DEPARTMENT OF EDUCATION

GRADE 11 GENERAL MATHEMATICS

11.1: NUMBERS AND APPLICATIONS

FODE DISTANCE LEARNING

PUBLISHED BY FLEXIBLE OPEN AND DISTANCE EDUCATION
FOR THE DEPARTMENT OF EDUCATION
PAPUA NEW GUINEA
2017
GR 11 GENERAL MATHEMATICS M1 NUMBER AND APPLICATION

GRADE 11

GENERAL MATHEMATICS

MODULE 1

NUMBERS AND APPLICATIONS

TOPIC 1: BASIC NUMERACY

TOPIC 2: LAWS OF INDICES

TOPIC 3: SURDS

TOPIC 4: UNITS OF MEASUREMENTS

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 GR 11 GENERAL MATHEMATICS M1 ACKNOWLEDGEMENT

ACKNOWLEDGEMENT
We acknowledge the contributions of all Secondary Teachers who in one way or
another have helped to develop this Course.

Our profound gratitude goes to the former Principal of FODE, Mr. Demas Tongogo for
leading FODE team towards this great achievement. Special thanks to the Staff of the
English Department of FODE who played an active role in coordinating writing
workshops, outsourcing lesson writing and editing processes, involving selected
teachers of Central Province and NCD.

We also acknowledge the professional guidance provided by Curriculum and

Development Assessment Division throughout the processes of writing, and the
services given by member of the English Review and Academic Committees.

The development of this book was Co-funded by GoPNG and World Bank.

DIANA TEIT AKIS

PRINCIPAL

Flexible Open and Distance Education

Papua New Guinea

Published in 2017

@ Copyright 2017, Department of Education

Papua New Guinea

All rights reserved. No part of this publication may be reproduced,

stored in a retrieval system, or transmitted in any form or by any
means electronic, mechanical, photocopying, recording or any
other form of reproduction by any process is allowed without the
prior permission of the publisher.

ISBN 978 - 9980 - 89 - 341 - 3

National Library Services of Papua New Guinea

Compiled and finalised by: Mathematics Department-FODE

Printed by the Flexible, Open and Distance Education

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 GR 11 GENERAL MATHEMATICS M1 CONTENTS

CONTENTS
Title 1
Acknowledgement and Copy Right 2
Contents 3
Secretary’s Message 4
Course Introduction 5

11.1.1: BASIC NUMERACY

11.1.1.1 Real Numbers 9
11.1.1.2 Factors and Multiples 28
11.1.1.3 Fractions, Decimals and Percentages 32
11.1.1.4 Significant Figures 48
11.1.1.5 Estimation and Error 52
Summative Task 50

11.1.2: LAWS OF INDICES

11.1.2.1 Basic Concepts 55
11.1.2.2 Index Laws of Multiplication 58
11.1.2.3 Index Laws of Division 61
11.1.2.4 The Rule for Zero as a Power and Negative Indices 64
11.1.2.5 Indicial Equations 70
Summative Task 71

11.1. 3: SURDS
11.1.3.1 Basic Concepts 73
11.1.3.2 Laws of Surds or Radicals 77
11.1.3.3 Addition and Subtraction of Surds 82
11.1.3.4 Multiplication of Surds 86
11.1.3.5 Division of Surds 91
Summative Task 96

11.1. 4: UNITS OF MEASUREMENTS

11.1.4.1 Measurement 100
11.1.4.2 Conversion of Metric and Imperial Units 104
11.1.4.3 Quadratic Equations 115
11.1.4.4 Inequalities 144
Summative Task 155

SUMMARY 149
ANSWERS TO LEARNING ACTIVITIES 160
REFERENCES 183

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 GR 11 GENERAL MATHEMATICS M1 MESSAGE

SECRETARY’S MESSAGE
Achieving a better future by individual students and their families, communities or the nation
as a whole, depends on the kind of curriculum and the way it is delivered.

This course is a part of the new Flexible, Open and Distance Education curriculum. The
learning outcomes are student-centred and allows for them to be demonstrated and
assessed.

It maintains the rationale, goals, aims and principles of the national curriculum and identifies
the knowledge, skills, attitudes and values that students should achieve.

This is a provision by Flexible, Open and Distance Education as an alternative pathway of

formal education.

The course promotes Papua New Guinea values and beliefs which are found in our
Constitution, Government Policies and Reports. It is developed in line with the National
Education Plan (2005 -2014) and addresses an increase in the number of school leavers
affected by the lack of access into secondary and higher educational institutions.

Flexible, Open and Distance Education curriculum is guided by the Department of

Education’s Mission which is fivefold:
 To facilitate and promote the integral development of every individual
 To develop and encourage an education system satisfies the requirements of Papua
New Guinea and its people
 To establish, preserve and improve standards of education throughout Papua
New Guinea
 To make the benefits of such education available as widely as possible to all
of the people
 To make the education accessible to the poor and physically, mentally and
socially handicapped as well as to those who are educationally disadvantaged.

The college is enhanced to provide alternative and comparable pathways for students and
adults to complete their education through a one system, many pathways and same
outcomes.

It is our vision that Papua New Guineans’ harness all appropriate and affordable
technologies to pursue this program.

I commend all those teachers, curriculum writers, university lecturers and many others who
have contributed in developing this course.

UKE KOMBRA, PhD

Secretary for Education

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

11.1 NUMBERS AND APPLICATIONS

Introduction

This Unit focuses on the mathematics used every day in our communities to measure,
compare and present information numerically. There is an emphasis on the development of
real numbers and their everyday usage in learning mathematics.

This is the first unit in the series of Mathematics B for Grade 11. As you go along with the
unit, you will find lessons and activities which will help you make use of appropriate
techniques and instruments to estimate and calculate physical quantities. In addition, this
unit will also lead you to apply knowledge of numbers and their relationships to investigate a
range of different context.

11.1.1: BASIC NUMERACY

This topic introduces real numbers in complex number field; and revises multiples and
factors, operations with fractions, estimation and error, and writing digits correct to
specified significant digits.

11.1.2: LAWS OF INDICES

This topic revises basic concepts of indices, and laws of indices. The topic provides the basis
to study logarithms and exponential functions and graphs.

11.1.3: SURDS
This topic evolves from laws of indices; it expands on to application of basic operations on
surds. It explains the approximation and exact values of quantities and measurements.

11.1.4: UNITS OF MEASUREMENTS

The topic covers Metric and Imperial Measurement. Then expands on to quadratic equations
and graphs. It also discusses inequalities and systems of inequalities.

You will also find that most of the lessons in this unit are revisions and continuations of the
lessons you have learnt in your lower secondary mathematics. This serves as a springboard
for the more challenging and more complicated units. It also gives you the time to master
the skills needed for higher Mathematics courses such as Trigonometry and Calculus.

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 GR 11 GENERAL MATHEMATICS M1 INTRODUCTION

LEARNING OUTCOMES
On successful completion of this module, you will be able to:
 discuss the historical development of real numbers
 classify and relate symbols to all real numbers
 plot real numbers on the real number line
 apply the properties of real numbers
 state the law or properties of surds.
 apply properties of surds
 simplify and rationalize surds
 state the number of significant figures
 round off significant figures
 apply the laws of indices
 express index numbers in surds form
 write metric measurements of length, mass and capacity
 convert metric measurement to imperial or vice versa
 apply scales on actual lengths on the ground

TIME FRAME
This unit should be completed within 10 weeks.

If you set an average of 3 hours per day, you should be able to complete the unit
comfortably by the end of the assigned week.

Try to do all the learning activities and compare your answers with the ones provided at the
end of the unit. If you do not get a particular exercise right in the first attempt, you should
not get discouraged but instead, go back and attempt it again. If you still do not get it right
after several attempts then you should seek help from your friend or even your tutor. Do not
pass any question without solving it first.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

11.1.1 Basic Numeracy

The term numeracy is similar to the word literacy. Just as the early definitions of the literacy
have progressed from “reading and writing”, numeracy is more than “numbers and
measurements”. In the eighties, the British Cockroft Committee developed a definition of
numeracy. Cockroft Committee stated that a numerate person should understand some of
the ways mathematics can be used for communication, and this required the possession of
two attributes:

1. being “at-ease” with all those aspects of mathematics that enable a person to cope
with the practical demands of everyday life, and
2. the ability to understand information presented in mathematical terms.

Basic numeracy skills consist of comprehending fundamental mathematics like addition,

subtraction, multiplication, and division.

For example, if one can understand simple mathematical equations such as 2 + 2 = 4, then
one would be considered possessing at least basic numeric knowledge.

Substantial aspects of numeracy also include number sense, operation sense, computation,
measurement, geometry, probability and statistics. A numerically literate person can
manage and respond to the mathematical demands of life.

Basic Numeracy skills count. It is not just for teachers, scientists, accountants and engineers.
Many professions require at least basic level of understanding when it comes to numeracy.

The numbers and their symbols that we use today have advanced over many years. People
began to use mathematics in their lives when they first started to use numbers in counting
objects.
Later on, they became farmers and builders and the system and the way of writing numbers
became more sophisticated. Its adaptation in human civilization developed trade, science,
arts, ownership, structures, insurance, technology, sports and sense of time.

We will use decimal system (base 10) in all our discussions. But there are also other base
systems such as binary system (Base 2 System), quinary system (Base 5 System) and
duodecimal system (Base 12 System).

Binary System

The Decimal System uses the numbers from 0 to 9, Quinary System uses the numbers 0, 1, 2,
3, 4 and Binary System uses the numbers 0 and 1 only. There are other base systems we
seldom use in our daily mathematics.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

They can be expressed as 110110, 11015 and 11012. The digits are the same but the bases are
different therefore, their values are different.

Now, compare the two numbers 1 x 103 + 1 x 102 + 1 x 101 + 1 x 100 and 1 x 103 + 0 x 102 + 1 x
101 + 1 x 100. The first can be both, a decimal or a binary number, but the second is a binary
number.

The table below shows the first ten binary digits.

0 1 2 3 4 5 6 7 8 9
0 1 10 11 100 101 110 111 1000 1001

You can observe the pattern of placement of 0 and 1 to expand the table of equivalents to
first 20 digits. Computer programming uses binary system.

Example Convert 63 to a binary number.

Solution

Remainder Power of 2 Explanation

63 1 0 63 ÷ 2 = 21 remainder 1
21 1 1 21 ÷ 2 = 10 remainder 1
10 0 2 10 ÷ 2 = 5 remainder 0
5 1 3 5 ÷ 2 = 2 remainder 1
2 0 4 2 ÷ 2 = 1 remainder 0
1 1 5 1 ÷ 2 = 0 remainder 1

Therefore, 6310 = 1101012

To convert binary number into a decimal number we use the table below. The table can be
extended either way if there are more digits.

26 25 24 23 22 21 20 2-1 2-2 2-3

64 32 16 8 4 2 1 0.5 0.25 0.125

Example Write the binary number 10111 in its decimal equivalent.

Solution

101112 = 1 x 24 + 0 x 23 + 1 x 22 + 1 x 21 + 1 x 20
= 16 + 0 + 4 + 2 + 1
= 2310

You can use the above examples to convert other base numbers to decimal numbers. Binary
numbers can be added, subtracted, multiplied together and be divided.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Sexagesimals

Time conversion is a sexagesimals. That is it is related to or based on the number 60 or a

system of mensuration to base 60. In division of time into hours, and minutes and seconds
we use 60.

When we use 60 as a basis for conversion, we are operating with sexagesimals. Sexagesimals
are numbers with base 60, as used in time and minutes and seconds of angle measures.

Identifying Numbers in Equation

Addition a + b = c a is minuend, and b is addend, c is the sum

4+3=7 4 is minuend, 3 is addend, 7 is the sum

Subtraction a – b = c a is minuend, b is subtrahend and c is difference

4-3=1 4 is minuend, 3 is subtrahend, 1 is the difference

Multiplication a x b = c a is multiplicand, b is multiplier, c is product

4 x 3 = 21 4 is multiplicand, 3 is a multiplier, 21 is the product

Division a ÷ b = c a is dividend, b is divisor and c is quotient

6÷3=2 6 is dividend, 3 is a divisor, 2 is the quotient

11.1.1.1 Real Numbers

Numbers commonly used in Mathematics are called real numbers. Real numbers and
imaginary numbers are subsets of Complex Number System, where the numbers are
expressed as a + bi. The complex number a + bi can be either real or imaginary.
2  2i is a complex number. 2  2 i  2  2 x  1  2   2

 When b < 0 or negative radicand a + bi yields a real number.

2 +  2 i is a real number.
2 +  2 i = 2   2x  1  2  2 (real, surd)

 When a = 0, b > 0 or positive radicand a + bi yields an imaginary number.

 2 is imaginary number.

Complex Numbers
a + bi

Real Numbers Imaginary Numbers

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Why are they called real numbers?

They are simply called real numbers because they have concrete values. There is a tangible
or physical representation for them. Real Numbers (R) are those numbers that are in the
form a + bi and can be plotted on a number line.

It means that these numbers ‘ib’ can be simplified and be expressed in in its real number
form. Real numbers consist of zero, all negative and all positive numbers including the
numbers in between them, which are vulgar fractions, decimal numbers and surds.

The illustration below shows some examples of real numbers and their positions on the
number line.

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

31 1 2 π 4.5825756949…
3

A number between 2 and 3 can be 2.3, 2.41 , 2 27 or 2 + 5 . The number 2 + 5 has two
values, since 5 has positive and negative values.

On the contrary, imaginary numbers cannot be represented on the number line. From the
way they are called, they can only be imagined or are unrealistic.

The set of imaginary numbers is used and discussed in higher Mathematics courses.
Imaginary numbers contain i, where i =  1 or i2 = - 1. And  1 cannot be plotted, but 1
= ±1 can be plotted.

Imaginary numbers are 3i, – i, -5i, 6i etc. Substituting ‘i’ with its value for each of the four
imaginary numbers we get 3  1 , -  1 , -5  1 , and 6  1 .

Since i =  1 , squaring both sides will give i2 = -1. So evaluating -3i2 and 3i2 will give real
numbers or real solutions, that is, -3 x -1 = 3 and 3 x -1 = -3. Where -3 and 3 are integers,
rational, and are real numbers.

-3 and 3 are integers

Integers are real numbers
Therefore -3 and 3 are real numbers
} Hypothetical Syllogism
If P then Q,
If Q then R,
So if P then R
I

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

In your study of surds you will realize that 1 = -1 or 1 often stated as 1 =±1, and  1 has
no solution. That is why numbers such as  1, 2 i, 4i , 2,  1, 3   3 and  5  2
are called imaginary numbers.

The set of real numbers consists of rational numbers and irrational numbers.

A rational number is any number that can be expressed as a ratio (or quotient) of two
integers or simply expressed as a fraction. The set of rational numbers includes both integers
and fractions. Subset of integers is directed numbers.

An irrational number on the contrary cannot be expressed as a fraction which yields to non-
terminating and non-repeating decimals.

Transcendental numbers (non - algebraic) such as exponential function (e) , gravitational

constant (g) and pi ( π) are also irrational numbers.

Examples

Rational Numbers Irrational Numbers

a) The number -3 can be expressed as a a) The value of π (Pi) is 3.1416… which is a
3 12 non-terminating and a non-repeating
fraction or 
1 4 decimal
b) The decimal 0.25 can be expressed as b) The value of √2 =1.414213562…
25 1
a fraction or
100 4
c) The decimal 0.3333333… or c) The value of e = 2.718 281 828 459 045
sometimes written as 0.33 can be 235…
1
expressed as a fraction .
3

The above examples clearly show how rational numbers differ from irrational numbers. The
a
rational (Q) are those that can be expressed in the form , b  0 . Where a,b Є R. When the
b
denominator b = 0, the expression is termed as undefined.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

The illustration below shows the set of real numbers and how they are related to each other.

Real Numbers

Rational Irrational

Integers Fractions Surds Transcendental

Whole Numbers Vulgar Decimal Percentage

Directed Numbers

Natural Numbers Counting Numbers

Decimals Decimals
> terminating > non - terminating
decimals and non-repeating
decimals
Cardinal Numbers > non - terminating
Ordinal Numbers
and repeating
decimals

The Set of Rational Numbers

The description of each subset and set is given to show that the subset or set to set or subset
relation is transitive. [ If a is element of set b, and b is element of set c, then a is element
of set c: transitive].

Rational Numbers (Q) are integers and fractions and all their subsets. They can be
expressed in the form a/b , where a and b are integers and b ≠ 0.

Irrational Numbers include surds and transcendental numbers. They are numbers that
cannot be expressed in the form a/b, where b ≠ 0 and a and b are integers.

Integers (Z )are all negative and positive numbers including zero, {..-3, -2, -1, 0, 1, 2, 3, 4, 5,
…} and is a subset of rational numbers.

Fraction is a subset of rational numbers and includes vulgar fractions, decimal fractions and
percentage fractions, such as ( 83 , 0.45, 8%) which express part of a whole quantity. A
fraction is a number that is not a whole number or combination of a whole number.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Directed Numbers is a subset of integers. They are all positive and negative integers. {..-3, -
2, -1, 1, 2, 3, 4, 5, …}

Whole Numbers is a subset of integers. It consists of all positive numbers and include zero.
{0, 1, 2, 3, 4, 5, …}.

Vulgar Fraction is a common fraction and is a subset of fraction. The term vulgar is seldom
used. Vulgar or common fractions consist of proper fraction, improper fraction and mixed
fraction or mixed number (not placed in the number tree above).

Decimal Fraction is a fraction expressed as a decimal number such as 0.06 and 1.02.

Percentage is a subset of fraction. It is a proportion in one-hundredths, thus expressing part

of a whole such as 8% and 27% or any vulgar with denominator of 100.

Decimal Number that is terminating or repeating is a subset of fraction.

Decimal Number that is non-terminating is a subset of surds if it is an algebraic solution,

otherwise it is subset of transcendental numbers.

Natural Numbers (N ) or counting numbers is a subset of whole numbers. { 1, 2, 3, 4, 5, ..}.

The subset of natural numbers among others, are primes and composite numbers.

Cardinal Numbers denote nominal position of something but not in order such as village 4 ,
PX110, bus 17 etc... { 1, 2, 3, 4, 5, ..}.

Ordinal Numbers denote position of something in a certain order such 3rd village. { 1st , 2nd ,
3rd , 4th , 5th , ..}.

Transcendental Numbers describes a number or a function that is not algebraic and not the
root of algebraic equation. Transcendental numbers are often unplaced on number tree,
however are categorized under irrational numbers. Examples of transcendental numbers are
e, π and g.

Base System is … of counting system based on …. The current study of real numbers is based
on the decimal or base 10 counting system which uses numbers from 0 to 9. Base 9 System
would use numbers from 0 to 8, base 8 system would use numbers from 0 to 7, etc.

Numerals that we are using in the study of Numbers and Application are Hindu-Arabic.
There are also Roman numerals and other numerals. The first ten Roman numerals are I, II,
III, IV, V, VI, VII, VIII, IX, X. Often, we use the lower case Roman numerals to number the
sequence, such as ii, vi, ix and etc.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Some Mathematical Symbols and Abbreviations

iff means if and only if a condition exists (a decimal ЄQ iff a decimal Є Fraction )

a*b = b*a (read as ‘a operator b equals b operator a’ is commutative)

a*(b* c) = (a*b)*c (read as ‘a operator, b operator c equals a operator b, operator c’ is
associative)
a*(b*c) = ab*ac (read as ‘a operator, b operator c equals ab operator ac’ is distributive)
∞ infinitely large
≤ less than or equal to (a ≤ X, means all values of a be less than or equal to X)
≥ greater than or equal to (a ≥ X, means all values of a be greater than or equal to X)
a ≤ x ≤ b and a < x < b and a < x ≤ b betweenness
{x: a ≤ x ≤ b} x is such that the set ranges from and includes a and b
{x: a < x ≤ b} x is such that the set ranges from a to b and includes b

≈ is approximately equal to
≡ same as or congruent to or identity
∑ sum of
∆ triangle (given ∆ABC means triangle ABC)
:: means
ʘ circle

→ relation such as A → B, A in relation to B

{} set {2,4,6,8,10} a finite set, {2,4,6,8,10,…} an infinite set
Є element of (a Є R means a is a member of set of real numbers)
x: reads as ‘x is such that’
(*) multiply
(* ) operation
 for all values of (say  a, b means for all values of a and b)

σ mapping or standard deviation

A’ image of A
δ delta expresses the change in position or rate.

P Irrational Numbers
Q Rational Number is a set of all fractions and integers.
R Real Number is a complex number with subsets of rational and irrational numbers.
N Natural Numbers are counting numbers.
Z Integer {…-2, -1, 0, 1, 2, 3, 4, 5,… }
W Whole numbers

Not all symbols are applied or used in this learning book. Other symbols not used can be
used as references.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

For any rational numbers, the following properties must apply:

 can be written as a ratio of two integers

Example: 1:2

a
 can be expressed in the form Q = , b ≠ 0; where, a and b are integers.
b
1
Example: where a = 1 and b = 2
2

 can be positive or negative.

1 1 1
Examples: - , ,
2 2 2

 can have a zero as numerator,

0
Example: since this number is equal to zero.
2

1
When we have a zero as denominator, for example = ∞, this number is undefined when
0
a
 ∞, therefore it cannot be considered as a rational number.
b

Recall that in your previous Mathematics courses, you have discussed already the different
sets of numbers. To have a quick revision, let us recall the following definitions:

The most fundamental collection or set of numbers is the set of counting numbers or natural
numbers. Definitely, these are the numbers we use for counting. The set of natural numbers
consist of {1, 2, 3, …}.

Braces, { }, are used to indicate a set of numbers. The three dots after 1, 2, and 3, which are
read “and so on”, mean that the elements of the set continuous without ending and is
infinite.
.
The natural numbers, together with the number 0, are called whole numbers. The set of
whole numbers consist of {0, 1, 2, 3,…}

Although whole numbers have many uses, they are not adequate for indicating losses or
debts. A debt of K60 can be expressed by the negative number -60 (negative 60). When a
thermometer reads 5 degrees below zero on a Fahrenheit scale, we say that the
temperature is -10 Degree F.

The whole numbers together with the negatives of the counting numbers form the set of
integers.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

The set of integers consists of {…, -3, -2, -1, 0, 1, 2, 3,...}. Usually, we see these numbers are
represented using the number line.

All the above mentioned sets of numbers are considered as rational for they satisfy the
properties of rational numbers and can be proved by use of hypothetical syllogism of the
statement
If P then Q, Ronan is from Bogia
If Q then R, Bogia is in Madang Province
So if P, then R. Joseph is from Madang.

Order of Operations

We work from left to right, if the expression has addition and subtraction only. When there
is more than one operation involved, multiply or divide first then add and or subtract.

Example 3 + 4 ÷ 2

Solution

3+4÷2 =3+2
=5

If there is grouping symbol involved, we deal with bracket (), within the bracket we follow
order of operations of arithmetic, then multiply or divide and finally add or subtract. Thus
the mnemonic BODMAS or BOMDAS can be helpful to memorize the steps.

Example 1 2(3 + 4) ÷ 5 - 1

Solution

2(3 + 4) ÷ 7 – 1 = 2(7) ÷ 7 - 1
= 14 ÷ 7 – 1
=7–1
=6

Example 2 2 + (3 + 20 ÷ 5) – 3 x 2

Solution

2 + (3 + 20 ÷ 5) – 3 x 2 = 2 + (3 + 4) – 3 x 2
=2+7–3x2
=2 +7-6
=9–6
=3

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Properties of Real Numbers

We know that the price of a pencil and the price of a paper are the same as the price of
paper plus the price of pencil. But do you know that this example shows to us the
commutative property of addition?

The properties of real numbers are usually used to perform the operations of arithmetic and
it is better for us to have a thorough understanding of these properties.

The Commutative Properties

When we evaluate 8 + 2 and 2 + 8, we will get the same result. This example illustrates the
commutative property of addition. Also, for commutative property of multiplication, we can
illustrate it just like 12 x 5 and 5 x 12.

Commutative Properties (m*k = k*m)

The star or asterisk between m and k and k and m indicate operator in general. That is, it
represents plus, minus, multiply or divide, for which operation can hold true is to be proved.

For any real numbers m and k,

m+k=k+m (commutative property of addition) and
mk = km (commutative property of multiplication)

Example 1 Rewrite each expression and use the commutative property of addition.
-
a. 3 + 15 b. x3 + 4

Solution
- -
a. 3 + 15 = 15 + 3
b. x3 + 4 = 4 +x3

Example 2 Rewrite each expression and use the commutative property of multiplication.
a. m x 7 b. (x + 4) x 8 c. 2 – ab

Solution
a. m x 7 = 7 x m = 7m

b. (x + 4) x 8 = 8 (x + 4)

c. 2 – ab = 2 – ba

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Commutative for subtraction: m – k ≠ k – m

The symbol ≠ means “is not equal to”.

Illustrative example:
9–6=6–9
Is this true?

If we are going to solve for this, we get 3 = -3, which is not true. Therefore, the commutative
law does not hold true for subtraction.

Commutative for division: m ÷ k ≠ k ÷ m

Illustrative Example
20 ÷ 5 = 5 ÷ 20
Is this true?

If we are going to solve for this, we get 4 = ¼ which is not true. Therefore the commutative
law does not hold true for division.

The commutative law holds true for addition and multiplication.

The Associative Properties

Let us compute 3 + 5 + 1. Using the order of operations, we add 3 and 5 to get 8 and then
add 8 and 1 to get 9. If we add 5 and 1 first to get 6 and then add 3, we will also get 9.
Therefore,
(3 + 5) + 1 = 3 + (5 + 1)

We get the same answer for either order of addition. This property is the associative
property of addition.

The commutative and associative properties of addition are the reason that a burger, a
bottle of Coke, and chips cost the same as chips, a hamburger and a bottle of Coke.

We also have an associative property of multiplication. Consider the following two ways of
finding the product of 2, 4, and 6.

(2 x 4) 6 = 8 x 6 = 48
2 (4 x 6) = 2 x 24 = 48

We get the same answer for either arrangement.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Associative Property (m * k) * v = m * (k * v)

For any real numbers m, k and v,

(m + k) + v = m + (k + v) and (mk)v = m(kv)

This property means that grouping does not affect the sum or product.

Example 3 Use the commutative and associative properties of multiplication to rewrite each
product.

a. (6x)(x) b. (ab) (3ab)

Solution

a. (6x) (x) = 6 (x*x)

6x2 = 6(x2)
6x2 = 6x2

b. The commutative and associative properties of multiplication allow us to rearrange the

multiplication in any order. We normally write numbers before the variables, and we
usually write variables in alphabetical orders.

(ab)(3ab) = 3aabb
3a2b2 = 3a2b2

Let us inspect this expression below.

8–5+2–1–2+7–4

Based on the standard order of operations, we could evaluate this by computing from left to
right. However, using the definition of subtraction, we can re-write this expression as
addition of each term.

8 + (– 5) + 2+ (– 1)+ ( – 2) + 7 + (– 4)

To add these numbers in any order we choose, the commutative and associative properties
of addition that will allow us to do so. It is easier to add all the positive numbers; then add all
the negative numbers and, then combine these two totals as given below.

8 + 2+ 7+ (-5) + (-1) + (-2) + (-4)

= 17 + (-12)
=5

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Associative for subtraction: (m – k) – v ≠ m – (k – v)

Example (12 – 4) – 2 = 12 – (4 – 2)

8 – 2 = 12 -2
6 = 10 is not true.

Therefore associative law does not hold true for the subtraction.

Associative for division: (m ÷ k) ÷v ≠ m÷(k ÷ v)

Example (12 ÷ 4) ÷ 2 = 12 ÷ (4 ÷ 2)

3 ÷ 2 = 12 ÷ 2
3
 6 is not true.
2

Therefore associative law does not hold true for division. The associative law holds true for
addition and multiplication.

The Distributive Property a (n * v) = an * av)

For any real numbers a, n and v,

a(n + v) = an + av
and a(n - v) = an – av .

If four doctors and five nurses pay K3 each for a sandwich, there are two ways to find the
total amount spent:

3(4+5) = 3 * 9 = 27
3 * 4 + 3 * 5 = 12 + 15 = 27

Since we get K27 on both ways, we can write that

3(4+5) = 3 * 4 + 3 * 5

We say that the multiplication by 3 is distributed over the addition. This example shows us
that the multiplication distributives over addition.

Now, let us take a look at the following expressions involving multiplication and subtraction:

8(4 - 2) = 8 * 4 – 8 * 2 (note the position of the asterisk, which means multiply)

32 -16 = 32 -16
16 = 16

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

We can say that both expressions have the same value then, we write

8(4 - 2) = 8 * 4 – 8 * 2 (note the position of the asterisk, which means multiply)

Multiplication by 8 is distributed over each number in the parenthesis.

Let us inspect distribution over multiplication.

8(4 x 2) = 8 x 4 x 8 x 2
8 x 8 = 32 x 16
64 ≠ 512

Let us inspect if a (n ÷ v) = an ÷ av, that is distribution over division. Using the same numbers
given in subtraction and multiplication, we write

8(4 ÷ 2) = 8 x 4 ÷ 8 x 2
8(2) = 32 ÷16
16 ≠ 2

This two examples show to us that multiplication does not distribute over multiplication and
division.

The distributive law holds true for multiplication over addition and subtraction.

Operations are commutative and associative over addition and

multiplication; and multiplication distributes over addition and subtraction.

The Identity Properties

Did you know that numbers 0 and 1 have special properties? Multiplication of a number by 1
does not change the value or the number and addition of 0 does not change the number.

That is the reason why 1 is called the multiplicative identity and 0 is called the additive
identity.

Identity Properties (a*1 = 1*a and a + 0 = 0 + a)

For any real number m, is such that

m * 1 = 1 * m = m (multiplicative identity) and m + 0 = 0 + m = m (additive identity).

Examples

8 + 0 = 0 + 8 = 8 (additive identity)
8 * 1 = 1 * 8 = 8 (multiplicative identity)

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Adding “0” to any number will always yield that number; and
multiplying any number by “1” will always yield that number.

Other Properties of 0 and 1

If m is a real number not equal to 0 or 1, then the following statements are true.
Identities m+0=m mx1=m
m–0=m m÷1=m
0÷m=0 m÷m=1
mx0=0

The Inverse Properties

For every real number, m has an additive inverse; that there exists a real number, -m, such
that: m + -m = 0.

Illustrative Examples
7  7  0
4  4
 0
9 9
0.06   0.06  0

For every non-zero real number m, has its additive inverse whose sum equals zero.

For every non zero real number, m also has a multiplicative inverse or reciprocal, written
1
1/m, such that their product is equal to 1, that is m x  1
m

Illustrative Examples
1
8x 1
8

1
0.53 x 1
0.53

1
 3 x 1
3

For any non-zero real number m, has its multiplicative inverse

(reciprocal) such that their product equals to 1.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Example Find the multiplicative inverse of

3
a. 4 b. 
4

Solution
1 1
a. The multiplicative inverse of 4 isbecause 4 x  1
4 4
3 4
b. The multiplicative inverse of  is  . Notice that we only interchanged the
4 3
3 4 12
positions of the numerator and denominator.  x   1
4 3 12

Showing that the numbers are rational by changing them into a ratio of integers of the
a
form where b ≠ 0
b

i. Integers (and Whole numbers) can be expressed as a ratio by using the integer or whole
number in the numerator and 1 in the denominator.

8
Example 1 The number 8 can be written as which is a ratio of the integers 8 and 1.
1
2
Example 2 The integer –2 can be written as the ratio - .
1

ii. Proper fractions and improper fractions are also given as a ratio; it is usual to give these
vulgar fractions in their simplest form. A proper fraction has its numerator being less than
its denominator, otherwise the fraction is improper.

3
Example 1 The proper fraction is the ratio of 3 and 5.
5

14 7
Example 2 The improper fraction is a ratio but should be written as since it is
6 3
the simplest form.

iii. Mixed numbers need to be changed to improper fractions. They are fractions containing
whole numbers.

3 8
Example 1 can be written as ; the numerator of the improper fraction is found
5 5
by multiplying the whole part (1) by the denominator (5) and adding the numerator
(3) to give 8, then state the denominator (5).

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

iv. Expressing Decimal as a fraction

In the denominator, place a 1 below the decimal point and add as many zeroes as
needed to cover the decimal places (the number of zeroes to be added must be equal
to the number of digits on the right of the decimal point). Remove the decimal point
from the numerator.

06 6 3
Example 1 0.6 can be written as = 
10 10 5

014 7
Example 2 0.14 can be written as =
100 50

6 1403 61 403
Example 3 6.1403 can be written as =
10000 10000

00011 11
Example 4 0.0011 can be written as =
10000 10000
v. Recurring Decimals

These are decimal numbers that have digits that repeat infinitely after the decimal point in
division. The part that repeats is usually shown by placing dots over the first and last digits of
the repeating pattern, or sometimes a line over the pattern.
_
Example 1 1.7 = 1.777777… 7 is repeated the number.
. .
Example 2 3.1406 = 3.140614061406… a dot above the beginning and the end of
the repeated digits.
____
Example 3 0.1253 = 0.125312531253… a bar above the repeated digits.

vi. Expressing Repeated Decimals as a ratio (Vulgar Fraction)

Repeating decimals
_ are rational numbers, so it is possible to express them in the form
a
, where b  0
b
a. In 1.7 = 1.777777… only one number is repeated, that is 7. We write arbitrary
equation as P = 1.7777777… and 10P =17.77777777…, thus

10P = 17.777777…
P = 1.7777777… (subtract)
9P = 16

16
P=
9
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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

..
b. In 3.14 = 3.141414… we have the numbers 1 and 4 repeating in that order. We
write arbitrary equation as P = 3.141414… and 100P =314.14…, thus

100P = 314.1414…
P = 3.1414…
. . (subtract)
99P = 311

311
P= simplify where possible or express as mixed number.
99
14
P= 3
99
. .
c. In 0.1253 = 0.125312531253… we have the numbers 1, 2, 5 and 3 repeating in that
order. We write arbitrary equation as P = 0.1253 … and 10000P =1253.1253 …, thus

10000P =1253.1253
P = 0.1253 (subtract)
9999P = 1253
1253
P=
9999

From the examples b and c, we can observe that the numerator repeats itself if the
denominator is 99, 999 or 9999 etc., as long as the number of digits in the numerator is the
same as the number of 9’s in the denominator.

32 415
For example, for the vulgar fractions and will yield 0.323232… and 0.415415
99 999
respectively.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

LEARNING ACTIVITY 11.1.1.1 20 minutes

1) Identify if the given number is a rational or irrational number

a) 0.21 ______________________
b) 3.1416… ______________________
c) 1.333… ______________________
2
d) ______________________
3
2) Identify if the given number is a real or imaginary number
a) 0.21 ______________________
b) - 45 ______________________
c) 7 ______________________
d) - 7 ______________________
e) 3i ______________________
f) 13% ______________________
th
g) 4 ______________________
2
h) i ______________________
3
i) 5 1 ______________________
j) 1  5 ______________________
k) Π ______________________
l) e ______________________
100
m) 10 (google) ______________________
100
n) 1010 (googleplex) ______________________

3) Plot the given Real Numbers on the number line below. The first one is done for you as
an example

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
0.5
Example: 0.5
1
a) -2 d) -7
4
1
b) 4 e) 5
2
c) 2.333… f) π

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

4) Write on the blank spaces before the letters the properties of real numbers illustrated
in the following:
_________________ a) 2 + 3 = 3 + 2
_________________ b) 4(1) = 4
_________________ c) 8 + -8 = 0
_________________ d) 2 ( 4 + 5 ) = (2 x 4) + ( 2 x 5)
_________________ e) 3 + 0 = 3
_________________ f) (3 x 4) x 6 = 3 x ( 4 x 6)

5) Write on the blank spaces after the letters the additive and multiplicative inverses of
the given real numbers.
a) 9 _________________ _________________
3
b) 2 6 _________________ _________________
c) -7 _________________ _________________
d)  8 _________________ _________________
6
e) _________________ _________________
5
2
f) 3 _________________ _________________
7

6) Write equivalents of the fractions to complete the table.

Vulgar Decimal Percentage

45%

0.62

3
8
1
1
16
1.05

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

11.1.1.2 Factors and Multiples

Factors and multiples are both to do with multiplication. Factors are equal to or less than
their multiples. Any multiple will have at least two factors.

Factors are the numbers or variables (pronumerals) we multiply to get a larger

number (product).

The following illustration shows 2 and 3 are the factors of 6. In simple terms, we say factors
are the numbers we can multiply together to get another number.

2 X 3 = 6

Factors Multiple of both 2 and 3

A number can have many factors yet, the factors are finite for any real number.

Example 1 12 = 12, 6, 4, 3, 2, 1

Example 2 26 = 26,13,2,1

Example 3 37 = 37,1

Factors of 12 are 1, 2, 3, 4, 6 and 12. And because multiplying two negative reals makes a
positive, −1, −2, −3, −4, −6 and −12 are also factors of 12. Likewise

26 = 26, 13, 2, 1, -1, -2, -13, -26

37 = 37, 1, -1, -37

But for our purpose, we will use positive factors only in most cases.
26 = 26, 13, 2, 1

Multiples

Multiples of an integer m are all the integers greater than itself, and are divisible by the
integer m. Multiple is the result of multiplying a number by an integer (not a fraction). Unlike
factors, multiples are infinite for any real number.

Multiples are numbers that can be divided exactly into by other smaller numbers.

Example List multiples of 3.

28
 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Solution
{..., −9, −6, −3, 0, 3, 6, 9, 12, ...} (an infinite set)

{3, 6, 9, 12, 15, 18, 21, 24, 27, 30} (a finite set; the first 10 positive integer multiples of 3). So
we know that 12 is a multiple of 3, and 3 × 4 = 12

Multiples of 3

Observe how the multiples of 3 were derived.

-12 -9 -6 -3 0 3 6 9 12

3(-4) 3(-3) 3(-2) 3(-1) 3(0) 3(1) 3(2) 3(3) 3(4)

Example State if the following are multiples of 3?

a) -27 b) 4.5 c) 50

Solution

a) Yes, -27 is a multiple of 3, since 3(-9) = -27

1
b)No. Although we can get 4.5 by multiplying 3 by 1 , the result 4.5 cannot be
2
considered as multiple of 3 because it is a product of multiplying 3 with a fraction.

c) No. Because there is no integer to be multiplied by 3 to get 50.

Prime Numbers

Prime numbers or primes are natural numbers divisible by no integers other than unity and
itself, such as 2,3,5,7,11,…, and -2,-3,-5….There are infinitely many prime numbers, but the
largest known (August 1989) is 391582 x 2216193 – 1.

Product of Primes

A natural number can be either composite or prime except 1. The number 1 is neither
composite nor prime since it has only one factor.

Composites can be expressed as product of its primes.

Example 1 Express 60 as a product of its prime factors.

29
 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Solution

60 = 2 x 30
= 2 x 2 x 15
=2x2x3x5
= 22 x 3 x 5

Example 2 Express 250 as a product of its primes.

Solution

250 = 2 x 125
= 2 x 5 x 25
=2x5x5x5
= 2 x 53

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

LEARNING ACTIVITY 11.1.1.2 20 minutes

1) List the set of factors of the following numbers:

a) 21
b) 28
c) 42
d) 55
e) 75

2) Write the first ten multiples of the following real numbers.

a) 25 ___________________________________________________
b) 14 ___________________________________________________
c) 31 ___________________________________________________

3) Complete the table below by writing the multiples of the following numbers (on the
first column) when multiplied by the integers on the first row .The first one is done
for you.
x -3 -2 -1 0 1 2 3

2 -6 -4 -2 0 2 4 6

10

4) List the first five multiples of the following:

a) 7 _________________________________________
b) 8 _________________________________________
c) 13 _________________________________________
d) 17 _________________________________________
e) 20 _________________________________________

5) Express as product of their prime factors.

a) 130 _________________________________________
b) 70 _________________________________________
c) 200 _________________________________________

31
 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

7) Convert decimal system numbers to Binary Number.

a) 8 _________________________________________

b) 12 _________________________________________

c) 23 _________________________________________

d) 37 _________________________________________

e) 50 _________________________________________

8) Express binary numbers as a Decimal system numbers.

a. 101 _________________________________________

b. 1 011 _________________________________________

c. 11 _________________________________________

d. 10 _________________________________________

e. 110 _________________________________________

11.1.1.3 Fractions, Decimals and Percentages

Fraction is a numerical quantity expressing part of a whole quantity. We will use fraction to
mean vulgar fraction or common fraction. The following is an example of a fraction.

Numerator
3
4 Denominator

The bottom number (the denominator) says how many parts the whole is divided into.
The top number (the numerator) says how many parts were taken from the whole.
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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Study the illustration below.

How many parts is the whole circle divided into? How many parts have the two squares
been divided into?

The circle shows that 2 out of four parts of the circle has been shaded, which can be re-
1
expressed as , in its simplified form.
4

The squares have been divided into four parts each. Though there are a total of 8 parts, of
which 7 are shaded, each square should be considered a complete set with four parts. The
square represents a mixed number or improper fraction. Its numeric representation will
4 3 7 3
written as   or 1 .
4 4 4 4
Fractions representing the same quantity are known as equivalent fractions.

Forming Equivalent Fractions

Equivalent fractions can be formed by multiplying the numerator and the denominator with
the same number or fraction equal to 1. In other words, increase the numerator and the
denominator with the same factor.

2 8
Example: Determine if is equivalent to
3 12

There are two ways we can solve for this.

Solution 1
2 8
Think of a fraction that is equal to 1 that can be multiplied by to get .
3 12

Hint: You can use your skills in factors and multiples!

4
Since 2 is a factor of 8, another factor we need is 4. Yes! Now we try to use
4
2 4 8 8
x  Since the product leads us to then we can say that the two are equivalent
3 4 12 12
fractions.

Solution 2

33
 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

The second way is a bit easier.

First, equate the two fractions being compared: (Equal sign is used to assume they are equal
2 8
for the sake of proving). =
3 12
2 8 2 8
Second, cross multiply: = 2 x 12 = 8x3 =
3 12 3 12
Take cross products of means and extremes.

Simplify: 24 = 24
Since 24 = 24, this is a true equation. We therefore conclude that the two fractions are
equivalent.

1 4
Example: Determine if is equivalent to
4 20

Solution

First, equate the two fractions being compared: (Equal sign is used to assume they are equal
1 4
for the sake of proving). =
4 20
1 4 1 4
Second, cross multiply: = 1 x 20 = 4x4 =
4 20 4 20
Take cross products of means and extremes.
Simplify: 20  16

Since 20  16, we therefore conclude that the two fractions are NOT equivalent.
Fractions can also be expressed in other forms such as decimals and percentages.

Decimals

Decimals is a way of relating to or denoting a system of numbers and arithmetic based on

the base ten, tenth parts, and powers of ten.

The numbers we use in everyday life are decimal numbers, which are (0, 1, 2, 3, 4, 5, 6, 7, 8
and 9).

Often "decimal number" is also used to mean a number that contains a decimal point such
as 0.201 and 3.25.

Example: 45.6 (forty-five point six) is a decimal number.

6
45.6 = 40 + 5 +
10
You can write decimal fractions with a decimal point (and no denominator), which make it
easier to do calculations like addition and multiplication of fractions.

34
 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

53
= 0.53
100
3
Example 1 is a common fraction and it can be shown as decimal fraction 0.428571
7
. .
43
Example 2 . fraction 0.43
is a common fraction and it can be written as decimal
100

51
Example 3 is a common fraction and it can be written as decimal fraction 0.051
1000

What did you notice when a fraction whose denominator is a power of 10 is converted to
decimals?

Compare the number of decimal places with the number of zeroes in the denominator. Did
you see its relationship?

Without using long division, you can easily convert fractions to decimals as long as their
denominators are powers of 10. Just make sure that the number of zeroes in the
denominator is equal to the number of decimal places you will write in its equivalent
decimal number form.

Now study the following.

Examples

Convert the following common fractions to decimal numbers:

528 327 3
a) b) c)
1000 10 50

Solution

a) Since the denominator is 1000 (a power of 10), just write 5 and move the decimal point
three places to the left. Like this: 528 so the decimal point is now moved before the digit
528
5 and we say that can be written in decimal as .528 or 0.528
1000

b) Since the denominator is a power of 10 and there is only 1 zero in it, we write 327 and
move the decimal point one place to the left and we have 32.7

c) The denominator 50 is not a power of 10 but we know it is a multiple of 10. So before we

3
do the steps we did in examples a and b, let us first express as a fraction whose
50
denominator is a power of 10. Now we apply our knowledge learnt about equivalent

35
 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

a
fractions. Think of a fraction equal to 1 (  1 ) which will give us a denominator of 100. Did
b
2 3 2 6 6
we think of ? Let us try it. x  . Now we can convert to decimal by moving
2 50 2 100 100
the decimal point 2 places to the left and we get .06 or 0.06.

Percentages

Percentage is a fraction expressing a quantity out of 100 parts. Percentages can be

converted to decimals or common fractions. It is sometimes necessary to convert
percentage into common fractions or decimals to ease calculation.

Changing Percentage to Decimals

To change percentage to a decimal number, write the percentage as a fraction then, divide
the numerator by the denominator 100.

Example Write 6.5% as a decimal.

Solution
6.5
6.5% 
100
 0.065

Changing Percentage to Vulgar Fractions

To change percentage to a vulgar fraction, write the percentage as a fraction then, use the
HCF to reduce the fraction to simplify.

Example Write 6.5% as a vulgar fraction.

Solution
6.5
6.5% 
100
65

1000
13

200

Changing Vulgar and Decimal Fractions to Percentage

To change a vulgar fraction to percentage, write the vulgar fraction and multiply by 100%.
Divide by the denominator and leave the percentage sign.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Example 1 Convert 85 to a percentage.

Solution

5 5
 x 100%
8 8
500%

8
 62.5%

To change a decimal fraction to percentage, write the decimal fraction and multiply by
100%.

Example 1 Convert 1.05 to a percentage.

Solution

1.05 = 1.05 x 100%

= 105%

Problems Involving Fractions

Example 1 Mary, Felix and Pat divided K200 as, Mary got a quarter, Felix three-
eighths and Pat the rest. How much in kina did Pat get?

Solution

M = ¼ , F = 1/ 3 so P = 1 – ( ¼ + 1/3) = 5/12
5
Pat  x 200
12
 K83.33

Example 2 Lucy, Schola and Dona piled 800kg of sand for construction work. Lucy
carried 3/10 of the total, Schola 2/5 and Dona the rest. If a bag holds 10kg,
how many bags of sand did Dona carry to the pile of sand?

Solution

L = 3/10 , S = 2/5 so D = 1 – ( 3/10 + 2/5) = 3/10

3 240kg
Dona  x 800 Bags carried
10 10kg/bag
 240kg of s and  24 bags of s and

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Therefore, Dona carried 24bags of 10kg sand bags to the sand pile.

Example 3 Titus, Cletus, Max and Markus clocked 40 hours, 30 hours, 35 hours and 45
hours in that order in a week. If the company paid them a total of K600, calculate
(a) The rate per hour,
(b) Amount each on gets.

Solution

Total time worked = Titus + Cletus + Max + Markus

= 40 + 30 + 35 + 45
= 150 hours

a) Rate of Pay = Total paid ÷ Total time worked

= K600 ÷ 150 h
= K4/h
40 30 35 45
b)Ti tus x 600 Cl etus  x 600 Ma x  x 600 Ma rkus  x 600
150 150 150 150
 4x20  3x20  35x20  45x20
 K80  K60  K70  K90

Therefore, Titus, Cletus, Max and Markus received K80, K60, K70 and K90 in that order.

Since the rate had been found, rates could have been used to calculate individual wages.

Alternatively, percentage and decimals can be used. However application of both Percentage
and decimals, in example 3 may not be convenient, as conversion will yield continuous
decimals and not terminating decimals.

But it is easy to use decimal or percentage if you are using a calculator.

Figurate Numbers

Numbers like Triangular numbers, square numbers and pentagonal numbers are classified as
figurate numbers.

They can be derived by using the rule 2k + ½ nk (k - 1) – k2 where k is the member of

sequence based on n-gons.

Triangular numbers are 1, 3, 6, 9, 12, … . 9

6
3
1

38
 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

The first fifteen square numbers are 1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 124, 169, 196,
225.
16
9
4
1

Pentagonal numbers 1, 5, 10, 15 … .

15
10
5
1

You can build ideas from these examples, how to develop sequences of figurate numbers;
based on points nested on regular n-gons from hexagonal numbers and quindecagonal
numbers and upwards (which are seldom discussed).
Other Numbers

Fibonacci numbers is the sequence 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, … where each successive
term is the sum of the preceding two terms; named after Leonardo Fibonacci (c.1170-1250),
a number theorist and algebraist who introduced Arabic number system to Europe.

Others such as 2, 2, 4, 6, 10, … and 4, 4, 8, 12, 20, 32, … are known as Lukas Numbers which
were developed by mathematician Lukas, based on Fibonacci number pattern.

Pascals Triangle

Pascals Triangle (discovered by Blaise Pascal,1623 - 1662) is an array of numbers that enable
us to figure out coefficients of polynomial products quickly in expansion of binomials of the
form (x + a)n.

4 is a sum of 1 and 3
15 is sum of 10 and 5
1
1 1
1 2 1
1 3 3 1
1 4 6 4 1
1 5 10 10 5 1
1 6 15 20 15 6 1

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Having 1 at the top, 1 at the start and end of each row, the others are found by taking the
sum of two numbers above them in the preceding row.

(x + y)1 = x+y
(x + y)2 = x2 + 2xy + y2
(x + y)3 = x3 + 3x2y + 3xy2 + y2
(x + y)4 = x + 4x3y2 + 6x2y2 + 4x2y3 + y4
4

(x + y)5 = x5 + 5x4y3 + 10x3y2 + 10x2y3 + 5x3y4 + y5

(x + y)6 = x6 + 6x5y4 + 15x4y3 + 20x3y3 + 15x3y4 + 6x4y5 + y6

(x + y)3 = (x + y) (x + y)2
= (x + y)( x2 + 2xy + y2)
= x3 + 2x2y +xy2 + x2y + 2xy2 + y3
= x3 + 3x2y + 3xy2 + y2

Likewise, to find (x + y)7 take the product of (x + y)6 and multiply by (x + y).

Interestingly, Pascals Triangle as contains the following patterns in the diagonals:

Counting Numbers {1, 2, 3, 4, 5, 6, …}
Triangular Numbers {1, 3, 6, 10, 15, …}

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

LEARNING ACTIVITY 11.1.1.3 20 minutes

1) Encircle ALL fractions equivalent to the given.

2 3 4 6 10 16
a) is equivalent to , , , ,
3 2 6 12 15 24
3 6 9 12 15 18
b) is equivalent to , , , ,
4 8 12 15 20 16

2) Convert the following fractions to decimal numbers:

8 12 237
a) = ________ c) =________ e) =________
1000 50 100000

125 9 18
b) = ________ d) =________ f) =________
10 20 25

3) Convert the following fractions to decimal numbers then to percentage:

Vulgar or Common
Decimal Percentage
Fraction

4) Find the missing terms in the Lukas Number sequence.

0, 3, 3, 6, __, __, 24, __, 63, 102

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

5) Name the type of the sequence below

a) 36, 49, 64, 81, 100, 121, 144, 169 ____________________

b) 0, 1, 1, 2, 3, 5, 8, 13, 21, 34 ____________________

c) 1, 5, 10, 15, 20, 25, 30, 35 ____________________

d) 5, 5, 10, 15, 25, 40, 65, 105 ____________________

6) From the 7 rows of array of Pascals Triangle given below, expand the array to 10th row.

1
1 1
1 2 1
1 3 3 1
1 4 6 4 1
1 5 10 10 5 1
1 6 15 20 15 6 1

7. Study the 8th row and write the product with correct coefficients of (x + y)8.
(x + y)8 = (x + y) (x + y)7

8. Study the 9th row and write the product with correct coefficients of (x - y)9.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

9. A tonne of sand is to be supplied by villages according to their population as village A is ¼t,

village B is 1/6t, village C is 3/8t and the rest village D. What is the total amount in kilograms
supplied by villages A and D?

10. A million kina is agreed upon to be the starting capital for a new company set up by three
individuals in Felix, Mutchie and Gabby. They pay a kina per share. If Felix pays K450 000,
how many shares will he own in the new company?

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

11.1.1.4 Significant Figures

The term significant figures (sf) refer to the number of important single digits (1 through to 9
inclusive) in the coefficient of an expression in scientific notation. Zero is included only when
it lies between two non-zero digits.

The number of significant figures in an expression indicates the confidence or precision with
which we state the measure of a quantity. Commonly engineers and scientists in the fields
use these expressions. You can also find these expressions in some medicine leaflets and
chemical labels.

Significant digits or significant figures are the digits of a number

that express a quantity to some specified degree of accuracy,
rounding the last figure up if the next would be 5 or greater.

Example 1 Write 3.14159 correct to five significant digits.

Solution

Since 9 > 5,
3.14159 = 3.1416 (4sf)

Example 2 Write 1.51439 correct to four significant digits.

Solution

Since 3 < 5,
1.51439 = 1.514 (4sf)

Scientific Notation number is given in the form A x 10N. A is the coefficient of the number
and N is the exponent of base 10.

The exponent N defines the movement of decimal point to the right (exponent is positive) or
left (exponent is negative) according to the number in the exponent, when expressing the
scientific notation in ordinary number form.

The tables below show several examples of numbers written in standard decimal notation or
ordinary form (first column) and in scientific notation (second column). The third column
shows the number of significant figures in the corresponding expression in the second
column.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Table 11.1.1.4 (a) Significant Figures in Small Numbers.

Example Ordinary Form or Decimal Scientific Significant

Number Expression Notation Figures
1 0.243 2.43 x 10 -3 3sf

2 0.0000345 3.45 x 10 -5 3sf

3 0.0363637 3.63637 x 10 -2 6sf

4 0.00000009 9 x 10 -8 1sf

From the table above, we notice that every non-zero digit is a significant figure. In the
example number 1 there are three significant figures namely 2,4 and 3 respectively. In the
example number 2 there are three significant figures namely 3, 4 and 5.

In the example number 3 there are six significant figures namely 3, 6, 3, 6, 3 and 7. Finally in
the example number 4 there is one significant figure which is 9.

Table 11.1.1.4 (b) Significant figures in numbers

Example Decimal Expression Scientific

Significant Figures
Number Ordinary Form or Notation
1 5 5 x 10 0 1sf

2 3.48 3.48 x 10 0 3sf

3 30 3 x 10 2 1sf

4 63 6.3 x 10 1 2sf

In example 1, there is only one significant figure which is 5. In example 2, there are three
significant figures namely 3, 4, and 8.

In example 3, there is only one significant figure which is 3. In example 4, there are two
significant figures namely 6 and 3 respectively.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Table 11.1.1.4 (c) Significant Figures in Large Numbers.

Example Decimal Expression Ordinary Scientific

Significant Figures
Number Form or Notation
1 6 300 6.3 x 10 3 2sf

2 72 109 7.2149 x 10 4 5sf

3 9,876,540,000 9.87654 x 10 9 6sf

4 8 000 000 000 8 x 10 9 1sf

In example number 1 there are two significant figures namely 6 and 3 respectively. In
example number 2 there are five significant figures namely 7, 2, 1, 0 and 9 respectively.

Zero in between non-zero digits are included (is significant).

In example number 3 there are six significant figures namely 9, 8, 7, 6, 5 and 4 respectively.
Finally in example number 4 there is only one significant figure namely which is 8.

Zero as a Significant Figure.

Note that zero or zeroes in between non-zero digits are also counted as significant. Their
positions or place values in the decimal number gives value to the decimal number, thus
they are considered to be significant.

It is the zeros before the first non-zero digit and the zeros after the last non-zero digit are
left out. Non–zero digits are 1, 2, 3, 4, 5, 6, 7, 8 and 9.

Example 1 Count the number of significant figures in the following numerals:

a) 0.0003210400000
b) 8.00003x10 - 4
c) 2010000000

Solution

a) In the decimal numeral 0.0003210400000, there are 5 sfs namely 3, 2, 1, 0 and 4.

b) In the numeral expressed as 8.00003x10 - 4 in scientific notation, there are 5 significant

figures namely 8, 0 , 0, 0, 0 and 3.

c) There are 3 significant figures in the numeral 2010000000 namely 2, 0 and 1.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Addition and Subtraction of Scientific Notation Numbers

To find sums of scientific notation numbers

1. Express them in the same power of 10

2. Add or subtract their coefficients, and write the same power of 10
3. Express back to scientific notation
4. Where necessary, write the final answer to significant figures indicated.

Sum of Scientific Notation Numbers or Standard Index Form : A x 10N

Example Write the sum 2.04 x 104 + 2.04 x 102 correct to three significant figures.

Solution

2.04 x 104 + 2.04 x 102 = 204 x 102 + 2.04 x 102

= 206.04 x 102
= 2.064 x 102 x 102
= 2.0604 x 104
= 2.06 x 104 (3sf)

Difference of Scientific Notation Numbers or Standard Index Form : A x 10N

Example Calculate the difference 1.24 x 104 - 2.65 x 103 correct to two significant figures.

Solution

1.24 x 104 - 2.65 x 103 = 12.4 x 102 - 2.65 x 102

= (12.4 – 2.65) x 102
= 9.75 x 102
= 9.8 x 102 (2sf)

Multiplication of Scientific Notation Numbers or Standard Numbers (SIF):

To find products of scientific notation numbers,

1. Multiply the coefficients A

2. Multiply the power of 10
3. Write the product of coefficient A in standard form
4. Simplify the power of 10
5. Write the final answer to significant figures specified.

Example Write the product correct to four significant figures for the area
3.5 x 104 m x 2.64 x 102 m.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Solution

3.5 x 104 m x 2.64 x 102 m = (3.5 x 2.64) x 104 x 102 m2

= 9.24 x 104 x102m2
= 9.24 x 106m2
= 9.240 x 106m2 (4sf)

Division of Scientific Notation Numbers or Standard Form: A x 10N

Example 1.24 x 103 people ÷ 3.1 x 105 ha correct to two significant figures.

Solution

1.24 x 103 p ÷ 2.6 x 105 ha = 1.24 x 103 p ÷ 3.1 x 105 ha

= (1.24 ÷ 3.1) x 103 p x 105 ha
= 0.4 x 103-5p/ha
= 4 x 10-1 x 10-2p/ha
= 4.0 x 10 -3people/ha (2sf)

The quotients or products of A may not have the decimal point after the first non-zero digit
in the operation, so re-write the quotient or product in standard form, then you simplify the
powers of 10.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

LEARNING ACTIVITY 11.1.1.4 20 minutes

1. Complete the table below by identifying the number of significant figures on the
second column and naming/listing all the significant figures on the third column.

Number of Significant
Given List of Digits
Digits
a) 0.00002530000

b) 2.15x105

c) 120 000 000

d) 12.00045

e) 15.23000000

f) 2.05x108

g) 3.4x10-3

h) 2.000001

i) 3 000 000 000

j) 0.0025x10-4

2. Write the following correct to decimal places and significant figures indicated.

Number of Significant
Number Number of Decimal places
Figures
a) 0.0253
2dp 2sf
b) 2.0652
2dp 3sf
c) 120
1dp 2sf
d) 12.045
3dp 3sf
e) 1.523
3dp 3sf

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

3. Compute the sums or difference of the following correct to 2 significant figures and
express them in ordinary forms. .

a) 2 x 102 + 2 x 10-1 =

b) 3.4 x 102 + 4.5 x 102 =

c) 9.32 x 103 – 6.71 x 102=

d) 8.56 x 10-1 – 9.7 x 10-2 =

e) 4.1 x 104 + 2.5 x 103 =

4. Calculate the products or quotients of the following correct to 3 significant figures and
express them in SIF.

a) 2.41 x 102 x 3.2 x 103 =

b) 3.2 x 103 ÷ 4.5 x 102 =

c) 6.32 x 103 x 2.7 x 10-2 =

d) 3.62 x 10-1 ÷ 7.4 x 10-2 =

e) 1.4 x 104 x 5.3 x 103 =

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

11.1.1.5 Estimation and Error

In dealing with calculations especially using large numbers, decimals and scientific notations
in problem solving, most of the time the exact answer is not always required. This allows one
to compute faster and facilitate easier computation especially when a calculator or
computing devices are not available.

This skill is known as estimation. To estimate is to make an approximate calculation of

something. Example, you are about to go to the shop and you need to buy materials for your
project. Your mom asked you how much will you need? Will you be able to give her the exact
amount?

Glue Stick K? coloured

art papers K? coloured
pencils K?

You might speedily compute and assume that a glue stick costs around K3, art papers at K10
and colouring materials at K13. An estimate of K26 is needed but you will ask for K30
instead.

This simple situation already involves knowledge on estimation as you made approximate
calculations for the amount of glue, art papers and colouring materials. You also made a
rounding estimate of the total cost just to make sure that you will not run short if in case the
shop assigned higher prices to the materials you will buy.

An estimate is made by rounding the numerals in a calculation to one significant figure. You
have learned in your lower secondary mathematics how to round off numbers.

In this lesson, we will focus on the skills when to use specific estimation skills in order to
facilitate computation.

Using this idea, we say that 21.4  21 if we estimate by rounding off the 21.4 to the nearest
whole number. The symbol  means “approximately equal to”. And if we use approximation
using one significant figure, we say that 21.4  20. You will see differences in the actual and
the approximated values. This difference is called as the estimation error.

Error is the absolute value of the difference between

some quantity and an approximation or an estimate of it

When rounding to decimal places and significant figures simultaneously, you will often have
different number of digits.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Example 1 Find the estimated sum of K3.58, K10.30, K 29.89 and K 15.75

Solution

Since there is no indicated reference to for estimate (either rounding off using decimal
numbers or significant figures), we use both.

Let us use a table to see the comparison of the actual and estimated sums.

Actual Amount Rounded Amount

K3.58 K4

K10.30 K10

K29.89 K30

K15.75 K20

K59.52 K 64

Degree of error increases when we round off more than once.

The difference between the actual sum and the estimated sum by rounding to the nearest
whole is called as the rounding error or estimation error. Difference between the actual sum
and the estimated sum by rounding to one significant digit is 4.48, which is quite large.

Example 2 Find the estimated product of 28.1 and 845.12 and the estimation error.

Solution

Since it is indicated that we estimate using 1sf, we say 28.1  30 and 845.12  800. Then, we
multiply 30 x 800 = 24 000.

Therefore, the estimated product when 28.1 and 845.12 is 2400.

Estimation Error Exact - Estimate = 23 747.872- 24 000

= 252.128

Example 3 Find the estimated quotient when 48.65 is divided by 6.88.

Solution

48.65 ÷ 6.88  50 ÷7

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

 7.11

Estimation Error Exact - Estimate = 7.07 - 7.11

= 0.04

Now try the following exercises.

LEARNING ACTIVITY 11.1.1.5 20 minutes

1) Complete the table below by estimating the given by rounding off to a whole number
(2nd column) and 1 significant figure (3rd column)
Estimated value by rounding off Estimated value by rounding off to 1
Given significant figure
to a whole number
12.65
9.42
15.12
18.52
12.86

2) Find the estimated sum or difference by rounding off to the nearest whole number
or 2sf: (The first one is done for you.)
Given Estimates Estimated Answer

23 + 12 + 19
a) 23.45 + 12.20 + 18.55 = _____________________________ 54
= ______________

b) 58.44 + 28.62 + 11.12 = _____________________________ = ________________

c) 74.48 – 29.24 = _____________________________ = ________________
d) ( 12.82 – 6.24) + 15.67 =_____________________________ = ________________

3) Find the estimated product or quotient by rounding off to 1sf.

Given Estimates Estimated Answer

a) 12.55 x 89.20 = _____________________________ = ________________
b) 52.48  47.20 = _____________________________ = ________________
c) 18.42 x 64.08 = _____________________________ = ________________
d) 121.42  4.50 = _____________________________ = ________________

Congratulations for reaching the end of Topic 11.1.1. Please spend some time to revise what
you have learnt in this topic and prepare to answer the following summative task.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

SUMMATIVE TASK 11.1.1 20 minutes

I. Encircle the letter of the correct answer.

1) The following are rational numbers except:

A. Fractions
B. Integers
C. Terminating and repeating decimals
D. Non-terminating and non-repeating decimals

2) Which of the following real numbers is closest to zero on the real number line?
2
A. C. -1.5
3
π
B. 3 D.
2

3) Which of the following shows the Associative Property of Real Numbers?

A. (2 x 5) = (5 x2) C. 2(3+5) = (2x3) + (2x5)

B. (2x3)x5 = 2x(3x5) D. (2+3)(5) = (5)(2+3)

4) Which of the following is a multiple of 3?

A. 13 C. 33

B. 23 D. 43

1 3 2 1
5) Arrange the following fractions in ascending order , , ,
2 5 3 8

3 2 1 1 2 1 1 3
A. , , , C. , , ,
5 3 8 2 3 8 2 5

3 2 1 1 1 1 3 2
B. , , , D. , , ,
5 3 2 8 8 2 5 3

3
6) The following fractions are equivalent to , except:
7
6 9 15 18
A. B. C. D.
14 28 35 42
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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

7) Which of the following fractions is equal to the decimal number 0.0012?

12 12 12 10
A. B. C. D.
10 100 1000 10000

8) Round off 234.56 to 2 sf.

A. 231 B. 230 C. 200 D. 100

9) Mike saw the following on his bill after his dinner with his friend.

Rice: K22.50, Chicken: K37.00, Noodles: K 35.50, Drinks: K 25.00

He made a quick estimate by getting the estimated sum using 1 sf. How much is
the estimate bill Mike must pay?

A. K 140 B. K130 C. K120 D. K110

10) Which of the following is the complete set of factors of 30?

A. 1,2,3,10,15,30 C. 1,2,3,4,5,6,10,15,30

B. 1,2,3,5,6,10,15,30 D. 1,2,3,4,5,6,8, 10,15,30

11) Which of the following options is the binary equivalent of 50?

A.11000 B. 110011 C. 110001 D. 110010

12) When 525 is expressed as a product of its primes it yields

A.32 x 5 x 7 B. 3 x 52 x 7 C. 3 x 5 x 72 D. 33 x 5 x 7

13) Which of the sets is not the set of primes?

A.2, 17, 31, 91 B. 7, 41, 51, 53 C. 3, 19, 37, 57 D. 5, 23, 29, 39

14) When we express the binary number 1100100 as a decimal number we get

A.1000 B. 500 C. 200 D. 100

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

II. Complete the table below by identifying the number of significant figures on the
second column and naming/listing all the significant figures on the third column.

Number of Significant
Given List
figures
a) 0.21x108

b) 3 000 000

c) 0.00000001100

d) 12.4500000000

e) 1.023x108

III. Complete the table below by estimating the given by rounding off to a whole number
(2nd column) , 1 significant figure (3rd column) and 2 significant figures (4th column)

Estimated value by Estimated value

Estimated value by
Given rounding off to a by rounding off
rounding off to 2sf
whole number to 1sf
325.248

85.27

2875.24

978.005

29.01

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 GR 11 GENERAL MATHEMATICS M1 INDICES

11.1.2 LAWS OF INDICES

We all know that multiplication is repeated addition. Thus, multiplication makes it easy to
deal with same addends. Instead of adding 3 fifteen times, we can simply multiply 3 by 15
and get 45.

The same rule applies if you want to do repeated multiplication. If you want to multiply a
number like multiplying 3 by itself five times, you will do 3 x 3 x 3 x 3 x 3 = 243. What if you
want to multiply it 100 times itself?

Doing 3 x 3 x 3… x 3 one hundred (100) times may create confusion. But if you say 3100
instead, it looks more organized and simplified yet you still do the same process and it will
lead you to the same answer.

This topic will lead you to simplified repeated multiplication or what we call as indices. You
will learn its properties and its practical applications.

11.1.2.1 Basic Concepts

Indices are a useful way of more simply expressing large numbers. They also present us with
many useful properties for manipulating them using what are called the Law of Indices.

The expression 25 is defined as 25 = 2 x 2 x 2 x 2 x 2. It means 2 is to be multiplied by itself 5

times.
exponent
base 25
25 is a power, in which the number 2 is called the base and the number 5 is called the index
or exponent. The base is the number to be multiplied while the power, index or exponent
tells the number of times the base is to be multiplied by itself.

In the given example 25, it only means that 2 is to be multiplied 5 times itself giving the
product 32.

Example 1 Simplify the following using index form:

a) 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3

b) 2 x 2 x 2 x 4 x 4 x 4 x 4 x 4

1 1 1 1 1
c) x x x x
3 3 3 3 3

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

c) (2) (2) (2) (2) (2) aaaabbbbbbcc

e) 5 x 5 x 5 x 5

Solutions

a) Since 3 is multiplied 10 times itself its base is 3 and its exponent is 10 = 310

b) Since 2 is multiplied 3 times itself and 4 is multiplied 5 times itself = (23)(45)

1
c) Since is multiplied 5 times itself, we write = (13 )5
3

d) Since 2 is repeatedly multiplied 5 times, a 4 times , b 6 times and cc 2 times, we

simplify = 25a4b6c2

   
4 1 4
e) 5x 5x 5x 5  5  5 2  5 2 Root 5 is a factor 4 times, where root 5 can be
expressed as 5 is raised to the power of a half.

LEARNING ACTIVITY 11.1.2.1 20 minutes

1) Complete the table below by supplying the missing value using index notation.
Index Form Base Exponent

48 8

7 15
6
2
 
3
x 5

2n

2) Simplify the following using index form:

a) 4 x 4 x 4 x 4 x 4 = ____________________
b) (-3) (-3) (-3) (-3) (-3) (-3) (-3) (-3) = ____________________
c) (2) (2) (2) (2) m m m m m n n n = ____________________

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 GR 11 GENERAL MATHEMATICS M1 INDICES

3) Expand the following and find their products

Expanded Form Product

a)  3 6
= ______________________________ = _____________
b)  2 8
= ______________________________ = _____________
c) 23  3 
2
= ______________________________ = _____________
d)  8  9 
3
3
= ______________________________ = _____________

4) Expand the following and find their products.

Expanded Form Product

8
a) 3 = ______________________________ = _____________
b) (-2)6 = ______________________________ = _____________
c) (2)3 (3)2 = ______________________________ = _____________
d)  3  2 3 3
= ______________________________ = _____________

5) Simplify the following.

4
2
a)   = ______________________________ = _____________
 5
1
 4 81 
 2 
b)  3  = ______________________________ = _____________
 
2
 5 3125 
c)   = ______________________________ = _____________
 3 64 
 
2
 6  4
d)     = ______________________________ = _____________
 3 x 4 
   

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

11.1.2.2 Index Laws of Multiplication

Dealing with powers and indices can be simplified further using the following Laws of
Indices:
Law 1. To multiply powers with the same base, add their indices.
am x an = a m+n

The notation above shows that ‘a’ represents the base while ‘m’ and ‘n’ represent the
exponents or indices.

Law 1 states that when multiplying powers with the same bases, add or get the sum of the
indices.

Example 1 Simplify 53 x 52

Solution

Since both powers have the same base of 5, we write 5 3+2 = 55

Therefore, 53 x 52 = 55

Example 2 Simplify 23 x 24 x 32 x 36

Solution

Since we can only add the powers of the same bases, we write 23+4 32+6 =2738

Therefore, 23 x 24 x 32 x 36 = 2738

Law 2: To raise a power to a power, multiply the powers.

(am)n = amn

The second law states that if a power (bm) is raised to another power (n), then use the same
base ‘a’ raised to the product of m and n.

Example 3 Simplify (y3)4

Solution

If we will expand the given, it means that y3 is to be multiplied 4 times itself

giving us: y3 y3 y3 y3

If we will apply Law 1 we will have y3+3+3+3 = y12

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 GR 11 GENERAL MATHEMATICS M1 INDICES

Using Law 2 we will only multiply the exponents 3 and 4 y(3x4) = y12

Therefore, (y3)4 = y12

Example 4 Simplify (23)2

Solution

23x2 = 26

Therefore, (23)2 = 26

Law 3 To get the power of a product, distribute and multiply the indices
(ab)m = ambm

The third law states that if a power consisting of a product a times b (more than 1 base) is
raised to another power (m), then both a and b are raised to m.

Example 5 Simplify (2y)3

Solution

The base consists of the product of 2 and y which is 2y. Since it is raised to the 3rd power,
then we raise both 2 and y to the power of 3.

(2y)3 = 23 y3 Since 23 is equal to 8, we further simplify 23y3 as

= 8y3.

Therefore, (2y)3 = 8y3.

Example 6 Simplify (a2b3c4)2

Solution

The example is a combination of Law 3 and Law 2.

Use Law 3 to distribute the power: a2(2)b3(2)c4(2)

Law 2 to multiply the distributed powers: a4b6c8

Therefore, (a2b3c4)2 = a4b6c8.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

LEARNING ACTIVITY 11.1.2.2 20 minutes

1) Simplify the following and indicate the Law of Indices applied.

Simplified Answer Law Used
a) (2x)3 = ______________________ ______________________
b) 2423 = ______________________ ______________________
2 4
c) (3 ) = ______________________ ______________________
Simplified Answer Law Used
2
d) (-3ab) = ______________________ ______________________
3 x
e) (2 ) = ______________________ ______________________
f) x2x3x4 = ______________________ ______________________
3 2 4
g) (2 x ) = ______________________ ______________________
2 3 4 6 8 2
h) x x y y z z = ______________________ ______________________
i) (3b)4 = ______________________ ______________________
k
j) (3xy) = ______________________ ______________________

2) Simplify the following.

2
1
a)   = ______________________
 2x 
 12
b) 2 2 = ______________________


c) x  3 
2
= ______________________

1
 2 2  32 
d)  3   = ______________________
 18 
3  
2
 7 
e)  x 5  = ______________________
2 3 
1
3 2
f) x x 3 x = ______________________

1 2
3 28
g)     = ______________________
8 3

h) 212x.4 x 3 = ______________________

1
i) 10 x .10 2 = ______________________

j)  xy z 
k 2 3
k
= ______________________

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 GR 11 GENERAL MATHEMATICS M1 INDICES

11.1.2.3 Index Laws of Division

Law 4 states that when dividing powers with the same base, simply subtract or get the
difference of the indices. This rule applies when the exponent of the dividend (numerator) is
greater than the exponent of the divisor (denominator).

Law 4. To divide powers with the same base, subtract their indices.
am
 amn where m > n
an

y7
Example 1 Simplify
y3
Solution
We apply Law 4 since the bases in the dividend and divisor are the same and 7>3
(seven is greater than 3). We simply use y as the base and raised to the difference of 7
and 3 that is
y7
3
= y7-3
y
= y4
y7
Therefore, 3 = y4.
y

a5b9
Example 2 Simplify
a2b4
Solution

Law 4 still applies for this example; however, bear in mind that exponents of the same bases
can only be subtracted. So we say: a5-2 b9-4
Simplifying it further: a3b5

a5b9
Therefore, 2 4 = a3b5.
ab

Law 5. To get the power of a quotient, just find the quotient of the powers.
m
a am
   m where b  0
b b

The 5th Law is somehow similar to Law 3 where a power consists of a difference (instead of a
product) a divided by b is raised to another power (m), both a and b are raised to m before
dividing them or getting the quotient.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Example 3 Simplify 23 2

Solution

22 4
Raise both numerator and denominator to 2. 2
=
3 9
2
2 4
Therefore,   
3 9

29 
1
Example 4 Simplify 2

Solution

1 1

 2 2 22
   1
9 92
2

9
2

3

Since the denominator is a rational number so it is at its simplest form. If the denominator is
a surd, rationalize the denominator. When we rationalize the denominator, we make the
denominator become a rational number.

2
Example 5 Simplify the fraction .
8

Solution
2 2 8
 x
8 8 8
2 8

64
2 4x2

8
2x 4 x 2

8
2x2x 2

8
2

2
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 GR 11 GENERAL MATHEMATICS M1 INDICES

1
 28 x 32  4
Example 6 Simplify  
 16 
 
Solution
1 8x 1 2x 1
 2 8 x 32  4 2 4 x 3 4
  
 16 
  1x 1
16 4
1
2
2 x 32

1
16 4
4x 3

4 16
4 3

2
2 3

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

LEARNING ACTIVITY 11.1.2.3 20 minutes

1) Simplify the following:

3
1
a)   = ______________________
3

25
b) = ______________________
22

2
 2x 2 y 3 
c)  4 
 = ______________________
 5z 

a3b8c2
d) = ______________________
a bc

3
 a4 
e)  2  = ______________________
a 

2) Simplify

 x2y4 2
a)  6  
 z 

2
3 2 
b)   

 2 

 33 x 4 6 3
c)  3
 
 2 

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 GR 11 GENERAL MATHEMATICS M1 SURDS

 33 x 2 6 3
d)  3  
 5 

3) Simplify the following.

2
 2x 
f)   = ______________________
 3

25
g) x2 = ______________________
22

 2x 6 y 3  3
h)  3
 = ______________________
 27z 

a 3b 4 c 5
i) = ______________________
a b2 c 3

 a4  2
j)  2 = ______________________
a 

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

11.1.2.4 The Rule for Zero as a Power and Negative Power

Law 6: Any number or quantity raised to zero is equal to 1.

b0 = 1

This Law can actually be derived from Law 4 where powers m=n.
a2
For example, we have 2 . If we apply Law 4, we will get a2-2 which is actually equal to a0.
a
But how did we make it equal to 1?

Remember the rules in fraction?

When the numerator is exactly the same with the denominator, the fraction is equal to 1.
Another basic explanation of this is our simple arithmetic where 11 =1, 22 =1, 33 =1 and
so on. So, as long as any number or quantity is divided by itself, the quotient is always 1. This
also applies when a number or any quantity is raised to zero.
Example 1 Simplify 2x 3   0

Solution

2x 3 0
 20 x 0  1 x 1  1

Example 2 Simplify (2x 3 )

0

Solution

May mean

2x   2x 
3 4
3 0

2x  3 4

4
 2x 3 
  3 
 2x 
 14
1

Example 3 Simplify 2x 3   0

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 GR 11 GENERAL MATHEMATICS M1 SURDS

Solution

May mean
2x   2x  . 2x 
3 0 3 5 3 5

 2x  3 5 -5

 2x  3 0

 20 x 0
 1.1
1

Example 4 Simplify 2 3 x 6  
0

Solution

2 3
x 6  0
 22 x 0 x 6 2
1
x0

 20 x 60
1x1
1

Law 7. Any number or quantity raised to a negative is equal to its positive reciprocal.
1
a m  m
a

Example 1 Simplify the following

a) 2-2
-3
1
b)
2

c) 2x-2

2
 42 
1

d)  2 
3 
 

e)  3 2

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

Solutions
1 1
a) Given 2-2 , applying Law 7, we get its reciprocal =
22 4
1
Therefore, 2-2 =
4
3
1 -3 1 1
b) = we get its reciprocal by dividing 1 by : 3
2 2 1
 
2

1
Simplify the denominator:
1
8

1 8
Divide 1 by , we get (1) x =8
8 1

2
Another way of simplifying it is by getting the reciprocal of the base:
1
3
2
and raising it to a positive power 3:  
1

23
Apply Law 5:
13

8
Simplify: =8
1
3
1
Therefore,   = 8.
2

1
c) Given 2x-2, only x is raised to a negative power so we say: (2) .
x2

2
Simplify:
x2
2
Therefore, 2x-2 = .
x2

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 GR 11 GENERAL MATHEMATICS M1 SURDS

d)
2
 42 
1

  4 1
 4
 32  3
 
34
 1
4
81

4
e)
 3 2

1
 3 2

1

3x 3
1

3

STUDENT LEARNING ACTIVITY 11.1.2.4 20 minutes

Simplify the following:

1) xo + 2x0 = _____________________

2) (2y)0 + 2y0 = ____________________

50
3) = ____________________
32

2x 0
4) = ____________________
(2x)0

5) (-2x)0 + (-2)(x)0 + 4(23)0 = ____________________

6) (-2)-2 = ____________________

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

7) 4(x)-5 = ____________________

2
2
8)   = ____________________
7

5
y
9)   = ____________________
x

3
x
10)   = ____________________
2

3
 83 
1

11)  1  = ____________________
2 
 

2
 5
12)  
 = ____________________
 5 

13)  0.5
4
= ____________________

14) (-3)-6 x 36 = ____________________

15)
 125 x
3 4
81 
1

= ____________________
225

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 GR 11 GENERAL MATHEMATICS M1 SURDS

11.1.2.5 Indicial Equations

Indicial equations involve equations that have powers as the unknown. To solve indicial
equations, the bases on either side of the equal sign must be the same. If they are not,
reduce one of the two, so they have the same base. Then, equate the powers and solve for
the unknown.

Example 1 If 3 p + 4 = 9 p - 2 find the value of p.

Solution

3p+4 = 9p-2
3 p+4 = 32(p-2)
3 p+4 = 32p- 4

Since (p + 4) and (2p – 4) are both powers of 3, they must be equal.

p + 4 = 2p – 4
p – 2p = -4
-P = -8
P=8

Example 2 Find the value of x if (22x)(4 x+1) = 64

Solution
(22x)(4 x+1) = 64
(22x)(22 (x+1)) = 8 x 8
(22x)(2 2x+2) = 23 x 23
(22x + 2x+2) = 23+3
2 4x+2 = 26

Since (4x + 2) and (6) are both powers of 2, they must be equal.
4x + 2 = 6
4x = 4
x=1

Congratulations for reaching the end of this topic. Please spend some time to revise the
lessons you have learnt in this topic and be ready to answer the following summative task.

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 GR 11 GENERAL MATHEMATICS M1 BASIC NUMERACY

STUDENT LEARNING ACTIVITY 11.1.2.5 20 minutes

Solve for x in the following indicial equations.

1. 8 = 2x

1
2.  9x
3

3. 64 = 2 x + 1

4. 4(3x) = 108

5. 10 000 = 10x

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 GR 11 GENERAL MATHEMATICS M1 SURDS

6. 3x + 1.9x = 33x.3x - 2

7. 5x + 2 = 125x

8. (7 x - 6)(7 x + 2) = 2401

9. 6x = 6 x - 3.6 x - 2

1
10.  10 x
100 000

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 GR 11 GENERAL MATHEMATICS M1 SURDS

SUMMATIVE TASK 11.1.2 20 minutes

Write the correct answer on the spaces provided.

1) It tells the number of times the base is to be multiplied by itself. _______________

2) Simplify: (x)(x)(x)(x)(x)(y)(y)(y)(z)(z) _______________

3) Write 23x2y3 in expanded form. _______________

2
 x2y 
4) Simplify  1  _______________
z 

5) Solve for x in 5x  25x -2 _______________

 32 2
6) Simplify  6  _______________
4 

7) Solve for x in 3x .32  35 _______________

8) Simplify 7x0 + (7x)0 – 7x _______________

9) Simplify 3y2 - 4y2 + 5y2 _______________

10) Simplify the following

2
1
a)    _______________
2
36
b) = _______________
32

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GR 11 GENERAL MATHEMATICS M1 SURDS

2
 x2y3 
c)  4   _______________
 z 

a8b12c 7
d) = _______________
a3b2c

3
 x4 
e)  4   _______________
x 

f) 5xo – (2x)0 = _______________

g) -y0 – 5y0 = _______________

2y 0
h) = _______________
42

(2x)0
i) = _______________
2x 0

j) -3(x)0 + (-2x)0 + (23)0 = _______________

k) (-3)-1 = _______________

l) 12(2x)-2 = _______________

2
x
m)    _______________
3

8
1
n)    _______________
x

1
 2x 
o)    _______________
 5

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 GR 11 GENERAL MATHEMATICS M1 SURDS

11.1. 3: SURDS

11.1.3.1 Basic Concepts

Surds are numerical expressions which involve irrational numbers. In some references, they
call surds as radicals.

In the previous topics, indices were discussed. In addition to the integer indices you have
learned, you should also know that fractions can also be used as indices or exponents.
1
If you are asked to get the value of 2 3 , how will you be able to solve it? How will you
1
multiply 2, times itself? This is where knowledge of surds is needed.
3
1 1
1
In the expression 2 3 , the base is 2 and the exponent is . Now, observe that 2 3 can be
3
3 1
written or expressed as 2 .

In the expression, note the following equality

a a
m
n m n

index exponent of the radicand

radicand
Using the expression above:

‘a’ is still called as the base or radicand.

‘n’ is called as the index, taken from the denominator of the fractional exponent.
‘m’ is the exponent of the radicand, taken from the numerator of the fractional
exponent.

Note that the calculator can only be used to approximate surds correct to certain number of
decimal places. But those are not exact values. The exact values are those that are left as
3 3
surds such as 3 , 2 5 and .
2

So the decimal values below of square roots of natural numbers are approximate values,
except for square roots of 1, 4 and 9 which are exact values.

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 GR 11 GENERAL MATHEMATICS M1 SURDS

Indices

1  1.00
2  1.41
3  1.73
4  2.00
5  2.24
6  2.44
7  2.65
8  2.83
9  3.00
10  3.16

Example 1 Transform the following fractional exponents to surds:

1
2
a) 3
3

b) 54
3
3
c) 12

Solution

Let us use a table to identify the parts and easily transform them as surds.

Denominator Numerator of
Indices /
Base of the the fractional
Fractional Surd/Radic Surds read
(Radican fractional exponent
Exponent al Form as…
d) exponent (exponent of
Form
(index) the radicand)
1 the square
2 2
a) 3 3 2 1 31 root of 3
raised to 1
3 the fourth
b) 5 4 5 4 3 4
53 root of five
cubed
2 the fifth root
5
c) 12 5 12 5 2 122 of 12 squared

Since you now know how to transform fractional indices to surds, let us do the other way.
This time let us transform surds back to fractional exponents. This skill is needed in
simplifying surds in the succeeding lessons.

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 GR 11 GENERAL MATHEMATICS M1 SURDS

Example 2 Write the following surds and transform them to fractional exponents by
completing the table below:

Exponent of Indices /
Index
Surd / Radical Radicand (Denominator of the radicand Fractional
Given (Numerator
Form (Base) the fractional Exponent
exponent ) of the
Form
fractional
exponent )
2
“sixth root of 8 squared” 6
82 8 6 2 8 6

7
“square root of x raised to 2
x7 x 2 7 x2
the 7th power”
2
“cube root of 3 squared” 3
32 3 3 2 3
3

Now it is your turn to apply what you have learnt by answering the following learning
activity for your practice and mastery.

STUDENT LEARNING ACTIVITY 11.1.3.1 20 minutes

Complete the table below and transform fractional exponents to surds and vice versa.

1) Fractional exponents to surds

Numerator of the
Indices /
Denominator of the fractional
Fractional Base Surd/Radical
fractional exponent exponent Surds read as…
Exponent (Radicand) Form
(index) (exponent of the
Form
radicand)
1
a) y 3

6
b) 2 7
1
c) 9 5

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 GR 11 GENERAL MATHEMATICS M1 SURDS

2) Surds to fractional exponents

Exponent of Indices /
Index
Surd/Radical Radicand (Denominator of the radicand Fractional
Given (Numerator
Form (Base) the fractional Exponent
exponent ) of the
Form
fractional
exponent )
“the cube root of x raised
to y”
“the nth root of 3 cubed”
“the ninth root of 3x
raised to 5”

x 1 y 2
3) Simplify by expressing the expression as a positive surd.
x 2

4) Express a 3 b 6 c 8 in powers.

Express w 12 x 6 y 3 as a surd.
1
5)

6) Evaluate 256- 0.25

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 GR 11 GENERAL MATHEMATICS M1 SURDS

11.1.3.2 Laws of Surds

In dealing with surds, the following Laws or Rules must be followed to facilitate ease and
accuracy in computing.

Law 1. a x b  ab

Law 1 states that the factors of a radicand can be expressed as separate surds.

Example 1 Simplify 48

Solution

Since the 48 is not a perfect square number, we can get its exact value without using the
calculator by just simplifying it. Now, think of a factor of 48 where one is a perfect square
number since the surd has an index of 2. (When an index is not indicated, it means it is 2,
just like when no exponent of the radicand is indicated means its 1)

Knowing that factors of 48 are 16 and 3, we can re write 48 as: (16x3)

Using Law 1: 16 x 3

Simplifying the 16 and leaving 3 as is: 4 3

Therefore, 48 = 4 3

3
Example 2 Simplify 24

Solution

Since the 3 24 is not a perfect cube number, we can get its exact value without using the
calculator by just simplifying it.

Now, think of a factor of 24 where one is a perfect cube number since the surd has an index
of 3.
3
24  3 8 x 3
3 8x3 3
2x3 3
 23 3

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 GR 11 GENERAL MATHEMATICS M1 SURDS

3
Therefore, 24 = 2 3 3

a a
Law 2. 
b b

Law 2 states that the numerator and denominator of a fractional radicand can be expressed
as separate surds.
3
Example 1 Simplify
4

Solution

3
Since the radicand of is not a perfect square number, we can get its exact value without
4
using the calculator by just simplifying it. Since the numerator 3 and itself as its factors, we
can no longer find a perfect square factor/root, so we will just leave it as a surd. But notice
that the denominator 4 is a perfect square number and it is possible to get its square root.
3 3
Using Law 2, we write the as:
4 4
3
Simplifying the denominator 4 and leaving the numerator 3 as is:
2
3 3
Therefore, =
4 2

27
Example 2 Simplify
12

Solution
27 9x3

12 4x3
9x 3

4x 3
3x 3 27 3
 Therefore, 
2x 3 12 2
3 3

2 3
3

2
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 GR 11 GENERAL MATHEMATICS M1 SURDS

Law 3.  a
2
a

Law 3 states that if a surd is raised to a power which is the reciprocal of the power, the result
is the radicand itself.

Example 1 Simplify ( 3 )2

Solution

To fully understand this law, let us first transform 3 as a fractional exponent before we
1
raise it to the second power: (3 2 )2.
2
Now we use Law 2 of Indices (power raised to a power) 3 2

Simplifying the exponent, we get: 31 = 3

Therefore, ( 3 )2 = 3.

Example 2 Simplify ( 3 5x )3

Solution

By just using Law 3, we may simply cancel the exponent and power ( 3 5x )3 leaving us with
5x.

Or can be solved algebraically as

3
 
1
5x  5 3 x 3
1 3

 51 x 1
 5x

Therefore, ( 3 5x )3 = 5x.

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 GR 11 GENERAL MATHEMATICS M1 SURDS

STUDENT LEARNING ACTIVITY 11.1.3.2 20 minutes

1) Simplify the following surds and identify the law used:

Answer Law
a) 40 = ________________________ ___________

b) ( 3 2x )3 = ________________________ ___________

3
c) 40 = ________________________ ___________

8
d) = ________________________ ___________
25

e) ( 5 17x 2 )5 = ________________________ ___________

1
f) 3 = ________________________ ___________
27

g) 200 = ________________________ ___________

9
h) = ________________________ ___________
49
i) ( 7 51 )7 = ________________________ ___________

3
j) 270 = ________________________ ___________

2) Simplify the following surds and identify the law used:

Answer Law
k) 40 = ________________________ ___________
3 3
l) ( 2x ) = ________________________ ___________
3
m) 40 = ________________________ ___________
8
n) = ________________________ ___________
25
o) ( 5 17x 2 )5 = ________________________ ___________
1
p) 3 = ________________________ ___________
27
q) 200 = ________________________ ___________
9
r) = ________________________ ___________
49

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 GR 11 GENERAL MATHEMATICS M1 SURDS

s) ( 7 51 )7 = ________________________ ___________

3
t) 270 = ________________________ ___________

11.1.3.3 Addition and Subtraction of Surds

Only similar surds can be added or subtracted. This means that when adding or subtracting
surds, you must use the same concept as that of adding or subtracting "like" terms in
algebra.

The following are similar surds 3 , 2 3 , and -4 3 . It is like treating surds as variables like
x, 2x and -4x in algebra.

Surds are similar if and only if they have the same root and the same radicand

The following are not similar surds: 3 , 3 3 , 4 3 and 5 3 , where given are square root, cube
root, fourth root and fifth root of 3. Although the surds have similar radicands, the roots are
not the same.

3
How about 3 , 3 13 , 3 23 and 3
33 ? Are they similar?

No, 3 3 , 3 13 , 3 23 and 3
33 are not similar surds. Although they have the same roots, their
radicands are different.

Since the idea of similar surds is now made known to you, we can now proceed to adding
and subtracting the surds.

Example 1 Find the sum of the following:

a) 3 6 + 4 6
b) - 12 + 3 3
c) 3 3 + 27

Solution

a) Since 3 6 and 4 6 are similar surds, add the integers (whole numbers) and
write the common radicand: (3 + 4) 6 = 7 6

b) Since - 12 and 3 3 are not similar surds, let us first write similar form of - 12 .
Applying Law 1 for surds, we expand and simplify - 12 as : - 4 x 3 = -2 3
We substitute - 12 with -2 3 : -2 3 + 3 3

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 GR 11 GENERAL MATHEMATICS M1 SURDS

We add the integers and write the common radicand: (-2+3) 3

Simplify: 1 3
This can also be written as 3 . Therefore, the sum of - 12 and 3 3 is 3 .

c) Since 3 3 and 27 are not similar surds, let us first write similar form of 27 .
Applying Law 1 for surds, we expand and simplify 27 as: 9 x 3=3 3
We substitute 27 with 3 3 : 3 3+3 3
We add the integers and write the common radicand: (3+3) 3
Simplify: 6 3
Therefore, the sum of 3 3 and 27 is 6 3 .

Example 2 Find the difference of the following pairs of surds:

a) 4 3 - (-2) 3
b) 2 45 - 2 5

Solution
a) Since 4 3 and -2 3 are similar surds, get the difference of the integers and
write the common radicand:

4 3  2 3  4  2 3 
 4  2 3
6 3
Therefore, 4 3 - (-2) 3 = 6 3 .
b) Since 2 45 and 2 5 are not similar surds, let us first write similar form of
2 45 . Applying Law 1 for surds, we simplify 2 45 as: (2) 9 x 5
Get the 9 : (2)(3) 5 = 6 5
We substitute 2 45 with 6 5 : 6 5-2 5
We get the difference of the rational coefficients and write the common
radicand: (6-2) 5
Simplify: 4 5

Therefore, 2 45 - 2 5 = 4 5 .

When we say write the radicand, we mean say 5 , that is 5 is placed under a radical sign and
not just 5. The integer 5 is a radicand when it is placed under a radical sign.

Adding and subtracting surds is similar to adding and subtracting like terms in algebra. You
can try making the terms similar by simplifying the surds using the laws or rules for surds.

The radicands can be simplified if and only if they are composite numbers. Composite
numbers have three or more factors. Prime numbers have only two factors.
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A radicand can be simplified if it is not a prime number.

The 25 primes below 100 are

{2,3,5,7,11,13,17,19,23,29,31,37,41,43,47,53,59,61,67,71,73,79,83,89,97}. They are natural
numbers.

Examples
31  31
3
31  3 31
4
31  4 31

But any prime or prime number raised to a power of a positive integer yields a composite
product or number.

Example

172 = 289 7 is prime, 289 is composite and 2 is the positive integer power.
53 = 125 5 is prime, 125 is composite and 3 is the positive integer power.

Knowing primes and composites, and your skills in identifying factors and multiples
combined with knowledge of like terms will help you ease out work on sums and products of
surds.

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STUDENT LEARNING ACTIVITY 11.1.3.3 20 minutes

Find the sum or difference of the following surds:

1) -11 21 – 11 21 = ____________________________

2) -9 15 + 10 15 = ____________________________

3) -8 5+ 6 5 – 9 5 = ____________________________

4) 18 7–3 7+7 7 = ____________________________

5) 28 3– 5 3 = ____________________________

6) 20 + 45 = ____________________________

7) 3-5 3 = ____________________________

8) -2 20 + 8 5 = ____________________________

9) 12 3 - 81 = ____________________________

10) 2 20 + 7 5 - 45 = ____________________________

11) 2 20 - 20 + 3 20 - 2 45 = ____________________________

12) -3 3- 8-3 3 = ____________________________

13) 27  48  147 = ____________________________

14) 23  41  7 = ____________________________

15) 225  169  49 = ____________________________

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11.1.3.4 Multiplication of Surds

You can multiply surds by using the Distributive Property or the FOIL Method. In both
procedures, you can also make use of the Multiplication Property of Surds.

n
Recall that the product of two radicals is given by an b = n
ab , where a and b are real
numbers whose nth roots are also real numbers. And your knowledge of  a2
 a , also
applies.

Example 1 Find the product of surds and simplify where possible.

a) 5  10
b) 6 x 6
c) 2 (3 + 2 )
d) 5 ( 8 - 2 )
 
e) 8  3 8  3 
Solution

a) Applying the rule in multiplying surds we say: 5  10 = 50

Simplify 50 : 25 x 2 = 5 2

Therefore, 5  10 = 5 2

b) Applying the rule in multiplying surds we say: 6x 6= 36

Since 36 is a perfect square: 36 = 6
Therefore, 6 x 6 = 6.

c) Use distributive property of multiplication: 3 2 + 2x 2

Simplify: 3 2 + 4
But 4 can be simplified as 2: 3 2 +2
Notice that 3 2 and 2 are not similar surds, therefore we leave them as the final
answer and conclude that 2 (3 + 2 ) = 3 2 + 2. Commutative property of addition
applies so it can also be expressed as 2 + 3 2

d) Use distributive property of multiplication: 5 8- 5 2

Multiply: 40 - 10
Simplify 40 as 4 x 10 =2 10 and replace: 2 10 - 10
Get the difference of the integers: (2-1) 10

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Simplify: 1 10

Therefore 5 ( 8 - 2 ) = 10 .

e) For the product of ( 8 - 3 ) and ( 8 - 3 ) where the factors are binomials (2 term
factors), the product identity is such that the square of binomials yield a three term
product: (a – b)2 ≡ a2 – 2ab + b2 and (a + b)2 ≡ a2 + 2ab + b2 . Then simplify to two term
expression where possible, when a2 and b2 are rational.

Multiply: ( 8 - 3 ) ( 8 - 3 ) = 64  24  24  9
Simplify 64  24  24  9 as  8  2 24  3
Further simplify  8  3  2 4 x6
 11  2  2 6
 11  4 6

Therefore ( 8 - 3 ) ( 8 - 3 )  11  4 6

If the binomial surd factors are contain a common surd factor, the final answer may turn out
to be a single rational number such as ( 8  2)( 8  2) where these factors can be
simplified to  2  2   2 . Expanding, than simplifying will give the same result as 2.
The product of surds can be simplified when the product is a multiple of a perfect square.

Say, 5 x 8 = 40 , the radicand of 40 is a multiple of 4. And 4 is a perfect square number,

whose square root can be found.

For 5 x 8 , if we simplify 8 to 2 2 then multiply by 5 , we will get the same answer as

when 40 is simplified.

Conjugates

Multiplying surds and simplifying surds at times involve conjugates. The expressions 3 + 10
and 3 - 10 are called conjugates of each other where we have a rational and an irrational
term.

Conjugates can also have both irrational terms such as the expression 3  10 and its
conjugate of 3  10 .

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The conjugate surds differ only in the operational sign between the two terms. The product
of two conjugates is the product of sum and difference of two squares, which is given by the
special product formula (a + b) (a - b) = a2 – b2 or an identity as (a + b) (a - b) ≡ a2 – b2.

Product of conjugates can be simplified to a single term rational number. This can possibly
occur because the product of the first and the last terms are always rational. The middle two
irrational (surd) terms happen to be the opposites, so they cancel out.

Algebraic manipulation of conjugates say, a and b are radicands, then

a  b has conjugate of a b

Thus ( a  b )( a  b)   a 
2
ab  ab   b2
[ four term product]

=  a   b 
2 2
[The middle terms are like opposite surd, so
they cancel each other or sum up to zero]

=a+b [ one term, since a and b are rational]

Example 2 Find the conjugate of the given expressions on the first column and find their
products.

Expression Conjugate Product

1- 3 1+ 3 = (1)2 – ( 3 )2
=1–3
= -2
5 + 2 5 - 2 = ( 5 )2 – ( 2 )2
=5–2
=3
10 -3 10 + 3 =( 10 )2 –(3)2
= 10 – 9
= 1
2 3 3 2 3 3  4 9 -6 3 6 3 9
 439
 12  9
3
x +2 x -2 = ( x )2 – (2)2
=x–4

Do you see how simple it is to find the conjugate of a surd?

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Comparing the expressions in column 1 with their conjugates in column 2, you will notice
that the only difference is their signs. If the expression is a statement of sum (+), then its
conjugate is a statement of difference (-) of the two terms or vice versa.

Now, we observe the products in column 3. Note that when the expression and its conjugate
were multiplied, they result to a difference of two squares like in the algebraic expression
x2 – y2. That is (x - y)(x + y) = x2 – y2. Squaring both terms of the surd is easy by just following
Law 3 for surds where ( a )2 = a.

Example 3 Find the conjugate of the expression 2 - 5 and multiply the expression by its
conjugate.

Solution

Since the given is a difference 2 - 5 , its conjugate is a sum 2 + 5 .

Find the product of the two: (2 - 5 ) (2 + 5 )

Following the rules in getting the difference of two squares: (2)2 – ( 5 )2

Simplify: 4 – 5 = -1

Therefore, the product of 2 - 5 and its conjugate 2 + 5 is -1.

STUDENT LEARNING ACTIVITY 11.1.3.4 20 minutes

1) Find the product of the following and simplify the final answer:
a) 40  10 = ________________________________
b) 15 x 3 = ________________________________
c) 3 (4 + 16 ) = ________________________________
d) 5 ( 8 + 2) = ________________________________
e) 12  5 = ________________________________
f) (-4 28 )( 7 ) = ________________________________
g) -3 3 (2 + 9 ) = ________________________________
h) (2 + x )(2 - x ) = ________________________________
i) ( 11 - 4 ) ( 11 + 4 ) = ________________________________
j) ( -3 - 2 ) ( -3 + 2 ) = ________________________________

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2) Complete the table below. In the second column, write the conjugate of the given
expression and write their products on the third column.
Expression Conjugate Product

a) 2- 5

b) 3 + 7

c) 2+9

d) - 2 +1

e) -3 + y

3) Find the product of the following and simplify the final answer:
a) 2x 2x 2 = ________________________________
b) 3x 3x 3x 3 = ________________________________
3 3 3
c) 4x 4x 4 = ________________________________
4
d) 2x42x42x42 = ________________________________
e) 5x 5x 5x 5 = ________________________________
f) 3 x 12 = ________________________________
1
g) 3x x 15 x 2 3 = ________________________________
3
y x y x
h) x x x = ________________________________
x y x y
i) ( (2  11) ( ( 11  2) = ________________________________
j) (5  2)( 2  5) = ________________________________

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11.1.3.5 Division of Surds

To simplify a quotient involving surds, you have to rationalize the denominator.

Rationalizing the denominator is a way of removing or eliminating surds in the

denominator. An expression is simplified or rationalized when there are no more surds left in
the denominator. Usually, this process is used for single term denominator.

The skills you have learnt in the previous lessons will help you in dividing and simplifying
surds.

Example 1 Rationalize the denominators of the following.

a) 20  100
b) 3  36

Solution
20
a) The given can be written as:
100
4x 5 2 5
Simplifying both numerator and denominator gives: =
10 10
5
Factor out 2 on both numerator and denominator:
5
20 5
Therefore, = .
100 5
3
b) The given can be written as:
36
3
Simplifying both numerator and denominator gives:
6
Since there is no more surd in the denominator and no common factor between the
3 3
numerator and denominator, we consider as the quotient of .
6 36

The example 1 shows the direct way of finding the quotient and simplifying them when
there is no more surd in the denominator.

The next examples involve dividing surds with single term denominator.

Example 2 Find the quotient of the following:

a) 2  3 b) 3 5

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Solutions
2
a) We all know that 2  3 can be written as . This expression has a surd in the
3
denominator. To find its simplified quotient, we simply use rationalizing the
denominator.
First, multiply the numerator and the denominator by the given denominator

(dividend) 3 :
2 ( )
3
3 3 ( )
Get the product of the numerators: 2( 3 ) = 2 3
Get the product of the denominators: ( 3 )( 3 ) = ( 9 ) = 3
Since the product of the numerators is 2 3 and the product of the denominators
2 3
is 3, we write our quotient as .
3
2 3
Therefore, 2  3 = .
3
Since we already had the detailed explanation of the solution, in example a, let us try a
shorter way of rationalizing surds of single term denominator.
3
b) Since the given 3  5 can be written as ,we rationalize the denominator by the
5
following simple steps:
Step 1: Multiply the numerator by the denominator, then simplify: 3 ( 5 ) = 15
Step 2: Copy the radicand of the denominator. 5
15
Since the numerator is 15 and the denominator is 5, our quotient is .
5
3 15
Therefore, is rationalized as .
5 5

Both examples (a) and (b) follow the same principle. The method used in example b is
just a simplified way of doing so.

Rationalizing Denominators with two terms

3numerator 2 3
Study the given two quotients: . The denominators are
5  3 denominato r 3 2
5  3 and3  2 respectively. The conjugates to be used to rationalize the denominators
shall be 5  3 and3  2 in that order.

To rationalize a denominator involving two terms, multiply both the

numerator and denominator by the conjugate of the denominator.

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Example 3 Find the quotient of the following surds.

3 4
a) b)
1 5 2 3

Solution

a) Step 1: Multiply the numerator and the denominator by the conjugate of the
denominator
3 1 5
x
1 5 1 5
Step 2: Express the numerators and denominators as products.
 
3 1 5 
1  5 1  5 
Step 3: Get the product of the numerators by applying Distributive Law in multiplying
surds and get the product of the denominator by multiplying conjugates.

 3 1  5   3  15
1  5 1  5  1  5  5  25
3 5

15
3 5

4

3 3  15  3 5
Therefore, = or
1 5 -4 4

b) Step 1: Multiply the numerator and the denominator by the conjugate of the
denominator.
2 2 3
x
2 3 2 3
Step 2: Express the numerators and denominators as products.

4 2  3 
2 
3 2 3 
Step 3: Get the product of the numerators by applying Distributive Law in multiplying
surds and get the product of the denominator by multiplying conjugates.

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 GR 11 GENERAL MATHEMATICS M1 SURDS

4 2  3  
84 3
2 
3 2 3  4 2 3 2 3  9
84 3

43
84 3

1
84 3

2
Therefore, =8+4 3.
2 3

Revise the lesson you have just learnt and improve your skills by answering the following
learning activity.

LEARNING ACTIVITY 11.1.3.5 20 minutes

1) Find the quotient of the following (no need for calculator in this activity):
a) 50  49 =______________________________
b) 4 3  16 =______________________________
c) 12 8  144 =______________________________
d) 36  81 =______________________________
e) -8  256 =______________________________

2) Rationalize the following surds with single term denominator:

15
a) =______________________________
12
8
b) =______________________________
6
4
c) =______________________________
5

3) Find the quotient of the following surds with two-term denominators: (Use the spaces
for your working out.)

2
a) Answer: ___________________
1- 2

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GR 11 GENERAL MATHEMATICS M1 SURDS

2
b) Answer: ___________________
2- 6

3 2
c) Answer: __________________
3 2

3 7
d) Answer: _________________
3 3 1

3 5
e) Answer: __________________
3 2

3 5
f) Answer: __________________
3 5

2 3
g) Answer: __________________
3 2

3 5
h) Answer: __________________
3 5

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 GR 11 GENERAL MATHEMATICS M1 SURDS

SUMMATIVE TASK 11.1.3 20 minutes

Perform the indicated operation(s) involving surds.

1) -5 5 + 12 5 = ____________________________

2) 40  8 = ____________________________

3) 5 (3 5 – 2 5 ) = ____________________________

16
4) = ____________________________
6

5) 3 (4 + 25 ) = ____________________________

6) -6 20 + 2 45 + 7 5 = ____________________________

7) -4 20 + 7 5 + 3 45 = ____________________________

8) 13 3 + 18 81 = ____________________________

2
9) = ____________________________
8

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 GR 11 GENERAL MATHEMATICS M1 SURDS

10) - 2 ( 3+ 27 ) = ____________________________

11) ( -8 - 2 ) ( -8 + 2 ) = ____________________________

12) 2 24  144 = ____________________________

8
13) = ____________________________
5

14) ( 2 + 3) ( 2 - 3 ) = ____________________________

15) Complete the table below. In the second column, write the conjugates of the given
expression and write their products on the third column.

Expression Conjugate Product

a) -7 + 5

a) 2 + 3

b) 2-5

c) - 6 +4

d) -2y2 + y4

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 GR 11 GENERAL MATHEMATICS M1 SURDS

16) Find the quotient when 3 is divided by 3 + 12 .

32
17) Simplify:
4 3

18)  
5 6 3 3  

19)  5 3  2  3  

20) Add the conjugate of 3 + 5 to 180 . Simplify the final answer.

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11.1. 4: UNITS OF MEASUREMENTS

Weights and measures were among the earliest tools invented by man. Primitive societies
needed rudimentary measures for many tasks: constructing dwellings of an appropriate size
and shape, fashioning clothing and bartering food or raw materials.
Man understandably turned first to parts of his body and his
natural surroundings for measuring instruments. Early
Babylonian and Egyptian records and the Bible indicate that
length was first measured with the forearm, hand, or finger
and that time was measured by the periods of the sun,
moon, and other heavenly bodies.
When it was necessary to compare the capacities of
containers such as gourds or clay or metal vessels, they
were filled with plant seeds that were then counted to
measure the volumes. With the development of scales as a
means for weighing, seeds and stones served as standards. In the primitive years, people used their
body parts to measure objects;
however, this system may not be fair
because people have different body
dimensions.

Plant seeds used to fill in ancient

Ancient container used to measure containers which were counted to
volume. measure volume.

For instance, the "carat," still being used as a mass unit for gems, is derived from the carob
seed. As societies evolved, measurements became more complex. The invention of
numbering systems and the science of mathematics made it possible to create whole
systems of measurement units suited to trade and commerce, land division, taxation, and
scientific research. For these more sophisticated uses, it was necessary not only to weigh
and measure more complex things but also necessary to do it accurately time after time and
in different places.

However, with limited international exchange of goods and communication of ideas, it is not
surprising that different systems for the same purpose developed and became established in
different parts of the world - even in different parts of the same country.

At present, there are two commonly used and accepted standards or systems in
measurement: the Imperial System and the Metric System.

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The Metric system is also known as the International System of units or SI. It is widely used
all over the world because it uses bases which are multiples of 10. This gives an easier way of
converting from one unit to another among the units of length, mass and volume.

The following are some of the base units of SI, with some commonly used measuring tools:

Metre (m) Kilogram (kg) Litre (L)

foldable meter stick

measuring cup
weighing scale
Seconds(s) Degree Celcius (°C)

analogue clock

digital thermometer

11.1.4.1 Measurement

Measurement is a process of comparing the dimensions of an object using a standard way of

quantifying things. When we say standard, we mean something that is agreed upon and
commonly used by many.

The Imperial System of units was defined in 1824 and was used by many countries in the
British Empire. But before the 20th century ended, some of these countries had converted to
Metric System.

At present, there are two commonly used and accepted standards or systems in
measurement: the Imperial System and the Metric System or known as the International
System of Units (SI).

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The International System of Units (SI) defines the following seven units of measure as a basic
set from which all other SI units are derived:

Measurement Units of Measure

length Metre

mass Kilogram

time Second

electric current Ampere

temperature Kelvin

luminous intensity Candela

amount of substance Mole

Derived units from these fundamental units given in the above table are Newton (N), Joule
(J), Watt (W) and Pascal (Pa).

Multiples and fractions of the basic units are defined in multiples of 1000, and are denoted
by following prefixes (and symbols).

103 kilo- (k) 10-3 milli- (m)

106 mega- (M) 10-6 micro- (µ)
109 giga- (G) 10-9 nano- (n)
1012 tera- (T) 10-12 pico- (p)
1015 peta- (P) 10-15 femto- (f)
1018 exa- (E) 10-18 alto- (a)

In addition the following customary prefixes are used:

10 deka- (da) 10-1 deci- (d)
2 -2
10 hecto- (h) 10 centi- (c)

Another unit used to measure capacity is litre. However, this is not yet formally part of SI but
it is accepted for use with the SI. While litre is the basic unit for liquid volume, cubic
centimetre is the basic unit for solid volume.

In the metric system, each quantity measured has a basic unit of which other units were
based upon using prefixes.

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To easily remember these prefixes, we may use the mnemonics Karl Has Developed My
Decimal Cravings for Metrics. This mnemonics will help you easily remember the first letters
of the prefixes used in the metric system.

Kilo Hector Deka metric Deci Centi Milli

(1000) (100) (10) base unit (1/10) (1/100) (1/1000)

kilometre hectometre dekametre Metre decimetre centimetre millimetre

kilogram hectogram dekagram Gram decigram centigram milligram

Kilolitre hectolitre dekalitre Litre decilitre centilitre millilitre

The common among prefixes used are: kilo, centi and milli. However, knowledge on the
other prefixes will be beneficial because they are used in some specific areas such as in the
fields of medicine, engineering, architecture, physics, chemistry and the like.

In computing, an external drive can store up to one terabytes of information.

The table below shows some of the commonly used units in both Metric and Imperial
systems.

Quantity it measures Metric Imperial

Distance Metre(m) inch (in)
kilometre (km), foot(ft)
centimetre(cm), yard(yd)
millimetre(mm) mile(mi)
Weight gram (g) Ounce(oz)
kilogram (kg) pound(lbs)
milligram (mg) ton (t)
Capacity litre (L) Gallon(gal)
millilitre (mL) Quart(qt)
Pint(pt)
Pressure Kilopascals (kPa) Pounds per square inch
(psi)

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STUDENT LEARNING ACTIVITY 11.1.4.1 20 minutes

1) What is the importance of having and following a common standard of measurement?

_______________________________________________________________________
_______________________________________________________________________

2) List some measuring tools you use at home and identify if they are using the SI or
imperial units.
_______________________________________________________________________
_______________________________________________________________________

3) Describe an analogue instrument.

_______________________________________________________________________
_______________________________________________________________________

4) What system of units do you commonly use in your school?

_______________________________________________________________________
_______________________________________________________________________

5) Write one teragram in figures. How many kilograms would that be equal to?
_______________________________________________________________________
_______________________________________________________________________

6) When can you use nanometres to measure?

_______________________________________________________________________
_______________________________________________________________________

7) Are these prefixes relevant in time measurement?

_______________________________________________________________________
_______________________________________________________________________

8) What do we mean by saying derived units?

_______________________________________________________________________
_______________________________________________________________________

9) Write the symbols for kelvin, candela and mole.

_______________________________________________________________________
_______________________________________________________________________

10) When can you use nanometres to measure?

_______________________________________________________________________
_______________________________________________________________________

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 GR 11 GENERAL MATHEMATICS M1 MEASUREMENT

11.1.4.2 Conversion of Metric and Imperial Units

Sometimes you will need to convert or change from one system to the other especially when
you travel abroad because one country may use both the imperial and SI units. In addition,
the labels on the goods you usually find in the shops use either of the two units.

It is also important to learn how to convert from one unit to another because your job in the
near future may require you to do so. To do this, you need a conversion key that lists
equivalent measurements.

If you need to convert units between systems when working on a job, you are usually
provided with the equivalents, but you will save yourself time if you know the most common
equivalents. So it will be very helpful if your try your best to learn these by heart.

Before we start converting between the two systems, we will briefly review how to convert
within either of the systems.

Converting Within the Imperial System

The table below shows the equivalents used when converting within the imperial system.

IMPERIAL EQUIVALENTS
1 foot (ft) 12 inches (in)

1 yard (yd) 3 feet (ft)

1 mile (mi) 1760 yard (yd)

1 pound (lb) 16 ounces (oz)

1 quart (qt) 2 pint(pt)

1 gallon (gal) 4 quart (qt)

In this table, the larger units are on the left. Tables might be set up with the larger units on
the right, so the first line would read 1 foot = 12 inches.

However, one unit, usually the larger unit, has a 1 in front of it (like 1 ft, 1 yd, 1 mi). The
other unit has a number different than 1 in front of it (like 12in, 3ft, 1760 yd).

This number is the conversion factor. To convert an imperial quantity in one unit to another
unit, follow these two rules.

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Rule 1:

To convert from a larger unit such as feet to a smaller unit such as

inches, multiply the amount of the larger unit by the conversion factor.

Example 1 Convert 5 feet to inches.

Solution

The chart tells you that 1 foot = 12 inches. The conversion factor is 12. To convert 5 feet to
inches (larger unit to smaller unit), multiply by the conversion factor 12.

1 ft = 12 in
5 ft = 5ft x 12in/ft
= 60 in

Example 2 Convert 6 miles to yards.

Solution

The conversion key tells you that 1 mile = 1760 yards. The conversion factor is 1760. To
convert 6 miles to yards (larger unit to smaller unit), multiply by the conversion factor 1760.

1 mile = 1760 yd
6 mi = 6mi x 1760 yd/mi
= 10 560 yd

Rule 2:

To convert from a smaller unit such as quarts to a larger unit such as

gallons, divide the amount of the smaller unit by the conversion factor.

Example 1 Convert 10 quarts to gallons.

Solution

From the chart, 1 gallon = 4 quarts. The conversion factor is 4. Since you are going from a
smaller unit to a larger one, you divide by 4.

1 gal = 4 qt
10 qt = 10qt ÷ 4qt/gal
= 2.5 gal

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Example 2 Convert 96 ounces to pounds.

Solution

From the conversion key table, 16oz = 1lb. The conversion factor is 16. Since you are going
from a smaller unit to a larger one, you divide by 16.

1 lb = 16oz
96oz = 96oz ÷16oz/lb
= 6lb

Converting within the Metric System

To convert within the metric system, you multiply or divide by 10, or a power of 10 such as
100 or 1000. To do this, you move the decimal point to the left or right the required number
of places, using zeros as place holders when necessary. (You are actually multiplying or
dividing by a power of ten when you move a decimal point.)

The table below lists the most commonly used prefixes with the basic units for weight
(gram), length (metre), and capacity (litre).

Metric Equivalents
Prefix Value Basic Unit
Kilo 1000 gram
metre
litre
Centi 1/100 = 0.01 gram
metre
litre
Milli 1/1000 = 0.001 gram
metre
litre

To convert to or from the basic units of gram, meter or litre, look at the prefix in front of the
non-basic unit to tell how many places to move the decimal point.

1. The prefix kilo means 1000 times the basic unit.

To change from a unit with kilo as its prefix to a basic unit, or to convert from a basic
unit to a unit with kilo as its prefix, move the decimal point 3 places.

2. The prefix centi means .01 times the basic unit.

To change from centi to a basic unit, or to convert from a basic unit to a unit with centi
as its prefix, move the decimal point 2 places.

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3. The prefix milli means 0.001 times the basic unit.

To change from a unit with milli as its prefix to a basic unit, or to convert from a basic
unit to a unit with milli as its prefix, move the decimal point 3 places.

What direction do you move the decimal point to complete the conversion?

Use the following rules:

1. To convert from a smaller unit to a larger one, move the decimal point to the left.

2. To convert from a larger unit to a smaller one, move the decimal to the right.

3. The number of places to move the decimal point in the original amount when
converting to or from a basic unit depends on the prefix of the other unit.

 With the prefix kilo, move the decimal three places.

 With the prefix milli, move the decimal three places.
 With the prefix centi-, move the decimal two places.

To convert from a large unit to a smaller unit, multiply.

To convert from a smaller unit to a larger unit, divide.

Example 1 Convert 650 millimetres to metres.

Solution

Converting from a smaller unit to a larger one, the decimal point moves to the left. The
prefix milli- indicates that the decimal point moves three places when going to or from a
basic unit. Move the decimal point three places to the left. Change the unit to meters.
650 mm = 0.650 m

Example 2 Convert 8450 metres to kilometres.

Solution

1000m = 1km

8450m = 8450m ÷ 1000m/km

= 8450m x km/1000m
= 8.45km

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Example 3 Convert 3.82kilograms into grams.

Solution

1000g = 1kg

3.82kg = 3.82kg x 1000g/kg

= 3820g

Example 4 Convert 1.32kilolitres to millilitres.

Solution

1 000L = 1kL

1.32kL = 1.32kL x 1 000L/kL

= 1 320L

1 000mL = 1L
1 320L = 1 320L x 1000mL/L
= 1 320 000mL

CONVERTING BETWEEN METRIC AND IMPERIAL UNITS

Sometimes you need to convert, or change, from one system to the other. To do this, you
use a chart, like the table below which lists equivalent measurements.

To use the table to convert an amount in one system to the other system, you need to
determine the conversion factor.

IMPERIAL TO METRIC EQUIVALENTS

IMPERIAL UNITS METRIC UNITS
1 inch (in) = 2.54 centimetres (cm)
1 foot (ft) = .305 metres (m)
1 yard (yd) = 0.914 m
1 mile (mi) = 1.6 kilometre (km)
1 ounce (oz) = 28.38 g
1 pound (lb) = 454 grams (g) or 0.454 kg
1 quart (qt) Canadian = 1.14 litres (L)

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1 gallon (gal) = 4.56 L

1 fluid ounce (fl oz) = 28.4 ml
degrees Fahrenheit (F) = 9/5 degrees C +32

To convert an amount in centimetres to an equivalent amount in inches, look at the Metric

to Imperial side of the table. Find the centimetre to inch equivalent: 1 cm = 0.39 inches.

The number 0.39 in front of inches is the conversion factor. Multiply the original amount in
centimetres by the conversion factor 0.39 and add the new unit, inches, to the answer. You
have now converted an amount originally in centimetres to the equivalent amount in inches.

Suppose you are cutting a piece of block that is 4 feet long. When you are working from
metric measurements on your reference table, you might want to convert this length to
metres.

Refer to the Metric side of the table and find the conversion factor. The unit with 1 in front is
the unit you are converting from. The unit with the conversion factor in front is the unit you
are converting to.

Example Express 4mile in kilometres.

Solution

1mile = 1.6km

4mi = 1.6km/mi x 4mi

= 6.4km

So Boroko, a suburb in the National Capital District (NCD) is some 6.4km from a point of
reference (Port Moresby), that is the reason why it is also known as 4mile. That is, Boroko is
located at about 4mi from Port Moresby.

Likewise, for places like 3mile, 9mile and 17 mile in NCD their equivalent distances can be
calculated using the examples above.

There other places in other towns in Papua New Guinea which are also known as 3mile and
4mile. The reference point can be the provincial administrative centre or the provincial
shipping port.

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METRIC TO IMPERIAL EQUIVALENTS

METRIC Units IMPERIAL Units

1 cm = 0.39 in
= 39.4 in
1m = 3.3 ft
= 1.09 yd
1 km = 0.62 mi
= 0.035 oz
1g
= 0.0022 lb
1 kg = 2.2 lb

1L = 0.88 qt

1L = 0.22 gal

Degree Celsius (C) = 5/9( F - 32)°

Use the table as a conversion key.

Example Change 12 feet to metres.

Solution

Look at the Imperial to Metric chart to find the line that equates feet to metres. The
conversion equivalent is 1 foot = 0.305 metres, so 0.305 is the conversion factor.

12 x 0.305 = 3.66 multiply the original amount of 12 feet by the conversion factor 0.305
12 feet = 3.66 meters Place the metric unit, meters, after the answer.

To convert from an amount in an imperial unit to a metric unit, here are the steps:

1. Use the Metric to Imperial side of the table.

2. The conversion factor is in front of the metric unit.
3. Multiply the original imperial amount by the conversion factor.
4. Put the correct metric units after the multiplication answer.
5. The amount is now converted to metric.

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Example Find the metric equivalent of 8 gallons.

Solution

Since you are converting an imperial amount, 8 gallons, to a metric unit, use the Imperial to
Metric table. The table shows 1 gal = 4.56 L. The conversion factor is 4.56. Multiply 8 by 4.56
and then change the unit to litres.

1 gal = 4.56 L
8 gal = 4.56L/gal x 8gal
= 36.48 L

If the table does not show a direct equivalent, you must convert within the original system
until you have a unit with a metric conversion factor.

For example, if you want to convert feet to centimetres using the table on the previous
page, you must first convert the feet to inches. Then you can use the conversion factor on
the table for inches to centimetres. First convert the feet to inches then, convert inches to
centimetres.

Example 1 Convert 5 feet to centimetres.

Solution

The tables do not show feet to centimetres, so first convert feet to inches. Use Table for
Imperial Equivalents.
1 ft = 12 inches conversion factor is 12
5 ft = 5ft x 12in/ft
= 60in

Now convert 60 inches to centimetres. Use Table for Imperial to Metric Equivalents.
1 in = 2.54cm conversion factor is 2.54
60 in = 2.54 x 60
= 152.4cm

Example 2 Convert 5 feet into centimetres.

Solution

This time convert feet directly to meters and then convert the meters to centimetres.

1 ft = 0.305 m
5 ft = 5ft x 0.305m/ft
= 1.525 m
= 1.525m x 100cm/m
= 152.5cm
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Notice the answers to the same question vary slightly in the examples. This is because the
conversion factors have been rounded off. Do you still remember estimation error we
discussed in the previous topics?

Example Suppose you drive 45 miles to work every day, what is the distance travelled in
kilometres (km)?

Solution
From the Imperial to Metric Table
1 mi = 1.6 km conversion factor is 1.6
45 mi = 1.6 x 45
= 72 km

You might also encounter situations wherein you need to convert from metric to imperial
units. Use the Metric to Imperial Equivalents.

The procedure for using the table is the same. The unit with the 1 in front is the metric unit.
The number in front of the imperial unit is the conversion factor. Because there are fewer
units in the metric system, there are sometimes several conversion factors after a metric
unit.

For example you will see in the table that 1 meter can equal 39.4 inches or 3.3 feet or 1.09
yards.

To convert from metres to feet, choose the conversion factor that changes metres to feet,
which is 3.3. To convert from metres to inches, choose the conversion factor 39.4.

To convert from a metric unit to an imperial unit, here are the steps.

1. The conversion factor is in front of the imperial unit in the Metric to Imperial
Equivalent table.
2. Multiply the original metric amount by the conversion factor.
3. Put the correct imperial unit after the multiplication answer.
4. The amount is now converted to imperial units.

Example 1 You are travelling to a city 450 kilometres away. How many miles would you
travel?

Solution

Since you are converting an amount, 450 km, in a metric unit to an imperial unit, use the
Metric to Imperial chart. From the conversion table

1 km = 0.62 mi conversion factor is 0.62

450 km = 0.62 x 450
= 279 mi
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Example 2 Convert 4.5 litres to gallons.

Solution
From the Metric to Imperial table
1 L = .22 gal conversion factor is .22

4.5 L = 4.5 x .22

= .99 gal

Note:
1. When you convert, the first step is to check which system the amount is now in and
which system you are converting to.
2. Next, choose the correct chart for that conversion.
3. Find the line with the required conversion factor on it.
4. Multiply the original amount by the conversion factor.
5. The multiplication answer is the amount in the new unit.
6. The last step is to write the new unit after the converted amount.

Example 3 A tree has a diameter of 5 inches. What is its diameter in millimetres?

Solution
The imperial to metric table has no inch to millimetre conversion factor, so we
will convert in two steps.
1 in = 2.54 cm First convert from inches to centimetres (Use Table 3).
5 in = 2.54 x 5
= 12.7 cm
Since 12.7 cm = 12.7 x 10, then convert the answer to millimetres.
= 127 mm

Example 4 One litre of water weighs 1 kg. How many pounds does 4 L weigh?

Solution

There are two steps to this problem. First we need to find how much 4 L weighs in kilograms
and then we need to convert the kilograms to pounds.

1 L weighs 1 kg
4 L weigh 4 kg

1 kg = 2.2 lb conversion factor is 2.2

4 kg = 2.2 x 4
= 8.8 lb

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Example 5 A truck travels 30 mi/gal. How many km/L does it travel?

Solution

This conversion requires several steps.

1 mi = 1.6 km, first convert mi to km.

30 mi = 1.6 x 30
= 48 km

30 mi/gal = 48 km/gal
and
1 gal = 4.56 L Now convert gallons to litres.

48 km/gal = 48 km/4.56 L
48 ÷ 4.56 = 10.5 km/L Divide 48 by 4.56 to find km/L.
30 mi/gal = 10.5 km/L.
The truck travels 30 mi/gal or 10.5 km/L

Converting from one unit to another and from one system to another may sound difficult
but it is not so. You just have to remember the steps we have discussed in this unit.

Revise this lesson and be ready to challenge yourself in the following learning activity.

LEARNING ACTIVITY 11.1.4.2 20 minutes

1) Convert the following to the indicated unit on the right after each blank.
a) 15 m = ______________ km
b) 28.45 g = ______________ kg
c) 25, 000 m = ______________ km
d) 120 ft = ______________ yd
e) 38 L = ______________ gal
f) 190 mm = ______________ in
g) 280 km = ______________ mi

2) Convert the following to the indicated unit on the right after each blank.
a) 15 m = ______________ km
b) 28.45 g = ______________ kg
c) 25, 000 m = ______________ km
d) 120 ft = ______________ yd
e) 38 L = ______________ gal
f) 190 mm = ______________ in
g) 280 km = ______________ mi

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3) Convert the following to the indicated unit on the right after each blank.
a) 15 m = ______________ km
b) 28.45 g = ______________ kg
c) 25, 000 m = ______________ km
d) 120 ft = ______________ yd
e) 38 L = ______________ gal
f) 190 mm = ______________ in
g) 280 km = ______________ mi

4) Solve the following problems. Use the spaces for your working out.

a) A 120 cm piece was cut from a rope measuring 30 m. What is the length in
metres of the remaining piece?

Answer: ________________________

b) Some selected tomatoes from the shop weigh an average of 50 g. approximately,

how many pieces of tomatoes will there be in 2.5 kg?

Answer: ________________________

c) John wants to transfer 5 L of milk in 1 gallon container. Is the container enough to

hold the milk? Justify your answer.

Answer: ________________________

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11.1.4.3 Solving, Plotting and Sketching Quadratic Equations

Given y = 2x – 3, is a linear equation. It is of the form y = mx + c, and the power of x is 1, thus

may be referred to as an equation of the first degree. Quadratic Equation is a second degree
equation such as y = x2, and cubic is the third degree equation like y = x3, and so forth.

Quadratic Equation is a second degree equation which is usually in the form

ax2 + bx + c = 0, where a  0. In every quadratic equation, the numerical coefficient of the
term with second degree (a) cannot be equal to zero. If and when a = 0 then the equation
becomes linear.

The following equations are quadratic:

1. y = ax2 a  0 and b = 0, c = 0 e.g., y = x2

2. y = ax2 + bx a  0, b  0 and c = 0 e.g., y = -x2 + 4x
3. y = ax2 + c a  0, c  0 and b = 0 e.g., y = 2x2 – 18
4. y = ax2 + bx + c a, b, c ≠ 0 e.g., y = x2 – 3x + 10

In type 3 (y = ax2 + c ) either the term a or c must have a minus sign (-) BUT not both, in order
for the equation to have REAL roots. That is, the solution is a real number.

For example, y = x2 + 2, y = x2 + 4, y = x2 + 6 are unsolvable. Also y = -x2 – 1 and y = -(x2 + 1)

and similar equations are unsolvable. But, y = - x2 + 4 and y = x2 - 4 are solvable, can be
factorized and have real roots.

Solving Quadratic Equations can be dealt with using:

1. Table of values (when y = 0)

2. Factor Method
3. Completing the square Method
4. Quadratic Formula

For our purpose, we will use factor method and quadratic formula to solve and sketch. We
may explore the completing – the - square method to show its relevance and significance,
however, seldom use it because the process is quite long, but very convenient.

Factor Method

To be able to factorize quickly, you have to memorize and relate the quadratic equations to
the form x2 + (a + b)x + ab = (x + a) (x + b) or the algebraic identities as given below. Where
the middle term is the sum of the additive inverse of solutions, and the last term is the
product of the additive inverse of the solution.

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Given the binomial quadratic factors

(x + 3)(x + 2) their product will be x2 + (3 + 2)x + 3 x 2 x2 + 5x + 6

(x + 3)(x - 5) their product will be x2 + (3 + -5)x + 3 x- 5 x2 -2x - 15
(x - 3)(x + 1) their product will be x2 + (-3 + 1)x + -3 x 1 x2 - 2x - 3
(x -3)(x - 2) their product will be x2 + (-3 + -2)x + -3 x- 2 x2 - 5x + 6

The simplified product is a trinomial expression. It is quadratic trinomial equation if the

expression is equated to 0, such as x2 - 2x – 3 = 0.

Identities

a2 + 2ab + b2 ≡ (a + b)2
a2 – 2ab + b2≡ (a – b)2
a2 – b2 ≡ (a + b) (a – b)

Examples

Product Factors Form

x2 + 10x + 21
(x + 3)(x + 7) x2 + (a + b)x + ab = (x + a) (x + b)
x2 - 4x – 21
(x + 3)(x - 7)
x2 + 4x - 21
(x - 3)(x + 7)
x2 - 10x + 21
(x - 3)(x - 7)

(x + 3) (x + 3) a2 + 2ab + b2 = (a + b)2
x2 +6x + 9
(x - 4) (x - 4) a2 – 2ab + b2 = (a – b)2
x2 - 8x + 16
3 (x + 5) (x - 5) a2 – b2 = (a + b) (a – b)
3x2 - 75

Factors Of Quadratics With Less Than Three Terms

Example 1 Factorize y = 2x2 – 2

Solution

2x2 – 2 = 0 or 2x2 – 2 = 0
2(x2 – 1) = 0 2x2 = 2
2(x – 1) (x + 1) = 0 x2 = 1
x = 1 =±1
Factors are 2, (x - 1) and (x + 1) F actors are (x - 1) (x + 1), where 2 is lost.

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Example 2 Factorize y = 4x2 + 2x

Solution

4x2 + 2x = 0
2x(2x + 1 ) = 0

Factors are 2x and (2x + 1 )

Example 3 Factorize y = 2x2 - 8

Solution

The equation is of the form a2 – b2 ≡ (a + b) (a – b)

2x2 – 8 = 0
2(x2 – 4) = 0
2(x + 2 )(x - 2) = 0

Factors are 2, (x + 2) and (x - 2 )

Alternatively we can equate as 2x2 = 8

x2 = 4
x = ±2 [take square roots of both sides]

so the factors are (x – 2) and (x + 2), BUT we lost 2 the third factor. Use only when, finding
roots(solutions) is important.

Discriminant

To test if it is possible to factorize and solve a quadratic equation ax2 + bx + c = 0, we find the
discriminant of the equation. It is denoted as ∆ = b2 – 4ac. Now discriminant defines the
following pattern,

b2 – 4ac > 0 equation has two linear factors and two distinct real roots
b2 – 4ac = 0 equation has two equal linear factors and two real roots
b2 – 4ac < 0 equation has no linear factors and NO real roots

Having real roots means the solutions of x are real numbers or from real number field. If the
roots are determined to be unreal, that is the discriminant is negative then they are
imaginary roots.

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Example 1 Determine if 2x2 + 3x + 4 = 0 has real roots.

Solution
In 2x2 + 3x + 4 = 0, a =2 , b = 3, c = 4

∆ = b2 – 4ac
= 32 – 4 x 2 x 4
= 9 – 32
= -23

∆ < 0 therefore has no real roots.

Proof: 2x2 + 3x + 4 = 0 has no real roots

Solution by quadratic formula

 3  32  4x2x4
x
2x2
 3  9  32

4
 3   23

4
 3   23  3   23
 or
4 4
 3  23i  3  23i
 or
4 4

Do not freak out seeing imaginary numbers; this is for the purpose of explanation of the
importance of the discriminant.

The roots are imaginary numbers so the equation has imaginary roots. The radicand of
negative 23 makes the number an imaginary number that is, we cannot plot on a real
number line.

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Such graphs (that have imaginary roots) can be plotted using table of values, but you will
realize that the curve will not insect x- axis. The curve will not intersect x- axis because the
equation does not have real roots or real solutions.

y
14
The graph of y = 2x2 + 3x + 4 does not intersect x-axis

-3 -1 0 2 x

Example 2 Determine if x2 + 4 = 0 has real roots.

y
Solution Y = x2 + 4
2
In x + 4 = 0, a =1 , b = 0, c = 4

∆ = b2 – 4ac 4
= 02 – 4 x 1 x 4
= 0 – 16
-2 2 x
= -16
∆ < 0 therefore has no real roots.

Example 3 Determine if 6x2 + x - 2 = 0 has real roots.

Solution
In 6x2 + x - 2 = 0, a = 6 , b = 1, c = -2
∆ = b2 – 4ac
= 12 – 4 x 6 x -2
= 1 – - 48
= 49
∆ > 0 therefore has two distinct real roots.

If you solve by any method, you will arrive at x = ½ and x = -2/3

Example 4 Determine if 4 + 12x + 9x2 has real roots.

Solution
In 4 + 12x + 9x2 = 9x2+ 12x + 4,
9x2+ 12x + 4 = 0, equate to zero in-order to solve a = 9 , b = 12, c = 4

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∆ = b2 – 4ac
= 122 – 4 x 9 x 4
= 144 – 144
=0
∆ = 0 therefore has two equal real roots.

If you solve by any method, you will arrive at x = 23 and x = 23 . For such graphs, the x-axis is
touched at that point, that is the solution is the point of tangency of the curve at a-axis.
y
4

0 x
-2 -1

STUDENT LEARNING ACTIVITY 11.1.4.3.1 20 minutes

1. Find the products of the following

(a) (x + 3)(x + 9) =

(b) (x + 3)(x - 6) =

(c) (x + 6)(x - 4) =

(d) (x - 2)(x - 11) =

(e) (2x - 3)(x + 6) =

(f) (3x + 4)(x - 3) =

(g) (1- 4x)(2 + 5x) =

(h) (6 - x)(2x + 5) =

2. Factorize the following quadratic equations.

a) 3x2 – 12 = 0

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b) y = x2 + 3x

c) x2 – 8x = 0

d) y = x2 – 100

3. Use the identity to find factors of the following quadratic expressions.

a) 3x2 – 12x + 12

b) x2 + 14x + 49

c) x2 – 144

d) x2 – 2x - 80

4. Factorize and solve

a) 6x2 – 12x + 6 = 0

b) x2 + 3x – 88 = 0

c) 4x2 – x = 0

d) x2 – 20x + 100 = 0
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e) x2 – 225 = 0

f) 6x2 - 3x = 0

g) x2 – 6x + 9 = 0

h) x2 +18x + 81 = 0

i) 2x2 + 12x +18 = 0

5. Use discriminant to determine if the equation has two distinct real roots or no real
roots.

a) 2x2 – 7x – 4 = 0

b) 16x2 + 4x – 2 = 0

c) 2x2 – 3x + 4 = 0

d) -9 x2 + 6x – 1 = 0

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Graphing the function y = ax2+ bx + c, y = f(x)

If the numerical coefficient of x2 is positive (a > 0), the parabola opens upward while if it is
negative (a < 0), the parabola opens downwards.

a>0
a<0

As the positive value of a increases, the graph moves as in the figure below

While when the negative value of a changes, this is how the graph moves

The given quadratic equation in the form ax2+ bx + c = 0, can be transformed into a quadratic
function where y = f(x). That is, the value of y depends on the variability of x. As the x value
changes, y value also changes. Every value of x is mapped to only one value of y.

A function is a relation in which each first element of

an ordered pair has only one second element.

The relation x →x2 is a function and we therefore write f: x →x2, which is read as the function
of x is x2. If we write y = f(x) we mean that y is a function of x.

Relations

Functions

X x Y -Cartesian Product

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A vertical line test can be used on a graph to test if the function is a function. Say, for {(x, y) :
y = x2} and {(x, y):x2 + y2=4} are a quadratic and a circle. A quadratic is a function and the
circle is NOT a function.
Graphs of y = x2 +2x – 3 and x2 + y2 = 9

Vertical line test

The domain is the set of x values, and the range is the set of y values. Domains are
independent variables. Ranges are dependent variables, their values depend on the domain
or x values.

f(x)= x2 Domain Range

a. 3 9
-2 4
-1 1
0 0
1 1
2 4
3 9

The Quadratic Function is written in the form

y = ax2 + bx + c

where: a, b and c are real numbers, a  0

.
The graph of a quadratic function is a parabola. It is a smooth curve with an axis of
symmetry with its vertex (turning point).

Graph of y = x2

Consider the relation x →x2 with the domain {-3, -2, -1,0, 1, 2, 3}. The range is found by
substituting each element of the domain into x2. Thus the table of value will be as:

x -3 -2 -1 0 1 2 3
y 9 4 1 0 1 4 9

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Hence the range is the set {0, 1, 4, 9}.

In this graph, the axis of symmetry is the y-axis. The vertex of the parabola is at (0, 0) or the
origin.

Graph of y = x2+ 2

X -3 -2 -1 0 1 2 3
y 11 6 3 2 3 6 11

This graph has the domain x: -3 ≤ x ≤ 3 and the range y: 2≤ y ≤ 11. The domain is read as ‘x is
such that -3 is less than or equal to x which is less than or equal to 3. That means the domain
consists of the numbers from -3 to 3 as depicted in the table of values above.

Observe that when a constant 2 is added to the function y = x 2, the graph shifts 2 units
upward. Its vertex is now at (0, 2). The axis of symmetry remains the same however, it can
be noticed that the graph is getting narrower (dilation).

Similarly, if a negative constant (c) is added, the graph will shift downward and it will
become wider.

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y
y=x2 y=x2+2

10

-3 -2 -1 0 1 2 3 x

Plotting Quadratic Graphs

Steps
1. Solve the equation
2. Set the domain to at least 2 units above x1, and at least 2 units below x2
3. Complete the table of values
4. Rule axes
5. Set the scale
6. Plot the points obtained in the table of values
7. Join the points with a curve

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Example 1 Graph the function y = x2 – 3x – 2

Solution

1. Roots x2 – 3x – 2 = 0
(x - 1)(x - 2) = 0 when x – 1 = 0, x = 1

2. Domain {-2, -3, ……., 5}

3. Table of values

X -2 -1 0 1 2 3 4 5
y 8 2 -2 -4 -4 -2 2 8

4. Rule and label axes on your graph paper.

5. Lay out the scale: x-axis 1:1 and y-axis 1:2

6. From the table of values, the graph is plotted as follows

7. Join the points with a curve.

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Sketching a Quadratic Graph

In sketching we illustrate key features of the graph. In plotting, we find and plot all the
points within the given domain and range.

To sketch a quadratic curve, determine the following:

1. The two roots (solutions of x) of the curve x = a, x = b

2. The y- intercept (at x = 0) y=c
3. The axis of symmetry x = -b/2a
4. The Vertex or Turning Point (TP) (x, y)

Then rule the axes and illustrate all four properties above to give the main impression of the
quadratic graph.

Example 1 Sketch the graph of y = x2 - 2x – 8

Solution

Roots x2 -2x – 8 = 0
(x - 4)(x + 2) = 0

when x – 4 = 0, x = 4
when x + 2 = 0, x = - 2

y – intercept at x = 0 is (0, -8) Can be read from equation, a = 1, b = - 2 and c = -8

Proof: y = (0)2 – 2(0) – 8 = 0 – 0 – 8 = -8

Axis of symmetry x = - b/2a where a = 1, b = -2

 _2
x
2x1
2

2
1

Turning Point of y = x2 -2x – 8 when x = 1

Y = (1)2 – 2(1) - 8
=1–2–8
=-9

TP = (1, - 9) Minimum

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Sketch of the graph of y = x2 -2x – 8

X=1

x
- 2 4

- 8

TP = (1. -9)

Example 2 Sketch the graph of y = - x2 + 10x – 21 showing all the necessary features.

Solution

Roots - x2 + 10x – 21 = 0
- (x2 - 10x + 21) = 0
-1(x - 3)(x - 7) = 0

when x – 3 = 0, x = 3
when x - 7 = 0, x = 7

y – intercept at x = 0 is (0, -21) Can be read from equation, a = -1, b = 10 and c = - 21

Axis of symmetry x = - b/2a

 10
x
2 x 1
- 10

-2
5

Turning Point of y = - x2 + 10x – 21 when x = 5

Y = - (5)2 + 10(5) - 21
= -25 + 50 – 21
=4
TP = (5, 4) Maximum

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Sketch of the graph of y = - x2 + 10x – 21

TP = (5,4)
4

x
3 7

- 21

X =5

When a < 0 or negative, the quadratic curve has a maximum point (TP); when a > 0 or
positive the curve has a minimum point (TP).

Form y = a(x - h)2 + k

When a quadratic equation is expressed in the form y = a(x - h)2 + k, by application of

squaring in order to factorize, the axis of symmetry (x = h) and the vertex or TP can easily be
read out. The value of (h, k) is the vertex.

The transformation of the equation does not change the value of the original equation. If we
reverse the operation, we will arrive at the original equation of the form ax 2 + bx + c.

Example 1 What is the axis of symmetry and the vertex of the curve y = x2 + 4x -12?

Solution
Graph of y = x2 + 4x -12 is of the form ax2 + bx + c
x2 + 4x -12
(x2 + 4x) – 12 Group first two terms
2
(x + 4x + 4) -12 – 4 Mult. 4 by ½ , add its square
(x + 2)(x + 2) – 16 Factorize group, simplify terms
2
(x + 2) – 16 Note: - h = 2
h = -2, k = -16

Axis of symmetry at x = -2, vertex (-2, -16)

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Example 2 Find the vertex of the curve y = 2x2 -3x -2

Solution
Graph of y = 2x2 -3x -2 is of the form ax2 + bx + c

2x2 -3x -2
(2x2 -3x) -2 Group first two terms
2(x2 -3/2x) - 2 Factorize the group
2 (x2 – ½ .3/2x + (3/4)2) – 2 – (3/4)2 Mult. 3/2 by ½ and add its square
2(x – 3/ 4)2 – 2 – 9/16 Factorize group, simplify
2( x  43 )2 - 2 169 Read (h,k)
h = 43 , k =  2 169

Axis of symmetry at x = 43 , vertex ( 43 ,  2 169 )

However, in some cases, the use of finding the roots by using the quadratic formula is found
to be more convenient, especially when a ≠1 in ax2 + bx + c = 0.

Quadratic formula
b b 2  4ac  b  b 2  4ac
x  or x 
2a 2a 2a

This formula was derived by completing the square on ax2 + bx + c = 0. This is shown here
after, in completing the square.

In the formula, x  b
2a gives the axis of symmetry. And adding  b2  4ac
2a yields the root, which
is the distance to the left of axis of symmetry along the x-axis, whilst adding  b2a4ac yields
2

the root, which is the distance to the right of the axis of symmetry along the x-axis.

The roots are points where the curve intersects x – axis (solutions).

X = b y
2a Y = ax2 + bx + c

c
 b2  4ac  b 2  4ac
2a 2a
x
X1 X2

Vertex

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Example 1 Solve for x in y = 3x2 – 10x + 3

Solution

First, equate to zero. That is when y = 0, 3x2 – 10x + 3 = 0.

Now we can observe that a = 3, b = -10, c = 3

Substitute into the formula

b b 2  4ac  b  b 2  4ac
x  or x
2a 2a 2a

 10 (10)2  4x3x3  10  (10)2  4x3x3

x  x
2x3 2x3 2x3
10 100  36 10  100  36
  
6 6 6
10 64 10  64
  
6 6 6
10 8 10  8
  
6 6 6
10 8 10 8 18 2
  or   or
6 6 6 6 6 6
18 2  3 or 3
1
 or
6 6 x  3, x  1
3
1
 3 or
3

Therefore the roots of 3x2 – 10x + 3 = 0 are x = 3 and x = 1/3 .

Example of the application of either form of formula is provided for you above. Use the
quadratic formula whenever you cannot easily factorize and solve.

Then perform steps 2, 3 and 4 before you draw a sketch of the quadratic graph.
y – intercept (0, 3) Read from equation, a = 3, b = - 10 and c = 3
Axis of symmetry x = - b/2a
 10
x
2x3
10

6
5

3
 1 23

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Turning Point of y = 3x2 - 10x + 3 when x = 1 23 or 5/3

Y = 3(5/3)2 - 10(5/3) + 3
= 3(25/9) – 50/3 +3
= 25/3 – 50/3 + 3
= -25/3 + 9/3
= - 16/3
=  5 13

TP = ( 1 23 ,  5 13 )

It is now possible to sketch graph of y = 3x2 - 10x + 3 as given below.

1/3 3 x

TP = ( 1 23 ,  5 13 )

X = 1 23

Ensure that whenever you sketch, the curve should be made to seem symmetrical about
the axis of symmetry.

Always use free hand to draw the curve. NEVER use a ruler.

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STUDENT LEARNING ACTIVITY 11.1.4.3.2 20 minutes

1. Sketch the graphs of the following on the axes provided.

a) y = x2 - 8x + 15 y

b) y = x2 - 2x – 15
y

c) y = x2 + 2x - 15
y

2. Express the following equation in the form y = a(x - h)2 + k

a) y = 2x2 - 10x + 30

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b) y = 4x2 + 5x – 6

c) y = x2 +10x - 11

3. Use the quadratic formula to solve for x.

a) Y = 2x2 + 3x – 5

b) Y = 3x2 + 4x – 4

c) 2 – 3x -2x2 = 0

d) -6x2 + x + 2 = 0

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Completing the Square Method

The quadratic formula is derived by completing the square on ax2 + bx + c = 0

Study the steps laid out on ax2 +bx + c = 0 to derive the formula.

Steps
1. Divide each of the three terms on the LHS by coefficient a
2. Eliminate c/a from the LHS (appears on the RHS)
3. To be able to factorize LHS, multiply b/a by ½ ,and add its square
4. Factorize LHS, simplify the RHS
5. Solve for x

Let us complete the square on ax2 +bx + c = 0.

a x2  bx  c  0
b c
x2  x   0 di vi deea chterm by a
a a

b c c
x2  x   remove from LHS
a a a

2 2
b b c b b
x2  x     we mul tipl y by a ha l fa nda ddi ts s qua re
2a  2a  a  2a  a

2
 b b2 c
 x     fa ctori zeLHS, expa nda nds i mpl i fythe RHS
 2a  4a 2 a

b 2  4a c

4a 2

 b b 2  4a c
x     ta ke the root of both s i des
 2a  2a

b b 2  4a c
x  s ol vefor x
2a 2a

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Example Complete the square to solve for x in 8x2 – 2x – 1 = 0

Solution

8x2 – 2x – 1 = 0
x 2  28 x  18  0  Divide by a
x 2  28 x  1
8  Eliminate c/a from LHS
x  x
2 1
8 8
  
1 2 1
8
1
64
 b/a x ½ , add its square to both
sides
x  18 2  8641  simplify RHS
 9
64
 Take the square root
x  18   83
x  18  83 or 18  3
8  Solve for x
x  12 or  1
4

Using Square Root Method to Solve

Apart from the quadratic formula, the square root method can also be used only when the
equation is as given in Example 1 below, or if you have the skill to express as below.

Example 1 Solve for x in (x+3)2 = 49

Solution

Get the square root of both sides of the equation : (x + 3)2 = 49

(x+3) = ± 7
Then:
(x+3) = 7 ; (x+3) = -7
x=7–3 ; x = -7 – 3
x=4 ; x = -10
2
Therefore the roots of (x+3) = 49 are 4 and -10.

Proof of the solution by factor method

(x+3)2 = 49 Express in the form ax2 + bx + c = 0

x2 +3x+3x+9 = 49 Squaring LHS
x2 +6x + 9 – 49 = 0 Simplify LHS, eliminate 49 from RHS
x2 + 6x – 40 = 0 Simplify LHS
(x + 10)(x - 4) = 0 Factorize
X = -10, x = 4 Solve

The solutions are the same.

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Example 2 Find the roots in x2 + 8x + 16 = 36

In this example, the left side of the equation can be factored:

x2 + 8x + 16 = 36
(x+4)(x+4) = 36
(x+4)2 = 36
Since both sides of the equation are perfect square: (x + 4)2 = 36
Then: (x+4) = ± 6
To get the roots:

x+4 = 6 ; x+4 = -6
x=6-4 ; x = -6 – 4
x=2 ; x = -10

Therefore the roots of x2 + 8x + 16 = 36 are 2 and -10.

For your practice, you may use the quadratic formula or factor method to prove that the
solutions are correct.

LEARNING ACTIVITY 11.1.4.3.3 20 minutes

1. Factorize and solve.

(a) x2 – 6x + 8 = 0

(b) x2 + 9x + 8 = 0

(c) x2 – 9 = 0

(d) x2 + 3x - 10 = 0

2. Find the roots of the following by completing –the-square method.

a. x2 – 7x + 12 = 0

b. x2 + 2x - 8 = 0

c. 2x2 + 5x - 3= 0

d. 3x2 + 10x + 8 = 0

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STUDENT LEARNING ACTIVITY 11.1.4.3 20 minutes

1. Use the discriminant to check if the following have real roots.

(a) x2 – 8x + 16 = 0

(b) x2 - 13x + 30 = 0

(c) 2x2 – 5x - 3 = 0

(d) x2 + 2x + 5 = 0

(e) 2x2 -12x + 18

2. Find the roots of the following using any method.

a) x2 = 64

b) 3x2 + 75 = 0

c) (x+3)2 = 20

d) x2 + 12x + 36 = 0

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3. Sketch the following quadratic functions.

a) y = x2 – x - 6

b) y = -x2 + 4x - 3

4. Complete the square to solve for x in

a) 2x2 + 11 x + 12 = 0

b) y = x2 – 4x -12

c) 2x2 + 5x -12 = 0

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5. Graph the following quadratic functions.

a) y = x2 – x -12

b) y = -x2 – 4x

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6. What are axis of symmetry and vertex of the curve y = x2 – 8x + 15

7. Calculate the vertex of the curve y = 2x2 + 5 x + 2

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11.1.4.4 Inequalities

An inequality involves one of the four symbols >, <, , .

The following statements illustrate the meaning of each symbol.

x>3 x is greater than 3 4,5,6…

x<3 x is less than 3 2,1,0…
x3 x is greater than or equal to 3 3,4,5…
x3 x is less than or equal to 3 3,2,1…

Inequalities can be represented on a number line.

Example 1 Represent the following inequalities on the number line.

a) x  2

b) x  -1

c) -2 < x  4

Solution

a) In the inequality x  2, it means that the values of x includes 2,3 4 up to positive

infinity. A dot is used to represent the start of this inequality.

b) The inequality x< -1 means that the values of x does not include -1, therefore a hollow
dot is usesd.

d) In the inequality -2<x4, the values of x ranges from numbers more than -2 to 4.
Therefore dots on both ends of the line were used.

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Example 2 Write the inequality to describe the region represented by the following lines.

a)

b)

Solution

a) The diagram indicates that the values of x must be less than or equal to 3 which
can be written as x  3.

b) The diagram indicates that x must be greater than or equal to -1 and less than 2.
This is written as -1 x < 2.

Solutions of Linear Inequalities

Solving for the solutions of Linear inequalities maybe compared to the way we deal with
linear equations. But in this case aside from the changes in the sign, the direction of the
symbols must be noted and considered.

Example 3 Solve the inequality 6x – 7  5

Solution

6x – 7  5 Begin with the given

6x  12 Add 7 on both sides (or transpose 7)
X 2 Divide both sides by 6

This inequality can be represented by the number line below

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Example 4 Solve the inequality 4(x – 2 ) > 20

Solution

4(x – 2 ) > 20 Begin with the given

x–2>5 Divide both sides by 4
x>7 Add 2 on both sides (transpose 2)

Example 5 Solve the inequality 5 – 6x  -19

Solution

5 – 6x  -19 Begin with the given

5  -19 + 6x Note that the inequality contains -6x, therefore transpose the term
6x on the other side by adding 6x on both sides.
24  6x Add 19 on both sides
4x Divide both sides by 6

The answer can also be written as x  4.

5 – 6x  -19 Begin with the given

-6x  -19 - 5
-6x  -24
-6x  -24
-6 -6
x≤4 Change the direction of the sign when multiplying or dividing by a
negative number.

Unlike equalities, you can just interchange the values on both sides, in inequalities as you
interchange you have to use the opposite symbol.

The inequality sign changes when quantities are

multiplied or divided by a negative number.

Systems of Inequality and Regions

When an inequality involves two variables, it can be represented by a region (shaded part)
on a graph.

In Analytic Geometry, when a straight line is ruled in any direction, the straight line divides
the plane in two equal parts.

The inequality x + y  4 can be illustrated in the graph as

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 GR 11 GENERAL MATHEMATICS M1 MEASUREMENT

6
5
4
3
2
1
0
0 2 4 6

Notice that the line is like the graph of the equation x + y = 4 as it uses the coordinates of the
equation. The region above the graph or the shaded area represents the inequality x + y  4.
The inequality x + y > 4 can be illustrated in the graph as

6
5
4
3
2
1
0
0 2 4 6

What is the difference between this graph and the one on previous page? The straight line.

When the symbols  and  are used, the line is a solid line while when the symbols are  and
 we use a broken or cut line.

If the inequality has ≥ or ≤ use a straight line. If

the inequality has > or < use a cut-line or a dash.

Example 5 Show the region (by shading) that satisfies that inequality y  4x – 7

Solution

The region has a boundary on the line y = 4x – 7. Remember, as you graph the line, change
the inequality symbol to = sign to determine the boundary or the line.
Use the table below to graph the line y = 4x – 7

x 3 2 1 0
y 5 1 -3 -7

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Plot the points and draw the line.

Note that a solid line is used because the inequality symbol in this example is .

To determine to which region is shaded, name a point on the graph which does not belong
to the line (non- collinear point). In this example we use the point (3, 2) as shown on the
graph.

If the values of x = 3 and y = 2 are substituted into the inequality

y  4x – 7
2  4(3) – 7
2  5 FALSE

This is FALSE statement. Therefore, it will also be false (or not true) to any other point on the
right side of the line. Thus, it suggests that the region to be shaded is the left side of the line.

When the statement holds TRUE, shade the region containing the
point. If FALSE shade the region on the other side of the straight line.

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Solving Inequalities and Sketching Regions

A straight line divides the plane into two equal regions.

Example 6 Show the region (by shading) that satisfies that inequalities.
y  2x - 1
y < -2x + 3

Solution

Intersection points y  4x – 1

When y = 0, 0 = 4x – 1, therefore x = 1/4 Point (1/4, 0)

When x = 0, y = 4.0 – 1, therefore y = -1 Point (0, - 1)

Region to shade
y  4x – 1 Test Point (2, -1)

-1≥ 4.2 – 1
-1 ≥8 – 1
-1 ≥ 7 is False
Shade region that does not contain the test point (2, -1)

-2 -1 0 1 2
(2, -1)
-2

-4

Intersection points y < -2x + 3

When y = 0, 0 = -2x + 3, therefore x = 3/2 Point ( 1 12 , 0)

When x = 0, y = -2.0 + 3, therefore y = 3 Point (0, 3)

Region to shade
y < -2x + 3 Test Point (1, 2)

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2< -2.1 + 3
2< -2 + 3
2< 3 False
Shade region that does not contain the point (1, 2)

4 (1, 2)

(1, 2)
2

-2 -1 0 1 2
(2, -1)
-2

Complete Sketch -4

Solution region has 2

both shadings
-2 -1 0 1 2
(2, -1)
-2

-4

The test points to be used can be any non-collinear point of the straight line. Use a point that
is not on the straight line.

Example 7 Show the region that satisfies that inequalities y  x2 + 2x -3 and y ≤ -x + 3.

Solution
Intersection points y  x2 + 2x -3
When y = 0, x2 + 2x -3 = 0
(x + 3)(x - 1) = 0
X = -3 or 1

When x = 0, y = -3

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Vertex (-1, - 4)
x = -b/2a when x = -1
= -2/2(1) y = (-1)2 + 2(-1) - 3
= -2/2 =1–2-3
= -1 =-4

Therefore the TP or vertex is (- 1, - 4)

Your solution will be only one diagram. These three sketches for example 6 were given so
you can go step by step to get at the complete sketch.

Region involving Quadratic Curve and a Straight Line

Follow the following steps to sketch.

Quadratic Curve
1. Where the curve cuts x-axis (roots)
2. Where the curve intersects y –axis (y = c)
3. The vertex
4. Whether to use a bold line or dash (≤ and ≥ use bold, < and > use dash)
5. Shaded region

Linear Graph
1. Where the straight line intersects x – axis
2. Where the straight line intersects y – axis
6. Whether to rule a bold line or dash (≤ and ≥ use bold, < and > use dash)
3. Shaded region

Graph of the curve y = x2 + 2x -3 (not y  x2 + 2x -3)

-6 -5 -4 -3 -2 -1 0 1 2 3

-2
Test Point (1, 3)
-4

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Region to shade
y  x2 + 2x -3 Test Point (1, 3)
2
3 ≥ 1 + 2.1 – 3
3≥1+2-3
3 ≥ 0 TRUE

3 is not equal to zero, but is greater than zero.

Shade region that contains the point (1, 3)

-6 -5 -4 -3 -2 -1 0 1 2 3

-2

-4

Intersection points y ≤ - x + 3

When y = 0, x = 4 (0, 3)
When x = 0, y = 4 (3, 0)

Region to shade
y  - x + 3 Test Point (3, 2)
2 ≥ -1.3 + 3
3 ≥ -3 + 3
3 ≥ 0 TRUE
3 is greater than zero. Shade region containing the point (3, 2)

-6 -5 -4 -3 -2 -1 0 1 2 3

-2

-4
We now have the sketch of the second graph. We can proceed to placing graphs together.
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Your solutions will be only one diagram. These four sketches for example 7 respectively were
given so you can go step by step to get at the complete sketch.

A Complete Sketch

4
Solution region has
2 both shadings

-6 -5 -4 -3 -2 -1 0 1 2 3

-2

-4

Though a grid is used here, in sketching we don’t need to use a grid.

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 GR 11 GENERAL MATHEMATICS M1 MEASUREMENT

STUDENT LEARNING ACTIVITY 11.1.4.4 20 minutes

1. Plot the following inequalities on the number line.

a) x > 7

b) x < 4

c) x  -1

d) x  5

2. Determine the inequalities shown below:

a) x <7

b) x-2

c) x >-8

d) x< -1

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 GR 11 GENERAL MATHEMATICS M1 MEASUREMENT

3. Graph the inequality x + 2y < 10.

6
5
5
4

1
0
0 2 4 6 8

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 GR 11 GENERAL MATHEMATICS M1 MEASUREMENT

SUMMATIVE ACTIVITY 11.1.4 20 minutes

1) Factorise the following completely:

a) x2 + 7x = 12

b) x2 + 3x – 10

c) x2 – 6x + 9

d) 8y + 12

e) 3a + ab

f) m2 + 8m + 12

g) y2 – 64

2) Simplify the following.

5x + 8x
a)
x

x 2 + 5x + 6
b)
x+3

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 GR 11 GENERAL MATHEMATICS M1 MEASUREMENT

3) Write the inequality illustrated in the diagrams below:

a).

b)

c)

d)

4) Draw the following on the number line.

a) X > -4

b) X<2

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 GR 11 GENERAL MATHEMATICS M1 MEASUREMENT

c) X≥3

d) 4  x 8

e) -6  x  2

5) Find the solutions of the following:

a) (x – 2 ) ( x+3)  0

b) x(x – 5) > 0

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 GR 11 GENERAL MATHEMATICS M1 MEASUREMENT

6) Sketch the graph of regions:

a) Y ≤ x2 + x – 12

b) Y > 2x2 -2x -4

163
 GR 11 GENERAL MATHEMATICS M1 ANSWERS

SUMMARY

This summary outlines the key ideas and concepts to be remembered.

 Real Numbers are those numbers that can be plotted on a number line. It means that these
numbers consist of zero, all negative and all positive numbers including the numbers in
between them.
 A rational number is any number that can be expressed as a ratio (or quotient) of two
integers or simply expressed as a fraction. The set of rational numbers includes both
integers and fractions.
 An irrational number on the contrary cannot be expressed as a fraction which yields to
non-terminating and non-repeating decimals.
 Properties of Real Numbers
Commutative Properties: For any real numbers m and k, m+k = k+m and mk = km
 Associative Properties:For any real numbers m, k, and v, : (m + k) + v = m +(k + v) and
(mk)v = m(kv)
 The Distributive Property: For any real numbers a, n and v: a(n+v) = an + av and
a(n-v) = an – av
 Identity Properties: For any real number m : m * 1 = 1 * m = m and
m+0=0+m=m
 Inverse property: For every non zero real number m also has a multiplicative inverse or
reciprocal, written 1/m, such that m * 1/m = 1.
 Factors are the numbers or variables (letters) we multiply to get a number(product).
 Multiples are what we get after multiplying the number by any integer.
 Fraction is a numerical quantity that is not a whole number. Fraction is part of a whole.
 Decimals is a way of relating to or denoting a system of numbers and arithmetic based
on the number ten, tenth parts, and powers of ten.
 The term significant figures refer to the number of important single digits (0 through 9
inclusive) in the coefficient of an expression in scientific notation.
 The difference between the actual sum and the estimated sum is called as the rounding
error or estimation error.
 Laws of Indices:
o Law 1: To multiply powers with the same base, add the indices. bm bn = b m+n
o Law 2: To raise a power to a power, multiply the indices. (bm)n = b mn
o Law 3: To get the power of a product, distribute and multiply the indices.
(ab)m = ambm
bm
o Law 4: To divide powers with the same base, subtract the indices. n = b m – n
b
where m > n
o Law 5: To get the power of a quotient just find the quotient of the powers.
a am
= where b  0
b bm
o Law 6: Any number or quantity raised to zero is equal to 1 b0 = 1

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 GR 11 GENERAL MATHEMATICS M1 SUMMARY

o Law 7: Any number or quantity raised to a negative power is equal to its positive
1
reciprocal. b-m = m
b
 Laws of Surds
o Law 1: ab = a x b
a a
o Law 2: =
b b
2
o Law 3: ( a ) = a

 Rationalizing the denominator is a way of removing or eliminating surds in the

denominator.
 To convert from a larger unit to a smaller unit, multiply the amount of the larger unit
by the conversion factor.
 To convert from a smaller unit to a larger unit , divide the amount of the smaller unit
by the conversion factor.
 A perimeter is a path that surrounds a two-dimensional shape. The word comes from
the Greek peri (around) and meter (measure).
 Surface area is the total area of the surface of a three-dimensional object.

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 GR 11 GENERAL MATHEMATICS M1 ANSWERS

Answers to Students Learning Activities

STUDENT LEARNING ACTIVITY 11.1.1.1

1) a) rational b) irrational c) rational d) rational

2) a ) real b) real c) real d) imaginary

e) imaginary f) real g) real h) maginary
i) real j) maginary k) real l) real
m) real n) real

3)

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

-7 -2 ¼ 4 π
1
5
2

2.333
4) a) Commutative Property of Addition b) Identity …
Property of Multiplication
c) Inverse Property of Addition d) Distributive property
e) Identity Property for Addition f) Associative Property

1 1 1
5) (a)  9, (b)  23 6 , (c ) 7,
9 3
2 6 7
1 6 5 2 7
(d) 8 ,  (e)  , (f)  3 ,
8 5 6 7 23

6)
Vulgar Decimal Percentage
9
0.45 45%
20
31
0.62 62%
50
3
0.375 37.5%
8
1
1 1.00625 100.625%
16
21
1.05 105%
20

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 GR 11 GENERAL MATHEMATICS M1 ANSWERS

STUDENT LEARNING ACTIVITY 11.1.1.2

1) .
a) 1,3,7,21
b) 1,2,4,7,14,28
c) 1,2,3,6,7,14,21,42
d) 1,5,11,55
e) 1,3,5,11,25,75

2) First ten multiples.

a) 25 = 25, 50, 75, 100, 125, 150, 175, 200, 225, 250
b) 14 = 14, 28, 42, 56, 70, 84, 98, 112, 126, 150
c) 31 = 31, 62, 93, 124, 155, 186, 217, 248, 279, 310

3)
x -3 -2 -1 0 1 2 3
4 -12 -8 -4 0 4 8 12
6 -18 -12 -6 0 6 12 18
8 -24 -16 -8 0 8 16 24
10 -30 -20 -10 0 10 20 30

4) First five multiples.

a) 7 = 7, 14, 21, 28, 35
b) 8 = 8, 16, 24, 32, 40
c) 13 = 13, 26, 39, 52, 65
d) 17 = 17, 34, 51, 68, 85
e) 20 = 20, 40, 60, 80, 100

5) Product of Primes
a) 130 = 2 x 3 x 52
b) 70 = 2 x 5 x 7
c) 200 = 23 x 52

6) Decimal to Binary
a) 810 = 10002
b) 1210 = 11002
c) 2310 = 101112
d) 3710 = 110112
e) 5010 = 1100102

7) Binary to Decimal
a) 1012 = 510
b) 10112 = 1110
c) 112 = 310
d) 102 = 210
e) 1102 = 610

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 GR 11 GENERAL MATHEMATICS M1 ANSWERS

STUDENT LEARNING ACTIVITY 11.1.1.3

1)
2 3 4 6 10 16
a) is equivalent to , , , ,
3 2 6 12 15 24

3 6 9 12 15 18
b) is equivalent to , , , ,
4 8 12 15 20 16
2).
a) 0.008
b) 12.5
c) 0.24
d) 0.45
e) 0.00237
f) 0.72

STUDENT LEARNING ACTIVITY 11.1.1.4

2.
Number of Significant
Given List of Digits
Digits
a) 0.00002530000 3 2, 5, 3
b) 2.15x105 3 2, 1, 5
c) 120 000 000 2 1, 2
d) 12.00045 7 1,2,0,0,0,4,5
e) 15.23000000 4 1,5,2,3
f) 2.05x108 3 2,0,5
g) 3.4x10-3 2 3, 4
h) 2.000001 7 2, 0,0,0,0,0,1
i) 3 000 000 000 1 3
j) 0.0025x10-4 2 2,5

3.
Number of Decimal Number of
Number
places Significant Figures
a)0.0253 0.03 2dp 0.25 2sf
b)2.0652 2.072 dp 2.07 3sf
c)120 120.0 1dp 120 2sf
d) 12.045 12.045 3dp 12.0 3sf
1.52
e)1.523
1.523 3dp 3sf

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 GR 11 GENERAL MATHEMATICS M1 ANSWERS

3.
a) 2 x 102 + 2 x 10-1 = 200 + 0.2 = 200.2 = 200

b) 3.4 x 102 + 4.5 x 102 = 340 + 450 = 790 = 790

c) 9.32 x 103 – 6.71 x 102 = 9320 – 671 = 8649 = 8 600

d) 8.56 x 10-1 – 9.7 x 10-2 = 0.856 – 0.097 = 0.759 = 0.76

e) 4.1 x 104 + 2.5 x 103 = 41000 + 2500 = 43500 = 44 000

4.
a) 2.41 x 102 x 3.2 x 103 = 2.41 x 3.2 x 103 x 102 = 7.712 x 103+2 = 7.71 x 105

b) 3.2 x 103 ÷ 4.5 x 102 = 3.2 ÷ 4.5 x 103 ÷ 102 = 7.11111… x 103-2 = 7.11 x 10-1

c) 6.32 x 103 x 2.7 x 10-2 = 6.32 x 2.7 x 103 x 10-2 = 17.064 x 103- -2 = 17.1 x 105
= 1.71 x 106
d) 3.62 x 10-1 ÷ 7.4 x 10-2 = 3.62 ÷ 7.4 x 10-1 ÷ 10-2 = 0.489 189 19… x 10-1- -2
= 0.489 x 101 = 4.89 x 10-1 x 101 = 4.89 x 100
4 3
e) 1.4 x 10 x 5.3 x 10 = 1.4 x 5.3 x 10 x 10 = 7.42 x 104+3
4 3
= 7.32 x 107

STUDENT LEARNING ACTIVITY 11.1.1.5

1)
Estimated value by rounding Estimated value by rounding
Given
off to a whole number off to 1 significant figure
12.65 13 10
9.42 9 9
15.12 15 20
18.52 19 20
12.86 13 10

2) Given Estimates Estimated Answer

a) 23.45 + 12.20 + 18.55 = _____________________________ = __________
b) 58.44 + 28.62 + 11.12 = 58 + 29 + 11 = 98
c) 74.48 – 29.24 = 74 - 29 = 45
d) ( 12.82 – 6.24) + 15.67 = 13 – 6 + 16 = 23

3) Given Estimates Estimated Answer

a) 12.55 x 89.20 = 10 x 90 = 900
b) 52.48  47.20 = 50 ÷ 50 =1
c) 18.42 x 64.08 = 20 x 60 = 1 200
d) 121.42  4.50 = 100 ÷ 5 = 20
169
 GR 11 GENERAL MATHEMATICS M1 ANSWERS

SUMMATIVE TASK 11.1.1

1. 6.11.
2.7.12.
3.8.13
4.9.14.
5.10.

STUDENT LEARNING ACTIVITY 11.1.2.1

1)
Index Form Base Exponent
8
4 4 8
15
7 7 15
2
6
2
    6
3 3
X5 x 5
2n 2 n

2) (a) 45 (b) (-3)8 (c) 16 m5 n3

3) Expanded Form Product

a)  3 6
= 3x 3x 3x 3x 3x 3 = 27
b)  28 = -2 x -2 x -2 x -2 x -2 x -2 x -2 x -2 = 256
c) 23  3 2 = 2 x 2 x 2 x 3x 3 = 24
d)  8  9 
3
3
= 3
8x 9 x 9 x 9 = 54

4) Expanded Form Product

a) 38 = 3x3x3x3x3x3x3x3 = 6561
b) (-2)6 = -2 x -2 x -2 x -2 x -2 x -2 = 64
3 2
c) (2) (3) = 2 x 2 x 2 x 3 x 3 = 72
d)  3  2 =
3 3
3x 3x 3x 2x 2x 2 =6 6
4
2 16
5) a)  5  = 625
1 1
 4 81  3 9
 
b)  3 2  =  9  =  =3
3
 
2
 5 3125  5 25
2

c)   =  =
 3 64  4 16
 

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 GR 11 GENERAL MATHEMATICS M1 ANSWERS

2
 6  4 6 2
d)   x 
  4  = x =1
 3    3 4

STUDENT LEARNING ACTIVITY 11.1.2.2

1)
a) 8x3 Law 3
b) 128 Law1
c) 6561 Law 2
d) 9a2b2 Law 3
e) 23x Law 2
f) X9 Law 1
g) 4096 x8 Law 3
h) X5y10z10 Law 1
i) 34b Law 2
j) 3kxkyk Law 3

3) Simplify the following.

2
1  2x 
1.   =    4x 2
 2x  1
 12 2
2. 2 2 = 1
2
3. x  3  2
 
= x 2  3x  3x  3  x 2  2 3x  3

1
 2 2  32   33  18  27 x 3 2 81
 3   =  2  
4.  18   4 x 4 2  16
3    
2 32 
2 2
 7   35  35 35
5.   =    
2 3 x 5  4.3 12
  2 3 
1
2 1 x
.x  3  3 x
3
6. x x 3x = 3 x.
3
x2 x

1 2 1
2
3 28  8 2  3  2 2 9 9 2
4.     =     . 
8 3 3 8 3 64 32 3

1
5. 212x.4 x 3 = 212x.4 x 3  2 12x.2 2(x3)  2 2 
4
1
x  12
6. 10 x .10 2 = 10  102x1

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 GR 11 GENERAL MATHEMATICS M1 ANSWERS

 xy z  = xy 2 z 3 k   xy 2 z 3
k 1 k
k 2 3
7.
 

STUDENT LEARNING ACTIVITY 11.1.2.3

1 4x 4 y 6
1) a) b) 8 c) d) a2b 7 c e) a 6
27 25z 8

xy 2 9 117
2) a) b) or 4 12 c) 6 d) or 4 1725
z3 2 25

4x 2 3
2x 2 y
3) a) b) 16 c) d) a2b 2 c 2 e) a
9 3z

STUDENT LEARNING ACTIVITY 11.1.2.4

1 1
1) 3 6. 11.
4 64
4
2) 3 7. 5 12. 5
x
1 49
3) 8. 13. 16
9 4
x5
4) 2 9. 5 14. -1
y
8 1
5) 3 10. 3 15.
x 225

STUDENT LEARNING ACTIVITY 11.1.2.5

1. x=3 6. x = 3
1
2. x=  7. x = 1
2
3. x=5 8. x = 4
4. x=3 9. x = 5
5. x=4 10. x = - 5

SUMMATIVE TASK 11.1.2

1) Power, index or exponent 2) x5y3z2 3) 2 x 2 x 2 x x x x x y x y x y

1 3
4) 5) x = 2 6)
x 4 y 2 z2 64

7) x=3 8) 8 – 7x 9) 4y2

172
 GR 11 GENERAL MATHEMATICS M1 ANSWERS

1 z8
10) a) 4 b) c) d) a 5b 10c 6
6561 x4y6
1
e) 1 f) 4 g) -6 h)
8
1 1 3
i) j) – 2 k)  l) 2
2 3 x
9 5
m) n) x 8 o)
x2 2x

STUDENT LEARNING ACTIVITY 11.1.3.1

1) Fractional exponents to surds

Numerator of the
Indices /
Denominator of the fractional
Fractional Base Surd / Radical
fractional exponent exponent Surds read as…
Exponent (Radicand) Form
(index) (exponent of the
Form
radicand)
1 Cube root of
a) y 3 y 3 1 3 y y
th
6 7 root of 2
th
b) 2 7
2 7 6 7
26 to the 6
power
th
1 5 root of 9
c) 9 5 9 5 1 5
9

2) Surds to fractional exponents

Exponent of Indices /
Index
Surd / Radical Radicand (Denominator of the radicand Fractional
Given (Numerator
Form (Base) the fractional Exponent
exponent ) of the
Form
fractional
exponent )
y
“the cube root of x raised 3
xy X 3 y x3
to y”
3
“the nth root of 3 cubed” n
33 3 n 3 3n
5
“the ninth root of 3x 5
9 (3x) 3x 9 5 (3x) 9
raised to 5”

1
3) xy 2
3

4) a 2 b3c 4
5) 3
w 12 x 6 y
6) 0.25 or 1/4

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 GR 11 GENERAL MATHEMATICS M1 ANSWERS

STUDENT LEARNING ACTIVITY 11.1.3.2

1)
a) 2 10 Law 1
b) 2x Law 3
c) 235 Law 1
2 3
d) Law 2
5
e) 17x2 Law 3
1
f) Law 2
3
g) 10 2 Law 1
3
h) Law 2
7
i) 51 Law 3
j) 9 3 10 Law 1

2)

a) ± 8
b) ± 5i
c) -3 ± 2 5
d) -6

3)
a) y = x2 – x + 1

y
6

-4 -2 0 0 2 4 x

-2

b) y = x2 – 4x + 3

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 GR 11 GENERAL MATHEMATICS M1 ANSWERS

y
6

-2 00 2 4 6 x

-2

STUDENT LEARNING ACTIVITY 11.1.3

Perform the indicated operation(s) involving surds.

1) -5 5 + 12 5 = 7 5
2) 40  8 = 8 5
3) 5 (3 5 – 2 5 ) = 5
16 2 6
4) =
6 3
5) 3 (4 + 25 )= 9 3
6) -6 20 + 2 45 + 7 5 = 5
7) -4 20 + 7 5 + 3 45 = 8 5
8) 13 3 + 18 81 = 13 3  162
2 2
9) =
8 2
10) - 2 ( 3 + 27 ) =  4 6
11) ( -8 - 2 ) ( -8 + 2 ) = 62
6
12) 2 24  144 =
3
8 2 10
13) =
5 5
14) ( 2 + 3) ( 2 - 3 ) = -7

175
 GR 11 GENERAL MATHEMATICS M1 ANSWERS

15)

Expression Conjugate Product

a) -7 + 5 7 5 44

b) 2 + 3 2 3
-1
2 5
c) 2-5 -5
 6 4 -10
d) - 6 +4

e) -2y2 + y4  2y 2  y 4
3y4

16) 2  3

17) Simplify:
32

 

32 4  3 16 2  4 6
4 3 16  3 13
18)   
5  6 3  3  3 5  15  18  6 3
19)  5 3  2  3   10  15  6  3
20) 3  5  180  3  5 5

STUDENT LEARNING ACTIVITY 11.1.4.3.1

1)
(a) x2 + 12x + 27
(b) x2 - 3x - 18
(c ) x2 + 2x - 24
d) x2 - 13x + 22
e) 2x2 + 9x - 18
f) 3x2 - 5x - 12
g) 2-3x -20x2
h) 30 + 7x – 2x2

2)
a) 3(x + 2)(x - 2) = 0
a) x(x + 3) = 0
b) x(x – 8) = 0
c) (x – 10)(x + 10) = 0

3)
a)3(x -2)(x -2)= 0 (a - b)(a - b) = a2 - 2ab + b2
176
 GR 11 GENERAL MATHEMATICS M1 ANSWERS

b) (x + 7)(x + 7) = 0 (a + b)(a + b) = a2 + 2ab + b2

c)(x - 10)(x + 10)= 0 (a + b)(a - b) = a2 - b2
d) (x - 10)(x + 8) = 0 (x + a)(x + b) = x2 + (a + b)x + ab

4)
a) 6(x - 1)(x - 1) = 0 therefore x = 1 or x = 1
b) (x + 11)(x - 8) = 0 therefore x = -11 or x = 8
c) x(4x - 1) = 0 therefore x = 0 or x = 1/4
d) (x - 10)(x - 10) = 0 therefore x = 10 or x = 10
e) (x - 5)(x + 5) = 0 therefore x = 5 or x = - 5
f) 3x(2x - 1) = 0 therefore x = 0 or x = ½
g) (x - 3)(x - 3) = 0 therefore x = 3 or x = 3
h) (x + 9)(x + 9) = 0 therefore x = -9 or x = -9
i) 2(x + 3)(x + 3) = 0 therefore x = -3 or x = -3

5)
a) D > 0 therefore has two distinct real roots
b) D > 0 therefore has two distinct real roots
c) D < 0 therefore has no real roots
d) D = 0 therefore has two equal real roots

STUDENT LEARNING ACTIVITY 11.1.4.3.1 (b)

1) Sketch
y
X=4
a) y = x2 - 8x + 15 c = 15 15
(x- 3)(x - 5)= 0 axis x = 8/2 = 4
x = 3 or 5 Vertex = (4, -1)
x
3 5
TP = (4, -1)

y
b) y = x2 - 2x – 15 c = - 15
X=5
(x+3)(x-5) = 0 axis x = 2/2 =1
X = -3 or 5 Vertex = (1, -16)

x
-3 5

-15
TP = (1, -16)

177
 GR 11 GENERAL MATHEMATICS M1 ANSWERS

c) y = x2 + 2x – 15 c = -15 y
(x +5)(x -3) = 0 axis x = - 1 X = -1
X = -5 or 3 Vertex =(-1, -16)

x
-5 3

-15
TP =(-1, -16)

2. y = a(x - h)2 + k

a) y = 2x2 - 10x + 30
(2x2 - 10x) + 30
2(x2 - 5x) + 15
2(x2 – (5/2)x + (5/2)2) + 15 – (25/4)
2(x – 5/2)2 + 60/4 – 25/4
2(x – 5/2)2 + 35/4
2(x – 5/2)2 + 8 3/4

b) y = 4x2 + 5x – 6
4x2 + 5x – 6
4(x2 + (5/4)x) -6/4
4(x2 + (5/8)x + 25/64) – 3/2 – 25/64
4(x + 5/8)2 – (96/64+25/64)
4(x + 5/8)2 – 121/64

c) y = x2 +10x - 11
x2 +10x - 11
(x2 +10x) - 11
(x2 + 5x + 25) – 11-25
(x + 5)2 - 36

178
 GR 11 GENERAL MATHEMATICS M1 ANSWERS

3. a)y = 2x2 + 3x – 5 b) y = 3x2 + 4x – 4 c)2 – 3x -2x2 = 0 d) -6x2 + x + 2 = 0

3 3 2  4.2.  5 4 4 2  4.3.  4  -3 - 3 2  4. - 2.2 -1 1 2  4. - 6.2

x  x  x  x 
2.2 2.2 2.3 2.3 2. - 2 2. - 2 2. - 6 2. - 6
3 9  40 4 16  48 3 9  16 1 1  48
       
4 4 6 6 4 -4 12 12
3 49 4 64 3 25 1 49
       
4 4 6 6 4 -4 12 12
3 7 4 8 3 5 1 7
       
4 4 6 6 4 -4 12 12
10 4 12 4 2 8 8 6
 or  or  or   or 
4 4 6 6 4 6 12 12
5 2 1 4 2 1
  or 1  2 or  or   or 
2 3 2 3 3 2

STUDENT LEARNING ACTIVITY 11.1.4.3.1 ( c)

1)
a) (x – 2)(x - 4) = 0 , x = 2 and x = 4
b) (x + 1)(x + 9) = 0 , x = -1 and x = -9
c) (x – 3)(x - 3) = 0 , x = 3 and x = 3
d) (x – 2)(x + 5) = 0 , x = 2 and x = - 5

4. completing –the-square method.

a) x2 – 7x + 12 = 0
x2 – 7x = - 12
x2 – 7x + (7/2)2 = -12 + 49/4
(x – 7/2)2 = ¼
(x – 7/2) = ± ½
x = 7/2 ± ½
x = 4 or 3

b) x2 + 2x - 8 = 0
x2 + 2x = 8
x + 2x + (1)2 = 8 + 1
2

(x + 1)2 = 9
x + 1 = ±3
x = -1 ± 3
x = - 4 or 2

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 GR 11 GENERAL MATHEMATICS M1 ANSWERS

c) 2x2 + 5x - 3= 0
2x2 + 5x = 3
x2 + (5/2)x = 3/2
(x + (5/4)x +(5/4)2) = 3/2 + 25/16
(x + 5/4)2 = 49/16
x + 5/4 = ±7/4
x = -5/4 ± 7/4
x = - 3 or ½

d) 3x2 + 10x + 8 = 0
3x2 + 10x = - 8
x2 + (10/3)x = -8/3
x + (10/6)x + (10/6)2 = - 8/3 + 100/36
2

(x + 10/6)2 = 4/36
(x + 10/6) = ±2/6
x = 10/6 ±2/6

x = 2 or 4/3

3) curve y = x2 – 8x + 15

a) axis of symmetry at x = -b/2a vertex at x = 4

2
= 8/2x 1 y = 4 – 8 x 4 + 15
=4 = 16 – 32 + 15
= -1
Vertex (4, -1)

b) vertex of the curve y = 2x2 + 5 x + 2

(2x2 + 5 x) + 2
2(x2 + 5/2 x) + 2
2(x2 + 5/2 x + (1/4)2) + 2 – 1/16
2(x + ¼ )2 + 1 15/16

Vertex (h, k) = (- ¼ , 1 15/16)

STUDENT LEARNING ACTIVITY 11.1.4.3

1) Use the discriminant to check if the following have real roots.

a) x2 – 8x + 16 = 0 ∆ = (-8)2-4.1.16 =64-64 = 0 has two equal real roots

b)x2 - 13x + 30 = 0 ∆ = (-13)2-4.1.30 =169-120 = 49 > 0 has two distinct real roots
c) 2x2 – 5x - 3 = 0 ∆ = (-5)2-4.2.-3 =25-24 = 1> 0 has two distinct real roots
d)x2 + 2x + 5 = 0 2
∆ = (2) -4.1.5 =4-20 = -16 < 0 has no real roots
e) 2x2 -12x + 18 = 0 ∆ = (-12)2-4.2.18 =144-144 = 0 has two equal real roots

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 GR 11 GENERAL MATHEMATICS M1 ANSWERS

2) Find the roots of the following using any method.

a) x2 = 64 , x = ± 8 , x = -8 or 8
2
b) 3x + 75 = 0 , 3x2 = -75 , x2 = -25 x = ± √-25, x = √-25 or -√-25
c) (x+3)2 = 20 , x + 3 = ±2√5, x = -3 ± 2√5 , x = -3 - 2√5 or -3 + 2√5
d) x2 + 12x + 36 = 0, (x + 6)(x + 6) = 0, x = -6 or -6

3) Sketch the following quadratic functions.

a) y = x2 – x - 6
y
(x + 2)(x - 3) = 0
Roots: x = -2, x = 3
x
-2 3
Y – intercept c = - 6

1(x – 0.5)2 – 6.25 = 0 - 6

Axis of symmetry x = 0.5 -6
Vertex (0.5, -6.25) x = 0.5
MIN

b) y = -x2 + 4x - 3

y x=2 - 1(x2 – 4x + 3) = 0
-1(x - 1)(x - 3) = 0
Roots: x = 1, x = 3

1 3 x Y – intercept c = - 3

-3 1(x – 2)2 + 1 = 0
Axis of symmetry x = 2
Vertex (2, 1)
MAX

4) Complete- the -square

a) 2x2 + 11 x + 12 = 0
2x2 + 11 x = - 12
2
x + (11/2) x = - 6
x2 + (11/4)x + 121/16 = - 6 + 7 9/16
(x + 11/4)2 = 25/16
(x + 11/4) = ±5/4 [take square root]
X = 11/4 ± 5/4
X = 4 or 3/2

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 GR 11 GENERAL MATHEMATICS M1 ANSWERS

b) y = x2 – 4x -12
x2 – 4x = 12
x2 – 2x + 22 = 12 + 4
(x – 2)2 = 16
x-2 = ± 4 [take square root]
x=2±4
x = -2 or 6

c) 2x2 + 5x -12 = 0
2x2 + 5x = 12
x2 + 5/2x = 6
x2 + 5/4x + 25/16 = 6 + 25/16
(x + 5/4)2 = 121/16
X + 5/4 = ± 11/4 [take square root]
X = - 5/4 ± 11/4
X = -4 or 3/2

5) Graph the following quadratic functions.

a) y = x2 – x -12

X -4 -3 -2 -1 0 1 2 3 4 5
y 8 0 -6 -10 -12 -12 -10 -6 0 8

y
8
6
4
2

-5 -4 -3 -2 -1 0 1 2 3 4 5 6 x
-2
-4
-6
-8
-10
-12

b) y = -x2 – 4x
X -6 -5 -4 -3 -2 -1 0 1 2
y -12 -5 0 3 4 3 0 -5 -12

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 GR 11 GENERAL MATHEMATICS M1 ANSWERS

6
4
2
x
-8 -6 -4 -2 0 2 4
x
-2
-4
-6
-8
-10
-12

2
6) axis of symmetry and vertex, y = x – 8x + 15
2
x – 8x = 15
x2 – (8/2)x + 42 + 15 – 16 axis of symmetry x = 4
(x - 4)2 -1 Vertex = (4, -1)

7) vertex , y = 2x2 + 5 x + 2
(2x2 + 5 x) + 2
2(x2 + 5/2 x) + 2
2(x2 + 5/4 x + 25/16) + 2- 1 9/16
2(x + 5/4 )2 - 7/16 Vertex = (- 5/4, - 7/16)

STUDENT LEARNING ACTIVITY 11.1.4.4

1)
a) x > 7

b) x < 4

c) x  -1

d) x  5

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 GR 11 GENERAL MATHEMATICS M1 ANSWERS

2) Determine the inequalities shown below:

a)

b) x <7

c) x-2

d) x >-8

x< -1

3) Graph the inequality x + 2y < 8.

8
2y = - x + 10
X = 0, y = 4 (0, 4)
7 Y = 0, x = 8 (8, 0)
6
5
5
4

1
0
0 2 4 6 8

SUMMATIVE TASK 11.1.4.

1) Factorise the following completely:

a) x2 + 7x = -12 (x + 4)(x + 3) = 0
b) x2 + 3x – 10 (x + 5)(x - 2) = 0
c) x2 – 6x + 9 (x - 3)(x - 3) = 0
d) 8y + 12 4(2y+3)
e) 3a + ab a(3+b)
2
f) m + 8m + 12 (m+2)(m+6)
2
g) y – 64 (y-8)(y+8)

184
 GR 11 GENERAL MATHEMATICS M1 ANSWERS

2) Simplify the following.

5x  8x x(5  8)
a) =  5  8 = 13
x x
x 2 + 5x + 6 (x  2)(x  3)
b) =  x 2
x+3 x3

3) Write the inequality illustrated in the diagrams below:

a).
x ≤ -5

b)
x >2

c)
-5≤ x <2

d)
x<2

4) Draw the following on the number line.

a) X > -4

-8 -6 -4 -2 0 2

b) X<2

-8 -6 -4 -2 0 2
c) X≥3

-2 -1 0 1 2 3 4 5 6 7 8 9

d) 4  x 8

-2 -1 0 1 2 3 4 5 6 7 8 9

e) -6  x  2

-7 -6 -5 -3 -2 -1 0 1 2 7 8 9

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 GR 11 GENERAL MATHEMATICS M1 ANSWERS

5)
a) (x – 2 ) ( x+3)  0 when x-2≥0 when x+3≥0
x≥2 x ≥ -3

b) x(x – 5) > 0 when x > 0 when x-5> 0

x> 0 x>5

6) Sketch the graph of regions:

a) Y ≤ x2 + x – 12 X=-½ y

When x2 + x – 12 = 0
(x + 4)(x - 3) = 0
X = - 4 or 3 -4 3 X
y- intercept = c = -12

Test point: (1, 1)

1 ≤ 12 + 1 - 12
- 12
1 ≤1 + 1 – 12
1 ≤ - 10 False TP = (- ½ , -12 ¼ )

c) Y > 2x2 -2x -4

y
When 2x2 -2x -4 = 0
2(x2 -x -2) = 0
2(x + 1)(x - 2) = 0
x = -1 or 2

y-intercept = c = -4
-1 2 x
Test Point (1, 2)
Y > 2x2 -2x -4
2>2.12 -2.1 – 4 -4
2> 2 – 2 – 4
2> - 4 True.

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 GR 11 GENERAL MATHEMATICS M1 ANSWERS

REFERENCES

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200ml.jpg

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https://us-beta.vwr.com/stibo/low_res/std.lang.all/40/21/10154021.jpg

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http://www.gutenberg.org/files/31907/31907-h/images/413b-400.png

Greer, NEW COMPREHENSIVE MATHEMATICS FOR ‘O’ LEVEL, 2ND EDITION, Gloucester,1983

Borowski, E.J and J.M. Borwein, Collins reference Dictionary, ___

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