATION PRACTICES
(b) median height. [1] (b) Evaluate the following.
(c) mean height. [2] (i) 63 [1]
16. (a) Factorise completely. (ii) 20 + 80 [2]
(i) 2x2 – 8 [1] 19. Solve the equations.
(ii) 2x2 + 9x + 10 [2] 1
(a) y1 3 = 81 [2]
(b) Hence or otherwise find the:
(b) ^ x - 1 h = 4 [2]
2 1
(i) HCF. [1]
(ii) LCM. [1] (c)
2
=
3
[2]
x-2 x+2
17. A right circular cone has a base diameter
of 10cm and a slant height of 13cm. 20. (a) 
Express the following in standard
Calculate the volume of the cone. [3] form.
(i) 312 000 [1]
[volume = 13 rr2 , use r as 22
7 ] (ii) 0,000713 [1]
18. (a) It is given that f(x) = 5x2 – 6x + 1, find: (b) m = 4,4 × 10−2 and n = 0,2 × 105;
(i) f(–1). [1] find:
(ii) the value of x for which (i) m ÷ n. [2]
f(x) = 0. [3] (ii) mn. [2]
(iii) n − m. [2]

217
 SPECIMEN EXAMINATION 10

EXAMINATION PRACTICES
PAPER 2
TIME: 2 hours 30 minutes
Answer all questions in Section A and any four from Section B.

Section A [52 marks] (ii) Given that D = 80, H = 10 and

when D = 60, H = 6. Find the
Answer all the questions in this section.
value of c and the value of k. [2]
1. (a) Factorise completely. (iii) Find the value of H when
(i) 2a2 – 8b2 [2] D = 90. [2]
(ii) –16x2 – 4xy + 3y2 [2] (b) (i)  Express 334 to a number in
(b) Solve the equations. base 2. [2]
(i) 4(2x + 1)(2x + 1) = 9 (ii)  Given that v2 = u2 + 2
(ii) 2a2 – 9a – 35 = 0 [6] make u the subject of the
Given that S = 2 72a + ^n - 1h dA
n formula. [2]
2. (a) (i) 
4. (a) (i) Solve x – 1 < 3x – 4 ≤ 2x + 2. [3]
make d the subject of the
(ii) Illustrate the solution set on a
formula. [3]
number line. [2]
(ii) Hence or otherwise, find d when
(b) If f(k) = 3k2 + 5k. Find:
n = 2, S = 4 and a = –1. [2]
(i) f(–2). [2]
(b) R
(ii) the value of k for which k is an
integer in f(k) = –2. [3]
X (c) Evaluate log327 – log10 10 . [2]
M Q
64° 5. Answer the whole of this question on
O
a sheet of plain paper. Use ruler and
compasses only and show clearly all
construction lines and arcs.
P
T (a) Construct on a single diagram :
Fig. 1.1 (i) quadrilateral ABCD in which
AB = 9cm, BC = 6cm, AD
Find:
= 7,3cm, DC = 5,5cm and BAD t
(i) t . [1]
PRQ
= 45° [5]
(ii) t . [1]
XMR (ii) the locus of points equidistant
(c) If f p - 2f p=f p, from A and B. [2]
5 4 -2 m -2 - 5
3 8 12 7 n 6 (iii) the locus of points 5,7cm
find the values of m and n. [3] from B. [1]
3. (a) D is partly constant and partly varies (b) 
Measure and write down the size
as H. of ADCt . [1]
(i) Express D in terms of H and
constants c and k. [2]

229
EXAMINATION PRACTICES

(c) P
 oint P is inside the quadrilateral 50 < x ≤ 75 15 0,6
and is such that it is equidistant from 75 < x ≤ 90 5 0,3
A and B and is 5,7cm from B. Measure 90 < x ≤
and write down the distance of P from 3 q
100
D. [1]
(a) State the modal class of the
Section B [48 marks] distribution given above. [1]
(b) Calculate an estimate of the mean
Answer any four questions in this section.
mark. [3]
Each question carries 12 marks. (c) Find the values of p and q. [2]
6. (d) Using a scale of 2cm to represent
P 10 marks on the x-axis and 2cm to
represent 1 unit on the y-axis, draw a
histogram to show this information.[4]
43mm
A B
(e) Two students, were chosen at random,
calculate the probability that they both
had a mark above 60.
mm
28

8. (a) A teacher has the exact amount to

buy 66 notebooks at $2,20 each.
O
(i) How much money does she
Fig. 1.2 have altogether? [1]
In Fig. 1.2, OAPB is a sector of a circle (ii) If she decides to buy note books
centre O and radius 28mm. AB = 43mm. at $3,30 each, how many will
Calculate the: she be able to buy? [2]
(b) The value of a new house increases
(a) angle AOB. [3]
by 20% during the first year. In the
(b) area of:
second year and subsequent years its
(i) sector OAPB. [3]
value increases by 10% of its value
(ii) triangle AOB. [3]
at the beginning of that year. If at the
(iii) the segment APB. [3]
beginning of 1990, the value of a new
7. Answer the whole of this question on a
house was $60 000, calculate the value
sheet of graph paper.
of the house at the beginning of:
The table below shows the marks of 100 (i) 1991.
students in a Mathematics test marked out (ii) 1993. [5]
of 100. (c) A map is drawn to a scale of 1:4000.
Frequency (i) Two villages are 1,8km apart.
Mark (x) Frequency(f) Calculate, in centimetres, the
density
0 < x ≤ 10 3 0,3 distance between them on the
10 < x ≤ 20 7 0,7 map. [2]
20 < x ≤ 30 18 1,8 (ii) A sports field is represented by a
30 < x ≤ 40 19 p rectangle 3cm by 1,2cm. Find the
40 < x ≤ 50 30 3,0 actual area, in square metres of
the sports field. [2]

230
 EXAMINATION PRACTICES
9. (a) Solve –21 < 8x – 5 ≤ 75 and illustrate (c) A
 nswer this part of the question on a
the solution on a number line. [3] single sheet of graph paper.
(b) A farmer grows tomatoes and beans The points with coordinates (x; y)
on his 60 hectare farm. It costs $80 satisfy the following inequalities.
to plant a hectare of tomatoes and y ≥ 0, x + y ≤ 10
$50 to plant a hectare of beans. He 5x + 2y ≥ 0 2y ≤ x
has only $4000 to meet the expenses. (i) Using a scale of 2cm to
It takes 24 hours to plant a hectare represent 2 units on each axis,
of tomatoes and 16 hours to plant a construct accurately on graph
hectare of beans. The farmer has at paper and indicate, by shading
most 1224 hours for planting. Taking the unwanted region, the region
t to represent the number of hectares in which the points (x; y) must
under tomatoes and b to represent the lie. [4]
number of hectares under beans, write (ii) Use the graph to estimate the
down three inequalities, other than t maximum value of x + 3y. [2]
≥ 0 and b ≥ 0, which satisfy the above
conditions. [3]

231
 ANSWERS FOR ALL EXERCISES AND EXAMINATIONS
ANSWERS

Topic 1: Real Numbers 2. 12 = 22 × 3

18 = 2 × 32
Exercise 1.1 LCM = 22 × 32
1. =4×9
2 252
2 = 36
126
3 63 3. (a) 198 = 2 × 32 × 11.
3 21 Multiply by 2 × 11 to make it a perfect
7 7 square, that is k = 22
1 (b) 198 = 2 × 32 × 11
252 = 22 × 32 × 7 90 = 2 × 32 × 5
2. Prime numbers between 30 and 40 = 31 and HCF = 2 × 32
37 =2×9
3. Common factors of 30 and 36 = 1; 2; 3 and = 18
6
Exercise 1.3
4. The smallest number which can make it
_5p + p i
2
a perfect square is multiplying by those 1. (a)
prime numbers to make all powers be even
= _ 6p i
2

numbers.
These are 2 × 7 = 14 = 6p
5. 2
(b) 50 = 25 # 2
Exercise 1.2 = 25 # 2
1. (a) T
 he largest integer is the same as = 5 # 2
HCF. = 5 2
294 = 2 × 3 × 72
2. (a) 3 + 12
784 = 24 × 72
= 3 + 4#3
HCF = 2 × 72
= 98 = 3+ 4# 3
= 3 +2# 3
(b) 784 = 2 4 # 72
= 3 +2 3
= 22 # 72
4 2

=3 3
= 22 × 7
=4×7 (b) 3 2 + 5 2
= 28 =8 2
Express the number as a product of its 81
3. 0.0081 =
prime factors in index form, then divided 10 000
the power by 2, and the result is the square 81
=
root. 10 000
9
= 100

232
9. (a) and (b) are illustrated on the graph SPECIMEN EXAMINATION 7
below.
y PAPER 1
8

ANSWERS
SECTION A
6 1
1. (a) 32 (b) 27
4 (c) –4
2 2. (a) (x – 1)(x + 7)
A
B
x
(b) –2xy(3x – y)(3x + y)
-8 -6 -4 -2 0 2 4 6 8
3. (a) 7,9958 × 102 (b) 8,0042 × 102
-2
(c) 3,36 × 102 (d) 5,5 × 10-4
-4
C 4. (a) US$1,00:8R (b) US$65,00

(a) f p (b) 5 units

-6 -5
5.
-8
6
6. (a) 5,34cm and 8,74cm
translation vector = f p
1
(c) (b) 45,412 5cm2
2
1
(d) (–10;2), (–4;2) and (–4;4) 7. (a) (i) y = - 2 x + 1
10. (a) (i) BC = b – a 2
(ii) x = 3
1
(ii) BN = 3 (b – a) 1
(b) y = - 2 x-1
1
(iii) AN = 3 (b + 2a) 8. 25
1 9. (a) P = 3
135R
(b) P = 45
(iv) BM = 2 b – a
Z
h 2 6
(b) BX = 2 (b – a) and AX = AB + BX 10. x = 7 and y = 7
h 11. (a) (i) 87°
= a + 2 (b – a)
(ii)
k
(c) AX = 3 (b + 2a)
N
267o
(d) 
AX = AX Q
k 2 1 1
3 b + 3 ka = a + 2 hb – 2 ha
N
3
k = 2 h----------(i)
87o
4k = 6 – 3h-----(ii)
2 P
` k = 1 and h = 3

(b) 12 ; π; 13; 2
12. (a) 20 metres (b) 6cm2
3a - 32
^a + 1h^a - 6 h
13.

275