S. 1 MATHS NOTES FOR NLSC(1)-1
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SENIOR ONE MATHEMATICS
BASED ON THE NEW LOWER SECONDARY CURRICULUM
KAZIBA STEPHEN
1ST EDITION 2020
UNDERSTANDING
SENIOR ONE MATHEMATICS
BASED ON THE NEW LOWER SECONDARY CURRICULUM
by
KAZIBA Stephen
Key Topics covered in the book
• NUMBER BASES
• WORKING WITH INTEGERS
• FRACTIONS, PERCENTAGES AND DECIMALS
• RECTANGULAR CARTESIAN COORDINATES IN 2 DIMENSIONS
• GEOMETRIC CONSTRUCTION SKILLS
• SEQUENCE AND PATTERNS
• BEARINGS
• GENERAL AND ANGLE PROPERTIES OF GEOMETRIC FIGURES
• DATA COLLECTION AND PRESENTATION .
• REFLECTION
• EQUATION OF LINES AND CURVES
• ALGEBRA 1
• BUSINESS ARITHMETIC
• TIME AND TIME TABLES
.
1st EDITION 2020
The only way to learn mathematics is to do mathematics .
Practice makes mathematics easier i
Preface
Mathematics is increasingly useful in every day life.In modern society we rely heavily on math-
ematics to solve problems . The book covers 14 chapters of mathematics as per new upgraded
curriculum prescribed by the National curriculum development center.All the changes made by
the NCDC are implemented in this book.
This book is my attempt to enrich and enliven the teaching of mathematics ,and i have achieved
this through including in new features that can stimulate the learning of the content.
At the beginning of each chapter ,the expected learning outcomes are given,introductory notes
are given for each section explaining the concept in a very simple language.
I have included a Plenty of worked examples for each section and subsection and accompanied
them with exercises at the end. Activities of integration for each chapter have been included and
these activities can eitherbe done in pairs,groups or as a whole class. .
I would advice learners to go through all the problems in the exercises on their own ,before
asking assistance from friends and teachers.I have not been able to include the answers for the
exercises at this point,however in our next edition all the answers will be included
I feel con dent that this book will be of immense value to both the students and the teachers
ii Practice makes mathematics easier
DEDICATION
To my beloved students ,Namutebi priscilla ,Twanza maria keziah,Muhanuzi daniel,Nabagereka
alexadra,Nalubega sheillah,Akasha byona,Kirabo glen arthur,Nattabi pauline,Bisaso hannah grace,
Mulumba mimmi ,Maisha alesi,Akabwai michael,Katumba victor and all the senior one students
of Taibah international school ,the class of 2020 .
Practice makes mathematics easier iii
ACKNOWLEDGEMENTS
First of all I oer my sincere gratitude to the almighty God, who has brought me this far be-
cause with his grace anything is possible. I would rstly like to thank my friends more so,Mr
Madoi geofrey , Mrs Kaggwa Sylvia, Mr Lukwago bashir ,Fr Kyazze Frank(Nyenga seminary),Mr
sekirabi edward (Nyenga seminary),Mr Makumbi edward(Ndejje ss )Mr Nshuguyika stephen(Mt
st mary's Namagunga),and Mr ssempagala solomon(Namilyango high school) for your love , time
and constant advice you shared with me during the course of writing. Thank you for the many
helpful discussions , for your constant interest and time, encouragement ,suggestions and guidance
. Really, you have both been amazing and an inspiration.Thank you so much am really indebted.
Iam thankful to and fortunate enough to get constant encouragement, support and guidance
from all Teaching stas of Taibah international school which helped me in successfully completing
this work.
I must express my very profound gratitude to all the organisations ,authors and every one who
has provided me with his/her resources to ensure that am able to come up with this book. This
accomplishment would not have been possible without you. Thank you very much am really
indebted .
Finally i would like to I welcome communications from students,parents and teachers especially
when they concern errors or de ciencies that you nd in this book.Feel free to let me know what
still needs to be improved.
iv Practice makes mathematics easier
Contents
Contents v
1 NUMBER BASES 2
1.1 Identifying numbers of dierent bases on an abacus . . . . . . . . . . . . . . . . . 3
1.2 Place Values Using the Abacus . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1.3 Converting Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.3.1 Converting from any base to base ten . . . . . . . . . . . . . . . . . . . . . 6
1.3.2 Converting from base ten to other bases . . . . . . . . . . . . . . . . . . . 7
1.4 Operation on Numbers in Various Bases . . . . . . . . . . . . . . . . . . . . . . . 9
1.4.1 Addition of bases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1.4.2 Subtraction of bases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1.4.3 Multiplication of bases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
1.4.4 Division of bases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
2 WORKING WITH INTEGERS 16
2.1 Natural numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
2.1.1 Dierentiating between natural numbers and whole numbers/integers . . . 18
2.2 Use Directed Numbers (Limited to Integers) in Real-life Situations . . . . . . . . 18
2.3 Use the Hierarchy of Operations to Carry out the Four Mathematical Operations
on Integers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2.4 Number line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2.4.1 Addition of numbers on a number line . . . . . . . . . . . . . . . . . . . . 20
2.4.2 Subtraction of numbers on a number line . . . . . . . . . . . . . . . . . . . 20
2.4.3 Multiplication of numbers on a number line . . . . . . . . . . . . . . . . . 20
2.4.4 Division of numbers on a number line . . . . . . . . . . . . . . . . . . . . . 21
2.5 Identify Even, Odd, Prime and Composite Numbers . . . . . . . . . . . . . . . . 23
2.6 Finding the Prime Factors and multiples of any Number . . . . . . . . . . . . . . 25
2.7 Work Out and Use Divisibility Tests of Some Numbers . . . . . . . . . . . . . . . 27
2.8 Relate Common Factors with HCF and Multiples with LCM . . . . . . . . . . . . 29
2.8.1 Highest Common Factor(HCF) . . . . . . . . . . . . . . . . . . . . . . . . 29
2.8.2 Lowest Common Multiple(LCM) . . . . . . . . . . . . . . . . . . . . . . . 31
3 FRACTIONS, PERCENTAGES AND DECIMALS. 34
3.1 Types of fraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
3.2 Converting Improper Fractions to Mixed Numbers and Vice Versa . . . . . . . . . 36
3.3 Operations on Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
3.3.1 Addition of Fractions with the Same Denominators . . . . . . . . . . . . . 40
3.3.2 Addition of Fractions with dierent Denominators . . . . . . . . . . . . . . 41
3.3.3 Subtraction of Fractions with Same Denominators . . . . . . . . . . . . . . 43
3.3.4 Subtraction of Fractions with dierent Denominators . . . . . . . . . . . . 44
3.3.5 Addition of Mixed Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . 45
3.3.6 Subtraction of Mixed Fractions . . . . . . . . . . . . . . . . . . . . . . . . 46
v
CONTENTS
3.3.7 Multiplication of Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
3.3.8 Multiplying Mixed Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . 48
3.3.9 Division of Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
3.4 Add, Subtract, Divide and Multiply Decimals . . . . . . . . . . . . . . . . . . . . 50
3.4.1 Fractions and decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
3.4.2 Addition and subtraction of decimals . . . . . . . . . . . . . . . . . . . . . 53
3.4.3 Multiplication and Division of decimals . . . . . . . . . . . . . . . . . . . . 54
3.5 Identify and Classify Decimals as Terminating, Non-terminating and Recurring
Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
3.5.1 Converting Recurring Decimals into Fractions . . . . . . . . . . . . . . . . 56
3.6 Percentages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
3.6.1 Convert Fractions and Decimals into Percentages and Vice Versa . . . . . . 61
3.7 Finding the Percentage Increase and Decrease . . . . . . . . . . . . . . . . . . . . 64
3.8 Work out real-life problems involving percentages. . . . . . . . . . . . . . . . . . . 66
4 RECTANGULAR CARTESIAN COORDINATES IN 2 DIMENSIONS 68
4.1 Identifying the x− axis and y−axis . . . . . . . . . . . . . . . . . . . . . . . . . . 68
4.2 Plotting Polygons (shapes) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
4.3 Use of Appropriate Scale for Given Data . . . . . . . . . . . . . . . . . . . . . . . 74
5 GEOMETRIC CONSTRUCTION SKILLS 76
5.1 Parallel ,Perpendicular and Intersecting lines . . . . . . . . . . . . . . . . . . . . . 76
5.2 Construction of Perpendicular Lines . . . . . . . . . . . . . . . . . . . . . . . . . . 77
5.3 Construction of parallel lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
5.4 Construction of special angles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
5.5 Describing a Locus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
5.6 Relating Lines and Angles to Loci . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
5.7 Construction of Loci . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
5.8 Construction of Geometric Figure . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
6 SEQUENCE AND PATTERNS 87
6.1 Draw and Identify the Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
6.2 Describing the General Rule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
6.3 Generating Number Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
6.4 Formulae for General Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
7 BEARINGS 98
7.1 Compass directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
7.2 Angles and Turns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
7.3 Identifying the angles in relation to the compass direction . . . . . . . . . . . . . . 100
7.4 Bearings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
7.5 Scale Drawings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
8 GENERAL AND ANGLE
PROPERTIES OF
GEOMETRIC FIGURES 107
8.1 Classifying angles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
8.2 Identify Dierent Angles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
vi Practice makes mathematics easier
CONTENTS
8.3 Angle Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
8.4 Parallel and Intersecting Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
9 DATA COLLECTION AND PRESENTATION 119
9.1 Types of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
9.2 Collecting Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
9.3 Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
10 REFLECTION 131
10.1 Identify Lines of Symmetry for Dierent Figures . . . . . . . . . . . . . . . . . . . 131
10.2 Re ection in the Cartesian Plane . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
11 EQUATIONS OF LINES AND CURVES 141
11.1 Forming Linear Equations with given points . . . . . . . . . . . . . . . . . . . . . 141
11.2 Plotting Graphs Given Their Equations . . . . . . . . . . . . . . . . . . . . . . . 144
11.3 Curves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
12 ALGEBRA 1 149
12.1 Fundamental Algebraic Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
12.1.1 Substituting numbers for letters . . . . . . . . . . . . . . . . . . . . . . . . 150
12.1.2 Collecting like terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
12.1.3 Simpli cation of brackets . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
12.2 Function Machines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
12.3 Solving Linear Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
12.3.1 Solving word problems on linear equations . . . . . . . . . . . . . . . . . . 158
13 BUSINESS ARITHMETIC 162
13.1 Pro t and Loss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
13.2 Percentage Pro t and Loss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
13.3 Discount . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
13.4 Commission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
13.5 Simple interest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
13.6 Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
14 TIME AND TIME TABLES 172
14.1 Telling the Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
14.2 12−hour and 24−hour Clocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
14.2.1 Converting from 12 hour times to 24 hour clock . . . . . . . . . . . . . . . 175
14.2.2 Converting from 24 hour times to 12 hour times . . . . . . . . . . . . . . . 177
14.3 Units of time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
14.4 Timetables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Key Words 184
Bibliography 186
Practice makes mathematics easier 1
Chapter 1: NUMBER BASES
Learning objectives
By the end of this topic,the learners should be able to
• Identify numbers in any base using abacus
• Convert numbers from one base to another
• Manipulate numbers in dierent bases with respect to all four operations
• Identify place value in dierent bases
Introduction
[1]A number base is the number of digits or combination of digits that a system of counting uses
to represent numbers. A base can be any whole number greater than 0. The most commonly used
number system is the decimal system, commonly known as base 10. In everyday life, we count
or estimate quantities using groups of ten items or units. This may be so because, naturally, we
have ten ngers. For example, when we count ten, i.e. we write 10 meaning one group of 10 and
no units. A quantity like twenty ve, written as 25 means 2 groups of 10 and 5 units Suppose
instead we had say 6 ngers
• How, in your opinion would we do our counting?
• If we had eight ngers, how would we count?
This is now what we are to cover under this topic.
NOTE
• The digits of a number in any base are less than the base itself
• The digits 10 and 11 are represented by t and e respectively in number bases
• For digits above 11 are represented by alphabetic letters of your choice
• The names of some number systems is as given below
NUMBER SYSTEM NAME BASE VALUE
Base three trinary base 3
Base four quaternary base 4
Base ve quinary base 5
Base six seximal base 6
Base seven septimal base 7
Base eight octal base 8
Base nine nonary base 9
Base ten decimal base 10
Base twelve duodecimal base 12
Base sixteen hexadecimal base 16
2
1.1. IDENTIFYING NUMBERS OF DIFFERENT BASES ON AN ABACUS
Activity:Getting familiar with number bases
Bases are used in day today life.Therefore copy and complete the table below by giving some real
life situations were bases are used
Real life situation Base Reason for the base chosen
Days of the week Base Seven Seven days in a week
Football team Base eleven There are 11 players per team
Months of a year Base twelve Twelve months in a year
1.1 Identifying numbers of dierent bases on an abacus
1. Which possible base does each abacus below represent.
Three Six
Hundreds Tens Ones threes Threes Ones sixes sixes Ones
(a) (b) (c)
Eight Nine Five
eights Eights Ones nines Nines Ones ves ves Ones
(d) (e) (f )
(b) Write down the numbers represented on the abaci above.
Practice makes mathematics easier 3
1.2. PLACE VALUES USING THE ABACUS
2. Write down the numbers represented on the abaci below.
Five
ve Five
Thousands Hundreds Tens Ones ves ves Fives Ones
(a) (b)
Seven Nine
seven Seven nine Nine
sevens sevens Sevens Ones nines nines Nines Ones
(c) (d)
Activity:List the numerals for the following bases
Numerals are digits(or symbols) that are used for writing numbers in a given base.The digits are
always less than the base itself. study the table below and ll in the gaps.
NUMBER SYSTEM BASE VALUE NUMERALS EXAMPLE
Base 2 2 0,1 1111two
Base 3 3
Base 4 4
Base 5 0,1,2,3,4
Base 6
Base 7
Base 8 457eight
Base 9
Base 10
Base 12 12 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, t, e te5twelve
Base 16
1.2 Place Values Using the Abacus
The representation of numbers on an abacus helps in identifying the place value of digits in any
base.
4 Practice makes mathematics easier
1.2. PLACE VALUES USING THE ABACUS
Activity : Making abaci
1. Make abaci for the following number bases.
(a) 220four (d) 1110two (g) 7562eight
(b) 6321ten (e) 5552six (h) 654nine
(c) 43 ve (f ) 6431seven (i) 5974eleven
2. Make an abacus for any number in base twelve
Activity : Reading and stating the value of digits in bases
1. State the place value and value of digit for each numeral in the following numbers:
(a) 523
5 2 3
Place value Value of digit
Ones 3×1=3
Tens 2 × 10 = 20
Hundreds 5 × 100 = 500
(b) 5.12ten
5 . 1 2
Place value Value of digit
1
Hundredths 2× 100
= 0.02
1
Tenths 1× 10
= 0.1
ones 5×1=5
1.1 Exercise Set
1. State the place value of each numeral in the following numbers:
(a) 143 ve (c) 5552six (e) 4562eight (g) 45.62eight
(b) 110two (d) 431seven (f ) 4.1234ten (h) 456.212ten
Practice makes mathematics easier 5
1.3. CONVERTING NUMBERS
2. State the value of each numeral in the following numbers:
(a) 1432 ve (c) 3412six (e) 6542eight (g) 45.62eight
(b) 111two (d) 431seven (f ) 4.1234ten (h) 456.212ten
1.3 Converting Numbers
Numbers can be converted from one base to another, and when you do this, you get the same
numbers written in dierent bases.
1.3.1 Converting from any base to base ten
EXAMPLES
Convert the following to base ten
1. 222four
222four = (2 × 42 ) + (2 × 41 ) + (2 × 40 )
= (2 × 4 × 4) + (2 × 4) + (2 × 1)
= 32 + 8 + 2
= 42ten
2. ee0twelve
ee0twelve = (e × 122 ) + (e × 121 ) + (0 × 120 )
= (11 × 12 × 12) + (11 × 12) + (0 × 1)
= 1584 + 132 + 0
= 1716ten
3. 1075eight
1075eight = (1 × 83 ) + (0 × 82 ) + (7 × 81 ) + (5 × 80 )
= (1 × 8 × 8 × 8) + (0 × 8 × 8) + (7 × 8) + (5 × 1)
= 512 + 0 + 56 + 5
= 573ten
4. 45.4eight
45.4eight = (4 × 81 ) + (5 × 80 ) + (4 × 8−1 )
1
= (4 × 8) + (5 × 1) + (4 × )
8
= 32 + 5 + 0.5
= 37.5ten
6 Practice makes mathematics easier
1.3. CONVERTING NUMBERS
1.2 Exercise Set
1. Convert the following numbers to base ten
(a) 1432 ve (c) 3412six (e) 6542eight (g) 321four
(b) 111two (d) 431seven (f ) 1202three (h) 4518nine
2. Convert 68.3nine to base ten
3. Convert the following binary numbers to base 10:
(a) 110 (d) 1101 (g) 1111111
(b) 1111 (e) 10001 (h) 11001101
(c) 1001 (f ) 11011 (i) 111000111
4. A particular binary number has 3 digits.
(a) What are the largest and smallest possible binary numbers?
(b) Convert these numbers to base 10.
1.3.2 Converting from base ten to other bases
• We use BNR
• Divide the number repeatedly by the required bases
• The remainder in reverse order gives the required number
1. Convert 19ten to base two
B N R
2 19 1
2 9 1
2 4 0
2 2 0
19ten = 10011two
2. Convert 85ten to base eight
B N R
8 85 5
8 10 2
85ten = 125eight
Practice makes mathematics easier 7
1.3. CONVERTING NUMBERS
3. Convert 762eight to base seven
762eight = (7 × 82 ) + (6 × 81 ) + (2 × 80 )
= (7 × 8 × 8) + (6 × 8) + (2 × 1)
= 448 + 48 + 2
= 498ten
B N R
7 498 1
7 71 1
7 10 3
762eight = 1311seven
4. Convert 32 ve to base two
32 ve = (3 × 51 ) + (2 × 50 )
= (3 × 5) + (2 × 1)
= 15 + 2
= 17ten
B N R
2 17 1
2 8 0
2 4 0
2 2 0
32 ve = 10001two
5. Convert 5432six to base twelve
5432six = (5 × 63 ) + (4 × 62 ) + (3 × 61 ) + (2 × 60 )
= (5 × 6 × 6 × 6) + (4 × 6 × 6) + (3 × 6) + (2 × 1)
= 1080 + 144 + 18 + 2
= 1244ten
8 Practice makes mathematics easier
1.4. OPERATION ON NUMBERS IN VARIOUS BASES
B N R
12 1244 8
12 103 7
5432six = 878twelve
1.3 Exercise Set
1. Convert the following numbers to the bases indicated:
(a) 19 base two (e) 27ten to base eight
(b) 568 to base nine
(f ) 246ten to base ve
(c) 1256 to base eleven
(d) 6410 to base three (g) 20twelve to binary
2. Convert the following numbers to the bases indicated:
(a) 34 ve base two (f ) 276eight to base twelve
(b) 568nine to base eleven (g) 341 ve to base six
(c) 111two to base four (h) tt5eleven to base twelve
(d) 234 ve to base nine (i) 5432six to base twelve
(e) 647 to base three (j) 554six to base four
1.4 Operation on Numbers in Various Bases
In this section we are going to look at the four mathematical operations which include addi-
tion,subtraction,division and multiplication
Activity:James had two jackfruit trees in his compound. At one time one tree had 8 fruits ready
and the other 7 fruits. He harvested them at the same time.
• If james puts the jack fruits in heaps of ten fruits. How many heaps of ten did he get and
how many remained?
• If james puts the jack fruits in heaps of nine fruits. How many heaps of nine did he get and
how many remained?
• If james puts the jack fruits in heaps of ve fruits. How many heaps of ve did he get and
how many remained?
When you put the fruits in heaps of 10,9 and 5, you are adding in base 10,base 9 and base 5.
Practice makes mathematics easier 9
1.4. OPERATION ON NUMBERS IN VARIOUS BASES
1.4.1 Addition of bases
• If the sum of the digits exceeds the base, divide that sum by the base then write down the
remainder and carry the whole number.
EXAMPLES
1. Workout 234 ve + 23 ve leaving your answer in the base indicated
2 3 4 ve
+ 2 3 ve
3 1 2 ve
2. Add 153 seven to 453 seven
1 5 3seven
+ 4 5 3seven
6 3 6seven
3. Add 98 ttwelve to 98etwelve
98 ttwelve
+ 9 8 etwelve
1 7 5 9twelve
1.4 Exercise Set
1. Workout the following leaving your answer in the base indicated
(a) 232 six + 451 six (e) 999 ten + 245 ten
(b) 66 seven + 56 seven (f ) 684 twelve + 436 twelve
(c) 11101 two + 11010 two (g) 36.64 nine + 4.31 nine
(d) 577 eight + 165 eight (h) 66.45 eleven + 4.65 eleven
2. Workout 233four + 544six giving your answer in base ve
3. Calculate the binary numbers:
(a) 111 + 101 + 100
(b) 11101 + 10011 + 110111
4. Workout the following leaving your answer in the base indicated
(a) et4twelve + tt3twelve
(b) 234 ve + 413 ve
1.4.2 Subtraction of bases
• In case of borrowing the new value is the sum of the base and the digit which was small
10 Practice makes mathematics easier
1.4. OPERATION ON NUMBERS IN VARIOUS BASES
EXAMPLES
1. Workout 72eight − 43eight leaving your answer in the base indicated
7 2eight
−4 3eight
27 eight
2. Workout t45twelve − 376twelve leaving your answer in the base indicated
t 4 5twelve
- 3 7 6twelve
68 etwelve
3. Subtract 342 eight from 537 eight
5 3 7eight
− 3 4 2eight
1 7 5eight
4. Subtract 432 six from 514 six
5 1 4six
− 4 3 2six
4 2six
1.5 Exercise Set
1. Workout the following leaving your answer in the base indicated
(a) 1022 three − 210 three (e) 999 ten − 245 ten
(b) 31 eight − 17 eight (f ) 684 twelve − 436 twelve
(c) 11111 two − 1010 two (g) 36.64 nine − 4.31 nine
(d) 577 eight − 165 eight (h) 66.45 eleven − 4.65 eleven
2. Subtract the following numbers in the given bases:
(a) 354 six from 553 six
(b) 845 twelve from t43 twelve
3. Workout 221three − 111two giving your answer in base ve
4. Workout 567eight − 146seven giving your answer in base six
5. Find the value of n ,45n = 29
1.4.3 Multiplication of bases
• Find the product of any two numbers as we do in base ten
• Divide this product by the base number
Practice makes mathematics easier 11
1.4. OPERATION ON NUMBERS IN VARIOUS BASES
• Write the remainder and carry the quotient to the next place value position
EXAMPLES
1. Workout 136seven × 4seven leaving your answer in the base indicated
1 3 6seven
× 4seven
6 1 3seven
2. Workout 32 ve × 14 ve leaving your answer in the base indicated
3 2 ve
× 1 4 ve
23 3
+32
1 10 3 ve
3. Work out et5twelve × 8ttwelve
e t 5twelve
× 8 ttwelve
9t8 2
+ 7 t e4
8 8t0 2 twelve
4. Work out 141 ve × 23 ve
1 2 3 ve
× 2 3 ve
102 3
+332 0
434 3 ve
1.6 Exercise Set
1. Fill in the missing numbers in this multiplication table in base twelve
× 0 1 2 3 4 5 6 7 8 9 t e
0 0 0
1 1twelve
2 10twelve
3
4 14twelve 34twelve
5 47twelve
6 16twelve
7 0twelve 53twelve
8 54twelve
9 53twelve
t
e 1ttwelve 47twelve t1twelve
12 Practice makes mathematics easier
1.4. OPERATION ON NUMBERS IN VARIOUS BASES
2. Workout the following leaving your answer in the base indicated
(a) 1022 three × 21 three (e) 999 ten × 245 ten
(b) 315 eight × 17 eight (f ) e84 twelve × et twelve
(c) 1111 two × 10 two (g) 3664 nine × 31 nine
(d) 577 eight × 165 eight (h) 8745 eleven × t65 eleven
3. Multiply:
(a) 1121 three by 212 three (c) 41 ve by 12 ve
(b) 312 four by 122 four (d) 1001 two by 11 two
4. Multiply:
(a) 11 two by 12 three (d) 1123 four by 234 ve
(b) 8787 nine by 435 seven (e) tet4 twelve by t67 eleven
(c) 231 four by 235 six (f ) 3421 ve by 133 four
1.4.4 Division of bases
• Convert each number base to base ten
• Divide the two numbers in base ten
• Convert the result back to the required base
EXAMPLES
1. Divide 1331four by 121four
First Convert 1331four and 121four to base ten and then nally express the answer in base
Practice makes mathematics easier 13
1.4. OPERATION ON NUMBERS IN VARIOUS BASES
four.
Converting 1331four to base ten
1331four = (1 × 43 ) + (3 × 42 ) + (3 × 41 ) + (1 × 40 )
= (1 × 4 × 4 × 4) + (3 × 4 × 4) + (3 × 4) + (1 × 1)
= 64 + 48 + 12 + 1
= 125ten
Converting 121four to base ten
121four = (1 × 42 ) + (2 × 41 ) + (1 × 40 )
= (1 × 4 × 4) + (2 × 4) + (1 × 1)
= 16 + 8 + 1
= 25ten
Dividing the numbers in base ten
= 125 ÷ 25
=5 B N R
Converting to base four 4 5 1
1331four ÷ 121four = 11four
2. Divide t46eleven by 26eleven
First convert t46eleven and 26eleven to base ten and then nally express the answer in base
eleven .
Converting t46eleven to base ten
t46eleven = (t × 112 ) + (4 × 111 ) + (6 × 110 )
= (10 × 11 × 11) + (4 × 11) + (6 × 1)
= 1210 + 44 + 6
= 1260ten
Converting 26eleven to base ten
26eleven = (2 × 111 ) + (6 × 110 )
= (2 × 11) + (6 × 1)
= 22 + 6
= 28ten
Dividing the numbers in base ten
= 1260 ÷ 28
= 45
Converting the number in base ten to base eleven
14 Practice makes mathematics easier
1.4. OPERATION ON NUMBERS IN VARIOUS BASES
B N R
11 45 1
t46eleven ÷ 26eleven = 41eleven
1.7 Exercise Set
1. Workout the following leaving your answer in the base indicated
(a) 10000two ÷ 1000two (c) 1111two ÷ 101two (e) 176eight ÷ 11eight
(b) 313four ÷ 11four (d) 1870nine ÷ 35nine (f ) 500six ÷ 23six
2. Workout 201four ÷ 1011two giving your answer in base three.
Activity of intergration
On April 4, 2020 the Covid19 task force started the distribution of food in Kawempe Divi-
sion(kampala district). Each member in the household was given a package containing 6 kgs of
maize our,and 3 kg of beans. There are 10 households in the community with 3, 5, 7, 4, 6, 5,8,12,
13,4 members respectively.
TASK
1. Determine the number of packages the task force distributed in kawempe division.
2. Determine the total weight of the maize our that was distributed in the division.
3. In case there are some remaining packages,discuss what the task force should do with them.
4. The prices of, beans and maize our was approximated to be at 4000UGX and 2500UGX
perkilogram respectively.What is the total amount of money spent by the government on
maize our and beans in the 10 households.
Practice makes mathematics easier 15
Chapter 2: WORKING WITH INTEGERS
Learning objectives
By the end of this topic,the learners should be able to
• Identify ,read and write natural numbers as numerals and words in million,billion and trillion
• Dierentiate between natural numbers and whole numbers /integers
• Identify directed numbers
• Use directed numbers (limited to integers) in real life situations
• Use the hierarchy of operations to carry out the four mathematical operations on integers
• Identify Even, Odd, Prime and Composite Numbers
• Find the prime factors of any number
• Relate common factors with HCF and multiples with LCM
• Work out and use of divisibility tests of some numbers
2.1 Natural numbers
Introduction
Natural numbers can be classi ed into various groups of numbers. In your primary education,
you learnt numbers such as even, odd, prime and composite.
1. Natural Numbers
These are numbers used in counting.e.g N={1, 2, 3, 4 · · · }
2. Whole Numbers
These are counting numbers including zero.e.g W={0, 1, 2, 3, 4 · · · }
Activity:Writing and reading numbers
There are two boxes. In one box, number cards are written in gures and the others in words.
In groups, a member picks one card from one of the boxes. After all the cards have been picked,
one member displays his/her card; then the others check their cards, and the matching card is
displayed.
EXAMPLES
1. Write 999, 444, 230, 999 in words.
Billion Million Thousands Ones
H T O H T O H T O H T O
9 9 9 4 4 4 2 3 0 9 9 9
16
2.1. NATURAL NUMBERS
Nine hundred ninety nine billion,four hundred forty four million Two hundred thirty thou-
sand nine hundred ninety nine.
2. Write 940, 340, 400, 230, 886 in words.
Trillion Billion Million Thousands Ones
H T O H T O H T O H T O H T O
9 4 0 3 4 0 4 0 0 2 3 0 8 8 6
Nine hundred fourty trillion three hundred forty billion,four hundred million Two hundred
thirty thousand eight hundred eighty six.
3. Write: Nine hundred ninety nine trillion seven hundred eighty eight billion, ve hundred
ninety nine million nine hundred ninety nine thousand eight hundred eighty six in gures.
999 000 000 000 000
788 000 000 000
599 000 000
999 000
+ 886
999 788 599 999 886
2.1 Exercise Set
1. Write the following in words:
(a) 6,800 (d) 76000 (g) 8,999,909,700
(b) 9,888,008 (e) 8,888,888 (h) 6,745,842,003
(c) 722,820,060 (f ) 9,770,500 (i) 3,730,284,654,040
2. Write the following in gures
(a) Seven hundred three million seven thousand and six
(b) Four billion seventy-nine million ve thousand six
(c) One trillion three hundred forty billion seven hundred seventy- ve million two hundred
sixty thousand
(d) Nine hundred ninety- nine trillion seven hundred eighty eight billion ve hundred ninety
nine million nine hundred ninety nine thousand eight hunded eighty six
(e) Seventy seven million two hundred sixty seven thousand nine hundred eighty
Practice makes mathematics easier 17
2.2. USE DIRECTED NUMBERS (LIMITED TO INTEGERS) IN REAL-LIFE
SITUATIONS
2.1.1 Dierentiating between natural numbers and whole numbers/in-
tegers
Activity:Relating natural numbers and integers
Two learners Hannah and Ritah went to the school canteen to buy some snacks for their breakfast.
Ritah bought 3 pancakes at UGX.200 each and 1 ban at UGX. 300. Hannah checked her bag and
found out that her money was stolen. She borrowed some money from Ritah. She bought four 4
pancakes and 2 bans.
Questions
1. Which of the two learners had more money?
2. How much money did Hannah borrow from Ritah?
3. Ritah said that Hannah had negative UGX. 1400. Was she correct?
4. Give reasons for your answer.
2.2 Use Directed Numbers (Limited to Integers) in Real-life
Situations
Numbers which have a direction and a size are called directed numbers. Once a direction is chosen
as positive (+), the opposite direction is taken as negative (-)
Activity: Integers in real-life situations
Read the story below and answer the questions.
Once upon a time, there lived an old woman. She had hot and cold stones and a big pot of water.
If she put one hot stone in the water, the temperature of the water would rise by 1 degree. If
she took the hot stone out of the water again, the temperature would go down by 1 degree.i.e
if the temperature of the water was 28 degrees and the old woman removes 2 hot stones ,the
temperature would drop to 26 degrees ,and if the temperature of the water was at 85 degrees and
the old woman adds 4 hot stones,the temperature would rise to 89 degrees.
18 Practice makes mathematics easier
2.3. USE THE HIERARCHY OF OPERATIONS TO CARRY OUT THE FOUR
MATHEMATICAL OPERATIONS ON INTEGERS
Questions
1. If the temperature of the water is 24 degrees and the old woman adds 5 hot stones, what is
the new temperature of the water?
2. Now imagine that the temperature of the water is at 29 degrees. The old woman takes a
spoon and takes out 3 of the hot stones from the pot.What is the temperature of the water
when the old woman removes 3 hot stones? Explain your answer.
3. The old woman also had cold stones. If she adds 1 cold stone to the water, the temperature
goes down by 1 degree. The temperature of the water was 26 degrees. Then the old woman
added 4 cold stones.What is the temperature of the water after the old woman added 4 cold
stones
4. Give a reason for your answer.
5. Imagine that the temperature of the water was 22 degrees and the old woman removes 3
cold stones. What happens to the temperature of the water?
6. What is the new temperature of the water? Explain your answer.
2.3 Use the Hierarchy of Operations to Carry out the Four
Mathematical Operations on Integers
Activity: Operation on integers
1. Sarah moved 5 steps to the right from a xed point. Then she moved 9 steps to the left.
(a) How far is Sarah from the xed point?
(b) Peter gave his answer as 4 steps to the left of the xed point and John as 4 (negative
4). Who is correct? Give reasons for your answer.
2. A group of learners of Geography went for a tour to Kabale. They found out that the
0 0
temperature at one time was 13 C. At around mid-night the temperature was 10 C. By how
many degrees had the temperature dropped?
2.4 Number line
Integers can be illustrated on a number line (number scale) as shown below
Negative integers Positive integers
−6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6
Zero is neither positive nor negative
Practice makes mathematics easier 19
2.4. NUMBER LINE
Positive integers are to the right of a zero and negative integers are to the left of zero.Positive
integers are shifts to the right while negative integers are shifts to the left
2.4.1 Addition of numbers on a number line
−
Work out 4 ++ 6 using a numberline
+
6
−
4
−6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6
+
2
−
4 ++ 6 =+ 2
2.4.2 Subtraction of numbers on a number line
−
Work out 3−4 using a number line
−
4 −
3
−10 −9 −8 −7 −6 −5 −4 −3 −2 −1 0 1
−
7
−
3 +− 4 =− 7
2.4.3 Multiplication of numbers on a number line
Multiplication is interpreted as repeated addition of positive or negative numbers.
+ +
Work out 2 × 3
SOLUTION
+
2 ×+ 3 =+ 2 ++ 2 ++ 2
+ + +
2 2 2
0 1 2 3 4 5 6 7 8 9 10 11
+
6
+
2 ×+ 3 = 6
20 Practice makes mathematics easier
2.4. NUMBER LINE
2.4.4 Division of numbers on a number line
Division is interpreted as repeated subtraction of positive or negative numbers
STEPS
• Draw an empty number line.
• Start from the right hand side of the number line.i.e From the Dividend
• Subtract by groups i.e subtract the divisor from the dividend up to when you reach zero.
• Count the jumps made from the dividend
+
(i) Workout 6 ÷+ 2 using a numberline
+
6=6−2−2−2
=0
+ +
6÷ 2=3
3 is the number of times you can subtract 2 from 6 before you get to zero i.e 3 represents the
jumps made (skip 2 digits from 6)
− − −
2 2 2
0 1 2 3 4 5 6 7 8 9 10 11
3 jumps
(ii) Work out 15÷3
15 = 15 − 3 − 3 − 3 − 3 − 3
=0
15 ÷ 3 = 5
5 is the number of times you can subtract 3 from 15 before you get to zero i.e 5 represents the
jumps made (skip 3 digits from 15)
− − − − −
3 3 3 3 3
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
5 jumps
Practice makes mathematics easier 21
2.4. NUMBER LINE
Summary for the rules of multiplication and division of integers
RULE RESULT EXAMPLE
+ + +
A positive× A positive A positive 2× 4= 8
A positive× A negative A negative
+
2 ×− 3 =− 6
−
A negative × A negative A positive 2 ×− 2 =+ 4
+
A positive÷A positive A positive 4 ÷+ 2 =+ 2
A positive ÷ A negative A negative
+
4 ÷− 2 =− 2
−
A negative ÷ A positive A negative 4 ÷+ 2 =− 2
−
A negative ÷A negative A positive 4 ÷− 2 =+ 2
2.2 Exercise Set
1. Work out the following in degrees
2. Workout the following numbers using a number line
(a)
+
3 ++ 5 (e)
+
5 −− 3 (i)
+
23 ×+ 6
(b)
+
4−6 (f ) 4 ×+ 2 (j)
+
3 −− 4
−
(c) 7 −− 3 (g)
+
3 ×− 3 (k)
+
9÷3
(d)
+
4 −+ 8 (h)
+
4 ×− 2 (l) 24 ÷ 4
22 Practice makes mathematics easier
2.5. IDENTIFY EVEN, ODD, PRIME AND COMPOSITE NUMBERS
3. Work out the following:
(a)
+
32 +− 5 (e)
+
51 −− 32 (i)
+
123 ×+ 6
(b)
+
84 − 6 (f ) 42 ×+ 2 (j)
+
73 −− 4
−
(c) 17 −− 13 (g)
+
13 ×− 3 (k)
+
99 ÷ 3
(d)
+
104 −+ 5 (h)
+
74 ×− 2 (l) 124 ÷ 4
4. Work out
Hint:BODMAS MUST BE APPLIED
(a)
+
3 ×− 4 ×− 6 (f )
−
34 ×+ 2 ÷+ 2
(b)
+
4 ×− 2 ×+ 5 (g) 24 of 13˘(18 ÷ 6 + 3) ÷ (9 × 3 − 25)
(c)
+
7 ×− 8 ×+ 4 (h) 89 − (99 − 84 ÷ 2 + 2)
−
(d) 20 ×− 6 ÷+ 2 (i) 6 ÷ (2 + (2 × 6 − 2))
−
(e) 25 ÷ 5 ×− 8 (j) 4 of (4 + 3) − 2(1 + 9) ÷ 4
5. In a certain mathematics test a correct answer scores 5 marks and an incorrect answer, the
child gets a penalty of two marks deducted. Joy guessed all the answers. She got 12 correct
and 8 wrong. Work out her total marks.
2.5 Identify Even, Odd, Prime and Composite Numbers
Introduction
Natural numbers can be classi ed into various groups of numbers. In your primary education,
you learnt numbers such as even, odd, prime and composite.
Activity: Identifying even, odd, prime and composite numbers
1. Natural Numbers
These are numbers used in counting.e.g N={1, 2, 3, 4 · · · }
2. Whole Numbers
These are counting numbers including zero.e.g W={0, 1, 2, 3, 4 · · · }
3. Square Numbers
These are numbers got after multiplying a natural number by itself.e.g S={1, 4, 9, 16 · · · }
4. Cube Numbers
These are numbers got after multiplying a natural number three times.e.g C={1, 8, 27, 64 · · · }
5. Even Numbers
This is a number that is exactly divisible by two .e.g E={2, 4, 6, 8 · · · }
6. Prime Numbers
This is a number with only two factors one and itself .e.g E={2, 3, 5, 7 · · · }
Practice makes mathematics easier 23
2.5. IDENTIFY EVEN, ODD, PRIME AND COMPOSITE NUMBERS
7. Composite Numbers
This is a number with more than two factors .e.g {4, 6, 8 · · · }
EXAMPLES
1. Identifying prime and composite numbers
Name : Date :
Prime and Composite Numbers
Prime Composite Neither prime nor composite
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
The number 1 is neither prime nor composite as it has only one factor.
A prime number has exactly two factors, 1 and itself.
A composite number has more than two factors.
2. Are there numbers that belong to more than one group?
Printable Math Worksheets & Charts @ www.mathworksheets4kids.com
3. Wha is the 6th prime number?
4. Wha is the 19th composite number?
2.3 Exercise Set
1. (a) The table below shows the natural numbers from 1 to 100.Color the numbers
Even numbers Odd numbers
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
24 Practice makes mathematics easier
2.6. FINDING THE PRIME FACTORS AND MULTIPLES OF ANY NUMBER
(b) What is the 7th odd number?
(c) What is the 20th even number?
(d) Are there numbers that belong to more than one group?
2. Write down a number which is both an even number and a prime number
3. List the rst 10 composite numbers
2.6 Finding the Prime Factors and multiples of any Number
• Factors
Factors of numbers are all numbers that divide exactly into it,leaving no remainder..e.g 6 is
divisible by {1, 2, 3, 6} Therefore the factors of 6 are F6 ={1, 2, 3, 6}
• Prime Factor
This is a factor which is a prime number.
• Prime Factorisation
Expresses a number as a product of only its prime factors .
• Multiple of a Number
Is that number multiplied by another integer .i.e When two numbers are multiplied together,
the product is called multipl.e.g Multiples of 5 include {5, 10, 15, 20 · · · }.
EXAMPLES
1. List all the factors of the following numbers
(a) 12
F12 = {1, 2, 3, 4, 6, 12}
(b) 32
F32 = {1, 2, 4, 8, 16, 32}
(c) 60
F60 = {1, 2, 3, 4, 5, 10, 12, 15, 30, 60}
2. List the multiples of the following numbers
(a) 2
M2 = {2, 4, 6, 8, 10, · · · }
(b) 3
M3 = {3, 6, 9, 12, · · · }
(c) 12
M12 = {12, 24, 36, 48, 60, · · · }
3. Express each of the following numbers as a product of its prime factors
(a) 36
Practice makes mathematics easier 25
2.6. FINDING THE PRIME FACTORS AND MULTIPLES OF ANY NUMBER
Prime Factor Number
2 36
2 18
3 9
3 3
36 = 2 × 2 × 3 × 3
36 = 22 × 32
(b) 108
Prime Factor Number
2 108
2 54
3 27
3 9
3 3
108 = 2 × 2 × 3 × 3 × 3 (1)
108 = 22 × 33 (2)
NB
• Equation (1) expresses our answer as a product of prime factors
• Equation (2) expresses our answer in power notation
• The above method is known as prime factorisation
4. 126
126
2 63
3 21
3 7
126 = 2 × 3 × 3 × 7
3780 = 21 × 32 × 71
26 Practice makes mathematics easier
2.7. WORK OUT AND USE DIVISIBILITY TESTS OF SOME NUMBERS
5. 3780
We can as well use the prime factor tree to nd the factors of a number
3780
2 1890
2 945
3 315
3 105
3 35
5 7
3780 = 2 × 2 × 3 × 3 × 3 × 5 × 7
3780 = 22 × 33 × 51 × 71
NOTE
To express our answer in power notation we apply the law of indices as below
LAW Example
m n (m+n) 3 4 7
a ×a =a 2 ×2 =2
am ÷ an = a(m−n) 25 ÷ 22 = 23
(am )n = am×n (23 )3 = 29
a1 = a 21 = 2
a0 = 1 20 = 1
m 2
( ab )m = abm ( 32 )2 = 322
a−m = a1m 2−4 = 214
2.7 Work Out and Use Divisibility Tests of Some Numbers
• If a number is divisible by 2, its last digit is even(2,4,6,8) or 0 .
• If a number is divisible by 3, the sum of its digits will be a multiple of 3.
Practice makes mathematics easier 27
2.7. WORK OUT AND USE DIVISIBILITY TESTS OF SOME NUMBERS
• If a number is divisible by 4, the last two digits will be a multiple of 4.
• If a number is divisible by 5, it will end in 0 or 5.
• If a number is divisible by 6, its last digit is even and the sum of its digits is divisible by 3
• If a number is divisible by 8, its lastthree digits form a number divisible by 8 .
• If a number is divisible by 9, the sum of its digits will be a multiple of 9.
• If a number is divisible by 10, its last digit is 0
2.4 Exercise Set
1. List all the common divisors/ factors of the following:
(a) 16 (c) 112 (e) 90 (g) 18
(b) 60 (d) 225 (f ) 100 (h) 48
2. List down multiples of the following numbers that are less than 50
(a) 5 (c) 9 (e) 13 (g) 24
(b) 20 (d) 10 (f ) 7 (h) 11
3. Find the prime factors of the following numbers. Give your answer in power form(Power
notation).
(a) 28 (d) 156 (g) 132 (j) 993
(b) 54 (e) 225 (h) 90 (k) 2145
(c) 204 (f ) 1020 (i) 1232 (l) 780
4. (a) List all the factors of each of the following numbers: 11, 12, 13, 14, 15, 16, 17, 18, 19,
20
(b) Which of these numbers are prime?
5. Explain why 99 is not a prime number.
6. Which of the following are prime numbers: 33, 35, 37, 39 ?
7. Find the prime factors of 72.
8. (a) Find the prime factors of 40.
(b) Find the prime factors of 70.
(c) Which prime factors do 40 and 70 have in common?
9. Find the prime factors that 48 and 54 have in common.
10. A number has prime factors 2, 5 and 7. Which is the smallest number that has these prime
factors?
28 Practice makes mathematics easier
2.8. RELATE COMMON FACTORS WITH HCF AND MULTIPLES WITH LCM
11. The rst 5 prime numbers are 2, 3, 5, 7 and 11. Which is the smallest number that has
these prime factors?
12. Write down the rst two prime numbers which are greater than 100.
13. Which is the rst prime number that is greater than 200?
14. Use a factor tree to nd the prime factors of:
(a) 102 (c) 30 (e) 200
(b) 60 (d) 80 (f ) 72
15. A number is expressed as the product of its prime factors as 52 × 72 .What is the number?
16. A number is expressed as the product of its prime factors as 23 × 35 .What is the number?
17. The prime factors of a number are 2, 7 and 11. Which are the three smallest numbers with
these prime factors?
18. Given the following numbers: 12, 132, 1212, 3243, 1112, 81, 18, 27, 279, 2580, 5750. Find
out which of them are divisible by:
(a) 2 (d) 5 (g) 8
(b) 3 (e) 6 (h) 9
(c) 4 (f ) 7 (i) 10
2.8 Relate Common Factors with HCF and Multiples with
LCM
In this section we deal with nding LCM and HCF.We use the knowledge of multiples and factors.
2.8.1 Highest Common Factor(HCF)
• Highest Common Factor(H.C.F)
Is the highest number that divides exacly in two or more numbers .H.C.F is also called
Greatest Common Divisor(G.C.D) or The highest common factor (HCF) of two numbers is
the largest number that is a factor of both.
STEPS
To nd the HCF of two or more numbers:
• Express each of the numbers as a product of prime factors,
• Pick out the least power of each common factor. The product of these gives the HCF or
GCF
EXAMPLES
Practice makes mathematics easier 29
2.8. RELATE COMMON FACTORS WITH HCF AND MULTIPLES WITH LCM
1. Find the HCF of 12 and 15.
SOLUTION
F12 = {1, 2, 3 , 4, 6, 12}
F15 = {1, 3 , 5, 15}
The common factors are {1, 3}. The highest of these is 3. Therefore,the HCF of 12 and 15
is 3.
2. Find the HCF of 20 and 30
SOLUTION
F20 = {1, 2, 4, 5, 10 , 20}
F30 = {1, 2, 3, 5, 6, 10 , 15, 30}
The HCF of 20 and 30 is 10.
3. Find the HCF of 210 and 360
SOLUTION
Prime Factor Number
Prime Factor Number 2 360
2 210 2 180
3 105 2 90
5 35 3 45
7 7 3 15
1 5 5
210 = 21 × 31 × 51 × 71
360 = 23 × 32 × 51
The common factors are 2,3 and 5.So we pick out those with the lowest(smaller) power .i.e
3 1 1
On 2 and 2 ,we choose the one with the smaller power ,which is 2
HCF = 21 × 31 × 51
=2×3×5
HCF = 30
2.5 Exercise Set
1. (a) Write the factors of 8 and 12
(b) Identify the common factors of 8 and 12
(c) What is the highest common factor
30 Practice makes mathematics easier
2.8. RELATE COMMON FACTORS WITH HCF AND MULTIPLES WITH LCM
2. Find the HCF of the following:
(a) 96, 57 (d) 42 ,63 ,105 (g) 54, 48
(b) 49 ,84 (e) 28,42,98 (h) 42 ,63 ,105
(c) 72,144,288 (f ) 132, 156,204,228 (i) 90,126,270
3. Find the HCF of:
(a) 6 and 9 (d) 15 and 10 (g) 56 and 60 (j) 320 and 128
(b) 14 and 18 (e) 90 and 120 (h) 77 and 50 (k) 46 and 62
(c) 30 and 24 (f ) 96 and 72 (i) 300 and 550 (l) 124 and 72
4. (a) Use a factor tree to nd the prime factorisation of 42.
(b) Use a factor tree to nd the prime factorisation of 90.
(c) Find the HCF of 42 and 90.
5. Stephen has two pieces of cloth. One piece is 36 inches wide and the other piece is 24 inches
wide. He wants to cut both pieces into strips of equal width that are as wide as possible.
How wide should he cut the strips?
6. Determine the smallest sum of money out of which a number of men, women and children
may receive UGX. 750, Ush.900 and Ush.700 each.
2.8.2 Lowest Common Multiple(LCM)
Lowest common multiple(L.C.M)
The lowest common multiple (LCM) of two numbers is the smallest number that is a multiple of
both.
EXAMPLES
1. What is the LCM of 5 and 7
M5 = {5, 10, 15, 20, 25, 30, 35 , 40 · · · }
M7 = {7, 14, 21, 28, 35 , 42 · · · }
The LCM of 5 and 7 is 35.
Practice makes mathematics easier 31
2.8. RELATE COMMON FACTORS WITH HCF AND MULTIPLES WITH LCM
2. Find the LCM of 16, 12 and 24.
16 12 24
2 8 6 12
2 4 3 6
2 2 3 3
2 1 3 3
3 1 1 1
LCM = 2 × 2 × 2 × 2 × 2 × 3
LCM = 48
3. Find the LCM of 210 and 360
SOLUTION
210 360
2 105 180
2 105 90
2 105 45
3 35 15
5 35 5
7 7 1
1 1
LCM = 2 × 2 × 2 × 3 × 3 × 5 × 7
LCM = 2520
2.6 Exercise Set
1. (a) List the rst 10 multiples of 8.
(b) List the rst 10 multiples of 6.
(c) What is the LCM of 6 and 8 ?
2. What is the LCM of:
(a) 5 and 3 (c) 8 and 10 (e) 15 and 20
(b) 9 and 6 (d) 12 and 9 (f ) 6 and 11 ?
3. (a) Use a factor tree to nd the prime factorisation of 66.
(b) Use a factor tree to nd the prime factorisation of 40.
(c) Find the LCM of 40 and 66.
4. Find the LCM of:
32 Practice makes mathematics easier
2.8. RELATE COMMON FACTORS WITH HCF AND MULTIPLES WITH LCM
(a) 28 and 30 (d) 60 and 50 (g) 14, 21
(b) 16 and 24 (e) 12 and 18 (h) 18, 24, 96
(c) 20 and 25 (f ) 21 and 35 (i) 60, 72, 84, 112
5. Two lighthouses can be seen from the top of a hill. The rst ashes once every 8 seconds,
and the other ashes once every 15 seconds. If they ash simultaneously, how long is it until
they ash again at the same time?
6. At Namboole stadium race track, Victor completes a lap in 40 seconds; Ethan completes
a lap in 30 seconds, and Joel completes a lap in 50 seconds. If all three start a lap at the
same time, how long is it before
(a) Victor overtakes joel,
(b) Ethan overtakes victor?
7. Martin exercises every 12 days and Daniel every 8 days. Martin and Daniel both exercised
today. How many days will it be until they exercise together again?
8. At Taibah international school, two bells are rung to change lessons at intervals of 60 minutes
and 120 minutes respectively.After how many minutes will the bells be rung together again?
9. Daniel, Ethan and Michael start to jog around a circular stadium. They complete their
rounds in 36 seconds, 48 seconds and 42 seconds respectively. After how many seconds will
they be together at the starting point?
Activity of intergration
Stephen is planning a graduation party and wants to give his guests some snacks on arrival for
the party.He buys 72 cup cakes,144 apples and 288 chocolate bars
• Support: Each plate must have exactly the same number of chocolate bars,apples,and cup
cakes .There must not be any left overs.
• Knowledge: Knowledge of factors,highest common factor and numbers
• Tasks:
1. What is the greatest number of guests stephen must invite for the graduation party
2. Write down the number of guests in words
Practice makes mathematics easier 33
Chapter 3: FRACTIONS, PERCENTAGES
AND DECIMALS.
Learning objectives
By the end of this topic,the learner should be able to
• Describe dierent types of fractions.
• Convert improper fractions to mixed numbers and vice versa.
• Work out problems from real-life situations.
• Add, subtract, divide and multiply decimals.
• Convert fractions to decimals and vice versa.
• Identify and classify decimals as terminating, non-terminating and recurring decimals.
• Convert recurring decimals into fractions.
• Convert fractions and decimals into percentages and vice versa.
• Finding the Percentage Increase and Decrease
• Work out real-life problems involving percentages.
Introduction
In this topic, you will use knowledge of place values to manipulate fractions, decimals and per-
centages. You will convert fractions to decimals, decimals to percentages and vice versa.
a
1. A fraction is a number in the form where a and b are whole numbers and b is not zero.
b
2. In a fraction the top number is called the numerator(a) and the bottom number is called
the denominator(b)
3. A fraction is in simplest form (lowest terms) when the top and bottom cannot be any smaller
3.1 Types of fraction
• Proper fraction
3 7
In a proper fraction the numerator is less than the denominator. Thus and are both
4 9
proper fractions.
3
1. Shade
4
34
3.1. TYPES OF FRACTION
7
2. Shade
9
• Improper fraction
13 5
In an improper fraction the numerator is greater than the denominator. Thus , and
4 3
9
are improper fractions.
5
13
1. Shade
4
9
2. Shade
5
5
3. shade
3
• Equivalent fractions
Equivalent fractions have the same value. In an equivalent fraction both the numerator and
5 10
denominator are multiplied or divided by the same number.Thus and are equivalent
8 16
fractions
NOTE
In a mixed number a whole number is followed by a proper fraction. Thus 1 34 and 3 58 are both
mixed numbers. A mixed number can be converted into an improper fraction and vice versa
3.1 Exercise Set
3
1. Roberta shades of a shape. What fraction of the shape is left unshaded?
7
3
2. A cake is divided into 12 equal parts. Hannah eats of the cake and Priscilla eats another
12
1
. What fraction of the cake is left?
12
Practice makes mathematics easier 35
3.2. CONVERTING IMPROPER FRACTIONS TO MIXED NUMBERS AND VICE VERSA
3. A car park contains 20 spaces. There are 17 cars parked in the car park.
(a) What fraction of the car park is full?
(b) What fraction of the car park is empty?
3 4
4. Benjamin eats of the sweets in a packet. Shakur eats another of the sweets.
10 10
(a) What fraction of the sweets has been eaten?
(b) What fraction of the sweets is left?
5. Draw diagrams to show these improper fractions:
7
(a)
2
8
(b)
3
6. Draw a square with its four lines of symmetry.
3
(a) Shade of the shape.
8
2
(b) Shade another of the shape.
8
(c) What is the total fraction now shaded?
(d) How much is left unshaded?
7. Shade the following fractions
3 1 14 9
(a) (c) (e) (g)
10 2 10 8
10 4 5 8
(b) (d) (f ) (h)
3 3 6 9
3.2 Converting Improper Fractions to Mixed Numbers and
Vice Versa
Summary
(D × W ) + N
D
W here :
D = denominator
N = numerator
W = wholenumber
EXAMPLES
36 Practice makes mathematics easier
3.2. CONVERTING IMPROPER FRACTIONS TO MIXED NUMBERS AND VICE VERSA
1. Convert 3 25 into an improper fraction
SOLUTION
(D × W ) + N
D
W here :
D=5
N =2
W =3
(D × W ) + N (5 × 3) + 2
=
D 5
15 + 2
=
5
17
=
5
11
2. Express as a mixed number.
4
We are required to express our answer in the form W DR
11
= 2remainder3
4
3
=2
4
5
3. Reduce to its simplest form
10
5 5÷5
=
10 10 ÷ 5
1
=
2
1
4. Find the equivalent fractions for
3
We can nd the equivalent fractions by multiplying the numerator and denom-
inator by the same number
1 1×2 2
= =
3 3×2 6
1 1×4 4
= =
3 3×4 12
1 1×5 5
= =
3 3×5 15
1 2 4 5
T heref ore = = =
3 6 12 15
3.2 Exercise Set
Practice makes mathematics easier 37
3.3. OPERATIONS ON FRACTIONS
1. Convert these mixed numbers to improper fractions.
(a) 1 35 (c) 3 54 (e) 10 37 (g) 5 35
(b) 7 13 (d) 6 49 (f ) 9 23 (h)
8
7 12
2. Write these fractions in order of increasing size. 6 21 , 18
5
, 3 14 , 5 31 , 17
3
5 4 7
3. Arrange the fractions , , and 12 in descending order of magnitude
6 9 8
4. A young child is 44 months old. Find the age of the baby in years as a mixed number in
the simplest form.
5. In an o ce there are 3 12 reams of paper. There are 500 sheets of paper in each full ream.
How many sheets of paper are there in the o ce?
6. Express the following improper fractions as a mixed number.
7 54 10 14
(a) (c) (e) (g)
2 7 3 10
22 27 4 9
(b) (d) (f ) (h)
3 13 3 8
7. Change these mixed numbers to vulgar fractions
(a) 6 35
2
(b) 3 17
8. Express the following improper fractions as a mixed number.
38 231 54 29
(a) (b) (c) (d)
9 15 7 13
3.3 Operations on Fractions
• For fractions with plus (+) and minus (−) signs only, nd the LCM and workout
• For fractions with combined operations, the BODMAS rule must be observed.
Activity:Work out problems from real-life situations
EXAMPLES
1
1. Find of UGX. 10000
10
SOLUTION
38 Practice makes mathematics easier
3.3. OPERATIONS ON FRACTIONS
1
= of 10000
10
1
= × 10000
10
1
= × 10000
10
= UGX1000
4
2. Find of UGX. 16,000
8
SOLUTION
4
= of 16, 000
8
4
= × 16, 000
8
4 : 2000
= × 16000
8
= 4 × 2000
= UGX8000
3.3 Exercise Set
1. Find:
1 4
(a) of UGX. 16,000 (d) of 800
2 8
1 3
(b) of 15 (e) of UGX. 2,500,000
3 4
6
(c) of 49
7
3
2. In a test, there are 40 marks. Mimmi gets of the marks. How many marks does she get?
4
3
3. At Taibah international school school there are 850 pupils. If of the pupils are left-
50
handed, how many left-handed pupils are there in the school?
4. There are 600 pupils in a school. How many school lunches must be prepared if:
3
(a) of the pupils have school lunches
4
2
(b) of the pupils have school lunches
3
5. A school has 800 pupils. The Headteacher decides to send a questionnaire
2
to of the pupils. How many pupils receive a questionnaire?
5
Practice makes mathematics easier 39
3.3. OPERATIONS ON FRACTIONS
3.3.1 Addition of Fractions with the Same Denominators
To add fractions with like or the same denominator, simply add the numerators then copy the
common denominator. Always reduce your nal answer to its lowest term.
EXAMPLES
1 2
1. Work out
8
+ 8
2 1
2. Work out
9
+ 9
2 1 2+1
+ =
9 9 9
3
= Reduce the fraction to its lowest term
9
1
3
= 3
9
1
=
3
3.4 Exercise Set
1. Work out
4 2 5
(a)
8
+ 8
(d)
6
+ 26 + 7
6
(b) 2 13 + 3 23 (e) 1 13 + 3 23 + 5 13
5 3 1 4 3
(c)
12
+ 12
+ 12
(f )
28
+ 28
40 Practice makes mathematics easier
3.3. OPERATIONS ON FRACTIONS
5 2
2. If Praise sells of her clothes to Maria keziah,and of it to Alexadra.What fraction of her
8 8
clothes has she sold.
1 1
3. Tendo ate of a sh for lunch and another of the sh for supper.What fraction of the sh
3 3
did Tendo eat altogether
3.3.2 Addition of Fractions with dierent Denominators
Given two unlike fractions where the denominators are NOT the same,the fractions can be solved
using two methods.
• LCM method
• Cross Multiplication method
The following steps are followed when using the LCM method
Steps for Adding Fractions with Unlike Denominators
• Identify the least common denominator by nding the least common multiple for the de-
nominators.
• Write equivalent fractions (making sure that each equivalent fraction contains the least
common denominator (LCM))
• Add the equivalent fractions that you wrote in step 2. (The denominators should now be
the same.)
• Reduce the fraction to its lowest term
EXAMPLES
3
1. Add
4
+ 13
STEP 1:Finding the LCM of 4 and 3.
LCM=12
Divide the denominator by the LCM and then multiply it with the numerator
3 1 (12 ÷ 4) × 3 + (12 ÷ 3) × 1
+ =
4 3 12
3×3+4×1
=
12
9+4
=
12
13
=
12
3
2. Add
5
+ 29
Cross multiplying method
3 2
+
5 9
Practice makes mathematics easier 41
3.3. OPERATIONS ON FRACTIONS
(3 × 9) + (5 × 2)
=
5×9
27 + 10
=
45
37
=
45
1
3. Add
8
+ 13
LCM method
STEP 1:Finding the LCM of 8 and 3.
LCM=24
Divide the denominator by the LCM and then multiply it with the numerator
1 1 (24 ÷ 8) × 1 + (24 ÷ 3) × 1
+ =
8 3 24
3×1+8×1
=
24
3+8
=
24
11
=
24
1
4. Add
2
+ 13
STEP 1:Finding the LCM of 2 and 3.
LCM=6
Divide the denominator by the LCM and then multiply it with the numerator
1 1 (6 ÷ 2) × 1 + (6 ÷ 3) × 1
+ =
2 3 6
3×1+2×1
=
6
3+2
=
6
5
=
6
3.5 Exercise Set
1. Calculate
42 Practice makes mathematics easier
3.3. OPERATIONS ON FRACTIONS
5 2 1 2 1 5
(a)
7
+ 3
(d)
2
+ 3
(g)
4
+ 8
3 2 3 1 3 4
(b)
5
+ 9
(e)
7
+ 5
(h)
4
+ 5
7 4 4 2 7 3
(c)
8
+ 6
(f )
9
+ 3
(i)
8
+ 10
5 1
2. If christine sells of her clothes to Maria keziah,and of it to Alexadra.What fraction of
8 4
her clothes has she sold.
1 1
3. Tendo ate of a sh for lunch and another of the sh for supper.What fraction of the sh
3 6
did Tendo eat altogether
3.3.3 Subtraction of Fractions with Same Denominators
To subtract fractions with like or the same denominator, simply subtract the numerators then
copy the common denominator. Always reduce your nal answer to its lowest term.
EXAMPLES
3 2
1. Work out
4
− 4
3 2 1
4 4 4
2 1
2. Work out
9
− 9
2 1 2−1
− =
9 9 9
1
=
9
Practice makes mathematics easier 43
3.3. OPERATIONS ON FRACTIONS
3.6 Exercise Set
1. Calculate
5 2
(a)
7
− 7
(d) 5 13 − 3 23 (g)
4
28
− 3
28
(b) 4 57 − 2 27 (e)
5
12
− 3
12
4 2 5 2
(c)
8
− 8
(f )
6
− 6
9 7
2. Kristi had of a cake ,she ate of it.What fraction remained
10 10
3.3.4 Subtraction of Fractions with dierent Denominators
Given two unlike fractions where the denominators are NOT the same,we follow the same steps
as in addition.
EXAMPLES
6 3
1. Work out
11
− 22
STEP 1:Finding the LCM of 11 and 22.
LCM=22
Divide the denominator by the LCM and then multiply it with the numerator
6 3 (22 ÷ 11) × 6 − (22 ÷ 22) × 3
− =
11 22 22
2×6−1×3
=
22
12 − 3
=
22
9
=
22
Cross multiplication method
6 3
−
11 22
6 3 (22 × 6) − (11 × 3)
− =
11 22 22 × 11
132 − 33
=
242
99
=
242
9
99
>
=
* 22
242
9
=
22
5
2. Workout
6
− 13
STEP 1:Finding the LCM of 6 and 3.
LCM=6
44 Practice makes mathematics easier
3.3. OPERATIONS ON FRACTIONS
Divide the denominator by the LCM and then multiply it with the numerator
5 1 (6 ÷ 6) × 5 − (6 ÷ 3) × 1
− =
6 3 6
1×5−2×1
=
6
5−2
=
6
3
=
6
1
3
= 2
6
1
=
2
Cross multiplication method
5 1 (3 × 5) − (6 × 1)
− =
6 3 3×6
15 − 6
=
18
9
=
18
1
9
= 2
18
>
1
=
2
3.7 Exercise Set
1. Work out
7 4 3 1 3 1
(a)
11
− 22
(c)
4
− 2
(e)
4
− 3
(b) 4 56 − 1
3
(d)
5
6
− 3
4
(f )
4
5
− 3
6
3.3.5 Addition of Mixed Fractions
3
1. Work out 1+ 5
3 3
1+ =1
5 5
5
2. Work out 5+ 9
5 5
5+ =5
9 9
Practice makes mathematics easier 45
3.3. OPERATIONS ON FRACTIONS
7
3. Work out 3+ 8
7 7
3+ =3
8 8
4. Work out 1 21 + 2 35
Convert the mixed fractions into an improper fraction
(2 × 1) + 1 (2 × 5) + 3
= +
2 5
3 13
= +
2 5
Finding the LCM of 5 and 2
LCM=10
(10 ÷ 2) × 3 + (10 ÷ 5) × 13
=
10
5 × 3 + 2 × 13
=
10
15 + 26
=
10
41
=
10
3.8 Exercise Set
1. Calculate
(a) 2 12 − 1 12 (c) 2 38 − 1 28 (e) 6 34 + 4 13
(b) 4 34 − 3 14 (d) 1 57 + 4 27
2. Daniel bought 6 41 kg of chicken on monday and 7 34 kg on tuesday.How many kilograms did
he buy altogether.
3.3.6 Subtraction of Mixed Fractions
5
1. Subtract6
7
− 2 71
Changing the mixed fractions into an improper fraction
47 15
= −
7 7
47 − 15
=
7
32
=
7
4
=4
7
46 Practice makes mathematics easier
3.3. OPERATIONS ON FRACTIONS
3
2. Subtract4
5
− 2 51
Changing the mixed fractions into an improper fraction
23 11
= −
5 5
23 − 11
=
5
12
=
5
2
=2
5
3.9 Exercise Set
1. Work out
(a) 2 23 − 1 19 (d) 4 13 − 3 12 (g) 3 15 − 1 78
(b) 5 37 − 2 12 (e) 2 38 − 2 14 (h) 6 34 − 4 13
(c) 4 14 − 2 23 (f ) 5 45 − 2 36
3.3.7 Multiplication of Fractions
When multiplying fractions,the numerator and the denominator are multiplied separately.
3 2
1. Work out
5
× 7
3 2 3×2
× =
5 7 5×7
6
=
35
6
2. Work out
9
of 37
6 3 6 3
of = ×
9 7 9 7
6×3
=
9×7
18
=
63
2
18
>
= 7
63
>
2
=
7
Practice makes mathematics easier 47
3.3. OPERATIONS ON FRACTIONS
3.10 Exercise Set
2 5
1. Work out
3
× 7
3 8
2. Work out
4
× 9
3. Evaluate the following fractions.Answers should be as simplest as possible.
2
(a)
3
× 75 × 21
32
2 4
(b) of
3 5
1 4
(c) of
4 5
3.3.8 Multiplying Mixed Fractions
Convert the mixed fraction into an improper fraction ,and then apply the multiplication rules
3
1. Work out4
5
× 2 51
Changing the mixed fractions into an improper fraction
23 11
= ×
5 5
23 × 11
=
5×5
253
=
25
3
= 10
25
3
2. Work out2
5
× 2 73
Changing the mixed fractions into an improper fraction
13 17
= ×
5 7
13 × 17
=
5×7
221
=
35
11
=6
35
3.11 Exercise Set
1. Work out 1 87 × 3 72
2. Work out 8 57 × 4 32
3. Calculate
5 7
(a) 2 14 × 66
×4
48 Practice makes mathematics easier
3.3. OPERATIONS ON FRACTIONS
(b) 7 18 × 5
16
(c) 5 14 of 10 45
3.3.9 Division of Fractions
Flip And Multiply
6 7
1. Work out
9
÷ 3
Flip the second fraction and then multiply
6 7 6 3
÷ = ×
9 3 9 7
6×3
=
9×7
18
=
63
2
18
>
= 7
63
>
2
=
7
7 4
2. Work out
8
÷ 3
Flip the second fraction and then multiply
7 4 7 3
÷ = ×
8 3 8 4
7×3
=
8×4
21
=
32
3.12 Exercise Set
1. Work out
3
(a)
8
÷ 2 41 (d) 3 23 ÷ 2
5
(g) 21 ÷ 7
9
4
(b)
7
÷ 2 31 (e) 1 ÷ 6 12
30
(h) 1 27 ÷ 6
7 2 1
(c) 21 ÷ 3
(f )
5
÷ 2
Practice makes mathematics easier 49
3.4. ADD, SUBTRACT, DIVIDE AND MULTIPLY DECIMALS
3.4 Add, Subtract, Divide and Multiply Decimals
3.4.1 Fractions and decimals
A decimal number is a number with a decimal point. Thus 1.56 is a decimal number
Activity: Convert Fractions to Decimals
To convert a fraction to decimal, divide the numerator by the denominator.
EXAMPLES
1. Using a calculator, convert the following fractions into decimal numbers:
1
(a)
2
1
=1÷2
2
= 0.5
1
(b)
4
1
=1÷4
4
= 0.25
3
(c)
4
3
=3÷4
4
= 0.75
3.13 Exercise Set
1. Write these fractions as decimals:
8 71 3 408
(a) (b) (c) (d)
10 100 1000 10000
2. Write these fractions as decimals:
3 7 9 61
(a) (b) (c) (d)
500 20 50 200
3. Write these improper fractions as decimals:
12 212 2008 418
(a) (b) (c) (d)
10 100 100 10
50 Practice makes mathematics easier
3.4. ADD, SUBTRACT, DIVIDE AND MULTIPLY DECIMALS
4. Write these improper fractions as decimals:
7 21 16 32
(a) (b) (c) (d)
2 20 5 25
5. Using a calculator, convert the following fractions into decimal numbers:
5 47 17
(a) (c) (e)
8 20 50
7 3
(b) (d)
4 8
Activity: Convert Decimals to Fractions
A decimal number can be exact or inexact An exact decimal or terminating decimal is a decimal
that ends. This decimal is converted into a fraction as follows:
Decimal
• Divide the decimal by one to get
1
• Multiply both top and bottom by 10 for every number after the decimal point.e.g 0.2 ,it has
one number after the decimal point so we shall multiply by 10 .for 1.25,it has two numbers
after the decimal point so we multiply by 100
EXAMPLES
1. Convert the following decimals to fractions
(a) 0.5
Decimal
=
1
0.5
0.5 =
1
we have one number after the decimal point so we multiply the denominator and
numerator by 10
0.5 × 10
=
1 × 10
5
=
10
1
5
= 2
10
>
1
=
2
(b) 1.05
Decimal
=
1
1.05
1.05 =
1
Practice makes mathematics easier 51
3.4. ADD, SUBTRACT, DIVIDE AND MULTIPLY DECIMALS
we have two numbers after the decimal point so we multiply the denominator and
numerator by 100
1.05 × 100
=
1 × 100
105
=
100
* 21
105
=
* 20
100
21
=
20
(c) 0.625
Decimal
=
1
0.625
0.625 =
1
we have three numbers after the decimal point so we multiply the denominator and
numerator by 1000
0.625 × 1000
=
1 × 1000
625
=
1000
*5
625
= :8
1000
5
=
8
3.14 Exercise Set
1. Write each of these decimals as a fraction, giving them in their simplest form:
(a) 0.1 (c) 0.3 (e) 0.017 (g) 0.87
(b) 0.25 (d) 0.07 (f ) 0.71 (h) 0.201
2. Write each of these decimals as a fraction and simplify where possible:
(a) 0.4 (c) 0.012 (e) 0.328 (g) 0.014
(b) 0.08 (d) 0.108 (f ) 0.108 (h) 0.162
3. Write these numbers as improper fractions in their simplest form:
(a) 1.2 (b) 3.02 (c) 4.008 (d) 3.62 (e) 5.015
4. Convert these decimals to fractions in their simplest form:
(a) 0.00102 (b) 0.00000006 (c) 0.00002246 (d) 0.000006
52 Practice makes mathematics easier
3.4. ADD, SUBTRACT, DIVIDE AND MULTIPLY DECIMALS
5. Convert the following decimal numbers into fractions in their lowest terms:
(a) 0.125 (c) 0.75 (e) 0.625 (g) 2.35 (i) 0.37
(b) 0.08 (d) 0.375 (f ) 1.75 (h) 0.3 (j) 0.0225
3.4.2 Addition and subtraction of decimals
To add or subtract two decimal numbers, line up the decimal points and then workout.
1. Without using a calculator, evaluate:
(a) 3.21 + 4.5
3.21
+4.50
7.71
(b) 0.32 + 12.965 + 1.1
0.32
+ 12.965
1.1
1 4.385
2. Without using a calculator, evaluate:
(a) 8.97 − 2.82
8.97
−2.82
6.15
(b) 76.3 − 34.1
7 6.3
−3 4 . 1
4 2.2
3.15 Exercise Set
1. Calculate, giving your answers as decimals and as fractions:
(a) 0.7+0.6 (c) 1.7+0.21 (e) 8.06-0.2
(b) 0.8-0.3 (d) 0.06+0.3 (f ) 0.71+0.62
2. Without using a calculator, evaluate: 13.79 − 12.547
3. Without using a calculator, evaluate: 136 − 14.54
Practice makes mathematics easier 53
3.4. ADD, SUBTRACT, DIVIDE AND MULTIPLY DECIMALS
4. Without using a calculator, evaluate: 308.6 + 20.475 + 1.36
3.4.3 Multiplication and Division of decimals
To multiply or divide two decimal numbers, express the decimal numbers in fractions and then
workout.
EXAMPLES
1. Without using a calculator, evaluate: 0.5 × 0.08
Convert the decimals into fractions
0.5 × 10 0.08 × 100
0.5 × 0.08 = ×
1 × 10 1 × 100
5 8
= ×
10 100
Multiply the numerators and denominators separately
5×8
=
10 × 100
40
=
1000
Reduce the fraction in its lowest term
1
40
>
= : 25
1000
1
=
25
2. Without using a calculator, evaluate:0.25 × 0.004
Convert the decimals into fractions
0.25 × 100 0.004 × 1000
0.25 × 0.004 = ×
1 × 100 1 × 1000
25 4
= ×
100 1000
Multiply the numerators and denominators separately
25 × 4
=
100 × 1000
100
=
100000
54 Practice makes mathematics easier
3.5. IDENTIFY AND CLASSIFY DECIMALS AS TERMINATING, NON-TERMINATING
AND RECURRING DECIMALS
Reduce the fraction in its lowest term
*1
100
= : 1000
100000
1
=
1000
0.032
3. Without using a calculator, evaluate:
0.16
Convert the decimals into fractions
0.032 32 16
= ÷
0.16 1000 100
Flip the second fraction
32 100
= ×
1000 16
32 × 100
=
1000 × 16
3200
=
16000
1
=
5
3.16 Exercise Set
1. Without using a calculator, evaluate giving your answer as a fraction
(a) 0.35 × 0.05 (b) 0.45 × 0.10 (c) 0.00044 × 10.00 (d) 0.5 × 0.45
2. Without using a calculator, evaluate:
0.45 0.0035 0.100 0.5400
(a) (b) (c) (d)
0.9 0.015 0.12 0.03
3.5 Identify and Classify Decimals as Terminating, Non-
terminating and Recurring Decimals
• A terminating decimal(An exact decimal ) is a decimal number that contains a nite number
3 1 3
of digits after the decimal point.Fractions like , , can be converted into decimals and they
5 2 8
3 1 3
end or terminate:
5
= 0.6, 2
= 0.5, 8
= 0.375
• Non-terminating decimal: is a decimal number that never repeats. Example :
0.076923 · · · , 0.05882352 · · · ,1.4223213345 · · ·
Practice makes mathematics easier 55
3.5. IDENTIFY AND CLASSIFY DECIMALS AS TERMINATING, NON-TERMINATING
AND RECURRING DECIMALS
• Recurring Decimal(Repeating decimals):is a decimal number that contains an in nite number
2 2 1 2
of digits.Fractions like , ,
3 15 11
do not end or terminate when converted into decimals:
3
=
2 1
0.66666 · · · , 15 = 0.13333 · · · , 11 = 0.09090 · · ·
3.17 Exercise Set
1. Using a calculator Write the following fractions as recurring decimals:
36 1 5
(a) (c) (e)
99 6 9
2 45 256
(b) (d) (f )
11 99 999
3.5.1 Converting Recurring Decimals into Fractions
• A recurring decimal is a decimal with endless repeating digits after the decimal point.
• A recurring decimal 0.363636 · · · is the same as 0.36 or 0.3̇6̇
• A recurring decimal is converted into a fraction as follows:
1 Let x = recurring decimal.
2 Let n= the number of recurring digits
n
3 Multiply the recurring decimal by 10 E.g when only one number is repeating i.e
1 2
n=1,10 = 10 so we multiply through out by 10,when n=2,10 = 100,so we multiply
through out by 100
4 Eliminate the recurring part by subtracting (3)-(1)
5 Solve for x,expressing your answer as a fraction in its lowest form
EXAMPLES
1. Convert 0.5555 · · · into a fraction.
SOLUTION
Let the fraction be x
x = 0.5555 · · · (3.1)
n 1
n=1,since we have only one repeating digit i.e 5 so 10 , 10 = 10
Multiply through Equation (3.1) by 10
x × 10 = 0.5555 · · · × 10 (3.2)
10x = 5.555 · · · (3.3)
Subtracting Equation (3.3)-Equation(3.1)
(3.4)
10x = 5.555 · · ·
−
x = 0.555 · · ·
56 Practice makes mathematics easier
3.5. IDENTIFY AND CLASSIFY DECIMALS AS TERMINATING, NON-TERMINATING
AND RECURRING DECIMALS
9x = 5
Divide through out by 9
9x 5
=
9 9
9 x 5
=
9 9
5
x=
9
2. Express 0.363636 · · · as a fraction in its simplest form
SOLUTION
Let the fraction be x
x = 0.363636 · · · − − − − − − − − − − − − − −(1)
n=2,since we have only two repeating digit i.e 3 and 6 so 10n , 102 = 100
Multiply through Equation (1) by 100
x × 100 = 0.363636 · · · × 100
100x = 36.363636 · · · − − − − − − − − − − − − − (3)
Subtracting Equation (3)-Equation(1)
100x = 36.363636 · · ·
−
x = 0.363636 · · ·
99x = 36
Divide through out by 99
99x 36
=
99 99
4
99x
36
>
= 11
99
99
>
4
x=
11
3. Express 0.891 as a fraction in its simplest form
SOLUTION
Let the fraction be x
x = 0.891 − − − − − − − − − − − − − − − − − − − − − − − − − − − − − (1)
n=3,since we have only three repeating digits i.e 8,9 and 1 so 10n , 103 = 1000
Practice makes mathematics easier 57
3.5. IDENTIFY AND CLASSIFY DECIMALS AS TERMINATING, NON-TERMINATING
AND RECURRING DECIMALS
Multiply through Equation (1) by 1000
x × 1000 = 0.891891 · · · × 1000
1000x = 891.891891 · · · − − − − − − − − − − − − − − − − − − − − − − − − − (3)
Subtracting Equation (3)-Equation(1)
1000x = 891.891891 · · ·
−
x = 0.891891 · · ·
999x = 891
Divide through out by 999
999x 891
=
999 999
* 33
999x
891
=
999
* 37
999
33
x=
37
4. Express 1.2̇7̇ as a fraction in its simplest form
SOLUTION
Let the fraction be x
x = 1.2̇7̇ − − − − − − − − − − − − − − − − − − − − − − − − − − − − − (1)
n=2,since we have only two repeating digits i.e 2 and 7 so 10n , 102 = 100
Multiply through Equation (1) by 100
x × 100 = 1.2727 · · · × 100
100x = 127.2727 · · · − − − − − − − − − − − − − − − − − − − − − − − − − (3)
Subtracting Equation (3)-Equation(1)
100x = 127.2727 · · ·
−
x = 1.2727 · · ·
99x = 126
Divide through out by 99
99x 126
=
99 99
* 14
99x
126
= 11
99
99
>
14
x=
11
58 Practice makes mathematics easier
3.5. IDENTIFY AND CLASSIFY DECIMALS AS TERMINATING, NON-TERMINATING
AND RECURRING DECIMALS
5. Express 0.16̇ as a fraction in its simplest form
SOLUTION
NOTE:For this question on the Right Hand Side(RHS) of the decimal point we have only
one digit that is recurring,so for us to solve it we ought to remain with the recurring part
on the RHS of the decimal point
Let the fraction be x
x = 0.16̇ − − − − − − − − − − − − − − − − − − − − − − − − − − − − − (1)
Both sides of the equation are multiplied by 10 (Since we have only one number after the
decimal point that is not recurring) so that the repeating part of the number is immediately
next to the decimal.
x × 10 = 0.1666 · · · × 10
10x = 1.666 · · · − − − − − − − − − − − − − − − − − − − − − − − − − − − − − (2)
n=1,since we have only one repeating digit i.e 6 so 10n , 101 = 10
Multiply through Equation (2) by 10
10x × 10 = 1.666 · · · × 10
100x = 16.666 · · · − − − − − − − − − − − − − − − − − − − − − − − − − (3)
Subtracting Equation (3)-Equation(2)
100x = 16.666 · · ·
−
10x = 1.666 · · ·
90x = 15
Divide through out by 90
90x 15
=
90 90
1
90x
15
>
= 6
90
90
>
1
x=
6
6. Express 2.014545 · · · as a fraction in its simplest form
SOLUTION
NOTE:For this question on the Right Hand Side(RHS) of the decimal point we have only
one digit that is recurring,so for us to solve it we ought to remain with the recurring part
on the RHS of the decimal point
Let the fraction be x
x = 2.014545 − − − − − − − − − − − − − − − − − − − − − − − − − − − − − (1)
Practice makes mathematics easier 59
3.5. IDENTIFY AND CLASSIFY DECIMALS AS TERMINATING, NON-TERMINATING
AND RECURRING DECIMALS
Both sides of the equation are multiplied by 100 (Since we have two numbers after the
decimal point that are not recurring) so that the repeating part of the number is immediately
next to the decimal.
x × 100 = 2.014545 · · · × 100
100x = 201.4545 · · · − − − − − − − − − − − − − − − − − − − − − − − − − − − − − (2)
n=2,since we have only two repeating digits i.e 4 and 5 so 10n , 102 = 100
Multiply through Equation (2) by 100
100x × 100 = 201.4545 · · · × 100
10000x = 20145.4545 · · · − − − − − − − − − − − − − − − − − − − − − − − − − (3)
Subtracting Equation (3)-Equation(2)
10000x = 20145.4545 · · ·
−
100x = 201.4545 · · ·
9900x = 19944
Divide through out by 9900
9900x 19944
=
9900 9900
: 554
9900x
19944
= : 275
9900
9900
554
x=
275
3.18 Exercise Set
1. Convert the following recurring decimals into fractions
(a) 0.777 · · · (c) 0.1333 · · · (e) 3.4373737 · · ·
(b) 0.4444 · · · (d) 1.2565656 · · · (f ) 0.0131313 · · ·
2. Convert the following numbers into recurring decimals
7 1 2 15
(a) (b) (c) (d)
9 3 6 99
3. Express the following recurring decimals as a fraction in their simplest form
(a) 1.633 · · · (c) 2.13535 · · · (e) 2.43 (g) 0.63
(b) 0.7444 · · · (d) 0.3̇8̇ (f ) 0.45 (h) 0.37̇
4. Express 0.3181818 · · · as a fraction in its simplest form
60 Practice makes mathematics easier
3.6. PERCENTAGES
3.6 Percentages
The word 'percentage' means 'per hundred'. In this section we concentrate in converting between
decimals, fractions and percentages.
• Percentage is a fraction whose denominator is 100.
• The Symbol for percentage is written as %.
3.6.1 Convert Fractions and Decimals into Percentages and Vice Versa
• To change a percentage into a fraction or decimal divide by 100. Thus
Percentage Fraction Fraction in lowest term Decimal
60 3
60% 100 5
0.6
75 3
75% 100 4
0.75
15 3
15% 100 20
0.15
• To change a fraction into a percentage multiply by 100. Thus
Fraction Conversion Percentage
3 3
5 5
× 100 60%
3 3
4 4
× 100 75%
1 1
2 2
× 100 50%
• To change a decimal into a percentage multiply by 100. Thus
Decimal Conversion Percentage
0.5 0.5 × 100 50%
0.84 0.84 × 100 84%
0.125 0.125 × 100 125%
3.19 Exercise Set
1. Express each percentage as a fraction in its simplest form
(a) 16% (b) 30% (c) 24% (d) 15.5%
2. Express each percentage as a decimal
(a) 67% (b) 25% (c) 84.5% (d) 50%
Practice makes mathematics easier 61
3.6. PERCENTAGES
3. Express each fraction as a percentage
9 49 11 14
(a) (b) (c) (d)
10 50 20 25
4. Express each decimal as a percentage
(a) o.25 (b) 0.125 (c) 0.486 (d) 0.34
5. Find 10% of 40,000
6. Find 25% of 120
7. Express 44 as a percentage of 80
8. If 76% of a rectangle is shaded, what percentage is not shaded?
9. For each diagram, state the percentage that is shaded:
(a) (b) (c) (d)
10. In a class, 90 students are boys and 25% are girls. Find the number of girls in the class
11. A football team is based on a squad of 20 players. In one season 8 players are shown a red
or yellow card.
(a) What percentage of the squad is shown a red or yellow card?
(b) What percentage of the squad is not shown a red or yellow card?
12. In a class of 25 pupils there are 8 individuals who play in the school hockey team. What
percentage of the class play in the hockey team?
13. Ben and Adam spend their Saturdays cleaning cars. They agree that Adam will have 60%
of the money they earn and that Ben will have the rest.
(a) What percentage of the money will Ben have?
(b) How much do they each have if they earn UGX200,000?
(c) How much do they each have if they earn UGX 350,000?
14. Copy and complete this table:
15. There are 200 children in a school hall, eating lunch. Of these children, 124 have chosen
chicken as part of their lunch.
(a) What fraction of the children have chosen chicken?
(b) What percentage of the children have chosen chicken?
(c) What percentage of the children have not chosen chicken?
62 Practice makes mathematics easier
3.6. PERCENTAGES
Fraction Decimal Percentage
0.05
25%
1
4
85%
4
5
0.95
16. Priscilla scores 32 out of 80 in a test. Express his score as a percentage.
17. An athlete has completed 250 m of a 400 m race. What percentage of the distance has the
athlete run?
7
18. In a car park, 40% of the cars are red and
20
of the cars are blue.
(a) What percentage are blue?
(b) What fraction are red?
19. A double decker bus has 72 seats; there are 18 empty seats on the bus.
(a) What percentage of the seats are empty?
(b) What percentage of the seats are being used?
20. Andy buys a bag of 12 apples at a supermarket; there are 4 bruised apples in the bag.
(a) What percentage of the apples are bruised?
(b) What percentage of the apples are not bruised?
21. Copy and complete the table.The column headings will help you.You are required to ll in
the fraction and percentage columns as done in the rst three rows
1 1 1
Tens Ones Tenth( ) Hundredth ( ) Thousandth( ) Fraction Percentage
10 100 1000
1
5 50
2
1 2 4 12 25 1240
1
2 5 25
4
1 5 2
5
80
17
20
64
0 0 4
3
10
4 0 3
0 6 4
Practice makes mathematics easier 63
3.7. FINDING THE PERCENTAGE INCREASE AND DECREASE
3.7 Finding the Percentage Increase and Decrease
The percentage of a quantity can always be calculated in terms of percentage increase or percentage
decrease.Thus this is referred to as a percentage change
Change in value
• Percentage change =
Original value × 100
• Change in value =|New value-Old value|
increase in value
• Percentage increase =
Original value × 100
• An increase of 20% means the new value is 120% of the old value
decrease in value
• Percentage decrease =
Original value × 100
• A decrease of 20% means the new value is 80% of the old value
EXAMPLES
1. Stephen had 60 goats. Now he has 63 goats. What is the percentage increase?
Increase in value = New value − Old value
= 63 − 60
=3
increase in value
Percentage increase = × 100
Original value
3
= × 100
60
= 5%
2. The price of bread increased from Shs 3800 to Shs 4000. Find the percentage increase in
the price of the item
Increase in value = New value − Old value
= 4000 − 3800
= 200
increase in value
Percentage increase = × 100
Original value
200
= × 100
3800
= 5.263%
3. The price of an item reduced from Shs 8,000 to Shs 6,000. Find the percentage decrease in
64 Practice makes mathematics easier
3.7. FINDING THE PERCENTAGE INCREASE AND DECREASE
the price of the item
Decrease in value = Old value − New value
= 8000 − 6000
= 2000
Decrease in value
Percentage decrease = × 100
Original value
2000
= × 100
8000
= 25%
4. An item costing Shs 3,000 is reduced by 20%. Find its new cost price
A decrease(reduction) of 20% means the new value is 80% of the old value
80
New cost price = × Old value
100
80
= × 3000
100
= Shs2400
3.20 Exercise Set
1. The price of a drink increases from 4000 to 4500. What is the percentage increase?
2. The number of pupils in a school increases from 820 to 861. Calculate the percentage
increase.
3. Although the lion is thought of as an African animal, there is a small population in India
and elsewhere in Asia. The number of lions in India decreased from 6000 to 3900 over a
10-year period. Calculate the percentage decrease in this period.
4. The table below shows the marks obtained by some students of s.1 at Taibah international
school in two mathematics tests. For each one, calculate the percentage dierene(change)
and make a conclusion whether it is an increase or a decrease.
Student Test 1 Test 2 Change in value Percentage change Conclusion
Mimmi 92 97
Cooper 100 92
Praise 92 83
Tendo 100 72
Hannah 100 67
5. The population of a school increased from 1,200 to 1,500 students. Find the percentage
increase in the population of the school
6. The number of books in a school library is increased from 2220 to 2354. What is the
percentage increase in the number of books?
Practice makes mathematics easier 65
3.8. WORK OUT REAL-LIFE PROBLEMS INVOLVING PERCENTAGES.
7. The price of an item reduced from Shs 4,000 to Shs 3,400. Find the percentage decrease in
the price of the item
8. In a closing-down sale, a shop oers 50% cut of the original prices. What fraction is taken
o the prices?
9. In a survey one in ve people said they preferred a particular brand of Coca Cola. What is
this gure as a percentage?
10. Peter pays tax at the rate of 25% of his income. What fraction of Peter's income is this?
1
11. When Carol was buying a house, she had to make a deposit of of the value of the house.
10
What percentage was this?
1
12. I bought a coat in the January sales with price cut of the selling price. What percentage
5
was taken o the price of the coat?
13. Akasha bought some fabric that was 1.75 metres long. How could this be written as a
fraction?
14. An item costing Shs 8,000 is increased by 15%. Find its new cost price
3.8 Work out real-life problems involving percentages.
Real life problems on percentage will help us to solve dierent types of problems related to the
real-life situations.
3.21 Exercise Set
1. Max scored 6 marks more than what he did in the previous examination in which he scored
30. Maria scored 30 marks more than she did in the previous examination in which she
scored 60. Who showed less improvement?
2. In a closing-down sale, a shop oers 50% cut of the original prices. What fraction is taken
o the prices?
3. In a survey one in ve people said they preferred a particular brand of Coca Cola. What is
this gure as a percentage?
4. Peter pays tax at the rate of 25% of his income. What fraction of Peter's income is this?
1
5. When Carol was buying a house, she had to make a deposit of of the value of the house.
10
What percentage was this?
1
6. I bought a coat in the January sales with price cut of the selling price. What percentage
3
was taken o the price of the coat?
7. Adikinyi bought some fabric that was 1.75 metres long. How could this be written as a
fraction?
8. In a class of 50 students, 40% are girls. Find the number of girls and number of boys in the
class?
66 Practice makes mathematics easier
3.8. WORK OUT REAL-LIFE PROBLEMS INVOLVING PERCENTAGES.
9. In nal exam of senior one there are 50 students 10% students failed. How many students
passed to senior two?
10. Victor gets 92% marks in examinations. If these are 460 marks, nd the maximum marks.
11. There are 50 students in a class. If 14% are absent on a particular day, nd the number of
students present in the class.
12. In a basket of apples, 12% of them are rotten and 66 are in good condition. Find the total
number of apples in the basket.
13. In an examination, 300 students appeared. Out of these students; 28% got rst division,
54% got second division and the remaining just passed. Assuming that no student failed;
nd the number of students who just passed.
14. In an election, candidate A got 70% of the total valid votes. 20% of the total votes were
declared invalid. If the total number of votes is 600000, nd the number of valid votes polled
in favour of the candidate.
ACTIVITY OF INTERGRATION
• Taibah international school has two sections, that is, Lower UNEB (S.1-S.4) and Upper
UNEB (S.5-S.6). The Director of studies of the school needs to draw a timetable for the
online lessons for both sections. The sections should start and end their morning lessons
at the same time before break time, start and end their break time at the same time. The
after break lessons should start at the same time. The lunchtime for both sections should
start at the same time and end at the same time.The after Lunch lessons should start at
the same time and end at the same time.Math must have 3 hours in a week in each class
• Support: The time to start lessons for the two sections is 8.30am and lessons end at 4:30pm.
The duration of the lesson for the Lower UNEB section is 1 hour and that of the Upper
UNEB is 2 hours.Assume the following subjects to be oered
Math English History Art Geography CRE Music
Biology Chemistry Physics Entrepreneurship Home mgt Psychology P.E
• Resources: Knowledge of fractions, percentages, natural numbers, factors, multiples, lowest
common multiples, and the subjects taught in all classes and of time.
• Tasks:
Help the Director of studies by drawing the timetable for the week (monday to friday)
for the two sections.
How many lessons does each section have up to lunchtime?
What is the total number of hours in a week for the lower section
Practice makes mathematics easier 67
Chapter 4: RECTANGULAR CARTESIAN
COORDINATES IN 2 DIMEN-
SIONS
Learning objectives
By the end of this topic,the learners should be able to
• Draw and label the cartesian plane
• Identify the x− axis and y− axis
• Read and plot points on the cartesian plane/coordinate grid
• Complete shapes on a coordinate grid
• Choose and uses appropriate scale for a bi-variate data set
Introduction
This topic is key in building the concept of location. The knowledge achieved from this topic can
be used in locating places. In order to locate places you need a starting point (reference point).
• A pair of values written in the form (x, y) is called coordinates
• A point with given coordinates can be plotted on the x−y plane
• The x−y plane is the same as the coordinate plane or the rectangular Cartesian plane
• On the x−y plane, the horizontal axis is called the x−axis and the vertical axis is called
the y− axis.
• The x−axis meets the y−axis at a point called the origin. The coordinates of the origin are
(0, 0)
• On the x−axis, values to the right of the origin are positive and those to the left are negative
• On the y−axis, values above the origin are positive and those below are negative
4.1 Identifying the x− axis and y−axis
Activity : Plotting Points
STEPS:
• Find the value of x on the x− axis.i.e Start from the origin (0,0) and move the required
steps along the x− axis
• Locate the value of y on the y− axis.i.e Start from the origin (0,0) and move the required
steps along the y− axis
68
4.1. IDENTIFYING THE X− AXIS AND Y −AXIS
• The intersection of the x and y values is the point
EXAMPLE
Plot the following points on a graph paper A(6,4), B(5,9), C(8,3), D(-4,4), E(-2,-8), F(2,-3),
G(3,4),and H(4,-3)
SOLUTION
A(6,5). Start from the origin and rst move 6 units to the right (because its positive) ,then 4
units upwards .The intersection is point A
B
9
D G A
4
C
3
-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8
-1
-2
F H
-3
-4
-5
-6
-7
E
-8
-9
4.1 Exercise Set
1. (a) Plot the following points on a graph paper A(-4,2), B(-3,5), C(1,5), D(2,2), E(-5,-5),
F(-3,-2),G(-1,-5), H(2,-2), I(8,2) , J(8,-4) and K(2,-4)
(b) Join points ABCDA,EFGE,HIJKH
(c) Name the gures formed in each case
Practice makes mathematics easier 69
4.1. IDENTIFYING THE X− AXIS AND Y −AXIS
2. (a) Write down the points plotted on the graph paper below
(b) Join points ABCDA
(c) Name the gure formed in each case
K
7
B L A
5
G
3
H
2
I
E
1
F
0
-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8
N
-1
-2
M
P
-3
J
-4
C D
-5
-6
-7
-8
-9
3(a) Join points ABC and XYTS ,and name the gures formed in each case
5 5
C S T
4 4
3 3
2 2
A B X Y
1 1
0 0
0 1 2 3 4 5 0 1 2 3 4 5
70 Practice makes mathematics easier
4.2. PLOTTING POLYGONS (SHAPES)
(b) Write down the plotted points
(a) A (c) C (e) Y (g) S
(b) B (d) X (f ) T
4.2 Plotting Polygons (shapes)
A regular polygon is a polygon which is equiangular (all angles are of the same size) and equilateral
(all sides have the same length).
Sides 3 4 5 6 7 8 9 10
Name Triangle Quadrilateral Pentagon Hexagon Heptagon Octagon Nonagon Decagon
EXAMPLE:
Join the points A(1,1) ,B(5,1) and C(3,4) to form a triangle
C
4
A B
1
0 1 2 3 4 5
4.2 Exercise Set
1. In each case the coordinates of 3 corners of a square are given. Find the coordinates of the
other corner.
(a) (2, -2), (2, 3) and (-3, 3) (d) (-6, 2), (-5, -5) and (1, 3)
(b) (2, 3), (3, 4) and (1, 4) (e) (-5, -2), (-2, -1), and (-1, -4)
(c) (2, 2), (4, 4) and (4, 0)
Practice makes mathematics easier 71
4.2. PLOTTING POLYGONS (SHAPES)
2. What is the possible coordinate of the corner of the rectangle ABCD?
C
3
A B
1
0 1 2 3 4 5
3. What are the possible coordinates of the corners of the square KLMN?
K L
4
0 1 2 3 4 5
4. What are the possible coordinates of the corners of the square ABCD?
A
1
-5 -4 -3 -2 -1 0 1 2 3 4 5
-1
B
-2
-3
-4
-5
72 Practice makes mathematics easier
4.2. PLOTTING POLYGONS (SHAPES)
5. Write down the coordinates of the fourth corner of the square.?
A
4
B
1
-5 -4 -3 -2 -1 0 1 2 3 4 5
-1
C
-2
-3
-4
-5
6. The sides of an octagon are all the same length. The diagram below shows part of the
octagon.Complete the octagon and record the coordinates of the missing corner.
-5 -4 -3 -2 -1 0 1 2 3 4 5
-1
-2
-3
-4
-5
-6
7. The coordinates of 3 corners of a rectangle are given below. Find the coordinates of the
other corner of each rectangle.
Practice makes mathematics easier 73
4.3. USE OF APPROPRIATE SCALE FOR GIVEN DATA
(a) (-4, 2), (-4, 1) and (6, 1) (c) (-4, 5), (-2, -1) and (1, 0)
(b) (0, 2), (-2, 0) and (4, -6) (d) (-5, 1), (-2, 5) and (6, -1)
8. (a) The coordinates of 2 corners of a square are (-4, 4) and (1, -1). Explain why it is
possible to draw three dierent squares using these two points.
(b) Draw the three dierent squares.
(c) If the coordinates of the corners had been (-5, 1) and (1, 3) would it still be possible
to draw 3 squares? Draw the possible squares.
9. Half of an Irregular octagon with one line of symmetry can be drawn by joining the points
with coordinates: (0,-2), (-2, 0), (-2, 2), (0, 4) . Join the coordinates. You have drawn one
half of the Irregular octagon. Complete the Irregular octagon. Write down the coordinates.
10. On the same axes, plot the points P(-3, 2), Q(-5, 0), R(-4, -3) S(-2, -3), T(-1,0) Join the
points and name the formed gure PQRSTP.
11. On the same axes, plot the points P(3, 4), Q(5, 4), R(6, 2) and S(2, 2),Join the points and
name the formed gure PQRS.
4.3 Use of Appropriate Scale for Given Data
At times we encounter large values for x and y ,and for such cases we are required to use a
convenient scale such that all our values can be able to t on the graph paper.
EXAMPLE:
Plot the following points on the axes: A(5, 50), B(10,100), C(15,150), D(20,200),E(25,250) ,F(30,
300),G(35,350).
you realise that on the horizontal axis(x- values) there are 5 units for each space and On the
vertical axis (y- values)there are 50 units for each space
Horizontal scale : 1cm:5
Vertical axis :1cm :50
400
G
350
F
300
E
250
D
200
C
150
B
100
A
50
0 5 10 15 20 25 30 35 40
74 Practice makes mathematics easier
4.3. USE OF APPROPRIATE SCALE FOR GIVEN DATA
4.3 Exercise Set
1. For each part, draw a pair of axes with suitable scales and plot the points:
(a) A(1, 15), B(4, 35), C(8, 45)
(b) M(15, 100), N(35, 500), P(40, 700)
2. Plot the points X(2, 60), Y(4, 50), Z(0, 70), T(7, 60)
3. On the same axes, plot the following points A(4, 10 ), B(-2, -40), C(3, 0), D(0, 30), E(-3,
15) and F(0, -20).Use a scale of 1cm to represent 1 unit on the x- axis and 1cm to represent
5 units on the y- axis
4. A quadrilateral has vertices A(-10, 0), B(-10, 25), C(15, 25) and D(25, -10). Plot the points
of the quadrilateral and identify it. Use a scale of 2cm to represent 10 units on both axes
5. A quadrilateral has vertices A(1, 20), B(-3, 30), C(-2, -10) and D(2, -20). Plot the points
of the quadrilateral and identify it.
6. Plot the sixteen points below on the graph paperAnd join them to form a pointed star
(4, 0), (−4, 0), (0, 4), (0, −4), (1, 2), (1, −2), (3, 3), (3, −3)(2, 1), (2, −1), (−1, 2), (−1, −2)
(−3, 3), (−3, −3), (−2, 1), (−2, −1)
Situation of Integration
A Senior One learner has reported in her class and has settled at her desk.
• Support: The classroom is arranged in rows and columns. It is a big class with each learner
having his/ her own desk.
• Resources: Knowledge of horizontal and vertical lines i.e. rows and columns, coordinates
• Knowledge: counting numbers
• Task: The mathematics teacher has asked her to explain how she can access her seat, starting
from the entrance of the class. Discuss whether there are other ways of reaching her seat.
Practice makes mathematics easier 75
Chapter 5: GEOMETRIC CONSTRUCTION
SKILLS
Learning objectives
By the end of this topic,the learners should be able to
• Draw perpendicular and parallel lines
• Construct perpendiculars,angle bisectors,mediators and parallel lines
• Use a pair of compasses and a ruler to construct special angles
• Describe a locus
• Relate parallel lines,perpendicular bisector ,angle bisector,straight lines and a circle as loci
• Draw polygons
• Measure lengths and angles
• Construct geometrical gures such as triangle,square ,rectangle,rhombus ,parallelogram
In this topic you will learn how to construct lines, angles and geometric gures. Skills developed
from this topic can be applied in day-to-day life.
5.1 Parallel ,Perpendicular and Intersecting lines
Parallel lines are lines in a plane that are always the same distance apart.
Parallel lines never intersect
0
Perpendicular lines are lines that intersect at a right (90 ) angle.
Intersecting lines are two lines that share exactly one point. This shared
point is called the point of intersection.
5.1 Exercise Set
Identify the lines below
76
5.2. CONSTRUCTION OF PERPENDICULAR LINES
(a) (b)
(c) (d)
(e) (f )
5.2 Construction of Perpendicular Lines
Activity : Construction of perpendicular line from an external point to a given line
Given line segment AB and point P outside the line, construct a perpendicular line from point P
to line AB.
STEPS
1. Taking the centre as P and any radius,Place the campus at point P and draw two arcs to
cut line AB .
2. Taking A as the centre and any radius, draw an arc below or above the line opposite point
P .
3. Without changing the radius and taking B as the centre, draw an arc to intersect the previous
arc at point Q.
4. Join the intersection of the arcs from point P to Q
Figure 5.1: Construction of perpendicular line from an external point to a given line
Practice makes mathematics easier 77
5.2. CONSTRUCTION OF PERPENDICULAR LINES
Activity : Construction of a Perpendicular line to a given point on a given line segment
Given line AB and point P on AB.construct a perpendicular line from point P on AB
STEPS
1. Taking P as the centre and any radius, draw two arcs on either side of P name the arcs A
and B .
2. Taking A as the centre and any radius draw an arc either above or below the line.
3. Without changing the radius and taking B as the centre draw an arc to meet the previous
arc at point Q
4. Join the intersection of the arcs to from P to Q.
Figure 5.2: Construction of a Perpendicular line to a given point on a given line segment
Activity : Construction of a Perpendicular Bisector
Given line segment AB ,draw a perpendicular bisector
STEPS
1. Draw a line segment with end points A and B .
2. Place the point of compass at A ,stretch out the compass until more than half of the length
of AB.
3. Draw an arc on either side of the line segment
4. Keeping the radius of the compass constant,place the point of the compass at point B and
draw an arc on either sides of the line segment.
5. Join the intersection of the arc at point C and D.
78 Practice makes mathematics easier
5.3. CONSTRUCTION OF PARALLEL LINES
Figure 5.3: Construction of a Perpendicular bisector
5.3 Construction of parallel lines
STEPS
1. Draw a line segment with end points AB and a point C outside the line .
2. Draw an arc at point A taking AB as radius and C as the centre.
3. Taking A as the centre and AB as the radius ,draw an arc at point B
4. Taking AC as the radius and B as the centre ,draw an arc above B.
5. Taking AB as the radius and and C as the centre ,draw an arc to meet the previous arc at
D.
6. Join the intersection of the arcs at point D to C.
7. The line segment AB is parallel to CD
C D
A B
5.4 Construction of special angles
1. In construction, of angles, we use a ruler, pencil and pair of compasses only.
Practice makes mathematics easier 79
5.4. CONSTRUCTION OF SPECIAL ANGLES
2. The angle bisector method can be used to create other angles. Thus, an angle of 300 is
0
obtained by bisecting an angle of 60 .
3. The supplementary angle construction method can be used to get obtuse angles. Thus, an
0 0
angle of 120 is obtained by constructing an angle of 60 .
Activity : Construction of special angles
Using a pencil, ruler and pair of compasses only, construct the following angles:
1. 900
2. 600
5.2 Exercise Set
1. Using a pencil, ruler and pair of compasses only, construct the following angles:
(a) 300 (d) 450 (g) 1200 (j) 1500
(b) 150 (e) 750 (h) 1350
0
(c) 7.50 (f ) 22 12 (i) 1650
2. Using a potractor measure the angles constructed above
80 Practice makes mathematics easier
5.5. DESCRIBING A LOCUS
5.5 Describing a Locus
Locus of a point is the path which it describes as it moves
Activity : Discovering what Locus is
EXAMPLE 1
• What is the path traced out by the tip of the seconds-hand of a
clock in the course of each minute?
• The Second hands of a clock moves around the clock and cre-
ates a circular path. The tip of each hand is always the same
distance (equidistant ) from the centre of the clock. The locus
the second hand of a clock create is a circle
Figure 5.4: Path traced by second hand
of a Clock
EXAMPLE 2
• Describe what happens if a cow is tied to a rope of length
4 metres and around the place where the cow is, there are
gardens at a distance of 4 metres.
• The cow rotates around creating a circular path.Therefore the
locus at a distance of 4 metres from the centre (the stake), is
a circle with a center and a radius, of 4 metres.
Figure 5.5: Path traced by a cow
Activity : Sketching and Describing Loci
Sketch and describe what happens about the following:
1. A mark on the oor as the door opens and closes.
2. The centre of a bicycle wheel as the bicycle travels along a straight line.
3. A man is walking and keeping the same distance from two trees P and Q.
4. A student is walking in the class keeping the same distance from two opposite walls.
5.6 Relating Lines and Angles to Loci
locus is a set of points which satis es a certain condition.
Activity : Demonstration of some simple Loci
1. Demonstrate how one can walk the same distance from a given point.
2. How one can walk the same distance from two xed points.
Practice makes mathematics easier 81
5.7. CONSTRUCTION OF LOCI
3. How one can walk the same distance from a line.
4. How one can walk the same distance from two intersecting lines
5.7 Construction of Loci
Activity : Construction of a locus at a point equidistant from a xed point.
The locus of points that are at a constant distance from a xed point is a circle with radius equals
to constant distance.
EXAMPLE
Construct the locus of a point Q at a constant distance of 2 cm from a xed point P.
Locus of Q
Activity : Construction of a locus of a point equidistant from a given line
The locus of points that are at a constant distance from a straight line is a pair of parallel lines
at a constant distance from the given straight line .
EXAMPLE
Construct the locus of a point P that moves a constant distance of 2 cm from a straight line AB
2cm
A B Locus of P
2cm
NOTE
• The locus of points at a xed distance, d, from the point, P is a circle with the given point
P as its center and d as its radius.i.e Given a xed point, the locus of points is a circle.
• The locus of the points at a xed distance, d, from a line with end points AB, is a pair of
parallel lines at a distance,d(apart) from AB and on either side of AB.i.e Given a straight
line, the locus of points is two parallel lines.
82 Practice makes mathematics easier
5.8. CONSTRUCTION OF GEOMETRIC FIGURE
• The locus of points equidistant from two given points, A and B, is the perpendicular bisector
of the line segment that joins the two points..i.e Given two points, the locus of points is a
straight line midway between the two points.
• The locus of points equidistant from two intersecting lines, L1 and L2 , is a pair of bisectors
that bisect the angles formed by line L1 and L2 .i.e Given two intersecting lines, the locus of
points is a pair of lines that cut the intersecting lines in half.
5.3 Exercise Set
1. Construct the locus of a point Q that moves a constant distance of 3 cm from a straight
line XY
2. A dog is on a lead tethered to a post in the corner of a garden. The lead is 5 cm long.
Describe the locus of the dog with a sketch.
3. Construct the locus of a point equidistant from two intersecting lines.
5.8 Construction of Geometric Figure
Construction of gures is an application of the locus,since during inscribing and circumscribing
we use the knowelge of angle bisector.
Activity : Construction of geometrical gures
Steps for circumscribing a circle on a triangle. .
• Construct the perpendicular bisector of one side of triangle.
• Construct the perpendicular bisector of another side .
• Where they cross is the center of the Circumscribed circle.
Place the compass on the center point, adjust its length to reach any vertex of the
•
triangle, and draw your Circumscribed circle
EXAMPLE
Using a pair of compasses ,ruler and pencil only,construct a triangle ABC in which AB=5cm, ∠
0 0
BAC=70 and ∠ ABC =50
1. Measure and record th lengths BC and AC
2. Construct a perpendicular bisector of the line segments BC and AC
3. Using the meeting point of the perpendicular bisectors as your center,draw a circle to pass
through the vertices of the triangle
4. Measure and record the radius of the circle
5. Calculate the area of the circle
SOLUTION
1.
Practice makes mathematics easier 83
5.8. CONSTRUCTION OF GEOMETRIC FIGURE
2. BC= 6.1cm and AC=5.6cm
3. Radius=3.2cm
4.
A = πr2
22
= × 3.22
7
22
= × 10.24
7
= 32.183cm2
Steps for inscribing a circle in a triangle .
• Bisect two angles of a triangle
• The angle bisector will intersect at the incenter(centre point)
• Construct a perpendicular from the centre point to one side of the triangle..
• Place the compass at the centre point and adjust its length up to where the perpendicular
crosses the triangle, and then draw the inscribed circle.
EXAMPLE
Using a pair of compasses ,ruler and pencil only,construct a triangle ABC in which AB=7cm, ∠
0
ABC =50 and BC=6cm .
1. Bisect ∠ ABC and ∠ BAC
2. Construct a perpendicular from the centre point to one side of the triangle
3. Measure and record the radius of the circle
4. Calculate the area of the circle
84 Practice makes mathematics easier
5.8. CONSTRUCTION OF GEOMETRIC FIGURE
SOLUTION
1.
2. Radius=1.8cm
3.
A = πr2
22
= × 1.82
7
22
= × 3.24
7
= 10.183cm2
5.4 Exercise Set
1. Using a ruler,pencil and compass ,construct a triangle ABC where AB = 7cm, AC=5cm
0
,∠BAC = 60 . Find the point with in the triangle where the distance from that point to
all the vertices of the triangle is equal. Taking that point as the centre and the distance
from the centre to the vertices as the radius draw a circle.
We need to construct a circle inscribed in triangle and this can be done by making
HINT: angle bisector of two sides, the point where it intersect will be incentre. (The angle
bisector is the locus where points are equidistant from two sides)
2. Construct a perpendicular bisector of any line segment. Measure the distance from the per-
pendicular line to any of the points on either side of the perpendicular bisector. What have
you found out? Construct an equilateral triangle with length 6cm. Construct a circumcircle
of the triangle. What type of locus is applied here?
0
3. Construct a triangle ABC in which AB = 8.5cm, BC = 6cm and ∠ABC =30 Construct a
circle through the vertices of the triangle. Work out the area of the circle.
2 22
HINT: Area of a circle: A=πr ,where r=radius of the circle,π = 7
4. Using a ruler and a pair of compasses only, construct a triangle ABC in which BC = 7.2cm,
0
AC = 8.4cm and ∠ ABC = 75 .
Practice makes mathematics easier 85
5.8. CONSTRUCTION OF GEOMETRIC FIGURE
(a) Measure length AB and angle ACB
(b) Draw a perpendicular from A onto BC to meet it at D. Measure length AD
(c) Draw a circle circumscribing triangle ABC. Measure the radius of the circle
(d) Calculate the area of the circle.
5. Construct triangle PQR with PQ = QR= 7cm angle Q = 450 . Construct a circumcircle of
the triangle.
6. Construct a parallelogram ABCD in which AB=5cm, BC=4cm and angle B is 1200 .
7. Construct an equilateral triangle ABC of sides 7cm.Bisect AB and BC and let the bisectors
intersect at X. With X as the centre and radius XA, draw a circle.
8. Using a ruler and a pair of compasses only, draw a triangle PQR such that PQ = QR = 8.5
0
cm and ∠PQR=120 . Draw the incircle of triangle PQR and measure its radius. Calculate
the area of the incircle.
9. Using a pair of compasses ,ruler and pencil only,construct a triangle ABC in which AB=10cm,
∠ABC=600 and ∠CAB=450 .
(a) Measure and state lengths AC and BC
(b) Circumscribe triangle ABC
(c) Measure and state the radius of the circle
(d) Calculate the area of the circle
(e) Calculate the perimeter(circumference) of the circle
22
HINT: Perimeter of a circle: P=2πr ,where r=radius of the circle,π = 7
Situation of Integration
In a village, there is an old man who wants to construct a rectangular small house of wattle and
mud.
• Support: A string, sticks, panga, tape measure and human resource.
• Resources: Knowledge of horizontal and vertical lines i.e. rows and columns, knowledge of
construction of geometric gures
• Task: The community asks you to accurately construct the foundation plan for this old
man's house.Explain how you have accurately constructed the foundation plan. Discuss
whether there are other ways of constructing an accurate foundation plan
86 Practice makes mathematics easier
Chapter 6: SEQUENCE AND PATTERNS
Learning objectives
By the end of this topic,the learners should be able to
• Recognise and generate number patterns
• Explain how to generate a sequence
• Use number machines to generate a sequence
• Describe a general rule when a pattern is given
• Determine terms in a sequence
We often need to spot a pattern in order to predict what will happen next. In maths, the correct
name for a pattern of numbers is called a SEQUENCE. In this topic therefore you will learn how
to identify and describe general rules for patterns. You will be able to determine a term in the
sequence and nd the missing numbers in the sequence
6.1 Draw and Identify the Patterns
For any pattern it is important to try to spot what is happening before you can predict the next
number.
Activity : Identifying the number patterns
(a) 3, 6, 9, 12, · · ·
To obtain the next number in the sequence, we add 3 to the previous number. The numbers
in this sequence are multiples of 3.
(b) 7, 14, 21, 28, · · ·
To obtain the next number in the sequence, we add 7 to the previous number. The numbers
in this sequence are multiples of 7.
(c) The table below shows the natural numbers from 1 to 100.
Multiples of 5 Multiples of 11
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
87
6.1. DRAW AND IDENTIFY THE PATTERNS
(a) The fth multiple of 11 is 55
(b) The nineth multiple of 11 is 99
(c) The fth multiple of 5 is 25
(d) The 12th multiple of 5 is 60
(e) The 20th multiple of 5 is 100
6.1 Exercise Set
1. Identify the pattern in the following sequences
(a) 3, 6, 9, 12, · · · (d) 1, 4, 9, 16, · · ·
(b) 20, 40, 60, 80, · · · (e) 3, 7, 10, 17, 27, · · ·
(c) 1, 2, 3, 4, 5, · · · (f ) 1, 3, 6, 10, 15, · · ·
2. Write down the next 4 terms of each of these sequences:
(a) 4, 7, 10, 13, 16, 19, · · · (d) 10, 14, 20, 28, 38, · · ·
(b) 5, 11, 17, 23, 29, 35, · · · (e) 24, 23, 21, 18, 14, 9, · · ·
(c) 6, 8, 11, 15, 20, 26, · · · (f ) 2, 12, 21, 29, 36, 42, · · ·
3. Complete the sequence,by drawing the next three patterns
4. Using a number square box below ,answer the questions after the table.
Multiples of a number
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
88 Practice makes mathematics easier
6.1. DRAW AND IDENTIFY THE PATTERNS
(a) Identify the number whose multiples have been shaded yellow
(b) The 3rd multiple of nine is ......
(c) The 9th multiple of nine is ......
(d) The 20th multiple of nine is ......
th
(e) The 5 multiple of ...... is 60
th
(f ) The 8 multiple of ... is 56.
th
(g) The 400 multiple of nine is ......
(h) State the multiples of 4 ,that are in the table
th
(i) The ...... multiple of nine is 1800
th
(j) The ...... multiple of nine is 2970.
5. (i) Write down the rst eight multiples of 8.
(ii) Write down the rst 8 multiples of 6.
(iii) What is the smallest number that is a multiple of both 6 and 8?
(iv) If 48 is the nth multiple of 12, what is n?
(v) If 96 is the nth multiple of 12, what is n ?
6. Three multiples of a number are 34, 170 and 255. What is the number?
7. Three multiples of a number are 38, 95 and 133. What is the number?
8. Four multiples of a number are 49, 77, 133 and 203. What is the number?
9. The number 24 is a multiple of 2 and a multiple of 3. What other numbers is it a multiple
of ?
10. Two multiples of a number have been shaded on this number square. What is the number?
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
11. Two multiples of a number have been shaded on this number square
Practice makes mathematics easier 89
6.2. DESCRIBING THE GENERAL RULE
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
(a) What is the number?
(b) What is the 19th multiple of this number
12. Color the numbers
Multiples of 4 Multiples of 7
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
6.2 Describing the General Rule
Activity : Finding the Next Term in the sequence
Find the next numbers in the sequences below
90 Practice makes mathematics easier
6.2. DESCRIBING THE GENERAL RULE
(a) 3, 6, 9, 12, · · ·
To obtain the next number in the sequence, we add 3 to the previous number.
3 6 9 12 15 18 21 24
+3 +3 +3 +3 +3 +3 +3
(b) 7, 14, 21, 28, · · ·
To obtain the next number in the sequence, we add 7 to the previous number.
7 14 21 28 35 42 49 56
+7 +7 +7 +7 +7 +7 +7
(c) 24, 21, 18, 15, · · ·
To obtain the next number in the sequence, we subtract 3 from the previous number.
24 21 18 15 12 9 6 3
-3 -3 -3 -3 -3 -3 -3
(d) 3, 9, 27, 81, · · ·
To obtain the next number in the sequence, we multiply 3 with the previous number.
3 9 27 81 243 729 2187 6561
×3 ×3 ×3 ×3 ×3 ×3 ×3
6.2 Exercise Set
1. Find the next three numbers(terms) in each of the following sequences
(a) 1, 3, 5, 7, · · · (f ) 5, 9, 13, 17, · · · (k) 1, −1 , 1 , −1 , · · ·
2 4 8
(b) 2, 5, 8, 11, · · · (g) 1, 2, 4, 8, · · ·
(l) 4.1, 4.7, 5.3, 5.9, 6.5, · · ·
1 1 1 1
(c) 4, 2, 0, −2, · · · (h) , , , ,···
3 6 12 24
(m) 3.42, 3.56, 3.70, 3.84, · · ·
(d) 1, 2, 6, 24, 120, · · · (i) 4, 9, 25, 49, · · ·
(e) 13 , 23 , 33 , 43 , · · · (j) 18, 30, 42, 54, 66, · · · (n) 10, 9.5, 9, 8.5, 8, 7.5, · · ·
2. Fill in the missing numbers
Practice makes mathematics easier 91
6.3. GENERATING NUMBER SEQUENCE
(a) 6, 11, ..., 21, ..., · · · (d) 100, 81, 64, ..., 36, · · · (g) 1, 7, 17, ..., 49, · · ·
(b) ..., ..., 41, 36, 31, 26 · · · (e) −2, ..., −8, ..., −14, · · ·
(c) 2, 4, ..., 16, 32, · · · (f ) 0, 1.5, 4, ..., 12, · · ·
6.3 Generating Number Sequence
Activity : Generating a sequence This involves using a formulae to generate sequences for given
values.
EXAMPLES
What sequence do you generate by using the following formula?.Take n = 1, 2, 3, 4, 5, · · ·
1. 2n
we substitute the value of n ,in the formula given
for n=1
2n = 2 × 1
=1
for n=2
2n = 2 × 2
=4
for n=3
2n = 2 × 3
=6
Therefore the generated sequence is 2, 4, 6, 8, 10, · · ·
2. 8n − 5
we substitute the value of n ,in the formula given
for n=1
8n − 5 = 8 × 1 − 5
=3
for n=2
8n − 5 = 8 × 2 − 5
= 11
for n=3
8n − 5 = 8 × 3 − 5
= 19
Therefore the generated sequence is 3, 11, 19, 27, 35, · · ·
92 Practice makes mathematics easier
6.3. GENERATING NUMBER SEQUENCE
3. 6n + 2
we substitute the value of n ,in the formula given
for n=1
6n + 2 = 6 × 1 + 2
=8
for n=2
6n + 2 = 6 × 2 + 2
= 14
for n=3
6n + 2 = 6 × 3 + 2
= 20
Therefore the generated sequence is 8, 14, 20, 26, 32, · · ·
Input/Output machine
Some math problems contain a pattern,so once you nd a pattern then you can make a rule that
will solve the problem for a given input.Therefore we put numbers into the machine[input], and
the machine uses an operation (add, subtract, multiply or divide) to give us a result[output].
In put
Rule Out put
EXAMPLES
What number comes out of each of these number machines?
4 n=5, 6, 7, 8 1, 2, 3, 4 · · ·
×3 ? n−5 ? +3 ?
(a) (b) (c)
Practice makes mathematics easier 93
6.3. GENERATING NUMBER SEQUENCE
Input Output
(a) Therefore the output is 12
4 12
In put Out put
5 0
(b) 6 1 There fore the output is 0,1,2,3
7 2
8 3
In put Out put
1 4
(c) 2 5 There fore the output is 4, 5, 6, 7, · · ·
3 6
4 7
6.3 Exercise Set
1. What number comes out of each of these number machines?
8 n=7, 8, 9, 10 1, 2, 3, 4 · · · 24
−3 ? n−7 ? +2 ? −2 ?
(a) (b) (c) (d)
2. The sequence 1, 2, 3, 4, 5, ... is put into each number machine. What does each machine do?
1, 2, 3, 4, 5, · · · n=1, 2, 3, 4, · · · 1, 2, 3, 4 · · ·
? 3, 6, 9, 12, · · · ? 11, 12, 13, 14 · · · ? 0, 1, 2, 3 · · ·
(a) (b) (c)
1, 2, 3, 4, 5, · · · n=1, 2, 3, 4, · · · 1, 2, 3, 4 · · ·
? 0.5, 1, 1.5, 2 · · · ? 2, 4, 6, 8 · · · ? 2.5, 3.5, 4.5, · · ·
(d) (e) (f )
3. Write down the rst 7 terms of the sequence given by each of these formulae.Take n =
1, 2, 3, · · ·
(a) 4n − 1
94 Practice makes mathematics easier
6.4. FORMULAE FOR GENERAL TERMS
(b) 7n − 1
(c) 8n
(d) 9n + 3
(e) 0.5n
4. Taking n = 1, 2, 3, · · · , what is
(a) the 10
th term of the sequence 2n - 1?
(b) the 8
th term of the sequence 3n ?
(c) the 5
th term of the sequence 4n + 1?
(d) the 7
th term of the sequence 5n + 2 ?
5. Draw a double(input/output) machine that yields the following outputs.[The formula(rule)
for each sequence must be written clearly]
(a) 1, 2, 3, 4, 5, · · · (d) 6, 11, 16, 21, 26, · · ·
(b) 7, 14, 21, · · · (e) 4, 9, 14, 19, 24, · · ·
(c) 2, 5, 8, 11, 14, · · · (f ) 102, 202, 302, 402, 502, · · ·
6.4 Formulae for General Terms
It is very helpful not only to be able to write down or generate the next few terms in a sequence,
but also to be able to write down any n
th term .for example, the 100th term .Therefore this involves
generating a formula using a given sequence.
Activity : Identifying the n
th term
EXAMPLE
1. For the sequence3, 7, 11, 15, · · · Find
(a) the next three terms.
To obtain the next number(term) in the sequence, we add 4 to the previous number.
3 7 11 15 19 23 27
+4 +4 +4 +4 +4 +4
(b) the 100
th term.
Position of term 1
st 2
nd 3
rd 4
th 10
th 50
th 100
th n
th
Term 3 3+4 3+(2 × 4) 3+(3 × 4) 3+(9 × 4) 3+(49 ×4 ) 3+(99 × 4) 3+(n − 1) × 4
Value 3 7 11 15 39 199 399
Practice makes mathematics easier 95
6.4. FORMULAE FOR GENERAL TERMS
Therefore the 100
th term is 399
(c) the 1000
th term.
To obtain the 1000
th term,we can base on the nth term.
= 3 + (n − 1) × 4
= 3 + (1000 − 1) × 4
= 3 + 999 × 4
= 3999
The formula for a general term, i.e. the n
th term.
= 3 + (n − 1) × 4
= 3 + 4n − 4
= 4n + 3 − 4
= 4n − 1
2. For the sequence6, 11, 16, 21 · · · Find
(a) the next three terms.
To obtain the next number(term) in the sequence, we add 5 to the previous number.
6 11 11 16 21 26 31
+5 +5 +5 +5 +5 +5
(b) the 100
th term.
Position of term 1
st 2
nd 3
rd 4
th 10
th 50
th 100
th n
th
Term 6 6+5 6+(2 × 5) 6+(3 × 5) 6+(9 × 5) 6+(49 ×5 ) 6+(99 × 5) 6+(n − 1) × 5
Value 6 11 16 21 51 251 501
Therefore the 100
th term is 251
(c) the 1000
th term.
To obtain the 1000
th term,we can base on the nth term.
= 6 + (n − 1) × 5
= 6 + (1000 − 1) × 5
= 6 + 999 × 5
= 5001
96 Practice makes mathematics easier
6.4. FORMULAE FOR GENERAL TERMS
The formula for a general term, i.e. the n
th term.
= 6 + (n − 1) × 5
= 6 + 5n − 5
= 5n + 6 − 5
= 5n + 1
6.4 Exercise Set
1. Given the following sequences
(a) 0, 1, 2, 3 · · · (d) 2, 7, 12, 17 · · ·
(b) 1, 3, 5, 7 · · · (e) −2, −5, −8, −11 · · ·
(c) 5, 10, 15, 20 · · ·
Find
(i) the next three terms in the sequences
(ii) the 100
th ,20th and 31st terms for each of the sequence
(iii) the formula for the n
th term of each of the sequence
2. What is the n
th term of the sequence 2, 5, 10, 17, 26 · · · ?
3. Write down the rst 6 multiples of 8 and the formula for the n
th term of the sequence .
4. What is the n
th term of the sequence 1, 4, 9, 16 · · ·
Situation of Integration
There is a family in the neighbourhood of your school. The family has a rectangular compound
on which they want to put up a hedge.
• Support: Physical instruments like hoes, machetes, tape measure.
• Resources: Knowledge of construction of gures like rectangles, patterns, sequences
• Task: The family requests you to plant the hedge around their rectangular compound so
that it looks beautiful. Explain how you will plant the hedge, making sure that the plants
at the corners of the compound are the same in terms of colour.
Practice makes mathematics easier 97
Chapter 7: BEARINGS
Learning objectives
By the end of this topic,the learners should be able to
• Know the compass points
• Describe the direction of a place from a given point using compass points
• Describe the bearing of a place from a given point
• Apply bearings in real life situations
• Choose and use an appropriate scale to make an accurate drawing
• Dierentiate between a sketch and a scale drawing
There are many situations in which you might need to describe your position and direction of
travel. In mathematics, we use more precise ways to describe position and direction of travel and
this is done by use of bearings.
Bearings have many applications in our everyday lives such as in the elds of engineering .i.e
Builder architects,sailors and surveyors all use direction and angles in their work.Therefore in
this topic you will learn how to tell the bearing of a point from agiven point and also determine
accurately the distance between two points.
7.1 Compass directions
The four cardinal(main) directions are North (N), East (E), South (S), West (W). The four
intercardinal (or ordinal) directions are formed by bisecting the angle of the cardinal directions:
North-east(NE), South-east(SE), South-west(SW) and North-west(NW)
N
W
N
E
N
W
E
W
S
E
S
7.1 Exercise Set
The map below shows part of Taibah international school environment. Use it to answer the
questions below.
1. What is East of the O ce?
98
7.2. ANGLES AND TURNS
Boys dormitory
TISP
Parking
Class room O ce Library
Girls dormitory
2. What is NW of o ce ?
3. What is SE of boys dormitory and E of classroom?
4. Draw a compass direction at the o ce and identify the directions of each of the places shown
on the map
7.2 Angles and Turns
An Angle is a measure of rotation or turn.A turn is to rotate about a point.A turn can be
described as a quarter turn,Half turn,three -quarter turn or a complete turn.This can either be
done clockwise or anticlockwise.Below is how one can turn clockwise
N N N N
0
360
900 0
180
W E W E W E W E
2700
S S S S
1 1 3
(a): turn (b): turn (c): turn (d):1 full turn
4 2 4
NOTE
• Turning from N to S is 1800 clockwise or anticlockwise.
• Turning from N to NW is 3150 clockwise (or 450 anticlockwise).
• Turning from NE to E is 450 clockwise (or 3150 anticlockwise)
• 1 right angle = 900
Practice makes mathematics easier 99
7.3. IDENTIFYING THE ANGLES IN RELATION TO THE COMPASS DIRECTION
7.3 Identifying the angles in relation to the compass direc-
tion
Activity : Make the following turns and in each case state the size of the angle you have turned
through.
1. Turn from N to S anticlockwise 4. Turn anti clockwise from NE to SW
2. Turn from NE to SE clockwise 5. Turn clockwise from E to NW
3. Turn clockwise from NE to E 6. Turn from S to NE clockwise
EXAMPLE
1. What angle do you turn through if you turn:
(a) from NE to NW anticlockwise?
N
NW NE
W E
SW SE
S
1
The angle turned through is 0900 or 4
turn
(b) from E to N clockwise?
W E
3
The angle turned through is 2700 or 4
turn
(c) from SE to NW clockwise?
N
NW NE
W E
SW SE
S
1
The angle turned through is 1800 or 2
turn
100 Practice makes mathematics easier
7.4. BEARINGS
7.2 Exercise Set
1. What angle do you turn through if you turn clockwise from:
(a) N to E? (d) NE to N? (g) S to SE?
(b) W to NW? (e) W to NE? (h) SE to SW?
(c) SE to NW? (f ) S to SW? (i) E to SW?
2. In what direction will you be facing if you turn:
(a) 1800 clockwise from NE? (d) 2250 clockwise from SW?
(b) 900 clockwise from SW? (e) 1350 anticlockwise from N?
(c) 450 clockwise from N? (f ) 3150 clockwise from SW?
3. The sails of a windmill complete one full turn every 40 seconds.
(a) How long does it take the sails to turn through:
i. 1800 ii. 900 iii. 450 iv. 2700
(b) What angle do the sails turn through in:
i. 30 seconds? ii. 15seconds? iii. 25 seconds?
7.4 Bearings
• Bearings are a more precise way of descibing a direction.i.e They show the direction of
one-point relative to another point.
• A bearing is an angle measured clockwise from the north line
• In bearings angles are always measured from the North
• Bearings are stated using three digits. Thus 450 is written as 0450
• The north line represents a bearing of 0000
0
• The bearing of N130 E means an angle of 1300 measured from N towards E
EXAMPLE
1. What is the bearing of B from A
Practice makes mathematics easier 101
7.4. BEARINGS
B
N
600
W E
A
The bearing of B from A is 0600
2. What is the bearing of NW .
N
NW
W E
3150
The bearing of NW is 3150 in the clockwise direction
Activity : Estimating bearings of some places within the school compound.
Draw a sketch of your school and estimate the bearings of each building found in the School and
the sports grounds.i.e o ces,classrooms,labaratory,kitchen,library e.t.c
NOTE
• Your compass direction must be drawn on the administration block
• All bearings must be stated using three digits.
• All bearings are measured in a horizontal plane.
7.3 Exercise Set
1. Find the bearing of each of the following directions:
(a) NE (c) S (e) E
(b) SE (d) SW (f ) W
2. Find the bearing of each of the following directions:
0 0 0
(a) N60 E (c) N90 W (e) N30 W
0 0 0
(b) S60 E (d) S50 W (f ) N45 E
3. Draw a scale diagram to show the position of a ship which is 270 km away from a port on
0
a bearing of 110 .
102 Practice makes mathematics easier
7.4. BEARINGS
4. The bearing of Buikwe from Lugazi in a class is 1200 .What is the bearing of Lugazi from
Buikwe in the class
5. A plane leaves Entebbe airport on a bearing of North East to Karamoja.What is the bearing
of Entebbe from Karamoja.
6. The diagram shows the positions of two ships, A and B.
N
(a) What is the bearing of ship A from ship B ? N
(b) What is the bearing of ship B from ship A ? B
7. The map of a school is shown below:What is the bearing from the O ce, of each place
shown on the map?
Class
Dormitory
O ce
Pitch
Library
8. An aeroplane ies from Entebbe to mbale on a bearing of 0440 . On what bearing should
the pilot y, to return to Entebbe from Mbale?
9. On four separate occasions, a plane leaves Entebbe airport to y to a dierent destination.
The bearings of these destinations from Entebbe airport are given below.
Destination Bearings
Rwanda 2050
Kenya 0720
Tanzania 1660
Nigeria 3120
Draw a compass direction to show the direction in which the plane ies to each destination.
10. A ship sails NW from Entebbe to take supplies to Portbell. On what bearing must it sail
to return from the Portbell to the Entebbe?
Practice makes mathematics easier 103
7.5. SCALE DRAWINGS
11. If A is north of B, C is south east of B and on a bearing of 1600 from A, nd the bearing of:
(a) A from B, (b) A from C, (c) C from B, (d) B from C.
7.5 Scale Drawings
Using bearings, scale drawings can be constructed to solve problems.This involves drawing accu-
rate drawings and showing clearly the directions.
EXAMPLES
1. A ship sails 20 km North east, then 18 km south, and then stops.
(a) Draw a scale drawing to show the routes of the ship
(b) How far is it from its starting point when it stops?
(c) On what bearing must it sail to return to its starting point?
The path of the ship can be drawn using a scale of 1 cm for every 2 km, as shown in the
diagram.
Scale: 1 cm = 2 km
B 1800
10cm
9cm
450
(a) The distance CA can be measured on the diagram as 7.2cm which represents an actual
distance of 14.4km.
(b) The bearing of O from B can be measured as 2850 .
104 Practice makes mathematics easier
7.5. SCALE DRAWINGS
7.4 Exercise Set
1. A girl walks 80m north and then 200m east.
(a) How far is she from her starting position?
(b) On what bearing should she walk to get back to her starting position?
2. Frank walks 300m NW and then walks 500m south and then stops.
(a) How far is he from his starting position when he stops?
(b) On what bearing could he have walked to go directly from his starting position to
where he stopped?
3. Village A and B are such that the bearing of B from A is 0600 . The distance between A
and B is 15 km.
(a) Represent the above information on a scale drawing.
(b) Calculate the bearing of A from B.
4. A hot air balloon is blown 5 km NW. The wind then changes direction and the balloon is
0
blown a further 6 km on a bearing of 300 before landing. How far is the balloon from its
starting point when it lands?
0
5. A boat sets o from a point A on a bearing of 130 for 4 km to a point B. At B it changes
0
direction and sails on a bearing of 240 to a point C, 7 km away. At point C it changes
direction again and heads back to point A
(a) Using a scale of 1 cm : 1 km, draw a scale diagram of the boat's journey
(b) From your diagram work out:
(i) the distance AC
(ii) the bearing of A from C.
6. A plane ies from airport P due North for 300km to airport R. It then ies on a bearing of
2950 for 200km to air strip Q. From there it ies on a bearing of 0900 for 500km to air strip
R
(a) Use a scale of 1cm to represent 50km, draw an accurate diagram to show the route of
the plane.
(b) Find the distance between P and R.
7. An aeroplane ies 400 km on a bearing of 0550 It then ies on a bearing of 3000 , until it is
due north of its starting position. How far is the aeroplane from its starting position?
8. Kaziba walks 750m on a bearing of 0300 . He then walks on a bearing of 3150 until he is
due north of his starting point, and stops.
(a) Using a scale of 1 cm to represent 100m,draw an accurate diagram to show Kaziba 's
routes.
(b) How far does he walk on the bearing of 3150 ?
Practice makes mathematics easier 105
7.5. SCALE DRAWINGS
(c) How far is he from his starting point when he stops?
9. An aeroplane ies 200 km on a bearing of 3350 . It then ies 100 km on a bearing of 1700
0
and 400 km on 280 , and then lands.
(a) How far is the aeroplane from its starting point when it lands?
(b) On what bearing could it have own to complete its journey directly?
Situation of Integration
Priscilla is in Kampala City and has been told to use a car to move to Lira town. She has never
gone to Lira. She has been given the map of Uganda showing routes through which she can access
Lira town.
• Support: Mathematical instruments, pencil, paper, pens, tracing paper and map of Uganda.
• Resources:Knowledge of construction of gures like triangles, lengths of sides of triangles,
operations on numbers
• Task: Priscilla wants to use the short distance from Kampala to Lira. Explain how Priscilla
can determine the shortest distance. Using the map given to her is it possible for Priscilla
to use the shortest distance she has determined. Explain your answer.
106 Practice makes mathematics easier
Chapter 8: GENERAL AND ANGLE
PROPERTIES OF
GEOMETRIC FIGURES
Learning objectives
By the end of this topic,the learners should be able to
• Classify angles
• Identify dierent angles
• Solve problems involving angles at a point ,on a straight line,angles on a transversal and
parallel lines
• Know and use the angle sum of a triangle
• State and use angle properties of polygons when solving problems
Introduction
In this topic you will study angles on the straight line, parallel lines and angle properties of
polygons. Equipped with the knowledge from this topic, you will be able to solve problems
related with angle properties.
8.1 Classifying angles
• An angle is the space (usually measured in degrees) between two intersecting lines or surfaces
at or close to the point where they meet.In geometry, angles are measured in degrees using
a protractor
O B
The above angle is described as ∠AOB or ∠BOA or ∠O
Types of angles
• Acute angle:Angle less than 900 e.g 300
• Right angle:An angle that is exactly 900
• Obtuse angle:An angle that measures between 900 and 1800
107
8.1. CLASSIFYING ANGLES
• Straight angle angle that is exactly 1800
• Re ex angle:An angle that is measures between 180 and 3600
• Full angle:An angle that is equal to 3600 .
ACUTE ANGLE RIGHT ANGLE OBTUSE ANGLE
STRAIGHT ANGLE REFLEX ANGLE FULL ANGLE
8.1 Exercise Set
State whether each of the following angles is acute, obtuse or re ex
B A
(a) A B (b) A (c)
A
O O B B
A
B (d) (e) O (f )
108 Practice makes mathematics easier
8.2. IDENTIFY DIFFERENT ANGLES
8.2 Identify Dierent Angles
Activity : Identifying objects that form angles.
0 0 0
Identify objects in your class, which make 90 , 180 , 360
Activity : Identifying angles.
Draw two intersecting lines. Use your mathematical instruments to measure the angles formed at
the intersecting point.
• How many angles have been formed at the point of intersection?
• What is the size of each angle formed?
8.2 Exercise Set
1. For each of the following angles, rst estimate the angles and then measure the angle marked
0 to see how good your estimate was.
A A A
O B O B O B
(a) (b) (c)
A
O O B B
A
B (d) (e) O (f )
2. Draw the following angles
(a) 200 (d) 1700 (g) 800
(b) 430 (e) 2000 (h) 1100
(c) 970 (f ) 3050 (i) 3300
3. Draw a triangle with one obtuse angle.
4. Draw a triangle with no obtuse angles.
5. Draw a four-sided shape with:
(a) one re ex angle.
Practice makes mathematics easier 109
8.3. ANGLE RELATIONSHIPS
(b) two obtuse angles.
8.3 Angle Relationships
In this section we look at angle relationships and their measures.In Geometry, there are ve
fundamental angle pair relationships:
1. Complementary Angles:These are two positive angles whose sum is 90 degrees.
0
a+b=90
b
a
2. Supplementary Angles:These are two positive angles whose sum is 180 degrees.
0
a+b=180
b
a
3. Adjacent Angles:These are two angles in a plane that have a common vertex and a common
side but no common interior points.
∠AOC and ∠BOC are adjacent angles
C O
4. Angles on a line add up to 1800 .This is because there are 1800 in a half turn
0
a+b+c=180
b
c a
5. Angles around a point add up to 3600 .This is because there are 3600 in a full turn
0
a a+b+c=360
b
c
110 Practice makes mathematics easier
8.3. ANGLE RELATIONSHIPS
6. Vertical Angles(Vertically opposite angles ):These are two nonadjacent angles formed by
two intersecting lines or opposite rays.
b d
Vertically opposite angles are equal.Thus∠a=∠c and ∠b=∠d
EXAMPLES
1. In the gure below, nd the value of x
1480
x
x + 148 = 180
x + 148 − 148 = 180 − 148
x = 320
2. In the gure below , nd the value of y
1100
900
y + 110 + 90 = 360
y + 200 = 360
y + 200 − 200 = 360 − 200
y = 1600
3. The gure below shows two intersecting lines.Find the value of x
(2x + 30)0
(60 − x)0
Practice makes mathematics easier 111
8.3. ANGLE RELATIONSHIPS
2x + 30 = 60 − x Vertically opposite angles are equal
2x + x + 30 = 60 − x + x
3x + 30 = 60
3x + 30 − 30 = 60 − 30
3x = 30
3x 30
=
3 3
10
3 x 30
>
= 1
3
3
x = 100
8.3 Exercise Set
1. Two angles are supplementary. One angle measures 120 more than the other. Find the
measures of the angles.
2. Find the value of a
920
1420
3. Find the size of two complementary angles that are such that the size of one of them is four
times the size of the other.
4. Find the value of y
y
420
5. Find the size of the angle marked x
2x + 40
540
6. Find the value of x for which the angles (2x + 10)0 and (130 − x)0 are vertically opposite.
112 Practice makes mathematics easier
8.4. PARALLEL AND INTERSECTING LINES
8.4 Parallel and Intersecting Lines
When a line intersects (or crosses) a pair of parallel lines, there are some simple rules that can be
used to calculate unknown angles.
F
a
b
C D
d c
• Line AB and CD are parallel.
f e • EF is called a transversal line
A B
h g
• The line cutting across parallel lines is called a transversal.
• ∠b = ∠e,∠d = ∠h,∠a = ∠f ,∠c = ∠g .These are called Corresponding angles.
• ∠d = ∠e and ∠f = ∠c.These are called Alternating angles .
• ∠f = ∠g ,∠e = ∠h,∠a = ∠c,∠d = ∠b.These are called Vertically opposite angles .
• h + f = 1800 :because adjacent angles on a straight line add up to 1800 . These are called
supplementary angles.
• Co-interior angles lie inside the parallel lines on the same side of the transversal.e.g ∠f and
∠d are co-interior angles
• Co-interior angles add up to 1800 ,thus f + d = 1800
EXAMPLES
1. Find the size of the unknown angles in the gure below.
a
b
1200 e
h g
Practice makes mathematics easier 113
8.4. PARALLEL AND INTERSECTING LINES
To nd h
h + 120 = 180 Angles on a straight line
h + 120 − 120 = 180 − 120
h = 600
To nd e
e=h Vertically opposite angles are equal
e = 600
To nd a
a=f Corresponding angles are equal
a = 1200
To nd b
b=e Corresponding angles are equal
0
b = 60
2. Find the size of the unknown angles in the gure below.
1200
(2x − 10)0
2x − 10 = 120 Alternating angles are equal
2x − 10 + 10 = 120 + 10
2x = 130
2x 130
=
2 2
65
2 x 130
*
= 1
2
2
x = 650
3. Find the size of the unknown angles in the parallelogram shown in this diagram:
114 Practice makes mathematics easier
8.4. PARALLEL AND INTERSECTING LINES
y x
620 z
To nd z
z + 62 = 1800 supplementary angles
z + 62 − 62 = 180 − 62
z = 1180
To nd x
x + 62 = 1800 supplementary angles
x + 62 − 62 = 180 − 62
x = 1180
To nd y
y + 118 = 1800 supplementary angles
x + 118 − 118 = 180 − 118
x = 620
8.4 Exercise Set
1. Find the value of y
2y+8
1180
2. Find the size of the three unknown angles in the parallelogram .
z 580
m p
Practice makes mathematics easier 115
8.4. PARALLEL AND INTERSECTING LINES
3. One angle in a parallelogram measures 400 . What is the size of each of the other three
angles?
4. Which angles in the diagram are the same size as ∠a and ∠b
y x
b
c
z mn
a
5. Find the sizes of the unknown angles marked with letters in the diagram:
0
600 z 30
c
d
a
b
6. One angle in a rhombus measures 1330 . What is the size of each of the other three angles?
7. One angle in a parallelogram measures 600 . What is the size of each of the other three
angles?
Activity : Identifying the polygons
• Find the number of sides of dierent polygons and their corresponding names.
• Determine the size of each interior and exterior angles of the regular polygons.
• Determine the sum of the angles in the regular polygons
NOTE
1. In any polygon with n- sides, the following properties apply
• Interior angle sum =(n − 2)1800
116 Practice makes mathematics easier
8.4. PARALLEL AND INTERSECTING LINES
• Exterior angle sum = 3600 .
0
• Each interior angle + each exterior angle =180 .
n(n−3)
• Number of diagonals =
2
2. In a regular polygon with n- sides, the following properties apply
(n−2)1800
• One interior angle=
n
3600
• One exterior angle =
n
EXAMPLES
1. Find the interior angle sum of a pentagon.
A pentagon has 5 sides.
Interior angle sum = (n − 2)1800
= (5 − 2)1800
= 3 × 1800
= 5400
2. Find the size of the interior angle of a regular pentagon.
A pentagon has 5 sides.
(n − 2)1800
One interior angle =
n
(5 − 2)1800
=
5
3 × 1800
=
5
540
=
5
= 1080
3. Find the size of each exterior angle of a regular pentagon.
A pentagon has 5 sides.
3600
One exterior angle =
n
360
=
5
= 720
Practice makes mathematics easier 117
8.4. PARALLEL AND INTERSECTING LINES
4. Find the number of sides of a polygon whose interior angle sum is 12600
Interior angle sum = (n − 2)1800
12600 = (n − 2)1800
1260 = n × 180 − 2 × 180
1260 = 180n − 360
1260 + 360 = 180n − 360 + 360
180n = 1620
180n 1620
=
180 180
:9
180n
1620
=
180 *1
180
n=9
8.5 Exercise Set
1. Find the sum of the interior angles of a polygon with 22 sides.
2. The interior angle of a regular polygon is 1620 . How many sides does the polygon have ?
3. The interior angle sum of a regular polygon is 18000 . How many sides has the poly-
gon?.Name the polygon
4. Find the interior angle sum of a decagon.
5. Find the size of each interior angle of a regular hexagon.
6. Find the number of sides of a regular polygon whose each interior angle is 1350
7. Find the size of each exterior angle of a regular octagon.
8. If the vertices of a regular hexagon are joined to the centre of the hexagon, what is the size
of each of the six angles at the centre? Use your answer to construct a regular hexagon
ABCDEF of side 3cm. Start with a circle of radius 3cm. Measure the length of the diagonal
AC.
Activity of Integration
The table below shows the Covid 19 active cases discovered in some districts of uganda in a year
2020.
District Buikwe Elegu Busia Mutukula Malaba
Active cases 24 350 150 120 56
• Support: Mathematical instruments, pencil, paper, pens,set
• Resources:Knowledge of construction of gures like circle and the knowledge of measuring
angles
• Task: The ministry of health was asked to represent the information above on pie chart. As
a senior one learner help the ministry to solve the challenge.
118 Practice makes mathematics easier
Chapter 9: DATA COLLECTION AND PRE-
SENTATION
Learning objectives
By the end of this topic,the learners should be able to
• Understand the dierences between types of data
• Collect simple data from the local environment using tally chart
• Represent data using bar chart,pie chart and line graphs
• Interpret represented data
In this topic, you will learn dierent types of data, data collection methods, presentation and
analysis.
9.1 Types of Data
The term data refers to groups of information that represent the qualitative or quantitative
attributes of a variable or set of variables.There are two main types of data:
• Qualitative data
• Quantitative data
• Qualitative data is data that is not given numerically and is used to characterize objects or
observations.
Qualitative observations relate to qualities and involve descriptions of how something
looks, feels, smells, taste, texture ,colour. For example, the car is yellow, the fumes
are pungent, the leaf is smooth.
Qualitative observations are often subjective. That is, they can be interpreted dier-
ently by dierent people. For example, you might describe the colour of a stone or the
sound of a bird quite dierently to someone else.
Other examples include favourite colour, place of birth, favourite food, type of car.
• Quantitative data is numerical and can be counted, quanti ed,measured and mathematically
analyzed.
They can be described with numerical values and units of measurement, and include
things like mass, temperature or speed.For example, the dog weighs 16.5 kg, the air
0 −1
temperature is 16 C , the train is travelling at 80ms .
Quantitative observations are objective. That is, dierent people should make the
same observation. For example, if you measured the height of the classroom door, you
should get the same answer (or a very similar answer) as someone else in your class.
119
9.1. TYPES OF DATA
There are two types of quantitative data:
Discrete data can only take speci c numeric values e. g. shoe size, number of brothers,
number of cars in a car park.
Continuous data can take any numerical value e.g. height, mass, length,temperature
EXAMPLE
Identify which of the following terms best describes each of the information by coloring.Give
reason for your response
Qualitative data Continuous Quantitative Data Discrete Quantitative Data
Age Temperature Height Mass
School life Birth place Ten cars Number of cars
SOLUTION
Age Temperature Height Shoe size
School life Birth place Number of cars Mass
• Age is discrete quantitative, becauses it is given as a whole number.
• Temperature is Continuous quantitative ,because it can take any value and is measureable
with units
9.1 Exercise Set
1. State whether each of the following variables is qualitative, discrete or continuous.
(a) the number of goals scored in Premier league soccer matches on a Saturday
(b) the colour of children's eyes in a class
(c) the circumference of apples collected from a tree
(d) the type of vehicle seen on a road at rush hour.
(e) Tr stephen's phone number
2. Which of the following would give
• qualitative data
• discrète quantitative data
• continuous quantitative data
120 Practice makes mathematics easier
9.1. TYPES OF DATA
(a) Favourite football team (f ) Number of sweets in a jar
(b) Colour of car (g) Number of pets
(c) Price of chocolate bars (h) Mass of crisps in a packet.
(d) Amount of pocket money (i) Number of cars
(e) Distance from home to school (j) Weight
3. Mr Kaziba starts to make a database for his lesson.
Name Age Primary school Transport to school Height Reading glasses
Daniel 12 Taibah Bus 145cm no
Sheba 11 st stephen Car 152cm no
Priscilla 12 st john Bike 158cm no
Philemon 11 Hilltop 164cm yes
Edgar 11 Taibah walk 155cm no
Mimmi 12 Taibah car 168cm no
Cooper Green hill Bus 166cm no
(a) What is missing from Mr Kaziba's database?
(b) Which columns in the database contain quantitative data?
(c) Which columns in the database contain qualitative data?
(d) Write down what Mr kaziba would put in his database if you joined his class.
4. The table below shows a database that has no entries.
Name Age Favourite color Favourite subject Favourite Tv show Favourite sports
(a) Collect data from 10 of your classmates to complete the data base. State whether each
column contains:
• qualitative data.
• continuous quantitative data.
• or discrete quantitative data.
(b) Answer the following questions:
(i) What is the most popular TV show?
(ii) Who is the oldest?
(iii) What is the favourite sports for the youngest person?
(iv) What is the favourite subject for the oldest person?
Practice makes mathematics easier 121
9.2. COLLECTING DATA
(v) What is the favourite color for the youngest person?
(c) Write 3 more questions you could answer using your database and write the answers
to them.
9.2 Collecting Data
In this section, you will learn how data is collected, organized and interpreted, using a tally chart
and then displayed using:
• Pictograms
• Bar charts
• Line graph
• Piecharts
Activity :
Identify the means of transport each learner uses to come to school.
• Identify how many of you in class use the same means of transport.
• Which means of transport is used by the majority?
• Which one is the least used means of transport?
EXAMPLE
1. The learners in a class were asked there Favourite science subjects.
Subject Tally Frequency
Math ////
////
/// 13
Biology ////
/ 6
Chemistry //// 4
Physics ////
// 7
P
f = 30
Illustrate this data using:
• A pictogram
• Bar chart(graph)
• Line graph
• Pie chart
122 Practice makes mathematics easier
9.2. COLLECTING DATA
(a) A pictogram
A pictogram is a simple way to organise data in which each object is represented by a
picture of itself.
Math
Biology
Chemistry
Physics
NOTE:You can have a scale when representing a pictogram
(b) A bar chart
A bar chart or bar graph is a chart or graph that presents categorical data with rect-
angular bars with heights or lengths proportional to the values that they represent.
A bar chart showing learners favourite science subjects
15
14
13
12
11
10
Frequency 8
Math Biology Chemistry Physics
Subjects
(c) Line graph A line graph displays data that changes continuously over periods of time.
Practice makes mathematics easier 123
9.2. COLLECTING DATA
A line graph showing the favourite science subjects
Frequency
13
12
11
10
0
Math Biology Chemistry Physics Subjects
(d) A pie chart
A pie chart is a circular statistical graphic, which is divided into slices to illustrate
numerical proportion. In a pie chart, the arc length of each slice, is proportional to the
quantity it represents.
To illustrate the data with a pie chart, You need to rst nd out the angle for each
learner.
Subject Frequency Calculation Angle
13
Math 13
30
× 360 1560
6
Biology 6
30
× 360 720
4
Chemistry 4
30
× 360 840
7
Physics 7
30
× 360 840
0
P
f = 30 Total= 360
Math
1560
Biology
720
840
480
Physics
Chemistry
124 Practice makes mathematics easier
9.2. COLLECTING DATA
From the data we can see that:
• The Favourite subject for the learners is Mathematics. (This is called the mode.)
• The least liked subject is chemistry.
2. Students at Masaka sss were asked how they travel to school.The ndings were summarized
in the tally chart below.
Method of travel Tally Frequency
Bike ////
////
10
Bus /// 3
Walking ////
////
//// 14
Car ////
/// 8
P
f = 35
Illustrate this data using:
(a) A pictogram (b) Bar chart(graph) (c) Pie chart
(a) Pictogram
A pictogram showing how students travel to school
Transport
BIKE
BUS
WALKING
CAR
0 2 4 6 8 10 12 14
Number of students
NOTE:Each picture represents 2 students, and half represents 1 student.
Practice makes mathematics easier 125
9.2. COLLECTING DATA
(b) Bar graph
A bar chart showing how students travel to school
15
14
13
12
11
10
Frequency 8
Bike Bus Walking Car
Method of travel
(c) Pie chart
Method of travel Frequency Calculation Angle
10
Bike 10
35
× 360 1030
3
Bus 3
35
× 360 310
14
Walking 14
35
× 360 1440
8
Car 8
35
× 360 820
0
P
f = 35 Total= 360
Bike
Bus
310 1030
Walking
820
1440
Car
From the data we can see that:
• The most common way of getting to school is by Walking. (This is called the mode.)
• The least popular way of getting to school is by bus
126 Practice makes mathematics easier
9.3. HYPOTHESIS
9.3 Hypothesis
A hypothesis is a prediction based on an observation.OR an hypothesis is an idea that you want
to investigate to see if it is true or false. For example, you might think that most people in your
school get there by bus. You could investigate this using a survey. A tally chart can be used to
record your data..During Interpreting Results and Making Conclusions, an hypothesis can either
be accepted or rejected basing on the observations made.
Activity : Testing an hypothesis
"More students in my class love mathematics than any other subject."
• Collect data to test this hypothesis.
• Present your data on a tally chart.
• Represent your ndings using a pie chart
• Was the original hypothesis correct?
HINT:In the survey , make a survey form and ask your classmates their opnions.A table can
have two columns as below
Student Name Favourite subject
9.2 Exercise Set
1. The pictogram shows the number of customers who take cup cakes in a week.
(a) How many customers took cupcakes on thursday
(b) How many customers took cupcakes on tuesday
(c) How many more customers took cupcakes on monday than friday
(d) How many customers were included in the survey
(e) Represent the information above on a bar chart
(f ) What is the mode?
Practice makes mathematics easier 127
9.3. HYPOTHESIS
2. The students of senior one at Taibah international school were asked to give the clubs they
support in the english premier league.The results are given in the tally chart below:
Club Tally Frequency
Liverpool Fc ////
////
////
///
Man city Fc ///
Arsenal Fc ////
////
/
Chelsea Fc ///
Marchester united Fc ////
P
f=
(a) Copy and complete the table by lling in the frequencies.
(b) Represent the data on a bar chart.
(c) Draw a pictogram for this data.
(d) Which club has the highest number of supporters.
(e) Copy and complete the following table and draw a pie chart
Club Frequency Calculation Angle
Liverpool Fc
Man city Fc
3
Chelsea Fc 3
40
× 360 270
Arsenal Fc
Marchester united Fc
3600
P
f= Total =
3. On a particular day 40 new active cases for covid 19 were discovered and the Patients were
admitted to dierent hospitals as shown below.
Hospital Mulago Entebbe Mbale Masaka
Number of patients 15 9 4 12
(a) Which hospital admitted the highest number of patients
(b) What is the mode
(c) Represent the above information on a bar chart and on a pie chart
4. The total number of goals scored in each of the Premier League matches one Saturday were:
0 1 4 0 4 5 4 2 3
(a) Illustrate these data on a pie chart.
(b) Which number of goals was the most common?
128 Practice makes mathematics easier
9.3. HYPOTHESIS
5. A school conducted a survey to know the favourite sports of the students. The table below
shows the results of this survey.
Sport Number of students
Swimming 30
Basket ball 16
Foot ball 24
Chess 12
Table Tenis 8
Bad minton 10
(a) Draw a bar graph representing the sports and the total number of students.
(b) Calculate the range of the graph.
(c) Which sport is the most preferred one?
(d) What is the mode?
6. Do you think Novida and Fanta will be the most popular soft drinks in your class?
(a) Carry out a favourite soft drink survey for your class. Present the results in a bar chart
and state which avour is the mode.
(b) Was your hypothesis correct?
7. A survey was carried out at the bank of uganda. State whether each of the following variables
is discrete or continuous.
(a) The number of people entering the bank per hour.
(b) The time it takes to serve each person by the cashier.
(c) The number of people creating bank accounts.
(d) The total amount paid by each customer.
8. Complete the table by naming the type of data formed by each of the stated measurements.
The rst one has been completed for you.
Measurement Type of data
Height of Rose Trees Continuous
Number of brothers
Length of shoe laces
Number of pages in library books
Temperature of a patient
9. Most children in my class are from western uganda.
(a) Collect data to test this hypothesis.
(b) Present your data in a suitable diagram.
(c) Was the original hypothesis correct?
Practice makes mathematics easier 129
9.3. HYPOTHESIS
10. In term one students complained about the high rate of theft of the students properties.
The security guard then ran a high pro le campaign encouraging students to improve their
personal security.
(a) State a hypothesis that should be investigated to test the eectiveness of their cam-
paign.
(b) Collect suitable data from your class.
(c) Present your data using a suitable diagram.
(d) Was the hypothesis correct?
11. Alexadra nds out the favourite sports for members of her class. She works out the angles
in the list shown below for a pie chart. Draw the pie chart.
SPORT ANGLE
Foot ball 1300
Table Tennis 100
Net ball 700
Badminton 170
chess 320
Swimming 800
Hockey 210
12. The pupils in Mr Stephen's class take a maths test and get scores out of 10, which are listed
below:
3 7 6 2 5 9 10 8 7 1 8 4 3 5 6
7 8 7 6 5 3 6 9 8 7 5 9 6 7 8
(a) Construct a tally chart for the data
(b) Represent this data using a pie chart and a line graph
Activity of Integration
The Games Master at your school wants to buy football boots for the three teams in the school.
The three teams are the under 18 years, under 16 years and the under 14 years. The Games
Master does not know the foot size for each of the players.
• Support: pens, paper, tape measure, team members
• Resources:Knowledge of tabulation, of tallying, of approximation, of central measures and
of collection of suitable data.
• Task: The total number of players for the three teams is 54. The Games Master wants to
know the size of the boots for each player and the number of pairs for each size.
Explain how the Games Master will get the required data and how to determine the total
cost for buying the football boots for the 54 players. Is there another way of getting the
required data other than what you have explained above?
130 Practice makes mathematics easier
Chapter 10: REFLECTION
Learning objectives
By the end of this topic,the learners should be able to
• Identify lines of symmetry for dierent gures
• Re ect shapes and objects
• Apply re ection in the cartesian plane
In this section we look at line symmetry and re ections of simple shapes, in horizontal, vertical
and sloping lines. In a re ection, a point will move to a new position that will be the same
distance from the mirror line, but on the other side. These distances will always be measured at
right angles to the mirror line.
10.1 Identify Lines of Symmetry for Dierent Figures
Line of Symmetry is de ned as the axis or imaginary line that passes through the center of the
shape or object and divides it into identical halves. In otherwords a Line of Symmetry divides a
gure into two parts such that when the gure is folded along the line,the two parts of the gure
coincide(match).The line of symmetry is also called the mirror line or axis of symmetry.
Activity : Identifying the lines of symmetry for a rectangle
• Take a rectangular sheet of paper
• Fold it once lengthwise, so that one half ts exactly over the other half and crease the edges
Line of symmetry
• Now open it, and again fold it once along its width.
Line of symmetry
• The rectangle has two lines of symmetry
Activity : Identifying lines of symmetry
One of the two set squares in your geometry set has angle of measure 300 , 600 , and 900 .
1. Take two such identical set squares
131
10.1. IDENTIFY LINES OF SYMMETRY FOR DIFFERENT FIGURES
2. Place them side by side to form a `kite'
3. Look at both sides of the fold line. Are they the same size and shape?
4. How many lines of symmetry does the shape have?
10.1 Exercise Set
1. Copy the following alphabetic letters and draw in all their lines of symmetry.
A B C D E F H I K LM O R S W X Z
2. Draw a square on a tracing paper. Fold it to nd the lines of symmetry. How many lines of
symmetry does a square have?
3. Find the number of lines of symmetry of
(a) a semi circle (c) a rhombus (e) Isosceles trapezoid
(b) an equilateral triangle (d) atrapezium (f ) Isosceles triangle
4. Using the gures below ,copy and complete the table.
Name of the gure Number of sides Lines of symmetry
(a) (b) (c) (d)
(e) (f ) (g) (h)
5. Draw in the lines of symmetry for each of the following shapes:
132 Practice makes mathematics easier
10.2. REFLECTION IN THE CARTESIAN PLANE
(a) (b) (c)
10.2 Re ection in the Cartesian Plane
• A re ection can be thought of as folding or " ipping" an object over the line of re ection.
• The original object is called the pre-image, and the re ection is called the image.
• Object(pre-image) is the initial gure (shape) formed before re ection has taken place.
• Image is the gure (shape) obtained when an object has undergone a re ection.
1 1 1
• The image is usually labeled using a prime symbol, such as A , B , C .
• The image is formed using a mirror line
• A mirror line is a line of symmetry from where re ection of object takes place.
• An object and its re ection have the same shape and size, but the gures face in opposite di-
rections. The objects appear as if they are mirror re ections, with right and left reversed.For
example the mirror image of the letter p for re ection with respect to a vertical axis would
look like q. Its image by re ection in a horizontal axis would look like b.
• The image is as far behind the mirror as the object is in front of it.i.e The distance of the
image and the object from the mirror line must be equal.
Re ection a long the y -axis Re ection a long the x -axis
Object Image
6 6
Object
5 5
4 4
3 3
Line of symmetry
2 2
1 1
0 0
-5 -4 -3 -2 -1 0 1 2 3 4 5 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
-1 -1
Line of symmetry
-2 -2
-3 -3
Image
-4 -4
-5 -5
Practice makes mathematics easier 133
10.2. REFLECTION IN THE CARTESIAN PLANE
Activity : Re ecting in a Cartesian plane
1. Plot the points A (-3, 1), B(-1, 1) and C (-1, 3) on squared graph paper.
(a) A mirror is placed on the x- axis. Where would the images of the tree points be? What
1 1 1
are the coordinates of the image points A ,B and C ?
(b) A mirror is placed on the y- axis. Where would the images of the tree points be? What
1 1 1
are the coordinates of the image points A ,B and C ?
(c) Draw another pair of axes. Plot the same points again. Take the line y = 2 as the
mirror line. Where would the images of the three points be? What are the coordinates
1 1 1
of the new image points A ,B and C ?
(d) Draw another pair of axes. Draw the line x = 4. Plot the points (1, -3). Using the line
x = 4 as the mirror line, nd the image of the point (1, -3).
1. Find the Coordinates of the image of the points, P(-3,2) and A(-4,-3) for a re ection a long
the y-axis
Re ection a long the y -axis
Mirror line
4
P (object) P 1 (image)
2
-5 -4 -3 -2 -1 0 1 2 3 4
-1
-2
A(object) A1 (image)
-3
-4
-5
1 1
The images are P (3,2) and A (4,-3)
134 Practice makes mathematics easier
10.2. REFLECTION IN THE CARTESIAN PLANE
2. Find the Coordinates of the image of the points, P(2,3) and A(-4,2) for a re ection a long
the x-axis
Re ection a long the x -axis
P
3
A Mirror line
2
-5 -4 -3 -2 -1 0 1 2 3 4
-1
-2
A1
-3
P1
-4
-5
1 1
The images are P (2,-3) and A (-4,-2)
3. Find the image of triangle PQR with coordinates P (-4, 1), Q (-1, 1) and R (-1, 3) after a
re ection along the yaxis.
Re ection a long the y -axis
Mirror line
R R1
3
1
P Q Q1 P1
0
-5 -4 -3 -2 -1 0 1 2 3 4
-1
-2
-3
-4
-5
1 1 1
The images are P (4,1) , Q (1,1) and R (1,3)
4. Find the image of triangle ABC with coordinates A (-2, 1), B (2, 4) and C (4, 2) after a
re ection along the xaxis.
Practice makes mathematics easier 135
10.2. REFLECTION IN THE CARTESIAN PLANE
Re ection a long the x -axis
B
4
2
C
1
A
-5 -4 -3 -2 -1 0 1 2 3 4
1
A -1
-2 C1
-3
-4
B1
-5
1 1 1
The images are A (-2,-1) , B (2,-4) and C (4,-2)
5. Find the image of triangle PQR with A (-5, 3), B (-3, 1) and C (-5, -2) after a re ection
along the line x = −2
Re ection a long the line x = −2
x = −2
A A1
3
B B1 1
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5
-1
-2
C C1
-3
1 1 1
The images are A (1,3) , B (-1,1) and C (1,-2)
6. Find the image of triangle PQR with A (1, 2), B (1, 5) and C (3, 2) after a re ection along
the line y=1
136 Practice makes mathematics easier
10.2. REFLECTION IN THE CARTESIAN PLANE
Re ection a long the line y=1
B
5
y=1
2
A C
A1 C1
0
-5 -4 -3 -2 -1 0 1 2 3 4 5 6
-1
-2
-3
B1
-4
-5
1 1 1
The images are A (1,0) , B (1,-3) and C (3,0)
7. Find the image of the gure with points (-2,1),(-2,6),(-6,6),(-6,4),(-4,4),(-4,1) after a re ec-
tion along the line y=x
Re ection in the line y=x
3
Object
2
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
-1
-2
-3
-4
-5
y=x Image
-6
The images are (1,-2) , (1,-4),(4,-4),(4,-6),(6,-6) and (6,-2)
8. Find the image of triangle ABC with A (2, 3), B (3, 5) and C (4, 4) after a re ection along
the line y = −x
1 1 1
The images are A (-2,-3) , B (-3,-5) and C (-4,-4)
Practice makes mathematics easier 137
10.2. REFLECTION IN THE CARTESIAN PLANE
Re ection in the line y = −x
B
5
4
C
3
A
-5 -4 -3 -2 -1 0 1 2 3 4
-1
-2
A 1 y = −x
-3
C1
-4
-5
B1
10.2 Exercise Set
1. Draw the re ection of each of the following shapes in the line given:
(a) (b) (c)
2. Find the image of the point (2, 5) under re ection in the y axis.
3. After a point has been re ected in the x axis, its image is at (3,2). Find the coordinates of
the object point.
4. The points A(4, 2) , B(1, 3) and C(1,-2)are re ected in the line y = 4. Find the coordinates
1 1 1
of the images A , B and C .
5. Find the image of ABCD with A (0, 0), B (1, 0), C (1, 1) and D (0, 1) being re ected along
the xaxis.
6. (a) Copy the following diagram:
138 Practice makes mathematics easier
10.2. REFLECTION IN THE CARTESIAN PLANE
-5 -4 -3 -2 -1 0 1 2 3 4
-1
-2
-3
-4
(b) Re ect the shape in the lines x = −4 and y = −3.
7. Find A and B the images of A and B respectively under the re ection in the yaxis with A
(1, 3) and B (3, 7).
8. Find the images of a triangle with vertices P(1, 4), Q(3, 2) and R(5, 3) after a re ection in
the line y = 0
9. A triangle with vertices P(2, 3), Q(5, 4) and R(5, 6) is mapped onto its image by a re ection
in the line x = 0 .Find the coordinates of its images.
10. (a) Draw the triangle which has corners at the points with coordinates A(1, 4), B(1, 7)
and C(3, 5).
(b) Re ect this shape in the line y = x and state the coordinates of the corners of the
re ected shape.
(c) Re ect the original triangle in the line y = −x and state the coordinates of the corners
of the re ected shape.
11. Draw the triangle with corners at the points with coordinates P(1, 3), Q(1, 8) and R(6, 8).
Re ect this triangle in the following lines:
(a) x=0 (b) y=0 (c) y=x (d) y = −x
12. (a) Draw the triangle that has corners at the points with coordinates Q(1, 1), R(4, 7) and
S(2, 5).
(b) Re ect the triangle in the lines:
(i) x=8 (ii) x = −1 (iii) y = −2 (iv) y=4
Practice makes mathematics easier 139
10.2. REFLECTION IN THE CARTESIAN PLANE
13. Re ect the triangle in the graph in any quadrant and write down the coordinates of its
image.
-5 -4 -3 -2 -1 0 1 2 3 4
-1
A
-2
B -3
-4
C
(a) Write down the coordinates of the images of triangle ABC
(b) What is the equation for the mirror line?
Activity of Integration
One of your relatives wants to make a hair salon. He approaches you for help.As a senior one
graduate draw a plan of how you can help your relative make his salon shop be up to date
• Support: Interior plan of the shop
• Resources:knowledge of re ection
• Task: Advice the barber on how he can organize the salon such that the customers are able
to get a clear view of themselves with their images not distorted.
140 Practice makes mathematics easier
Chapter 11: EQUATIONS OF LINES AND
CURVES
Learning objectives
By the end of this topic,the learners should be able to
• Form linear equations with given points
• Draw the graph of a line given its equation
• Dierentiate between a line and a curve
In this topic you will learn how to form linear equations with given points, draw graphs for the
given linear equations and dierentiate between a line and a curve.
11.1 Forming Linear Equations with given points
Under this we shall nd out the equation of the straight line ,given some points that lie a long
the line.
Activity:Writing the equation of a straight line
• Plot the points (3,0),(3,1),(3,2),(3,3) and (3,4) on the squared graph paper.
• What do you notice about these plotted points.
• Give the coordinates of four more points which belong to this set.
• What is the x coordinate of any point which belongs to this set.
• What is the equation of the line on which the points lie.
EXAMPLE
1. Plot the points with coordinates:
(a) (1, 2), (2, 3), (3, 4), (4, 5) and (5, 6).
y − axis
6
0
x − axis
0 1 2 3 4 5
141
11.1. FORMING LINEAR EQUATIONS WITH GIVEN POINTS
(b) Draw a straight line through these points.
y − axis
6
0
x − axis
0 1 2 3 4 5
(c) Describe how the x- and y-coordinates of these points are related.
The y-coordinate is always one more than the x-coordinate, so we can write y = x + 1.
(d) Write down two more points that lie on the line.
The other coordinates which lie a long the line are (0,1),(6,7)
11.1 Exercise Set
1. The following points lie on a line.Write down the equation of the line and give two more
points which belong to each set of points.
(a) (1, −2), (1, 0), (1, 2), (1, 5) (c) (0, 4), (0, 2), (0, 0), (0, −2)
(b) (−4, −2), (0, −2), (2, −2) (d) (−4, 2), (−4, 0), (−4, −2)
2. Write down the equation of each of the lines below
y − axis y − axis
4 4
3 3
2 2
1 1
0 0
x − axis x − axis
-5 -4 -3 -2 -1 0 1 2 3 4 -5 -4 -3 -2 -1 0 1 2 3 4
-1 -1
-2 -2
-3 -3
-4 -4
-5 -5
(a) (b)
142 Practice makes mathematics easier
11.1. FORMING LINEAR EQUATIONS WITH GIVEN POINTS
y − axis y − axis
4 4
3 3
2 2
1 1
0 0
x − axis x − axis
-5 -4 -3 -2 -1 0 1 2 3 4 -5 -4 -3 -2 -1 0 1 2 3 4
-1 -1
-2 -2
-3 -3
-4 -4
-5 -5
(c) (d)
3. Plot the points with coordinates:
(a) (0, 0), (1, 3), (3, 9) and (5, 15).
(b) Draw a straight line through these points
(c) Write down the coordinates of two other points on this line.
(d) Write down the equation of the line drawn
4. Plot the points with coordinates:
(a) (0, 4), (1, 5), (3, 7) and (5, 9)..
(b) Draw a straight line through these points
(c) Write down the coordinates of three other points on this line.
(d) Write down the equation of the line drawn
(e) On the same graph , plot the points with coordinates (1, 8), (2, 7), (5, 4) and (7, 2)
and draw a straight line through them.
(f ) What is the relationship between the two lines
5. Plot the points with coordinates
(a) (2, 6), (3, 5), (4, 4) and (7, 1)and draw a straight line through them.
(b) On the same set of axes, plot the points with coordinates (0, 1), (1, 2), (3, 4) and (5,
6) and draw a straight line through them.
(c) What is the relationship between the two lines
6. Plot the points with coordinates
(a) (1, 1), (2, 2), (4, 4) and (5, 5) and draw a straight line through them.
(b) Write down the coordinates of two other points on the line.
(c) Describe the relationship between the x- and y-coordinates.
Practice makes mathematics easier 143
11.2. PLOTTING GRAPHS GIVEN THEIR EQUATIONS
7. The points (1, 3), (2, 4), (3, 5) and (5, 7) lie on a straight line.
(a) Plot these points and draw a straight line through them.
(b) Write down the coordinates of four other points on the line.
(c) Write down the equation of the line.
8. The points ( 3, 4), ( 1, 2), (1, 0), and (4, 3) lie on a straight line.
(a) Plot these points and draw a straight line through them.
(b) Write down the coordinates of two other points on the line.
(c) Write down the equation of the line.
9. Find the equations of the lines on which the following sets of points lie:
(a) (0,0),(5,5),(8,8),(-1,-1) (c) (-2,-1),(-2,1),(0,3)
(b) (0,-4),(2,0),(4,4) (d) (0,3),(3,0),(1,2),(2,1)
10. Find the equation of atleast ve straight lines that pass through the point (2,2)
11.2 Plotting Graphs Given Their Equations
Often, to get an idea of the behavior of an equation, we will make a picture that represents the
solutions to the equations called a graph
• When graphing we often use a table to nd the unknown values .
• All linear equations yield straight lines when plotted.
• The x -axis is the same as the line y=0
• The y -axis is the same as the line x=0
EXAMPLE
1. Draw the graph of y=2
A graph of y=2
y − axis
4
2 y=2
0
x − axis
-5 -4 -3 -2 -1 0 1 2 3 4
-1
-2
-3
-4
-5
144 Practice makes mathematics easier
11.2. PLOTTING GRAPHS GIVEN THEIR EQUATIONS
2. Draw the graph of x=2
A graph of x=2
y − axis
4 x=2
0
x − axis
-5 -4 -3 -2 -1 0 1 2 3 4
-1
-2
-3
-4
-5
3. Complete the table below for y = 2x + 1 .
x -2 -1 0 1 2
(b) Use the information in the table to plot the graph with equation y = 2 x + 1 .
x -2 -1 0 1 2
y -3 -1 1 3 5
The points y ( 2, 3), ( 1, 1), (0, 1) (1, 3) and (2, 5) can then be plotted, and a straight
line drawn through these points
A graph of y = 2x + 1
y − axis
y = 2x + 1
5
0
x − axis
-5 -4 -3 -2 -1 0 1 2 3 4
-1
-2
-3
-4
-5
Practice makes mathematics easier 145
11.2. PLOTTING GRAPHS GIVEN THEIR EQUATIONS
4. Draw the graph of y = 2x + 3 for −4 ≤ x ≤ 4
The y values are obtained by substituting for the value of x in the equation.For example
when x = −4.
for x = −4 for x = −3 x = −2 x=0
y =2x + 3 y =2x + 3 y =2x + 3 y =2x + 3
y =(2 × −4) + 3 y =(2 × −3) + 3 y =(2 × −2) + 3 y =(2 × 0) + 3
y =−5 y =−3 y =−1 y =3
for x=1 for x=2 x=3 x=4
y =2x + 3 y =2x + 3 y =2x + 3 y =2x + 3
y =(2 × 1) + 3 y =(2 × 2) + 3 y =(2 × 3) + 3 y =(2 × 4) + 3
y =5 y =7 y =9 y =11
The coordinates are (−4, −5), (−3, −3), (−2, −1), (−1, 1), (0, 3), (1, 5), (2, 7), (3, 9), (4, 11)
Using the second approach of the table.
x -4 -3 -2 -1 0 1 2 3 4
y -5 -3 -1 1 3 5 7 9 11
The coordinates are (−4, −5), (−3, −3), (−2, −1), (−1, 1), (0, 3), (1, 5), (2, 7), (3, 9), (4, 11)
A graph of y = 2x + 3
y − axis y = 2x + 3
11
10
0
x − axis
-5 -4 -3 -2 -1 0 1 2 3 4 5
-1
-2
-3
-4
-5
146 Practice makes mathematics easier
11.3. CURVES
11.2 Exercise Set
1. Draw the graphs for the following lines
(a) y = −2 (c) y=0 (e) x=0
(b) x = −4 (d) x=5 (f ) y=4
+
2. Draw the graphs for the following lines using the range of −3 to 3
(a) y = −2x + 4 (f ) y =4−x (k) y=x
(b) y =4+x (g) y = 3x + 1 (l) y = −x
(c) y =x−1 (h) y = −2x − 2 (m) y = 21 x + 1
(d) y = 5x − 4 (i) y = −1 − 6x (n) y =x−4
(e) y = 2x + 1 (j) y = 4 − 2x (o) y =x+1
3. (a) Complete the table below for y =x+3 .
x -2 -1 0 1 2
(b) Draw the line with equation y =x+3 .
4. (a) Complete the table below for y = x − 2. .
x -3 -2 -1 0 1 2 3
y -2
(b) Draw the line with equation y = x − 2. .
5. Determine the coordinates of the point where the lines y =x+3 and y =7−x cross.
11.3 Curves
In this section we look at a brief introduction about curves
Activity: Plotting a curve
• Plot the following coordinates (-3,9),(-2,4),(-1,1),(0,0),(1,1),(2,4),(3,9) on a squared graph
paper
• what do you notice about the plotted points
• Join the points using a free hand to form a smooth curve
Practice makes mathematics easier 147
11.3. CURVES
y − axis
11
10
0
x − axis
-5 -4 -3 -2 -1 0 1 2 3 4 5
-1
11.3 Exercise Set
1. On a squared paper ,plot the following points and join them with a smooth curve (1,12),(2,6),(3,4),
(4,3),(5,2.4),(6,2).
2. Plot the following coordinates (-3,6),(-2,0),(-1,-4),(0,-6),(1,-6),(2,-4),(3,0),(4,6) on a squared
graph paperand join them with a smooth curve
3. Plot the following coordinates (0,5),(1,0),(2,-3),(3,-4),(4,-3),(5,0),(6,5) on a squared graph
paper and join them with a smooth curve
Activity of Integration
A glass mart company in uganda wants to make a stained glass window.As a senior one student
help them to come up with a good glass window.
• Support: pens, graph paper, pencil,ruler and colors
• Resources:Knowledge of graphing linear equations
• Task:By plotting the following lines y = 2, x = −5, y = x, y = −2x + 4, y = −x − 4, y =
x + 6, y = −3 on the same graph paper,Design a stained glass window .Shade using any 5
colours
148 Practice makes mathematics easier
Chapter 12: ALGEBRA 1
Learning objectives
By the end of this topic,the learners should be able to
• Use letters to represent numbers
• Write statements in algebraic form
• Simplify algebraic expressions
• Evaluate algebraic expressions by substituting numerical values
• Manipulate simple algebraic equations in one variable and solve them
In this topic you will learn the basic algebraic skills, how to form linear equations and draw graphs
for the given linear equations. The logical reasoning abilities developed during this topic will
promote deeper critical thinking and problem-solving prowess that will serve learners throughout
a lifetime
12.1 Fundamental Algebraic Skills
This section looks at some skills you will need as you start to learn about algebra. It starts with
some work on evaluation and substitution,removing brackets,collecting like terms , then moves on
to work with formulae.
• In algebra letters such as a,b,c,x,y e.t.c. are called variables.This is because they keep on
varying and they represent unknown numbers.Variables are place-holders for numbers
• An expression is a combination of numbers and variables with out an equal sign e.g 5y, 2x +
5a − 2
• A term is a number or the product of a number and variables raised to powers.For example
in an expression such as 5y + 3x + 5,the terms are 5y,3x,5
• In an expression every term is connected to the sign which is directly to the left of it.i.e it
can be +, −, ×, ÷
x
• y
means x dividend by y (x ÷ y)
• xy means x times y (x × y).
• ab is the same as ba
• a+b is the same as b+a
• a−b is the same as −b + a
• The term −y means −1y , x means 1x
149
12.1. FUNDAMENTAL ALGEBRAIC SKILLS
12.1.1 Substituting numbers for letters
• In algebra, we use a letter(variable) to represent an unknown number.
• Substitute numbers in place of letters to evaluate the given expressions.
EXAMPLE
1. Given that a = 3, b = 8, c = 4,and d = 2, Calculate:
(a) a+b (d) 2a + b + 2d
a+b=3+8 2a + b + 2d = (2 × 3) + 8 + (2 × 2)
= 11 =6+8+4
= 18
(b) a+b+c (e) 3c − 2d + a
a+b+c=3+8+4 3c − 2d + a = (3 × 4) − (2 × 2) + 3
= 15 = 12 − 4 + 3
= 11
(c) b−d
(f ) bcd
b−d=8−2 bcd = 8 × 4 × 2
=6 = 64
2. Find the value of x when 3x + 9 when x = −3
3x + 9 = (3 × −3) + 9
= −9 + 9
=0
3. Find the value of 8 + 3y − t when y=2 and t=3
8 + 3y − t = 8 + (3 × 2) − 3
=8+6−3
=1
150 Practice makes mathematics easier
12.1. FUNDAMENTAL ALGEBRAIC SKILLS
12.1.2 Collecting like terms
To be able to collect like terms, there are 3 things we need to know.A term can come in three
forms:
• A number by itself
• A letter by itself
• A combination of letters and numbers
Therefore like terms have the same combination of letters and numbers.
• Terms with the same variables raised to exactly the same powers are called like terms.
• In collecting like terms, the expression is re-arranged so that like(same) terms are next to
each other.
• The products ab and ba are the same. Thus ab and ba are like terms.
• To add or subtract terms with the same letter, we add or subtract the numbers like usual
and just put the letter back on the end.
EXAMPLES
1. Simplify the following expressions:
(a) 2a + 3a + a (c) 4x + 9y − 3x + 5y
= 2a + 3a + a 4x + 9y − 3x + 5y = 4x − 3x + 9y + 5y
= 6a = x + 14y
(b) a + 2b + 4a − b (d) 12f + 3f − 13f
a + 2b + 4a − b = a + 4a + 2b − b 12f + 3f − 13f = 15f − 13f
= 5a + b = 2f
12.1.3 Simpli cation of brackets
In order to simplify mathematical expressions it is frequently necessary to `remove brackets'. This
means to rewrite an expression which includes bracketed terms in an equivalent form, but without
any brackets.This process of rewriting an expression to remove brackets is usually referred to as
expanding brackets.
• Brackets are removed(opened)by multiplying each term inside the bracket by the quan-
tity(variable)outside the bracket.
• If the sign in front of the bracket is negative, the signs inside the brackets change according
to the operation.
Practice makes mathematics easier 151
12.1. FUNDAMENTAL ALGEBRAIC SKILLS
EXAMPLES
1. Remove the brackets and simplify the following expressions:
(a) 2(3x + 2) (c) −4(3 + x)
2(3x + 2) = 2 × 3x + 2 × 2 −4(3 + x) = −4 × 3 + −4 × x
= 6x + 4 = −12 + −4x
= −12 − 4x
(b) −5(a − b)
(d) 7(a − 2b)
−5(a − b) = −5 × a − −5 × b
= −5a − −5b 7(a − 2b) = 7 × a − 7 × 2b)
= −5a + 5b = 7a − 14b
2. Simplify the expression 3(4x − 2) + 8(2x + 3)
3(4x − 2) + 8(2x + 3) = 3 × 4x − 3 × 2 + 8 × 2x + 8 × 3
= 12x − 6 + 16x + 24
= 12x + 16x − 6 + 24
= 28x + 18
3. Simplify the expression 4(2x + 6) − 2(3x + 3)
4(2x + 6) − 2(3x + 3) = 4 × 2x + 4 × 6 − (2 × 3x + 2 × 3)
= 8x + 24 − (6x + 6)
= 8x + 24 − 6x − 6
= 8x − 6x + 24 − 6
= 2x + 18
12.1 Exercise Set
1. Work out the value of these terms if x = 4, y = 5 and z = −2
5x
(a) 2x + y (c)
y
(e) −2x − 4z + x
2z+4y
(b) 4z − 5x + 2 (d)
x
(f ) x + 4z − y
2. If x = 10, nd the value:
x 4x−10 5x x+4
(a)
2
(b)
x
(c)
2
+5 (d)
2
152 Practice makes mathematics easier
12.1. FUNDAMENTAL ALGEBRAIC SKILLS
3. Use the formula v = u + at to nd v, when u = 20, a = −2 and t = 7.
4. If a = 7, b = 5, c = −3 and d = 4, calculate the value of:
(a) 2(a + b) (e) 2a(b + c) (i) d(b + a)
(b) 4(a − b) (f ) c(d − 2) (j) c(b − a)
(c) 6(a − d) (g) a(2b − c) (k) d(a + 2b − c)
(d) 2(a + c) (h) d(2a − 3b) (l) c(3d + 2a − b)
5. Simplify the expressions below, where possible.
(a) 7a + 5b + 2a − 6b (f ) 8t − 6t + 7s − 2s
(b) p − 5q + 3p − q
(g) 11m + 3n − 5p + 2q − 2n + 9q − 8m + 14p
(c) 3x − 4y − 2x + 6y
(h) 4p + 6pq − 2q + 8p − 11qp + 10q
(d) 2a + 4c − 6a + 3c
(e) 2ab + 4c + 4ab − 2) (i) a2 + 2b2 + 3a2
6. Expand the brackets and simplify.
(a) 8(3 + 2y) (g) −(3 − 2x) (m) 5[4(y−4)+15]−2(5y−3)
(b) −(−3 − 2x) (h) 11(m + 3n) (n) 5(x + 2) + 2(x − 3)
(c) 7(−a + b) (i) 5(x + 3) − 2(x + 4) (o) 2(7 + 5x) + 4(x + 6)
(d) −7(−x + y) (j) 2(a − b) + 3(a + b) (p) 3(2x + 7) + 2(x − 5)
(e) x(x + 1) (k) 4(2x − 3y) − 3(x − y) (q) 3(2x + 4) + 6(x − 1)
(f ) 15(x + y) (l) 5(p + 2q) + 7(2p − q) (r) 2p(q + r) − p(3q − 2r)
7. Complete the formula for the perimeter of each of the shapes below.Your answers must be
simpli ed.
x
x x y
y x x
x
x y
x y
x x
x
x x x
(i) (ii) (iii) (iv)
Practice makes mathematics easier 153
12.2. FUNCTION MACHINES
12.2 Function Machines
In this section we look at how to nd the input and output of function machines. Function
machines take a number as INPUT and give another number as OUTPUT.
INPUT
FUNCTION MACHINE OUTPUT
Activity:Function machine activity
Calculate the output of the function machine below.
3 +5 ?
To work out the output, we need to take the input and add it to 5. This gives an output of 8.
12.2 Exercise Set
1. Calculate the output of each of these function machines:
-4 ×5 ? 12 −5 ?
(a) (b)
24 ÷2 ? 5 +5 ?
(c) (d)
2. Fill in the output on each of these function machines
-2 +10 9 ×4
(a) (b)
-2 −66 24 ÷3
(c) (d)
154 Practice makes mathematics easier
12.2. FUNCTION MACHINES
3. Fill in the input on each of these function machines.
+3 9 ×8 72
(a) (b)
−9 11 ÷13 3
(c) (d)
4. Fill in the output on each of these double function machines.
(a) 4 ×5 −8
(b) -2 ×6 +20
(c) -6 −7 ×6
(d) 9 ×10 ÷2
5. What is the input of each of these function machines
×4 320 ÷4 32
(a) (b)
6. A number is added to 10, and then 6 is subtracted to get 40. What is the number?
7. A number is multiplied by 10, and then 6 is added to get 36. What is the number?
8. Hannah asks his teacher, Tr stephen, how old he is. Tr stephen replies that if you double
her age, add 14 and then divide by 3, you get 12.
9. Alexadra is given her pocket money. She puts half in the bank and then spends UGX 30000
in one shop and UGX50,00O in another shop.She goes home with UGX 2400. How much
pocket money was she given?
Practice makes mathematics easier 155
12.3. SOLVING LINEAR EQUATIONS
10. A bus leaves uganda to kenya with its maximum number of passengers from the bus station.
At the rst stop, half of the passengers get o. At the next stop 8 people get on and at
the next stop 18 people get o. There are now 24 people on the bus. How many passengers
were on the bus when it left the bus station?
11. Stephen transplanted a tomato plant. In the rst week it doubles its height. In the second
week it grows 8 cm. In the third week it grows 5 cm. What was the height of the plant
when stephen transplanted it if it is now 35 cm in height?
12. Fill in the input on each of these double function machines.
(a) +1 ×4 12
(b) +7 ÷6 4
(c) ÷6 −1 7
(d) −6 ÷7 9
12.3 Solving Linear Equations
• An equation is a mathematical statement that asserts the equivalence of two expressions.In
other words an equation is a statement that two expressions have the same value.For example
2y + 5 = 9is an equation
• A solution is a value that can be substituted for a variable to make an equation true.
• An unknown value is a variable in an equation that needs to be solved for.For example
2y + 5 = 9,the unknown is y
• Solving the equation for the variable is the process of nding the solution of an equation
• Linear equations are equations which only contain number terms like 3 and 6 and single
variables with no power such as 2x and −4y .For example 2x + 5 = 2, 5 + y = 10.Note, the
powers to the variables for linear equations are raised to power one only.
• An equation will always contain an equal sign with an expression on each side.
Steps for solving linear equations
• Simplify each side of the equation if needed by distributing or collecting like terms
• Move variables to one side of the equation by using the opposite operation of addition and
subtraction.i.e When moving any term from one side of the equation to the other, its sign
changes
156 Practice makes mathematics easier
12.3. SOLVING LINEAR EQUATIONS
• Isolate the variable by applying the opposite operation to each side
First use the opposite operation of addition or subtraction
Secondly use the opposite operation of division or multiplication
NOTE:
• Whatever you do to one side of an equation, you must also do the same to the other side.
• If the equation contains brackets, rst remove the brackets and then workout
• if the equation contains fractions, multiply each term by the LCM of the denominators to
remove the fractions
EXAMPLES
1. Solve for x in the equation x + 5 = 8:
x+5=8
x + 5−5 = 8−5 Subtract 5 from both sides of the equation
x=3
2. Solve for x in the equation x − 5 = 7:
x−5=7
x − 5+5 = 7+5 Add 5 to both sides of the equation
x = 12
3. Solve for the value of y in these equations
(a) 4y = 12
4y = 12
4y 12
= Divide through out the equation by 4
4 4
3
4 y 12
>
= 1 Simplify
4
4
y=3
Practice makes mathematics easier 157
12.3. SOLVING LINEAR EQUATIONS
(b) 4y − 5 = 15
4y − 5 = 15
4y − 5+5 = 15+5 Add 5 to both sides of the equation
4y = 20
4y 20
= Divide through out the equation by 4
4 4
5
4 y 20
>
= 1 Simplify
4
4
y=5
(c) 3 − 2y = 7
3 − 2y = 7
3−3 − 2y = 7−3 Subtract 3 from both sides of the equation
−2y = 4
−2y 4
= Divide through out the equation by -2
−2 −2
−2y
−2
*4
= Simplify
−2
−2
*1
y = −2
(d) 5y − 6 = 6y − 5
5y − 6 = 6y − 5 Collect like terms
5y − 6+6 = 6y − 5+6 Add 6 to both sides of the equation
5y = 6y + 1
5y−6y = 6y−6y + 1 Subtact 6y from both sides of the equation
−y = 1
−y 1
= Divide through out the equation by -1
−1 −1
−1
−y 1
= Simplify
−1
−1 *1
y = −1
12.3.1 Solving word problems on linear equations
In solving word problems on linear equation:
• Understand the problem. During this step, become comfortable with the problem. Some
ways of doing this are to:
158 Practice makes mathematics easier
12.3. SOLVING LINEAR EQUATIONS
Read and re read the problem.
Choose a variable to represent the unknown.
Construct a drawing whenever possible.
Propose a solution and check. Pay careful attention to how you check your pro posed
solution. This will help when writing an equation to model the problem.
• Translate the problem into an equation.
• Solve the equation.
• Interprete the results: Check the proposed solution in the stated problem and state your
conclusion.
EXAMPLES
1. I think of a number, add 8 and the answer is 10.
(a) Form a linear equation with the variable x
Let the number be x
x + 8 = 10
(b) Find the number.
x + 8 = 10
x + 8 − 8 = 10 − 8
x=2
2. You ask a friend to think of a number. He then multiplies it by 5 and subtracts 7. He gets
the answer 43
(a) Use this information to write down an equation for x, the unknown number.
Let the number be x
x ×5 −7 43
5x − 7 = 43
Practice makes mathematics easier 159
12.3. SOLVING LINEAR EQUATIONS
(b) Solve your equation for x
5x − 7 = 43
5x − 7 + 7 = 43 + 7
5x = 50
5x 50
= Divide through out the equation by 5
5 5
10
5 x 50
>
= 1
5
5
x = 10
The number therefore is 10
12.3 Exercise Set
1. Solve fot the unknown in each of these equations
(a) x + 7 = 18 (e) −2 = t − 56 (i) 7x + 2x = 8x − 3
(b) x − 14 = 28 (f ) −17 = x + 3 (j) 3n + 2n = 7 + 4n
(c) x − 2 = −44 (g) r − 8.6 = −8.1 (k) 2x = 18
(d) y−9=1 (h) t − 9.2 = −6.8 (l) 3x = 36
2. Solve for x in these equations
(a) 5x − 6 = 6x − 5 (f ) 4x + 2 = 22 (k) 5x − 8 = 37
(b) 8x + 2 − 6x = 3 + x − 10 (g) 6x − 4 = 26 (l) 2x + 4 = 36
(c) 4x−11−x = 2+2x−20 (h) 11x − 4 = 29 (m) 3(9x − 9) + 4 = 58
(d) 2x + 4 = 14 (i) 7x + 2x = 8x − 3 (n) 2(8x − 10) + 3 = 15
(e) 3x + 7 = 25 (j) 6x + 7 = 31 (o) 4(10x + 8) + 5 = 197
3. Solve for x in these equations
(a) 5x − 6 = 6x − 5 (f ) 4x + 2 = 22 (k) 5x − 8 = 37
(b) 8x + 2 − 6x = 3 + x − 10 (g) 6x − 4 = 26 (l) 2x + 4 = 36
(c) 4x−11−x = 2+2x−20 (h) 11x − 4 = 29 (m) 3(9x − 9) + 4 = 58
(d) 2x + 4 = 14 (i) 7x + 2x = 8x − 3 (n) 2(8x − 10) + 3 = 15
(e) 3x + 7 = 25 (j) 6x + 7 = 31 (o) 4(10x + 8) + 5 = 197
4. Solve these equations, giving your answers as fractions or mixed numbers
160 Practice makes mathematics easier
12.3. SOLVING LINEAR EQUATIONS
(a) 7x − 6 = 5 (e) 3x + 7 = 26 (i) 2x = 3
(b) 8x + 3 − 6x = −10 (f ) 7x + 2 = 22 (j) 6x + 7 = 30
(c) 4x = 22 (g) 6x = 26 (k) 9x = 1
(d) 6x + 4 = 14 (h) 8x + 2 = 5 (l) 8x + 8 = 9
5. Solve these equations
5x 4 1 1 2
(a)
4
= 10 (c)
5
+x= 5
(e)
3
= 3
+x
y t 1 x x
(b)
2
+y =6 (d)
20
= 10
(f )
2
−3= 3
6. Solve for y in the following equations:
(a) 4(2y + 3) = 31 − 3(y − 1) (c) 10 − 2(y − 4) = 2(y − 1) − 6y
(b) 15(y − 7) − 3(y − 9) + 5(y + 6) = 0 (d) 5(y − 1) = 3(2y − 5) − (1 − 3y)
7. A man is 24 years older than his son. In two years time, his age will be twice the age of his
son. Find the present age of the son
8. I think of a number, multiply by 6, take away 5. The answer is the same if I multiply it by
4 and then add 9.
(a) Form a linear equation in terms of x
(b) Find the number x
9. The sum of two consecutive odd numbers is 52. .
(a) Form a linear equation in terms of t
(b) Find the number t
10. The sum of the ages of 5 children born at intervals of 3 years each is 50 years. Find the age
of the youngest child
11. I think of a number, take away three and then divide by 4. The answer is 3.
(a) Form a linear equation in terms of y
(b) Find the number y
12. I think of a number, multiply by 3, add 4. The answer is the same, if I add 10 to the number.
(a) Form a linear equation in terms of k
(b) Find the number k
13. Twice the sum of a number and 4 is the same as four times the number, decreased by 12.
Find the number
14. Find two numbers such that one exceeds the other by 8 and their sum is 24
15. The sum of three consecutive multiples of 13 is 195. Find these multiples
Practice makes mathematics easier 161
Chapter 13: BUSINESS ARITHMETIC
Learning objectives
By the end of this topic,the learners should be able to
• Describe and calculate pro t,loss,commission,interest insurance and discount.
• Express pro t or loss as a percentage
• Solve simple interest problems
In this topic, you will learn how to calculate loss,pro t and expressing them as percentages.Further
more we shall learn about discount,simple interest ,commission and simple interest.
13.1 Pro t and Loss
Buying and selling is part of any trade.The goods we use at home are bought from shops, markets
and supermarkets. People who sell to us also buy from other wholesalers and sell them to us at
a higher price. The extra money the goods are sold for is the pro t. If the goods are sold at a
lower price than the price at which they were bought, the dierence is the loss.
TERMS USED
Cost price (C.P) is the price at which an item is purchased or The price at which the goods are
bought
Selling price (S.P) is the price at which an item is sold
PROFIT= Selling price − Cost price LOSS= Cost price − Selling price
EXAMPLES
1. A dress bought for UGX 15,000 was sold for UGX 20,000.
(a) What was the cost price?
UGX 15,000
(b) What was the selling price?
UGX 20,000
(c) Calculate the pro t.
Pro t =Selling price-Cost price
=20, 000 − 15, 000
=UGX 5000
162
13.2. PERCENTAGE PROFIT AND LOSS
2. John bought a radio at 10,000 UGX and sold it to his brother at 4,000 UGX.
(a) What was the cost price?
10,000UGX
(b) What was the selling price?
4,000UGX
(c) Calculate the loss.
Loss =Cost price-Selling price
=10, 000 − 4, 000
=6000UGX
13.1 Exercise Set
1. Priscilla bought a radio at 60,000 UGX and sold it to his brother at 55,000 UGX. Calculate
the pro t or loss made on this item.
2. A crate of soda has 24 bottles. A shopkeeper bought it from the wholesale shop at 18,500
UGX. He sold each bottle at 1000 UGX.
(a) What was the cost price?
(b) What was the selling price?
(c) Calculate the pro t.
3. A trader bought a plot of land at Shs 4.8 million and during the Covid 19 crisis he decided
to sell it at Shs 3.8 million.
(a) What was the cost price?
(b) What was the selling price?
(c) Calculate the loss.
4. A goat which costs shs 50,000 was sold for shs 48,000.Find the Loss
13.2 Percentage Pro t and Loss
We can express the pro t or loss as a percentage using the formulae below:
Pro t
1. Percentage pro t =
Cost price × 100
Loss
2. Percentage loss =
Cost price × 100
Practice makes mathematics easier 163
13.2. PERCENTAGE PROFIT AND LOSS
3. A pro t of 20% means the selling price is 120% of the cost price
120
S.P = × C.P
100
4. A loss of 20% means the selling price is 80% of the cost price
80
S.P = × C.P
100
EXAMPLES
1. A trader bought a radio at Shs 16,000 and sold it at Shs 20,000. Find his:
(a) pro ts .
Pro t = S.P − C.P
= 20, 000 − 16000
Pro t = Shs4000
(b) percentage pro t
Pro t
Percentage Pro t = × 100
Cost price
4000
= × 100
20, 000
: 20
4000
= ×
100
20,
0
00
= 20%
2. A trader bought a car at Shs 6 million and sold it at Shs 5 million. Find his:
(a) loss
Loss = C.P − S.P
= 6000000 − 5000000
Loss = Shs1, 000, 000
(b) percentage loss
Loss
Percentage Loss = × 100
Cost price
1000000
= × 100
6000000
1
000000
= × 100
6
000000
= 16.67%
164 Practice makes mathematics easier
13.3. DISCOUNT
3. A book is bought at Shs 1,500 and sold at a pro t of 40%. Find the selling price.
A pro t of 40% means the selling price is 140% of the cost pricei.e 100 + 40 = 140%
140
S.P = × C.P
100
140
= × 1500
100
140
= × 15 00
100
= Shs 2100
1
4. A trader sold an item at Shs 7,000 and made a loss of 12 % Find the cost price A Loss of
2
12 12 % means the selling price is 87.5% of the cost pricei.e 100 − 12 21 = 87 12 % or 87.5%
87.5
S.P = × C.P
100
87.5
= × 70 00
100
= Shs 6125
13.2 Exercise Set
1. A radio is bought at Shs 15,000 and sold at Shs 16,200. Find
(a) Pro t
(b) the percentage pro t
2. A trader bought a motorcycle at Shs 4 million and sold it at Shs 3.5 million. Find his:
(a) loss
(b) percentage loss
3. A plot of land is bought at Shs 5 million and sold at a loss of 20%. Find the selling price
4. A company selling newspapers spends UGX 15,00 to produce a copy of the newspaper and
sells it at UGX 2,000. On a given day, the company produced 2000 copies and managed to
sell 1000 copies only.
(a) Did the company make a pro t or loss on that day?
(b) Calculate the percentage pro t/ loss for the day.
13.3 Discount
In the areas of competition, shops nd ways of encouraging customers to buy. One way of
encouraging customers is through reducing an amount from the usual marked price. This reduction
in price is called Discount.
Practice makes mathematics easier 165
13.3. DISCOUNT
• Discount is a reduction in the selling price of an item
• Sale price = original price − discount
Discount
• Percentage discount =
Original price × 100
• A discount of 20% means the sale price is 80% of the original price
EXAMPLES
1. Kaziba paid shs.2800 for T-shirt in a sale, while the price tag shows shs.3000.
(a) What is the Original price
shs.3000
(b) What is the sale price
shs.2800
(c) Find the discount
Discount = original price − Sale price
= 3000 − 2800
Discount = Shs200
2. Sheila paid shs.28125 for T-shirt in a sale, while the price tag shows shs.31250.
(a) What is the Original price
shs.31250
(b) What is the sale price
shs.28125
(c) Find the discount
Discount = original price − Sale price
= 31250 − 28125
Discount = Shs3125
(d) Find the percentage discount
Discount
Percentage discount = × 100
Original price
3125
= × 100
31250
3125
= × 100
3125 0
= 10%
3. An item costing Shs 18,000 was sold at Shs 16,000. Find the:
166 Practice makes mathematics easier
13.3. DISCOUNT
(a) the discount
Discount = original price − Sale price
= 18000 − 16000
Discount = Shs2000
(b) percentage discount
Discount
Percentage discount = × 100
Original price
2000
= × 100
18000
= 11.1%
4. An item costing Shs 60,000 was sold at a discount of 20% . Find:
(a) how much was paid for it A discount of 20% means the sale price is 80% of the original
price
80
Sale price = × Original price
100
80
= × 60, 000
100
= Shs48, 000
(b) cash value of the discount
20
Cash value of the discount = × Original price
100
20
= × 60, 000
100
= Shs12, 000
13.3 Exercise Set
1. Find the percentage discount allowed when an item costing Shs 60,000 is sold at Shs 48,000
2. Stephen paid shs.200,000 for a phone in a sale, while the price tag shows shs.252000. Find
(a) the discount
(b) Percentage discount
3. Find the percentage discount allowed when an item costing Shs 2000,000 is sold at Shs
1800,000
4. A bicycle priced Shs 200,000 was sold at a discount of 15%. Find:
Practice makes mathematics easier 167
13.4. COMMISSION
(a) how much was paid for it
(b) cash value of the discount
5. Sarah buys a dress for cash whose marked price is shillings 50,000. A shopkeeper oers 10%
discount for cash payments.
(a) How much is the discount?
(b) How much does she actually pay for the dress?
6. The marked price of a watch is 46,500. The shopkeeper oers an o-season discount of 18%
on it. Find its selling price.
7. The price of a sweater was slashed from 9600 shillings to 8160 shillings by a shopkeeper in
a rainy season. Find the rate of discount given by him.
8. . Find the percentage discount being given on a shirt whose selling price is 54,600 shillings
after deducting a discount of 10,400 on its marked price.
13.4 Commission
Agents and sales people who sell goods on behalf of some body else are usually paid a commission.
• Commission is a reward to the sales agent based on the level of sales
• Commission is usually a percentage of the value of goods sold
EXAMPLES
1. A sales agent gets a commission of 15% for selling goods. Find his commission for sales
worth Shs 600,000
15
Commission = × 600, 000
100
= Shs90, 000
2. An agent receives a commission of 4% on goods sold for shs 70,000. Find her commission.
4
Commission = × 70, 000
100
= Shs2800
13.4 Exercise Set
1. A sales agent gets a commission of 12% for selling goods. Find his commission for sales
worth Shs 6,000,000
2. An agent receives a commission of 5% on goods sold for shs 50,000. Find her commission.
168 Practice makes mathematics easier
13.5. SIMPLE INTEREST
3. A salesman gets a xed salary of£2000 per month and a commission of 2% on sale. If total
sale for the month of April was £30, 000, nd his total salary for that month?
4. Joan makes a commission of 2% when a house is sold by his company. How much money
will Joan make as a commission if her company sells the house for 300,000,000 shillings?
5. Mike makes a commission of 10% on each TV set sold at store. Each TV costs £120. How
much money will he make as commission if the store sells 25 TV sets?
13.5 Simple interest
If you borrow money from a bank or other nancial institution, the bank charges for the use of
the money.This charge is called interest usually denoted by (I) .The interest is usually calculated
as a Percentage Rate usually denoted by (R). Interest also depends on the length of Time (T)
that the money is borrowed or invested for.
• The amount(money) borrowed or lent is called the principal(P)
• The reward to the lender is called interest
• In solving simple interest problems, the following relations apply:
Principal×Rate×time
(i) Simple interest =
100
(ii) Amount = principal + interest
EXAMPLES
1. Find the simple interest on Shs 25,000 for 3 years at a rate of 8% per annum
× Rate × time
Principal
Simple interest =
100
25000 × 3 × 8
=
100
= Shs6000
METHOD 2: (STEP BY STEP METHOD)
8
First year interest = × 25, 000
100
= Shs2, 000
Second year interest = 2000 + 2000
= 4000
Third year interest = 2000 + 4000
= Shs6000
2. Find the amount to which Shs 80,000 accumulates in 9 months at a simple interest rate of
Practice makes mathematics easier 169
13.6. INSURANCE
15% per annum
× Rate × time
Principal
Simple interest =
100
9
80000 × 12 × 15
=
100
= Shs9000
Amount = principal + interest
= 80, 000 + 9000
= Shs89000
13.5 Exercise Set
1. Find the simple interest on sh. 10,000 for 2 years at 4% per annum.
2. Find the simple interest on sh. 25 000 for 3.5 years at 18% per annum.
3. Find how long will it take for a sum of Shs 80,000 to yield an interest of Shs 12,000 at a
rate of 5% per annum simple interest
4. Find the principal that yields a simple interest of Shs 27,000 in 9 years at a rate of 6% per
annum
5. A man borrowed Shs 15.6 million from a bank at a simple interest rate of 15% per annum.
He has to repay the loan within 2 years in equal weekly instalments. Calculate the:
(a) interest he paid to the bank
(b) total amount to be paid
6. How much interest is earned on 5,000,000 at 4% for seven years?
7. Jane borrowed 2,250,000 shillings from the bank for eight years at an interest rate of 6%.
How much interest will she pay?
8. If you put 624,000 shillings into a savings account that earns 5%, how much money will you
have at the end of four years?
13.6 Insurance
Insurance is a means of protection from nancial loss. It is a form of risk management. An
entity which provides insurance is known as an insurer, insurance company, insurance carrier or
underwriter. A person or entity who buys insurance is known as an insured or as a policyholder.
The amount of money charged by the insurer to the policyholder for the coverage set forth in
the insurance policy is called the premium. There are many dierent types of insurance policies
.Below are a few of the main types of insurance
170 Practice makes mathematics easier
13.6. INSURANCE
1. Life insurance 5. Pecuniary insurance
2. Burial insurance 6. Marine insurance
3. Motor vehicle insurance 7. Accident insurance
4. Property insurance 8. Liability insurance
Activity of Integration
• Support: pens, paper, internet
• Resources:Knowledge of pro t,loss ,insurance ,discount and commission.
• Task:As a senior one student,come up with a business idea,which you can use to generate
pocket money.Show how you will generate pro ts,curb lossess and safe guard your business
from any risk.
Practice makes mathematics easier 171
Chapter 14: TIME AND TIME TABLES
Learning objectives
By the end of this topic,the learners should be able to
• Identify and use units of time
• Use and interpret dierent representations of time
• Apply understanding of time in a range of relevant real life contexts
In this topic, you will learn various units of time, such as minutes, seconds, hours, day, week,
month, year. You will be able to understand and apply time in a range of relevant real-life
contexts.Further more you will also learn how to make and read time tables
14.1 Telling the Time
Minute hand
• On a clockface the large hand of the clock 11 12 1
points to the minutes 10 2
9 3
• On a clockface the small hand on the clock
8 4
points to the hours
7 6 5
Hour hand
Recall
One hour = 60 minutes
Three quarters of an hour = 45 minutes
Half an hour = 30 minutes
Quarter of an hour = 15 minutes
One minute = 60 seconds
One hour = 3600 seconds
EXAMPLES
1. Write each of the times shown on these clocks:
172
14.1. TELLING THE TIME
11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
(a) (b) (c)
Time in words Time in digits
(a) Quarter to eight o'clock OR Forty ve minutes past seven o'clock 7 : 45
(b) Five minutes past ve o'clock 5 : 05
(c) Thirty minutes past twelve o'clock OR Thirty minutes to one o'clock 12 : 30
2. Write each time using digits and show the position of the hands on a clockface:
(a) twenty ve minutes past seven o'clock
(b) quarter to ten o'clock.
11 12 1
10 2
(a) Twenty ve minutes past seven o'clock us-
ing digits is 7 : 25 9 3
8 4
7 6 5
11 12 1
10 2
(b) Quarter to ten o'clock using digits is 9 : 45 9 3
8 4
7 6 5
14.1 Exercise Set
1. Draw these times on clock faces:
Practice makes mathematics easier 173
14.1. TELLING THE TIME
(a) Twenty minutes past two o'clock (e) Quarter to seven
(b) Twenty minutes to two o'clock (f ) Half past ten
(c) Ten minutes to nine o'clock (g) Twenty ve minutes past six o'clock
(d) Ten minutes past nine o'clock (h) Twenty ve minutes to six o'clock
2. Draw these times on clock faces:
(a) 5 : 00 (d) 7 : 20 (g) 7 : 05
(b) 8 : 25 (e) 11 : 45 (h) 1 : 50
(c) 3 : 55 (f ) 2 : 10 (i) 6 : 55
3. Write the times shown on each of these clocks in words and digits.
11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
(a) (b) (c)
11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
(d) (e) (f )
4. Write these times in words:
(a) 5 : 00 (d) 7 : 20 (g) 7 : 05
(b) 8 : 30 (e) 11 : 45 (h) 1 : 50
(c) 3 : 55 (f ) 2 : 10 (i) 8 : 55
5. Write these times using digits:
174 Practice makes mathematics easier
14.2. 12−HOUR AND 24−HOUR CLOCKS
(a) Twenty minutes past two o'clock (f ) Half past ten
(b) Twenty minutes to two o'clock (g) Twenty ve minutes past six o'clock
(c) Ten minutes to nine o'clock (h) Twenty ve minutes to six o'clock
(d) Ten minutes past nine o'clock (i) Twenty ve to nine
(e) Quarter to seven (j) Twenty to three
6. Alexadra looks at her watch and sees that the time is 7 : 55.
(a) Write this time in words.
(b) What will be the time 10 minutes later?
7. Ethan looks at his watch and sees that the time is 1 : 45.
(a) Write this time in words.
(b) What will be the time 15 minutes later?
8. A bus leaves school at ve minutes past ve and Ethan gets o 20 minutes later.
(a) What is the time when Ethan gets o the bus in digits?
(b) Write your answer in words
(c) Represent your answer on a clock face
14.2 12−hour and 24−hour Clocks
• The 12−hour clock notation uses am and pm to indicate morning and afternoon respectively.
• am is the time from 12 midnight and before 12 noon.
• pm is the time from 12 midday and before 12 midnight.
• The 24−hour clock uses the numbers 00 : 00 to 23 : 59 (midnight is 00 : 00).
• In the 24 hour clock, there are no 'am' and 'pm' labels.
• The hours start at zero and go throught to 23.
• All 24 hour clock times should be written hh:mm or hh:mm:ss, where h is the hour, m is
the minute and s is the seconds
• Sometimes the colons are omitted bewteen the hours and minutes.
• The minutes and seconds never change when changing between 24 hour and 12 hour times.
14.2.1 Converting from 12 hour times to 24 hour clock
The following simple steps will help you change a 12 hour time to a 24 hour time.
Practice makes mathematics easier 175
14.2. 12−HOUR AND 24−HOUR CLOCKS
• If the hour is exactly 12pm, then simply remove the 'pm' label.e.g 12 : 07pm = 12:07 or
1207
• If the hour is 12am, then change it to 00.
• If the hour is a pm time, then simply add 12 to the hour.
• The hour in a.m does not change. If it is less than 10, just add a zero before the digit.
EXAMPLES.
1. Write these times in 24-hour clock time:
(a) 3.06 a.m.
3.06a.m = 03 : 06 or 0306 The hour is in am,and is less than 10, then add a zero before the d
(b) 11 : 32am
In 24−hour is 1130 or 11 : 30
(c) 12 : 30am
In 24−hour is 0030 or 00 : 30
(d) 3 : 06pm
3:06
+12:00
15:06
Therefore 3 : 06pm is 15:06 or 1506
(e) 8 : 14pm
1
8:14
+12:00
20:14
Therefore 8 : 14pm is 20:14 or 2014
14.2 Exercise Set
1. Convert these times to 24-hour clock times:
(a) 5 : 00 a.m (e) 11 : 45 a.m (i) 8 : 55 p.m
(b) 8 : 30 a.m (f ) 2 : 10 p.m (j) 7 : 13 p.m
(c) 3 : 55 p.m (g) 7 : 05 p.m (k) 9 : 50 p.m
(d) 7 : 20 p.m (h) 1 : 50 a.m (l) 4 : 59 p.m
2. Write these times in 24-hour clock time:
176 Practice makes mathematics easier
14.2. 12−HOUR AND 24−HOUR CLOCKS
(a) Quarter to nine in the evening (e) Ten past nine in the evening
(b) Ten minutes to miday (f ) Five to seven in the morning
(c) Quarter to eight in the morning (g) Quarter past ve in the afternoon
(d) Ten minutes to midnight (h) Half past two in the afternoon
3. Taibah international school runs the following daily programm.
Activity Time
Break fast 7:00am
Registration 8:00am
Lesson 1 8:30am
Lesson 2 9:30am
Break fast 10:30am
Lesson 3 11:30am
Lesson 4 12:30pm
Lunch 1:30pm
Lesson 5 2:30pm
Lesson 6 3:30pm
Sports 4:40pm
Supper 6:10pm
Evening preps 7:15pm
(a) Convert the time for school activities to 24-hour clock time
(b) Write them in words
4. A school bus leaves at 0030. Write this time in words.
14.2.2 Converting from 24 hour times to 12 hour times
The following simple steps will help you change a 24 hour time to a 12 hour time with 'am' and
'pm'.
• If the hour is exactly 12, then simply label it as a pm time.
• If the hour is 00, then change it to 12 and label it as an am time.
• If the hour is greater than 12, then simply subtract 12 from the hour and label it as a pm
time.
• If the hour is less than 10, simply label it as an am time and take away any leading zeros.
EXAMPLES.
1. Write these times using 'a.m.' or 'p.m':
(a) 0742.
In 12−hour is 7 : 42a.m
Practice makes mathematics easier 177
14.2. 12−HOUR AND 24−HOUR CLOCKS
(b) 0845am
In 12−hour is 8 : 45a.m
(c) 15 : 06
15:06
-12:00
3:06
Therefore 1506 is 3 : 06pm
(d) 2014
1
2 10 0 : 1 4
- 1 2 :00
8 :14
Therefore 2014 is 8 : 14pm
14.3 Exercise Set
1. Write these 24-hour clock times in 12-hour clock times, using 'a.m.' or 'p.m
(a) 1808 (e) 0822 (i) 2305 (m) 1430
(b) 0345 (f ) 1842 (j) 1735 (n) 1555
(c) 2224 (g) 1330 (k) 1605 (o) 0745
(d) 1204 (h) 1440 (l) 0342 (p) 0835
2. Insert 'a.m.' or 'p.m.' into each sentence so that it makes sense:
(a) Frank woke up at 6:45 (d) Grace ate her lunch at 11:45.
(b) John came home from school at 3:55. (e) James went to bed at 8:55.
(c) Philemon started his night shift at 10:15 (f ) Hannah cooked a meal at 5:15.
3. The premier league games were scheduled as follows.
Match Time
Liverpool fc vs wolves 1900
Arsenal fc vs spurs 2100
Chelsea vs Hull city 2315
Marchester united vs Everton 2245
Marchester city vs Southampton 2030
Burnley vs Aston villa 2020
(a) Convert the time for the match to 12-hour clock time
(b) Write them in words
178 Practice makes mathematics easier
14.3. UNITS OF TIME
4. Stephen leaves home at 0900 and returns 7 hours later. Write the time that Stephen gets
home in 12-hour clock time using 'a.m.' or 'p.m.'
14.3 Units of time
A unit of time or midst unit is any particular time interval, used as a standard way of measuring
or expressing duration
1 hour 60 minutes
1 minute 60 seconds
1 day 24 hours
1 week 7 days
1 year 365 days or 366 days in a leap year
1 year 12 months
February 28 days (29 days in a leap year)
April 30 days
May 31 days
June 30 days
July 31 days
NOTE
[2]A leap year (also known as an intercalary year or bissextile year) is a calendar year that contains
an additional day added to keep the calendar year synchronized with the astronomical year or
seasonal year.Each leap year has 366 days instead of 365, by extending February to 29 days
EXAMPLES
1. How many hours are there in April?
Number of hours in April = 30 × 24
= 720hours
2. How many hours are there in a week
Number of hours in a week = 7 × 24
= 168hours
3. How many seconds are there in a day
Number of seconds in a day = Number of hours in a day × Number of seconds
= 24 × 60
= 1440seconds
4. 25 February is a Friday. What will be the date on the next Friday
Practice makes mathematics easier 179
14.3. UNITS OF TIME
Friday 25
Saturday 26
Sunday 27
Monday 28
Tuesday 1
Wednesday 2
Thursday 3
Friday 4
(a) if it is not a leap year.
So the next Friday will be 4 March.
Method 2
25 + 7 = 32 Add the number of days in a week (7)
32 − 28 = 4 Subtract the number of days for the month of februaryin a common year( 28)
So the next Friday will be 4 March.
(b) if it is a leap year?
25 + 7 = 32 Add the number of days in a week (7)
32 − 29 = 3 Subtract the number of days for the month of february in a leap year( 29)
So, in a leap year, the next Friday will be 3 March.
14.4 Exercise Set
1. How many hours are there in a week?
2. How many hours are there in:
(a) September
(b) February (2 answers needed).
(c) one year (2 answers needed).
3. How many minutes are there in:
(a) Two days (c) Fortnight
(b) 0ne week (d) Three weeks
4. How many seconds are there in:
(a) Two hours (c) Month of january
(b) 0ne day (d) In 90 minutes
5. If 25th March is a Friday, what will be the date on the following Friday?
180 Practice makes mathematics easier
14.4. TIMETABLES
6. Hannah goes on holiday on Monday 20th June. She returns 14 days later.On what date does
she return from her holiday
7. If 3rd October is a Monday:
(a) what day of the week will 1st November be.
(b) what will be the date of the rst Monday in November?
8. Hannah goes to the bank every Tuesday. The last time she went was on Tuesday 20th
October.
(a) What will be the dates of her next 2 visits to the bank?
(b) On the second Tuesday in November she is ill and goes to the bank on Wednesday
instead. What is the date of that Wednesday?
9. This year Stephen's birthday is on a Saturday in June. What day will his birthday be on
next year if:
(a) next year is a leap year.
(b) next year is not a leap year?
10. In 2010, Christmas Day was on a saturday. Name the day of the week for Christmas Day
in:
(a) 2019 (c) 2008 (e) 2009
(b) in you birth year (d) 2014 (f ) 2011
14.4 Timetables
In this section we consider how to extract information from timetables.
14.5 Exercise Set
1. Use the train timetable below to answer these questions:
Kampala depart 1903 1915 1930 2000
Mukono depart 1935 1945 2003 2030
Lugazi arrive 2009 2015 2036 2103
Buikwe arrive 2022 - - 2250
Jinja arrive - 2051 2117 -
Busia arrive - - 2257 0106
(a) If you catch the 1915 from kampala, at what time would you arrive in Lugazi?
(b) If you catch the 1935 from Mukono, at what time would you arrive in Buikwe?
(c) Akasha arrives in Jinja at 2117. At what time did he leave Kampala?
Practice makes mathematics easier 181
14.4. TIMETABLES
(d) Christine catches the 2250 at Buikwe. At what time does she arrive in Busia?
2. The table below gives the timetable for a bus that runs from kampala bus park to Mbarara:
Kampala depart 0857
Busega depart 0930
Mpigi arrive 1657
Masaka arrive 1723
Mbarara arrive 1842
(a) At what time does the bus leave kampala?
(b) At what time does the bus arrive at Mbarara?
(c) Where does the bus arrive at 1657?
(d) Bah arrives at kampala at ve past nine. Can he catch the bus?
3. The Journey from Kabale (Uganda) to Kigali (Rwanda) takes 2 12 hours. The time in Uganda
is 1 hour ahead of Rwanda.
(a) If you leave Kabale at 10 : 00, what will be the local time when you arrive in Kigali?
(b) If you leave Kigali at 17 : 45, what will be the local time when you arrive in Kabale?
4. The Journey from Uganda) to America takes 10 14 hours. The time in Uganda is 8 hours
ahead of America.
(a) If you leave Entebbe at 9 : 00, what will be the local time when you arrive in America?
(b) If you leave America at 17 : 45, what will be the local time when you arrive in Entebbe?
5. Jean earns UGX 4,000 per hour on weekdays, UGX 4,500 per hour on Saturdays and UGX
6,000 per hour on Sundays.
Day Hours worked for
Monday 4
Tuesday 3
Wednesday 2
Thursday 8
Friday 7
Saturday 4
Sunday 5
(a) How much money did Jean earn on Saturday?
(b) How much money did Jean earn on Sunday?
(c) How much money did Jean earn that week?
6. Ethiopian air lines has the the schedule below
(a) At what time does the Aeroplane leave Entebbe on wednesday?
182 Practice makes mathematics easier
14.4. TIMETABLES
Flight number Frequency Departure air port Departure time Arrival air port Arrival time Sub eet
ET0760 mon,wed Entebbe 21:45 Kenya 3:45 ET0761
ET0750 mon,fri Entebbe 0340 Rwanda 0420 ET0763
ET0765 Tue,thur Entebbe 0630 Tanzania 0835 ET0767
ET0760 sun,sat Entebbe 0945 Qatar 2330 ET0768
(b) At what time does the Aeroplane arrive at Rwanda air port?
(c) Where does the Aeroplane arrive at 2330 ?
(d) How long does it take to y from Entebbe to Tanzania?
(e) How long does it take to y from Entebbe to Qatar
7. As of January 2020, Uganda Airlines operates ights to the following destinations
Flt No Frequency Departure air port Departure time Arrival air port Arrival time
UR360 Mon,Wed EBB 1545 BJM 1600
UR361 Frid,Sun BJM 1955 EBB 2210
UR204 Mon,Tue,Wed,Thu,Fri,Sat,Sun EBB 2005 NBO 2120
UR203 Sat ,Sun NBO 0945 EBB 1100
UR122 Mon EBB 0700 JUB 0825
UR121 Tue,Wed,Thu,Fri JUB 1150 EBB 1315
UR320 Sat,Sun EBB 1145 DAR 1335
UR321 Tue,Thu DAR 1635 EBB 1825
(a) Calculate the time taken for the aeroplanes to travel from one air port to the other,fro
all the ight numbers.
(b) At what time does the Aeroplane arrive at NBI?
(c) Where does the Aeroplane arrive at 1335 ?
(d) What is the furthest airport from Entebbe?
(e) What is the nearest airport from any Entebbe?
Activity of Integration
Secondary schools have morning and evening preps .The morning preps start at 5:00am and end
at 6:30am,While the evening preps start at 6:15pm and end at 9:15pm.Each science subject must
have 2hours on the time table
• Support: Mathematical instruments, pencil, paper, pens,colors
• Resources:Knowledge of time tables,time,subjects oered
• Task:As a senior one student ,design a personal time table ,clearly indicating the time given
to each subject oered and the day of the week.
Practice makes mathematics easier 183
Key Words
Bar charts, 121 divisor, 20
decimal, 2 duodecimal, 2
qualitative data, 118
equiangular, 70
scale , 97
equidistant, 82
abacus, 2 equilateral, 70
acute angle , 106 equilateral triangle, 85
adjacent angle, 109 equivalent fraction, 34
algebra , 148 evaluation, 148
alternating angle, 112 even number, 16
angle bisector, 75 expression , 148
anticlockwise, 98 exterior angle sum, 116
axis, 67
factor, 24
base value, 4 factor tree, 26
bearing , 97 frequency, 127
BNR, 7 full angle, 107
BODMAS, 37
GCD, 29
cardinal, 97 geometry, 130
cartesian plane, 67
HCF, 28
circumcircle, 85
heptagon, 70
circumscribing, 82
hexadecimal, 2
clockwise, 98
hexagon, 70, 117
co-interior angle, 112
hypothesis, 126
commission, 167
common divisor, 27 image, 132
compass direction, 98 improper fraction, 34
complementary angle, 109, 111 input/out put machine, 92
composite number, 16, 23 inscribing, 82
continuous data, 119 insurance, 169
Corresponding angle, 112 integer, 19
Cost price, 161 Integers, 17
cross multiplication method, 40 interior angle sum, 115
cube number, 23 intersecting lines, 75
curve, 140 isosceles trapezoid, 131
decagon, 70, 117 LCM, 28
decimal number, 49 leap year, 178
denominator, 33 Line graph, 121
Discount, 164 Line of symmetry, 130
discrete data, 119 line segment, 77
dividend, 20 linear equation, 140, 155
184
KEY WORDS
Locus of a point, 80 prime number, 16, 23
loss, 161 principal, 168
pro t, 161
midst unit, 178
proper fraction, 33
mirror line, 132
mixed fraction, 47 quadrant, 139
mixed number, 34 quadrilateral, 70
mode, 127 quantitative data, 118
multiple, 25, 30 quaternary, 2
quinary, 2
natural number, 16, 23 quotient , 12
negative, 19
non terminating decimal, 54 range, 128
nonagon, 70 recurring, 33
nonary, 2 recurring decimal, 55
number base, 2 reference point, 67
number line, 19 re ection, 130
number system, 2 re ex angle, 107
numeral, 5 regular polygon, 70
numerals, 4 remainder, 12
numerator, 33 rhombus, 131
obtuse angle, 106 Sale price, 165
octagon, 70, 72 scale, 67
octal, 2 Selling price, 161
septimal, 2
odd number, 16
sequence, 86
parallel lines, 75 seximal, 2
parallelogram, 115 simple interest, 168
pattern, 87 square number, 23
pentagon, 70 straight angle, 107
Percentage, 60 supplementary angle, 109, 111, 112
percentage change, 63
tally chart, 118
percentage decrease, 63
term, 148
percentage discount, 165
terminating, 33
percentage increase, 63
terminating decimal, 54
percentage loss, 162
transversal line, 112
percentage pro t, 162
trapezium, 131
percentages, 60
trinary, 2
perpendicular bisector, 77, 82
turn, 98
perpendicular lines, 75
Pictograms, 121
value of digit, 5
Piecharts , 121
variable, 149
place value, 2
vertical angle, 110
Positive, 19
vulgar fractions, 37
pre-image, 132
prime factor, 16 whole number, 10, 23
prime factorisation, 24, 30
Practice makes mathematics easier 185
Bibliography
[1] P. Thangarajah, Number bases. https://math.libretexts.org/Courses/
Available at
Mount_Royal_University/MATH_2150%3A_Higher_Arithmetic/7%3A_Number_systems/7.
2%3A_Number_Bases, version 1.6.0.
[2] C. for innovation in mathematics teaching, Time and Time tables. Available at https://www.
cimt.org.uk/projects/mepres/book7/book7.htm, version 1.6.0.
[3] R. parsons, Key stage three mathematics. Coordination group publications Ltd, 2005.
[4] m. g. M.macrae, Edmund segujja, New general mathematics students'book 2. Pearson Long
man, 2007.
[5] C. J.karugaba, Fountain mathematics for secondary schools,students book 1. Fountain, 2010.
[6] NCDC, Mathematics learners book ,senior one. Enabel, 2020.
186
UNDERSTANDING SENIOR ONE MATHEMATICS
This new edition of understanding senior one mathematics follows the
updating of the lower secondary syllabus.It covers all the 14 topics as
designed in the new lower secondary curriculum.
The aim of the author has been to provide a simple and direct approach
to understanding mathematics by all learners by themselves.Ample op-
portunity is given for practice in exercises at the end of the sections.
Other books ,pamphlets and articles by the same author
• O level physics practical workbook 1st edition 2020.
• O level physics de nitions,experiments and laws 2020.
• O level mathematics revision questions (S.4 and S.3).
• A level mathematics revision questions (Paper one and two).
• Production of biomass briquettes using sugar residues and banana
peelings
AUTHOR'S CONTACTS
[email protected]
0703822752/0787698238/0787430783
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