Basic Essential Additional Mathematics Skills

Curriculum Development Division

Ministry of Education Malaysia
Putrajaya
2010

First published 2010

Curriculum Development Division,

Ministry of Education Malaysia
Aras 4-8, Blok E9
Pusat Pentadbiran Kerajaan Persekutuan
62604 Putrajaya
Tel.: 03-88842000 Fax.: 03-88889917
Website: http://www.moe.gov.my/bpk

Copyright reserved. Except for use in a review, the reproduction or utilization of this
work in any form or by any electronic, mechanical, or other means, now known or
hereafter invented, including photocopying, and recording is forbidden without prior
written permission from the Director of the Curriculum Development Division, Ministry
of Education Malaysia.

TABLE OF CONTENTS

Preface

Acknowledgement

ii

Introduction

iii

Objective

iii

Module Layout

iii

BEAMS Module:
Unit 1:

Negative Numbers

Unit 2:

Fractions

Unit 3:

Algebraic Expressions and Algebraic Formulae

Unit 4:

Linear Equations

Unit 5:

Indices

Unit 6:

Coordinates and Graphs of Functions

Unit 7:

Linear Inequalities

Unit 8:

Trigonometry

Panel of Contributors

ACKNOWLEDGEMENT

The Curriculum Development Division,

Ministry of Education wishes to express our
deepest gratitude and appreciation to all
panel of contributors for their expert
views and opinions, dedication,
and continuous support in
the development of
this module.

ii

INTRODUCTION
Additional Mathematics is an elective subject taught at the upper secondary level. This
subject demands a higher level of mathematical thinking and skills compared to that required
by the more general Mathematics KBSM. A sound foundation in mathematics is deemed
crucial for pupils not only to be able to grasp important concepts taught in Additional
Mathematics classes, but also in preparing them for tertiary education and life in general.

This Basic Essential Additional Mathematics Skills (BEAMS) Module is one of the
continuous efforts initiated by the Curriculum Development Division, Ministry of Education,
to ensure optimal development of mathematical skills amongst pupils at large. By the
acronym BEAMS itself, it is hoped that this module will serve as a concrete essential
support that will fruitfully diminish mathematics anxiety amongst pupils. Having gone
through the BEAMS Module, it is hoped that fears induced by inadequate basic
mathematical skills will vanish, and pupils will learn mathematics with the due excitement
and enjoyment.

OBJECTIVE
The main objective of this module is to help pupils develop a solid essential mathematics
foundation and hence, be able to apply confidently their mathematical skills, specifically
in school and more significantly in real-life situations.

MODULE LAYOUT
This module encompasses all mathematical skills and knowledge
taught in the lower secondary level and is divided into eight units as
follows:
Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 5:
Unit 6:
Unit 7:
Unit 8:

Negative Numbers
Fractions
Algebraic Expressions and Algebraic Formulae
Linear Equations
Indices
Coordinates and Graphs of Functions
Linear Inequalities
Trigonometry

iii

Each unit stands alone and can be used as a comprehensive revision of a particular topic.
Most of the units follow as much as possible the following layout:
Module Overview
Objectives
Teaching and Learning Strategies
Lesson Notes
Examples
Test Yourself
Answers
The Lesson Notes, Examples and Test Yourself in each unit can be used as
supplementary or reinforcement handouts to help pupils recall and understand the basic
concepts and skills needed in each topic.
Teachers are advised to study the whole unit prior to classroom teaching so as to familiarize
with its content. By completely examining the unit, teachers should be able to select any part
in the unit that best fit the needs of their pupils. It is reminded that each unit in this module is
by no means a complete lesson, rather as a supporting material that should be ingeniously
integrated into the Additional Mathematics teaching and learning processes.
At the outset, this module is aimed at furnishing pupils with the basic mathematics
foundation prior to the learning of Additional Mathematics, however the usage could be
broadened. This module can also be benefited by all pupils, especially those who are
preparing for the Penilaian Menengah Rendah (PMR) Examination.

iv

Basic Essential
Additional Mathematics Skills

UNIT 1
NEGATIVE NUMBERS

Unit 1:
Negative Numbers

Curriculum Development Division

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TABLE OF CONTENTS

Module Overview

Part A:

Addition and Subtraction of Integers Using Number Lines

1.0 Representing Integers on a Number Line

2.0 Addition and Subtraction of Positive Integers

3.0 Addition and Subtraction of Negative Integers

Part B:

Addition and Subtraction of Integers Using the Sign Model

15

Part C:

Further Practice on Addition and Subtraction of Integers

19

Part D:

Addition and Subtraction of Integers Including the Use of Brackets

25

Part E:

Multiplication of Integers

33

Part F:

Multiplication of Integers Using the Accept-Reject Model

37

Part G:

Division of Integers

40

Part H:

Division of Integers Using the Accept-Reject Model

44

Part I:

Combined Operations Involving Integers

49

Answers

52

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

MODULE OVERVIEW
1. Negative Numbers is the very basic topic which must be mastered by every
pupil.
2. The concept of negative numbers is widely used in many Additional
Mathematics topics, for example:
(a) Functions
(b) Quadratic Equations
(c) Quadratic Functions
(d) Coordinate Geometry
(e) Differentiation
(f) Trigonometry
Thus, pupils must master negative numbers in order to cope with topics in
Additional Mathematics.
3. The aim of this module is to reinforce pupils understanding on the concept of
negative numbers.
4. This module is designed to enhance the pupils skills in

using the concept of number line;

using the arithmetic operations involving negative numbers;
solving problems involving addition, subtraction, multiplication and
division of negative numbers; and
applying the order of operations to solve problems.

5. It is hoped that this module will enhance pupils understanding on negative

numbers using the Sign Model and the Accept-Reject Model.
6. This module consists of nine parts and each part consists of learning objectives
which can be taught separately. Teachers may use any parts of the module as
and when it is required.

Curriculum Development Division

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

PART A:
ADDITION AND SUBTRACTION
OF INTEGERS USING
NUMBER LINES

LEARNING OBJECTIVE
Upon completion of Part A, pupils will be able to perform computations
involving combined operations of addition and subtraction of integers using a
number lines.

TEACHING AND LEARNING STRATEGIES

The concept of negative numbers can be confusing and difficult for pupils to
grasp. Pupils face difficulty when dealing with operations involving positive and
negative integers.
Strategy:
Teacher should ensure that pupils understand the concept of positive and negative
integers using number lines. Pupils are also expected to be able to perform
computations involving addition and subtraction of integers with the use of the
number line.

Curriculum Development Division

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

PART A:
ADDITION AND SUBTRACTION OF INTEGERS
USING NUMBER LINES
LESSON NOTES

1.0

Representing Integers on a Number Line

Positive whole numbers, negative numbers and zero are all integers.

Integers can be represented on a number line.

Note:

2.0

Positive integers
may have a plus sign
in front of them,
like +3, or no sign in
front, like 3.

i)

3 is the opposite of +3

ii)

(2) becomes the opposite of negative 2, that is, positive 2.

Addition and Subtraction of Positive Integers

Rules for Adding and Subtracting Positive Integers

When adding a positive integer, you move to the right on a

number line.

When subtracting a positive integer, you move to the left

on a number line.

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

EXAMPLES

(i) 2 + 3
Add a
positive 3

Start
with 2

Adding a positive integer:

Start by drawing an arrow from 0 to 2, and then,
draw an arrow of 3 units to the right:
2+3=5

Alternative Method:
Make sure you start from
the position of the first
integer.

Adding a positive integer:

Start at 2 and move 3 units to the right:
2+3=5

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

(ii)

2 + 5
Add a
positive 5

Adding a positive integer:

Start by drawing an arrow from 0 to 2, and then,
draw an arrow of 5 units to the right:

2 + 5 = 3

Alternative Method:
Make sure you start from
the position of the first
integer.

Adding a positive integer:

Start at 2 and move 5 units to the right:

2 + 5 = 3

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

(iii) 2 5 = 3
Subtract a
positive 5

Subtracting a positive integer:

Start by drawing an arrow from 0 to 2, and then,
draw an arrow of 5 units to the left:
2 5 = 3

Alternative Method:

Make sure you start from

the position of the first
integer.

Subtracting a positive integer:

Start at 2 and move 5 units to the left:
2 5 = 3

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

(iv) 3 2 = 5
Subtract a
positive 2

Subtracting a positive integer:

Start by drawing an arrow from 0 to 3, and
then, draw an arrow of 2 units to the left:

3 2 = 5

Alternative Method:

Make sure you start from

the position of the first
integer.

Subtracting a positive integer:

Start at 3 and move 2 units to the left:

3 2 = 5

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

3.0

Addition and Subtraction of Negative Integers

Consider the following operations:

4 + (1) = 3

41=3
3

4
4 + (2) = 2

42=2
3

43=1

4 + (3) = 1
3

4
4 + (4) = 0

44=0
3

4
4 + (5) = 1

4 5 = 1
3

4
4 + (6) = 2

4 6 = 2
3

Note that subtracting an integer gives the same result as adding its opposite. Adding or
subtracting a negative integer goes in the opposite direction to adding or subtracting a positive
integer.

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

Rules for Adding and Subtracting Negative Integers

When adding a negative integer, you move to the left on a

number line.

When subtracting a negative integer, you move to the right

on a number line.

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

EXAMPLES

(i)

2 + (1) = 3
This operation of
2 + (1) = 3
is the same as
2 1 = 3.

Add a
negative 1

Adding a negative integer:

Start by drawing an arrow from 0 to 2, and
then, draw an arrow of 1 unit to the left:

2 + (1) = 3

Alternative Method:

Make sure you start from

the position of the first
integer.

Adding a negative integer:

Start at 2 and move 1 unit to the left:

2 + (1) = 3

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

(ii)

1 + (3) = 2
This operation of
1 + (3) = 2
is the same as
1 3 = 2
Add a
negative 3

Adding a negative integer:

Start by drawing an arrow from 0 to 1, then, draw an arrow of
3 units to the left:
1 + (3) = 2

Alternative Method:
Make sure you start from
the position of the first
integer.

Adding a negative integer:

Start at 1 and move 3 units to the left:
1 + (3) = 2

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

(iii)

3 (3) = 6
This operation of
3 (3) = 6
is the same as
3+3=6
Subtract a
negative 3

Subtracting a negative integer:

Start by drawing an arrow from 0 to 3, and
then, draw an arrow of 3 units to the right:
3 (3) = 6

Alternative Method:
Make sure you start from
the position of the first
integer.

Subtracting a negative integer:

Start at 3 and move 3 units to the right:

3 (3) = 6

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

(iv) 5 (8) = 3

This operation of
5 (8) = 3
is the same as
5 + 8 = 3

Subtract a
negative 8

3+3=6

Subtracting a negative integer:

Start by drawing an arrow from 0 to 5, and
then, draw an arrow of 8 units to the right:

5 (8) = 3

Alternative Method:

Subtracting a negative integer:

Start at 5 and move 8 units to the right:

5 (8) = 3

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

TEST YOURSELF A

Solve the following.

1.

2 + 4

2.

3 5 + (2)

5.

2 (4)

4.

3 + (6)

3.

5 + 8 + (5)

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

PART B:
ADDITION AND SUBTRACTION
OF INTEGERS USING
THE SIGN MODEL

LEARNING OBJECTIVE
Upon completion of Part B, pupils will be able to perform computations
involving combined operations of addition and subtraction of integers using
the Sign Model.

TEACHING AND LEARNING STRATEGIES

This part emphasises the first alternative method which include activities and
mathematical games that can help pupils understand further and master the
operations of positive and negative integers.
Strategy:
Teacher should ensure that pupils are able to perform computations involving
addition and subtraction of integers using the Sign Model.

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

PART B:
ADDITION AND SUBTRACTION OF INTEGERS
USING THE SIGN MODEL
LESSON NOTES
In order to help pupils have a better understanding of positive and negative integers, we have
designed the Sign Model.

The Sign Model

This model uses the + and signs.

A positive number is represented by + sign.
A negative number is represented by sign.

EXAMPLES

Example 1
What is the value of 3 5?
NUMBER

SIGN

+ + +

WORKINGS
i.

Pair up the opposite signs.

ii. The number of the unpaired signs is

the answer.
Answer

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

Example 2
What is the value of 3 5 ?

NUMBER

SIGN

_ _ _

WORKINGS
There is no opposite sign to pair up, so
just count the number of signs.

_ _ _ _ _ _ _ _

Answer

Example 3
What is the value of 3 5 ?
NUMBER
3

+5

+ + + + +

WORKINGS
i.

SIGN

Pair up the opposite signs.

ii. The number of unpaired signs is the

answer.
Answer

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

TEST YOURSELF B

Solve the following.

1.

4 + 8

2.

8 4

3.

12 7

4.

5 5

5.

574

6.

7 + 4 3

7.

4+37

8.

62 +8

9.

3 + 4 + 6

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

PART C:
FURTHER PRACTICE ON
ADDITION AND SUBTRACTION
OF INTEGERS

LEARNING OBJECTIVE
Upon completion of Part C, pupils will be able to perform computations
involving addition and subtraction of large integers.

TEACHING AND LEARNING STRATEGIES

This part emphasises addition and subtraction of large positive and negative integers.
Strategy:
Teacher should ensure the pupils are able to perform computation involving addition
and subtraction of large integers.

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

PART C:
FURTHER PRACTICE ON ADDITION AND SUBTRACTION OF INTEGERS
LESSON NOTES

In Part A and Part B, the method of counting off the answer on a number line and the Sign
Model were used to perform computations involving addition and subtraction of small integers.
However, these methods are not suitable if we are dealing with large integers. We can use the
following Table Model in order to perform computations involving addition and subtraction
of large integers.

Steps for Adding and Subtracting

Integers

1.

Draw a table that has a column for + and a column

for .

2.

Write down all the numbers accordingly in the

column.

3.

If the operation involves numbers with the same

signs, simply add the numbers and then put the
respective sign in the answer. (Note that we
normally do not put positive sign in front of a
positive number)

4.

If the operation involves numbers with different

signs, always subtract the smaller number from
the larger number and then put the sign of the
larger number in the answer.

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

Examples:
i)

34 + 37 =

+
34
37

Add the numbers and then put the

positive sign in the answer.
We can just write the answer as
71 instead of +71.

+71

ii)

65 20 =
+

65

20

We can just write the answer as

45 instead of +45.

+45

iii)

73 + 22 =
+

22

73
51

iv)

Subtract the smaller number from

the larger number and put the sign
of the larger number in the
answer.

Subtract the smaller number from

the larger number and put the sign
of the larger number in the
answer.

228 338 =
+

228

338
110

Curriculum Development Division

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Subtract the smaller number from

the larger number and put the sign
of the larger number in the
answer.

21

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

v)

428 316 =

428
316
Add the numbers and then put the
negative sign in the answer.

744

863 127 + 225 =

vi)

225

863
127

225

990
765

vii)

Add the two numbers in the

column and bring down the number
in the + column.
Subtract the smaller number from
the larger number in the third row
and put the sign of the larger
number in the answer.

234 675 567 =

+

234

675

567
234

1242
1008

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Add the two numbers in the

column and bring down the number
in the + column.
Subtract the smaller number from
the larger number in the third row
and put the sign of the larger
number in the answer.

22

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

viii)

482 + 236 718 =

+

236

482

718
236

1200
964

Add the two numbers in the

column and bring down the number
in the + column.
Subtract the smaller number from
the larger number in the third row
and put the sign of the larger
number in the answer.

765 984 + 432 =

ix)

432

765

984

1749

432
1317

x)

Add the two numbers in the

column and bring down the number
in the + column.
Subtract the smaller number from
the larger number in the third row
and put the sign of the larger
number in the answer.

1782 + 436 + 652 =

+

436

1782

652
1782

1088
694

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Add the two numbers in the +

column and bring down the number
in the column.
Subtract the smaller number from
the larger number in the third row
and put the sign of the larger
number in the answer.

23

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

TEST YOURSELF C

Solve the following.

1.

47 89

2.

54 48

3.

33 125

4.

352 556

5.

345 437 456

6.

237 + 564 318

7.

431 + 366 778

8.

652 517 + 887

9.

233 + 408 689

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

PART D:
ADDITION AND SUBTRACTION
OF INTEGERS INCLUDING THE
USE OF BRACKETS

LEARNING OBJECTIVE
Upon completion of Part D, pupils will be able to perform computations
involving combined operations of addition and subtraction of integers, including
the use of brackets, using the Accept-Reject Model.

TEACHING AND LEARNING STRATEGIES

This part emphasises the second alternative method which include activities to
enhance pupils understanding and mastery of the addition and subtraction of
integers, including the use of brackets.
Strategy:
Teacher should ensure that pupils understand the concept of addition and subtraction
of integers, including the use of brackets, using the Accept-Reject Model.

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

PART D:
ADDITION AND SUBTRACTION OF INTEGERS
INCLUDING THE USE OF BRACKETS
LESSON NOTES

The Accept - Reject Model

+ sign means to accept.

sign means to reject.

To Accept or To Reject?

Answer

+(5)

Accept +5

+5

(2)

Reject +2

+ (4)

Accept 4

(8)

Reject 8

+8

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

EXAMPLES

i) 5 + (1) =

Number

To Accept or To Reject?

Answer

5
+ (1)

Accept 5
Accept 1

+5
1

+ + + + +

5 + (1) =

This operation of
5 + (1) = 4
is the same as
51=4

We can also solve this question by using the Table Model as follows:

5 + (1) = 5 1

1
+4

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Subtract the smaller number from

the larger number and put the sign
of the larger number in the

answer.
We can just write the answer as 4
instead of +4.

27

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

ii) 6 + (3) =

Number

To Accept or To Reject?

Answer

6
+ (3)

Reject 6
Accept 3

6
3

6 + (3) =

This operation of
6 + (3) = 9
is the same as
6 3 = 9

We can also solve this question by using the Table Model as follows:

6 + (3) = 6 3 =

6
3

Add the numbers and then put the

negative sign in the answer.

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

iii)

7 (4) =

Number

To Accept or To Reject?

Answer

7
(4)

Reject 7
Reject 4

7
+4

+ + + +
7 (4) =

This operation of
7 (4) = 3
is the same as
7 + 4 = 3

We can also solve this question by using the Table Model as follows:

7 (4) = 7 + 4 =

+
4

7
3

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Subtract the smaller number from

the larger number and put the sign
of the larger number in the

answer.

29

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

iv) 5 (3) =

Number

To Accept or To Reject?

Answer

5
(3)

Reject 5
Reject 3

5
3

5 (3) =

This operation of
5 (3) = 8
is the same as
5 3 = 8

We can also solve this question by using the Table Model as follows:

5 (3) = 5 3 =

5
3

Add the numbers and then put the

negative sign in the answer.

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

v) 35 + (57) = 35 57 =

This operation of
35 + (57)
is the same as
35 57

Using the Table Model:

35
57

Add the numbers and then put the

negative sign in the answer.

92

vi) 123 (62) = 123 + 62 =

This operation of
123 (62)
is the same as
123 + 62

Using the Table Model:

62

123
61

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Subtract the smaller number from

the larger number and put the sign
of the larger number in the answer.

31

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

TEST YOURSELF D
Solve the following.
1.

4 + (8)

2.

8 (4)

3.

12 + (7)

4.

5 + (5)

5.

5 (7) + (4)

6.

7 + (4) (3)

7.

4 + (3) (7)

8.

6 (2) + (8)

9.

3 + (4) + (6)

10. 44 + (81)

11.

118 (43)

12. 125 + (77)

13. 125 + (239)

14.

125 (347) + (234)

15. 237 + (465) (378)

16. 412 + (334) (712)

17.

612 (245) + (876)

18. 319 + (412) + (606)

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

PART E:
MULTIPLICATION OF
INTEGERS

LEARNING OBJECTIVE
Upon completion of Part E, pupils will be able to perform computations
involving multiplication of integers.

TEACHING AND LEARNING STRATEGIES

This part emphasises the multiplication rules of integers.
Strategy:
Teacher should ensure that pupils understand the multiplication rules to perform
computations involving multiplication of integers.

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

PART E:
MULTIPLICATION OF INTEGERS
LESSON NOTES
Consider the following pattern:

33=9

3 2 6
positive positive = positive
(+)

(+) = (+)

3 1 3
3 0 0

The result is reduced by 3 in

3 (1) 3

every step.

positive negative = negative

(+)

() = ()

3 (2) 6
3 (3) 9

(3) 3 9
(3) 2 6

negative positive = negative

(3) 1 3

()

(3) 0 0

The result is increased by 3 in

(3) (1) 3

every step.

(+)

()

negative negative = positive

()

()

(+)

(3) (2) 6
(3) (3) 9

Multiplication Rules of Integers

1. When multiplying two integers of the same signs, the answer is positive integer.
2. When multiplying two integers of different signs, the answer is negative integer.
3. When any integer is multiplied by zero, the answer is always zero.

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

EXAMPLES

1. When multiplying two integers of the same signs, the answer is positive integer.
(a)

4 3 = 12

(b)

8 6 = 48

2. When multiplying two integers of the different signs, the answer is negative integer.
(a)

4 (3) = 12

(b)

8 (6) = 48

3. When any integer is multiplied by zero, the answer is always zero.

(a)

(4) 0 = 0

(b)

(8) 0 = 0

(c)

0 (5) = 0

(d)

0 (7) = 0

Curriculum Development Division

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35

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

TEST YOURSELF E
Solve the following.
1.

4 (8)

2.

8 (4)

3.

12 (7)

4.

5 (5)

5.

5 (7) (4)

6.

7 (4) (3)

7.

4 (3) (7)

8.

(6) (2) (8)

9.

(3) (4) (6)

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36

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

PART F:
MULTIPLICATION OF INTEGERS
USING
THE ACCEPT-REJECT MODEL

LEARNING OBJECTIVE

Upon completion of Part F, pupils will be able to perform computations

involving multiplication of integers using the Accept-Reject Model.

TEACHING AND LEARNING STRATEGIES

This part emphasises the second alternative method which include activities to
enhance the pupils understanding and mastery of the multiplication of integers.
Strategy:
Teacher should ensure that pupils understand the multiplication rules of integers
using the Accept-Reject Model. Pupils can then perform computations involving
multiplication of integers.

Curriculum Development Division

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37

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

PART F:
MULTIPLICATION OF INTEGERS
USING THE ACCEPT-REJECT MODEL
LESSON NOTES

The Accept-Reject Model

In order to help pupils have a better understanding of multiplication of integers, we have

designed the Accept-Reject Model.

Notes:

(+) (+) : The first sign in the operation will determine whether to accept
or to reject the second sign.

Multiplication Rules:
Sign

To Accept or To Reject

Answer

(+) (+)

Accept +

() ()

Reject

(+) ()

Accept

() (+)

Reject +

EXAMPLES

To Accept or to Reject

Answer

(2) (3)

Accept +

(2) (3)

Reject

(2) (3)

Accept

(2) (3)

Reject +

Curriculum Development Division

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38

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

TEST YOURSELF F

Solve the following.

1.

3 (5) =

2.

4 (8) =

3.

6 (5) =

4.

8 (6) =

5.

(5) 7 =

6.

(30) (4) =

7.

4 9 (6) =

8.

(3) 5 (6) =

9.

(2) ( 9) (6) =

10.

5 (3) (+4) =

11.

7 (2) (+3) =

12.

5 8 (2) =

Curriculum Development Division

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39

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

PART G:
DIVISION OF INTEGERS

LEARNING OBJECTIVE

Upon completion of Part G, pupils will be able to perform computations

involving division of integers.

TEACHING AND LEARNING STRATEGIES

This part emphasises the division rules of integers.
Strategy:
Teacher should ensure that pupils understand the division rules of integers to
perform computation involving division of integers.

Curriculum Development Division

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40

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

PART G:
DIVISION OF INTEGERS
LESSON NOTES

Consider the following pattern:

3 2 = 6,

then

62=3

and

63=2

3 (2) = 6,

then

(6) 3 = 2

and

(6) (2) = 3

(3) 2 = 6,

then

(6) 2 = 3

and

(6) (3) = 2

(3) (2) = 6,

then

6 (3) = 2

and 6 (2) = 3

Rules of Division
1. Division of two integers of the same signs results in a positive integer.
i.e.

positive positive = positive

(+)

(+)

(+)

negative negative = positive

()

()

= (+)

2. Division of two integers of different signs results in a negative integer.

i.e.

positive negative = negative

(+)

()

()

negative positive = negative

()

(+)

()

3. Division of any number by zero is undefined.

Curriculum Development Division

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Undefined means this

operation does not have a
meaning and is thus not
assigned an interpretation!
Source:
http://www.sn0wb0ard.com

41

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

EXAMPLES

1. Division of two integers of the same signs results in a positive integer.

(a)

(12) (3) = 4

(b)

(8) (2) = 4

2. Division of two integers of different signs results in a negative integer.

(a)

(12) (3) = 4

(b)

(+8) (2) = 4

3. Division of zero by any number will always give zero as an answer.

(a)

0 (5) = 0

(b)

0 (7) = 0

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42

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

TEST YOURSELF G
Solve the following.
1.

(24) (8)

2.

8 (4)

3.

(21) (7)

4.

(5) (5)

5.

60 (5) (4)

6.

36 (4) (3)

7.

42 (3) (7)

8.

(16) (2) (8)

9.

(48) (4) (6)

Curriculum Development Division

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43

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

PART H:
DIVISION OF INTEGERS
USING
THE ACCEPT-REJECT MODEL

LEARNING OBJECTIVE

Upon completion of Part H, pupils will be able to perform computations

involving division of integers using the Accept-Reject Model.

TEACHING AND LEARNING STRATEGIES

This part emphasises the alternative method that include activities to help pupils
further understand and master division of integers.
Strategy:
Teacher should make sure that pupils understand the division rules of integers using
the Accept-Reject Model. Pupils can then perform division of integers, including
the use of brackets.

Curriculum Development Division

Ministry of Education Malaysia

44

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

PART H:
DIVISION OF INTEGERS USING THE ACCEPT-REJECT MODEL
LESSON NOTES

In order to help pupils have a better understanding of division of integers, we have designed
the Accept-Reject Model.

Notes:

(+) (+) : The first sign in the operation will determine whether to accept
or to reject the second sign.

()
()

: The sign of the numerator will determine whether to accept or

to reject the sign of the denominator.

Division Rules:
Sign

To Accept or To Reject

Answer

(+) (+)

Accept +

() ()

Reject

(+) ()

Accept

() (+)

Reject +

Curriculum Development Division

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45

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

EXAMPLES

To Accept or To Reject

Answer

(6) (3)

Accept +

(6) (3)

Reject

(+6) (3)

Accept

(6) (3)

Reject +

Sign

To Accept or To Reject

Answer

()
()

Accept +

()
()

Reject

()
()

Accept

()
()

Reject +

Division [Fraction Form]:

Curriculum Development Division

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46

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

EXAMPLES

To Accept or To Reject

Answer

( 8)
( 2)

Accept +

( 8)
( 2)

Reject

( 8)
( 2)

Accept

( 8)
( 2)

Reject +

Curriculum Development Division

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47

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

TEST YOURSELF H
Solve the following.
1.

18 (6)

4.

2.

12
2

25
5

5.

6
3

7.

(32) (4)

8.

(45) 9 (5)

10.

80
(5)

11.

12 (3) (2)

Curriculum Development Division

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3.

24
8

6.

(35) 7

9.

12.

(30 )
(6)

(6) (3)

48

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

PART I:
COMBINED OPERATIONS
INVOLVING INTEGERS

LEARNING OBJECTIVES

Upon completion of Part I, pupils will be able to:

1. perform computations involving combined operations of addition,
subtraction, multiplication and division of integers to solve problems; and
2. apply the order of operations to solve the given problems.

TEACHING AND LEARNING STRATEGIES

This part emphasises the order of operations when solving combined operations
involving integers.
Strategy:
Teacher should make sure that pupils are able to understand the order of operations
or also known as the BODMAS rule. Pupils can then perform combined operations
involving integers.

Curriculum Development Division

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49

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

PART I:
COMBINED OPERATIONS INVOLVING INTEGERS
LESSON NOTES

A standard order of operations for calculations involving +, , , and

brackets:

Step 1: First, perform all calculations inside the brackets.

Step 2: Next, perform all multiplications and divisions,
working from left to right.
Step 3: Lastly, perform all additions and subtractions, working
from left to right.

The above order of operations is also known as the BODMAS Rule

and can be summarized as:
Brackets
power of
Division
Multiplication
Addition
Subtraction

EXAMPLES

1.

10 (4) 3

2.

=10 (12)
= 10 + 12

(4) (8 3 )
= (4) (11 )
= 44

3.

(6) + (3 + 8 ) 5
= (6 )+ (5) 5
= (6 )+ 1
= 5

= 22

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50

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

TEST YOURSELF I

Solve the following.

1.

12 + (8 2)

2.

(3 5) 2

3.

4 (16 2) 2

4.

( 4) 2 + 6 3

5.

( 25) (35 7)

6.

(20) (3 + 4) 2

7.

(12) + (4 6) 3

8.

16 4 + (2)

9.

Curriculum Development Division

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(18 2) + 5 (4)

51

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

ANSWERS

TEST YOURSELF A:
1.

2.

3.

4.

5.

Curriculum Development Division

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52

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

TEST YOURSELF B:
1)

2)

12

3)

4)

10

5)

6)

7)

8)

12

9)

TEST YOURSELF C:
1)

42

2)

102

3)

92

4)

908

5)

548

6)

7)

843

8)

282

9)

514

TEST YOURSELF D:
1)

12

2)

12

3)

19

4)

10

5)

6)

7)

8)

9)

10) 125

11) 161

12) 202

13) 364

14) 238

15) 606

16) 790

17) 19

18) 125

TEST YOURSELF E:
1)

32

2)

32

3)

84

4)

25

5)

140

6)

84

7)

84

8)

96

9)

72

Curriculum Development Division

Ministry of Education Malaysia

53

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 1: Negative Numbers

TEST YOURSELF F:
1)

15

2)

32

3)

30

4)

48

5)

35

6)

120

7)

216

8)

90

9)

108

10)

60

11) 42

12) 80

TEST YOURSELF G:
1)

2)

3)

4)

5)

6)

7)

8)

9)

TEST YOURSELF H:
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

16

11.

12.

TEST YOURSELF I:
1.

16

2.

16

3.

12

4.

10

5.

6.

34

8.

9.

7.

Curriculum Development Division

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54

Basic Essential
Additional Mathematics Skills

UNIT 2
FRACTIONS
Unit 1:
Negative Numbers

Curriculum Development Division

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TABLE OF CONTENTS

Module Overview

Part A: Addition and Subtraction of Fractions

1.0 Addition and Subtraction of Fractions with the Same Denominator

1.1 Addition of Fractions with the Same Denominators

1.2 Subtraction of Fractions with The Same Denominators

1.3 Addition and Subtraction Involving Whole Numbers and Fractions

1.4 Addition or Subtraction Involving Mixed Numbers and Fractions

2.0 Addition and Subtraction of Fractions with Different Denominator

10

2.1 Addition and Subtraction of Fractions When the Denominator

of One Fraction is A Multiple of That of the Other Fraction

11

2.2 Addition and Subtraction of Fractions When the Denominators

Are Not Multiple of One Another

13

2.3 Addition or Subtraction of Mixed Numbers with Different

Denominators

16

2.4 Addition or Subtraction of Algebraic Expression with Different

Denominators

17

Part B: Multiplication and Division of Fractions

22

1.0 Multiplication of Fractions

24

1.1 Multiplication of Simple Fractions

28

1.2 Multiplication of Fractions with Common Factors

29

1.3 Multiplication of a Whole Number and a Fraction

29

1.4 Multiplication of Algebraic Fractions

31

2.0 Division of Fractions

33

2.1 Division of Simple Fractions

36

2.2 Division of Fractions with Common Factors

37

Answers

42

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

MODULE OVERVIEW
1. The aim of this module is to reinforce pupils understanding of the concept
of fractions.
2. It serves as a guide for teachers in helping pupils to master the basic
computation skills (addition, subtraction, multiplication and division)
involving integers and fractions.
3. This module consists of two parts, and each part consists of learning
objectives which can be taught separately. Teachers may use any parts of the
module as and when it is required.

PART 1

Curriculum Development Division

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Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

PART A:
ADDITION AND SUBTRACTION
OF FRACTIONS

LEARNING OBJECTIVES

Upon completion of Part A, pupils will be able to:

1. perform computations involving combination of two or more operations
on integers and fractions;
2. pose and solve problems involving integers and fractions;
3. add or subtract two algebraic fractions with the same denominators;
4. add or subtract two algebraic fractions with one denominator as a
multiple of the other denominator; and
5. add or subtract two algebraic fractions with denominators:
(i)

not having any common factor;

(ii)

having a common factor.

Curriculum Development Division

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Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

TEACHING AND LEARNING STRATEGIES

Pupils have difficulties in adding and subtracting fractions with different

denominators.

Strategy:
Teachers should emphasise that pupils have to find the equivalent form of
the fractions with common denominators by finding the lowest common
multiple (LCM) of the denominators.

Curriculum Development Division

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Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

LESSON NOTES

Fraction is written in the form of:

a
b

numerator
denominator
Examples:

2 4
,
3 3
Proper Fraction

Improper Fraction

Mixed Numbers

The numerator is smaller

than the denominator.

The numerator is larger

than or equal to the denominator.

A whole number and

a fraction combined.

Examples:

Examples:

Examples:

2 9
,
3 20

15 108
,
4 12

2 17 , 8 56

Rules for Adding or Subtracting Fractions

1.

When the denominators are the same, add or subtract only the numerators and
keep the denominator the same in the answer.

2.

When the denominators are different, find the equivalent fractions that have the
same denominator.

Note:

Emphasise that mixed numbers and whole numbers must be converted to improper
fractions before adding or subtracting fractions.

Curriculum Development Division

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Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

EXAMPLES

1.0 Addition And Subtraction of Fractions with the Same Denominator

1.1 Addition of Fractions with the Same Denominators

i)

1
8

ii)

iii)

Add only the numerators and keep the

denominator same.

1 4 5

8 8 8

1 3 4

8 8 8
1

1 5 6

f
f
f

Curriculum Development Division

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4
8

5
8

Add only the numerators and keep the

denominator the same.
Write the fraction in its simplest form.

Add only the numerators and keep the

denominator the same.

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

1.2 Subtraction of Fractions with The Same Denominators

i)

Subtract only the numerators and keep

the denominator the same.

5 1
4

8 8
8
1

5
8

ii)

1 5
4

7 7
7

iii)

3 1 2

n n n

Write the fraction in its simplest form.

Curriculum Development Division

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1
8

4
1

8
2

Subtract only the numerators and keep

the denominator the same.

Subtract only the numerators and keep

the denominator the same.

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

1.3 Addition and Subtraction Involving Whole Numbers and Fractions

1
i) Calculate 1 .
8

1
8

8
8

1
8

9
8
1
1
8

First, convert the whole number to an improper fraction with the

same denominator as that of the other fraction.
Then, add or subtract only the numerators and keep the denominator
the same.

1
28
1

7
7
7

29
7

1
7

Curriculum Development Division

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2
20
2

5
5
5

18
5

1
12
1
y

y
3
3
3

12 y
3

3
5

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

First, convert the whole number to an improper fraction with

the same denominator as that of the other fraction.
Then, add or subtract only the numerators and keep the
denominator the same.

5
2n
5

n
n
n

2n 5
n

Curriculum Development Division

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2
2
3
k
k

3k
k

2 3k
k

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

1.4 Addition or Subtraction Involving Mixed Numbers and Fractions

i) Calculate 1

1 4
.
8 8

1
8

9
8

4
8

4
8

13
8

First, convert the mixed number to improper fraction.

Then, add or subtract only the numerators and keep the
denominator the same.

1
5
15
5

7
7
7
7

2
4
29
4

9
9
9
9

6
20
= 2
7
7

Curriculum Development Division

Ministry of Education Malaysia

7
25
= 2
9
9

3
x
11
x

8
8
8
8

11 x
8

5
8

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

2.0 Addition and Subtraction of Fractions with Different Denominators

i) Calculate

1 1
.
8 2

The denominators are not the same.

See how the slices are different in
sizes? Before we can add the
fractions, we need to make them the
same, because we can't add them
together like this!

?
1
8

1
2

To make the denominators the same, multiply both the numerator and the denominator of
the second fraction by 4:
4

1
2

4
8

Now, the denominators

are the same. Therefore,
we can add the fractions
together!

Now, the question can be visualized like this:

1
8

Curriculum Development Division

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4
8

5
8

10

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

Hint:

Before adding or subtracting fractions with different denominators, we must

convert each fraction to an equivalent fraction with the same denominator.

2.1 Addition and Subtraction of Fractions When the Denominator of One Fraction is
A Multiple of That of the Other Fraction
Multiply both the numerator and the denominator with an integer that makes the
denominators the same.

1
5

3
6

(i)

2
5

6
6

7
6

=1

1
6

Change the first fraction to an equivalent

fraction with denominator 6.
(Multiply both the numerator and the
denominator of the first fraction by 2):
2
1
2

3
6
2

Add only the numerators and keep the

denominator the same.
Convert the fraction to a mixed number.

7
3

12
4

(ii)

Change the second fraction to an equivalent

fraction with denominator 12.
(Multiply both the numerator and the
denominator of the second fraction by 3):
3

7
9

12
12

3
9

4
12
3

2
12

1

6

Subtract only the numerators and keep the

denominator the same.
Write the fraction in its simplest form.

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11

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

1
9

v
5v

(iii)

5
9

5v
5v

14
5v

Curriculum Development Division

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Change the first fraction to an equivalent

fraction with denominator 5v.
(Multiply both the numerator and the
denominator of the first fraction by 5):
5
1
5

v
5v
5

Add only the numerators and keep the

denominator the same.

12

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

2.2

Addition and Subtraction of Fractions When the Denominators Are Not Multiple of
One Another

Method I
1
6

Method II

3
4

(i) Find the Least Common Multiple (LCM)

of the denominators.

1
6

LCM = 2 2 3 = 12

1 4

6 4

4
24

22
24

11
12

The LCM of 4 and 6 is 12.

1
6

2
12

11
12

2
2

33
43

3
4

(i) Multiply the numerator and the

denominator of the first fraction with
the denominator of the second fraction
and vice versa.

2) 4 , 6
2) 2 , 3
3) 1 , 3
- , 1

(ii) Change each fraction to an equivalent

fraction using the LCM as the
denominator.
(Multiply both the numerator and the
denominator of each fraction by a whole
number
that
will
make
their
denominators the same as the LCM
value).

3 6
4 6

18
24

Write the fraction in its

simplest form.

This method is preferred but you

must remember to give the
answer in its simplest form.

9
12

Curriculum Development Division

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13

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

EXAMPLES

1.

2
3

1
5

2 5
=
3 5

2.

10
15

13
15

5
6

Multiply the first fraction with the second denominator

and
multiply the second fraction with the first denominator.
Multiply the first fraction by the
denominator of the second fraction and
multiply the second fraction by the
denominator of the first fraction.

3
15

Add only the numerators and keep the

denominator the same.

5
=
6

1 3
5 3

3
8

3
8

6
6

40
18

48
48

Multiply the first fraction by the

denominator of the second fraction and
multiply the second fraction by the
denominator of the first fraction.

22
48

Subtract only the numerators and keep

the denominator the same.

11
24

Curriculum Development Division

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Write the fraction in its simplest form.

14

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

3.

2
g
3

14 g 3

21 21

14 g 3
21

2g
3

1 3
7 3

Write as a single fraction.

h
5

3
3

10 g 3h

15 15

Multiply the first fraction by the

denominator of the second fraction and
multiply the second fraction by the
denominator of the first fraction.
Write as a single fraction.

10 g 3h
15

6
c

Multiply the first fraction by the

denominator of the second fraction and
multiply the second fraction by the
denominator of the first fraction.

h
5

2g

5.

1
7

2g 7
3 7

4.

4
d

6 d

c d

6d 4c

cd cd

6d 4c
cd

4 c
d c

Curriculum Development Division

Ministry of Education Malaysia

Multiply the first fraction by the

denominator of the second fraction and
multiply the second fraction by the
denominator of the first fraction.
Write as a single fraction.

15

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

2.3

Addition or Subtraction of Mixed Numbers with Different Denominators

1.

5
2

5 2

2 2

10
4

21
4

Add only the numerators and keep the

denominator the same.

1
4

Change the fraction back to a mixed number.

2.

5
6

3
4

11
4

23
6

11
4

Change the first fraction to an equivalent fraction

with denominator 4.
(Multiply both the numerator and the denominator
of the first fraction by 2)

11
4

Convert the mixed numbers to improper fractions.

Convert the mixed numbers to improper fractions.

3
4

Convert the mixed numbers to improper fractions.

7
4

23 4
=

6 4

Convert the mixed numbers to improper fractions.

7 6
4 6

The denominators are not multiples of one another:

Multiply the first fraction by the denominator
of the second fraction.
Multiply the second fraction by the
denominator of the first fraction.

92 42

24 24

50
24

Add only the numerators and keep the

denominator the same.

25
12

Write the fraction in its simplest form.

= 2

1
12

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Change the fraction back to a mixed number.

16

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

2.4 Addition or Subtraction of Algebraic Expression with Different Denominators

1.

m
m2

The
denominators
multiples
one
another
The
denominators
areare
notnot
multiples
of of
one
another:

m
=
m2

m
2

2m
mm 2

2m 2 2m 2

2m m(m 2)
2(m 2)

2m m 2 2 m
2(m 2)

2.

m
2
( m2)

( m2)

Multiply the first fraction with the second denominator

Multiply the second fraction with the first denominator

Multiply the first fraction by the denominator

of the second fraction.
Multiply the second fraction by the
denominator of the first fraction.
Remember to use
brackets
Write the above fractions as a single fraction.

Expand:
m (m 2) = m2 2m

m2
2(m 2)

y
y 1

y 1
y

y y
y 1 y

y 2 ( y 1)( y 1)
y ( y 1)

y 1 ( y 1)
y ( y 1)

y 2 ( y 2 1)
=
y ( y 1)

y2 y2 1
y ( y 1)

1
y ( y 1)

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The denominators are not multiples of one another:

The denominators are not multiples of one another
the first
fraction
with the
denominator
Multiply
Multiply
the first
fraction
bysecond
the denominator
Multiply the second fraction with the first denominator
of the second fraction.
Multiply the second fraction by the
denominator of the first fraction.
Write the fractions as a single fraction.

Expand:
(y 1) (y + 1) = y2 + y y 12
= y2 1
Expand:
(y2 1) = y2 + 1

17

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

3.

3
5n

8n
4n 2
4n 2

The denominators are not multiples of one another:

5 n 8n
4 n 2 8n

3
8n 4n 2

8n (5 n)
12n 2

2
8n(4n ) 8n(4n 2 )

12 n 2

The denominators
are not multiples
of one another
Multiply
the first fraction
by the denominator
Multiply
the
first
fraction
with
the
second
denominator
of the second fraction.
Multiply the second fraction with the first denominator
Multiply the second fraction by the
denominator of the first fraction.

8n (5 n)

Write as a single fraction.

8n(4n 2 )
Expand:

12 n 2

40 n 8n 2
8n(4n 2 )

4n 2

40 n

8n (5 + n) = 40n 8n2

Subtract the like terms.

8n ( 4 n 2 )

4n (n 10 )
4n(8n 2 )

Factorise and simplify the fraction by canceling

out the common factors.

n 10
8n 2

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18

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

TEST YOURSELF A

Calculate each of the following.

1.

2 1

7 7

2.

11 5

12 12

3.

2 1

7 14

4.

2 5

3 12

5.

2 4

7 5

6.

1 5

2 7

7. 2

9.

2
3
13

2 1

s s

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2
7
8. 4 2
5
9

10.

11 5

w w

19

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

11.

2 1

a 2a

12.

2
5

f 3f

13.

2 4

a b

14.

1 5

p q

5
2
2
3
15. m n m n
7
5
7
5

17.

2 x 3 y 3x y

2
5

19.

x
x 1

x 1
x

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16.

p 1
(2 p)
2

18.

12 4 x
5

2x
x

20.

x
x4

x2 x2

20

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

21.

6x 3 y 4x 8 y

2
4

r 5 2r 2

23.
5
15 r

22.

4n
2

3n
9n 2

24.

p3 p2

2p
p2

25.

2n 3 4n 3

10n
5n 2

26.

3m n n 3

mn
n

27.

5m mn

5m
mn

28.

m3 nm

3m
mn

29.

3 5n

8n 4n 2

30.

p 1 p

3m
m

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21

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

PART B:
MULTIPLICATION AND DIVISION
OF FRACTIONS

LEARNING OBJECTIVES

Upon completion of Part B, pupils will be able to:

1. multiply:
(i)

a whole number by a fraction or mixed number;

(ii)

a fraction by a whole number (include mixed numbers); and

(iii)

a fraction by a fraction.

(i)

a fraction by a whole number;

(ii)

a fraction by a fraction;

(iii)

a whole number by a fraction; and

(iv)

a mixed number by a mixed number.

2. divide:

3. solve problems involving combined operations of addition, subtraction,

multiplication and division of fractions, including the use of brackets.

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22

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

TEACHING AND LEARNING STRATEGIES

Pupils face problems in multiplication and division of fractions.

Strategy:

Teacher should emphasise on how to divide fractions correctly. Teacher should

also highlight the changes in the positive (+) and negative () signs as follows:
Multiplication
(+) (+) =
(+) () =
() (+) =
() () =

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(+)
(+)
()
()

Division
(+)
()
(+)
()

=
=
=
=

23

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

LESSON NOTES
1.0 Multiplication of Fractions

Recall that multiplication is just repeated addition.

Consider the following:

2 3

First, lets assume this box

as 1 whole unit.

Therefore, the above multiplication 2 3 can be represented visually as follows:

2 groups of 3 units

This means that 3 units are being repeated twice, or mathematically can be written as:
23 3 3
6

Now, lets calculate 2 x 2. This multiplication can be represented visually as:

2 groups of 2 units

This means that 2 units are being repeated twice, or mathematically can be written as:
2 2 2 2
4

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24

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

Now, lets calculate 2 x 1. This multiplication can be represented visually as:

2 groups of 1 unit
1

This means that 1 unit is being repeated twice, or mathematically can be written as:

2 1 1 1 2

It looks simple when we multiply a whole number by a whole number. What if we

have a multiplication of a fraction by a whole number? Can we represent it visually?
Lets consider 2

Since

1
.
2

represents 1 whole unit, therefore

1
unit can be represented by the
2

following shaded area:

Then, we can represent visually the multiplication of 2

2 groups of

1
unit
2
1
1
+
2
2

This means that

1
as follows:
2

2
1
2

1
unit is being repeated twice, or mathematically can be written as:
2
1 1 1
2
2 2 2
2

2
1

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25

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

1
1
2. What does it mean? It means out of 2 units and the
2
2
visualization will be like this:
Lets consider again

1
out of 2 units
2

Notice that the multiplications 2

How about

1
2 1
2

1
1
and 2 will give the same answer, that is, 1.
2
2

1
2?
3

Since

represents 1 whole unit, therefore

1
unit can be represented by the
3

following shaded area:

The shaded area is

1
unit.
3

1
2 as follows:
3

Then, we can represent visually the multiplication

1
1
+
3
3
This means that

2
3

1
unit is being repeated twice, or mathematically can be written as:
3
1
1 1
2
3
3 3
2

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26

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

1
1
2 . What does it mean? It means out of 2 units and the visualization
3
3
will be like this:
Lets consider

1
out of 2 units
3

Notice that the multiplications 2

1
2
2
3
3

2
1
1
and 2 will give the same answer, that is,
.
3
3
3

Consider now the multiplication of a fraction by a fraction, like this:

1 1

3 2
This means

1
1
out of units and the visualization will be like this:
3
2
1
1
out of
units
3
2

1
unit
2

1 1 1

3 2 6

Consider now this multiplication:

2 1

3 2
This means

2
1
out of units and the visualization will be like this:
2
3

1
unit
2

1
2
out of
units
2
3

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2 1 2

3 2 6

27

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

What do you notice so far?

The answer to the above multiplication of a fraction by a fraction can be obtained by
just multiplying both the numerator together and the denominator together:

1 2
2

3
3 9

1 1
1

3
2 6

So, what do you think the answer for

1
1 1
as the answer?
? Do you get
4 3
12

The steps to multiply a fraction by a fraction can therefore be summarized as follows:

Steps to Multiply Fractions:

Remember!!!

1) Multiply the numerators together and

(+)
(+)
()
()

multiply the denominators together.

2) Simplify the fraction (if needed).

1.1

=
=
=
=

(+)
()
(+)
()

Multiplication of Simple Fractions

Examples:

a)

2
3

5
7

c)

6
35

6
2
12

7
5
35

b)

2
3
6

7
5
35

d)

6
2

7
5

12
35

Multiply the two numerators together and the two denominators together.

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28

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

1.2

Multiplication of Fractions with Common Factors

12 5
12
5
or

7 6
7
6

First Method:

Second Method:

(ii) Multiply the two numerators

together
and
the
two
denominators together:

(i) Simplify the fraction by canceling

out the common factors.
2 12

7
12
5
60
=

42
7
6

(ii) Then, simplify.

6010 10
3

1
42
7
7
7

5
61

(i) Then,
multiply
the
two
numerators together and the two
denominators
together,
and
convert to a mixed number, if
needed.
2

12
5

7
6

10
3
1
7
7

1.3

Multiplication of a Whole Number and a Fraction

Remember
2= 2

1
2 5
6

2 31

1 6

31
=

1 6
3
12

31
3
1
= 10
3

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Convert the mixed number to improper

fraction.
Simplify by canceling out the common
factors.
Multiply the two numerators together and
the two denominators together.
Remember: (+) () = ()
Change the fraction back to a mixed number.

29

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

EXAMPLES

1. Find

5
15

12 10
1

Solution:

5
15 5

12
10 2
4

2. Find

5
8

21
2

6
5

Solution :

Simplify by canceling out the common factors.

Multiply the two numerators together and the

two denominators together.
Remember: (+) () = ()

Simplify by canceling out the common

factors.

21
2 1

6
5
3
21
2 1
= 7

6
5

Note that

21
can be further simplified.
3

Simplify further by canceling out the

common factors.

7
5
2
1
5

Multiply the two numerators together and

the two denominators together.
Remember: (+) () = ()
Change the fraction back to a mixed
number.

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30

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

1.4

Multiplication of Algebraic Fractions

1.

2
5x

x
4

Simplify

2
5x 1
Solution : 1
x
4

Simplify the fraction by canceling out the xs.

Multiply the two numerators together and

the two denominators together.

5
=
2

= 2

2. Simplify

Solution:

Change the fraction back to a mixed

number.

1
2

n 9

4m

2 n

n 9

4m

2 n

n9
n 4m

2 n 1
2
1

1
n ( 2m)
9
=

2
1

Simplify the fraction by canceling the

common factor and the n.

9
2nm
2

Curriculum Development Division

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Multiply the two numerators together

and the two denominators together.

Write the fraction in its simplest form.

31

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

TEST YOURSELF B1

1. Calculate

9
25

5
27

11
3. Calculate 2
4

2. Calculate

45
3
14

12
7
20

4. Calculate

1 1
4
3 5

5. Simplify

m
3
k

6. Simplify

n
(5m)
2

7. Simplify

1 3x
1

6 14

8. Simplify

n
(2a 3d )
2

9. Simplify

10. Simplify

x
1
20
4
x

2
3

y
5x
10

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32

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

LESSON NOTES

2.0

Division of Fractions
Consider the following:

6 3

First, lets assume this circle

as 1 whole unit.

Therefore, the above division can be represented visually as follows:

6 units are being divided into a group of 3
units:

6 3 2

This means that 6 units are being divided into a group of 3 units, or mathematically
can be written as:

6 3 2
The above division can also be interpreted as how many 3s can fit into 6. The answer is
2 groups of 3 units can fit into 6 units.
Consider now a division of a fraction by a fraction like this:

1 1
.
2 8

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How many

1
is in
8

1
?
2

33

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

This means How many

is in

1
8

1
2

The answer is 4:

Consider now this division:

How many

3 1
.
4 4

This means How many

is in

1
4

The answer is 3:

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1
3
is in ?
4
4

3
4

But, how do you

calculate the answer?

34

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

Consider again 6 3 2.
Actually, the above division can be written as follows:
63

These operations are the same!

6
3

1
3

The reciprocal
of 3 is

1
.
3

Notice that we can write the division in the multiplication form. But here, we have to
change the second number to its reciprocal.

Therefore, if we have a division of fraction by a fraction, we can do the same, that is,
we have to change the second fraction to its reciprocal and then multiply the
fractions.

Therefore, in our earlier examples, we can have:

(i)

1 1

2 8
1 8

2 1
8

2
4

Change the second fraction to its

reciprocal and change the sign to .

The reciprocal
of

1
8
is .
8
1

The reciprocal of a
fraction is found by
inverting the
fraction.

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35

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

(ii)

3 1

4 4
3 4

4 1
3

Change the second fraction to its

reciprocal and change the sign to .

The reciprocal
of

1
4
is .
4
1

The steps to divide fractions can therefore be summarized as follows:

Steps to Divide Fractions:

1. Change the second fraction to its
reciprocal and change the sign to .
2. Multiply the numerators together and
multiply the denominators together.

Tips:

(+)
(+)
()
()

(+)
()
(+)
()

=
=
=
=

3. Simplify the fraction (if needed).

2.1

Division of Simple Fractions

Example:

2
3

5
7
2
7
=

5
3
14
=
15

Change the second fraction to its reciprocal

and change the sign to .

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Multiply the two numerators together and

the two denominators together.

36

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

2.2

Division of Fractions With Common Factors

Examples:

10
2

21
9
10
9
=

21
2
10
9
=5
3
21
7 21
15
=
7
1
= 2
7

Change the second fraction to its reciprocal and

change the sign to .
Simplify by canceling out the common factors.
Multiply the two numerators together and the
two denominators together.
Remember: (+) () = ()
Change the fraction back to a mixed number.

3
5
6
7
3
6

5
7
1

3
7

5
62

7
10

Curriculum Development Division

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Express the fraction in division form.

Change the second fraction to its reciprocal

and change the sign to .
Then, simplify by canceling out the common
factors.

Multiply the two numerators together and the

two denominators together.

37

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

EXAMPLES

1. Find

35
25

12
6
35
25

12
6

Solution :

35
61
= 7

25
2 12
5

7
10

2. Simplify

Change the second fraction to its reciprocal

and change the sign to .
Then, simplify by canceling out the common
factors.
Multiply the two numerators together and the
two denominators together.

5x
4
Change the second fraction to its reciprocal

Solution :

3. Simplify

4
5x

8
5x 2

and change the sign to .

Multiply the two numerators together and the two

denominators together.

y
x
2

Solution :
Method I

Express the fraction in division form.

y
2
x
y
1

x
2
y

2x

Change the second fraction to its reciprocal

and change to .
Multiply the two numerators together and the two
denominators together.
Remember: (+) () = ()

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38

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

Method II
The given fraction.

y
x
2

The numerator is also

a fraction with
denominator x

y
x
2

x
x

Multiply the
the numerator
numerator and
Multiply
and the
the denominator
denominator of
of the
given
fraction
by
x.
the given fraction with x

y
x
x
2 x

y
2x

(1 1 )
r

4. Simplify

Solution:
(1 1 )

r is the denominator of

1
.
r

1
)
r r
r
5
r 1
5r

(1

=
=

Multiply the given fraction with

r
.
r

Note that:
1
(1 ) r r 1
r

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39

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

TEST YOURSELF B2

1.

Calculate

3.

Simplify

5.

Simplify

7.

Simplify

3
21

7
2

5
7
5

9
8
16

2.

Calculate

8
4y

y
3

4.

Simplify

2
5 x
3

6.

Simplify

8.

Simplify

4
y 1
8

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16
2
k

4m
2m 2

n
3n

x
1

1
x

40

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

3 (1 1 )

9.

Calculate

Simplify

10.

x 1 4
11.

5 1

Simplify

2
3

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12.

Simplify

1
p
1
1
5

41

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

ANSWERS

TEST YOURSELF A:
1.

3
7

2.

1
2

3.

4.

1
4

5.

3
38
or 1
35
35

6.

7.

67
2
or 5
13
13

8.

73
28
or 1
45
45

9.

5
2a

10.

6
w

11.

13.

2b 4a
ab

q 5p
14.
pq

16.

3p 3
2

17.

19.

1
x( x 1)

7n 4
22.
9n 2

16 x 17 y
10

12.

5
14

3
14

3
s

1
3f

15. m n

18.

2x 1
x

20. 2

21.

8x y
2

r 2 1
23.
3r

p2 6
24.
2 p2

25.

7 n 4n 2 6
10 n 2

26.

1 m
m

27.

n5
5n

28.

n3
3n

29.

n 10
8n 2

30.

4p 3
3m

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42

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 2: Fractions

TEST YOURSELF B1:

1.

5
2
or 1
3
3

4.

7.

x
4

10.

5x

7
2
or 1
5
5

9
1
or 1
8
8

2.

5.

3m
k

8.

na

3
nd
2

3.

11
1
or 5
2
2

6.

5mn
2

9.

10
3
x y
3
5

1
4

TEST YOURSELF B2:

1.

2
49

2.

5.

14
5
or 1
9
9

6
5 x

6.

6
m

9.

9
20

12.

4.

8k

7.

1
2( y 1)

8.

x2
x 1

10.

5x 1
xy

11.

13x
6

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3.

y2

5
4p

43

Basic Essential
Additional Mathematics Skills

UNIT 3
ALGEBRAIC EXPRESSIONS
AND
ALGEBRAIC
FORMULAE
Unit
1:
Negative Numbers

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TABLE OF CONTENTS

Module Overview

Part A: Performing Operations on Algebraic Expressions

Part B: Expansion of Algebraic Expressions

10

Part C: Factorisation of Algebraic Expressions and Quadratic Expressions

15

Part D: Changing the Subject of a Formula

23

Activities
Crossword Puzzle

31

Riddles

33

Further Exploration

37

Answers

38

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

MODULE OVERVIEW
1. The aim of this module is to reinforce pupils understanding of the concepts and skills
in Algebraic Expressions, Quadratic Expressions and Algebraic Formulae.
2. The concepts and skills in Algebraic Expressions, Quadratic Expressions and
Algebraic Formulae are required in almost every topic in Additional Mathematics,
especially when dealing with solving simultaneous equations, simplifying
expressions, factorising and changing the subject of a formula.
3. It is hoped that this module will provide a solid foundation for studies of Additional
Mathematics topics such as:
Functions
Quadratic Equations and Quadratic Functions
Simultaneous Equations
Indices and Logarithms
Progressions
Differentiation
Integration

4. This module consists of four parts and each part deals with specific skills. This format
provides the teacher with the freedom to choose any parts that is relevant to the skills
to be reinforced.

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Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

PART A:
PERFORMING OPERATIONS ON
ALGEBRAIC EXPRESSIONS
LEARNING OBJECTIVES
Upon completion of Part A, pupils will be able to perform operations on algebraic
expressions.
TEACHING AND LEARNING STRATEGIES
Pupils who face problem in performing operations on algebraic expressions might have
difficulties learning the following topics:

Simultaneous Equations - Pupils need to be skilful in simplifying the algebraic

expressions in order to solve two simultaneous equations.

Functions - Simplifying algebraic expressions is essential in finding composite

functions.

Coordinate Geometry - When finding the equation of locus which involves

distance formula, the techniques of simplifying algebraic expressions are required.

Differentiation - While performing differentiation of polynomial functions, skills

in simplifying algebraic expressions are needed.

Strategy:
1. Teacher reinforces the related terminologies such as: unknowns, algebraic terms,
like terms, unlike terms, algebraic expressions, etc.
2. Teacher explains and shows examples of algebraic expressions such as:
8k,

3p + 2,

4x (2y + 3xy)

3. Referring to the Lesson Notes and Examples given, teacher explains how to
perform addition, subtraction, multiplication and division on algebraic expressions.
4. Teacher emphasises on the rules of simplifying algebraic expressions.

Curriculum Development Division

Ministry of Education Malaysia

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

LESSON NOTES

PART A:
PERFORMING BASIC ARITHMETIC OPERATIONS ON ALGEBRAIC EXPRESSIONS

1.

An algebraic expression is a mathematical term or a sum or difference of mathematical

terms that may use numbers, unknowns, or both.
Examples of algebraic expressions:

2r, 3x + 2y,

6x2 +7x + 10, 8c + 3a n2,

3
g

2.

An unknown is a symbol that represents a number. We normally use letters such as n, t, or

x for unknowns.

3.

The basic unit of an algebraic expression is a term. In general, a term is either a number
or a product of a number and one or more unknowns. The numerical part of the term, is
known as the coefficient.

Coefficient

Unknowns

6 xy

Examples:

4.

2r,

Algebraic expression with two terms:

3x + 2y, 6s 7t

Algebraic expression with three terms:

6x2 +7x + 10, 8c + 3a n2

3
g

Like terms are terms with the same unknowns and the same powers.
Examples:

5.

Algebraic expression with one term:

3ab,

5ab are like terms.

3x2,

2 2
x
5

are like terms.

Unlike terms are terms with different unknowns or different powers.

Examples: 1.5m,

9k,

3xy,

Curriculum Development Division

Ministry of Education Malaysia

2x2y are all unlike terms.

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

6.

An algebraic expression with like terms can be simplified by adding or subtracting the
coefficients of the unknown in algebraic terms.

7.

To simplify an algebraic expression with like terms and unlike terms, group the like terms
first, and then simplify them.

8.

An algebraic expression with unlike terms cannot be simplified.

9.

Algebraic fractions are fractions involving algebraic terms or expressions.

Examples:

3m 2
4r 2 g
x2 y2
,
,
,
.
15 6h 2rg g 2 x 2 2 xy y 2

10. To simplify an algebraic fraction, identify the common factor of both the numerator and the
denominator. Then, simplify it by elimination.

Curriculum Development Division

Ministry of Education Malaysia

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

EXAMPLES

Simplify the following algebraic expressions and algebraic fractions:

s t

4 6

(a)

5x (3x 4x)

( e)

(b)

3r 9s + 6r + 7s

(f )

5x 3 y

6 2z

(c)

4r 2 g
2rg g 2

(g )

e
2g
f

(d )

Solutions:
(a)

3x

3 4

p q

5x (3x 4x)

(h)

1
2

3x

Algebraic expression with like terms can be simplified by

adding or subtracting the coefficients of the unknown.

= 5x ( x)

Perform the operation in the bracket.

= 5x + x
= 6x

(b)

3r 9s + 6r + 7s
= 3r + 6r 9s + 7s
= 3r 2s

(c)

Arrange the algebraic terms according to the like terms.

Unlike terms cannot be simplified.

Leave the answer in the simplest form as shown.

4r 2 g
2rg g 2
4r 2 g 1

g ( 2r g )
1
4r 2

2r g

Simplify by canceling out the common factor and the

same unknowns in both the numerator and the
denominator.

Curriculum Development Division

Ministry of Education Malaysia

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

3 4

p q
3q 4 p

pq pq
3q 4 p

pq

(d )

(e)

s t

4 6
3s
2t

43 6 2
3s 2t

12

5x 3 y 5x y
(f )

6 2z 2 2z
2
5 xy

4z

(g )

The LCM of p and q is pq.

e
e 1
2g
f
f 2g
e

2 fg

(h )

The LCM of 4 and 6 is 12.

Simplify by canceling out the common

factor, then multiply the numerators
together and followed by the
denominators.

Change division to multiplication of the

reciprocal of 2g.

1 3 x(2) 1
3x

2 2
2
3x
3x
6x 1
2
3x
6x 1 1

2
3x
6x 1

6x

Curriculum Development Division

Ministry of Education Malaysia

Equate the denominator.

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

ALTERNATIVE METHOD
Simplify the following algebraic fractions:

3x
(a)

1
2

3x

3x
2 2

3x
2

1
3 x(2) (2)
2
=
3 x(2)

(b)

3
2
x
5

Each of the terms in the numerator and

denominator of the algebraic fraction is
multiplied by 2.

6x 1
6x

2
x
x

=
5
x
3
( x ) 2( x )
x
5( x)
3 2x

5x

3
3
8
8 2 x
2x
2 x
(c)

2
2
2x
3
8(2 x) (2 x)
2x

2( 2 x )

1
is 2 . Therefore,
2
2
multiply the algebraic fraction by .
2
The denominator of

3
is x. Therefore,
x
x
multiply the algebraic fraction by .
x
The denominator of

Each of the terms in the numerator and

denominator is multiplied by x.

3
is 2x. Therefore,
2x
2x
multiply the algebraic fraction by
.
2x
The denominator of

Each of the terms in the numerator and

denominator is multiplied by 2x.

16 x 3
4x

Curriculum Development Division

Ministry of Education Malaysia

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

(d )

3
3
7

7
8 x
8 x

4
4
7
7
3(7)

8 x

( 7 ) 4( 7 )
7
21

8 x 28
21

36 x

Curriculum Development Division

Ministry of Education Malaysia

The denominator of

8 x
is 7.
7

Therefore, multiply the algebraic

fraction by

7
.
7

Each of the terms in the numerator

and denominator is multiplied by 7.

Simplify the denominator.

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

TEST YOURSELF A
Simplify the following algebraic expressions:
1. 2a 3b + 7a 2b

2. 4m + 5n + 2m 9n

3. 8k ( 4k 2k )

4. 6p ( 8p 4p )

5.

3 1

y 5x

6.

7.

4a 3b

7 2c

8.

4c d
8

2
3c d

10.

u
uv

vw 2w

9.

11 .

xy
yz
z

2
5
6
x

Curriculum Development Division

Ministry of Education Malaysia

4h 2k

3
5

4
2
x
12.
4
5
x

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

PART B:
EXPANSION OF ALGEBRAIC
EXPRESSIONS

LEARNING OBJECTIVE
Upon completion of Part B, pupils will be able to expand algebraic
expressions.

TEACHING AND LEARNING STRATEGIES

Pupils who face problem in expanding algebraic expressions might have

difficulties in learning of the following topics:

Simultaneous Equations pupils need to be skilful in expanding the

algebraic expressions in order to solve two simultaneous equations.

Functions Expanding algebraic expressions is essential when finding

composite function.

Coordinate Geometry when finding the equation of locus which

involves distance formula, the techniques of expansion are applied.

Strategy:
Pupils must revise the basic skills involving expanding algebraic expressions.

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Ministry of Education Malaysia

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Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

LESSON NOTES

PART B:
EXPANSION OF ALGEBRAIC EXPRESSIONS

1.

Expansion is the result of multiplying an algebraic expression by a term or another

algebraic expression.

2.

An algebraic expression in a single bracket is expanded by multiplying each term in the

bracket with another term outside the bracket.

3(2b 6c 3) = 6b 18c 9

3.

Algebraic expressions involving two brackets can be expanded by multiplying each term of
algebraic expression in the first bracket with every term in the second bracket.

(2a + 3b)(6a 5b) = 12a2 10ab + 18ab 15b2

= 12a2 + 8ab 15b2

4.

Useful expansion tips:

(i)

(a + b)2 = a2 + 2ab + b2

(ii)

(a b)2 = a2 2ab + b2

(iii) (a b)(a + b) = (a + b)(a b)

= a2 b2

Curriculum Development Division

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Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

EXAMPLES

Expand each of the following algebraic expressions:

(a)

2(x + 3y)

(b) 3a (6b + 5 4c)

( c)

2
9 y 12
3

(d ) ( a 3) 2
(e) 32k 5

(f ) ( p 2)( p 5)

Solutions:

(a)

2 (x + 3y)
= 2x + 6y

(b)

3a (6b + 5 4c)
= 18ab 15a + 12ac

(c)

2
9 y 12
3
4
2 3
2
=
9 y 12
1 3
1 3

When expanding a bracket, each term

within the bracket is multiplied by the term
outside the bracket.

When expanding a bracket, each term

within the bracket is multiplied by the term
outside the bracket.

Simplify by canceling out the common

factor, then multiply the numerators
together and followed by the denominators.

6y + 8

(d ) (a 3) 2
=

(a + 3) (a + 3)

= a2 + 3a + 3a + 9
= a2 + 6a + 9

Curriculum Development Division

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When expanding two brackets, each term

within the first bracket is multiplied by
every term within the second bracket.

12

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

(e) 32k 5

= 3(2k + 5) (2k + 5)
= 3(4k2 + 20k + 25)

When expanding two brackets, each term

within the first bracket is multiplied by
every term within the second bracket.

= 12k2 60k 75

(f ) ( p 2) (q 5)
= pq 5p + 2q 10

When expanding two brackets, each term

within the first bracket is multiplied by
every term within the second bracket.

ALTERNATIVE METHOD
Expanding two brackets

(a)

(a + 3) (a + 3)

= a2 + 3a + 3a + 9
= a2 + 6a + 9

(b)

(2p + 3q) (6p 5q)

When expanding two

brackets, write down the
product of expansion and
then, simplify the like
terms. 5y)
(c) (4x 3y)(6x

18 xy
20 xy
38 xy
= 24x2 38 xy + 15y2

= 12p2 10 pq + 18 pq 15q2
= 12p2 + 8 pq 15q2

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Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

TEST YOURSELF B

Simplify the following expressions and give your answers in the simplest form.

1.

4 2n
4

3. 6 x2 x 3 y

5.

2( p 3) ( p 6)

7.

9.

2.

1
6q 1
2

4. 2a b 2(a b)

6.

1
6 x y x 2 y
3
3

e 12 2e 1

8.

m n 2 m2m n

10 .

h i h i 2ih 3i

g f g g 2 f g

Curriculum Development Division

Ministry of Education Malaysia

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Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

PART C:
FACTORISATION OF
ALGEBRAIC EXPRESSIONS AND
QUADRATIC EXPRESSIONS
LEARNING OBJECTIVE
Upon completion of Part C, pupils will be able to factorise algebraic expressions
and quadratic expressions.

TEACHING AND LEARNING STRATEGIES

Some pupils may face problem in factorising the algebraic expressions. For
example, in the Differentiation topic which involves differentiation using the
combination of Product Rule and Chain Rule or the combination of Quotient
Rule and Chain Rule, pupils need to simplify the answers using factorisation.

Examples:

1.

y 2 x 3 (7 x 5) 4

dy
2 x 3 [28(7 x 5) 3 ] (7 x 5) 4 (6 x 2 )
dx
2 x 2 (7 x 5) 3 (49 x 15)

2.

(3 x) 3
7 2x

dy (7 2 x)[3(3 x) 2 ] (3 x) 3 (2)

dx
(7 2 x ) 2

(3 x) 2 (4 x 15)
(7 2 x ) 2

Strategy
1. Pupils revise the techniques of factorisation.

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Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

LESSON NOTES

PART C:
FACTORISATION OF
ALGEBRAIC EXPRESSIONS AND QUADRATIC EXPRESSIONS
1. Factorisation is the process of finding the factors of the terms in an algebraic expression. It
is the reverse process of expansion.
2. Here are the methods used to factorise algebraic expressions:
(i)

Express an algebraic expression as a product of the Highest Common Factor (HCF) of

its terms and another algebraic expression.
ab bc = b(a c)

(ii)

Express an algebraic expression with three algebraic terms as a complete square of two
algebraic terms.
a2 + 2ab + b2 = (a + b)2
a2 2ab + b2 = (a b)2

(iii) Express an algebraic expression with four algebraic terms as a product of two algebraic
expressions.
ab + ac + bd + cd = a(b + c) + d(b + c)
= (a + d)(b + c)
(iv) Express an algebraic expression in the form of difference of two squares as a product of
two algebraic expressions.
a2 b2 = (a + b)(a b)
3. Quadratic expressions are expressions which fulfill the following characteristics:
(i)
(ii)

have only one unknown; and

the highest power of the unknown is 2.

4. Quadratic expressions can be factorised using the methods in 2(i) and 2(ii).
5. The Cross Method can be used to factorise algebraic expression in the general form of
ax2 + bx + c, where a, b, c are constants and a 0, b 0, c 0.

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Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

EXAMPLES

(a)

Factorising the Common Factors

i)

Factorise the common factor m.

mn + m = m (n +1)
.

ii)

Factorise the common factor p.

3mp + pq = p (3m + q)
.

Factorise the common factor 2n.

iii) 2mn 6n = 2n (m 3)
.
(b)

Factorising Algebraic Expressions with Four Terms

i)

Factorise the first and the second terms

with the common factor y, then factorise
the third and fourth terms with the
common factor z.

vy + wy + vz + wz
= y (v + w) + z (v + w)
= (v + w)(y + z)

ii)

21bm 7bs + 6cm 2cs

= 7b(3m s) + 2c(3m s)

(v + w) is the common factor.

Factorise the first and the second terms with

common factor 7b, then factorise the third
and fourth terms with common factor 2c.

= (3m s)(7b + 2c)

(3m s) is the common factor.

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Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

(c)

Factorising the Algebraic Expressions by Using Difference of Two Squares

a2 b2 = (a + b)(a b)

x2 16 = x2 42

i)

= (x + 4)(x 4)

ii)

4x2 25 = (2x)2 52
= (2x + 5)(2x 5)

(d)

Factorising the Expressions by Using the Cross Method

i)

x2 5x + 6
x

3 x 2 x 5 x

The summation of the cross

multiplication products should
equal to the middle term of the
quadratic expression in the
general form.

x2 5x + 6 = (x 3) (x 2)

ii)

3x2 + 4x 4

3x

2x 6x 4x

The summation of the cross

multiplication products should
equal to the middle term of the
quadratic expression in the
general form.

3x2 + 4x 4 = (3x 2) (x + 2)

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Ministry of Education Malaysia

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Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

ALTERNATIVE METHOD

Factorise the following quadratic expressions:

An algebraic expression can

be represented in the general
form of ax2 + bx + c, where
a, b, c are constants and
a 0, b 0, c 0.

x 5x + 6

i)

b= 5

a=+1

c =+6

+1 (+ 6) = + 6

ac

+6

(x 2)

REMEMBER!!!

2 (3) = +6
2 + (3) = 5

(x 3)

x 2 5x 6 ( x 2)(x 3)

x 2 5x 6

ii)

a=+1

b= 5

c = 6

+1 (6) = 6

ac

+1

(x + 1)

(x 6)

+1 (6) = 6
+1 6 = 5

x 2 5x 6 ( x 1)(x 6)

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Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

2x2 11x + 5

(iii)
a=+2

b = 11

c =+5

(+2) (+5) = +10

ac

+ 10

11

1
2

(2x 1)

10

1 (10) = +10

10
2

1 + (10) = 11

The coefficient of x2 is 2,
divide each number by 2.

The coefficient of x2 is 2,
multiply by 2:

(x 5)

x 12 x 5
2x 12 x 5
2 x 1)(x 5

2x 2 11x 5 (2x 1)(x 5)

TEST YOURSELF C
3x2 + 4x 4

(iv)
a =+ 3

c = 4

b=+ 4

ac
3 ( 4) = 12

12

+4

+6

2
3

2
3

(3x 2)

6
3

2 + 6 = 4

The coefficient of x2 is 3, divide each

number by 3.
The coefficient of x2 is 3, multiply by 3:

x 23 x 2
3x 23 x 2

3x 2)(x 2

(x + 2)

3x 2 4x 4 (3x 2)(x 2)
Curriculum Development Division
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20

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

TEST YOURSELF C

Factorise the following quadratic expressions completely.

1.

3p 2 15

2.

2x 2 6

3.

x 2 4x

4.

5m 2 + 12m

5.

pq 2p

6.

7m + 14mn

7.

k2 144

8.

4p 2 1

9.

2x 2 18

10.

Curriculum Development Division

Ministry of Education Malaysia

9m2 169

21

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

11.

2x 2 + x 10

12.

3x 2 + 2x 8

13.

3p 2 5p 12

14.

4p2 3p 1

15.

2x 3x 5

16.

4x 2 12x + 5

17.

5p 2 + p 6

18.

2x

19.

3p + k + 9pr + 3kr

20.

4c2 2ct 6cw + 3tw

Curriculum Development Division

Ministry of Education Malaysia

11x + 12

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Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

PART D:
CHANGING THE SUBJECT
OF A FORMULA

LEARNING OBJECTIVE
Upon completion of this module, pupils will be able to change the subject of
a formula.

TEACHING AND LEARNING STRATEGIES

If pupils have difficulties in changing the subject of a formula, they probably

face problems in the following topics:

Functions Changing the subject of the formula is essential in finding

the inverse function.

Circular Measure Changing the subject of the formula is needed to

find the r or

from the formulae s = r or A 1 r 2 .

2

Simultaneous Equations Changing the subject of the formula is the

first step of solving simultaneous equations.

Strategy:
1. Teacher gives examples of formulae and asks pupils to indicate the subject
of each of the formula.
Examples:
y=x2
y, A and V are the
1
A bh
subjects of the
2
formulae.
V r 2 h

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Ministry of Education Malaysia

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Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

LESSON NOTES

PART D:
CHANGING THE SUBJECT OF A FORMULA

1. An algebraic formula is an equation which connects a few unknowns with an equal

sign.

Examples:

1
A bh
2
V r 2 h

2. The subject of a formula is a single unknown with a power of one and a coefficient
of one, expressed in terms of other unknowns.
Examples:

1
bh
2

A is the subject of the formula because it is

expressed in terms of other unknowns.

a2 = b2 + c2

a2 is not the subject of the formula

because the power 1

1 2
Tr h
2

T is not the subject of the formula

because it is found on both sides of the
equation.

3. A formula can be rearranged to change the subject of the formula. Here are the
suggested steps that can be used to change the subject of the formula:
(i)

Fraction :

Get rid of fraction by multiplying each term in the formula with

the denominator of the fraction.

(ii)

Brackets :

Expand the terms in the bracket.

(iii)

Group

Group all the like terms on the left or right side of the formula.

(iv)

Factorise :

Factorise the terms with common factor.

(v)

Solve

Make the coefficient and the power of the subject equal to one.

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Ministry of Education Malaysia

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Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

EXAMPLES

Steps to Change the Subject of a Formula

(i)
(ii)
(iii)
(iv)
(v)

1.

Fraction
Brackets
Group
Factorise
Solve

Given that 2x + y = 2, express x in terms of y.

Solution:

No fraction and brackets.

2x + y = 2
2x = 2 y
x=

2 y
2

Group:
Retain the x term on the left hand side of the
equation by grouping all the y term to the
right hand side of the equation.
Solve:
Divide both sides of the equation by 2 to
make the coefficient of x equal to 1.

2.

Given that

3x y
5 y , express x in terms of y.
2

Solution:
3x y
5y
2

Fraction:
Multiply both sides of the equation by 2.

3x + y = 10y
3x = 10y y
3x = 9y
x=

9y
3

x = 3y

Curriculum Development Division

Ministry of Education Malaysia

Group:
Retain the x term on the left hand side of the
equation by grouping all the y term to the
right hand side of the equation.
Solve:
Divide both sides of the equation by 3 to
make the coefficient of x equal to 1.

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Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

3.

Given that

x 2 y , express x in terms of y.

Solution:
Solve:
Square both sides of the equation to make the
power of x equal to 1.

x 2y

x = (2y)
x = 4y

4.

Given that

x
p , express x in terms of p.
3

Solution:
x
p
3
Fraction:
Multiply both sides of the equation by 3.

x 3p
x (3 p ) 2

Solve:

x 9 p2

Square both sides of the equation to make

the power of x equal to1.

5.

Given that 3 x 2 x y , express x in terms of y.

Solution:
3 x 2

Group:
Group the like terms

xy

3 x x y2
Simplify the terms.

2 x y2
y2
x
2
y 2
x

Solve:
Divide both sides of the equation by 2 to
make the coefficient of x equal to 1.
Solve:
Square both sides of equation to make the
power of x equal to 1.

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Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

6.

Given that

11x
2(1 y) = 2 xp , express x in terms of y and p.
4

Solution:
11x
2 (1 y) = 2 xp
4

Fraction:
Multiply both sides of the equation
by 4.

11x 8(1 y) = 8 xp
11x 8 + 8y = 8xp
11x 8xp = 8 8y

x(11 8p) = 8 8y
x=

8 8y
11 8 p

Bracket:
Expand the bracket.
Group:
Group the like terms.

Factorise:
Factorise the x term.
Solve:
Divide both sides by (11 8p) to
make the coefficient of x equal to 1.

7.

Given that

2 p 3x
= 1 p , express p in terms of x and n.
5n

Solution:
2 p 3x
=1p
5n

2p 3x = 5n 5pn
2p + 5pn = 5n + 3x

Fraction:
Multiply both sides of the equation by
5n.

Group:
Group the like p terms.

p(2 + 5n) = 5n + 3x
p=

5n 3x
2 5n

Factorise:
Factorise the p terms.

Solve:
Divide both sides of the equation by
(2 + 5n) to make the coefficient of p
equal to 1.

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27

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

TEST YOURSELF D

1.

Express x in terms of y.
a) x y 2 0

c) 2 y x 1

e) 3x y 5

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b) 2 x y 3 0

d)

1
x y 2
2

f) 3 y x 4

28

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

2. Express x in terms of y.
a) y

b) 2 y x

c) 2 y

x
3

d) y 1 3 x

e) 3 x y x 1

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f)

x 1 y

29

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

3. Change the subject of the following formulae:

a) Given that

xa
2 , express x in terms
xa

of a .

b) Given that y

1 x
, express x in terms
1 x

of y .

c) Given that 1 1 1 , express u in

f

terms of v and f .

e) Given that p 3m 2mn , express m in

terms of n and p .

d) Given that 2 p q 3 , express p in

2p q

terms of q.

f) Given that A B C 1 , express C in

C

terms of A and B .

g) Given that

2y x
2 y , express y in
x

terms of x.

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h) Given that T 2

l
, express g in
g

terms of T and l.

30

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

ACTIVITIES
CROSSWORD PUZZLE

HORIZONTAL
1)

4p, 10q and 7r are called algebraic

3)

An algebraic term is the

4)

4m and 8m are called

terms.

5)

V r 2 h , then V is the

of the formula.

7)

An

10)

.
of unknowns and numbers.

can be represented by a letter.

x 2 3x 2 x 1x 2 .

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31

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

VERTICAL
2)

An algebraic

consists of two or more algebraic terms combined by

addition or subtraction or both.

6)

2 x 1x 2 2 x 2 5 x 2 .

8)

terms are terms with different unknowns.

9)

The number attached in front of an unknown is called

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32

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

RIDDLES

RIDDLE 1
1. You are given 9 multiple-choice questions.
2. For each of the questions, choose the correct answer and fill the alphabet in the box
below.
3. Rearrange the alphabets to form a word.
4. What is the word?
1

2
1. Calculate

1
5.

D)

1
5

O) 1

W)

11
3

N)

11
15

2. Simplify 3x 9 y 6 x 7 y .
F) 3x 2 y

W) 9 x 16 y

E) 3x 2 y

X) 9 x 2 y

3. Simplify

p q
.
3 2

L)

2 p 3q
6

A)

2 p 3q
6

N)

3q 2 p
6

R)

3 p 2q
6

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33

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

4. Expand 2( x 4) ( x 7) .
A) x 1

D) x 15

U) 3x 1

C) 3x 15

5. Expand 3a(2b 5c) .

S ) 6ab 15ac

C) 6ab 15ac

T) 6ab 15ac

R) 6ab 15ac

6. Factorise x 2 25 .
E) ( x 5)(x 5)

T) ( x 5)(x 5)

I) ( x 5)(x 5)

C) ( x 25)(x 25)

7. Factorise pq 4q .
D) pq(1 4q)

E) q( p 4)

T) p(q 4)

S) q( p 4)

8. Factorise x 2 8x 12 .
I ) ( x 2)(x 6)

W) ( x 2)(x 6)

F) ( x 4)(x 3)

C) ( x 4)(x 3)

9. Given that
L) x
T) x

3x y
4 , express x in terms of y.
2x

y
5

y
11

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C) x

y
5

N) x

8 y
3

34

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

RIDDLE 2
1. You are given 9 multiple-choice questions.
2. For each of the questions, choose the correct answer and fill the alphabet in the box
below.
3. Rearrange the alphabets to form a word.
4. What is the word?
1

1.

5
1
x
Calculate
.
3
5 x
3
3x
I)
x5

5 x
3x
3
N)
x5

A)

2. Simplify

O)

3p q
.
4 5r

F)

15 pr
4q

R)

4q
15 pr

W)

3 pq
20r

B)

3 pq
5r

D)

x2
2z 2

3. Simplify

N)

x xy

.
yz 2 z

2
y2

x
L)
2z 2

x2
I) 2
z

4. Solve x y 2 x(3x y).

E)

2 x 2 y 2 xy

D) 2 x 2 y 2 xy

I)

x 2 y 2 3x 2 xy

N) 2 x 2 y 2 xy

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35

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

5. Expand

p 5 2 .

I) p 2 25

N) p 2 25

D) p 2 10 p 25

L) p 2 10 p 25

6. Factorise 2 y 2 7 y 15 .
F) (2 y 3)( y 5)

D) (2 y 3)( y 5)

W) (2 y 3)( y 5)

L) ( y 3)(2 y 5)

7. Factorise 2 p 2 11 p 5 .
R) (2 p 1)( p 5)

B) (2 p 1)( p 5)

F) ( p 1)( p 5)

W) ( p 1)(2 p 5)

8. Given that

B
(C 1) A , express C in terms of A and B.
C

L) C

B
BA

R) C

1
BA

C) C

AB
BA

N) C

AB
BA

9. Given that 5 x y x 2 , express x in terms of y.

O) x

y2 4
16

y 1
I) x

B) x
2

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y2 4
24

y 2
U) x

36

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

FURTHER
EXPLORATION

SUGGESTED WEBSITES:

1. http://www.themathpage.com/alg/algebraic-expressions.htm
2. http://www.wtamu.edu/academic/anns/mps/math/mathlab/beg_algebra/beg_alg_tut11_si
mp.htm
3. http://www.helpalgebra.com/onlinebook/simplifyingalgebraicexpressions.htm
4. http://www.tutor.com.my/tutor/daily/eharian_06.asp?h=60104&e=PMR&S=MAT&ft=F
TN

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37

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

ANSWERS

TEST YOURSELF A:
1. 9a 5b
3. 6k

2.

2m 4n

4.

2p

5.

15 x y
5 xy

6.

20h 6k
15

7.

6ab
7c

8.

4(4c d )
3c d

9.

x
z2

10.

2
v2

12.

4 2x
4 5x

2x
11.
5 6x

TEST YOURSELF B:
1. 8n + 3
2. 3q +

1
2

6. x + y
7. e 2

3. 12x2 + 18xy

8. n 2 m 2 mn

4. 3b

9. f 2 2 fg

5.

10. h 2 2ih 5i 2

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38

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

TEST YOURSELF C:
1.

3(p 2 5)

2.

2(x 2 3)

3.

x(x 4)

4.

m(5m + 12)

5.

p(q 2)

6.

7m (1 + 2n)

7.

(k + 12)(k 12)

8.

(2p 1)(2p + 1)

9.

2(x 3)(x + 3)

10.

(3m + 13)(3m 13)

11.

(2x + 5)(x 2)

12.

(3x 4)(x + 2)

13.

(3p + 4)(p 3)

14.

(4p + 1)(p 1)

15.

(2x 5)(x +1)

16.

(2x 5)(2x 1)

17.

(5p + 6)(p 1)

18.

(2x 3)(x 4)

19.

(1 + 3r)(3p + k)

20.

(2c t)(2c 3w)

TEST YOURSELF D:

1.

2.

(a) x = 2 y

3 y
2

5 y
3

(d) x = 4 y

(e)

(a) x = y2

(b) x 4 y 2

y 1
(d) x

3
3.

(b) x

1 y
( e) x

(c)
(f)

x = 2y 1
x = 3y 4

(c) x 36 y 2
2

(f) x y 2 1

(a)

x 3a

(b)

y 1
y 1

(c) u

fv
v f

(d)

7q
p
2

(e)

p
2n 3

(f) C

B
B A

(h)

4 2 l
T2

(g) y

x
2( x 1)

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39

Basic Essential Additional Mathematics Skills (BEAM) Module

Unit 3: Algebraic Expressions and Algebraic Formulae

ACTIVITIES
CROSSWORD PUZZLE

RIDDLES
RIDDLE 1
2

RIDDLE 2
2

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40

Basic Essential
Additional Mathematics Skills

UNIT 4
LINEAR EQUATIONS
Unit 1:
Negative Numbers

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TABLE OF CONTENTS

Module Overview

Part A:

Linear Equations

Part B:

Solving Linear Equations in the Forms of x + a = b and x a = b

Part C:

Solving Linear Equations in the Forms of ax = b and

Part D:

Solving Linear Equations in the Form of ax + b = c

12

Part E:

Solving Linear Equations in the Form of

x
+b=c
a

15

Part F:

Further Practice on Solving Linear Equations

Answers

x
=b
a

18
23

Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

MODULE OVERVIEW
1. The aim of this module is to reinforce pupils understanding on the concept involved in
solving linear equations.
2. The module is written as a guide for teachers to help pupils master the basic skills
required to solve linear equations.
3. This module consists of six parts and each part deals with a few specific skills.
Teachers may use any parts of the module as and when it is required.
4. Overall lesson notes are given in Part A, to stress on the important facts and concepts
required for this topic.

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Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

PART A:
LINEAR EQUATIONS

LEARNING OBJECTIVES
Upon completion of Part A, pupils will be able to:
1. understand and use the concept of equality;
2. understand and use the concept of linear equations in one unknown; and
3. understand the concept of solutions of linear equations in one unknown
by determining if a numerical value is a solution of a given linear
equation in one unknown.

a. determine
if a numerical
value is a solution
of a given linear equation
TEACHING
AND LEARNING
STRATEGIES
in one unknown;
The concepts of can be confusing and difficult for pupils to grasp. Pupils might
face difficulty when dealing with problems involving linear equations.
Strategy:
Teacher should emphasise the importance of checking the solutions obtained.
Teacher should also ensure that pupils understand the concept of equality and
linear equations by emphasising the properties of equality.

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Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

OVERALL LESSON NOTES

GUIDELINES:
1.

2.

The solution to an equation is the value that makes the equation true. Therefore,
solutions obtained can be checked by substituting them back into the original
equation, and make sure that you get a true statement.
Take note of the following properties of equality:

(a) Subtraction
Arithmetic

Algebra

8 = (4) (2)

a=b

8 3 = (4) (2) 3

ac=bc

(b) Addition
Arithmetic

Algebra

8 = (4) (2)

a =; b

8 + 3 = (4) (2) + 3

a+c=b+c

Arithmetic

Algebra

8=6+2

a=b

(c) Division

8 62

3
3

a b

c c

c0

(d) Multiplication
Arithmetic

Algebra

8 = (6 +2)

a=b

(8)(3) = (6+2) (3)

ac = bc

Curriculum Development Division

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Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

PART A:
LINEAR EQUATIONS
LESSON NOTES

1.

An equation shows the equality of two expressions and is joined by an equal sign.
Example:

2.

2 4=7+1

An equation can also contain an unknown, which can take the place of a number.
Example:

x + 1 = 3,

where x is an unknown

A linear equation in one unknown is an equation that consists of only one unknown.
3.

To solve an equation is to find the value of the unknown in the linear equation.

4.

When solving equations,

(i) always write each step on a new line;
(ii) keep the left hand side (LHS) and the right hand side (RHS) balanced by:
adding the same number or term to both sides of the equation;
subtracting the same number or term from both sides of the equations;
multiplying both sides of the equation by the same number or term;
dividing both sides of the equation by the same number or term; and
(iii) simplify (whenever possible).

5.

When pupils have mastered the skills and concepts involved in solving linear equations,
they can solve the questions by using alternative method.
What is solving
an equation?

Solving an equation is like solving a puzzle to find the value of the unknown.

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Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

The puzzle can be visualised by using real life and concrete examples.
1. The equality in an equation can be visualised as the state of equilibrium of a balance.
(a) x + 2 = 5

x=3

x=?
2.

2. The equality in an equation can also be explained by using tiles (preferably coloured tiles).

xx

xx +
+ 22 == 55

x + 2x + 2 =25= 5 2 2
x =3 3
x=

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Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

PART B:
SOLVING LINEAR EQUATIONS IN
THE FORMS OF
x+a=b

AND x a = b

LEARNING OBJECTIVES
Upon completion of Part B, pupils will be able to understand the concept of
solutions of linear equations in one unknown by solving equations in the
form of:
(i)
x+a=b
(ii) x a = b
where a, b, c are integers and x is an unknown.

TEACHING AND LEARNING STRATEGIES

Some pupils might face difficulty when solving linear equations in one
unknown by solving equations in the form of:
(i)
x+a=b
(ii)
xa=b
where a, b, c are integers and x is an unknown.
Strategy:
Teacher should emphasise the idea of balancing the linear equations. When pupils
have mastered the skills and concepts involved in solving linear equations, they
can solve the questions using the alternative method.

Curriculum Development Division

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Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

PART B:
SOLVING LINEAR EQUATIONS IN THE FORM OF

x+a=b

OR

xa=b

EXAMPLES

Solve the following equations.

(i) x 2 5

(ii) x 3 5

Solutions:

(i)

x25

Subtract 2 from both

sides of the equation.

x+22=52
x=52
x=3

(ii)

Simplify the LHS.

Alternative Method:

x25
x 52
x3

Simplify the RHS.

x35

x3+3=5+3

Add 3 to both sides of

the equation.

Alternative Method:

x 35

x=5+3

Simplify the LHS.

x 53

x=8

Simplify the RHS.

x 8

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Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

TEST YOURSELF B

Solve the following equations.

1.

x+1=6

2.

x2 = 4

3.

x7=2

4.

7+x=5

5.

5+x= 2

6.

9 + x = 12

7.

12 + x = 36

8.

x 9 = 54

9.

28 + x = 78

10.

x + 9 = 102

11.

19 + x = 38

12.

x 5 = 92

13.

13 + x = 120

14.

35 + x = 212

15.

82 + x = 197

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Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

PART C:
SOLVING LINEAR EQUATIONS IN
THE FORMS OF
ax = b

AND

x
b
a

LEARNING OBJECTIVES
Upon completion of Part C, pupils will be able to understand the concept of
solutions of linear equations in one unknown by solving equations in the
form of:
(a) ax = b
x
(b) b
a
where a, b, c are integers and x is an unknown.

TEACHING AND LEARNING STRATEGIES

Pupils face difficulty when solving linear equations in one unknown by solving
equations in the form of:
(a) ax = b
x
(b) b
a
where a, b, c are integers and x is an unknown.

Strategy:
Teacher should emphasise the idea of balancing the linear equations. When pupils
have mastered the skills and concepts involved in solving linear equations, they
can solve the questions using the alternative method.

Curriculum Development Division

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Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

PART C:
SOLVING LINEAR EQUATION

ax = b AND

x
b
a

EXAMPLES

Solve the following equations.

(i) 3m = 12

(ii)

m
4
3

Solutions:

(i)

3 m = 12
3 m 12

3
3
m

12
3

m=4

(ii)

Divide both sides of

the equation by 3.
Simplify the LHS.

Alternative Method:

3m 12
12
m
3
m4

Simplify the RHS.

m
4
3
m
3 43
3

Multiply both sides of

the equation by 3.

m = 4 3

Simplify the LHS.

m = 12

Simplify the RHS.

Alternative Method:

m
4
3
m 3 4
m 12

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10

Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

TEST YOURSELF C
Solve the following equations.
1.

2p = 6

2.

5k = 20

3.

4h = 24

4.

7l 56

5.

8 j 72

6.

5n 60

7.

6v 72

8.

7 y 42

9.

12z 96

10.

m
4
2

11.

r
=5
4

12.

13.

14.

s
9
12

15.

t
8
8

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w
= 7
8

u
6
5

11

Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

PART D:
SOLVING LINEAR EQUATIONS IN
THE FORM OF
ax + b = c

LEARNING OBJECTIVE
Upon completion of Part D, pupils will be able to understand the concept of
solutions of linear equations in one unknown by solving equations in the
form of ax + b = c where a, b, c are integers and x is an unknown.

TEACHING AND LEARNING STRATEGIES

Some pupils might face difficulty when solving linear equations in one
unknown by solving equations in the form of ax + b = c where a, b, c are
integers and x is an unknown.

Strategy:
Teacher should emphasise the idea of balancing the linear equations. When pupils
have mastered the skills and concepts involved in solving linear equations, they
can solve the questions using the alternative method.

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12

Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

PART D:
SOLVING LINEAR EQUATIONS IN THE FORM OF ax + b = c
EXAMPLES

Solve the equation 2x 3 = 11.

Solution:
Method 1
2x 3 = 11
2x 3 + 3 = 11 + 3
2x = 14
2 x 14

2
2
x

14
2

x=7

Add 3 to both sides of

the equation.

Alternative Method:

2 x 3 11
Simplify both sides of
the equation.
Divide both sides of
the equation by 2.

2 x 11 3
2 x 14
14
2
x2
x

Simplify the LHS.

Simplify the RHS.

Method 2
2x 3 11

2 x 3 11

2 2 2

x
x

3 11

2 2

3 3 11 3

2 2 2 2

Divide both sides of

the equation by 2.
Simplify the LHS.

Add

3
to both sides
2

of the equation.

14
x
2
x7

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Alternative Method:

2 x 3 11
2 x 3 11

2 2 2
11 3
x
2 2
14
x
2
x7

Simplify both sides of

the equation.

13

Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

TEST YOURSELF D

Solve the following equations.

1.

2m + 3 = 7

2.

3p 1 = 11

3.

3k + 4 = 10

4.

4m 3 = 9

5.

4y + 3 = 9

6.

4p + 8 = 11

7.

2 + 3p = 8

8.

4 + 3k = 10

9.

5 + 4x = 1

10.

4 3p = 7

11. 10 2p = 4

12.

8 2m = 6

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Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

PART E
SOLVING LINEAR EQUATIONS IN
THE FORM OF

x
bc
a

LEARNING OBJECTIVES
Upon completion of Part E, pupils will be able to understand the concept of
solutions of linear equations in one unknown by solving equations in the form
x
of b where a, b, c are integers and x is an unknown.
a

TEACHING AND LEARNING STRATEGIES

Pupils face difficulty when solving linear equations in one unknown by solving
x
equations in the form of b where a, b, c are integers and x is an unknown.
a

Strategy:
Teacher should emphasise the idea of balancing the linear equations. When pupils
have mastered the skills and concepts involved in solving linear equations, they
can solve the questions using the alternative method.

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15

Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

PART E:
SOLVING LINEAR EQUATIONS IN THE FORM OF

x
bc
a

EXAMPLES

Solve the equation

x
4 1.
3

Solution:
Method 1
x
4 1
3
x
44 = 1 + 4
3
x
5
3

x
3 5 3
3
x 5 3

x = 15

Add 4 to both sides of

the equation.
Simplify both sides of
the equation.
Multiply both sides of
the equation by 3.
Simplify both sides of the
equation.

Alternative
Method:

x
4 1
3
x
1 4
3
x
5
3
x 3 5
x 15

Method 2
x

4 3 1 3
3

Multiply both sides of

the equation by 3.

x
3 4 3 1 3
3

Expand the LHS.

x 12 3

x 12 + 12 = 3 + 12
x 3 12
x 15

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Simplify both sides of

the equation.
Add 12 to both sides of
the equation.
Simplify both sides of
the equation.

16

Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

TEST YOURSELF E

Solve the following equations.

2.

b
2 1
3

h
=5
2

5.

4+

h
5
4

1.

m
35
2

4.

3+

7.

10.

3 2m = 7

3.

k
27
3

h
=6
5

6.

m
1 2
4

8.

k
+3=1
6

9.

11.

12.

12 + 5h = 2

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m
7
2

h
2
5

17

Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

PART F:
FURTHER PRACTICE ON SOLVING
LINEAR EQUATIONS

LEARNING OBJECTIVE
Upon completion of Part F, pupils will be able to apply the concept of
solutions of linear equations in one unknown when solving equations of
various forms.

TEACHING AND LEARNING STRATEGIES

Pupils face difficulty when solving linear equations of various forms.
Strategy:
Teacher should emphasise the idea of balancing the linear equations. When pupils
have mastered the skills and concepts involved in solving linear equations, they
can solve the questions using the alternative method.

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Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

PART F:
FURTHER PRACTICE
EXAMPLES

Solve the following equations:

(i) 4x 5 = 2x + 7

Alternative Method:

4x 5 2x 7
4x 2x 7 5
6 x 12

Solution:

12
6
x 2
x

Method 1
4x 5 2x 7

4x 2x 5 = 2x 2x + 7
6x 5 7
6x 5 5 7 5
6 x 12
6 x 12

6
6
x 2

Subtract 2x from both sides of the equation.

Simplify both sides of the equation.
Add 5 to both sides of the equation.
Simplify both sides of the equation.
Divide both sides of the equation by 6.

Method 2
4x 5 2x 7

4x 5 + 5 = 2x + 7 + 5
4x = 2x + 12
4x 2x = 2x 2x + 12

Add 5 to both sides of the equation.

Simplify both sides of the equation.
Subtract 2x from both sides of the equation.

6x = 12

6 x 12

6 6
x 2

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Simplify both sides of the equation.

Divide both sides of the equation by 6.

19

Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

(ii) 3(n 2) 2(n 1) = 2 (n + 5)

Expand both sides of the equation.

3n 6 2n + 2 = 2n + 10
n 4 = 2n + 10

Simplify the LHS.

n 2n 4 = 2n 2n + 10

Subtract 2n from both sides of the equation.

n 4 = 10
n 4 + 4 = 10 + 4

Add 4 to both sides of the equation.

n = 14

n 14

1 1
n 14

Divide both sides of the equation by 1.

Alternative Method:

3(n 2) 2(n 1) 2(n 5)

3n 6 2n 2 2n 10
n 4 2n 10
n 14
n 14

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Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

(iii)

2x 3 x 1

3
3
2
2x 3 x 1
6

6(3)
2
3
2x 3 x 1
6
6
6(3)
3 2
2(2 x 3) 3( x 1) 18
4 x 6 3 x 3 18
7 x 3 18
7 x 3 3 18 3
7 x 21
7 x 21

7
7
x3

Multiply both sides of the equation by the

LCM.

Expand the brackets.

Simplify LHS.
Add 3 to both sides of the equation.
Divide both sides of the equation by 7.

Alternative Method:
2x 3 x 1

3
3
2
2x 3 x 1
6

3 6
2
3
2(2 x 3) 3( x 1) 18
4 x 6 3 x 3 18
7 x 3 18
7 x 18 3
7 x 21
21
7
x3
x

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Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

TEST YOURSELF F
Solve the following equations.
1.

4x 5 + 2x = 8x 3 x

2.

4(x 2) 3(x 1) = 2 (x + 6)

3.

3(2n 5) = 2(4n + 7)

4.

3x 9

4 2

5.

x 2 5

2 3 6

6.

x x
2
3 5

7.

y
13 y
5
2
6

8.

x 2 x 1 9

3
4
2

9.

2 x 5 3x 4

0
6
8

10.

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2x 7
x7
4
9
12

22

Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

ANSWERS

TEST YOURSELF B:
1.

x=5

2.

x=6

3.

x=9

4.

x = 2

5.

x = 7

6.

x = 3

7.

x = 48

8.

x = 45

9.

x = 50

10.

x = 111

11.

x = 57

12.

x = 87

13.

x = 107

14.

x = 247

15.

x = 115

TEST YOURSELF C:
1.

p=3

2.

k=4

3. h = 6

4.

l=8

5.

j=9

6. n = 12

7.

v = 12

8.

y=6

9.

10.

m=8

11. r = 20

12. w = 56

13.

t = 64

14. s = 108

15. u = 30

3.

z=8

TEST YOURSELF D:
1.

m=2

2.

4.

m=3

5. y

7.

p=2

8. k = 2

9.

11. p = 3

12. m = 1

10. p = 1

p=4
3
2

k=2

6. p

3
4

x = 1

TEST YOURSELF E:
1.

m=4

10. b = 9

11. k = 15

4.

h=4

5.

h = 10

6.

m = 12

7.

h = 12

8.

k = 12

9.

h=5

10. m = 2

11. m = 8

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12. h = 2

23

Basic Essentials Additional Mathematics (BEAMS) Module

UNIT 4: Linear Equations

TEST YOURSELF F:
1.

x=2

2.

x = 17

3. n

5.

x=3

6.

x = 15

7.

9.

x = 8

10.

x = 19

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1
14

y=3

4.

x=6

8.

x=7

24

Basic Essential
Additional Mathematics Skills

UNIT 5
INDICES
Unit 1:
Negative Numbers

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TABLE OF CONTENTS

Module Overview

Part A:

Indices I
1.0

Expressing Repeated Multiplication as an and Vice Versa

2.0

Finding the Value of an

3.0

Verifying a a a

4.0

Simplifying Multiplication of Numbers, Expressed in Index

m n

Notation with the Same Base

5.0

Indices II
m
n
mn
Verifying a a a

2.0

Simplifying Division of Numbers, Expressed In Index Notation

with the Same Base

10

Simplifying Multiplication of Numbers, Expressed in Index

Notation with Different Bases

5.0

Simplifying Division of Algebraic Terms, Expressed in Index

Notation with the Same Base

4.0

5
8

1.0

3.0

Simplifying Multiplication of Algebraic Terms Expressed in Index

Notation with Different Bases

Part B:

Simplifying Multiplication of Numbers, Expressed in Index

Notation with Different Bases

7.0

Simplifying Multiplication of Algebraic Terms, Expressed in Index

Notation with the Same Base

6.0

10

Simplifying Multiplication of Algebraic Terms, Expressed in

Index Notation with Different Bases

10

Part C:

Indices III

12

1.0

Verifying (a ) a

2.0

Simplifying Numbers Expressed in Index Notation Raised

m n

mn

to a Power
3.0

13

Simplifying Algebraic Terms Expressed in Index Notation Raised

to a Power

4.0
5.0

13

Verifying
Verifying

14

a n
1
an

1
an

na

15

16

Activity

20

Answers

22

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

MODULE OVERVIEW
1.

The aim of this module is to reinforce pupils understanding on the

concept of indices.

2.

This module aims to provide the basic essential skills for the learning of
Additional Mathematics topics such as:

Indices and Logarithms

Progressions

Functions

Quadratic Functions

Quadratic Equations

Simultaneous Equations

Differentiation

Linear Law

Integration

Motion Along a Straight Line

PART 1

3. Teachers can use this module as part of the materials for teaching the
sub-topic of Indices in Form 4. Teachers can also use this module after
PMR as preparatory work for Form 4 Mathematics and Additional
Mathematics. Nevertheless, students can also use this module for selfassessed learning.
4. This module is divided into three parts. Each part consists of a few learning
objectives which can be taught separately. Teachers are advised to use any
sections of the module as and when it is required.

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Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

PART A:
INDICES I

LEARNING OBJECTIVES
Upon completion of Part A, pupils will be able to:
1. express repeated multiplication as an and vice versa;
2. find the value of an;
3. verify a m a n a m n ;
4. simplify multiplication of
(a) numbers;
(b) algebraic terms, expressed in index notation with the same base;
5. simplify multiplication of
(a) numbers; and
(b) algebraic terms, expressed in index notation with different bases.

TEACHING AND LEARNING STRATEGIES

The concept of indices is not easy for some pupils to grasp and hence they
have phobia when dealing with multiplication of indices.
Strategy:
Pupils learn from the pre-requisite of repeated multiplication starting from
squares and cubes of numbers. Through pattern recognition, pupils make
generalisations by using the inductive method.
The multiplication of indices should be introduced by using numbers and
simple fractions first, and then followed by algebraic terms. This is intended
to help pupils build confidence to solve questions involving indices.

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Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

LESSON NOTES A

1.0

Expressing Repeated Multiplication As an and Vice Versa

(i)

32 3 3
2 factors of 3

(ii)

(4)3 (4)(4)(4)

32 is read as
three to the power of 2
or
three to the second power.
32

index

3 factors of (4)
base

(iii)

r3 r r r
3 factors of r

(iv)

(6 m) 2 (6 m)( 6 m)

(a) What is 24?

(b) What is (1)3?
(c) What is an?

2 factors of (6+m)

2.0

Finding the Value of an

(i )

25 2 2 2 2 2
32

(ii )

( 5)3 ( 5)(5)(5)
125
4

(iii)

24
2
4
3
3
2 2 2 2

3 3 3 3
16

81

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Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

3.0

Verifying a a a
m

(i)

m n

23 24 (2 2 2) (2 2 2 2)
27

(ii )

7 7 2 7 (7 7 )
73

(iii )

234

7 12

( y 1) 2 ( y 1)3 [( y 1)( y 1)] [( y 1)( y 1)( y 1)]

( y 1)5

( y 1) 23

am an amn

4.0

Simplifying Multiplication of Numbers, Expressed In Index Notation with the Same

Base
(i)

6 3 6 4 6 6 3 41
68

(ii ) (5) 3 (5) 8 (5) 38

(5)11
5

(iii )

1 1 1

3 3 3
1

3

15

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Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

5.0

Simplifying Multiplication of Algebraic Terms, Expressed In Index Notation with the

Same Base
(i)

p 2 p 4 p 2 4 p 6

(ab) 5 a 5 b 5
Conversely,
a 5 b 5 (ab) 5

(ii ) 2 w9 3w11 w 20 6 w911 20 6 w 40

(iii ) (ab) 3 (ab) 2 ab

3 2

s s
s
(iv )
t t
t

6.0

31

(ab) 5
s

t

s
s
4
t
t
Conversely,

s4 s

t4 t

Simplifying Multiplication of Numbers, Expressed In Index Notation with Different

Bases
(i) 34 38 2 3 348 2 3 312 2 3
(ii ) 53 5 7 714 7 3 537 7143 510 717
3

1 1 3
1
(iii )
2 2 5
2

7.0

3 2

3
1 3

5
2 5

Note:
Sum up the indices
with the same
base.
numbers with
different bases
cannot be
simplified.

Simplifying Multiplication of Algebraic Terms Expressed In Index Notation with

Different Bases
(i) m 5 m 2 n 5 n 5 m 52 n 55 m 7 n10
(ii) 3t 6 2s 3 5r 2 30t 6 s 3 r 2

(iii )

2
4
1
4 13 3
4 4 3
p p3 q3
p q
p q
3
5
2
15
15

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Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

EXAMPLES & TEST YOURSELF A

1. Find the value of each of the following.

(a)

35 3 3 3 3 3

(b)

63

(d)

1

5

243

(c)

(4) 4

(e)

3

4

(f)

1
2
5

(g)

74

(h)

2

3

(b)

5b 2 3b 4 b

(d)

7 p 3 (2 p 2 ) ( p)3

2. Simplify the following.

(a)

3m 3 4m 2 12m 3 2
12m 5

(c)

2 x 2 (3x 4 ) 3x 3

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Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

3. Simplify the following.

(a)

43 32 64 9

(b)

(3) 2 23 2 2

576

(c)

(1)3 (7) 4 (7)3

(d)

1 1 4

3 3 5

(e)

2 23 52 54

(f)

2 2 2 2

3 7 3 7

4. Simplify the following.

(a)

4 f 4 3g 2 12 f 4 g 2

(b)

(3r ) 2 2r 3 3s 2

(c)

(w) 3 (7w) 4 (3v) 3

(d)

3 1 4
h k k
7 5 5

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Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

PART B:
INDICES II

LEARNING OBJECTIVES

Upon completion of Part B, pupils will be able to:

1.
2.

m
n
mn
verify a a a
;

simplify division of
(a) numbers;
(b) algebraic terms, expressed in index notation with the same base;

3. simplify division of
(a) numbers; and
(b) algebraic terms, expressed in index notation with different bases.

TEACHING AND LEARNING STRATEGIES

Some pupils might have difficulties in when dealing with division of indices.
Strategy:
Pupils should be able to make generalisations by using the inductive method.
The divisions of indices are first introduced by using numbers and simple
fractions, and then followed by algebraic terms. This is intended to help
pupils build confidence to solve questions involving indices.

Curriculum Development Division

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Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

LESSON NOTES B

1.0

Verifying a a a
m

(i) 2 2
5

mn
1

2 2 2 2 2
/ / /
21 21 2 1
2
2
2 53
1

(a) What is 25 25?

(b) What is 20?
(c) What is a0?

555555555
(ii) 5 5 / /
51 51
7
5
5 9 2
9

(2 p )(2 p )(2 p )
(iii) (2 p ) 3 (2 p ) 2
(2 p )(2 p ) 1
1
(2 p)

( 2 p ) 3 2
Note:

a a m a mm a 0
m

am an amn

am
1
am
a0 1

am am

2. 0 Simplifying Division of Numbers, Expressed In Index Notation with the Same Base

(i)

48 4 2 48 2
46

(ii)

79 73 7 2 79 3 2
74

(iii)

(iv)

510
510 3
3
5
57
312
312 4 5
4
5
3 3
33

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Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

3.0

Simplifying Division of Algebraic Terms, Expressed In Index Notation with the Same
Base

(i)

n 6 n 4 n 6 4 n 2

(ii)

20k 7
4k 73 4k 4
3
5k

(iii)

4.0

8h 3
8
8
h 32 h
2
3h
3
3

Simplifying Multiplication of Numbers, Expressed In Index Notation With Different

Bases
REMEMBER!!!
Numbers with
different bases cannot
be simplified.

5.0

Simplifying Multiplication of Algebraic Terms, Expressed In Index Notation with

Different Bases

9h15
3h 4 k 6
3h15 4
3h11
h11

3 6
k6
k6
k

(i) 9h15 3h 4 k 6

(ii )

48 p 8 q 6
4 83 6 2

p q
3 2
5
60 p q
4
p5q 4
5

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Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

EXAMPLES & TEST YOURSELF B

1. Find the value of each of the following.

(a)

12 5 12 3 12 53
12

(b)

910 93 9

144

(c)

83

(d)

2
2

3
3

(e)

(5) 20

(5)18

(f)

318 310

324

(b)

4 y9 8 y7

(d)

214 b11

28 b8

(b)

64c16d 13

12c 6 d 7

(d)

8u 9 7v8 3u 4

12u 6v5

18

12

2. Simplify the following.

(a)

q12 q 5 q125
q7

(c)

35m10

15m8

3. Simplify the following.

(a)

(c)

36m9 n 5 9 94 51
m n
2
8m 4 n
9
m5 n 4
2

4 f 6 6 fg 9

12 f 4 g 3

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Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

PART C:
INDICES III

LEARNING OBJECTIVES

Upon completion of Part C of the module, pupils will be able to:

1.
2.

3.

m n
mn
derive (a ) a ;

simplify
(a) numbers;
(b) algebraic terms, expressed in index notation raised to a power;
n
verify a

1
; and
an

4.

verify a n n a .

TEACHING AND LEARNING STRATEGIES

The concept of indices is not easy for some pupils to grasp and hence they
have phobia when dealing with algebraic terms.
Strategy:
Pupils learn from the pre-requisite of repeated multiplication starting from
squares and cubes of numbers. Through pattern recognition, pupils make
generalisations by using the inductive method.
In each part of the module, the indices are first introduced using numbers and
simple fractions, and then followed by algebraic terms. This is intended to
help pupils build confidence to solve questions involving indices.

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12

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

LESSON NOTES C

1.0

Verifying
(i)

(a m )n a mn
(23 ) 2 23 23
23 3
26

2 3 2

(ii ) (39 2 5 ) 3 (39 2 5 )(39 2 5 )(39 2 5 )

39 9 9 2 5 5 5
327 215 39 3 2 5 3
113
(iii ) 4
15

113
4
15

113

154

113 3
4 4
15

116
158

113 2
154 2

(a m ) n a mn
2. 0 Simplifying Numbers Expressed In Index Notation Raised to a Power
(i) (102 )6 102 6 1012
(ii) (27 93 )5 27 5 93 5 235 915
5
(iii) 43 (710 )2 43 5 710 2 415 720

3
13 3
613
639
6
(iv)

58
58 3
524

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Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

3.0

Simplifying Algebraic Terms Expressed In Index Notation Raised to a Power

(i)

(3 x 2 ) 5 35 x 25
35 x10

(ii )

(e 2 f 3 g 4 ) 5 e 25 f 35 g 45
e10 f 15 g 20
4

1
(iii ) a 3b a 34 b14
5

5
a12b 4

54
a12b 4

625
1 12 4

a b
625
2m 4
(iv )
3
n

( v)

(2) 5 m 45

n 35

(2) 5 m 20

n15
32m 20

n15
m 20
32 15
n

Note:
A negative number raised to
an even power is positive.
A negative number raised to
an odd power is negative.

(2 p 3 ) 5 4 p 6 q 7 2 5 4 p 35 p 6 q 7

12
12 p 3 q 2
p 3q 2
32 p1563 q 72
3
18 5
32 p q

3
32 18 5

p q
3

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Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

n
4. 0 Verifying a

1
an

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

(i)

34 36

(ii )

7 2 75

77
77777
1
3 7 2 5 7 3
7

a n

1
an

Alternative Method
104 10 000
10 1000
3

Hint:

1000
100
?

102 100
101 10
100 1
1
1
1
10 10
1
1

2
100
10

101
102

10n

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1
10n

15

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

5.0

Verifying

(i)

1
an

1
32

na
2

32
1
32


1
32

31

1 1
3 2 3 2

1
32

(ii)

1
25

Take square root on both sides

of the equation.

1
5
25

1
25


5

1
5 25

1
2 5

1
25

1
2 5

21

1
2 5

1
2 5

(iii )

1
p m p

1
p
p

(a) What is 4 2 ?

(b) What is 4 2 ?

1
25

1
m p

(c) What

m
is a n

m1

1
p

Note:
1
n

a n a
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a
a

1
n
m
n

a
n

16

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

EXAMPLES & TEST YOURSELF C

1. Find the value of each of the following.

(a)

(b)

5 3

53

[(1) 2 ] 3

215 32768

(c)

23
2
7

(d)

(e)

32

(f)

2. (a)

3 2

5

23 2

Simplify the following.

(i)

(ii)

2 5

(iv)

3 2

4 5

7 3

4 7

(vi)

5

12

32

2 64 3 24

6 4

3 2

2 24 38

(iii)

(v)

4 4
2 3

1 5

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32 4 4

17

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

2.

(b)

Simplify the following.

2 x

(i)

3 5

(215 )( x 35 )

(ii)

x y

(iv)

4 y

7 6

25 x15
32 x15
(iii)

(v)

3.

w12

36 p 9 q 5

8 6
9p q

8y7

(vi)

2m n 3mn

4 4

3 2

Simplify the following expressions:

1

(a)

2 5

1
25
1

32

(b)

3

4

(c)

x
2
3y

(d)

2st 4

6s 1t 5

(f)

8ab 2 c 3
3 6
2a b

(e)

m 2 n 1

3 2
2m k

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Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

4.

Find the value of each of the following.

(a)

(b)

64 3 3 64

100 2

(c)

81

(e)

3
4

(d)

a (a
1
10 5

3 2

) (a m ) m

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1
2

1
2

3 27

(f)

1

27

19

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

ACTIVITY
Solve the questions to discover the WONDERWORD!
You are given 11 multiple choice questions.
Choose the correct answer for each of the question.
Use the alphabets for each of the answer to form the WONDERWORD!
1.

410

4 2 45

2.

40

417

413

105 56

105 55

10145 6

32
22

32
42

42
3

4 y 11
x4

y1 x 2
4

4y7
x2

2 9 36

2 20 36

2 9 38

m10n 8

m7 n 6

m10n 6

107 102 53 5 2
T 10145 5

3.

43

2 2 32

42

22
4

9
3
2
4. 2 y x 8 y x

y7 x2
M
4

5.

32

20
8
A 2 3

5
2
2
4
6. m m n n

m7 n8

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20

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices
3

7.

2 2
2 2

5
5

5 5

2

5

12

2

5

2

5

2

5

77
15
4

15a 6 b 5

1 2

3 5

3 p9q9

72
3
4

8.

9.

710
15
4

5a 3b 8

71 0
8
4

25a 9 b 5

5a 6 b 3

L 15a15b 8

5a 3b 2

1 2

3 5

1 1 2 2

3 3 5 5

10.

1 2

3 5

11.

77
8
4

12 p 6 q 7
3 p 3q 2

10

1 2

3 5

10

p3q5
3

A 4 p3q5

1
3 p9q9

Congratulations! You have completed this activity.

1

10

11

The WONDERWORD IS: ........................................................

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21

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

ANSWERS
TEST YOURSELF A:
1.
(a) 243

(b)

216

(c) 256

(d)

(e)

27
64

(f)

1
3125
21
4
25

(g)

2401

(h)

32
243

(b)

15b 7

2.
(a) 12m5
(c)

18x 9

(d)

14 p 8

(a)

576

(b)

288

(d)

16
6075

(f)

3.

(c) 823543

(e)

250 000

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256
83 349

22

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

4.
(a)

12 f 4 g 2

(b)

(c)

64 827 w7 v 3

(d)

54r 5 s 2
144
h2k 5
153125

TEST YOURSELF B:
1.

(a) 144

(b)

531 441

(c)

262 144

(d)

64
729

(e)

25

(f)

81

(a)

q7

(b)

1 2
y
2

(c)

7 2
m
3

(d)

64b3

(b)

16 1 0 6
c d
3

(d)

14u 7 v 3

2.

3.
(a)

(c)

9 5 4
m n
2

2 f 3g6

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23

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

TEST YOURSELF C:
1.
(a) 32768

(b)

(c)

(d)

729
3

15625
5

(f)

2 24 16 777 216

(e)

64
2401

36
729

3
125
5

2. (a)

(i)

2 24 3

(iii)

411

(v)

2.

7(32 )
43

(ii)

224 56

(iv)

32
2(53 )

(vi)

36 (414 )
52

(b)
(i)

32x15

(ii)

x 24 y 42

(iii)

1
w30

(iv)

y1 4
27

(v)

p
16
q

Curriculum Development Division

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(vi)

162m 7 n18

24

Basic Essential Additional Mathematics Skills (BEAMS) Module

UNIT 5: Indices

3.
(a)

1
1

5
32
2

(b)

4
3

y8
x4

(d)

1 s2

3 t 9

(e)

8k 6 m 3 n 3

(f)

1 a 4c6

16 b16

(a)

(b)

100000

(c)

1
27

(d)

(e)

a5

(f)

1
81

(c)

81

4.

ACTIVITY:
The WONDERWORD is ONEMALAYSIA

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25

Basic Essential
Additional Mathematics Skills

UNIT 6
COORDINATES
AND
GRAPHS
OF FUNCTIONS
Unit
1:
Negative Numbers

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TABLE OF CONTENTS

Module Overview

Part A:

Coordinates

Part A1: State the Coordinates of the Given Points

Activity A1

Part A2: Plot the Point on the Cartesian Plane Given Its Coordinates

Activity A2

13

Graphs of Functions

14

Part B1: Mark Numbers on the x-Axis and y-Axis Based on the Scales Given

16

Part B2: Draw Graph of a Function Given a Table for Values of x and y

20

Activity B1

23

Part B3: State the Values of x and y on the Axes

24

Part B:

Part B4: State the Value of y Given the Value x from the Graph and Vice Versa 28
Activity B2

Answers

34

35

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

MODULE OVERVIEW
1. The aim of this module is to reinforce pupils understanding of the concept of
coordinates and graphs.
2. It is hoped that this module will provide a solid foundation for the studies of
Additional Mathematics topics such as:
Coordinate Geometry
Linear Law
Linear Programming
Trigonometric Functions
Statistics
Vectors
3. Basically, this module is designed to enhance the pupils skills in:
stating coordinates of points plotted on a Cartesian plane;
plotting points on a Cartesian plane given the coordinates of the points;
drawing graphs of functions on a Cartesian plane; and
stating the y-coordinate given the x-coordinate of a point on a graph and
vice versa.
4. This module consists of two parts. Part A deals with coordinates in two sections
whereas Part B covers graphs of functions in four sections. Each section deals
with one particular skill. This format provides the teacher with the freedom of
choosing any section that is relevant to the skills to be reinforced.
5. Activities are also included to make the reinforcement of basic essential skills
more enjoyable and meaningful.

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART A:
COORDINATES

LEARNING OBJECTIVES

Upon completion of Part A, pupils will be able to:

1. state the coordinates of points plotted on a Cartesian plane; and
2. plot points on the Cartesian plane, given the coordinates of the points.

TEACHING AND LEARNING STRATEGIES

Some pupils may find difficulty in stating the coordinates of a point. The
concept of negative coordinates is even more difficult for them to grasp.
The reverse process of plotting a point given its coordinates is yet another
problem area for some pupils.
Strategy:
Pupils at Form 4 level know what translation is. Capitalizing on this, the
teacher can use the translation

, where O is the origin and P

is a point on the Cartesian plane, to state the coordinates of P as (h, k).

Likewise, given the coordinates of P as ( h , k ), the pupils can carry out
the translation

to determine the position of P on the Cartesian

plane.
This common approach will definitely make the reinforcement of both the
basic skills mentioned above much easier for the pupils. This approach
of integrating coordinates with vectors will also give the pupils a head start
in the topic of Vectors.

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART A:
COORDINATES
LESSON NOTES

1.

Start from the

origin.

k units

x
h units

Coordinates of P = (h, k)
2. The translation must start from the origin O horizontally [left or right] and then vertically
[up or down] to reach the point P.
3. The appropriate sign must be given to the components of the translation, h and k, as shown in the
following table.
Component
Movement
Sign
left

h
right
+
up
+
k
down

4. If there is no horizontal movement, the x-coordinate is 0.

If there is no vertical movement, the y-coordinate is 0.

5. With this system, the coordinates of the Origin O are (0, 0).

Curriculum Development Division

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART A1:

State the coordinates of the given points.

EXAMPLES

TEST
TESTYOURSELF
YOURSELF

EXAMPLES
1.

1.
y
4

Start from
the origin,
move 2 units
to the right.

y
4

3
2

Next, move
3 units up.

1
4 3 2 1

0
1

2
1

4 3 2 1 0
1

4 x

Coordinates of A = (2, 3)

4 x

4 x

4 x

Coordinates of A =

2.

2.
Start from the
origin, move 3 units
to the left.

y
4

3
2

y
4
3
2

4 3 2 1 0
-1

1
1

4 3 2 1 0
1

4 x

Next, move
1 unit up.

2
3

2
3

Coordinates of B = (3, 1)

Coordinates of B =

3.

3.
y
Start from
the origin,
move 2 units
to the left.

y
4

4 3 2 1 0
1
Next, move 2
units down.

4 x

2
3
4

Coordinates of C = (2, 2)

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4 3 2 1 0
1

2
3
4

Coordinates of C =

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART A1: State the coordinates of the given points.

EXAMPLES

TEST
TESTYOURSELF
YOURSELF

EXAMPLES

4.

4.
y

y
4

Start from
the origin,
move 4 units
to the right.

4
Next, move
3 units
down.

3
2

3
2

4 3 2 1 0
1

4 3 2 1 0
1

4 x

4 x

Coordinates of D = (4, 3)

Coordinates of D =

5.

5.
Start from the
origin, move 3 units
to the right.

y
4

2
1

1
4 3 2 1 0
1
Do not move
along the y-axis
since y = 0.

4 3 2 1 0
1

4 x

Coordinates of E = (3, 0)

4 x

Coordinates of E =

6.

6.
y
Start from
the origin,
move 3 units
up.

y
4

4 3 2 1 0
1
2
3
4

4 x

Do not move
along the x-axis
since x = 0.

Coordinates of F = (0, 3)

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4 3 2 1 0
1

4 x

2
3
4

Coordinates of F =

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART A1: State the coordinates of the given points.

EXAMPLES

TEST
TESTYOURSELF
YOURSELF

EXAMPLES

7.

7.
y
Start from
the origin,
move 2 units
to the left.

y
4

4 3 2 1 0
1

4 3 2 1 0
1

4 x

Coordinates of G = (2, 0)

4 x

4 x

Coordinates of G =

8.

8.
Start from the
origin, move 2 units
down.

y
4

y
4

4 3 2 1 0
1

4 3 2 1 0
1

4 x

Coordinates of H = (0, 2)

Coordinates of H =

9.

9.
y
Start from
the origin,
move 6 units
to the right.

8
6

y
8

4
2

8 6 4 2 0
2

6
Next, move
8units up.

4
2

8 x

8 6 4 2 0
2

Coordinates of J = (6, 8)

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8 x

Coordinates of J =

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART A1: State the coordinates of the given points.

EXAMPLES

TEST YOURSELF
TEST YOURSELF

EXAMPLES
10.

10.
y
Start from
the origin,
move 6 units
to the left.

6
4

8
6
4

2
8 6 4 2 0
2
Next, move
6 units up.

2
2

8 6 4 2

8 x

0
2

Coordinates of K = ( 6 , 6)
11.

8 x

10 15 20 x

Coordinates of K =
11.

Start from the

origin, move 15 units
to the left.

y
20

y
20

15

15

10

10

20 15 10 5 0
5

10 15

20 15 10 5 0
5

20 x

10

Next, move
20 units
down.

15

20

15
20

L
Coordinates of L = (15, 20)
12.

10

Coordinates of L =
12.

Start from
the origin,
move 3 units
to the right.

Next, move 4
units down.

4 x

Coordinates of M = (3, 4)

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0
2

4 x

Coordinates of M =

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

ACTIVITY A1

Write the step by step directions involving integer coordinates that

will get the mouse through the maze to the cheese.
y
7
6
5
4
3
2
1
6 5 4

3 2 1

0
1

x
1

2
3
4
5
6

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART A2: Plot the point on the Cartesian plane given its coordinates.

EXAMPLES

TEST
TESTYOURSELF
YOURSELF

EXAMPLES

1.

Plot point A (3, 4)

Plot point A (2, 3)

y
4

4
3

4 3 2 1 0
1

2.

1.

4 3 2 1 0
1

4 x

Plot point B (2, 3)

2.

1
1

4 3

4 x

2 -1 0
1

Plot point C (1, 3)

3.

4 x

y
4

4 3 2 1 0
1

4 x

4 3

2 1 0
1

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4 x

Plot point C (1, 2)

y
4

4 3 2 1 0
1

3.

Plot point B (3, 4)

4 x

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART A2: Plot the point on the Cartesian plane given the coordinates.

EXAMPLES

TEST
YOURSELF
TEST
YOURSELF

EXAMPLES

4.

Plot point D (2, 4)

4.

Plot point D (1, 3)

4 3

y
4

2 1 0
1

4 3

4 x

Plot point E (1, 0)

5.

4 x

4 x

4 x

Plot point E (2, 0)

y

1
4 3 2 1 0
1

4 x

3 2 1 0
1

Plot point F (0, 4)

y

6.

2 1 0
1

5.

6.

Plot point F (0, 3)

y
4

4 3 2 1 0
1

4 x

4 3 2 1 0
1

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART A2: Plot the point on the Cartesian plane given the coordinates.

EXAMPLES

TEST
TESTYOURSELF
YOURSELF

EXAMPLES

7.

Plot point G (2, 0)

7.

Plot point G ( 4,0)

y
4

4 3 2 1 0
1

8.

4 3 2 1 0
1

4 x

Plot point H (0, 4)

8.

y
4

1
1

4 3 2 1 0
1

4 x

9.

Plot point J (6, 4)

9.

4 x

4 x

8 x

Plot point J (8, 6)

y
8

2
8 6 4

Plot point H (0, 2)

4 3 2 1 0
1

2 0
2

2
2

8 x

8 6 4

2 0
2

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART A2: Plot the point on the Cartesian plane given the coordinates.

EXAMPLES

TEST
TESTYOURSELF
YOURSELF

EXAMPLES

10.

Plot point K ( 4, 6)

10.

Plot point K ( 6, 2)

11.

8 x

10

20

-4

0
4

11.

y
20

10

10

10

20

20 x

10

10

10

20

20

12.

y
20

10

10

20

10

20

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40 x

8 x

10

20 x

Plot point M (10, 25)

y
20

Plot point L (20, 5)

y
29

Plot point M (30, 15)

40

-8

Plot point L (15, 10)

20

12.

y
8

40

20

20

40 x

10

20

12

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

ACTIVITY A2

Exclusive News:
A group of robbers stole RM 1 million from a bank. They hid the money
somewhere near the Yakomi Islands. As an expert in treasure hunting, you
are required to locate the money! Carry out the following tasks to get the
clue to the location of the money.
Mark the location with the symbol.
1.

Enjoy
yourself !
Plot the following points on the Cartesian
plane.
P(3, 3) , Q(6, 3) , R(3, 1) , S(6, 1) , T(6, 2) , U(3, 2) ,
A(3, 3) , B(5, 1) , C(2, 1) , D(3, 2) , E(1, 1) , F(2, 1).

2.

Draw the following line segments:

AB, AD, BC, EF, PQ, PR, RS, UT, ST

YAKOMI ISLANDS
y

4
2

2
4

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13

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART B:
GRAPHS OF FUNCTIONS

LEARNING OBJECTIVES

Upon completion of Part B, pupils will be able to:

1. understand and use the concept of scales for the coordinate axes;
2. draw graphs of functions; and
3. state the y-coordinate given the x-coordinate of a point on a graph and
vice versa.

TEACHING AND LEARNING STRATEGIES

Drawing a graph on the graph paper is a challenge to some pupils. The concept
of scales used on both the x-axis and y-axis is equally difficult. Stating the
coordinates of points lying on a particular graph drawn is yet another
problematic area.
Strategy:
Before a proper graph can be drawn, pupils need to know how to mark numbers
on the number line, specifically both the axes, given the scales to be used.
Practice makes perfect. Thus, basic skill practices in this area are given in Part
B1. Combining this basic skills with the knowledge of plotting points
on the Cartesian plane, the skill of drawing graphs of functions, given the
values of x and y, is then further enhanced in Part B2.
Using a similar strategy, Stating the values of numbers on the axes is
done in Part B3 followed by Stating coordinates of points on a graph in
Part B4.
For both the skills mentioned above, only the common scales used in the
drawing of graphs are considered.

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART B:
GRAPHS OF FUNCTIONS
LESSON NOTES

1.

For a standard graph paper, 2 cm is represented by 10 small squares.

2 cm

2 cm

2.

Some common scales used are as follows:

Scale

Note

2 cm to 10 units

10 small squares represent 10 units

1 small square represents 1 unit

2 cm to 5 units

10 small squares represent 5 units

1 small square represents 0.5 unit

2 cm to 2 units

10 small squares represent 2 units

1 small square represents 0.2 unit

2 cm to 1 unit

10 small squares represent 1 unit

1 small square represents 0.1 unit

2 cm to 0.1 unit

10 small squares represent 0.1 unit

1 small square represents 0.01 unit

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15

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART B1:

Mark numbers on the x-axis and y-axis based on the scales given.

EXAMPLES

1.

TEST YOURSELF

Mark 4. 7, 16 and 27on the x-axis.

Scale: 2 cm to 10 units.
[ 1 small square represents 1 unit ]

1.

Mark 6 4, 15 and 26 on the x-axis.

Scale: 2 cm to 10 units.
[ 1 small square represents 1 unit ]

x
10

2.

10

16

27 30

20

Mark 7, 2, 3 and 8on the x-axis.

Scale: 2 cm to 5 units.
[ 1 small square represents 0.5 unit ]

2.

Mark 8, 3, 2 and 6, on the x-axis.

Scale: 2 cm to 5 units.
[ 1 small square represents 0.5 unit ]

x
10

3.

10

Mark 3.4, 0.8, 1 and 2.6, on the x-axis.

Scale: 2 cm to 2 units.
[ 1 small square represents 0.2 unit ]

3.

Mark 3.2, 1, 1.2 and 2.8 on the x-axis.

Scale: 2 cm to 2 units.
[ 1 small square represents 0.2 unit ]

x
4 3.4

4.

0.8

2.6

Mark 1.3, 0.6, 0.5 and 1.6 on the x-axis.

Scale: 2 cm to 1 unit.
[ 1 small square represents 0.1 unit ]

4.

x
2

1.3 1 0.6

0.5

Curriculum Development Division

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1.6

Mark 1.7, 0.7, 0.7 and 1.5 on the x-axis.

Scale: 2 cm to 1 unit.
[ 1 small square represents 0.1 unit ]

16

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART B1:

Mark numbers on the x-axis and y-axis based on the scales given.

EXAMPLES

5.

TEST YOURSELF

Mark 0.15, 0.04, 0.03 and 0.17 on the

x-axis.

5.

Scale: 2 cm to 0.1 unit

[ 1 small square represents 0.01 unit ]

Mark 0.17, 0.06, 0.04 and 0.13 on the

x-axis.
Scale: 2 cm to 0.1 unit
[ 1 small square represents 0.01 unit ]

x
0.2

6.

0.15 0.1

0.04

0 0.03

0.1

0.17 0.2

Mark 13, 8, 2 and 14 on the y-axis.

Scale: 2 cm to 10 units
[ 1 small square represents 1 unit ]
y

6.

Mark 16, 4, 5 and 15 on the y-axis.

Scale: 2 cm to 10 units
[ 1 small square represents 1 unit ]
y

20

14

10

8
10
13

20

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17

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART B1:

Mark numbers on the x-axis and y-axis based on the scales given.

EXAMPLES

7.

Mark 9, 3, 1 and 7 on the y-axis.

TEST YOURSELF

7.

Scale: 2 cm to 5 units.
[ 1 small square represents 0.5 unit ]
y

Mark 7, 4, 2 and 6 on the y-axis.

Scale: 2 cm to 5 units.
[ 1 small square represents 0.5 unit ]
y

10

0
3
5

9
10

8.

Mark 3.2, 0.6, 1.4 and 2.4 on the y-axis.

Scale: 2 cm to 2 units.
[ 1 small square represents 0.2 unit ]
y

8.

Mark 3.4, 1.4, 0.8 and 2.8 on the y-axis.

Scale: 2 cm to 2 units.
[ 1 small square represents 0.2 unit ]
y

2.4

2
1.4

0
0.6

3.2
4

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18

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART B1:

Mark numbers on the x-axis and y-axis based on the scales given.
EXAMPLES

9.

Mark 1.6, 0.4, 0.4 and 1.5 on the y-axis.

Scale: 2 cm to 1 unit.
[ 1 small square represents 0.1 unit ]
y

TEST YOURSELF

9.

Mark 1.5, 0.8, 0.3 and 1.7 on the y-axis.

Scale: 2 cm to 1 unit.
[ 1 small square represents 0.1 unit ]
y

2
1.5

1
0.4

0
0.4

1.6
2

10. Mark 0.17, 0.06, 0.08 and 0.16 on the

y-axis.

10. Mark 0.18, 0.03, 0.05 and 0.14 on the

y-axis.

Scale: 2 cm to 0.1 unit.

[ 1 small square represents 0.01 unit ]
y

Scale: 2 cm to 0.1 units.

[ 1 small square represents 0.01 unit ]
y

0.2
0.16

0.1

0.08

0
0.06
0.1

0.17
0.2

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19

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART B2:

Draw graph of a function given a table for values of x and y.

EXAMPLES

1.

TEST YOURSELF

The table shows some values of two variables, x and y,

of a function.

1.

x
2
1
0
1
2
y
2
0
2
4
6
By using a scale of 2 cm to 1 unit on the x-axis and
2 cm to 2 units on the y-axis, draw the graph of the
function.

The table shows some values of two variables, x and y,

of a function.
x
3
2
1
0
1
y
2
0
2
4
6
By using a scale of 2 cm to 1 unit on the x-axis and
2 cm to 2 units on the y-axis, draw the graph of the
function.

4
2
2

2.

0
2

The table shows some values of two variables, x and y,

of a function.
x
2
1
0
1
2
y
5
3
1
1
3
By using a scale of 2 cm to 1 unit on the x-axis and
2 cm to 2 units on the y-axis, draw the graph of the
function.

2.

The table shows some values of two variables, x and y,

of a function.
x
2
1
0
1
2
y
7
5
3
1
1
By using a scale of 2 cm to 1 unit on the x-axis and
2 cm to 2 units on the y-axis, draw the graph of the
function.

y
6

4
2

0
2

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART B2:

Draw graph of a function given a table for values of x and y.

EXAMPLES

3.

TEST YOURSELF

The table shows some values of two variables, x and y,

of a function.

3.

x
4
3
2
1
0
1
2
y
15
5
1
3
1
5
15
By using a scale of 2 cm to 1 unit on the x-axis and
2 cm to 5 units on the y-axis, draw the graph of the
function.

The table shows some values of two variables, x and y,

of a function.
x
1
0
1
2
3
4
5
y
19
4
5
8
5
4
19
By using a scale of 2 cm to 1 unit on the x-axis and
2 cm to 5 units on the y-axis, draw the graph of the
function.

15
10

4.

The table shows some values of two variables, x and y,

of a function.
x
2
1
0
1
2
3
4
y
7
2
1
2
1
2
7
By using a scale of 2 cm to 1 unit on the x-axis and
2 cm to 2 units on the y-axis, draw the graph of the
function.

4.

The table shows some values of two variables, x and y,

of a function.
x
2
1
0
1
2
3
y
8
4
2
2
4
8
By using a scale of 2 cm to 1 unit on the x-axis and
2 cm to 2 units on the y-axis, draw the graph of the
function.

y
2
2

1 0
2

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21

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART B2:

Draw graph of a function given a table for values of x and y.

EXAMPLES

5.

TEST YOURSELF

The table shows some values of two variables, x and y,

of a function.

5.

x
2
1
0
1
2
y
7
1
1
3
11
By using a scale of 2 cm to 1 unit on the x-axis and
2 cm to 5 units on the y-axis, draw the graph of the
function.

The table shows some values of two variables, x and y,

of a function.
x
2
1
0
1
2
y
6
2
4
6
16
By using a scale of 2 cm to 1 unit on the x-axis and
2 cm to 5 units on the y-axis, draw the graph of the
function.

y
15

10
5
2

6.

0
5

The table shows some values of two variables, x and y,

of a function.
x
3
2
1
0
1
2
3
y
22
5
0
1
2
3
20
By using a scale of 2 cm to 1 unit on the x-axis and
2 cm to 10 units on the y-axis, draw the graph of the
function.

6.

The table shows some values of two variables, x and y,

of a function.
x
3
2
1
0
1
2
3
y
21
4
1
0
1
4
21
By using a scale of 2 cm to 1 unit on the x-axis and
2 cm to 10 units on the y-axis, draw the graph of the
function.

20

10

0
1
10

20

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

ACTIVITY B1
Each table below shows the values of x and y for a certain function.

x
y

FUNCTION 1
3
2
17
18

4
16

x
y

4
16

x
y

3
9

3
9

1
19

0
20

FUNCTION 3
1
0
1
0

2
4
2
14

x
y

1
17

FUNCTION 4
0
18

0
20

1
1

FUNCTION 2
1
2
19
18

2
4

3
17

4
16

3
9

1
17

4
16

2
14

3
9

x
y

3
9

2
8

FUNCTION 5
1.5
1
7.9
7

0.5
4.6

0
0

x
y

0
0

0.5
4.6

FUNCTION 6
1
1.5
7
7.9

2
8

3
9

The graphs of all these functions, when drawn on the same axes, form a beautiful logo. Draw the logo on
the graph paper provided by using a scale of 2 cm to 1 unit on the x-axis and 2 cm to 2 units on the y-axis.

x
0
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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART B3:

State the values of x and y on the axes.

EXAMPLES

1.

TEST YOURSELF

State the values of a, b, c and d on the x-axis

below.

1.

State the values of a, b, c and d on the x-axis

below.

x
20

10

10

x
20 d

20

10

10

20

Scale: 2 cm to 10 units.
[ 1 small square represents 1 unit ]
a = 7, b = 13, c = 4, d = 14

2.

State the values of a, b, c and d on the x-axis

below.

2.

State the values of a, b, c and d on the x-axis

below.

x
10

10

10

10

Scale: 2 cm to 5 units.
[ 1 small square represents 0.5 unit ]
a = 2, b = 7.5, c = 3, d = 8.5

3.

State the values of a, b, c and d on the x-axis

below.

3.

State the values of a, b, c and d on the x-axis

below.

x
4

4d

2 c

2 b

Scale: 2 cm to 2 units.
[ 1 small square represents 0.2 unit ]
a = 0.6, b = 3.4, c = 1.2, d = 2.6

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART B3:

State the values of x and y on the axes.

EXAMPLES

4.

TEST YOURSELF

State the values of a, b, c and d on the x-axis

below.

4.

State the values of a, b, c and d on the x-axis

below.

x
2

a 1

x
2

b 2

Scale: 2 cm to 1 unit.
[ 1 small square represents 0.1 unit ]
a = 0.8, b = 1.4, c = 0.3, d = 1.6
5.

State the values of a, b, c and d on the x-axis

below.

5.

State the values of a, b, c and d on the x-axis

below.

x
0.2

0.1

0.1

0.2

0.2 d

0.1

c 0

a 0.1

0.2

Scale: 2 cm to 0.1 unit.

[ 1 small square represents 0.01 unit ]
a = 0.04, b = 0.14, c = 0.03, d = 0.16
6.

State the values of a, b, c and d on the y-axis

y
below.
20
Scale: 2 cm to 10 units.
b
[ 1 small square
represents 1 unit ]
a = 3, b = 17
c = 6, d = 15

10

6.

State the values of a, b, c and d on the y-axis

y
below.
20
b

10
a

0
c

c
10

10

d
d
20

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25

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART B3:

State the values of x and y on the axes.

EXAMPLES

7.

TEST YOURSELF

State the values of a, b, c and d on the y-axis

below.
y
Scale: 2 cm to 5 units.
[ 1 small square
represents 0.5 unit ]

7.

10
b

State the values of a, b, c and d on the y-axis

below.
y
10
b

a = 4, b = 9.5

c = 2, d = 7.5

0
c

d
d
10

8.

State the values of a, b, c and d on the y-axis

below.
y
4

Scale: 2 cm to 2 units.
[ 1 small square
represents 0.2 unit ]

8.

State the values of a, b, c and d on the y-axis

below.
y
4
b

a =

10

0.8, b = 3.2

2
a

c = 1.2, d = 2.6

0
c

c
2

d
d
4

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26

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART B3:

State the values of x and y on the axes.

EXAMPLES

9.

TEST YOURSELF

State the values of a, b, c and d on the y-axis

below.
y

9.

State the values of a, b, c and d on the y-axis

below.
y

Scale: 2 cm to 1 unit.
[ 1 small square
represents 0.1 unit ]

2
b

a = 0.7, b = 1.2
c = 0.6, d = 1.4

0
c

c
1

d
d
2

10. State the values of a, b, c and d on the y-axis

below.
y
Scale: 2 cm to 0.1 unit.
[ 1 small square
represents 0.01 unit ]

0.2
b

0.1

10. State the values of a, b, c and d on the y-axis

below.
y
0.2
b

0.1
a

a = 0.03, b = 0.07
a

c = 0.04, d = 0.18

c
c
0.1

0.1
d

d
0.2

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27

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART B4:

State the value of y given the value x from the graph and vice versa.

EXAMPLES

1.

TEST YOURSELF

Based on the graph below, find the value of y

when (a) x = 1.5
(b) x = 2.8

1.

Based on the graph below, find the value of y

when (a) x = 0.6
(b) x = 1.7

y
7

2.8

(a)

2.

0
2

1.5

1.6

(b)

1.6

(a)

Based on the graph below, find the value of y

when ( a ) x = 0.14
( b ) x = 0.26

2.

(b)

Based on the graph below, find the value of y

when ( a ) x = 0.07
( b ) x = 0.18

y
11.5

10

0
2

10

1.5
0.26

0. 2 0.1

(a)

1.5

0.14

0.1

0.2

0. 2

0.1

10

10

(b)

11.5

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(a)

0.1

0.2

(b)

28

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART B4:

State the value of y given the value x from the graph and vice versa.

EXAMPLES

3.

TEST YOURSELF

Based on the graph below, find the value of y

when ( a ) x = 0.6
( b ) x = 2.7

3.

Based on the graph below, find the value of y

when ( a ) x = 1.2
( b ) x = 1.8

15

15

11

10

10

2.7

0.6
3.5

(a)

4.

11

(b)

3.5

(a)

Based on the graph below, find the value of y

when (a) x = 1.4
(b) x = 1.5

4.

(b)

Based on the graph below, find the value of y

when (a) x = 2.7
(b) x = 2.1

y
3

1.5

1.4

(a)

5.8

(b)

5.8

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(a)

(b)

29

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART B4:

State the value of y given the value x from the graph and vice versa.

EXAMPLES

5.

TEST YOURSELF

Based on the graph below, find the value of y

when (a) x = 1.7
(b) x = 1.3

5.

Based on the graph below, find the value of y

when (a) x = 1.2
(b) x = 1.9

15

15

10

10

5.5

1.3

(a)

6.

5.5

3.5

1.7

3.5

(b)

(a)

Based on the graph below, find the value of y

when (a) x = 1.6
(b) x = 2.3

6.

(b)

Based on the graph below, find the value of y

when (a) x = 2.8
(b) x = 2.6

y
25

20

20

10

10
1.6

2.3

1 0
9
10

20

(a)

1 0
10

20

(b)

25

Curriculum Development Division

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(a)

(b)

30

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART B4:

State the value of y given the value x from the graph and vice versa.

EXAMPLES

7.

TEST YOURSELF

Based on the graph below, find the value of x

when (a) y = 5.4
(b) y = 1.6

7.

Based on the graph below, find the value of x

when (a) y = 2.8
(b) y = 2.4

5.4

2.8

8.

(a)

1.4

0
2

1.6

1.4

2.8

(b)

(a)

Based on the graph below, find the value of x

when ( a ) y = 4
( b ) y = 7.5
y

8.

0
2

(b)

Based on the graph below, find the value of x

when ( a ) y = 6.5
( b ) y = 7
y

10

10

5
4
0.08

0.07

0. 2

0.1

0.1

0.2

0. 2

5
7.5

0.07

0.1

0.2

10

(a)

0.1

10

(b)

0.08

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(b)

31

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART B4:

State the value of y given the value x from the graph and vice versa.

EXAMPLES

TEST YOURSELF

9. Based on the graph below, find the values of x

when (a) y = 8.5
(b) y = 0

9. Based on the graph below, find the values of x

when (a) y = 3.5
(b) y = 0

15

15

10

10

8.5

5
4

3.1

2.1

(a)

3.1 , 2.1

2 , 1

(b)

(a)

10. Based on the graph below, find the values of x

when (a) y = 2.6
(b) y = 4.8

(b)

10. Based on the graph below, find the values of x

when (a) y = 1.2
(b) y = 4.4

2.6

1.2

3.9

0.6

2.1

1 0
2

4.8

(a)

0.6 , 2.1

(b)

1.2 , 3.9

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(b)

32

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART B4:

State the value of y given the value x from the graph and vice versa.

EXAMPLES

TEST YOURSELF

11. Based on the graph below, find the value of x

when (a) y = 14
(b) y = 17

11. Based on the graph below, find the value of x

when (a) y = 11
(b) y = 23

20

20

14

10

10

2.3

1 0
10

2.6

1 0
10

17

20

(a)

20

2.6

(b)

2.3

(a)

(b)

12. Based on the graph below, find the value of x

when (a) y = 6.5
(b) y = 0
(c) y = 6

12. Based on the graph below, find the value of x

when (a) y = 7.5
(b ) y = 0
(c) y = 9

15

15

10

10

6.5

0.8

1.3

2.3

(a) 0.8 (b) 1.3 (c) 2.3

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(b)

(c)

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

ACTIVITY B2

There is smuggling at sea and you know two possible locations.

As a responsible citizen, you need to report to the marine police these two locations.
Task 1:

Two points on the graph given are (6.5, k) and (h, 45).
Find the values of h and k.

Task 2:

Smuggling takes place at the locations with coordinates (h, k).

State each location in terms of coordinates.

60
55
50
45
40
35
30
25
20
15
10
5
0

x
1

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

ANSWERS
PART A:

PART A1:
1.
2.
3.

A (4, 2)

2.

B ( 4, 3)

C (3, 3)

4.

D (3, 4)

5.

E (2, 0)

6.

F (0, 2)

7.

G (1, 0)

8.

H (0, 1)

9.

J (8, 6)

10.

K ( 4, 8)

11.

L (10, 15)

12.

M (4, 3)

ACTIVITY A1:
Start at (5, 3).
Then, move in order to (4, 3), (4, 3), (3, 3), (3, 2), (1, 2) , (1, 3) , (3, 3) , (3, 3),
( 4, 3), (
4, 5), (3, 5) and (3, 6).

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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART A2:

1.

4.
y
4

y
4

3
2

3
2

1
4 3 2 1 0
1

1
1

4 3 2 1 0
1

4 x

2.

4 x

5.
B

y
4

4 3 2 1 0
1

-4

3.

4 3 2 1 0
1

4 x

4 x

4 x

6.
y
4

y
4

4 3 2 1 0
1

4 x

4 3 2 1 0
1

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36

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

7.

10.
y

y
8

4
3
2

4 3 2 1 0
1

4 x

8 x

10

20 x

20

40 x

3
4

8.

11.
y

y
20

4
3
2

10

1
4 3 2 1 0
1

-2

20

4 x

10

0
10

3
4

20

9.

12.
y
8

y
20

6
4

10

2
8 6 4 2 0
2

8 x

40

20

0
10

6
8

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37

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

ACTIVITY A2:

YAKOMI ISLANDS
y

4
A

2
E
4

2
C

B
D

O
2
4

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F
2

RM 1 million

38

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART B1:
1

2.
x
10

10

26

20

15

x
10

30

3.

5 6

10

4.
x
4

3.2

1.2

2.8

x
2 1.7

1 0.7

0.7

1.5

y
5.

6.

20
15

x
0.2 0.16

0.1 0.06

0.1 0.13

0.04

10

0.2

0
4

10

16
20

7.

10

8.

y
4

9.

y
2

10.
0.2

1.7
0.14

2.8
6

0.8

0.1
0.05

0.3

0
0.03

4
5

1.4
2

0.8
1
1.5

3.4
10

0.1

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0.18
0.2

39

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART B2:
y

1.

2.

2
3

3.

0
2

4.

15

0
2

10

5.

6.

15

20

10

5
0

10

3
1

Curriculum Development Division

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1 0
10
20

40

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

ACTIVITY B1:
y

20

18

16

14
12
10

Curriculum Development Division

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x
1

41

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 6: Coordinates and Graphs of Functions

PART B3:
1.

a = 3, b = 16, c = 3, d = 18

2.

a = 3.5, b = 7, c = 2.5, d = 8

3.

a = 1.4, b = 2.4, c = 1.6, d = 3.8

4.

a = 0.7, b = 1.8, c = 0.5, d = 1.4

5.

a = 0.08, b = 0.16, c = 0.02, d = 0.17

6.

a = 6, b = 15, c = 3, d = 17

7.

a = 2, b = 8, c = 0.5, d = 8.5

8.

a = 1.4, b = 3.6, c = 0.8, d = 3.4

9.

a = 0.5, b = 1.7, c = 0.4, d = 1.6

10.

a = 0.06, b = 0.16, c = 0.07, d = 0.15

PART B4:
1.

(a)

6.4

(b)

2.8

2.

(a)

12

(b)

13

3.

(a)

2.5

(b)

4.

(a)

0.6

(b)

5.4

5.

(a)

(b)

6.5

6.

(a)

16

(b)

22

7.

(a)

0.7

(b)

1.3

8.

(a)

0.08

(b)

0.12

9.

(a)

3.5, 1.5

(b)

3,1

10.

(a)

1.6, 0.6

(b)

2.7, 1.7

11.

(a)

2.2

(b)

3.5

12.

(a)

2.3

(b)

0.6

(c)

1.4

ACTIVITY B2:
k =15, h = 1.1, 8.9
Two possible locations: (1.1, 15), (8.9, 15)

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Basic Essential
Additional Mathematics Skills

UNIT 7
LINEAR INEQUALITIES
Unit 1:
Negative Numbers

Curriculum Development Division

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TABLE OF CONTENTS
Module Overview

Part A: Linear Inequalities

1.0

Inequality Signs

2.0

Inequality and Number Line

3.0

Properties of Inequalities

4.0

Linear Inequality in One Unknown

Part B: Possible Solutions for a Given Linear Inequality in One Unknown

Part C: Computations Involving Addition and Subtraction on Linear Inequalities

10

Part D: Computations Involving Division and Multiplication on Linear Inequalities

14

Part D1: Computations Involving Multiplication and Division on

Linear Inequalities

15

Part D2: Perform Computations Involving Multiplication of Linear

Inequalities

19

Part E: Further Practice on Computations Involving Linear Inequalities

21

Activity

27

Answers

29

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

MODULE OVERVIEW

1. The aim of this module is to reinforce pupils understanding of the concept involved
in performing computations on linear inequalities.
2. This module can be used as a guide for teachers to help pupils master the basic skills
required to learn this topic.
3. This module consists of six parts and each part deals with a few specific skills.
Teachers may use any parts of the module as and when it is required.
4. Overall lesson notes given in Part A stresses on important facts and concepts required
for this topic.

Curriculum Development Division

Ministry of Education Malaysia

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

PART A:
LINEAR INEQUALITIES

LEARNING OBJECTIVE
Upon completion of Part A, pupils will be able to understand and use the
concept of inequality.

TEACHING AND LEARNING STRATEGIES

Some pupils might face problems in understanding the concept of linear
inequalities in one unknown.
Strategy:
Teacher should ensure that pupils are able to understand the concept of inequality
by emphasising the properties of inequalities. Linear inequalities can also be
taught using number lines as it is an effective way to teach and learn inequalities.

______________________________________________________________________________
Curriculum Development Division
Ministry of Education Malaysia

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

PART A:
LINEAR INEQUALITY
OVERALL LESSON NOTES

1.0

Inequality Signs
a. The sign < means less than.
Example: 3 < 5
b. The sign > means greater than.
Example: 5 > 3
c. The sign means less than or equal to.
d. The sign means greater than or equal to.

2.0 Inequality and Number Line

3 < 1
3 is less than 1

1<3
1 is less than 3

and

and

1 > 3
1 is greater than 3

3>1

3 is greater than 1

______________________________________________________________________________
Curriculum Development Division
Ministry of Education Malaysia

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

3.0

Properties of Inequalities
(a) Addition Involving Inequalities
Arithmetic Form
12 8 so 12 4 8 4
29

so 2 6 9 6

Algebraic Form
If a > b, then a c b c
If a < b, then a c b c

(b) Subtraction Involving Inequalities

Arithmetic Form
7 > 3 so 7 5 3 5
2 < 9 so 2 6 9 6

(c)

Algebraic Form
If a > b, then a c b c
If a < b, then a c b c

Multiplication and Division by Positive Integers

When multiply or divide each side of an inequality by the same positive number, the
relationship between the sides of the inequality sign remains the same.
Arithmetic Form

5>3

so 5 (7) > 3(7)

12 9
12 > 9 so

3 3
25

so 2(3) 5(3)

8 12 so

8 12

2 2

Algebraic Form

If a > b and c > 0 , then ac > bc

a b
If a > b and c > 0, then
c c
If a b and c 0 , then ac bc
a b
If a b and c 0 , then
c c

______________________________________________________________________________
Curriculum Development Division
Ministry of Education Malaysia

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

(d) Multiplication and Division by Negative Integers

When multiply or divide both sides of an inequality by the same negative number, the
relationship between the sides of the inequality sign is reversed.
Arithmetic Form

8>2
6<7

so
so

8(5) < 2(5)

6(3) > 7(3)

16 > 8

so

16
8

4 4
10 15

5 5

10 <15 so

Algebraic Form

If a > b and c < 0, then ac < bc

If a < b and c < 0, then ac > bc
a b
If a > b and c < 0, then
c c
a b
If a < b and c < 0, then
c c

Note: Highlight that an inequality expresses a relationship. To maintain the same

relationship or balance, pupils must perform equal operations on both sides of
the inequality.
4.0

Linear Inequality in One Unknown

(a)

A linear inequality in one unknown is a relationship between an unknown and a

number.
Example:

x > 12
4m

(b)

A solution of an inequality is any value of the variable that satisfies the inequality.
Examples:
(i)

Consider the inequality x 3

The solution to this inequality includes every number that is greater than 3.
What numbers are greater than 3? 4 is greater than 3. And so are 5, 6, 7, 8, and
so on. What about 5.5? What about 5.99? And 5.000001? All these numbers are
greater than 3, meaning that there are infinitely many solutions!
But, if the values of x are integers, then x 3 can be written as

x 4, 5, 6, 7, 8,...

______________________________________________________________________________
Curriculum Development Division
Ministry of Education Malaysia

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

A number line is normally used to represent all the solutions of an inequality.

To draw a number line representing x 3 , place an
open dot on the number 3. An open dot indicates that
the number is not part of the solution set. Then, to
show that all numbers to the right of 3 are included in
the solution, draw an arrow to the right of 3.

(ii)

The open dot

means the value
2 is not
included.

x>2

o
2

(iii)

The solid dot

means the value
3 is included.

x3

x
3

______________________________________________________________________________
Curriculum Development Division
Ministry of Education Malaysia

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

PART B:
POSSIBLE SOLUTIONS FOR A
GIVEN LINEAR INEQUALITY IN
ONE UNKNOWN

LEARNING OBJECTIVES
Upon completion of Part B, pupils will be able to solve linear
inequalities in one unknown by:
(i) determining the possible solution for a given linear inequality in one
unknown:
(a) x h
(b) x h
(c) x h
(d) x h
(ii) representing a linear inequality:
(a) x h
(b) x h
(c) x h
(d) x h
on a number line and vice versa.

TEACHING AND LEARNING STRATEGIES

Some pupils might have difficulties in finding the possible solution for a given
linear inequality in one unknown and representing a linear inequality on a number
line.
Strategy:
Teacher should emphasise the importance of using a number line in order to solve
linear inequalities and should ensure that pupils are able to draw correctly the
arrow that represents the linear inequalities.
______________________________________________________________________________
Curriculum Development Division
Ministry of Education Malaysia

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

PART B:
POSSIBLE SOLUTIONS FOR
A GIVEN LINEAR INEQUALITY IN ONE UNKNOWN
EXAMPLES

List out all the possible integer values for x in the following inequalities: (You can use the
number line to represent the solutions)
(1)

x>4
Solution:

10

The possible integers are: 5, 6, 7,

(2)

x 3

Solution:

The possible integers are: 4, 5, 6,

(3)

3 x 1

Solution:

The possible integers are: 2, 1, 0, and 1.

______________________________________________________________________________
Curriculum Development Division
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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

TEST YOURSELF B

Draw a number line to represent the following inequalities:

(a)

x>1

(b)

x2

(c)

x 2

(d)

x3

______________________________________________________________________________
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Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

PART C:
COMPUTATIONS INVOLVING
ADDITION AND SUBTRACTION ON
LINEAR INEQUALITIES

LEARNING OBJECTIVES
Upon completion of Part C, pupils will be able perform computations
involving addition and subtraction on inequalities by stating a new
inequality for a given inequality when a number is:
(a) added to; and
(b) subtracted from
both sides of the inequalities.

TEACHING AND LEARNING STRATEGIES

Some pupils might have difficulties when dealing with problems involving
addition and subtraction on linear inequalities.
Strategy:
Teacher should emphasise the following rule:
1) When a number is added or subtracted from both sides of the inequality,
the inequality sign remains the same.

______________________________________________________________________________
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Ministry of Education Malaysia

10

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

PART C:
COMPUTATIONS INVOLVING ADDITION AND SUBTRACTION
ON LINEAR INEQUALITIES
LESSON NOTES

Operation on Inequalities

1) When a number is added or subtracted from both sides of the inequality, the inequality
sign remains the same.

Examples:
(i) 2 < 4
2<4

x
1

Adding 1 to both sides of the inequality:

The inequality
sign is
unchanged.

2+1<4+1
3<5

x
2

______________________________________________________________________________
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11

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

(ii)

4>2

4>2

x
1

Subtracting 3 from both sides of the inequality:

43>23
1>1

The inequality
sign is
unchanged.

x
0

EXAMPLES

(1)

Solve x 5 14 .
Solution:
x 5 14
x 5 5 14 5
x9

(2)

Subtract 5 from both sides

of the inequality.
Simplify.

Solve p 3 2.
Solution:
p3 2
p 3 3 2 3
p5

Add 3 to both sides of the

inequality.
Simplify.

______________________________________________________________________________
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12

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

TEST YOURSELF C
Solve the following inequalities:

(1)

m 4 2

(2)

x 3.4 2.6

(3)

x 13 6

(4)

4.5 d 6

(5)

23 m 17

(6)

y 78 54

(7)

9 d 5

(8)

p 2 1

(9)

(10)

3 x 8

1
3
2

______________________________________________________________________________
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13

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

PART D:
COMPUTATIONS INVOLVING
DIVISION AND MULTIPLICATION
ON LINEAR INEQUALITIES

LEARNING OBJECTIVES
Upon completion of Part D, pupils will be able perform computations
involving division and multiplication on inequalities by stating a new
inequality for a given inequality when both sides of the inequalities are
divided or multiplied by a number.

TEACHING AND LEARNING STRATEGIES

The computations involving division and multiplication on inequalities can be
confusing and difficult for pupils to grasp.
Strategy:
Teacher should emphasise the following rules:
1) When both sides of the inequality is multiplied or divided by a positive
number, the inequality sign remains the same.
2) When both sides of the inequality is multiplied or divided by a negative
number, the inequality sign is reversed.
3)

______________________________________________________________________________
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14

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

PART D1:
COMPUTATIONS INVOLVING
MULTIPLICATION AND DIVISION ON LINEAR INEQUALITIES

LESSON NOTES

1. When both sides of the inequality is multiplied or divided by a positive number, the
inequality sign remains the same.
Examples:
(i)

2<4

2<4

x
2

Multiplying both sides of the inequality by 3:

The inequality
sign is
unchanged.

2 3<4 3
6 < 12

x
6

10

12

14

______________________________________________________________________________
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15

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

(ii)

4<2
4<2

Dividing both sides of the inequality by 2:

The inequality
sign is
unchanged.

4 2<2 2
2 <1

2.

When both sides of the inequality is multiplied or divided by a negative number, the
inequality sign is reversed.
Examples:

(i)

4<6
4<6

x
3

Dividing both sides of the inequality by 1:

4 (1) > 6

The inequality
sign is reversed.

(1)
4>6

6
5
4
3
______________________________________________________________________________
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16

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

(ii)

1 > 3
1 > 3

x
0

Multiply both sides of the inequality by 1:

The inequality
sign is reversed.

( 1) (1) < (1) (3)

1 3

x
0

EXAMPLES

Solve the inequality 3q 12 .

Solution:
(i)

3q 12
3q 12

3 3

q 4

Divide each side of the

inequality by 3.

The inequality
sign is reversed.

Simplify.

______________________________________________________________________________
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Ministry of Education Malaysia

17

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

TEST YOURSELF D1

Solve the following inequalities:

(1) 7 p 49

(2) 6 x 18

(3) 5c > 15

(4) 200 < 40p

(5) 3d 24

(6) 2x 8

(7) 12 3x

(8) 25 5 y

(9) 2m 16

(10) 6b 27

______________________________________________________________________________
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18

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

PART D2:
PERFORM COMPUTATIONS INVOLVING
MULTIPLICATION OF LINEAR INEQUALITIES
EXAMPLES

Solve the inequality

x
3.
2

Solution:
x
3.
2
x
2( ) (2)3
2

x 6

Multiply both sides of the

inequality by 2.
Simplify.

The inequality
sign is reversed.

______________________________________________________________________________
Curriculum Development Division
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19

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

TEST YOURSELF D2

1. Solve the following inequalities:

d
3
8

(1)

(3)

10

(5)

(2)

y
5

0 12

n
8
2

(4) 6

x
8

(6)

b
7

x
0
6

______________________________________________________________________________
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20

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

PART E:
FURTHER PRACTICE ON
COMPUTATIONS INVOLVING
LINEAR INEQUALITIES

LEARNING OBJECTIVES
Upon completion of Part E, pupils will be able perform computations
involving linear inequalities.

TEACHING AND LEARNING STRATEGIES

Pupils might face problems when dealing with problems involving linear
inequalities.
Strategy:
Teacher should ensure that pupils are given further practice in order to enhance
their skills in solving problems involving linear inequalities.

______________________________________________________________________________
Curriculum Development Division
Ministry of Education Malaysia

21

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

PART E:
FURTHER PRACTICE ON COMPUTATIONS
INVOLVING LINEAR INEQUALITIES
TEST YOURSELF E1
Solve the following inequalities:

1.

2.

(a)

m5 0

(b)

x26

(c)

3+m>4

(a)

3m < 12

(b)

2m > 42

(c) 4x > 18

______________________________________________________________________________
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22

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

3.

4.

(a)

m + 4 > 4m + 1

(b)

14 m 6 m

(c)

3 3m 4 m

(a)

4 x 6

(b)

15 3m 12

(c)

x
5
4

______________________________________________________________________________
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23

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

(d)

5x 3 18

(e)

1 3 p 10

(f)

x
3 4
2

(g) 3

(h)

x
8
5

p2
4
3

______________________________________________________________________________
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24

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

EXAMPLES

What is the smallest integer for x if 5x 3 18 ?

A number line can

be used to obtain the
answer.

Solution:
5x 3 18

5x 18 3

x3

5x 15
x 3

O
0

x = 4, 5, 6,
Therefore, the smallest integer for x is 4.

______________________________________________________________________________
Curriculum Development Division
Ministry of Education Malaysia

25

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

TEST YOURSELF E2

3x 1 14, what is the smallest integer for x?

1.

If

2.

What is the greatest integer for m if m 7 4m 1 ?

3.

4.

5.

If

x
3 4 , find the greatest integer value of x.
2

If

p2
4 , what is the greatest integer for p?
3

What is the smallest integer for m if

3 m
9?
2

______________________________________________________________________________
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26

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

ACTIVITY

10
11

12

______________________________________________________________________________
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27

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

HORIZONTAL:
4.

1 3 is an ___________.

5.

An inequality can be represented on a number __________.

7.

2 6 is read as 2 is __________ than 6.

9.

Given 2x 1 9 , x 5 is a _____________ of the inequality.

11.

3x 12
x 4

The inequality sign is reversed when divided by a ____________ integer.

VERTICAL:
1.

x
1
2
x 2

The inequality sign remains unchanged when multiplied by a ___________ integer.

2.

6 x 24 equals to x 4 when both sides are _____________ by 6.

3.

x 5 equals to 3x 15 when both sides are _____________ by 3.

6.

___________ inequalities are inequalities with the same solution(s).

8.

x 2 is represented by a ____________ dot on a number line.

10.

3x 6 is an example of ____________ inequality.

12.

5 3 is read as 5 is _____________ than 3.

______________________________________________________________________________
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28

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

ANSWERS

TEST YOURSELF B:
(a)

x
3

(b)

x
3

(c)

x
3

3
x

(d)

TEST YOURSELF C:
(1) m 6

(2) x 6

(8) p 3

(4) d 1.5 (5) m 6

5
(9) m
(10) x 5
2

(2) x 3

(3) c 3

(4) p 5

(5)

(7) x 4

(8) y 5

(9) m 8

(10) b

(3) y 50

(4) b 42

(5) x 96

(6) y 24 (7) d 4

(3) x 19

TEST YOURSELF D1:

(1)

p7

(6) x 4

d 8

9
2

TEST YOURSELF D2:

(1) d 24

(2) n 16

(6) x 48

______________________________________________________________________________
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29

Basic Essential Additional Mathematics Skills (BEAMS) Module

Unit 7: Linear Inequalities

TEST YOURSELF E1:

1. (a) m 5

(b) x 8

(c ) m 1
9
(b) m 21
2. (a) m 4
(c ) x
2
1
3. (a ) m 1 (b) m 4 (c) m
2
4. (a) x 10 (b) m 1 (c) x 8 (d) x 3 (e) p 3 (f) x 2 (g) x 25 (h) p 10

TEST YOURSELF E2:

(1) x 6

(2) m 1

(3) x 13

(4) p 9

(5) m 14

ACTIVITY:
1. positive
2. divided
3. multiplied
4. inequality
5. line
6. Equivalent
7. less
8. solid
9. solution
10. linear
11. negative
12. greater

______________________________________________________________________________
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30

Basic Essential
Additional Mathematics Skills

UNIT 8
TRIGONOMETRY
Unit 1:
Negative Numbers

Curriculum Development Division

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TABLE OF CONTENTS

Module Overview

Part A:

Trigonometry I

Part B:

Trigonometry II

Part C:

Trigonometry III

11

Part D:

Trigonometry IV

15

Part E:

Trigonometry V

19

Part F:

Trigonometry VI

21

Part G:

Trigonometry VII

25

Part H:

Trigonometry VIII

29

Answers

33

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

MODULE OVERVIEW
1. The aim of this module is to reinforce pupils understanding of the concept
of trigonometry and to provide pupils with a solid foundation for the study
of trigonometric functions.
2. This module is to be used as a guide for teacher on how to help pupils to
master the basic skills required for this topic. Part of the module can be
used as a supplement or handout in the teaching and learning involving
trigonometric functions.
3. This module consists of eight parts and each part deals with one specific
skills. This format provides the teacher with the freedom of choosing any
parts that is relevant to the skills to be reinforced.
4. Note that Part A to D covers the Form Three syllabus whereas Part E to H
covers the Form Four syllabus.

Curriculum Development Division

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Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

PART A:
TRIGONOMETRY I

LEARNING OBJECTIVE
Upon completion of Part A, pupils will be able to identify opposite,
adjacent and hypotenuse sides of a right-angled triangle with reference
to a given angle.

TEACHING AND LEARNING STRATEGIES

Some pupils may face difficulties in remembering the definition and
how to identify the correct sides of a right-angled triangle in order to
find the ratio of a trigonometric function.
Strategy:
Teacher should make sure that pupils can identify the side opposite to
the angle, the side adjacent to the angle and the hypotenuse side
through diagrams and drilling.

Curriculum Development Division

Ministry of Education Malaysia

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

LESSON NOTES

Opposite side is the side opposite or facing the angle .

Adjacent side is the side next to the angle .
Hypotenuse side is the side facing the right angle and is the longest side.

Curriculum Development Division

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Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

EXAMPLES

Example 1:

AB is the side facing the angle , thus AB is the opposite side.

BC is the side next to the angle , thus BC is the adjacent side.
AC is the side facing the right angle and it is the longest side, thus AC is the
hypotenuse side.

Example 2:

QR is the side facing the angle , thus QR is the opposite side.

PQ is the side next to the angle , thus PQ is the adjacent side.
PR is the side facing the right angle or is the longest side, thus PR is the
hypotenuse side.

Curriculum Development Division

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Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

TEST YOURSELF A

Identify the opposite, adjacent and hypotenuse sides of the following right-angled triangles.
1.

2.

Opposite side =
Adjacent side =
Hypotenuse side =

4.

3.

Opposite side =
Adjacent side =
Hypotenuse side =

5.

Opposite side =
Adjacent side =
Hypotenuse side =

Opposite side =
Adjacent side =
Hypotenuse side =

6.

Opposite side =
Adjacent side =
Hypotenuse side =

Curriculum Development Division

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Opposite side =
Adjacent side =
Hypotenuse side =

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

PART B:
TRIGONOMETRY II

LEARNING OBJECTIVE
Upon completion of Part B, pupils will be able to state the definition
of the trigonometric functions and use it to write the trigonometric
ratio from a right-angled triangle.

TEACHING AND LEARNING STRATEGIES

Some pupils may face problem in

(i)

defining trigonometric functions; and

(ii)

writing the trigonometric ratios from a given right-angled

triangle.

Strategy:
Teacher must reinforce the definition of the trigonometric functions
through diagrams and examples. Acronyms SOH, CAH and TOA can
be used in defining the trigonometric ratios.

Curriculum Development Division

Ministry of Education Malaysia

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

LESSON NOTES

Definition of the Three Trigonometric Functions

Acronym:

opposite side
sin =
hypotenuse side

(i)

(ii)

cos =

(iii) tan =

SOH:
Sine Opposite - Hypotenuse
Acronym:

adjacent side
hypotenuse side

CAH:
Cosine Adjacent - Hypotenuse

opposite side
adjacent side

Acronym:
TOA:
Tangent Opposite - Adjacent

sin =

AB
opposite side
=
hypotenuse side
AC

cos =

BC
adjacent side
=
hypotenuse side
AC

tan =

opposite side
AB
=
adjacent side
BC

Curriculum Development Division

Ministry of Education Malaysia

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

EXAMPLES

Example 1:

AB is the side facing the angle , thus AB is the opposite side.

BC is the side next to the angle , thus BC is the adjacent side.
AC is the side facing the right angle and is the longest side, thus AC is the hypotenuse
side.

Thus

AB
opposite side
=
hypotenuse side
AC

cos =

BC
adjacent side
=
hypotenuse side
AC

tan =

opposite side
adjacent side

sin

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AB
BC

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

Example 2:

You have to identify the

opposite, adjacent and
hypotenuse sides.

WU is the side facing the angle, thus WU is the opposite side.

TU is the side next to the angle, thus TU is the adjacent side.
TW is the side facing the right angle and is the longest side, thus TW is the hypotenuse
side.

Thus,

sin =

WU
opposite side
=
hypotenuse side
TW

cos =

TU
adjacent side
=
hypotenuse side
TW

tan =

WU
opposite side
=
adjacent side
TU

Curriculum Development Division

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Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

TEST YOURSELF B

Write the ratios of the trigonometric functions, sin , cos and tan , for each of the diagrams
below:
1.

2.

3.

sin =

sin =

sin =

cos =

cos =

cos =

tan =

tan =

tan =

4.

5.

6.

sin =

sin =

sin =

cos =

cos =

cos =

tan =

tan =

tan =

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10

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

PART C:
TRIGONOMETRY III

LEARNING OBJECTIVE
Upon completion of Part C, pupils will be able to find the angle of
a right-angled triangle given the length of any two sides.

TEACHING AND LEARNING STRATEGIES

Some pupils may face problem in finding the angle when given
two sides of a right-angled triangle and they also lack skills in
using calculator to find the angle.
Strategy:
1. Teacher should train pupils to use the definition of each
trigonometric ratio to write out the correct ratio of the sides
of the right-angle triangle.
2. Teacher should train pupils to use the inverse trigonometric
functions to find the angles and express the angles in degree
and minute.

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Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

LESSON NOTES

Since sin =

opposite
hypotenuse

Since cos =

adjacent
hypotenuse

Since tan =

opposite
adjacent

then = sin-1

opposite
hypotenuse

then = cos-1

adjacent
hypotenuse

then = tan-1

opposite
adjacent

1 degree = 60 minutes
1o = 60

1 minute = 60 seconds

1 = 60

Use the key D M S or

on your calculator to express the angle in degree and minute.

Note that the calculator expresses the angle in degree, minute and second. The angle in
second has to be rounded off. ( 30, add 1 minute and < 30, cancel off.)

EXAMPLES

Find the angle in degrees and minutes.

Example 1:

Example 2:

o 2

h 5
= sin-1 2
5

sin =

= 23o 34 4l
= 23o 35
(Note that 34 41 is rounded off to 35)

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a
3
=
5
h
= cos-1 3
5

cos =

= 53o 7 48
= 53o 8
(Note that 7 48 is rounded off to 8)

12

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

Example 3:

Example 4:

tan = o = 7
a

cos = a = 5

= cos-1 5

= tan-1 7

= 49o 23 55

= 44o 24 55

= 49o 24

= 44o 25

Example 5:

Example 6:

sin =

o
4
=
h
7

= sin-1 4
7

= 34o 50 59
= 34o 51

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tan =

o
5
=
6
a

= tan-1 5
6

= 39o 48 20
= 39o 48

13

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

TEST YOURSELF C
Find the value of in degrees and minutes.
1.

2.

3.

4.

5.

6.

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14

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

PART D:
TRIGONOMETRY IV

LEARNING OBJECTIVE
Upon completion of Part D, pupils will be able to find the
angle of a right-angled triangle given the length of any two
sides.

TEACHING AND LEARNING STRATEGIES

Pupils may face problem in finding the length of the side of a

right-angled triangle given one angle and any other side.

Strategy:
By referring to the sides given, choose the correct trigonometric
ratio to write the relation between the sides.
1. Find the length of the unknown side with the aid of a
calculator.

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15

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

LESSON NOTES

Find the length of PR.

Find the length of TS.

With reference to the given angle, PR is the With reference to the given angle, TR is the
adjacent side and TS is the hypotenuse
opposite side and QR is the adjacent side.
side.
Thus tangent ratio is used to form the
Thus cosine ratio is used to form the
relation of the sides.
relation of the sides.
PR
o
tan 50 =
8
5
cos 32o =
PR = 5 tan 50

TS

TS cos 32o = 8
TS =

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8
cos 32o

16

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

EXAMPLES

Find the value of x in each of the following.

Example 1:

Example 2:

tan 25o =
x =

3
x

sin 41.27o =

3
tan 25o

x = 5 sin 41.27o

= 6.434 cm

Example 3:

x
5

= 3.298 cm

Example 4:

cos 34o 12 =

x
6

x = 6 cos 34o 12
= 4.962 cm

tan 63o =

x
9

x = 9 tan 63o
= 17.66 cm

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Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

TEST YOURSELF D

Find the value of x for each of the following.

1.

2.

3.

4.

10 cm

6 cm

5.

6.
13 cm

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Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

PART E:
TRIGONOMETRY V

LEARNING OBJECTIVE
Upon completion of Part E, pupils will be able to state the
definition of trigonometric functions in terms of the
coordinates of a given point on the Cartesian plane and use
the coordinates of the given point to determine the ratio of the
trigonometric functions.

TEACHING AND LEARNING STRATEGIES

Pupils may face problem in relating the coordinates of a given

point to the definition of the trigonometric functions.
Strategy:
Teacher should use the Cartesian plane to relate the coordinates
of a point to the opposite side, adjacent side and the hypotenuse
side of a right-angled triangle.

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Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

LESSON NOTES

In the diagram, with reference to the angle , PR is the opposite side, OP is the adjacent side
and OR is the hypotenuse side.

sin

opposite
PR y

hypotenuse OR r

cos

adjacent
OP x

hypotenuse OR r

tan

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opposite PR y

adjacent OP x

20

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

PART F:
TRIGONOMETRY VI

LEARNING OBJECTIVE
Upon completion of Part F, pupils will be able to relate the sign of the
trigonometric functions to the sign of x-coordinate and y-coordinate and to
determine the sign of each trigonometric ratio in each of the four quadrants.

TEACHING AND LEARNING STRATEGIES

Pupils may face difficulties in determining that the sign of the x-coordinate
and y-coordinate affect the sign of the trigonometric functions.
Strategy:
Teacher should use the Cartesian plane and use the points on the four
quadrants and the values of the x-coordinate and y-coordinate to show how the
sign of the trigonometric ratio is affected by the signs of the x-coordinate and
y-coordinate.
Based on the A S T C, the teacher should guide the pupils to determine
on which quadrant the angle is when given the sign of the trigonometric ratio
is given.
(a)

For sin to be positive, the angle must be in the first or second

quadrant.

(b)

For cos to be positive, the angle must be in the first or fourth

quadrant.

(c)

For tan to be positive, the angle must be in the first or third quadrant.

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Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

LESSON NOTES
First Quadrant

Second Quadrant

y
(Positive)
r
x
cos = (Positive)
r
y
tan = (Positive)
x

sin =

y
(Positive)
r
x
cos =
(Negative)
r
y
tan =
(Negative)
x

sin =

(All trigonometric ratios are positive in the

first quadrant)

(Only sine is positive in the second

quadrant)

Third Quadrant

Fourth Quadrant

y
(Negative)
r
x
cos =
(Negative)
r
y y
tan =
(Positive)
x x

sin =

(Only tangent is positive in the third

quadrant)

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y
(Negative)
r
x
cos = (Positive)
r
y
tan =
(Negative)
x

sin =

(Only cosine is positive in the fourth

quadrant)

22

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

Using acronym: Add Sugar To Coffee (ASTC)

sin is positive

cos is positive

tan is positive

sin is negative

cos is negative

tan is negative

S only sin is positive

T only tan is positive

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A All positive

C only cos is positive

23

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

TEST YOURSELF F

State the quadrants the angle is situated and show the position using a sketch.
1. sin = 0.5

2. tan = 1.2

3. cos = 0.16

4. cos = 0.32

5. sin = 0.26

6. tan = 0.362

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24

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

PART G:
TRIGONOMETRY VII

LEARNING OBJECTIVE
Upon completion of Part G, pupils will be able to calculate the length
of the side of right-angled triangle on a Cartesian plane and write the
value of the trigonometric ratios given a point on the Cartesian plane

TEACHING AND LEARNING STRATEGIES

Pupils may face problem in calculating the length of the sides of a

right-angled triangle drawn on a Cartesian plane and determining the
value of the trigonometric ratios when a point on the Cartesian plane is
given.
Strategy:
Teacher should revise the Pythagoras Theorem and help pupils to
recall the right-angled triangles commonly used, known as the
Pythagorean Triples.

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Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

LESSON NOTES

The Pythagoras Theorem:

The sum of the squares of two sides of

a right-angled triangle is equal to the
square of the hypotenuse side.
PR2 + QR2 = PQ2

(a) 3, 4, 5 or equivalent

(b) 5, 12, 13 or equivalent

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(c) 8, 15, 17 or equivalent

26

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

EXAMPLES

1. Write the values of sin , cos and tan

from the diagram below.

2. Write the values of sin , cos and tan

from the diagram below.

OA2 = (6)2 + 82
= 100
OA = 100
= 10
y 8 4

r 10 5
x 6
3
cos =
r 10
5
y 8
4
tan =

x 6
3

sin =

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OB2 = (12)2 + (5)2

= 144 + 25
= 169
OB = 169
= 13
sin =

y
5

r
13

cos = x 12
tan

r
13
5
5
=

12 12

27

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

TEST YOURSELF G

Write the value of the trigonometric ratios from the diagrams below.
1.

2.

3.
y

B(5,4)
B(5,12)

sin =

sin =

sin =

cos =

cos =

cos =

tan =

tan =

tan =

4.

5.

6.

sin =

sin =

sin =

cos =

cos =

cos =

tan =

tan =

tan =

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28

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

PART H:
TRIGONOMETRY VIII

LEARNING OBJECTIVE
Upon completion of Part H, pupils will be able to sketch the
trigonometric function graphs and know the important features of the
graphs.

TEACHING AND LEARNING STRATEGIES

Pupils may find difficulties in remembering the shape of the

trigonometric function graphs and the important features of the
graphs.
Strategy:
Teacher should help pupils to recall the trigonometric graphs which
pupils learned in Form 4. Geometers Sketchpad can be used to
explore the graphs of the trigonometric functions.

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29

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

LESSON NOTES
(a)

y = sin x

The domain for x can be from 0o to 360o or 0 to 2 in radians.

Important points: (0, 0), (90o, 1), (180o, 0), (270o, 1) and (360o, 0)
Important features: Maximum point (90o, 1), Maximum value = 1
Minimum point (270o, 1), Minimum value = 1
(b)

y = cos x

Important points:(0o, 1), (90o, 0), (180o, 1), (270o, 0) and (360o, 1)
Important features: Maximum point (0o, 1) and (360o, 1),
Maximum value = 1

Minimum point (180o, 1)

Minimum value = 1

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30

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

(c)

y = tan x

Important points: (0o, 0), (180o, 0) and (360o, 0)

Is there any
maximum or
minimum point
for the tangent
graph?

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Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

TEST YOURSELF H

1. Write the following trigonometric functions to the graphs below:

y = cos x

y = sin x

y = tan x

2. Write the coordinates of the points below:

(a)

(b)
y = cos x

y = sin x

A(0,1)

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Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

ANSWERS

TEST YOURSELF A:
1. Opposite side

= AB

2. Opposite side

= PQ

3. Opposite side

= YZ

Adjacent side

= AC

Adjacent side

= QR

Adjacent side

= XZ

Hypotenuse side = BC

Hypotenuse side = PR

Hypotenuse side = XY

4. Opposite side

= LN

5. Opposite side

= UV

6. Opposite side

= RT

Adjacent side

= MN

Adjacent side

= TU

Adjacent side

= ST

Hypotenuse side = LM

Hypotenuse side = TV

Hypotenuse side = RS

TEST YOURSELF B:
AB
BC
AC
cos =
BC
AB
tan =
AC

2. sin =

LN
LM
MN
cos =
LM
LN
tan =
MN

5. sin =

1. sin =

4. sin =

PQ
PR
QR
cos =
PR
PQ
tan =
QR

3. sin =

UV
TV
UT
cos =
TV
UV
tan =
UT

6. sin =

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YZ
YX
XZ
cos =
XY
YZ
tan =
XZ
RT
RS
ST
cos =
RS
RT
tan =
TS

33

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

TEST YOURSELF C:
1. sin = 1

2. cos = 1

= sin-1 1 = 19o 28

= cos-1 1 = 60o

3. tan = 5

4. cos = 5

= tan-1 5 = 59o 2

= cos-1 5 = 51o 19

5. tan = 7.5

6. sin = 6.5

9.2

8.4

= tan-1 7.5 = 39o 11

= sin-1 6.5 = 50o 42

9.2

8.4

TEST YOURSELF D:
1. tan 32o =
x=

4
x

2. sin 53.17o =

x = 7 sin 53.17o = 5.603 cm

4
= 6.401 cm
tan 32o

3. cos 74o 25 =

x
10

4. sin 55

1
6
=
3
x

x = 10 cos 74o 25
x=
= 2.686 cm
5. tan 47o =

x
13

x = 13 tan 47o = 13.94 cm

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x
7

6.

cos 61o =
x=

6
= 7.295 cm
o
sin 55 13

10
x
10
= 20.63 cm
cos 61o

34

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

TEST YOURSELF F:
1. 1ST and 2nd

2. 1st and 3rd

3. 2nd and 3rd

4. 1st and 4th

5. 3rd and 4th

6. 2nd and 4th

TEST YOURSELF G:
1.

4.

4
5
3
cos =
5
4
tan =
3

sin =

4
5
3
cos =
5
4
tan =
3

sin =

2.

5.

12
13
5
cos =
13
12
tan =
5

sin =

8
17
15
cos =
17
8
tan =
15

sin =

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3.

sin =

4
5

3
5
4
tan =
3

cos =

6.

5
13
12
cos =
13
5
tan =
12

sin =

35

Basic Essentials Additional Mathematics Skills (BEAMS) Module

Unit 8: Trigonometry

TEST YOURSELF H:
1.

y = tan x

2. (a)

y = sin x

y = cos x

A (0, 1), B (90o, 0), C (180o, 1), D (270o, 0)

(b) P (90o, 1), Q (180o, 0), R (270o, 1), S (360o, 0)

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36