GONZAGA JESUIT COLLEGE

SS1 MATHEMATICS FIRST TERM SCHEME OF WORK

1. Number Bases: Conversion from base 10 to other bases and Vice-Versa -Converts whole
numbers from base ten to other bases and vice versa.
-Operate with base two fractions (Bicimals)
2. Hexadecimal number system:
-Writing number in standard form.
-Operate with hexadecimal numbers
-Express and interpret numbers in standard form
-Calculations involving standard form
3. Laws of Indices and their application.
-Logarithm relating to indices
-Recall and use the law of indices (multiplication, division, zero, reciprocal)
-Simplify expressions that contain products of indices and fractional indices -Solve
simple equations containing indices.
4. Logarithm of Numbers:
-Use of logarithm Table and antilogarithm of numbers greater than1. -Use
logarithm table to check the logarithm of numbers greater than 1 -Solve
numerical problems using logarithm tables.
5. Calculation involving multiplication, Division, Powers and Roots using the logarithm
table.
-Evaluate problems involving multiplication, division, powers and roots.
6. Theory of Sets:
-Identify types of sets (including equal sets, the universal set, the empty or null set, finite,
infinite, subsets, disjoint, power set, union and intersection).
-Union and Intersection of Sets
-Representation of Sets using Venn diagrams
-Identify the complement of a set
-Write and interpret sets of values using set-builder notation.
-Use universal sets, complements and disjoint sets to solve practical problems.
-Use Venn diagrams, with up to three intersecting sets, to solve practical problems
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7. Linear Equation in one variable:
-Simultaneous Linear Equation in Two variables
-Solve linear equations
-Solve linear equations that contain brackets and/or fractions
-Create and solve equations from word problems
-Solve simultaneous equations using substitution and elimination methods
8. Algebraic Simplification and Substitution:
-Adding and Subtraction of algebraic fraction
-Common factors, substitution, undefined fraction/fraction equal zero WEEK 1: NUMBER
BASES /BASE NUMBER.
Base number is the basis of which each place value column in a number system or the
classification of numbers to which one or more other numbers are appended or added.
WEEK 1 : NUMBER BASE SYSTEM

LEARNING OBJECTIVES:
- Definition of number base system and explain its importance in mathematics and
computing.
- Identify different number bases.
- Convert between number bases
- Apply Mathematical operations in number bases.
INTRODUCTION: People count in twos, fives, twenties etc. Also, the days of the
week can be counted as 24 hours. Generally, people count in tens. The digits
0,1,2,3,4,5,6,7,8,9 are used to represent numbers. The place value of the digits is shown
in the number.

TYPES OF BASE NUMBERS

OCTAL BASE; Octal base are numbers express in base eight. E.g. 25
DENARY/DECIMAL BASE: These are numbers express in base ten. E.g. 18
BINARY: These are numbers express in base two. E.g. 1100

BICIMAL: This is the fractional binary number or fraction in base two. E.g. =
0.10101… in base two.
DUODECIMAL BASE: This is the number system that is express in base 12.
HEXADECIMAL: Is system of numbers which is express in base 16. i.e. base 2, 3, 4, 5, 6, 7, 8,
9, A, B, C, D, E, F.

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RULES OF BASE NUMBER
1. Numbers must not be equal to or greater than the base number under consideration.
2. Base numbers of the same base can be added, subtracted, multiplied and divided otherwise it
must first be converted to base ten or equal base before the required operation is done.
3. When subtracting base numbers, the number carried from nearby to support the other becomes
the base in operation added to the original number in that position.
CONVERSION FROM OTHER BASES TO BASE TEN
Example 1: Convert the following numbers to denary base
b. c. .

= 1x64+0x32+1x16+1x8+1x4+1x2+1x1
= 64+0+16+8+4+2+1
=9
b. 43 = 4x + 3x +2x
= 4x25+3x5+2x1
= 100+15+2
=11 .
c. 43 = 4x + 3x +1x
= 4 +3X+1

Example: 395:- 3 Hundreds, 9 Tens and 5 Units. i.e.

39510 = 3 x102 + 9 x 101 +5 x 100.

Since the above number is based on the powers of ten, it is called the base ten number
system i.e.

= 300 + 90 + 5.

Also 4075 = 4 Thousand 0 Hundred 7 Tens 5 Units i.e. 4 x 103 + 0 x 102 + 7 x 101 + 5 x
100 Other Number systems are sometimes used.

Example: The base 8 system is based on the power of 8.

For example: Expand 6477, 265237, 1011012,

(a) 6457 = 6 x 72 + 4 x 71 + 5 X 70 = 6 x 49 + 4 x 7 + 5 x 1

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(b) 265237 = 2 x 74 + 6 x73 + 5 x 72 + 2 x 71 + 3 x 70

(c) 1011012 = 1 x 25 + 0 x 24 + 1 x 23 + 1 x 22 + 0 x21 + 1 x 20

CLASSWORK

Expand The Following to base ten.

1. 7358 2. 10100112

When converting from other bases to base ten the number must be raised to the base and
added.

Worked Examples:

Convert the following to base 10

(a) 278 (b) 110112

Solutions:

(a) 278 = 2 x 81 + 7 x 80 = 2 x 8 + 7 x 1 = 16 + 7 = 23

(b) 110112 = 1 x 24 + 1 x 23 + 0 x 22 + 1 x 21 + 1 x 20 = 1 x 16 + 1 x 8 + 0 x 4 + 1 x 2 +
1x1

= 16 + 8 + 0 + 2 + 1 = 27

Example 1: Convert the following numbers to denary base

a. 10111112
b. 4325
c. 431x
Solution

a. 10111112 = 1x26+0 x25 +1x24 +1x23 +1x22 +1x21 +1x20 =

1x64+0x32+1x16+1x8+1x4+1x2+1x1 = 64+0+16+8+4+2+1 = 9510

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b. 4325 = 4x52 + 3x51 +2x50 = 4x25+3x5+2x1 = 100+15+2 =11710 .

c. 431x = 4× x 2 + 3× x 1 +1x x 0 = 4 x 2 +3X+1

CLASSWORK

Convert The Following To Base Ten:

(a) 1010112 (b) 21203

CONVERSION FROM BASE TEN TO OTHER BASES

To change a number from base ten to another base

Divide the base ten numbers by the new base number;

Continue dividing until zero is reached;

Write down the remainder each time;

Start at the last remainder and read upwards to get the answer.

CONVERSION OF NUMBERS FROM ONE BASE TO ANOTHER

HINT: First convert the number to base ten and then convert from base ten to the
required base.

Example 1

Convert: (a) 1534six to base eight

Solution

1534six to base eight

First, convert 1534six to base ten.

1534six = 1x63 + 5x62 + 3x61 + 4x60

= 216 + 180 + 18 + 4

= 418ten

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Now convert 418ten to base eight by dividing all through by 8

8 418 Remainders

8 52 2

8 6 4

0 6 i.e. 418ten = 642eight

Thus, 1534six = 642eight

Convert each of the following to the base indicated:

1. 10401.11seven to base eight

2. 4836 sixteen to base twelve

ASSIGNMENT

Choose the correct answer from the letter a - c

1. Express 3426 as number in base 10 (a) 134 (b) 341 (c) 143

2. Change the number 100102 to base 10 (a) 1001 (b) 40 (c) 18

3. Express in base 2, 10010 (a) 100100 (b) 1100100 (c) 11001

4. Convert 120 base 10 to base 3 (a) 111103 (b) 12103 (c) 121103

5. Convert 25 base 10 to base 2 (a) 110012 (b) 10012 (c) 11002

6. Convert 23647 to base 10

7. Convert 10510 to base 2

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ADDITION IN BASE TWO

We can add binary numbers in the same way as we separate with ordinary base 10
numbers.

The identities to remember are:-

0 + 0 = 0, 0 + 1 = 1, 1 + 0 = 1, 1 + 1 = 10, 1 + 1 + 1 = 11, 1 + 1 + 1 + 1 = 100

Worked Examples

Example 1

Simplify the following

1110 + 1001 2. 1111 + 1101 + 101

Solutions:

1. 1110

+ 1001

= 10111

2. 1111

+ 1101

+ 101

= 100001

Note: 11 take 1 carry 1

10 take 0 carry1

100 take 0 carry 10

CLASSWORK

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Simplify the following;

a)1001 + 101 + 1111

b) 10101 + 111

SUBTRACTION IN BASE TWO

The identities to remember on subtraction are: 0 - 0 = 0, 1 - 0 = 1, 10 - 1 = 1, 11 - 1 = 10,

100 - 1 = 11

Worked Examples

Simplify the following:-

(a) 1110 - 1001 (b) 101010 - 111

Solutions:

(a) 1110

- 1001

= 101

(b) 101010

- 111

1110

MULTIPLICATION AND DIVISION IN BASE TWO

In multiplication, 0 x 0 = 0, 1 x 0 = 0, 1 x 1 = 1.

When there is a long multiplication of binary numbers, the principle of addition can be
used to derive the answer. Under division, the principle of subtraction can be used.

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Worked Examples:

1110 x 111 2. 110 ÷ 10

Solution:

1110 2. 110

x 110 10 110

0000 10

1110 10

1110 10

= 1010100

ASSIGNMENT

1. Express 3426 as a number in base 10. (a) 342 (b) 3420 (c) 134

2. Change the number 10010 to base 10 (a) 18 (b) 34 (c) 40

3. Express in base two the square of 11 (a) 1001 (b) 1010 (c) 1011

4. Find the value of (101)2 in base two (a) 1010 (b) 1111 (c) 1001

5. Multiply 1000012 by 11 (a) 1001 (b) 1100011 (c) 10111

6. Convert the following to a binary number

a) 10ten

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b) (10ten)2

7. Calculate 1102 x (10112 + 10012 – 1012)

8. Multiply 345 by 225.

CONVERSION FROM ONE BASE TO ANOTHER

HINT: First convert the number to base ten and then convert from base ten to the required base.
Example 3: Convert
a. to octal base b. to base four

FRACTIONAL BASE NUMBER

Example 4: Express the following base numbers to base ten.
a. 1011.0 b. 1051.1 c. 23.41 d. 312.2
Example 5: Convert
a. to base 10 b. to base 6 c. to base 5 Example
6: Convert the following base ten numbers to bicimals:

BASIC OPERATIONS OF BASE NUMBER ASSESSMENT QUESTIONS

Example 2

Determine the number bases x and y in the following simultaneous equations:

32x – 12y = 9ten and 23x – 21y = 4ten

Solution

32x – 12y = 9ten (1)

23x – 21y = 4ten (2)

Change equation (1) to base ten as follows:

(3× x 1 + 2× x 0) – (1× y1 + 2× y 0) = 9

3x + 2 – y – 2 = 9

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3x – y = 9 (1a)

Similarly, change equation (2) to base ten: work that on your own.

i.e. x–y=1 (2a)

subtracting equations (2a) from (1a):

2x = 8

X=4

Substituting x = 4 in (2a)

4–y=1

4–1=y

y=3

Thus, x = 4 and y = 3.

CLASSWORK

If x represents a base number in the following equations, what is the value of x?

315x – 223x = 72x

405x + 43eight = 184ten

1. Find the sum of the octal numbers 174 and 233.

2. Simplify the following number bases:
a. 231 21 b. 1101 x 10 c. 61 50
3. Find the product of 214 and 23 both in base five.
4. Find the value of x in the following
a. 10 = 68 b.
c. 410 = 211 + d.
e. f.
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5. Solve for y if
a. 12 = 83 b.
6. Solve for x and y if and
7. Solve for n if
a. b.
8. A number is written as 42 in base x, thrice the number is written as 200in base x. find x.

9. If the operation was carried out in base 2, find the value of y.

WEEK 2: HEXADECIMAL NUMBER SYSTEM
Hexadecimal is another system that works exactly like decimal, binary and octal number system
except that the base is 16.
Base 10 11 12 13 14 15
Character A B C D E F
Example 1: Convert the following to decimal form
a. b.
SOLUTIONS:

a. According to the table above, each letter represent a number since F=15, A= 10 and 5=5,
we have
FA516 = F x 162 + A x 161 + 5 x 160 = 15 x 162 + 10 x 161 + 5 x 160
= 3840+ 160+5 = 400510.
Take b as assignment!

Example 2: Evaluate the following in base 12, where T and E ten and eleven respectively.
a. b.
c. d.

STANDARD FORM: is a convenient way of writing very large or small numbers. It is the
product of the numbers in powers of 10. It’s written in the form : , where A is the number
between 1and 9 and n is the position of the decimal point.
EXAMPLES:
1. Express the following numbers in standard form;

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(a) 9 (b) 54.6 (c) 570200 (d) 7560
2. Express the following numbers in standard form;
(a) 0.02 (b) 0.000175 (c) 0.00756 (d) 0.000000756 3.
Write the following as ordinary numbers
a. b.

ADDITION AND SUBTRACTION OF NUMBERS IN STANDARD FORM

3. Simplify the following;
a. b.
c. d.
e. f.
MULTIPLICATION AND DIVISION OF STANDARD FORM
5. Simplify the following:
a. b.
c. d.
WEEK 3: INDICES
LEARNING OBJECTIVES:
- Understanding the concept of indices
- Laws of indices
- Negative and fractional index
- Simplifying expression
- Solving equations with indices
Indices are numbers expressed in powers on ten i.e. . The analysis and simplification of indices
depends on the basic interpretation and rules of indices as enumerated below.
LAWS OF INDICES
1.

3. =1

5. ( =

EXAMPLES
Examples:
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Simplify

1. 105 X 104 2. a3 X a4

3. m8 ÷ m5 4. 24x6 ÷ 8x4 5. 198 ÷ 198

Solutions

1. 105 X 104 = 10 5+4 =109

2. a3 X a4 = a 3+4 =a7

3. m8 ÷m5 = m 8-5 = m3

24 6− 4
4. 24x6 ÷ 8x4 = x = 3x 6-4 =3x2
8

5. 198 ÷ 198 = 19 8-8 = 190 =1

FRACTIONAL INDICES

X (1/a) and X (a/b) = √a X and ¿)a

2
Example: evaluate 27 3 .

Solutions
2
2
27 =¿)
3

= 32 = 9

Examples

Simplify
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 1. 4⅙ X 4⅓ 2. (16/81) - ¾.

Solutions:

1. 4⅙ X 4⅓ = 4⅙+ ⅓

= 4 (3/6) = 4 (½)

=√4 = 2

3. (16/81) - ¾ = 1

( 4√16/81)3

1
= 2 3
( )
3

= 1 ÷ (2/3)3

=1 ÷ (8/27) = 1 X (27/8) = 27/8

CLASSWORK

Simplify:

1. (125)-1/3 2. (18/32)-3/2 3.(3√4)1.5 4.64-5/6

2. Simplify the following questions

a. b.

c. x ÷ d.

e. f.

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3. Evaluate the following

a. b.

c. √ d.

e. f.

g. h.

i. j.

SIMPLE EXPONENTIAL EQUATION

Eg: Solve the following equations:

1. 2r-3 = 16

2. 5x = 40x - ½

Solutions

1. 2r-3 = 16
Divide both sides by 2

2r-3 = 16

2 2

r-3 = 8

1 =8

r3 1

cross multiply

8r3 = 1 X 1

Divide both sides by -8

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 1
r3 =
8

Take the cube root of both sides

r=1

2. 5x = 40x -½
Divide both sides by 5

x= 8x-1/2

x= 8 x 1

x1/2

Cross multiply

xX x1/2 =8

x1 X x1/2 =8

x1+1/2 =8

x3/2 =8

i.e (√x)3= 8

raise both sides by power 2/3

(x3/2) X 2/3 = (8)2/3

X1= (3√8)2

X= (2)2

X= 4

4c-1 =64

Change both sides to the same base

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4c-1 = 43

Equate the powers

c-1 = 3

c=3+1

c=4

Ex 1: Solve each of the following

equations: a. =8 b.

c. 10-x = 0.000001 d. 3(3)x = 27

e. (0.25) x + 1 = 16 f.

g. h.

i. j.

k. 3 91+ x = 27-x l.
m.
Ex 2: Solve the simultaneous equations
a. and
b. and

EXPONENTIAL QUADRATIC EQUATION

Example 2: Solve the following exponential equation:
a. 52x + 1 – 26(5x) + 5 = 0 b. (3x)2+ 2(3x) -3 = 0
c. 52x – 26(5x) + 25 = 0 d. 22x + 2x+1 – 8 = 0
e. f.
g. h.
i. j.
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k.

WEEK 4: LOGARITHM
LEARNING OBJECTIVES:
- Understanding the definition of logarithm
- Recognize and use logarithmic properties
- Solve logarithmic equations
- Use logarithm tables to solve expressions
The logarithm of a number p to a base a is equal to index x of ax which is equal to p. i.e
=x or p = ax
Logarithm form index form
Example 1: Write each of the following index form in their logarithmic forms:

a. b. 81 = 92
Example 2: Write each of the following logarithm form in their index forms:
a. =5 b.

LAWS OF LOGARITHM
1. = +

3. =
4. =1
5. =0
Example 3: Evaluate the following

a. b.

c. d.
Example 4: Find the value of n in each of the following

a. b.
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c. d.
CHANGE OF BASE
Change to base c

Example 1: Show that: =1

Solution
Logab × logba =1
log a a
Logab× =1
log a b
Since logaa =1, then the theorem holds.

Example 2: Show that: =(x + y)

Solution
=(x + y) Let
= w. Therefore,
x-n y+n
w w = (x + y)w

w x-n+y+n
= (x + y)w

wx+y = (x + y)w

But = w. Therefore,
= (x + y)
(x + y) = (x + y)
Example 3: Solve the simultaneous equation:
- = 2 and =3

x = 4y -------------(i)
=3
x – 2y = 23

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x – 2y = 8-----------(ii)
4y – 2y = 8
2y = 8; y = 4
x=4 4
= 16
THEORY OF LOGARITHM
Example 1: Simplify without using Mathematical table
a.
b.

c.

d.
e.

f.

g.
h.

i.

LOGARITHMIC EQUATION

1. Express the following in logarithmic form

−6 1
a) 2 = b) 35=243c)53=125 d) 104 = 10,000
64

Solutions

−6 1
(a) 2 =
64
1
=log 64 = -6
2

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(b)35 = 243

=log 3243 =5

(c)53 =125

= log 125
5 = 3

(d) 104 = 10,000

= log 10000
10 =4

2. Express the following in index form

1 1
a) log 8 = -3 (b) log 100 = -2 (c) log 64
4 = 3 (d¿ log 625
5 = 4
2 10

(e) log 1000

10 = 3

Solutions
1
a) log 8 =¿-3
2

Then 2−3 = 1/8

1
b) log 100 ) = -2
10

Then 10−2= 1/100

c) log 64
4 = 3

Then 4 3 = 64

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d) log 5625 = 4

Then 54 = 625

e) log 1000
10 = 3

Then 103 = 1000

Note: Logarithms of numbers to base ten are found with the help of tables

Examples:

1. Use the tables to find the log of

(a) 37 (b) 3900 to base ten

Solutions

a) 37 = 3.7 X 10

=3.7 X 101(standard form)

=log 3.7 10
10 × log 10 (from table)

=0.5682 + 1

Hence log 37
10 = 1.5682

b) 3900 = 3.9 X1000

=3.9 X 103 (standard form)

=log 3.9 1000

10 X log 10 (from table)

=0.5911 + 3

=3.5911

Therefore log 3900

10 = 3.5911

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In logarithms any numbers there are two parts, an integer (whole number) before the
decimal point and a fraction after the decimal point which is also called the mantissa.
E.g
3900
log 10 = 3.5991

The integer part oflog 3900

10 is 3 and the decimal part is .5911

To obtain the integer part of the logarithm of a number to base ten, count the number of
digits to the left-hand side of the decimal point and subtract 1. The decimal fraction part
of the logarithm of the given number is obtained from the tables.

Examples:

Use the logarithm table to find the logarithms to base ten of:

1. 51.38 2. 840.3 3. 65160

Solutions

1. log 51.38
10 = 1.7108

840.3
2. log 10 = 2.9244
65160
3.log 10 = 4.8140

Example 1: Solve the following logarithmic equations:

a. =3 b. =2
c. 6log(x + 4) = log64 d. =2
e. =0 f. log10 (2x + 1) – log10 (3x – 2) = 1

g. h.
i. log3 (4x + 1) – log3 (3x – 5) = 2 j. log (5x + 4) = log (x + 1) + log 4
k. log10 (8x + 1) – log10 (2x + 1) = log10 (x+2)
Example 2: Given that =1 and = 2, find the values of x and y. Example
3: Given that =0.6990 and = 0.4771, find the value of . Hence solve
.
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Example 4: Given that = 0.3010 and = 0.4771, find the values of a.
b.
c. d.
e. f. Example
5: Find the value of N if .

WEEK 5: LOGARITHM OF NUMBERS MULTIPLICATION AND DIVISION

Example 1
Use tables to work out the following: a.
705.6 85.04
b. 45.80 6.392
Solution
a. 705.6 85.04

No. Log
705.6 2.8486
85.04 + 1.9296
60010.0 4.7782
b. 45.80 6.392

No. Log
45.80 1.6609
6.392 - 0.8056
7.166 0.8553

ANTILOGARITHMS TABLE

Antilogarithm is the opposite of logarithms. To find a number whose logarithm is given.

It is possible to use the logarithm table in reverse. However, it’s convenient to use the

25
tables of antilogarithms. When finding an antilogarithm, look up the fractional part only,
then use the integer to place the decimal point correctly in the final number

Example:

Find the antilog of the following logarithms:

a. 0.5682

b. 2.7547

c. 5.3914

Solutions

Log antilog

a. 5682 3.700

b. 2.7547 568.4

c. 5.3914 246200

Logarithms of numbers less than 1

No Log Antilog

a. 8320 3.9201 8320

b. 58.24 1.7652 58.24

POWER AND ROOT

Example 2
Use tables to work out the following:
a. 19.183 b. √6 35.81

Solution a. 19.183
26
 No. Log
19.18 1.2828
19.183 1.2828 3
7053.0 3.8484
b.

No. Log
1.5540
1.5540
1.816 0.259

Example 3
Use tables to work out the following:

a.
Solution
√
38.32 ×2.964 2
3
b. 8.637 × 6.285 )
(

a.
No. Log.
(17.2)2 1.2355 2 = 2.4710
4.93 + 0.6928
Numerator 3.1638 3.1638
6.8293 3
Denominator 2.2764 - 2.2764
7.716 0.8874

√
b.
No. Log.
1.5834
+0.4719
Numerator 2.0553 2.0553
0.9364
+0.7983
Denominator 1.7347 -1.7347
0.3206
2

27
 √
0.6412 3

1.636 0.2137

PRACTICE QUESTIONS
Use tables to work out the following:

WEEK 6: SET THEORY

LEARNING OBJECTIVES:
- Definition of set
- Distinguish between the different types of sets
- Set operations
- Venn diagrams
Definition: A set is a collection of objects or things that is well defined.
Here are some examples of sets:ss
i. A collection of students in form one
ii. Letters of the alphabet iii. The
numbers 2, 3, 5, 7, and 11 iv. A
collection of all positive numbers
v. The content of a lady’s purse
Notation
A set is usually denoted by capital letters while the objects comprising the set are written with
small letters. These objects are called members or elements of a set For example, set A has
members a, b, c, d.
Finite and Infinite Sets
A finite set is one whose members are countable; for example, the set of students in form 1.
Other examples are:
The contents of a lady’s hand-bag;
a. Whole numbers lying between 1 and 10;

28
b. Members of a football team.
An infinite set is one whose elements are not countable, as they are infinitely numerous. Here are
a few examples of the infinite sets: a. Real numbers.
b. Rational number.
c. Positive even numbers.
d. Complex numbers.
Subsets
Suppose and , then we say Q is contained in P, and we use
symbol ‘ ’to denote the statement ‘is contained in’ or ‘is subset of’. Thus , is read as ‘Q is
contained in P’
Equality of sets
Two sets X and Y are equal if and only if and . Suppose and
then X = Y. Note that the arrangement of elements of a set does not alter the set.
Types of sets
Null or Empty Set: Null mean void, therefore, a null set is an empty set, or set that has no
members. Therefore null set is denoted by the symbol . Alternatively, we can use a pair of open
and closed brace to denote an empty set instead of .
Singleton: Any set which has only one member called a singleton. E.g., is a singleton. The
Universal set: Every set is a subset of a larger or equivalent fixed set. This larger set is called the
universal set or simply, the Universe of Discourse.
Thus, in any given context, the total collection of element under discussion is called the universal
set. The symbol is often used to denote a universal set.
Proper Subsets
If P is a subset of Q and if there is at least one member of Q which is not a member of P, then P is
a proper subset of Q and we write
Consider the set . The following sets are
subsets of A
Power Set
The collection of all the subsets of any set S is called the power set of S. If a set has n members,
where n is finite, then the total number of subsets of S is .
For Example
Let A

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The subsets of A are: .
The power set of A written subsets; as seen above
Disjoint Sets
Two sets A and B are not said to be disjoint if A nor B has elements in common.
Set Operations
In set, we use the symbols read ‘union’ and read ‘intersection’ as operations. These
operations are similar but not exactly the same as the operations in arithmetic.
Union of Sets Definition
The union of sets A and B is the set of all elements which belong to A or to B or to both A and
B. This is usually written as , and read ‘A union B’.
In set language, we define as

Intersection of Sets: The intersection of sets A and B is the set of elements which belong to both
A and B. Simply, ‘A intersection B’, written consists of elements which are common to
both A and B
The Complement of a Set: The complement of a set is the set of elements which do not belong
to x, but belong to the universal set. The complement of a set x is usually represented by or .
Example 1
Given that A, B and C are subsets of the universal set , each of which is defined as follows:
a. List the members of sets , A, B and C.
b. Find (i)
(ii)
(iii)
Solution
a.
, bi.

ii.

iii. ,

30
Example 2
Given the universal set; , and . Find .

Example 3: If is the universal set consisting of all positive integers and P, Q, R are subsets
such that , and ,
list the elements of
i. ii. iii.
Solution
The set , and

i. ii.
iii.
=
,
Exercise
1. The universal set is the set of all integers. P, Q and R are subsets of defined as follows:
, and
. Write down the set , where is the complement of P with respect to .
Write in set form, , and list the members of R.
Show that .
2. If the universal set is given by and the sets A, B and C are defined
as follows; , and
Find: i. ii.(A iii.
What do you notice about (ii) and (iii)?

VENN DIAGRAM
A Venn diagram is a pictorial representation of sets. This method of set representation was
developed by John Venn. The operations of intersection, union and complementation of set can
easily be demonstrated by using Venn diagrams. An example of Venn diagrams of two and three
subsets is shown below:

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 𝒰 P Q 𝒰
A B
p q
a b
r
R
Fig i Fig ii
In fig i, the circles represent subsets A and B of the universal set which is represented by the
rectangle. The black portion represents intersection of set A and B, i.e A .a=A b=

Similarly, in fig ii, the circles represent subsets P, Q and R of the universal set which is
represented by the rectangle. The purple portion represents P , the orange portion
represents P , the brown portion represents Q and the black portion represents
P .P=P ,q= and r = .
Example 1:
A survey carried out on 15 adults showed that 8 of them smoked cigarette, while 10 of them said
they drank beer. Find the number that smoked cigarette and those that drank beer, if each of them
did at least one of the two acts.
Solution
Let = ,S= and
D=
n( ) = 15, n(S) = 8, n(D) = 10

𝒰
Let x represent the number that smoked cigarette and those that drank beer

n(D) = 10 n(S) = 8

Only beer x Only

cigarrette

Only beer = 10 – x
Only cigarette = 8 - x
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10 – x + x + 8 – x = 15
18 – x = 15 x =
18 – 15 = 3
Example 2

All the 50 science students in a college in Ibadan were asked their subject combination. 18 of the
students offered F/Maths, 21 offered Chemistry while 16 offered Biology. 7 students offered
F/Maths and Chemistry, 8 students offered F/Maths and biology, 9 students offered Chemistry
and Biology while 5 students offered the three subject combination. Using Venn diagram, find: i.
the number of students that offered F/Maths but offered neither Chemistry nor Biology. ii. the
number of students that offered Chemistry but offered neither F/Maths nor Biology.
iii. the number of students that offered Biology but offered neither Further Maths nor Chemistry
iv. the number of students who did not offer any of the three subject combination.
Solution
Let = M=
C= and B
=
n( ) = 50, n(M) = 18, n(C) = 21, n(B) = 16

𝒰
n(M) = 18 n(C) = 21

Only Only
p
f/maths chemistry
5
q r
Only
biology
n(B) = 16

p{only F/Maths and Chemistry} = 7 – 5 = 2

q{only F/maths and Biology} = 8 – 5 = 3
r{only Chemistry and Biology} = 9 – 5 = 4
i. Only f/maths = 18 – (p + q + 5)

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 = 18 – (2 + 3 + 5) = 18 – 10 = 8 ii.
Only chemistry = 21 – (p + r + 5) =
21 – (2 + 4 + 5) = 21 – 11 = 10 iii.
Only Biology = 16 – (q + r + 5)
= 16 – (3 + 4 + 5) = 16 – 12 = 4 iv. Let x represents the number of the students that did
not offer any of the three subjects
50 = 8 + 10 + 4 + 5 + p + q + r + x
50 = 27 + 2 + 3 + 4 + x
50 = 36 + x x =
50 – 36 = 14

ASSESSMENT QUESTIONS
1. In a dancing competition, each competitor could dance to at least one brand of music played.
Two brands of music Fuji and Jazz music were played that day. 10 of the competitors could
dance to fuji music while 14 of the competitors could dance to jazz music. If 4 of the competitors
could dance to both brands of music, find the:
i. number of the competitors that could dance to fuji but not to Jazz ,
ii. number of the competitors that could dance to Jazz but not to Fuji
iii. total number of people involved in the competition.
2. The members of a college staff club were asked to indicate the brand of beer they drank. 5
members drank Star and Trophy beer, 7 members drank Star and Club beer, while 10 members
drank Trophy and club beer. 6 members drank Star beer only, 11 drank Trophy beer only while 5
drank Club beer only. 3 members drank all the three brands. Assuming that each member drank
at least one brand of beer, find the:
i. number of members that drank Star beer ii.
number of members that drank Trophy beer
iii. number of members that drank Club beer.
iv. total number of members in the club.
3. In a road worthiness test on 240 cars, 60% passed. The number that failed had faults in
Clutch, Brakes and Steering as follows: Clutch only = 28, Clutch and Steering = 14, Clutch,
Steering and Brake = 8, Clutch and Brakes = 20, Brake and Steering only = 6.

34
The number of Cars with faults with Steering only is twice the number of Cars with faults in
Brakes only. Draw a Venn diagram to illustrate this information.
How many cars had a. faulty brakes?
b. only one faults?
4. There are 100 tourists, each of them travelled by one or more of the following means of
transportation as shown in the Venn diagram below:

𝒰
Car Bus

18 u
w
5
6 12

v
Train

If 52 people travelled by bus and 35 by train, find the: a.

value of u,v and w
c. number of tourists who travelled by at least two means of transportation.

Week: 7
Theme: Algebraic processes (2)
Unit topic: Simultaneous linear and quadratic equations
Lesson topic: Simultaneous linear and quadratic equation by sub. and Elimination
method
objectives: At the end of the lesson the students should be able to;
(1) Identify linear and quadratic equation,
(2) Use substitution method to solve problems,
(3) Solve more problems on linear and quadratic equations simultaneously,
(4) Solve simultaneous linear and quadratic equation by elimination method.

INTRODUCTION
Simultaneous linear equations refers to a pair of equations of the form Ax + By =
C, where A, B,C are specific numbers, positive or negative. To say they are
simultaneous is to ask: for what, if any, values substituted for the variables (x and
y) are the equations both true at the same time? Those pairs of values are the
solutions of the simultaneous equations. To illustrate: x + 2y = 10, x 3y = 0 is a

35
 pair of equations, describing two relations between the variables x and y. If the
context requires them to both be true, they are simultaneous. A solution is x = 6,
y = 2, because that substitution makes both statements true. In this chapter, we
want to explore procedures,
both algebraic and graphical, to determine the solutions of simultaneous linear
equations.

Teachers activities: The teacher lead the students in solving equations by

substitution
Example 1: solve the following simultaneous linear and quadratic equations

2𝑥 − 𝑦 = 1.
1. 3𝑥2 − 4𝑦 = −1.

Solution

2𝑥 − 𝑦 = 1. . … … … … … … … . (2).
3𝑥2 − 4𝑦 = −1 … … … … … … (1).

Substitute 2𝑥 − 1 𝑓𝑜𝑟 𝑦 𝑖𝑛 (1)

From (2);𝑦 = 2𝑥 − 1. . … … … … … … … . (3)

3𝑥2 − 4𝑦 = −1
3𝑥2 − 4(2𝑥 − 1) = −1.
3𝑥2 − 8𝑥 + 4 = −1.
3𝑥2 − 8𝑥 + 4 + 1 = 0.
3𝑥2 − 8𝑥 + 5 = 0.

𝑥(3𝑥 − 5) − 1(3𝑥 − 5) = 0.
3𝑥2 − −5𝑥 − 3𝑥 + 5 = 0.

3𝑥 − 5 = 0 𝑜𝑟 𝑥 − 1 = 0
(3𝑥 − 5) − (𝑥 − 1) = 0

Students activities: calculate the values of y by substituting

When

------Step2:
Teachers activities: The teacher instructs the students to solve more problems on

2. 3𝑥 + 𝑦 = 25.
substitution

𝑥𝑦 = 8.
36
 Students activities: respond thus.

3𝑥 + 𝑦 = 25 … … … … … … (1).
Solution:

𝑥𝑦 = 8. . … … … … … … … . (2).
From 𝑒𝑞𝑛(1), 𝑦 = 25 − 3𝑥 … … … 𝑒𝑞𝑛(3)
Substitute 25 − 3𝑥 𝑓𝑜𝑟 𝑦 𝑒𝑞𝑛(2).
𝑥𝑦 = 8
𝑥(25 − 3𝑥) = 8
25𝑥 − 3𝑥2 = 8

3𝑥2 − 24𝑥 − 𝑥 + 8 = 0
3𝑥2 − 25𝑥 + 8 = 0

3𝑥(𝑥 − 8) − 1(𝑥 − 8) = 0

𝑥 − 8 = 0 𝑜𝑟 3𝑥 − 1 = 0
(𝑥 − 8)(3𝑥 − 1) = 0

When 𝑥 = 8
𝑦 = 25 − 3𝑥
when

= 25 − 3(8)
= 25 − 24
=1

------Step3
Teachers activities: The teacher lead the students in solving equation by elimination
3. 4𝑥2 − 9𝑦2 = 19.
2𝑥 + 3𝑦 =
1.

4𝑥2 − 9𝑦2 = 19 … … … 𝑒𝑞𝑛(1)

Solution

2𝑥 + 3𝑦 = 1 … … … . . 𝑒𝑞𝑛(2)
𝑓𝑟𝑜𝑚 𝑒𝑞𝑛(1);
(𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑜𝑓 𝑡𝑤𝑜 𝑠𝑞𝑢𝑎𝑟𝑒𝑠)
4𝑥2 − 9𝑦2 = 19
(2𝑥 + 3𝑦)(2𝑥 − 3𝑦) = 19

2𝑥 − 3𝑦 = 19(𝑜𝑝𝑒𝑛𝑖𝑛𝑔 𝑡ℎ𝑒 𝑏𝑟𝑎𝑐𝑘𝑒𝑡)

1(2𝑥 − 3𝑦) = 19(𝑠𝑖𝑛𝑐𝑒 2𝑥 − 3𝑦 = 1)

∴ 2𝑥 − 3𝑦 = 19
+(2𝑥 + 3𝑦 = 1)

𝑥=5
→ 4𝑥 = 20

37
 Students activities: Calculate the value of 𝑦 𝑏𝑦 𝑠𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑖𝑛𝑔 3 𝑓𝑜𝑟 𝑥 𝑖𝑛
𝑒𝑞𝑛(2)
2𝑥 + 3𝑦 = 1
2(5) + 3𝑦 = 1
10 + 3𝑦 = 1

𝑦 = −9
3𝑦 = 1 − 10

∴ 𝑡ℎ𝑒 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛 𝑖𝑠 (5 , −3)

------Step 4
Teacher’s activities: solve more problems.
4. A woman is q years old while her son is p years old. The sum of their ages is
equal to twice the difference of their ages. The products of their ages is 675. Write
down the equations connecting their ages and find the ages of the woman and her

𝑞 + 𝑝 = 2(𝑞 − 𝑝)
son (WAEC) Solution:

𝑞 + 𝑝 = 2𝑞 − 2𝑝
2𝑞 − 𝑞 − 2𝑝 − 𝑝 = 0
𝑞 − 3𝑝 = 0 … … … … … … . (1)
𝑞𝑝 = 675 … … … … … … … . . (2)
From (1); 𝑞 = 3𝑝…………………………(3)
Substitute 3𝑝 𝑓𝑜𝑟 𝑞 𝑖𝑛 𝑒𝑞𝑛(2)
675

𝑝 = ±15

Substitute ±15 𝑓𝑜𝑟 𝑞 𝑖𝑛 𝑒𝑞𝑛(3)

Students activities: Calculate the value of q

𝑞 = 3𝑝
= 3(15)
= ±45
------Step 5
Teacher’s activities: asks the students to solve this;
5. The product of two numbers is 12. The sum of the larger number and twice the
smaller number is 11. Find the two numbers
Students activities: respond thus

𝑚𝑛 = 12……………………….(1)
Let the larger number be m and the smaller number be n

38
 𝑚 + 2𝑛 = 11 … … … … … … (2)
From (2) ;𝑚 = 11 − 2𝑛 … … … … … … . (3)

𝑚𝑛 = 12
Substitute 11 − 2𝑛 for m in (1)

(11 − 2𝑛)𝑛 = 12
11𝑛 − 2𝑛2 = 12
2𝑛2 − 11𝑛 + 12 = 0
2𝑛2 − 8𝑛 − 3𝑛 + 12 = 0
2𝑛(𝑛 − 4) − 3(𝑛 − 4) = 0

𝑛 − 4 = 0 𝑜𝑟 2𝑛 − 3 = 0
(𝑛 − 4)(2𝑛 − 3) =0

When = 4 ; when

Assignment:

2𝑥2 + 𝑦2 = 19 𝑥 + 3𝑦 = 0
Solve the following simultaneous equations

4𝑥 − 𝑦 = 15
(1)

2𝑥 − 𝑦 = 5
(2) 2 2

Example 2.

Lovasz has 5 marbles more than twice the number of marbles that Tonio has. Together
they have 107 marbles. How many marbles does Lovasz have?
Solution. First we represent the unknown numbers by letters: Let L be the number of
marbles that Lovasz has, and T the number of marbles that Tonio has. We are told that
“Lovasz has 5 marbles more than twice Tonio’s”; this translates to L = 5 + 2T. The
second fact is that the sum of all the marbles is 107, so L + T = 107. The first equation
tells us that L and 5 + 2T are the same number, so we can replace L by 5 + 2T in the
second equation to get:

5 + 2T + T = 107.

39
 From Chapter 1 we know how to solve a linear equation in one variable: combine like
terms on the left and subtract 5 from both sides to get 3T = 102, so T = 34: Tonio has 34
marbles. To find L, we turn to the first equation and replace T by 34, since we know
these are equal, and we have L = 5 + 2(34), so L = 73. We can use the second equation
again to check this result: 73 + 34 = 107.

Before going to the use of these operations to solve systems, we turn to the
representation of this process by graphs.

Example 3.

Another day I went to the store and spent $26.25 for 15 pounds of grapefruits and
oranges. The grapefruit cost $1.25 per pound and the oranges cost $2.00 per pound. How
many grapefruits and oranges did I buy?
Solution. Using the same letters as in Example 7, the first equation tells us that G+R =
15. G pounds of grapefruit cost me $1.25(G), and R pounds of oranges cost me $2.00(R).
The sum is $26.25, giving me the equation

1.25G + 2R = 26.25

The first relation tells me that R = 15 G, so I can replace R in the second equation by
15 G, giving me

1.25G + 2(15 G) = 26.25

This becomes 1.25G + 30 2G = 26.25, which simplifies to .75G = 3.75, so G = 5. Then,

returning to the relation G + R = 15, we see that R = 10. I bought 5 pounds of grapefruit
and 10 pounds of oranges.

Some of the choices made in this problem were arbitrary: to begin with, We could have
solved for G in terms of R (G = 15 R), and then written the equation in R:

1.25(15 R) + 2R = 26.25

but it is better to have to multiply 2 and 15 instead of 1.25 and 15. Nevertheless the result
would have been the same. And again, when we came to .75G = 3.75; we could change
to fractions to get

40
 G=

from which we see directly that G = 5. In almost all cases such choices have to be made,
and should be made on the basis of making one’s work as simple as possible.

WEEK 8

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