FORM THREE MATHEMATICS UPDATED

TUTORIAL

Page 1 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 Page 2 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 MATHEMATICS FORM 3 TUTORIAL
CHAPTER ONE

Specific Objectives QUADRATIC EXPRESSION AND EQUATIONS

By the end of the topic the learner should be able to:
(a) Factorize quadratic expressions;
(b) Identify perfect squares;
(c) Complete the square;
(d) Solving quadratic equations by completing the square;
(e) Derive the quadratic formula;
(f) Solve quadratic equations using the formula;
(g) Form and solve quadratic equations from roots and given situations;
(h) Make tables of values from a quadratic relation;
(i) Draw the graph of a quadratic relation;
(j) Solve quadratic equations using graphs;
(k) Solve simultaneous equations (one linear and one quadratic) analytically and graphically;
(1) Apply the knowledge of quadratic equations to real life situations.
Content
(a) Factorization of quadratic expressions
(b) Perfect squares
(c) Completion of the squares
(d) Solution of quadratic equations by completing the square
(e) Quadratic formula x = -b ±
(f) Solution of quadratic equations using the formula.
(g) Formation of quadratic equations and solving them
(h) Tables of values for a given quadratic relation
(i) Graphs of quadratic equations
(j) Simultaneous equation - one linear and one quadratic
(k) Application of quadratic equation to real life situation.
Perfect square
Expressions which can be factorized into two equal factors are called perfect squares.
Completing the square
Any quadratic expression can be simplified and written in the form where a, b and c are constant and a
is not equal to zero. We use the expression to make a perfect square.
We are first going to look for expression where coefficient of x = 1
Example
What must be added to + 10 x to make it a perfect square?
Solution

Page 3 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 Let the number to be added be a constant c.
 Then + 10x + c is a perfect square.
 Using
 (10 /2 = c
 C = 25 (25 must be added)
Example
What must be added to + _ + 36 to make it a perfect square
Solution
 Let the term to be added be bx where b is a constant
 Then + bx +36 is a perfect square.
 Using
 b =12 x or -12 x
We will now consider the situations where a eg

In the above you will notice that ac . We use this expression to make perfect squares where a is not one
and its not zero.
Example
What must be added to + _ + 9 to make it a perfect square?
Solution
 Let the term to be added be bx.
 Then, + bx + 9 is a perfect square.
 The term to be added is thus.
Example
What must be added to _ - 40x + 25 to make it a perfect square?
Solution
 Let the term to be added be a
 Then - 40x + 25 is a perfect square.
 Using
Solutions of quadratic equations by completing the square methods
Example
Solve + 5x+ 1 = 0 by completing the square.
solution
+ 5x+ 1 = 0 Write original equation.
+ 5x = -1 Write the left side in the form + bx.
+ 10x + ( = ( Add to both sides
+ 10x + =
= Take square roots of each side and factorize the left side
=Solve for x.

Page 4 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Simplify
Therefore x = - 0.2085 or 4.792

Cannot be solved by factorization.

Example
Solve + 4x+ 1 = 0 by completing the square
Solution
+ 4x =-1 make cooeffiecient of one by dividing both sides by 2
+ 2x = -1/2
+ 2x + 1 = - + 1
Adding 1 to complete the square on the LHS

The quadratic formula

Example
Using quadratic formula solve
Solution
Comparing this equation to the general equation we get;a =2 b =-5 c =-5
Substituting in the quadratic formulae
X=
X = 3 or -

Formation of quadratic equations

Peter travels to his uncle’s home,30 km away from his place. He travels for two thirds of the journey
before the bicycle developed mechanical problems an he had to push it for the rest of the journey. If his
cycling speed is 10 km\h faster than his walking speed and he completes the journey in 3 hours 30
minutes, determine his cycling speed .

Solution
Let Peters cycling speed be x km\ h , then his walking speed is (x-10 ) km/h.
Time taken in cycling
Time taken in walking = (30 – 20)( x -10 )
Total time h
Therefore
60(x-10) + 30 (x) = 10(x) (x-10)
– 190x + 600 = 0
- 19x + 60 = 0

Page 5 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
If his cycling speed is 4 km/h , then his walking speed is (4 -10 ) km/h, which gives – 6 km/h.Thus,
4 is not a realistic answer to this situation.therefore his cycling speed is 15 km/h.
Example
A posite two digit number is such that the product of the digit is 24.When the digits are reversed , the
number formed is greater than than the original number by 18. Find the number
Solution
Let the ones digit of the number be y and the tens digit be x,
Then , xy = 24…………..1
When the number is reversed, the ones digit is x and the tens digit is y.
Therefore;
(10y + x) – (10x +y) = 18
9y- 9x = 18
Substituting 2 in equation 1 gives;

Since the required number is positive x =4 and y = 4 + 2 =6

Therefore the number is
Graphs of quadratic functions
A quadratic function has the form y = ax2 + bx + c where a ≠ 0. The graph of a quadratic function isU-
shaped and is called a parabola. For instance, the graphs of y = and y = e
Shown below. The origin (0, 0) is the lowest point on the graph of y = and the highest point on the
graph of y = . The lowest or highest point on the graph of a quadratic function is called the vertex.
The graphs of y = and y = are symmetric about the y-axis, called the axis of symmetry. In general, the
axis of symmetry for the graph of a quadratic function is the vertical line through the vertex..

Notes;
The graph of y = and y =or .
Example
Draw the graph of y =
Solution

Page 6 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Make a table showing corresponding value of x and y.
X -1 0 1 2 3
Y -8 -1 2 1 -4

Note ; To get the values replace the value of x in the equation to get the corresponding value of x
E. g y = -2 ( -1
y = -2 ( 0

Example
Draw the graph of y =
x 0 1 2 3 5 7
y 2 -4 -8 -10 -8 2

Page 7 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Graphical solutions of simultaneous equations
We should consider simultaneous equation one of which is linear and the other one is quadratic.
Example
Solve the following simultaneous equations graphically:

Solution
Corresponding values of x and y
x -2 -1 0 1 2 3 4 x
y 9 4 1 0 1 4 9 y

We use the table to draw the graph as shown below, on the same axis the line y = 5-2x is drawn. Points
where the line y =5 -2x and the curve intersect give the solution. The points are (- 2, 9) and
(2,1).Therefore , when x = -2, y = 9 and when x = 2, y= 1
End of topic
Did you understand everything?
If not ask a teacher, friends or anybody and make sure you understand before going
to sleep!
Past KCSE Questions on the topic.
1. The table shows the height metres of an object thrown vertically upwards varies with the time t seconds
The relationship between s and t is represented by the equations s = at2 + bt + 10 where b are constants.

t 0 1 2 3 4 5 6 7 8 9 10

s 45.1

Page 8 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
(a) (i) Using the information in the table, determine the values of a and b (2 marks)
(ii) Complete the table (1 mark)
(b)(i) Draw a graph to represent the relationship between s and t (3 marks)
(ii) Using the graph determine the velocity of the object when t = 5 seconds
2.(a) Construct a table of value for the function y = x2 – x – 6 for -3≤ x ≤ 4
(b) On the graph paper draw the graph of the function
Y=x2 – x – 6 for -3 ≤ x ≤4
(c) By drawing a suitable line on the same grid estimate the roots of the equation x2 + 2x – 2 =0
3.(a) Draw the graph of y= 6+x-x2, taking integral value of x in -4 ≤ x ≤ 5. (The
5grid is provided. Using the same axes draw the graph of y = 2 – 2x
(b) From your graphs, find the values of X which satisfy the simultaneous equations
y = 6 + x - x2
y = 2 – 2x
(b) Write down and simplify a quadratic equation which is satisfied by the values of x where the two
graphs intersect.

4. (a)Complete the following table for the equation y = x3 – 5x2 + 2x + 9

x -2 -1.5 -1 0 1 2 3 4 5

x2 -3.4 -1 0 1 27 64 125

-5x2 -20 -11.3 -5 0 -1 -20 -45

2x -4 -3 0 2 4 6 8 10

9 9 9 9 9 9 9 9 9 99

-8.7 9 7 -3

(b) On the grid provided draw the graph of y = x3 – 5x2 + 2x + 9 for -2 ≤ x ≤ 5

(c) Using the graph estimate the root of the equation x3 – 5x2 + 2 + 9 = 0 between x = 2 and x = 3
(d) Using the same axes draw the graph of y = 4 – 4x and estimate a solution to the equation
x2 – 5x2 + 6x + 5 =0
5.(a) Complete the table below, for function y = 2x2 + 4x -3
x -4 -3 -2 -1 0 1 2

2x2 32 8 2 0 2

4x - 3 -11 -3 5

y -3 3 13

(b) On the grid provided, draw the graph of the function y=2x2 + 4x -3 for

Page 9 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 -4 ≤ x ≤ 2 and use the graph to estimate the rots of the equation 2x2+4x – 3 = 0 to 1 decimal place.
(2mks)
(c) In order to solve graphically the equation 2x2 +x -5 =0, a straight line must be drawn to intersect the
curve y = 2x2 + 4x – 3. Determine the equation of this straight line, draw the straight line hence
obtain the roots.
2x2 + x – 5 to 1 decimal place.
6.(a) (i) Complete the table below for the function y = x3 + x2 – 2x (2mks)

x -3 -2.5 -2 -1.5 -1 -0.5 0 0.5 1 2 2.5

x3 15.63 -0.13 1
x2 4 0.25 6.25
-2x 1 -2
y 1.87 0.63 16.88
(ii) On the grid provided, draw the graph of y = x + x – 2x for the values of x in the interval – 3 ≤ x ≤ 2.5
3 2

(iii) State the range of negative values of x for which y is also negative
(c) Find the coordinates of two points on the curve other than (0, 0) at which x- coordinate and y-
coordinate are equal

7.The table shows some corresponding values of x and y for the curve represented by Y = ¼ x3 -2

X -3 -2 -1 0 1 2 3

Y -8.8 -4 -2.3 -2 -1.8 0 4.8

On the grid provided below, draw the graph of y = ¼ x2 -2 for -3 ≤ x ≤3. Use the graph to estimate the
value of x when y = 2
8. A retailer planned to buy some computers form a wholesaler for a total of Kshs 1,800,000. Before the
retailer could buy the computers the price per unit was reduced by Kshs 4,000. This reduction in price
enabled the retailer to buy five more computers using the same amount of money as originally planned.
(a) Determine the number of computers the retailer bought
(b) Two of the computers purchased got damaged while in store, the rest were sold and the retailer
made a 15% profit Calculate the profit made by the retailer on each computer sold
9.The figure below is a sketch of the graph of the quadratic function y = k

Page 10 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
( x+1) (x-2)
Find the value of k

10.(a) Draw the graph of y= x2 – 2x + 1 for values -2 ≤ x ≤ 4

(b) Use the graph to solve the equations x2 – 4= 0 and line y = 2x +5
11.(a) Draw the graph of y = x3 + x2 – 2x for -3≤ x ≤ 3 take scale of 2cm to represent 5 units as the
horizontal axis
(b) Use the graph to solve x3 + x 2 – 6 -4 = 0 by drawing a suitable linear graph on the same axes.
12. Solve graphically the simultaneous equations 3x – 2y = 5 and 5x + y = 17

Page 11 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 CHAPTER TWO
APPROXIMATION AND ERROR
Specific Objectives
By the end of the topic the learner should be able to:

(a) Perform various computations using a calculator;

(b) Make reasonable approximations and estimations of quantities incomputations and measurements;
(c) Express values to a given number of significant figures;
(d) Define absolute, relative, percentage, round-off and truncation errors;
(e) Determine possible errors made from computations;
(f) Find maximum and minimum errors from operations.

Content
(a) Computing using calculators
(b) Estimations and approximations
(c) Significant figures
(d) Absolute, relative, percentage, round-off (including significant figures)and truncation errors
(e) Propagation of errors from simple calculations
(f) Maximum and minimum errors.

Page 12 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 CHAPTER THREE
TRIGONOMETRY

Specific Objectives
By the end of the topic the learner should be able to:
(a) Define and draw the unit circle;
(b) Use the unit circle to find trigonometric ratios in terms of co-ordinates of points for 0 < 9 < 360°;
(c) Find trigonometric ratios of negative angles;
(d) Find trigonometric ratios of angles greater than 360° using the unit circle;
(e) Use mathematical tables and calculators to find trigonometric ratios of angles in the range 0 < 9 < 360°;
(f) Define radian measure;
(g) Draw graphs of trigonometric functions; y = sin x, y = cos x and y ~ tan x using degrees and radians;
(h) Derive the sine rule;
(i) Derive the cosine rule;
(j) Apply the sine and cosine rule to solve triangles (sides, angles and area),
(k) Apply the knowledge of sine and cosine rules in real life situations.
Content
(a) The unit circles
(b) Trigonometric rations from the unit circle
(c) Trigonometric ratios of angles greater than 360° and negative angles
(d) Use of trigonometric tables and calculations
(e) Radian measure
(f) Simple trigonometric graphs
(g) Derivation of sine and cosine rule
(h) Solution of triangles
(i) Application of sine and cosine rule to real situation.

The unit circle

It is circle of unit radius and centre O (0, 0).

Page 13 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
An angle measured anticlockwise from positive direction of x – axis is positive. While an angle measured
clockwise from negative direction of x – axis is negative.

In general, on a unit circle

Trigonometric ratios of negative angles

In general

Page 14 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 Use of calculators
Example
Use a calculator to find
I.Tan
Solution
 Key in tan
 Key in 30
 Screen displays 0.5773502
 Therefore tan = 0.5774

To find the inverse of sine cosine and tangent

 Key in shift
 Then either sine cosine or tangent
 Key in the number

Note;
Always consult the manual for your calculator. Because calculators work differently

Radians
One radian is the measure of an angle subtended at the centre by an arc equal in length to the radius of
the circle.
Because the circumference of a circle is 2πr, there are 2π radians in a full circle. Degree measure and
radian measure are therefore related by the equation 360° = 2π radians, or 180° = π radians.
The diagram shows equivalent radian and degree measures for special angles from 0° to 360° (0
radians to 2π radians).You may find it helpful to memorize the equivalent degree and radian measures
of special angles in the first quadrant. All other special angles are just multiples of these angles.

Page 15 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Example
Convert into radians
Solution
If = 57.29
Therefore = = 2.182 to 4 S.F
Example
Convert the following degrees to radians, giving your answer in terms

Solution

Therefore

Example
What is the length of the arc that that subtends an angle of 0.6 radians at the centre of a circle of radius
20 cm.
Solution

Simple trigonometric graphs

Graphs of y=sin x
The graphs can be drawn by choosing a suitable value of x and plotting the values of y against
theCorresponding values of x.

The black portion of the graph represents one period of the function and is called one cycle of the sine
curve.
Example

Sketch the graph of y = 2 sin x on the interval [–, 4].

Solution:
Page 16 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Note that y = 2 sin x = 2(sin x) indicates that the y-values for the key points will have twice the magnitude
of those on the graph of y = sin x.

x 3 2
Y=2sin x 2 0 -2 0
To get the values of y substitute the values of x in the equation y =2sin x as follows
y=2 sin (360) because 2 is equal to 36
Note;
 You can change the radians into degrees to make work simpler.
 By connecting these key points with a smooth curve and extending the curve in both directions over
the interval [–, 4], you obtain the graph shown in below.

Example

Sketch the graph of y = cos x for using an interval of

Solution:
The values of x and the corresponding values of y are given in the table below

x
Y=cos x 1 0.8660 0.5 0 -0.5 -0.8660 -1 -0.8660 -0.5

x
Y=cosx 0 0.5 0.8660 1

Page 17 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Graph of tangents
Note;
 As the value of x approaches and 27 tan x becames very large
 Hence the graph of y =tan x approaches the lines x = without touching them.
 Such lines are called asymptotes

Page 18 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 Solution of triangles

Sin rule
If a circle of radius R is circumscribed around the triangle ABC ,then =2R.
The sine rule applies to both acute and obtuse –angled triangle.

Example
Solve triangle ABC, given that CAB =42., c= 14.6 cm and a =11.4 cm

Page 19 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Solution
To solve a triangle means to find the sides and angles not given

Sin c = = 0.8720
Therefore c =60.6
Note;
The sin rule is used when we know
 Two sides and a non-included angle of a triangle
 All sides and at least one angle
 All angles and at least one side.

Cosine rule

Example

Find AC in the figure below, if AB= 4 cm , BC = 6 cm and ABC =7

Page 20 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Solution
Using the cosine rule

= 16 + 36 – 48
= 52 – 9.979
= 42.02 cm
Note;
The cosine rule is used when we know
 Two sides and an included angle
 All three sides of a triangle
End of topic
Did you understand everything?
If not ask a teacher, friends or anybody and make sure you understand before going to
sleep!

Past KCSE Questions on the topic.

1. Solve the equation
Sin 5 θ = -1 for 00 ≤ 0 ≤ 1800
2 2
2. Given that sin θ = /3 and is an acute angle find:
2

(a) Tan θ giving your answer in surd form

(b) Sec2 θ
3.Solve the 1
equation 2 sin2(x-300) = cos 600 for – 1800 ≤ x ≤ 1800
4.Given that sin (x + 30)0 = cos 2x0for 00, 00 ≤ x ≤900 find the value of x. Hence find the value of cos 23x0.
5. Given that sin a =1 where a is an acute angle find, without using
√5
Mathematical tables
(a) Cos a in the form of a√b, where a and b are rational numbers
(b) Tan (900 – a).
6. Give that xo is an angle in the first quadrant such that 8 sin2 x + 2 cos x -5=0
Find:
a) Cos x
b) tan x

Page 21 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
7. Given that Cos 2x0 = 0.8070, find x when 00 ≤ x ≤ 3600

8 The figure below shows a quadrilateral ABCD in which AB = 8 cm, DC = 12 cm, < BAD = 45 0, <
CBD = 900 and BCD = 300.
Find:
(a) The length of BD
(b) The size of the angle ADB

9. The diagram below represents a school gate with double shutters. The shutters are such opened through
an angle of 630.
The edges of the gate, PQ and RS are each 1.8 m

Calculate the shortest distance QS, correct to 4 significant figures

Page 22 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
10…The figure below represents a quadrilateral piece of land ABCD divided into three triangular plots.
The lengths BE and CD are 100m and 80m respectively. Angle ABE = 300ACE = 450 and  ACD =
1000
(a) Find to four significant figures:
(i) The length of AE
(ii) The length of AD
(iii) The perimeter of the piece of land

(b) The plots are to be fenced with five strands of barbed wire leaving an entrance of 2.8 m wide to each
plot. The type of barbed wire to be used is sold in rolls of lengths 480m. Calculate the number of
rolls of barbed wire that must be bought to complete the fencing of the plots.
11. Given that x is an acute angle and cos x = 2 5, find without using mathematical tables or a calculator,
tan ( 90 – x)0.
12.In the figure below A = 620, B = 410, BC = 8.4 cm and CN is the bisector of ACB.

Calculate the length of CN to 1 decimal place.

13.In the diagram below PA represents an electricity post of height 9.6 m. BB and RC represents two
storey buildings of heights 15.4 m and 33.4 m respectively. The angle of depression of A from B is
5.50 While the angle of elevation of C from B is 30.50 and BC = 35m.

Page 23 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
(a) Calculate, to the nearest metre, the distance AB
(b) By scale drawing find,
(i) The distance AC in metres
(ii)  BCA and hence determine the angle of depression of A from C

More questions

1.Solve the equation: (2 mks)

Sin 5 X   1 for 0  X  180
0 0
2 2
2. (a) Complete the table below, leaving all your values correct to 2 d.p. for the functions y = cos x and
y = 2cos (x + 30)0 (2 mks)
X0 00 600 1200 1800 2400 3000 3600 4200 4800 5400

cosX 1.00 -1.00 0.50

2cos(x+30) 1.73 -1.73 0.00

(b) For the function y = 2cos(x+30)0

State:
(i) The period (1 mk)
(ii) Phase angle (1 mk)
(c) On the same axes draw the waves of the functions y = cos x and y = 2cos(x+30)0 for 00  x  5400
. Use the scale 1cm rep 300 horizontally and 2 cm rep 1 unit vertically (4 mks)

(d) Use your graph above to solve the inequality 2 cos x  30  cos x (2 mks)
0

3. Find the value of x in the equation.
Cos(3x - 180o) = √3 in the range Oo < x < 180o (3 marks)
2

Page 24 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 11
4. Given that tan   and ө is an acute angle, find without using tables cos (90 –ө)
60
(2mks)
5. Solve for ө if -¼ sin (2x + 30) = 0.1607, 0 ≤ө≥ 3600 (3mks)
6. Given that Cos  = /13 and that 270  360 , work out the value of Tan  + Sin  without using a
5 0 0

calculator or mathematical tables. (3 marks)

7. Solve for x in the range 00 x  1800 (4mks)
-8 sin2x – 2 cos x = -5.
8. If tan xo = 12/5 and x is a reflex angle, find the value of 5sin x + cos x without using a calculator or
mathematical tables
9. Find  given that 2 cos 3 -1 = 0 for 0o  360o
10. Without a mathematical table or a calculator, simplify: Cos300o x Sin120o giving your answer in
Cos330o – Sin 405o rationalized surd form.
11. Express in surds form and rationalize the denominator.
1
Sin 60o Sin 45o - Sin 45o
12. Simplify the following without using tables;
Tan 45 + cos 45sin 60

Page 25 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 CHAPTER FOUR
SURDS
Specific Objectives
By the end of the topic the learner should be able to:
(a) Define rational and irrational numbers,
(b) Simplify expressions with surds;
(c) Rationalize denominators with surds.

Content
(a) Rational and irrational numbers
(b) Simplification of surds
(c) Rationalization of denominators.

Page 26 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 CHAPTER FIVE
FURTHER LOGARITHMS
Specific Objectives
By the end of the topic the learner should be able to:

(a) Derive logarithmic relation from index form and vice versa;
(b) State the laws of logarithms;
(c) Use logarithmic laws to simplify logarithmic expressions and solvelogarithmic equations;
(d) Apply laws of logarithms for further computations.

Content
(a) Logarithmic notation (eg. an=b, log ab=n)
(b) The laws of logarithms: log (AB) = log A + log B, log(A^B) = log A -log B and Log A n = n x log A.
(c) Simplifications of logarithmic expressions
(d) Solution of logarithmic equations
(e) Further computation using logarithmic laws.
If y  a x then we introduce the inverse function logarithm and define log a y  x
(Read as log base a of y equals x ).

In general y  a x  log a y  x

Where  means “implies and is implied by” i.e. it works both ways!

Note this means that, going from exponent form to logarithmic form:
102  100  log10 (100)  2 10 2  0.01  log10 (0.01)  2

10 0  1  log10 (1)  0 25  32 
log 2 (32)  5

log 9 (3)  1 log8 ( 4)  2

1 2
92  3  2 83  4  3

And in going from logarithmic form to exponent form:

log10 (10)  1  101  10 log10 (0.001)  3 
103  0.001
log 2 (1)  0 
20  1 log 3 (81)  4  34  81
log100 (10)  1  log 5 (5 5 )  3 
1 3
2 1002  10 2 52  5 5

Page 27 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Laws of logarithms
Product and Quotient Laws of Logarithms:

log a  M  N   log a M  log a N The Product Law

M 
log a    log a M  log a N The Quotient Law
N 

Example.
log 6 9  log 6 8  log 6 2
 log 6  72   log 6 2
 72 
 log 6    log 6  36 
 2
=2

The Power Law of Logarithms:

log a M n  n log a M

Example.
2log 5 + 2log 2
 log52  log 22
 log 25  log 4
 log100  log10 100
=2

Logarithm of a Root
1
1
logb x n  logb x or log b n
x
log b x
n n
Example.
1
1 1 3
log3 27  log3 27  log3 27 
5 5
 3 
5 5 5

Page 28 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
PROOF OF PROPERTIES

Property Proof Reason for Step

logb b = 1 and logb 1 = 0 b1 = b and b0 = 1 Definition of logarithms

2.(product rule) a. Let logb x = m and logb y = n a. Setup

logb xy = logb x + logb y b. x = bm and y = b n b. Rewrite in exponent form
c. xy = bm * bn c. Multiply together
d. xy = b m + n d. Product rule for exponents
e. logb xy = m + n e. Rewrite in log form
f logb xy = logb x + logb y f. Substitution

(quotient rule) a. Let logb x = m and logb y = n a. Given: compact form

x b. x = bm and y = b n b. Rewrite in exponent form

logb y = logb x - logb y
x bm
c. y = n c. Divide
b
x
m-n
d. y=b d. Quotient rule for exponents

x
e. logb y =m-n e. Rewrite in log form

x
 f. Substitution
f. logb y logb x - logb y

(power rule) a. Let m = logb x so x = bm a. Setup

logb xn = n logb x b. xn = bmn b. Raise both sides to the nth
power
c. logb x n = mn
c. Rewrite as log
d. logb xn = n logb x
d. Substitute

5. Properties used to solve log

equations:

a. if bx = by, then x = y
a. This follows directly from the
properties for exponents.

Page 29 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 b. if logb x = logb y, then x = y b. i. logb x - logb y = 0 b. i. Subtract from both sides

x
0
ii. logb y ii. Quotient rule

x
iii. y =b0
iii. Rewrite in exponent form
x

iv. y 1 so x = y

iv. b0 = 1

Solving exponential and logarithmic equations

By taking logarithms, and exponential equation can be converted to a linear equation and solved. We
will use the process of taking logarithms of both sides.
Example.
a) 4x  12
log 4 x  log12
x log 4  log12
log12
x x = 1.792
log 4
Note;
A logarithmic expression is defined only for positive values of the argument. When we solve a
logarithmic equation it is essential to verify that the solution(s) does not result in the logarithm of a
negative number. Solutions that would result in the logarithm of a negative number are called
extraneous, and are not valid solutions.
Example.
Solve for x:
log5  x  1  log5  x  3  1  (the one becomes an exponent : 51 )
log5  x  1 x  3  5
x2  2x  3  5  0
x2  2 x  8  0
 x  4 x  2  0  x  4, x  2  extraneous 

Page 30 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Verify:
log 5 (4  1)  log 5 (4  3)  1 log 5 (2  1)  log 5 (2  3)  1
log 5 5  log 5 1  1 log 5 (1)  log 5  5  not possible
1 0  1
Solving equations using logs

Examples
(i) Solve the equation 10x  3.79
The definition of logs says if y  a x then log a y  x or y  a x  x  log a y
Hence 10 x  3.79  x  log10 3.79  0.57864 (to 5 decimal places)
Check 100.57864  3.79000(to 5 decimal places)
In practice from 10x  3.79 we take logs to base 10 giving
  
log10 10 x  log 3.79 
x log10 10  log 3.79
x  0.57864
(ii) Solve the equation 32 x  56
 
log 10 3 2 x  log 10 56
2 x log 10 3  log 10 56
log 10 56
2x   3.66403...
log 10 3
x  1.83201....
Check 33  27 , 34  81, we want 32 x so the value of 2x lies between 3 and 4 or 3  2x  4 which
means x lies between 1.5 and 2. This tells us that x  1.83201... is roughly correct.
(iii) Solve the equation 4 x  3 x1
4 x  3 x 1
x log 10 4  x  1 log 10 3
 x log 10 3  log 10 3
x log 10 4  x log 10 3  log 10 3
xlog 10 4  log 10 3  log 10 3
log 10 3
x  3.8188..
log 10 4  log 10 3

Page 31 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 4 x  43.8188..  44  256
Check  x 1  very close!
 3  34.8188..  35  243 
Note you could combine terms, giving,
log10 3 log10 3
x   3.8188..
log10 4  log10 3 log10 4 3 
(iv) Solve the equation 4 x  6  35 2 x
4 x  6  35  2 x
x  6log 4  5  2 x log 3
Take logs of both sides x log 4  6 log 4  5 log 3  2 x log 3
x log 4  2 x log 3  5 log 3  6 log 4
Expand brackets
xlog 4  2 log 3  5 log 3  6 log 4
Collect terms
5 log 3  6 log 4
x  -0.78825
Factorise the left hand side divide log 4  2 log 3

(Note you get the same answer by using the ln button on your calculator.)

Check 4 x  6  40.78825 6  45.21175  1373.368 and 352 x  352(.78825)  36.576498  1373.368

Notice that you could combine the log-terms in

5 log 3  6 log 4 log 35  4 6 
x
log 4  2 log 3
to give x 
log 4  3 2  
It does not really simplify things here but, in some cases, it can.
  
(v) Solve the equation 7 3x 1  2 52 x 1 
  
7 3 x 1  2 5 2 x  1 
log 7  x  1log 3  log 2  2 x  1log 5
Take logs of both sides
log 7  x log 3  log 3  log 2  2 x log 5  log 5
Expand brackets
x log 3  2 x log 5  log 2  log 5  log 7  log 3
Collect terms
 7 
xlog 3  2 log 5  log 2  5 3
Factorize left hand side x log  3   log 30 
25 7
log  
30
0.632023
simplify divide x 7
  0.686371
log  3   0.920819
25

Page 32 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Check

LHS = 7 3 
x 1
3
7 7
 7  31.7  
2 9 (taking 31.7  32  9 )

RHS = 2 5 
2 x 1
 2  50.4 
5
2
0.4

2
5
1 (taking 50.4  50.5  5  2.2... )

The values of LHS and RHS are roughly the same. A more exact check could be made using a calculator.

Logarithmic equations and expressions

Consider the following equations

The value of x in each case is established as follows

Therefore
X =4
Example
Solve
Solution
Let = t. then = 2
Introducing logarithm to base 10 on both sides
Therefore
Example

Taking logs on both sides cannot help in getting the value of x, since cannot be combined into a single
expression. However if we let then the equation becomes quadratic in y.
Solution
Thus, let …………….. (1)
Therefore
Substituting for y in equation (1);
Let or let
There is no real value of x for which hence

Example
Solve for x in
Solution
Let
Therefore
solve the quadratic equation using any method

Page 33 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Substituting for t in the equation (1).

=x

Note;
End of topic
Did you understand everything?
If not ask a teacher, friends or anybody and make sure you understand before going
to sleep!

Past KCSE Questions on the topic.

1. Solve for ( – ½ = 3/2
2. Find the values of x which satisfy the equation 52x – 6 (5x) + 5 =0
3. Solve the equation
Log (x + 24) – 2 log 3 = log (9-2x)
4. Find the value of x in the following equation 49(x+1) + 7(2x) = 350
5. Find x if 3 log 5 + log x2 = log 1/125
6. Without using logarithm tables, find the value of x in the equation
Log x3 + log 5x = 5 log2 – log 2
5
y 2y -1)
7. Given that P = 3 express the questions 3 + 2 x 3(y-1) = 1 in terms of P
8. Hence or otherwise find the value of y in the equation: 3(2y-1) + 2 x 3(y-1) =1

Page 34 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 CHAPTER SIX
COMMERCIAL ARITHMETIC II
Specific Objectives
By the end of the topic the learner should be able to:
(a) Define principal, rate and time in relation to interest;
(b) Calculate simple interest using simple interest formula;
(c) Calculate compound interest using step by step method;
(d) Derive the compound interest formula;
(e) Apply the compound interest formula for calculating interest;
(f) Define appreciation and depreciation;
(g) Use compound interest formula to calculate appreciation and depreciation;
(h) Calculate hire purchase;
(i) Calculate income tax given the income tax bands.

Content
(a) Principal rate and time
(b) Simple interest
(c) Compound interest using step by step method
(d) Derivation of compound interest formula
(e) Calculations using the compound interest formula
(f) Appreciation and depreciation
(g) Calculation of appreciation and depreciation using the compound interestformula
(h) Hire purchase
(i) Income tax.

Page 35 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 CHAPTER SEVEN
CIRCLES, CHORDS AND TANGENTS

Specific Objectives
By the end of the topic the learner should be able to:
(a) Calculate length of an arc and a chord;
(b) Calculate lengths of tangents and intersecting chords;
(c) State and use properties of chords and tangents;
(d) Construct tangent to a circle,
(e) Construct direct and transverse common tangents to two circles;
(f) Relate angles in alternate segment;
(g) Construct circumscribed, inscribed and escribed circles;
(h) Locate centroid and orthocentre of a triangle;
(i) Apply knowledge of circles, tangents and chords to real life situations.

Content
(a) Arcs, chords and tangents
(b) Lengths of tangents and intersecting chords
(c) Properties of chords and tangents
(d) Construction of tangents to a circle
(e) Direct and transverse common tangents to two circles
(f) Angles in alternate segment
(g) Circumscribed, inscribed and escribed circles
(h) Centroid and orthocentre
(i) Application of knowledge of tangents and chords to real life situations.

Length of an Arc

The Arc length marked red is given by ;

Page 36 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Example
Find the length of an arc subtended by an angle of at the centre of the circle of radius 14 cm.
Solution
Length of an arc =
=
Example
The length of an arc of a circle is 11.0 cm.Find the radius of the circle if an arc subtended an angle ofat
the centre .
Solution
Arc length =
Therefore 11 =
Example
Find the angle subtended at the centre of a circle by an arc of 20 cm, if the circumference of the circle is
60 cm.
Solution
=
But 2
Therefore,
Chords
Chord of a circle: A line segment which joins two points on a circle. Diameter: a chord which passes
through the center of the circle. Radius: the distance from the center of the circle to the circumference
of the circle

Perpendicular bisector of a code

A perpendicular drawn from the centre of the circle to a chord bisects the chord.

Note;
 Perperndicular drawn from the centre of the circle to chord bisects the cord ( divides it into two equal
parts)
 A straight line joining the centre of a circle to the midpoint of a chord is perpendicular to the chord.
The radius of a circle centre O is 13 cm.Find the perpendicular distance from O to the chord, if AB is 24 cm.

Page 37 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Solution
OC bisects chord AB at C
Therefore, AC =12 cm
In O

Therefore
, OM = = 5 cm

Parallel chords
Any chord passing through the midpoints of all parallel chords of a circle is a diameter

Example
In the figure below CD and AB are parallel chords of a circle and 2 cm apart. If CD = 8 cm and AB= 10
cm, find the radius of the circle

Page 38 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Solution
 Draw the perpendicular bisector of the chords to cut them at K and L .
 Join OD and OC
 In triangle ODL,
 DL = 4 cm and KC =5 cm
 Let OK = X cm
 Therefore (

In triangle OCK;

 Therefore (
 4x = 5
X=

Using the equation

=
=
= 5.154 cm

Page 39 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Intersecting chords
In general

Example
In the example above AB and CD are two chords that intersect in a circle at
Given that AE = 4 cm, CE =5 cm and DE = 3 cm, find AB.

Solution
Let EB = x cm
4

Since AB = AE + EB
AB = 4 + 3.75
= 7.75 cm

Equal chords.
 Angles subtended at the centre of a circle by equal chords are equals
 If chords are equal they are equidistant from the centre of the circle

Page 40 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Secant
A chord that is produced outside a circle is called a secant

Example
Find the value of AT in the figure below. AR = 4 cm, RD = 5 cm and TC = 9 cm.
Solution
AC x AT
(x + 9) x = (5 + 4) 4
(x + 12) (x- 3) = 0
Therefore, x = - 12 or x = 3

Tangent and secant

Tangent
A line which touches a circle at exactly one point is called a tangent line and the point where it touches
the circle is called the point of contact
Secant
A line which intersects the circle in two distinct points is called a secant line (usually referred to as a
secant).The figures below A shows a secant while B shows a tangent .

Page 41 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 A B
Construction of a tangent
 Draw a circle of any radius and centre O.
 Join O to any point P on the circumference
 Produce OP to a point P outside the circle
 Construct a perpendicular line SP through point P
 The line is a tangent to the circle at P as shown below.

Note;
 The radius and tangent are perpendicular at the point of contact.
 Through any point on a circle , only one tangent can be drawn
 A perpendicular to a tangent at the point of contact passes thought the centre of the circle.

Page 42 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Example
In the figure below PT = 15 cm and PO = 17 cm, calculate the length of PQ.

Solution
OT = 8 cm

Properties of tangents to a circle from an external point

If two tangents are drawn to a circle from an external point
 They are equal
 They subtend equal angles at the centre
 The line joining the centre of the circle to the external point bisects the angle between the tangents

Page 43 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Example
The figure below represents a circle centre O and radius 5 cm. The tangents PT is 12 cm long. Find: a.)
OP b.) Angle TP

Solution
a.) Join O to P

b.) <
<OTP =

= 0.9231
Therefore, <TPO = 22.6
Hence <

Two tangent to a circle

Direct (exterior) common tangents Transverse or interior common tangents

Tangent Problem
The common-tangent problem is named for the single tangent segment that’s tangent to two circles. Your
goal is to find the length of the tangent. These problems are a bit involved, but they should cause you
little difficulty if you use the straightforward three-step solution method that follows.

Page 44 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
The following example involves a common external tangent (where the tangent lies on the same side of
both circles). You might also see a common-tangent problem that involves a common internal tangent
(where the tangent lies between the circles). No worries: The solution technique is the same for both.
Given the radius of circle A is 4 cm and the radius of circle Z is 14 cm and the distance between the two
circles is 8 cm.
Here’s how to solve it:

1.)Draw the segment connecting the centers of the two circles and draw the two radii to the points of
tangency (if these segments haven’t already been drawn for you).
Draw line AZ and radii AB and ZY.
The following figure shows this step. Note that the given distance of 8 cm between the circles is the
distance between the outsides of the circles along the segment that connects their centers.

2.) From the center of the smaller circle, draw a segment parallel to the common tangent till it hits the
radius of the larger circle (or the extension of the radius in a common-internal-tangent problem).

You end up with a right triangle and a rectangle; one of the rectangle’s sides is the common tangent. The
above figure illustrates this step.

Page 45 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
3.)You now have a right triangle and a rectangle and can finish the problem with the Pythagorean
Theorem and the simple fact that opposite sides of a rectangle are congruent.

The triangle’s hypotenuse is made up of the radius of circle A, the segment between the circles, and the
radius of circle Z. Their lengths add up to 4 + 8 + 14 = 26. You can see that the width of the rectangle
equals the radius of circle A, which is 4; because opposite sides of a rectangle are congruent, you can
then tell that one of the triangle’s legs is the radius of circle Z minus 4, or 14 – 4 = 10.
You now know two sides of the triangle, and if you find the third side, that’ll give you the length of the
common tangent.
You get the third side with the Pythagorean Theorem:

(Of course, if you recognize that the right triangle is in the 5 : 12 : 13 family, you can multiply 12 by 2
to get 24 instead of using the Pythagorean Theorem.)Because opposite sides of a rectangle are congruent,
BY is also 24, and you’re done.

Now look back at the last figure and note where the right angles are and how the right triangle and the
rectangle are situated; then make sure you heed the following tip and warning.

Note the location of the hypotenuse. In a common-tangent problem, the segment connecting the centers
of the circles is always the hypotenuse of a right triangle. The common tangent is always the side of a
rectangle, not a hypotenuse.

In a common-tangent problem, the segment connecting the centers of the circles is never one side of a
right angle. Don’t make this common mistake.

HOW TO construct a common exterior tangent line to two circles

In this lesson you will learn how to construct a common exterior tangent line to two circles in a plane
such that no one is located inside the other using a ruler and a compass.

Page 46 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Problem 1
For two given circles in a plane such that no one is located inside the other, to construct the common
exterior tangent line using a ruler and a compass.

Solution

We are given two circles in a plane such that no one is located inside the other (Figure 1a).
We need to construct the common exterior tangent line to the circles using a ruler and a compass.

First, let us analyze the problem and make a sketch (Figures 1a and 1b). Let AB be the common
tangent line to the circles we are searching for.
Let us connect the tangent point A of the first circle with its center P and the tangent point B of the
second circle with its center Q (Figure 1a and 1b).

Then the radii PA and QB are both perpendicular to the tangent line AB (lesson A tangent line to a
circle is perpendicular to the radius drawn to the tangent point under the topic Circles and their properties
). Hence, theradii PA and QB are parallel.

Figure 1a. To the Problem 1

Figure 1b. To the solution of the Problem 1

Figure 1c. To the construction step 3

Page 47 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 Next, let us draw the straight line segment CQ parallel to AB through the point Q till the intersection
with the radius PA at the point C (Figure 1b). Then the straight line CQ is parallel to AB. Hence,
the quadrilateral CABQ is a parallelogram (moreover, it is a rectangle) and has the opposite sides QB
and CA congruent. The point C divides the radius PA in two segments of the length (CA) and
(PC). It is clear from this analysis that the straight line QC is the tangent line to the circle of the radius
with the center at the point P (shown in red in Figure 1b).

It implies that the procedure of constructing the common exterior tangent line to two circles should be
as follows:
1) draw the auxiliary circle of the radius at the center of the larger circle (shown in red in Figure 1b);
2) construct the tangent line to this auxiliary circle from the center of the smaller circle (shown in red
in Figure 1b). In this way you will get the tangent point C on the auxiliary circle of the radius ;
3) draw the straight line from the point P to the point C and continue it in the same direction till the
intersection with the larger circle (shown in blue in Figure 1b). The intersection point A is the
tangent point of the common tangent line and the larger circle. Figure 1c reminds you how to
perform this step.
4) draw the straight line QB parallel to PA till the intersection with the smaller circle (shown in
blue in Figure 1b).
The intersection point B is the tangent point of the common tangent line and the smaller circle;
5) the required common tangent line is uniquely defined by its two points A and B.

Note that all these operations 1) - 4) can be done using a ruler and a compass. The problem is solved.

Problem 2
Find the length of the common exterior tangent segment to two given circles in a plane, if they have the
radii and and the distance between their centers is d.
No one of the two circles is located inside the other.

Page 48 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Solution
Let us use the Figure 1b from the solution to the previous Problem 1.
This Figure is relevant to the Problem 2. It is copied and reproduced
in the Figure 2 on the right for your convenience.

figure 2

It is clear from the solution of the Problem 1 above that the common
exterior tangent segment |AB| is congruent to the side |CQ| of the
quadrilateral (rectangle) CABQ.

From the other side, the segment CQ is the leg of the right-angled
triangle DELTAPCQ. This triangle has the hypotenuse's measure d and
the other leg's measure . Therefore, the length of the common
exterior tangent segment |AB| is equal to
|AB| =

Note that the solvability condition for this problem is d >.

It coincides with the condition that no one of the two circles lies inside the other.

Example 1
Find the length of the common exterior tangent segment to two given circles in a plane, if their radii are
6 cm and 3 cm and the distance between their centers
is 5 cm.

Solution
Use the formula (1) derived in the solution of the Problem 2.
According to this formula, the length of the common exterior tangent segment to the two given circles
is equal to

Page 49 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
= =
= 4 cm

Answer.
The length of the common exterior tangent segment to the two given circles is 4 cm

Contact of circles
Two circle are said to touch each other at a point if they have a common tangent at that point.
Point T is shown by the red dot.

Internal tangent externally tangent

Note;
 The centers of the two circles and their point of contact lie on a straight line
 When two circles touch each other internally, the distance between the centers is equal to the difference
of the radii i.e. PQ= TP-TA
 When two circles touch each other externally, the distance between the centers is equal to the sum of
the radii i.e. OR =TO +TR
.

Page 50 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 Page 51 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Alternate Segment theorem
The angle which the chord makes with the tangent is equal to the angle subtended by the same chord in
the alternate segment of the circle.

Angle a = Angle b
Note;
The blue line represents the angle which the chord CD makes with the tangent PQ which is equal to the
angle b which is subtended by the chord in the alternate segment of the circle.

Illustrations

 Angle s = Angle t
 Angle a = Ange b

Tangent – secant segment length theorem

If a tangent segment and secant segment are drawn to a circle from an external point, then the square of
the length of the tangent equals the product of the length of the secant with the length of its external
segment.

Page 52 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Example
In the figure above ,TW=10 cm and XW = 4 cm. find TV
Solution
=
TV =
Circles and triangles
Inscribed circle
 Construct any triangle ABC.
 Construct the bisectors of the three angles
 The bisectors will meet at point I
 Construct a perpendicular from O to meet one of the sides at M
 With the centre I and radius IM draw a circle
 The circle will touch the three sides of the triangle ABC
 Such a circle is called an inscribed circle or in circle.
 The centre of an inscribed circle is called the incentre

Page 53 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Circumscribed circle
 Construct any triangle ABC.
 Construct perpendicular bisectors of AB , BC, and AC to meet at point O.
 With O as the centre and using OB as radius, draw a circle
 The circle will pass through the vertices A , B and C as shown in the figure below

Escribed circle
 Construct any triangle ABC.
 Extend line BA and BC
 Construct the perpendicular bisectors of the two external angles produced
 Let the perpendicular bisectors meet at O
 With O as the centre draw the circle which will touch all the external sides of the triangle

Note;
Centre O is called the ex-centre
AO and CO are called external bisectors.

End of topic
Did you understand everything?
If not ask a teacher, friends or anybody and make sure you understand before going
to sleep!

Page 54 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Past KCSE Questions on the topic.

1. The figure below represents a circle a diameter 28 cm with a sector subtending an angle of 750 at
the centre.

Find the area of the shaded segment to 4 significant figures

(a) <PST

2.The figure below represents a rectangle PQRS inscribed in a circle centre 0 and radius 17 cm. PQ = 16 cm.
Calculate
(a) The length PS of the rectangle
(b) The angle POS
(c) The area of the shaded region

3. In the figure below, BT is a tangent to the circle at B. AXCT and BXD are straight lines. AX = 6 cm,
CT = 8 cm, BX = 4.8 cm and XD = 5 cm.

Page 55 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Find the length of
(a) XC
(b) BT
4. The figure below shows two circles each of radius 7 cm, with centers at X and Y. The circles touch
each other at point Q.

Given that <AXD = <BYC = 1200 and lines AB, XQY and DC are parallel, calculate the area of:
a) Minor sector XAQD (Take π 22/7)
b) The trapezium XABY
c) The shaded regions.

5. The figure below shows a circle, centre, O of radius 7 cm. TP and TQ are tangents to the circle at
points P and Q respectively. OT =25 cm.

Calculate the length of the chord PQ

6.The figure below shows a circle centre O and a point Q which is outside the circle

O
Q

Page 56 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Using a ruler and a pair of compasses, only locate a point on the circle such that angle OPQ = 90o

7. In the figure below, PQR is an equilateral triangle of side 6 cm. Arcs QR, PR and PQ arcs of circles
with centers at P, Q and R respectively.

Calculate the area of the shaded region to 4 significant figures

8. In the figure below AB is a diameter of the circle. Chord PQ intersects AB at N. A tangent to the circle
at B meets PQ produced at R

Given that PN = 14 cm, NB = 4 cm and BR = 7.5 cm, calculate the length of:
(a) NR
(b) AN

Page 57 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 CHAPTER EIGHT
MATRICES
Specific Objectives
By the end of the topic the learner should be able to:
(a) Define a matrix;
(b) State the order of a matrix;
(c) Define a square matrix;
(d) Determine compatibility in addition and multiplication of matrices;
(e) Add matrices;
(f) Multiply matrices;
(g) Identify matrices;
(h) Find determinant of a 2 x 2 matrix;
(i) Find the inverse of a 2 x 2 matrix;
(j) Use matrices to solve simultaneous equations.
Content
(a) Matrix
(b) Order of a matrix
(c) Square matrix
(d) Compatibility in addition and multiplication of matrices
(e) Multiplication of a matrix by a scalar
(f) Matrix multiplication
(g) Identify matrix
(h) Determinant of a 2 x 2 matrix
(i) Inverse of a 2 x 2 matrix
(j) Singular matrix
(k) Solutions of simultaneous equations in two unknowns.

Page 58 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 CHAPTER NINE
FORMULAE AND VARIATION
Specific Objectives
By the end of the topic the learner should be able to:
a) Rewrite a given formula by changing its subject
b) Define direct, inverse, partial and joint variations
c) Determine constants of proportionality
d) Form and solve equations involving variations
e) Draw graphs to illustrate direct and inverse proportions
f) Use variations to solve real life problems

Content
a.) Change of the subject of a formula
b.) Direct, inverse, partial and joint variation
c.) Constants of proportionality
d.) Equations involving variations
e.) Graphs of direct and inverse proportion
f.) Formation of equations on variations based on real life situations

Formulae
A Formula is an expression or equation that expresses the relationship between certain quantities.

For Example is the formula to find the area of a circle of radius r units.

From this formula, we can know the relationship between the radius and the area of a circle. The area of
a circle varies directly as the square of its radius. Here is the constant of variation.

Changing the subject of a formulae

Terminology
In the formula
C =d
Subject: C Rule: multiplyby diameter

The variable on the left, is known as the subject: What you are trying to find.
The formula on the right, is the rule, that tells you how to calculate the subject.

Page 59 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
So, if you want to have a formula or rule that lets you calculate d, you need
to make d, the subject of the formula.
This is changing the subject of the formula from C to d.

So clearly in the case above where

C =d

We get C by multiplying by the diameter

To calculate d, we need to divide the Circumference C by
So d and now we have d as the subject of the formula.

Method:
A formula is simply an equation, that you cannot solve, until you replace the letters with their
values (numbers). It is known as a literal equation.
To change the subject, apply the same rules as we have applied to normal equations.
1. Add the same variable to both sides.
2. Subtract the same variable from both sides.
3. Multiply both sides by the same variable.
4. Divide both sides by the same variable.
5. Square both sides
6. Square root both sides.

Examples:
Make the letter in brackets the subject of the formula
x+p=q[x]
(subtract p from both sides)
x=q–p

y−r=s[y]
(add r to both sides)
y=s+r

P = RS [ R ]
(divide both sides by S)

S=
=L [A]
(multiply both sides by B)

Page 60 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
A = LB
2w+ 3 = y [ w ]
(subtract 3 from both sides)
2w = y −3
(divide both sides by 2)
W=

P=Q [Q]
(multiply both sides by 3− get rid of fraction)
3P = Q

T=k[k]
(multiply both sides by 5− get rid of fraction)
5T = 2k
(divide both sides by 2)
=k Note that: is the same as

A =r [ r ]
(divide both sides by p)
(square root both sides)

L =h −t [ h ]
(multiply both sides by 2)
2L = h −t
(add t to both sides)
2L + t = h

Example
Make d the subject of the formula G=
Solution
Squaring both sides
Multiply both sides by d-1

Expanding the L.H.S

Collecting the terms containing d on the L.H.S

Factorizing the L.H.S

Page 61 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Dividing both sides by
Variation
In a formula some elements which do not change (fixed) under any condition are called constants while
the ones that change are called variables. There are different types of variations.

 Direct Variation, where both variables either increase or decrease together

 Inverse or Indirect Variation, where when one of the variables increases, the other one decreases
 Joint Variation, where more than two variables are related directly
 Combined Variation, which involves a combination of direct or joint variation, and indirect variation

Examples
 Direct: The number of money I make varies directly (or you can say varies proportionally) with
how much I work.
 Direct: The length of the side a square varies directly with the perimeter of the square.
 Inverse: The number of people I invite to my bowling party varies inversely with the number of games
they might get to play (or you can say is proportional to the inverse of).
 Inverse: The temperature in my house varies indirectly (same as inversely) with the amount of time
the air conditioning is running.
 Inverse: My school marks may vary inversely with the number of hours I watch TV.

Direct or Proportional Variation

When two variables are related directly, the ratio of their values is always the same. So as one goes up,
so does the other, and if one goes down, so does the other. Think of linear direct variation as a “y = mx”
line, where the ratio of y to x is the slope (m). With direct variation, the y-intercept is always 0 (zero);
this is how it’s defined.
Direct variation problems are typically written:
→ y= kx where k is the ratio of y to x (which is the same as the slope or rate).
Some problems will ask for that k value (which is called the constant of variation or constant of
proportionality ); others will just give you 3 out of the 4 values for x and y and you can simply set up a
ratio to find the other value.
Remember the example of making ksh 1000 per week (y = 10x)? This is an example of direct variation,
since the ratio of how much you make to how many hours you work is always constant.

Direct Variation Word Problem:

The amount of money raised at a school fundraiser is directly proportional to the number of people who
attend. Last year, the amount of money raised for 100 attendees was $2500. How much money will
be raised if 1000 people attend this year?
Solution:
Let’s do this problem using both the Formula Method and the Proportion Method:

Page 62 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Formula method Explanation

Proportional method Explanation

Direct Square Variation Word Problem

Again, a Direct Square Variation is when y is proportional to the square of x, or .
Example
If yvaries directly with the square ofx, and if y = 4 when x= 3, what is y when x= 2?
Solution:
Let’s do this with the formula method and the proportion method:

Page 63 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Formulae method notes

Proportional method Notes

Example
The length (l) cm of a wire varies directly as the temperature c.The length of the wire is 5 cm when the
temperature is .Calculate the length of the wire when the temperature is c.

Solution
l
Therefore l =Kt
Substituting l =5 when T= .
5 =k x 65
K=
Therefore l =
When t = 69
L=

Page 64 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Direct variation graph

Inverse or Indirect Variation

Inverse or Indirect Variation is refers to relationships of two variables that go in the opposite
direction. Let’s supposed you are comparing how fast you are driving (average speed) to how fast you
get to your work.The faster you drive the earlier you get to your work. So as the speed increases time
reduces and vice versa .

So the formula for inverse or indirect variation is:

→ y = or K =xy where k is always the same number or constant.
(Note that you could also have an Indirect Square Variation or Inverse Square Variation, like we
saw above for a Direct Variation. This would be of the form→ y = or k= .)

Inverse Variation Word Problem:

So we might have a problem like this:

Page 65 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 The value of yvaries inversely with x, and y = 4 when x = 3. Find x

when y = 6.

The problem can also be written as follows:

Let = 3, = 4, and = 6. Let yvary inversely as x. Find .

Solution:
We can solve this problem in one of two ways, as shown. We do these methods when we are given any
three of the four values for x and y.

Page 66 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Product Rule Method:

Inverse Variation Word Problem:

For the club, the number of tickets Moyo can buy is inversely proportional to the price of the
tickets. She can afford 15 tickets that cost $5 each. How many tickets can she buy if each cost $3?
Solution:
Let’s use the product method:

.
Example
If 16 women working 7 hours day can paint a mural in 48 days, how many days will it take 14 women
working 12 hours a day to paint the same mural?
Solution:
The three different values are inversely proportional; for example, the more women you have, the less
days it takes to paint the mural, and the more hours in a day the women paint, the less days they need to
complete the mural:

Page 67 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Joint Variation and Combined Variation
Joint variation is just like direct variation, but involves more than one other variable. All the variables
are directly proportional, taken one at a time. Let’s do a joint variation problem:
Supposed x varies jointly with y and the square root of z. When x = –18 and y = 2, then z = 9. Find y
when x = 10 and z = 4.

Combined variation involves a combination of direct or joint variation, and indirect variation. Since
these equations are a little more complicated, you probably want to plug in all the variables, solve for k,
and then solve back to get what’s missing. Here is the type of problem you may get:
(a) yvaries jointly as x and w and inversely as the square of z. Find the equation of variation
when y = 100, x = 2, w = 4, and z = 20.
(b) Then solve for y when x = 1, w = 5, and z = 4.

Solution:

Page 68 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Example
The volume of wood in a tree (V) variesdirectly as the height (h) and inversely as the square of the girth
(g). If the volume of a tree is 144 cubic meters when the height is 20 meters and the girth is 1.5 meters,
what is the height of a tree with a volume of 1000 and girth of 2 meters?
Solution:

Example
The average number of phone calls per day between two cities has found to be jointly proportional to
the populations of the cities, and inversely proportional to the square of the distance between the two
cities. The population of Charlotte is about 1,500,000 and the population of Nashville is about 1,200,000,

Page 69 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
and the distance between the two cities is about 400 miles. The average number of calls between the
cities is about 200,000.
(a) Find the k and write the equation of variation.
(b) The average number of daily phone calls between Charlotte and Indianapolis (which has a
population of about 1,700,000) is about 134,000. Find the distance between the two cities.

Solution:
It may be easier if you take it one step at a time:

Math’s
Explanation
Example
A varies directly as B and inversely as the square root of C. Find the percentage change in A when B is
decreased by 10 % and C increased by 21%.
Solution
A= K
A change in B and C causes a change in A

= 1.21C
Substituting
=
Percentage change in A =
=
= - 18
Therefore A decreases 18

Page 70 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Partial variation
The general linear equation y =mx +c, where m and c are constants, connects two variables x and y.in
such case we say that y is partly constant and partly varies as x.
Example
A variable y is partly constant and partly varies as if x = 2 when y=7 and x =4 when y =11, find the
equation connecting y and x.
Solution
The required equation is y = kx + c where k and c are constants
Substituting x = 2 ,y =7 and x =4, y =11 in the equation gives ;
7 =2k +c …………………..(1)
11 = 4k +c …………………(2)
Subtracting equation 1 from equation 2 ;
4=2k
Therefore k =2
Substituting k =2 in the equation 1 ;
C =7 – 4
C =3
Therefore the equation required is y=2x +3
End of topic
Did you understand everything?
If not ask a teacher, friends or anybody and make sure you understand
before going to sleep!

Past KCSE Questions on the topic.

1. The volume Vcm3 of an object is given by

V = 2 π r3 1 – 2
3 sc2

Express in term of π r, s and V

2. Make V the subject of the formula
T = 1 m (u2 – v2)
2
3. Given that y =b – bx2 make x the subject
cx2 – a
4. Given that log y = log (10n) make n the subject
5. A quantity T is partly constant and partly varies as the square root of S.

Page 71 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 i. Using constants a and b, write down an equation connecting T and S.
ii. If S = 16, when T = 24 and S = 36 when T = 32, find the values of the constants a and b,
6. A quantity P is partly constant and partly varies inversely as a quantity q, given that p = 10 when q =
1.5 and p = 20, when q = 1.25, find the value of p when q= 0.5
7. Make y the subject of the formula p = xy
x-y
8. Make P the subject of the formula
P2 = (P – q) (P-r)
9.The density of a solid spherical ball varies directly as its mass and inversely as the cube of its radius
When the mass of the ball is 500g and the radius is 5 cm, its density is 2 g per cm3
Calculate the radius of a solid spherical ball of mass 540 density of 10g per cm3
10.Make s the subject of the formula

√P = r 1 – as2
11. The quantities t, x and y are such that t varies directly as x and inversely as the square root of y. Find
the percentage in t if x decreases by 4% when y increases by 44%
12. Given that y is inversely proportional to xn and k as the constant of proportionality;
(a) (i) Write down a formula connecting y, x, n and k
(ii) If x = 2 when y = 12 and x = 4 when y = 3, write down two expressions for k in terms of n.
Hence, find the value of n and k.
(b) Using the value of n obtained in (a) (ii) above, find y when x = 5 1/3

13. The electrical resistance, R ohms of a wire of a given length is inversely proportional to the square of
the diameter of the wire, d mm. If R = 2.0 ohms when d = 3mm. Find the vale R when d = 4 mm.

14. The volume Vcm3 of a solid depends partly on r and partly on r where rcm is one of the dimensions
of the solid.
When r = 1, the volume is 54.6 cm3 and when r = 2, the volume is 226.8 cm3
(a) Find an expression for V in terms of r
(b) Calculate the volume of the solid when r = 4
(c) Find the value of r for which the two parts of the volume are equal

15. The mass of a certain metal rod varies jointly as its length and the square of its radius. A rod 40 cm long
and radius 5 cm has a mass of 6 kg. Find the mass of a similar rod of length 25 cm and radius 8 cm.

16. Make x the subject of the formula

P = xy
z+x

Page 72 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
17. The charge c shillings per person for a certain service is partly fixed and partly inversely proportional
to the total number N of people.
(a) Write an expression for c in terms on N
(b) When 100 people attended the charge is Kshs 8700 per person while for 35 people the charge is
Kshs 10000 per person.
(c) If a person had paid the full amount charge is refunded. A group of people paid but ten percent
of organizer remained with Kshs 574000.
Find the number of people.

18. Two variables A and B are such that A varies partly as B and partly as the square root of B given that
A=30, when B=9 and A=16 when B=14, find A when B=36.

19. Make p the subject of the formula

A = -EP
√P2 + N

Page 73 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 CHAPTER TEN
SEQUENCE AND SERIES
Specific Objectives
By the end of the topic the learner should be able to:
(a) Identify simple number patterns;
(b) Define a sequence;
(c) Identify the pattern for a given set of numbers and deduce the general rule;
(d) Determine a term in a sequence;
(e) Recognize arithmetic and geometric sequences;
(f) Define a series;
(g) Recognize arithmetic and geometric series (Progression);
(h) Derive the formula for partial sum of an arithmetic and geometric series(Progression);
(i) Apply A.P and G.P to solve problems in real life situations.

Content
(a) Simple number patterns
(b) Sequences
(c) Arithmetic sequence
(d) Geometric sequence
(e) Determining a term in a sequence
(f) Arithmetic progression (A.P)
(g) Geometric progression (G.P)
(h) Sum of an A.P
(i) Sum of a G.P (exclude sum to infinity)
(j) Application of A.P and G.P to real life situations.

Page 74 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 CHAPTER ELEVEN
BINOMIAL EXPANSION
Specific Objectives
By the end of the topic the learner should be able to:
(a) Expand binomial expressions up to the power of four by multiplication;
(b) Building up - Pascal's Triangle up to the eleventh row;
(c) Use Pascal's triangle to determine the coefficient of terms in a binomialexpansions up to the power
of 10;
(d) Apply binomial expansion in numerical cases.

Content
(a) Binomial expansion up to power four
(b) Pascal's triangle
(c) Coefficient of terms in binomial expansion
(d) Computation using binomial expansion
(e) Evaluation of numerical cases using binomial expansion.

A binomial is an expression of two terms

Examples
(a + y), a + 3, 2a + b
It easy to expand expressions with lower power but when the power becomes larger, the expansion or
multiplication becomes tedious.
We therefore use pascal triangle to expand the expression without multiplication.
We can use Pascal triangle to obtain coefficients of expansions of the form( a + b
Pascal triangle

1
1 1
1 2 1
1 3 3 1
1 4 6 4 1

Note;
 Each row starts with 1
 Each of the numbers in the next row is obtained by adding the two numbers on either side of it in the
preceding row

Page 75 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 The power of first term (a ) decreases as you move to right while the powers of the second term (b)
increases as you move to the right

Example
Expand (p +
Solution
The terms without coefficients are;

From Pascal triangle, the coefficients when n =5 are; 1 5 10 10 5 1

Therefore (p + =

Example
Expand (x
Solution
(x
The terms without the coefficient are;

From Pascal triangle, the coefficients when n =7 are;

1 7 21 35 35 21 7 1
Therefore (x=

Note;
When dealing with negative signs, the signs alternate with the positive sign but first start with the
negative sign.

Page 76 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 CHAPTER TWELVE
COMPOUND PROPRTION AND RATES
OF WORK
Specific Objectives
By the end of the topic the learner should be able to:
(a) Solve problems involving compound proportions using unitary and ratiomethods;
(b) Apply ratios and proportions to real life situations;
(c) Solve problems involving rates of work.
Content
(a) Proportional parts
(b) Compound proportions
(c) Ratios and rates of work
(d) Proportions applied to mixtures.

Introduction
Compound proportions
The proportion involving two or more quantities is called compound proportion. Any four quantities a ,
b , c and d are in proportion if;

Example
Find the value of a that makes 2, 5, a and 25 to be in proportion;
Solution
Since 2 , 5 ,a , and 25 are in proportion

Continued proportions
In continued proportion, all the ratios between different quantities are the same; but always remember
that the relationship exists between two quantities for example:

P : Q Q : R R : S

10: 5 16 : 8 4 : 2

Note that in the example, the ratio between different quantities i.e. P:Q, Q:R and R:S are the same i.e.
2:1 when simplified.

Page 77 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Continued proportion is very important when determining the net worth of individuals who own the same
business or even calculating the amounts of profit that different individual owners of a company or
business should take home.
Proportional parts
In general, if n is to be divided in the ratio a: b: c, then the parts of n proportional to a, b, c are

Example
Omondi, Joel, cheroot shared sh 27,000 in the ratio 2:3:4 respectively. How much did each get?
Solution
The parts of sh 27,000 proportional to 2, 3, 4 are

Example
Three people – John, Debby and Dave contributed ksh 119, 000 to start a company. If the ratio of the
contribution of John to Debby was 12:6 and the contribution of Debby to Dave was 8:4, determine the
amount in dollars that every partner contributed.

Solution
Ratio of John to Debby’s contribution = 12:6 = 2:1

Ratio of Debby to Dave’s contribution = 8:4 = 2:1

As you can see, the ratio of the contribution of John to Debby and that of Debby to Dave is in continued
proportion.
Hence
To determine the ratio of the contribution between the three members, we do the calculation as follows:

John: Debby: Dave

12 : 6
8 : 4
We multiply the upper ratio by 8 and the lower ratio by 6, thus the resulting ratio will be:

John: Debby: Dave

96: 48 : 24
=4: 2 : 1
The total ratio = 7
The contribution of the different members can then be found as follows:
John
Debby
Dave

Page 78 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
John contributed ksh 68, 000 to the company while Debby contributed ksh 34, 000 and Dave contributed
ksh 17, 000
Example 2
You are presented with three numbers which are in continued proportion. If the sum of the three numbers
is 38 and the product of the first number and the third number is 144, find the three numbers.
Solution
Let us assume that the three numbers in continued proportion or Geometric Proportion are a, ar and a
where a is the first number and r is the rate.

a+ar+a = 38 ………………………….. (1)

The product of the 1st and 3rd is
a × a = 144
Or
(ar)2 = 144………………………………..(2)
If we find the square root of (a, then we will have found the second number:
=
Since the value of the second number is 12, it then implies that the sum of the first and the third number
is 26.
We now proceed and look for two numbers whose sum is 26 and product is 144.
Clearly, the numbers are 8 and 18.
Thus, the three numbers that we were looking for are 8, 12 and 18.
Let us work backwards and try to prove whether this is actually true:

8 + 12 + 18 = 18
What about the product of the first and the third number?

8 × 18 = 144
What about the continued proportion

The numbers are in continued proportion

Example
Given that x: y =2:3, Find the ratio (5x – 4y): (x + y).
Solution
Since x: y =2: 3
(5x – 4y): (x + y) = (10k – 12 k) :( 2k + 3 k)
=-2k: 5k
= - 2: 5
Example
If show that.

Page 79 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Solution
Substituting kc for a and kd for b in the expression

Therefore expression

Rates of work and mixtures

Examples
195 men working 10 hour a day can finish a job in 20 days. How many men employed to finish the job
in 15 days if they work 13 hours a day.
Solution:
Let x be the no. of men required
Days hours Men
20 10 195
15 13 x

20 x 10 x 195

Page 80 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 CHAPTER THIRTEEN
GRAPHICAL METHODS
Specific Objectives
By the end of the topic the learner should be able to:
(a) Makes a table of values from given relations;
(b) Use the table of values to draw the graphs of the relations;
(c) Determine and interpret instantaneous rates of change from a graph;
(d) Interpret information from graphs;
(e) Draw and interpret graphs from empirical data;
(f) Solve cubic equations graphically;
(g) Draw the line of best fit;
(h) Identify the equation of a circle;
(i) Find the equation of a circle given the centre and the radius;
(j) Determine the centre and radius of a circle and draw the circle on acartesian plane.

Content
(a) Tables and graphs of given relations
(b) Graphs of cubic equations
(c) Graphical solutions of cubic equations
(d) Average rate of change
(e) Instantaneous rate of change
(f) Empirical data and their graphs
(g) The line of best fit
(h) Equation of a circle
(i) Finding of the equation of a circle
(j) Determining of the centre and radius of a circle.

Introduction
These are ways or methods of solving mathematical functions using graphs.

Graphing solutions of cubic Equations

A cubic equation has the form
ax3 + bx2 + cx + d = 0
where a, b , c and d are constants
It must have the term in x3 or it would not be cubic (and so a 0), but any or all of b, c and d can be zero.
For instance,
x3 −6x2 +11x −6 = 0, 4x3 +57 = 0, x3 +9x = 0

Page 81 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
are all cubic equations.
The graphs of cubic equations always take the following shapes.

3
2
1

-1 1 2 3 x
-1
-2
-3

Y =x3 −6x2 +11x −6 = 0.

Notice that it starts low down on the left, because as x gets large and negative so does x3 and it finishes
higher to the right because as x gets large and positive so does x3. The curve crosses the x-axis three
times, once where x = 1, once where x = 2 and once where x = 3. This gives us our three separate solutions.

Example
(a) Fill in the table below for the function y = -6 + x + 4x2 + x3 for -4 x  2
x -4 -3 -2 -1 0 1 2

-6 -6 -6 -6 -6 -6 -6 -6

x -4 -3 -2 -1 0 1 2

4x2 16 4

x3

(b) Using the grid provided draw the graph for y = -6 + x + 4x2 + x3 for -4 x  2
(c) Use the graph to solve the equations:-

-6 + x + 4x2 + x3 = 0
.x3 + 4x2 + x – 4 = 0
-2 + 4x2 + x3 = 0

Page 82 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 Solution
The table shows corresponding values of x and y for y= -6 + x + 4x2 + x3
X -4 -3 -2 -1 0 1 2

-6 -6 -6 -6 -6 -6 -6 -6

X -4 -3 -2 -1 0 1 2

4x2 64 36 16 4 0 4 16

X3 -64 -27 -8 -1 0 1 8

Y=-6+x+4x2+x3 -10 0 0 -4 -6 0 20

From the graph the solutions for x are x =-3 , x = -2, x = 1

I.To solve equation y = x3 + 4x2 + x -6 we draw a straight line from the diffrence of the two equations and
then we read the coordinates at the point of the intersetion of the curve and the straight line
y = x3 + 4x2 + x -6
0 = x3 + 4x2 + x -4
y = -2 solutions 0.8 ,-1.5 and -3.2

x 1 0 -2
y = x3 + 4x2 + x – 6 y -3 -4 -8
0 = x3 + 4x2 + 0 – 2
y= x–4

Page 83 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 change in y y=-6 + 4x2 +x
The average rate of change of y with respect to x

change in x y=x-4
Y=-2

c (i) solution 0.8

-1.5
And -3.2
Average Rate of change

Defining the Average Rate of Change

The notion of average rate of change can be used to describe the change in any variable with respect to
another. If you have a graph that represents a plot of data points of the form (x, y), then the average rate
of change between any two points is the change in the y value divided by the change in the x value.
Popul
ationi
nmilli
ons

Note;
 The rate of change of a straight ( the slop)line is the same between all points along the line
 The rate of change of a quadratic function is not constant (does not remain the same)
Example
The graph below shows the rate of growth of a plant,from the graph, the change in height between day 1
and day 3 is given by 7.5 cm – 3.8 cm = 3.7 cm.
Average rate of change is
The average rate of change for the next two days is = 0.65cm/day

Page 84 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Note;
 The rate of growth in the first 2 days was 1.85 cm/day while that in the next two days is only 0.65 cm
/day.These rates of change are represented by the gradients of the lines PQ and QR respectively.

Number of days
The gradient of the straight line is 20 ,which is constant.The gradient represents the rate of distance with
time (speed) which is 20 m/s.

Page 85 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Rate of change at an instant
We have seen that to find the rate of change at an instant ( particular point),we:
 Draw a tangent to the curve at that point
 Determine the gradient of the tangent
The gradient of the tangent to the curve at the point is the rate of change at that point.

Empirical graphs
An Empirical graph is a graph that you can use to evaluate the fit of a distribution to your data by drawing
the line of best fit. This is because raw data usually have some errors.

Example
The table below shows how length l cm of a metal rod varies with increase in temperature T (.

Temperature O 1 2 3 5 6 7 8
Degrees C
Length cm 4.0 4.3 4.7 4.9 5.0 5.9 6.0 6.4

Solution

NOTE;
 There is a linear relation between length and temperature.
 We therefore draw a line of best fit that passes through as many points as possible.
 The remaining points should be distributed evenly below and above the line

Page 86 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
The line cuts the y – axis at (0, 4) and passes through the point (5, 5.5).Therefore, the gradient of the
line is = 0.3.The equation of the line is l =0.3T + 4.

Reduction of Non-linear Laws to Linear Form.

When we plot the graph of xy=k, we get a curve.But when we plot y against , w get a straight line whose
gradient is k.The same approach is used to obtain linear relations from non-linear relations of the form
y.

Example
The table below shows the relationship between A and r

r 1 2 3 4 5
A 3.1 12.6 28.3 50.3 78.5

Page 87 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
It is suspected that the relation is of the form A=By drawing a suitable graph,verify the law connecting
A and r and determine the value of K.
Solution

r 1 2 3 4 5
A 3.1 12.6 28.3 50.3 78.5

1 4 9 16 25

If we plot A against ,we should get a straight line.

Since the graph of A against is a straight line, the law A =kholds.The gradient of this line is 3.1 to one
decimal place. This is the value of k.

Example
From 1960 onwards, the population P of Kisumu is believed to obey a law of the form P =,Where k
and A are constants and t is the time in years reckoned from 1960.The table below shows the population
of the town since 1960.

Page 88 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 r 1960 1965 1970 1975 1980 1985 1990
p 5000 6080 7400 9010 10960 13330 16200

By plotting a suitable graph, check whether the population growth obeys the given law. Use the graph to
estimate the value of A.

Solution
The law to be tested is P=.Taking logs of both sides we get log P =.Log P = log K + t log A, which is in
the form y = mx + Thus we plot log P against t.(Note that log A is a constant).The below shows the
corresponding values of t and log p.

r 1960 1965 1970 1975 1980 1985 1990

Log P 3.699 3.784 3.869 3.955 4.040 4.125 4.210

Since the graph is a straight line ,the law P =holds.

Log A is given by the gradient of the straight line.Therefore, log A = 0.017.
Hence,A = 1.04
Log k is the vertical intercept.
Hence log k =3.69
Therefore k = 4898
Thus, the relationship is P = 4898 (1.04

Page 89 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Note;
 Laws of the form y= can be written in the linear form as: log y = log k + x log A (by taking logs of both
sides)
 When log y is plotted against x , a straight line is obtained.Its gradient is log A and the intercept is log k.
 The law of the form y =,where k and n are constants can be written in linear form as;
 Log y =log k + n log x.
 We therefore plot log y is plotted against log x.
 The gradient of the line gives n while the vertical intercept is log k

Summary
2
For the law y = d + cx to be verified it is necessary to plot a graph of the variables in a modified
Form as follows y =d is compared with y = mx + c that is y =
i.) Y is plotted on the y axis
ii.) is plotted on the x axis
iii.) The gradient is c
iv.) The vertical axis intercept is d

For the law y – a = to be verified it is necessary to plot a graph of the variables in a x

Modified form as follows
y – a = , i.e. y = + a which is compared with y = mx + c

i.) y should be plotted on the y axis

ii.) should be plotted on the x axis
iii.) The gradient is b
iv.) The vertical axis intercept is a

For the law y – e = to be verified it is necessary to plot a graph of the variables in a

Modified form as follows. The law y – e = is f compared with y = mx + c.
i.) y should be plotted on the vertical axis
ii.) should be plotted on the horizontal axis
iii.) The gradient is f
iv.) The vertical axis intercept is e

2
For the law y – cx = bx to be verified it is necessary to plot a graph of the variables in a
Modified form as follows. The law y – cx = b is = b x + c compared with y = mx + c,
i.) should be plotted on y axis
ii.) X should be plotted on x axis
iii.) The gradient is b
iv.) The vertical axis intercept is c

Page 90 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
For the law y = + bx to be verified it is necessary to plot a graph of the variables in a ax
Modified form as follows. The law = a compared with y = mx + c

i.) should be plotted on the vertical axis

ii.) should be plotted on the horizontal axis
iii.) The gradient is a
iv.) The vertical intercept is b

Equation of a circle
A circle is a set of all points that are of the same distance r from a fixed point. The figure below is a circle
centre ( 0,0) and radius 3 units

P ( x ,y ) is a point on the circle. Triangle PON is right – angled at N.

By Pythagoras’ theorem;

But ON = x, PN = y and OP =3 .Therefore,

Note;
The general equation of a circle centre ( 0 ,0 ) and radius r is

Example
Find the equation of a circle centre (0, 0) passing through (3, 4)

Page 91 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Solution
Let the radius of the circle be r
From Pythagoras theorem;

Example
Consider a circle centre ( 5 , 4 ) and radius 3 units.

Solution
In the figure below triangle CNP is right angled at N.By pythagoras theorem;

But CN= ( x – 5), NP = (y – 4) and CP =3 units.

Therefore,.
Note;
The equation of a circle centre ( a,b) and radius r units is given by;

Page 92 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Example
Find the equation of a circle centre (-2 ,3) and radius 4 units

Solution
General equation of the circle is .Therefore a = -2 b =3 and r = 4

Example
Line AB is the diameter of a circle such that the co-ordinates of A and B are ( -1 ,1) and(5 ,1) respectively.
a.) Determine the centre and the radius of the circle
b.) Hence, find the equation of the circle

Solution
a.)
Radius =
==3
b.) Equation of the circle is ;

Example
The equation of a circle is given by - 6x +.Determine the centre and radius of the circle.

Solution
- 6x +
Completing the square on the left hand side;
- 6x +

Therefore centre of the circle is (3,-2) and radius is 4 units. Note that the sign changes to opposite positive
sign becomes negative while negative sign changes to positive.

Example
Write the equation of the circle that has and as endpoints of a diameter.
Method 1: Determine the center using the Midpoint Formula:

Determine the radius using the distance formula (center and end of diameter):
Equation of circle is:
Method 2: Determine center using Midpoint Formula (as before):
Thus, the circle equation will have the form
Find by plugging the coordinates of a point on the circle in for
Let’s use

Page 93 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 Again, we get this equation for the circle:

End of topic
Did you understand everything?
If not ask a teacher, friends or anybody and make sure you understand
before going to sleep!

Past KCSE Questions on the topic.

1. The table shows the height metres of an object thrown vertically upwards varies with the time t seconds
The relationship between s and t is represented by the equations s = at2 + bt + 10 where b are constants.

T 0 1 2 3 4 5 6 7 8 9 10

S 45.1 49.9 -80

(a) (i) Using the information in the table, determine the values of a and b
(ii) Complete the table
(b) (i) Draw a graph to represent the relationship between s and t
(ii) Using the graph determine the velocity of the object when t = 5 seconds
2. Data collected form an experiment involving two variables X and Y was recorded as shown in the
table below
x 1.1 1.2 1.3 1.4 1.5 1.6

y -0.3 0.5 1.4 2.5 3.8 5.2

The variables are known to satisfy a relation of the form y = ax3 + b where a and b are constants
(a) For each value of x in the table above, write down the value of x3
(b) (i) By drawing a suitable straight line graph, estimate the values of a and b
(ii) Write down the relationship connecting y and x
3. Two quantities P and r are connected by the equation p = krn. The table of values
of P and r is given below.
P 1.2 1.5 2.0 2.5 3.5 4.5

R 1.58 2.25 3.39 4.74 7.86 11.5

a)State a liner equation connecting P and r.

b)Using the scale 2 cm to represent 0.1 units on both axes, draw a suitable
line graph on the grid provided. Hence estimate the values of K and n.
4.The points which coordinates (5,5) and (-3,-1) are the ends of a diameter of a circle centre A
Determine:
(a) The coordinates of A

Page 94 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 The equation of the circle, expressing it in form x2 + y2 + ax + by + c = 0
where a, b, and c are constants each computer sold

5.The figure below is a sketch of the graph of the quadratic function y = k

(x+1) (x-2)
Find the value of k
6.The table below shows the values of the length X ( in metres ) of a pendulum and the corresponding
values of the period T ( in seconds) of its oscillations obtained in an experiment.
X ( metres) 0.4 1.0 1.2 1.4 1.6

T ( seconds) 1.25 2.01 2.19 2.37 2.53

(a) Construct a table of values of log X and corresponding values of log T,

correcting each value to 2 decimal places
b) Given that the relation between the values of log X and log T approximate to a linear law of the
form m log X + log a where a and b are constants
(i) Use the axes on the grid provided to draw the line of best fit for the graph of log T against log X.

(ii) Use the graph to estimate the values of a and b

(iii) Find, to decimal places the length of the pendulum whose period is 1 second.

Page 95 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
7. Data collection from an experiment involving two variables x and y was recorded as shown in the
table below
X 1.1 1.2 1.3 1.4 1.5 1.6

Y -0.3 0.5 1.4 2.5 3.8 5.2

The variables are known to satisfy a relation of the form y = ax3 + b where a and b
are constants
(a) For each value of x in the table above. Write down the value of x3
(b)(i) By drawing s suitable straight line graph, estimate the values of a and b
(ii) Write down the relationship connecting y and x

8. Two variables x and y, are linked by the relation y = axn. The figure below shows part of the straight
line graph obtained when log y is plotted against log x.

Calculate the value of a and n

9. The luminous intensity I of a lamp was measured for various values of voltage v across it. The results
were as shown below
V(volts) 30 36 40 44 48 50 54

L (Lux ) 708 1248 1726 2320 3038 3848 4380

It is believed that V and l are related by an equation of the form l = aVn where a and n are constant.
(a) Draw a suitable linear graph and determine the values of a and n
(b) From the graph find
(i) The value of I when V = 52
(ii) The value of V when I = 2800
10. In a certain relation, the value of A and B observe a relation B= CA + KA2 where C and K are
constants. Below is a table of values of A and B
A 1 2 3 4 5 6

B 3.2 6.75 10.8 15.1 20 25.2

(a) By drawing a suitable straight line graphs, determine the values of C and K.
(b) Hence write down the relationship between A and B
(c) Determine the value of B when A = 7

Page 96 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
11. The variables P and Q are connected by the equation P = abq where a and b are constants. The value
of p and q are given below
P 6.56 17.7 47.8 129 349 941 2540 6860

Q 0 1 2 3 4 5 6 7

(a) State the equation in terms of p and q which gives a straight line graph
(b)By drawing a straight line graph, estimate the value of constants a and b and give your answer
correct to 1 decimal place.

Page 97 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 CHAPTER FOURTEEN
PROBABILITY

Specific Objectives
By the end of the topic the learner should be able to:
(a) Define probability;
(b) Determine probability from experiments and real life situations;
(c) Construct a probability space;
(d) Determine theoretical probability;
(e) Differentiate between discrete and continuous probability;
(f) Differentiate mutually exclusive and independent events;
(g) State and apply laws of probability;
(h) Use a tree diagram to determine probabilities.

Content
(a) Probability
(b) Experimental probability
(c) Range of probability measure 0 ^ P (x) ^1
(d) Probability space
(e) Theoretical probability
(f) Discrete and continuous probability (simple cases only)
(g) Combined events (mutually exclusive and independent events)
(h) Laws of probability
(i) The tree diagrams.

Page 98 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 CHAPTER FIFTEEN
VECTORS
Specific Objectives
By the end of the topic the learner should be able to:
(a) Locate a point in two and three dimension co-ordinate systems;
(b) Represent vectors as column and position vectors in three dimensions;
(c) Distinguish between column and position vectors;
(d) Represent vectors in terms of i, j , and k;
(e) Calculate the magnitude of a vector in three dimensions;
(f) Use the vector method in dividing a line proportionately;
(g) Use vector method to show parallelism;
(h) Use vector method to show collinearity;
(i) State and use the ratio theorem,
(j) Apply vector methods in geometry.

Content
(a) Coordinates in two and three dimensions
(b) Column and position vectors in three dimensions
(c) Column vectors in terms of unit vectors i, j , and k
(d) Magnitude of a vector
(e) Parallel vectors
(f) Collinearity
(g) Proportional division of a line
(h) Ratio theorem
(i) Vector methods in geometry.

Vectors in 3 dimensions:
3 dimensional vectors can be represented on a set of 3 axes at right angles to each other (orthogonal), as
shown in the diagram.
Note that the z axis is the vertical axis.
To get from A to B you would move:
4 units in the x-direction, (x-component)
3 units in the y-direction, (y-component)
2 units in the z-direction. (z-component)
 4
In component form: AB =  3 
 2
 

Page 99 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
  xB  x A 
 
y
 B  y A 
AB =  ,
In general:
 B
z  z A 
Column and position vectors
In three dimensions, a displacement is represented b a column vector of the form where p,q and r are the
changes in x,y,z directions respectively.
Example
The displacement from A ( 3, 1, 4 ) to B ( 7 ,2,6) is represented b the column vector,
The position vector of A written as OA is where O is the origin
Addition of vectors in three dimensions is done in the same way as that in two dimensions.
Example
If a = then
i.) 3a + 2b =

ii.) 4a – ½ b =

Column Vectors in terms of unit Vectors

In three dimension the unit vector in the x axis direction is = ,that in the dirction of the y axis is while
that in the direction of z – axis is .

Page 100 of 116

Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Diagrammatic representation of the vectors.

Three unit vectors are written as ; i =

Express vector in terms of the unit vector I , j and k

Solution
5
=5i – 2j +7k
Note;
The column vector can be expressed as a i + b j + ck

Magnitude of a 3 dimensional vector.

Given the vector AB = xi + y j + 2 k,then the magnitude of AB is written as |AB| =

| u |   xB  xA    yB  yA    zB  z A 
2 2 2

This is the length of the vector.

Use Pythagoras’ Theorem in 3 dimensions.
AB2 = AR2 + BR2
= (AP2 + PR2) + BR2

 x  x    yB  y A    z B  z A 
= B A
2 2 2

and if u = AB then the magnitude of u, | u | = length of AB

Page 101 of 116

Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Distance formula for 3 dimensions
 xB  x A   x
Recall that since: AB =  yB  y A  , then if  
u   y  then u  x2  y 2  z 2
z z  z
 B A   
Since x =

Example:
1. If A is (1, 3, 2) and B is (5, 6, 4)
Find AB
 3 
2. If u   2  Find u
 2 
 
Solution

| AB |   5  12   6  32   4  2 2  42  32  22  29
a.)

u  32   22   2 2  9  4  4  17
b.)

Parallel vectors and collinearity

Parallel vectors
Two vectors are parallel if one is scalar multiple of the other.i.e vector a is a scalar multiple of b ,i.e .
a =kb then the two vectors are parallel.

Page 102 of 116

Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Note;
Scalar multiplication is simply multiplication of a regular number by an entry in the vector
Multiplying by a scalar

A vector can be multiplied by a number (scalar).e.g. multiply a by 3 is written as 3 a.Vector 3a

has three times the length but is in the same direction as a .In column form, each component will be
multiplied by 3.
We can also take a common factor out of a vector in component form. If a vector is a scalar multiple of
another vector, then the two vectors are parallel, and differ only in magnitude. This is a useful test to see
if lines are parallel.
2 6  12  3
       
a 1 then 3a   3  v   16   v  4 4 
 3   9   4   1 
        Example if

3a
a

Collinear Points
Points are collinear if one straight line passes through all the points. For three points A, B, C - if the line
AB is parallel to BC, since B is common to both lines, A, B and C are collinear.
Test for collinearity

Example
A is (0, 1, 2), B is (1, 3, –1) and C is (3, 7, –7) Show that A, B and C are collinear.

1  2 1
     
AB   2  BC   4  and BC  2 2   2 AB
 3   6   3 
     
AB and BC are scalar multiples, so AB is parallel to BC.Since B is a common point, then A, B and C
are collinear.
In general the test of collinearity of three points consists of two parts
 Showing that the column vectors between any two of the points are parallel
 Showing that they have a point in common.

Example
A (0,3), B (1,5) and C ( 4,11) are three given points. Show that they are collinear.

Page 103 of 116

Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Solution
AB and BC are parallel if AB = kBC ,where k is a scalar
AB= BC =

Therefore AB//BC and point B (1,5) is common. Therefore A,B,and C are collinear.

Example
Show that the points A (1,3,5) ,B( 4,12,20) and C are collinear.

Solution
Consider vectors AB and AC
AB =
AC =
Hence k =
AC =
Therefore AB//AC and the two vectors share a common point A.The three points are thus collinear.

Example
In the figure above OA = a OB = b and OC = 3OB

a.) Express AB and AC in terms of a and b

b.) Given that AM = ¾ AB and AN =, Express OM and O in terms of a and b
c.) Hence ,show that OM and N are collinear

Solution
a.) AB = OA + OB
=-a+b
AC = - a + 3b

Page 104 of 116

Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
b.) OM =OA + AM
= OA +
=a+
=a-b
=b

ON =OA +AN
=OA + AC

aa +
=b

c.) OM =
Comparing the coefficients of a;
=

Thus, OM =ON.
Thus two vectors also share a common point ,O .Hence, the points are collinear.
Proportional Division of a line
In the figure below, the line is divided into 7 equal parts

The point R lies 4/7 of the ways along PQ if we take the direction from P to Q to be positive, we say R
divides PQ internally in the ratio 4 : 3..

If Q to P is taken as positive,then R divides QP internally in the ratio 3 : 4 .Hence,QR : RP = 3 : 4 or ,4

QR = 3RP.

External Division
In internal division we look at the point within a given interval while in external division we look at
points outside a given interval,
In the figure below point P is produced on AB

Page 105 of 116

Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
The line AB is divided into three equal parts with BP equal to two of these parts. If the direction from A
to B is taken as positive, then the direction from P to B is negative.
Thus AP : PB = 5 : -2.In this case we say that P divides AB externally in the ratio 5 : -2 or P divides AB
in the ratio 5 : -2.
Points, Ratios and Lines
Find the ratio in which a point divides a line.

Example:
C (12, 7, -1)

B (8, 3, 1)

A (2, -3, 4)
The points A(2, –3, 4), B(8, 3, 1) and C(12, 7, –1) form a straight line. Find the ratio in which B divides
AC. Solution
 8 2   6 
   
AB  b  a   3 3     6 
 1 4   3 
   

 128   4 
   
BC  c b   7 3    4 
 11   2 
   

2 2
    AB 3
AB  3  2  and BC  2  2  So,  or AB : BC = 3 : 2
 1  1 BC 2
   

B divides AC in ratio of 3 : 2

Points dividing lines in given ratios.

Example:
P divides AB in the ratio 4:3. If A is (2, 1, –3) and B is (16, 15, 11), find the co-ordinates of P.

3 B (16, 15, 11)

4 P

A (2, 1, -3)

Page 106 of 116

Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Solution:
AP 4
 so 3 AP  4 PB
PB 3
 3(p – a) = 4(b – p)
3p – 3a = 4b – 4p
7p = 4b + 3a
1
p  4b3a 
7

  16   2    64   6    70   10 
1      1      1   
p   4  15   3  1    7   60    2    7  63    9 
7   11   3     44   9    35  5
             

Points dividing lines in given ratios externally.

Example:
Q divides MN externally in the ratio of 3:2. M is (–3, –2, –1) and N is (0, –5, 2).Find the co-ordinates of
Q.
Note that QN is shown as –2 because the two line segments are MQ and QN, and QN is in the opposite
direction to MQ.

Q
3
-2
N (0, -5, 2)
MQ 3
 so  2 MQ  3QN
M (-3, -2, -1)
QN 2

 –2(q – m) = 3(n – q)
–2q + 2m = 3n – 3q
q = 3n – 2m

0  3   0   6   6 
         
q  3  5   2  2    15    4    11
2  1   6   2   8 
         
P is P(10, 9, 5)

Page 107 of 116

Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
The Ration Theorem

The figure below shows a point S which divides a line AB in the ratio m : n

Taking any point O as origin, we can express s in terms of a and b the positon vectors of a and b
respectively.
OS = OA + AS
But AS =
Therefore, OS = OA +
Thus S = a +

=a-

= (1 -

=+

This is called the ratio theorem. The theorem states that the position vectors s of a point which divides a
line AB in the ratio m: n is given by the formula;
S =, where a and b are positon vectors of A and B respectively. Note that the sum of co-ordinates 1
Thus ,in the above example if the ratio m : n = 5 : 3
Then m = 5 and n = 3
OR =
Thus ,r = a +
Example
A point R divides a line QR externally in the ratio 7 : 3 .If q and r are position vectors of point Q and R
respectively, find the position vector of p in terms of q and r.

Page 108 of 116

Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Solution
We take any point O as the origin and join it to the points Q, R and P as shown below

QP: PR = 7: -3
Substituting m =7 and n = -3 in the general formulae;
OP =
P=
Vectors can be used to determine the ratio in which a point divides two lines if they intersect
Example
In the below OA = a and OB = B.A point P divides OAin the ratio 3:1 and another point O divides AB
in the ratio 2 : 5 .If OQ meets BP at M Determine:
a.) OM : MQ
b.) BM : MP

Let OM : MQ = k : ( 1 – k) and BM –MP = n : ( 1 – n )

Using the ratio theorem
OQ =
OM
Also by ratio theorem;
OM = n OP +( 1 – n ) OB
But OP =a
Therefore , OM = n (

Page 109 of 116

Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Equating the two expressions;

Comparing the co-efficients

= 10: 3

End of topic

Did you understand everything?

If not ask a teacher, friends or anybody and make sure you understand
before going to sleep!

Page 110 of 116

Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Past KCSE Questions on the topic

1. The figure below is a right pyramid with a rectangular base ABCD and VO as the height. The vectors
AD= a, AB = b and DV = v

a) Express
(i) AV in terms of a and c
(ii) BV in terms of a, b and c

(b) M is point on OV such that OM: MV=3:4, Express BM in terms of a, b and c.

Simplify your answer as far as possible
2. In triangle OAB, OA = a OB = b and P lies on AB such that AP: BP = 3.5
(a) Find the terms of a and b the vectors
(i) AB
(ii) AP
(iii) BP
(iv) OP
(b) Point Q is on OP such AQ = -5 + 9
8a 40b
Find the ratio OQ: QP

3. The figure below shows triangle OAB in which M divides OA in the ratio 2: 3 and N divides OB in
the ratio 4:1 AN and BM intersect at X
(a) Given that OA = a and OB = b, express in terms of a and b:
(i) AN
(ii) BM

Page 111 of 116

Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
(b) If AX = s AN and BX = tBM, where s and t are constants, write two expressions
for OX in terms of a,b s and t
Find the value of s
Hence write OX in terms of a and b

4. The position vectors for points P and Q are 4 I + 3 j + 6 j + 6 k respectively. Express vector PQ in
terms of unit vectors I, j and k. Hence find the length of PQ, leaving your answer in simplified surd
form.
5. In the figure below, vector OP = P and OR =r. Vector OS = 2r and OQ = 3/2p.

a) Express in terms of p and r (i) QR and (ii) PS

b) The lines QR and PS intersect at K such that QK = m QR and PK = n PS, where m and n are scalars.
Find two distinct expressions for OK in terms of p,r,m and n. Hence find the values of m and n.

c) State the ratio PK: KS

6. Point T is the midpoint of a straight line AB. Given the position vectors of A and T are i-j + k and 2i+
1½ k respectively, find the position vector of B in terms of i, j and k
7. A point R divides a line PQ internally in the ration 3:4. Another point S, divides the line PR externally
in the ration 5:2. Given that PQ = 8 cm, calculate the length of RS, correct to 2 decimal places.
8. The points P, Q, R and S have position vectors 2p, 3p, r and 3r respectively, relative to an origin O. A
point T divides PS internally in the ratio 1:6
(a) Find, in the simplest form, the vectors OT and QT in terms p and r
(b) (i) Show that the points Q, T, and R lie on a straight line
(ii) Determine the ratio in which T divides QR
9. Two points P and Q have coordinates (-2, 3) and (1, 3) respectively. A translation map point P to P’
(10, 10)
(b) Find the coordinates of Q’ the image of Q under the translation

10. Given that q i + 1/3 j + 2/3 k is a unit vector, find q

Page 112 of 116

Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
11. In the diagram below, the coordinates of points A and B are (1, 6) and (15, 6) respectively). Point N
is on OB such that 3 ON = 2 OB. Line OA is produced to L such that OL = 3 OA

(a) Find vector LN

(b) Given that a point M is on LN such that LM: MN = 3: 4, find the coordinates of M
(c) If line OM is produced to T such that OM: MT = 6:1
(i) Find the position vector of T
(ii) Show that points L, T and B are collinear

12. In the figure below, OQ = q and OR = r. Point X divides OQ in the ratio 1: 2 and Y divides OR in
the ratio 3: 4 lines XR and YQ intersect at E.

(a) Express in terms of q and r

(i) XR
(ii) YQ
(b) If XE = m XR and YE = n YQ, express OE in terms of:
(i) r, q and m
(ii) r, q and n
(c) Using the results in (b) above, find the values of m and n.

Page 113 of 116

Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
13. Vector q has a magnitude of 7 and is parallel to vector p. Given that
p= 3 i –j + 1 ½ k, express vector q in terms of i, j, and k.

14.In the figure below, OA = 3i + 3j ABD OB = 8i – j. C is a point on AB such that AC:CB 3:2, and D
is a point such that OB//CD and 2OB = CD (T17)

Determine the vector DA in terms of I and j

15. In the figure below, KLMN is a trapezium in which KL is parallel to NM and KL = 3NM

Given that KN = w, NM = u and ML = v. Show that 2u = v + w

16. The points P, Q and R lie on a straight line. The position vectors of P and R are 2i + 3j + 13k and
5i – 3j + 4k respectively; Q divides SR internally in the ratio 2: 1. Find the
(a) Position vector of Q
(b) Distance of Q from the origin

Page 114 of 116

Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
17. Co-ordinates of points O, P, Q and R are (0, 0), (3, 4), (11, 6) and (8, 2) respectively. A point T is
such that the vector OT, QP and QR satisfy the vector equation OT = QP ½ QT. Find the coordinates
of T.

18. In the figure below OA = a, OB = b, AB = BC and OB: BD = 3:1

(a) Determine
(i) AB in terms of a and b
(ii) CD, in terms of a and b
(b) If CD: DE = 1 k and OA: AE = 1m determine
(i) DE in terms of a, b and k
(ii) The values of k and m

Page 115 of 116

Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 Page 116 of 116
Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes