Understanding

M athematics
Textbook for Class IX

Department of Curriculum and Professional Development

Ministry of Education
Royal Government of Bhutan
Published by Department of Curriculum and Professional Development (DCPD)
Ministry of Education
Royal Government of Bhutan
Tel: +975-2-332885/332880

Copyright © 2022 Department of Curriculum and Professional Development (DCPD)

ALL RIGHTS RESERVED

No part of this book may be reproduced in any form without permission from the 2022
Department of Curriculum and Professional Development (DCPD), Ministry of Education

ACKNOWLEDGEMENTS
Advisors
Dasho Pema Thinley, Secretary, Ministry of Education
Tshewang Tandin, Director, Department of School Education, Ministry of Education
Karma Yeshey, Chief Curriculum Officer, CAPSD, Ministry of Education
Yangka, Director for Academic Affairs, Royal university of Bhutan

Research, Writing, and Editing Bhutanese Reviewers

One, Two, ..., Infinity Ltd., Canada Rinzin Jamtsho, Tangmachu MSS
Chencho Wangdi, Punakha HSS
Authors Dechen Pelden, Ugyen Dorji HSS
Marian Small Kinley Wangdi, Lobesa LSS
John Grant McLoughlin Prem Khatiwara, Yangchenphug HSS
Chris Kirkpatrick Devi Charan, Nganglam HSS
David Wagner Tashi Penjore, Khuruthang MSS
David Zimmer Phuntsho Dukpa, Punakha HSS
Pema Dukpa, Wamrong LSS
Reviewers Sonam Bumtap, Yebilaptsa MSS
David Pilmer Kinley Dorji, Gedu MSS
Don Small Ugyen Dorji, Jigme Sherabling HSS
Tara Small Tau Tshering, Shaba MSS
Kailash Pradhan, Trongsa Sherabling HSS
Editors Mark Turner, Rinchen HSS
Jackie Williams Gembo Tshering, BBED
Carolyn Wagner Mindu Gyaltshen, EMSSD
Tandin Khorlo, Paro College of Education
Nidup Dorji, College of Science and Technology
Karma Yeshey, CAPSD
Lobzang Dorji, CAPSD
Cover Concept and Design
Karma Yeshey and Lobzang Dorji, Curriculum Officers, CAPSD

Coordination
Karma Yeshey and Lobzang Dorji, Curriculum Officers, CAPSD

The Ministry of Education wishes to thank

• all teachers in the field who have given support and feedback on this project
• the World Bank, for ongoing support for School Mathematics Reform in Bhutan
• Drukgyel HSS and Drukgyel LSS and the students there, for their photos
• Sonam Tenzin, Dept. of Revenue and Customs, Ministry of Finance for the review and
feedback on Unit 7 on Commercial Mathematics
• Thomson-Nelson Publishing Canada, for its publishing expertise and assistance

1st edition 2007 ISBN 99936-0-272-8

Reprint 2022

ii
 CONTENTS
FOREWORD vii

INTRODUCTION
How Mathematics Has Changed ix
Using Your Textbook x
Assessing Your Mathematical Performance xiv
The Classroom Environment xiv
Mathematical Tools xvi
Your Notebook xvi

UNIT 1 NUMBER AND OPERATIONS

Getting Started 1
Chapter 1 Exponents
1.1.1 Introducing the Exponent Laws 2
GAME: Rolling Powers 4
1.1.2 The Power Law of Exponents 5
1.1.3 Negative and Zero Exponents 8
1.1.4 Fractional Exponents 11

Chapter 2 Scientific Notation

1.2.1 Scientific Notation with Large Numbers 13
CONNECTIONS: The Richter Scale 18
1.2.2 Scientific Notation with Small Numbers 19

Chapter 3 Rational and Real Numbers

1.3.1 Estimation with Rational Numbers 23
1.3.2 Order of Operations 26
1.3.3 Square Roots 29
1.3.4 EXPLORE: Representing Square Roots 32
1.3.5 Representing Real Numbers 33
UNIT 1 Revision

iii
UNIT 2 POLYNOMIALS
Getting Started 39
Chapter 1 Introducing Polynomials
2.1.1 Interpreting Polynomials 41
2.1.2 Adding and Subtracting Polynomials 46

Chapter 2 Multiplying Polynomials

2.2.1 Multiplying a Polynomial by a Monomial 53
2.2.2 Multiplying a Binomial by a Binomial 57
2.2.3 Multiplying Polynomials Symbolically 62
GAME: Polyprod 65

Chapter 3 Dividing Polynomials

2.3.1 Dividing a Polynomial by a Monomial 66
2.3.2 EXPLORE: Dividing a Polynomial by a Binomial 70
2.3.3 Dividing a Polynomial by a Binomial 71
2.3.4 EXPLORE: Creating Rectangles to Factor 76
CONNECTIONS: Using Number Patterns to Factor 77
UNIT 2 Revision 78

UNIT 3 LINEAR RELATIONS AND EQUATIONS

Getting Started 81
Chapter 1 Linear and Non-Linear Relation Graphs
3.1.1 Patterns and Relations in Tables 82
3.1.2 Scatter Plots of Discrete and Continuous Data 87
3.1.3 EXPLORE: Graphs of Linear and Non-Linear Relations 93
CONNECTIONS: Half-Life 93
3.1.4 Graphs of Linear and Non-Linear Relations 94

Chapter 2 Equation of a Line

3.2.1 The Meaning of Slope and Y-Intercept 99
3.2.2 EXPLORE: The Equation of a Line 103
3.2.3 Slope and Y-Intercept Form 104
3.2.4 The Line of Best Fit 108
3.2.5 Standard Form 113

Chapter 3 Linear Equations and Inequalities

3.3.1 Solving Linear Equations Algebraically 118
GAME: Equation Concentration 122
3.3.2 Solving Linear Inequalities 123
3.3.3 Solving Linear Equations Graphically 126
3.3.4 Solving a System of Linear Equations 129
UNIT 3 Revision 132

iv
UNIT 4 DATA AND PROBABILITY
Getting Started 135
Chapter 1 Displaying and Analysing Data
4.1.1 Constructing Familiar Data Displays 137
4.1.2 Using Graphs to Compare and Organize Data 144
4.1.3 Using Graphs to Examine Change 150
4.1.4 Misleading Graphs 154
4.1.5 Drawing Conclusions From Graphs 159

Chapter 2 Probability
4.2.1 Determining and Comparing Probabilities 164
4.2.2 Calculating Probability of Two Independent Events 169
GAME: On a Roll 174
4.2.3 Randomness: Experimental Versus Theoretical Results 175
4.2.4 Conducting a Simulation 179
4.2.5 EXPLORE: Designing a Simulation 184
CONNECTIONS: Computer Simulations 185
UNIT 4 Revision 186

UNIT 5 GEOMETRY
Getting Started 189
Chapter 1 Similarity and Congruence
5.1.1 EXPLORE: Unique Triangles 190
5.1.2 Congruent Triangles 191
5.1.3 Similar Triangles 195
5.1.4 Solving Problems with Similarity 199

Chapter 2 Transformations
5.2.1 Translations 203
5.2.2 Reflections and Rotations 207
GAME: Shards 211
5.2.3 Dilatations 212
CONNECTIONS: Making an Animated Movie 215
5.2.4 Combining Transformations 216
UNIT 5 Revision 220

v
UNIT 6 MEASUREMENT
Getting Started 223
Chapter 1 Volume and Capacity
6.1.1 Volume of Prisms and Cylinders 225
GAME: Bean Counting 230
6.1.2 EXPLORE: Comparing Pyramid and Prism Capacities 231
6.1.3 Volume of Pyramids and Cones 232
6.1.4 Volume of Spheres and Composite Shapes 239
CONNECTIONS: Perspective 242

Chapter 2 Surface Area

6.2.1 Surface Area of Prisms 243
6.2.2 Surface Area of Pyramids 248
6.2.3 Surface Area of Cylinders 253
6.2.4 Surface Area of Cones 257
6.2.5 Surface Area of Spheres 260
UNIT 6 Revision 263

UNIT 7 COMMERCIAL MATH

Getting Started 265
Chapter 1 Household Finances
7.1.1 Income and Expenditures 266
7.1.2 Budgets 270
GAME: Lucky Shopper 273

Chapter 2 Taxes
7.2.1 Reporting Income and Taxes 274
7.2.2 Income Deductions 278
7.2.3 EXPLORE: Income Tax Rates 281
CONNECTIONS: Taxation around the World 281
UNIT 7 Revision 282

GLOSSARY 285

MEASUREMENT REFERENCE 300

ANSWERS 301

PHOTO CREDITS 359

vi
 FOREWORD
Provision of quality edu cation for our children is a cornerstone policy of the Royal
Government of Bhutan. Quality ed ucation in mathematics includes attention to
many aspects of educating our children. One is providing opportu nities and
believing in our children’s ability to understand and contribute to the advancement
of science and technology within our culture, history and tradition. To accomplish
this, we need to cater to children’s mental, emotional and psychological phases of
development, enabling, encouraging and supporting t hem in exploring,
discovering and realizing their own potential. We also must promote and further
our values of compa ssion, hard work, hon esty, helpfulness, perseverance,
responsibility, thadamtsi (for instance being gra teful to what I would like to call
‘Pham Kha Nga’, consisting of p arents, teachers, His Majesty the King, the
country and the Bhutanese people, for all the goodness r eceived from them and
the wish to reciproca te these in equal measure) and ley-ju-drey — the
understanding and appreciation of the natural law of cause and effe ct. At the
same time, we wish to develop positive attitude s, skills, competencies, and values
to support our children as they mature and engage in the professio ns they will
ultimately pursue in life, either by choice or necessity.
While education recognizes that certain values for our children as individuals and
as citizens of the country and of the world at large, do not change, requirements in
the work place advance as a result of scientific, technolog ical, and even political
advancement in the world. These include expectations for mor e advanced
interpersonal skills and skills in communications, reasoning, problem solving, and
decision-making. Therefore, the type of education we provi de to our children must
reflect the current trends and requir ements, and be relevant and appr opriate. Its
quality and standard should stem out of collective wisdom, experience, research,
and thoughtful deliberations.
Mathematics, without dispute, is a beautiful and profound subject, but it also has
immense utility to offer in our lives. The school mathematics curriculum is be ing
changed to reflect research from around th e world that shows ho w to help
students better understand the beauty of mathematics as well as its utility.
The development of t his textbook series f or our schools, Understanding
Mathematics, is based on and organized as per the new School Mathematics
Curriculum Framework that the Ministry of Ed ucation has developed recently,
taking into consideration the changing needs of our country and int ernational
trends. We are also incorporating within the textbooks appropriate teaching
methodologies including assessment practices which are reflective of international

vii
best practices. The Teacher’s Guides provided with the te xtbooks are a resource
for teachers to support them, and will definitely go a long way in assisting our
teachers in improving th eir efficacy, especially during the initial years of teaching
the new curriculum, which demands a shift in the approach to teaching and
learning of Mathematics. However, the teache rs are stron gly encouraged to go
beyond the initial idea s presented in the Guides to access other relevant
resources and, more importantly t o try out th eir own innovations, creativity and
resourcefulness based on their experiences, ref lections, insights and professional
discussions.

The Ministry of Educa tion is committed to providing quality education to our

children, which is relevant and adaptive to the changing times and needs as per
the policy of the Royal Government of Bhutan and the wish of our beloved King.
I would like to commend and congratulate all those involved in the School
Mathematics Reform Project and in the development of these textbooks.
I would like to wish our teachers and students a very enjoyable and worthwhile
experience in teaching, learning and understanding mathematics with the support
of these books. As the ones actually using these books over a sustained period of
time in a systematic manner, we would like to strongly encourage you to scrutinize
the contents of these books and sen d feedback and comme nts to the Curriculum
and Professional Support Division (CAPSD) for improvement with the future
editions. On the part of the students, you can a nd should be enthusiast ic, critical,
venturesome, and communicative of your views on the contents discu ssed in the
books with your teache rs and friends rather than being passive recipients of
knowledge.

Trashi Delek!

Lyonpo Thinley Gyamtsho

MINISTER
Ministry of Education
January of 2007

viii
 INTRODUCTION
HOW MATHEMATICS HAS CHANGED
Mathematics is a subject with a long history. Although newer mathematical ideas are
always being discovered, much of what you will be learning is mathematics that has
been known for hundreds of years, if not longer.
Mathematics is a study of quantity, space, structure, patterns and change. This
study at the school level is divided into 5 strands of content, namely, numbers and
operations, algebra, geometry, measurement, and data and probability.
Nowadays, greater emphasis is given to conceptual understanding rather than on
memorizing and applying rote procedures. There are many reasons for this.
• In the long run, it is very unlikely that you will remember the mathematics you
learn unless it is meaningful. It is much easier to understand and memorise
something that relates to what you already than to memorise something that does
not make sense.
• Some approaches to mathematics have not been successful; there are many
adults who are not comfortable with mathematics even though they were
successful in school. This indicates that a change in approach is necessary.
In your textbook, the mathematics is made meaningful in many ways:
• Mathematics should be taught using contexts that are meaningful to you. They
can be mathematical contexts or real world contexts. The textbook uses both
Bhutanese and international real world contexts. For example, in Unit
6 (Measurement), tasks with international contexts involve estimating the volume
of the Great Pyramid in Giza and the Swayambhunath Stupa in Kathmandu. Tasks
with Bhutanese contexts involve calculating the surface area of a snack box used
by Druk Air or estimating the volume of a cylindrical prayer wheel. Meaningful
contexts will help you see and appreciate the value of mathematics.

Calculating the volume of the Great Pyramid and the Swayambhunath Stupa

Introduction ix
 Calculating the surface area of a snack box used by Druk Air and a prayer wheel

• You will be asked to explain why something is true, not simply to state that it is
true. For example, you might be asked to demonstrate that the volume of a cube
with a particular surface area is greater than the volume of any other rectangular
prism with that same surface area.
• When you discuss mathematical ideas, you will be expected to use the processes
of problem solving, communication, reasoning, making connections (connecting
mathematics to the everyday world and connecting mathematical topics to each
other), and representation (representing mathematical ideas in different ways, such
as graphs and tables). For example, when you work with polynomials, you will
connect operations with polynomials to operations with numbers, use reasoning to
see why different representations of polynomials are equivalent, and communicate
your thinking while solving problems.
• The reason you learn mathematics is to help you solve problems. In the real
world, you are not told when to factor or when to multiply. You will be given
opportunities to figure out when and how to apply the concepts and skills you are
learning in order to solve problems.

USING YOUR TEXTBOOK

Each unit has
• a Getting Started section
• two or three chapters, which divide the content of the unit into sections
• regular lessons and at least one Explore lesson
• a Game (usually)
• at least one Connections feature
• a Unit Revision

Getting Started
There are two parts to each Getting Started section: Use What You Know and Skills
You Will Need. Both will help you know whether you have the critical knowledge you
need in order to proceed. They will remind you of knowledge and terminology you
have already learned that will be useful in the unit.
• Use What You Know is an activity that you complete with a partner or in a small
group.
• Skills You Will Need is a review of the skills you will use in the unit.

x
Regular Lessons
• Lessons are numbered #.#.#—the first number tells the unit, the second number
the chapter, and the third number the lesson within the chapter. For example,
Lesson 4.2.1 is Unit 4, Chapter 2, Lesson 1 (first lesson in Chapter 2 of
Unit 4).
• Each regular lesson is divided into five parts:
- A Try This task
- The exposition (the main ideas of the lesson)
- A question that revisits the Try This task
- Examples
- Practising and Applying
Try This
• The Try This task is in a shaded box, like the example below from lesson 1.1.1 on
page 2.
29 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2
9
A. Suppose you write 2 = 2 × 2 .
a b

i) Find two pairs of values for a and b that would make this true. ii) Find another pair of
values.
iii) What do you notice about how the values of a and b are related in each pair?

• The Try This is a brief task that you do with a partner or in a small group.
It is related to the new learning, but you can complete it without the concepts and
skills that are the focus of the lesson. The new mathematics you are able to learn in
the exposition will make more sense to you if you do some related mathematics
before the teacher presents the lesson.

The Exposition
• The exposition appears in a box immediately following the Try This.
• The exposition presents the main concepts and skills of the lesson.
• Key mathematical terms are introduced and described. When a key term first
appears in a unit, it is highlighted in bold type to indicate that it is found in the glossary
(at the back of the book).
• You are not expected to copy the exposition into your notebook either directly from
the book or from your teacher’s lecture.

Revisiting the Try This

• The revisiting the Try This question(s) follows the exposition and appears in a
shaded lozenge, like this example from lesson 1.1.1 on page 3.

B. Was part A an example of the product law or the quotient law? Explain.

• The question shows how your new learning relates to what you already learned
from the Try This task.
Introduction xi
 Examples
• The Examples provide additional instruction by modelling how to approach the
questions you will meet in Practising and Applying. Each example is a bit different
from the others so that you have many models from which to work.
• Sometimes you work through the examples independently, sometimes in pairs or
in small groups, and sometimes with your teacher.
• What is special about the examples is that they show not only the formal
mathematical work in the left hand Solution column, but also what a student might
be thinking in the right hand Thinking column. This is intended to help you learn to
think mathematically. Many of the examples present two or even three different
solutions. The example below from lesson 1.1.1 on page 3 shows two possible ways
to approach the task, Solution 1 and Solution 2.
Example 1 Expressing Powers Using the Product Law
8
List at least two possible ways of writing 3 as a product of powers of 3.
Solution 1 Thinking
8
3 = (3 × 3 × 3 × 3 × 3) × (3 × 3 × 3) • I knew I needed 8 threes
5 3
=3 ×3 multiplied together because
8
3 = (3 × 3 × 3 × 3) × (3 × 3 × 3 × 3) 8
that's what 3 means.
4 4
=3 ×3
8 • I grouped them in
3 = (3 × 3) × (3 × 3 × 3) × (3 × 3 × 3)
2 3 3
different ways to get different possibilities.
=3 ×3 ×3

Solution 2 Thinking
8 2+6 2 6
3 =3 =3 ×3 • I used the product law:
8
3 =3
1+7 1
=3 ×3
7
a r × a s = a r + s and looked
8 3+5 3 5
3 =3 =3 ×3 for two exponents that
added to 8.
• I could have written 31 × 37 as
3 × 37 because any number to the power of 1
is the number itself.

Practising and Applying

• Depending on your teacher’s wish, you might work on the Practising and Applying
questions independently, with a partner, or in a group. You can use the exposition
and examples as references.
• The questions start out like those in the Examples and progress to questions
requiring more problem solving and more explanations. The last question brings you
back to one of the main points of the lesson.
Explore Lessons
• An Explore lesson provides an opportunity for you to work with a partner or in a
small group to investigate some mathematics.
• Your teacher does not lecture in an Explore lesson. Instead, you work through a
problem by following the questions that direct your investigation.
xii
 Connections Feature
• The Connections feature takes many forms. Sometimes it is a relevant and
interesting historical note. Sometimes it relates the mathematical content of the unit
to the content of a different unit. Other times it relates the mathematical content to a
real world application. For example, in Unit 1, the Connections on page 18 is about
the Richter scale, which is used to measure the intensity of an earthquake. The
mathematics behind the scale will make sense to you after learning about scientific
notation in the previous lesson.
• There is always one or more Connections feature in a unit.
• You usually work in pairs or small groups to complete the task or answer the
question(s).

Game
• There is usually at least one Game in each unit.
• The Game is a way to practise skills and concepts introduced in the unit with a
partner or in small group.
• The required materials and rules are listed in the book. Usually there is a sample
shown to help you understand the rules.

Unit Revision
• The Unit Revision is an opportunity to review the lessons in the unit.
• There is always a mixture of skill, concept, and problem solving questions.
• The order of the questions in the Unit Revision usually follows the order of the
lessons in the unit.
• You can work with a partner or on your own, as your teacher suggests.

Glossary
At the end of the book, there is a glossary of new mathematical terminology and
definitions. The glossary also contains other important mathematical terms from
previous classes. There is also a set of instructional terms commonly used in the
units (for example, justify, explain, predict, …). These are intended to help you
understand what is expected of you.

Answers
• Answers to most of the numbered questions are provided in the back of the
textbook. Answers that are lengthy explanations are not included; your teacher has
these answers.
• Questions with letters, such as A or B, do not have answers in the back of the
book. Your teacher has the answers to these questions.
• There is often more than one possible answer to a question. This is indicated in the
answers by the phrase Sample Response. When you see an answer prefaced with
Sample Response, your answer may still be correct even if it does not match the
answer given.

Introduction xiii
 ASSESSING YOUR MATHEMATICAL PERFORMANCE

Forms of Assessment
Your teacher will observe and report on your mathematical performance.
Sometimes your teacher will collect information about what you understand in order
to change the way you are taught. Other times your teacher will use information
about your performance to give you a mark.

Assessment Criteria
• Your teacher should inform you about what mathematical content will be assessed
and how it will be assessed. For example, you should know if the intent of the
assessment is to focus on skills and application or on problem solving.
• Your mark and all assessments should reflect the curriculum for Class IX.
The proportions of the mark assigned for each unit should reflect both the time spent
on the unit and the importance of the unit.
• All assessment should have a balance of skills, applications, concepts, and problem
solving. The balance will vary depending on the unit and purpose of the assessment.
• Your teacher should inform you whether a test is being marked numerically, using
a letter grade, or whether a rubric is being used. A rubric is a chart that describes
criteria for your work, usually in four levels of performance. If a rubric is used, your
teacher should let you see it before you start on the task.

Determining a Mark or Grade

In determining your mark, your teacher might use a combination of tests,
assignments, projects, performance tasks, and homework.

THE CLASSROOM ENVIRONMENT

In almost every lesson, you will be engaged in some work either in in pairs or in
small groups (either in the Try This or during an Explore lesson). Being engaged in
your learning helps you learn better.
While you are working on your own, in pairs or in groups, communication plays a
significant role in every lesson. Through communication you can clarify your thinking
and show your teacher and classmates what you understand.

You should always share your responses, even if they are different from those
offered by other students. It is only in this way that you will really be engaged in the
mathematical thinking instead of being a spectator.

xiv
 MATHEMATICAL TOOLS
Manipulatives
• All students, including those who are already good at
mathematics, can benefit from using manipulative
materials. For example, Unit 2 makes frequent use of
algebra tiles to represent polynomials concretely.
Although some students can be successful without
these materials, everyone can benefit from their use.
You will start to see not only how to perform algebraic
manipulations, but why they are done the way they are.
• Manipulative materials are important in Class IX in the
units on polynomials, probability, geometry, and
measurement. Algebra tiles for polynomials

Appropriate Calculator Use

• In Class IX, the calculator should be used as a
regular tool. At this point in your mathematical
education, you are no longer being asked simply to
perform routine calculations. Calculations are now part
of more sophisticated mathematical tasks that are the
real focus of your learning.
• You may not have the same type of calculator as
your classmates, so specific instructions for how to use
your calculator are not provided in the textbook. Your
teacher can help you learn to use your calculator
correctly.

YOUR NOTEBOOK
• It is valuable for you to have a well-organized, neat notebook to look back at to
review the main mathematical ideas you have learned. However, it is also important
for you to feel comfortable doing rough work in that notebook rather than doing it
elsewhere and then wasting valuable time copying your rough work neatly into your
notebook. If you do rough work on other paper, which will certainly happen from time
to time, it may not be necessary to copy it into your notebook.
• Your teacher will sometimes point out important points to record in your notebook.
You should also make your own decisions about which ideas to include in your
notebook.

Introduction xv
 UNIT 1 NUMBER AND OPERATIONS
Getting Started

Use What You Know Ones Digits for

The powers of 2 are, in order, 21, 22, 23, 24, 25, … . Powers of 2„
Their values are 2, 4, 8, 16, 32, … . You can show the
pattern of the ones digits (2, 4, 8, 16, 32, …) on a circle. 0
The pattern is started on the right. 9 1

A. i) What shape does the first five powers of 2 form? 2

8
ii) If you continued the pattern, what would happen?
Explain. 7 3

B. i) Draw another circle and label it clockwise with the 6 4

numbers 0 to 9. 5
ii) Show the pattern of the ones digits for the powers of 3.
iii) Repeat parts i) and ii) for the powers of 4, 5, 6, 7, 8, 9, and 10.
iv) What observations can you make from looking at all the circle patterns for
the powers of 2 to 10?
v) How might you have predicted some of these patterns?

20
C. How could you use patterns to predict the ones digits for Ű for different
values of Ű between 2 and 10?

Skills You Will Need

1. Write each as a decimal.
a) 10–3 b) 5 × 10–2 c) 3 × 102 d) 4 × 10–1

2. Calculate each.
a) (–2)3 b) –42 c) (–3)2

3. List all positive perfect squares that are less than 300.

4. Draw a picture to show one meaning for 121.

5. Between what two whole numbers is 150 ?

6. Deki says that 2 = 1.414. How do you know that Deki is wrong?

Number and Operations 1 Reprint 2022

 Chapter 1 Exponents
1.1.1 Introducing the Exponent Laws

Try This
29 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2
A. Suppose you write 29 = 2a × 2b.
i) Find two pairs of values for a and b that would make this true.
ii) Find another pair of values.
iii) What do you notice about how the values of a and b are related in each pair?

2 × 2 × 2 × 2 × 2 can be written as the power 25 and read as “2 raised to the 5” or

“2 to the fifth.” 2 is called the base and 5 is called the exponent.
Exponent Note that the term
Base 25 "power" is also used to
describe the exponent.
Power
• The base of the power is the number that is repeatedly multiplied. The exponent,
if it is a whole number, tells the number of times that the base is multiplied. Just as
multiplication is a shortcut for addition, exponentiation is a shortcut for
multiplication. It takes a lot less space to write 25 than 2 × 2 × 2 × 2 × 2.
• Any number that can be written in the form ab, where b is a whole number, is
called a power of a. For example, 32 can be written as 25, so 32 is “a power of 2.”
• Any number, n, can be written as a power, n1, since an exponent of 1 indicates
the base occurs only once in the product, n1 = n. For example, 31 = 3 or 45 = 451.
• If you multiply two powers of the same base, you can simplify the calculation by
adding the exponents. This is called the product law.
For example, 23 × 25 = (2 × 2 × 2) × (2 × 2 × 2 × 2 × 2) = 28. Notice that the
exponent 8 in the product is the sum of the exponents 3 and 5 in the factors.
This works since there are 3 twos + 5 twos, which is 8 twos multiplied together.
Product law: a × a = a
r s r+s

Not only can you use the product law to multiply two powers of the same base, but
you can also use it to write a power as the product of other powers, for example,
510 = 53 × 57.
• There is also a quotient law for dividing powers of the same base, where you
subtract the exponents.
Quotient law: a ÷ a = a
r s r–s

5u5u5u5u5u5u5u5u5u5
For example, 510 ÷ 53 = = 5 × 5 × 5 × 5 × 5 × 5 × 5 = 57.
5u5u5
Notice that the exponent 7 in the quotient is the difference between the exponents
10 and 3 in the dividend and divisor. This works because, when divide the
5 u 5 u 5 u 5 u 5 u 5 u 5 u (5 u 5 u 5 )
numerator into the denominator, , you get 57.
(5 u 5 u 5 )

Reprint 2022 2 Unit I

 B. Was part A an example of the product law or the quotient law? Explain.

Examples
Example 1 Expressing Powers Using the Product Law
List at least two possible ways of writing 38 as a product of powers of 3.
Solution 1 Thinking
38 = (3 × 3 × 3 × 3 × 3) × (3 × 3 × 3) • I knew I needed 8 threes
= 35 × 33 multiplied together because
38 = (3 × 3 × 3 × 3) × (3 × 3 × 3 × 3) that's what 38 means.
= 34 × 34 • I grouped them in
38 = (3 × 3) × (3 × 3 × 3) × (3 × 3 × 3) different ways to get
= 32 × 33 × 33 different possibilities.
Solution 2 Thinking
38 = 32 + 6 = 32 × 36 • I used the product law:
8
3 =3 1+7 1
=3 ×3 7 a r × a s = a r + s and looked
8 3+5
for two exponents that
3 =3 = 33 × 35
added to 8.
• I could have written 31 × 37
as 3 × 37 because any number to the power
of 1 is the number itself.

Example 2 Expressing Powers Using the Quotient Law

Consider the quotient:
2×2×2×2×2×2×2×2×2×2×2×2×2×2
2×2×2×2×2×2×2×2×2×2×2
a) Express the numerator and denominator as powers of 2. State the value of the
quotient as a power of 2.
b) Express the result as the quotient of two other pairs of powers of 2. Provide
more than one example.
Solution Thinking
214 a) I counted the number of 2s in the top
a) = 214 ÷ 211 = 23
211 and bottom of the fraction—there were
three more twos in the top. That means if
you divide the numerator by the
denominator, the quotient is 2 × 2 × 2,
which is 23.

b) 23 = 218 ÷ 215 b) I knew I needed two numbers for exponents that

23 = 2100 ÷ 297 were 3 apart because of the quotient law, a r ÷ a s = a r – s.
23 = 24 ÷ 21

Number and Operations 3 Reprint 2022

 Practising and Applying
1. Complete the statements by filling in 5. A recipe uses one tablespoon of oil.
the missing values. The recipe is doubled.
a) 23 × 2„ = 29 a) How many tablespoons of oil are
needed? Express this as a power.
b) 1118 ÷ 113 = 11„
b) You double the recipe again. How
c) 710 ÷ 72 = Ű 8 many tablespoons are needed now?
Express this as a power.
2. Which of the following expressions
are equivalent to one another? c) You double the recipe five more
times. How many tablespoons are
A. 37 × 32 ÷ 33 needed? Express this as a power.
B. 3 × 3 × 3
6. Explain how you know 34 = 92 without
C. 327 ÷ 321 calculating the values.
D. 32 × 32 × 32
7. Write 7 4 as a power of 7. Explain
3. Write the number 58 each way. your thinking.
a) as a product of other powers of 5
8. 5a × 5b = 511
b) as a quotient of other powers of 5
a) Can both a and b be even? Explain.
c) as a power of 25 b) How many solutions are there for
d) as a product of other powers of 25 a and b if a and b are positive integers?
How do you know?
e) as a quotient of other powers of 25
9. Explain how 54 × 57 × 519 can be
4. Express 64 each way.
simplified to a single power.
a) as a power of 2
10. Explain the rule for dividing powers
b) as the product of two powers of 2
with the same base. Include an
c) as the product of three powers of 2 example to support your explanation.

GAME: Rolling Powers

Play in groups of two or three. Players take turns rolling one die to get a base, and
then rolling two more dice to get two exponents. They create a multiplication from
the numbers rolled. For example, with a base of 4 and exponents 3 and 5, the
player would write 43 × 45. Players multiply the powers and express the product as
a single power. The number of points is based on the product:
• 1 point if the exponent is greater than 8
• 1 point if the power has a whole number square root
• 1 point if the power can be expressed as a power of 2 that is greater than 1
The player who first accumulates 15 points wins.
For example, a multiplication such as 43 × 45 = 48 would get 2 points:
• 1 point because 48 has a whole number square root, namely 44
• 1 point because 48 can be written as 216

Reprint 2022 4 Unit I

 1.1.2 The Power Law of Exponents

Try This

A. Write each expression as a single power.

i) 25 × 25 × 25 × 25 ii) 34 × 34 × 34 iii) 42 × 42 × 42 × 42 × 42
B. Describe an efficient way to find the exponent of the single power.

There are several other laws that allow you to simplify expressions involving
powers.
• A power raised to a power is a special case of the exponent product law you
learned in the previous lesson, since it involves the product of powers of the same
base. This special case has its own rule called the power law.

Power law: (a ) = a
r s rs

For example, (36)4 = 36 × 36 × 36 × 36 = 36 + 6 + 6 + 6 = 36 × 4 = 324.

• When products of numbers are raised to the same power, you can use the
power of a product law to simplify the calculations.

Power of a product law: (ab) = a b

r r r

For example, 25 × 55 = (2 × 5)5 = 105. This makes the calculation much simpler—
105 is much easier to calculate than 25 × 55 since 105 is 100,000 but 25 × 55 is
32 × 3125.
• The power of a quotient law lets you simplify quotients. It can be used with
quotients in fractional form that have numerators and denominators with different
bases that are raised to the same power. It can also be used in division situations,
as shown below.
r
§a· ar
Power of a quotient law: ¨ ¸ = or (a ÷ b) = a ÷ b
r r r
©b¹ br

For example:
4
§2· 2 2 2 2 24
¨ ¸ = × × × = 4 and (2 ÷ 3)4 = 24 ÷ 34
©3¹ 3 3 3 3 3
The power of a quotient law can also be used "in reverse."
4
24 §2·
For example, can be written as ¨ ¸ and 24 ÷ 34 can be written as (2 ÷ 3)4.
34 ©3¹

C. Which of the exponent laws could you have used to help you answer part A?
Explain why it works.

Number and Operations 5 Reprint 2022

 Examples
Example 1 Comparing Quantities
Which expression represents the greater quantity in each pair? Show your work.
a) 64 or 35 × 25 b) (–5)10 or (53)3 c) 312 or 97 d) 54 or 303 ÷ 63
Solution Thinking
5 5 5
a) 3 × 2 = (3 × 2) = 6 5 a) I noticed that 3 and 2 were raised
5
6 >6 4 to the same power so I used the power
5 5
3 × 2 is greater than 6 4 of a product law to simplify
35 × 25 to a single power.

b) (53)3 = 53 × 3 = 59 b) I made them both powers of 5 and

(–5)10 = 510 then compared them. To make (–5)10
510 > 59 a power of 5, I thought about what it meant —
(–5)10 is greater than (53)3 (–5) multiplied together 10 times. Since there are
10 negative signs multiplied together, the result will
be positive so I knew (–5)10 was the same as (5)10.

c) Since 9 = 32, 97 can be c) I made them both powers of 3 and compared

written as (32)7 = 32 × 7 = 314 them. To make 97 a power of 3, all I did was
314 > 312 substitute 32 for 9 and then used the exponent
97 is greater than 312 power law.

d) 303 ÷ 63 = (30 ÷ 6)3 = 53 d) I used the quotient law to change 303 ÷ 63 into a
54 > 303 ÷ 63 power of 5 so I could compare them.

Example 2 Solving Equations Involving Exponents

Solve for n in each equation.
a) 710 = (72)n b) 1,000,000 = (10n)2 c) –415 = –8n d) 35(n5) = 305
Solution Thinking
a) 710 = (72)n a) Since they both had the same base,
710 = 72 × n all I had to do was match the
710 = 72n exponents. I used the power law to
10 = 2n get rid of the brackets in (72)n.
n = 5

b) 1,000,000 = (10n)2 b) I gave them both the same base so all I had to
1,000,000 = 10n × 2 do was match the exponents — I changed 1,000,000
106 = 102n to a base of ten because I knew 1,000,000 was 106
6 = 2n (10 × 10 × 10 × 10 × 10 × 10 = 1,000,000).
n = 3 • I used the power law to simplify (10n)2 and get rid
of the brackets.

Reprint 2022 6 Unit I

 Solution Thinking
c) –415 = –8 n c) I knew that if I gave them both the
–(22)15 = –8n same base, I could just work with the
–230 = –8n exponents.
–230 = –(23)n • I replaced 4 with 22 and then used
–230 = –23n the power law to get a single
30 = 3n exponent.
= 10 n • I then replaced 8 with 23 and used the power law
to simplify it and get rid of the brackets.

d) 35(n5) = 305 d) I knew if I gave them both the same exponent,

(3n)5 = 305 I could just work with the bases.
3n = 30 • I used the power of a product law to simplify
n = 10 35(n5) to (3n)5.
• Since (3n)5 and 305 had the same exponent, I was
able to solve for n using only the bases.

Practising and Applying

1. Write each as a single power: 7. To make a sound louder, a scientist
a) (53)5 b) (134)9 puts it through two amplifiers in
5 5 sequence. The first one amplifies the
c) (9 ) d) (27)3
sound by a factor of 102 and the next
amplifies by a factor of 104. By what
2. Find the value of b.
factor is the sound increased?
a) 518 = (5b)3
b) 5b = (53)(53)3 × 102 × 104
c) 518 = 25b

3. Order these from least to greatest. 8. Write each number as a perfect

(24)4, 85, (43)3, (27)2, (–2)8, –230 square and as a product of perfect
squares.
4. Find values of m and n to make each a) 100 b) 144 c) 1600
true.
a) (10m)n = 1000 b) (10m)n =1,000,000 9. an × bn × cn is a perfect square, for
example, 22 × 32 × 52 = 302 = 900. What
2 must be true about n? Explain why.
§3·
5. Solve for n: ¨ ¸ × 25 = 3n
©5¹ 10. Give an example where each
10
exponent law in this lesson would make
6. Write 8 each of the following ways. a calculation simpler.
a) using the power law, (a ) = a
r s rs
• Power law
b) as a power of a product, (ab) = a b
r r r
• Power of a product law
• Power of a quotient law
r
§a· ar
c) as a power of a quotient, ¨ ¸ =
©b¹ br

Number and Operations 7 Reprint 2022

 1.1.3 Negative and Zero Exponents

Try This
Karma, Dodo, and Tshewang are playing a game with the spinner below.
• Each player spins the spinner twice.
• The player uses the two digits they spin to create a power of the form ab.
The player then chooses which number is the base and which is the exponent.
• The player(s) with the power that has a value closest to 1 wins the round
and gets 1 point. If there is a tie, both players get 1 point.

9
8 0
7 1

6 2

5 3
4

Karma spins a 2 and a 9, Dodo spins a 3 and a 0, and Tshewang spins a 7 and a 1.

A. Which two powers could each player create?

B. Who do you think should NOT get a point for this round?

A power with an exponent that is 0 or negative needs special attention to

understand what the exponent means and determine the value of the power.
• To determine the value of a power with 0 as the exponent, such as 20, you can
use a pattern as shown in the table below:

Power Value
4
2 16 Each value in the right hand column is half of the
value above it. If you extend the pattern to 20,
23 8
20 is half of 2, or 1.
22 4
1
2 2
20 ? 20 = 1

Reprint 2022 8 Unit I

 • You can also use the quotient law to determine the value of a power of 0.
For example:
- If you were calculating 28 ÷ 28, the answer would be 1 because any number
divided by itself is 1.
- Using the quotient exponent law, 28 ÷ 28 = 28 – 8 = 20.
- Because 28 ÷ 28 = 1 and the exponent law tells us 28 – 8 = 20, then 20 must be 1.
The example described above would work the same for any base (other than 0)
and any exponent.
a0 = 1, a  0
Note that 00 is not 1 because if you multiply zeroes you get zero. Since this is in
conflict with the rule a0 = 1, 00 is considered to be undefined.
• To determine the value of a power with a negative exponent, such as 2–1 or 2–2,
you can also use a pattern as shown in the table below.

Power Value
24 16 Each value in the right-hand column is half of the value
3 above it. If you extend the pattern to 2–1 and 2–2,
2 8 1 1 1 1
2 2–1 is or 1 and 2–2 is or 2 .
2 4 2 2 4 2
1
21 2 It looks like 2–n is n .
2
0
2 1
–1
2 ? 1 1
–2 2–1 = and 2–2 =
2 ? 2 4

You can also use the quotient law to understand negative exponents and to
determine the value of a power with a negative exponent.
For example:
1 1
3–2 = 30 – 2 = 30 ÷ 32 = 1 ÷ 32 = a–n = a0 – n = a0 ÷ an = 1 ÷ an =
32 an

1
a–n =
an
You can use fractions to understand negative exponents. In any situation where
the bases in a numerator and denominator are the same but the exponent in the
35
denominator is greater, for example, , the result will be a fraction with a
37
numerator of 1 and a denominator that is a power of the base.
35 3u3u3u3u 3 1 1
For example, 3–2 = 35 ÷ 37 = = = = 2 .
37 3u3u3u3u3u3u3 3u3 3

C. Would you change your answer to part B knowing what you know now
about exponents of 0 and 1? Explain.

Number and Operations 9 Reprint 2022

 Examples
Example Calculations with Negative and Zero Exponents
Calculate. a) (35)0 b) 4–2 c) 104 × 10–4 d) 104 × 10–7
Solution Thinking
a) (35)0 = 35 × 0 = 30 = 1 a) Anything (but 0) to the
exponent 0 is 1.
1 1 b) Since the exponent is –2,
b) 4–2 = =
42 16 1
I used the rule a –n = .
an

c) 104 × 10–4 = 104 + (–4) = 100 = 1 c) I added the exponents and got 0 and
I knew that a0 = 1, if a  0.

d) 104 × 10–7 = 104 + (–7) d) I added the exponents and got –3.
1
1 1 Then I used the rule a –n = .
= 10–3 = 3 = an
10 1000

Practising and Applying

1. Calculate. 6. Use the numbers 0, 1, or, 2
a) (130)2 in the grey box and the
numbers –2, –1, 0, 1, 2 in the
b) 5–2
white box. If the numbers in the
c) 53 × 5–5 boxes must be different, how
d) 01 + 10 many different values can you
create? List these values.
2. a) Calculate 3–2 and 9–1.
b) Calculate 32 and 91. 7. Which is greater in each pair? Justify
your choices without calculating.
c) How could you have predicted what
you observed in parts a) and b)? a) 3–5 or (–5)3 b) 4–5 or (–5)4
c) –92 or (–9)2 d) –93 or (–9)3
3. Solve for n: 4n × 2–18 = 1
8. a) What do you know about the value
4. State possible values for a and b in of (–6)n when n is an odd positive
each case: integer? when n is an even positive
a) 33 × ab = 1 b) 33 × ab = 3 integer?
c) 7a × 70 = b d) 4a × 2b = 1 b) Explain why a greater value of n may
not result in a greater result for (–6)n.
1 1
5. a) Express and as powers with § 3 ·
2
2 3 9. Explain why ¨ ¸ is the reciprocal
negative exponents. 10
© ¹
b) Calculate 6–1. 2
§ 3 · §10 ·
2

of ¨ ¸ and equal to ¨ ¸ .
1 1 10
© ¹ © 3 ¹
c) Compare × with the result in
2 3
part b). What do you notice? 10. Explain why a0 = 1, a  0.

Reprint 2022 10 Unit I

 1.1.4 Fractional Exponents

Try This
A. i) Use the power law to explain why each of these is true.
(94)2 = 98 (42)2 = 44 (73)2 = 76
ii) Use the results from part i) to find the square root of each number below.
Express the square root as a power. Explain your method.
98 510 178 61

There are special names for particular types of exponential expressions.

• To square a number means to multiply a number by itself. A number is squared
when the exponent is 2. “5 squared” means 52, which is 5 × 5 or 25.
• To understand how square roots and exponents are related, think back to
earlier work with the exponent power law.
For example, you saw that (23)2 = 26, so the square root of 26 or 26 is 26 ÷ 2 or 23.
Similarly, if (35)2 = 310, then 35 = 310 ÷ 2. So it seems reasonable that the square
1
1
root of any number n, or n1, has an exponent of . That is, n1 = n 2 .
2
• You can also use the product law to understand the connection.
1 1 1

For example, 25 2 × 25 2 = 251. Since 25 2 is multiplied by itself to get 25, 251

1 1

must be 25 and so, 25 = 5. Since this would be true for any number,
2 2

Note that the square root sign or the exponent

1
1
a =
2
a is assumed to mean the positive, or
2
principal square root.

• A number is cubed when the exponent is 3. “2 cubed” means 23, which is

2 × 2 × 2 = 8. The cube root of 8, or 3 8 , is 2 because 23 = 8.
1
• The cube root of any number can be represented using the exponent since
3
1 1 1 1

a 3 × a 3 × a 3 = a1. a3 = 3
a

• The power law can be used to simplify complicated fractional exponents,

b 1 2 1

using a c = ( a c ) . For example, 8 3 = (8 3 ) 2 = (2)2 = 4.

b

B. Use what you have learned about square roots and exponents to explain
how to find the square roots of the powers in part A ii).

Number and Operations 11 Reprint 2022

 Examples
Example Calculating Fractional Exponents
Evaluate.
1 1 2 2

a) 64 3 b) ( 8 3 )2 c) 8 3 d) 8 3

Solution Thinking
1 1
a) 64 3 = 3
64 a) 64 was raised to the power , so I knew
3
= 4 I needed its cube root, which was 4 (because
4 × 4 × 4 = 64).
1

b) ( 8 3 )2 = ( 3 8 )2 b) I did what is inside the brackets first.

2 I found the cube root of 8, which was 2, and then I
=2 =4
squared 2 to get 4.
2 1 b 1 2 1

c) 8 3 = ( 8 3 )2 = 4 c) Using the power law, a c = ( a c )b, I knew 8 3 was ( 8 3 )2,

which was part b), so I knew it had the same answer, 4.
2
2
 1 1
 1
d) 8 3
= = d) I knew a negative exponent meant 8 3
was 2
.
2
4 83
8 3
I saw that the denominator was the power in part c), so
1
I knew it was 4 and the answer was .
4

Practising and Applying

1. Calculate. 5. a) List five values of k for which
1 1 1 3 1

a) 144 2
b) 125 3
c) 64 2
d) 16 2
(5 k ) 3 would result in an integer.
b) Verify two of your answers in part a)
2. 6 × 6 × 6 × 6 = 1296 1
1 by substituting each value into (5k ) 3
a) What is 1296 ? 4
and evaluating.
2
b) What is 1296 4 ? c) Would the result be an integer if
k = 100? Explain.
2
c) Explain why 1296 4 is the square
root of 1296. 6 Solve for n.
1
a) (7 n ) 2 = 49
3. Simplify the exponents. n
(Do not calculate the values.) b) (125 ) 3 = 1
1 1 1
3
a) (63 48 ) 2 b) (30 62 ) 2 c) (118 26 ) 2 c) 2 n = ¨ ¸
§ 1·
©2¹
4. Without calculating, show why all
these have the same value. 7. Explain how to determine the square
3 1
2 3
1
3 2
root of an expression with an even
49 2
( 49 ) ( 49 ) 73 exponent.

Reprint 2022 12 Unit I

 Chapter 2 Scientific Notation
1.2.1 Scientific Notation with Large Numbers

Try This
A. i) Which expression below appears to have the greatest value? the least?
(2 × 104) × (3 × 105) (15 × 104) × (4 × 104) 6000 × (103)2
ii) Write each expression above in the form k × 10n. What do you notice?

Large numbers can be difficult to compare. One of the reasons we use symbols,
or numerals to write numbers is that it makes them easier to compare. With
numerals it is easy to see that, for example, 5,000,000 is greater than 3,200,000.
If the numbers are very large, for example, with twenty or thirty zeroes at the end,
they can be very difficult to compare even when they are in numeral form. This is
why scientific notation was developed as a way to write numbers.

• Scientific notation is a special way of representing numbers. A number in

scientific notation is written in the form:
m × 10a with the multiplier, m, being at least 1 but less than 10
For example, in scientific notation: 5,000,000 = 5 × 106
3,200,000 = 3.2 × 106
Notice that the digits 5 and 3 move 6 places to the right as they change from
representing millions to representing the number of 106.
5,000,000 = 500,000 × 101 = 50,000 × 102 = 5000 × 103 = 500 × 104 = 50 × 105 = 5 × 106
3,200,000 = 320,000 × 101 = 32,000 × 102 = 3200 × 103 = 320 × 104 = 32 × 105 = 3.2 × 106

• It is important to know why the multiplier must be at least 1 and less than 10.
When the multiplier of a number in scientific notation is within this set range,
we can focus on the power of ten to understand the magnitude of the number.

• When the multiplier is always at least 1 and less than 10, numbers in scientific
notation are also very easy to compare.
- When you compare some large numbers, like 2 billion or 5 million, it is not the
5 or the 2 that is important; it is the million or billion, which is represented by the
power of ten.
For example, 2 × 109 > 5 × 106 since the first number is in the billions (109)
and the second number is only in the millions (106). You do not even have to look
at the multiplier.
- When you compare large numbers like 3.2 billion or 9 billion, then the
3.2 and the 9 are important because the power of ten is the same.
For example, 3.2 × 109 < 9.0 × 109 since they are both in the billions (109) and
3.2 < 9.0.

Number and Operations 13 Reprint 2022

 • Numbers in scientific notation are easy to multiply and divide using the exponent
product and quotient laws because powers of ten all have the same base.
For example, to calculate (3.2 × 106) × (1.4 × 104), you can change the order of
the factors and multiply the number parts and the power parts separately.
(3.2 × 106) × (1.4 × 104) = (3.2 × 1.4) × (106 × 104) [106 × 104 = 106 + 4]
10
= 4.48 × 10
(3.2 × 106) ÷ (1.4 × 104) = (3.2 ÷ 1.4) × (106 ÷ 104) [106 ÷ 104 = 106 – 4]
§ 2.29 × 102
If the result is a multiplier that is greater than or equal to 10, the multiplier must be
decreased and the power of ten increased accordingly, or the answer will not be
in scientific notation.
For example:
(3.2 × 106) × (4.4 × 104) = 14.08 × 1010 [14.08 • 10, so 14.08 ĺ 1.408 × 101]
= 1.408 × 101 × 1010
= 1.408 × 1011

• To add or subtract numbers in scientific notation, you first express the numbers
using the same power of ten and then add or subtract the multipliers. If the powers
are different, the standard practice is to begin by changing the powers to the same
lower power.
For example:
3.45 × 103 + 2.67 × 102 = 34.5 × 102 + 2.67 × 102
= (34.5 + 2.67) × 102
= 37.17 × 102 [37.17 • 10, so 37.17 ĺ 3.717 × 101]
= 3.717 × 101 × 102
= 3.717 × 103

• On your calculator, if you enter a number in scientific notation, such as

3.45 × 1012, it may appear as 3.45 12. If the exponent is less than 10, it is usually
displayed with a leading 0 in the exponent. For example, 3.45 × 102 may appear
as 3.45 02. For very large numbers beyond the capacity of the calculator display,
the calculator will display a result in scientific notation form even if you did not
enter the numbers in scientific notation. (Note that the number of digits that are
displayed on your calculator will depend on how your calculator is programmed.
For a display such as 3.45000 12, the calculator would have been programmed to
display five decimal places.)

B. Write the numbers in part A i) in scientific notation to compare them.

What do you notice?

Reprint 2022 14 Unit I

 Examples
Example 1 Expressing Large Numbers in Scientific Notation
Write each number in scientific notation.
a) 35,689
b) 0.25 million
c) 178,000,000,000,000
d) 198,434,892.73
Solution Thinking
a) 35,689 is about 35 thousand a) I needed a number between
so 35,689 = 35.689 × 103 1 and 10 as the multiplier to use
= 3.5689 × 104 with a power of ten. To
decrease 35.689 to 3.5689 so
it's less than ten, I had to
increase 103 to 104.

b) 1 million = 106 b) Since 0.25 was less than 1, I knew I had to

so, 0.25 million = 0.25 × 106 change it to 2.5. Since 0.25 = 2.5 × 10-1, I
= 2.5 × 10–1 × 105 substituted that into 0.25 × 106 and used the
= 2.5 × 105 product law: 2.5 × 10-1 × 106 = 2.5 × 105.

c) 178,000,000,000,000 c) I knew that the number was 178 × 1012 since

= 178 × 1012 there are 12 zeroes after the digits 178.
Since 178 = 1.78 × 102, I substituted that into
= 1.78 × 1014
178 × 1012 and used the product law:
178 × 1012 = 1.78 × 102 × 1012 = 1.78 × 1014

d) 198,434,892.73 is about d) I knew that the number was about 198 ×

198,000,000 or 198 × 106 106 since there are 6 digits after 198 but
So, 198,434,892.73 before the decimal. To change the multiplier
= 198.43489273 × 106 from 198.43489273 to 1.9843489273, I
divided by a factor of 100, which meant I had
= 1.9843489273 × 108
to multiply the power of ten by a factor of
100, or 102 and 106 × 102 is 108.

Example 2 Comparing Large Numbers using Scientific Notation

Which number in each pair is greater? Explain.
a) 3.4 × 107 or 9.5 × 106
b) 35 billion or 4098 million
c) (7.2 × 103) × (2.5 × 106) or 1.9 × 1010 [Continued]

Number and Operations 15 Reprint 2022

 Example 2 Comparing Large Numbers using Scientific Notation [Continued]
Solution Thinking
a) 3.4 × 107 > 9.5 × 106 a) I knew that since both
because 107 > 106 numbers were in scientific
notation with different
powers, I only had to
compare the powers of ten.

b) 35 billion > 4098 million b) I changed both numbers to scientific

because notation and then compared them:
35 billion = 3.5 × 1010 4098 million = 4098 × 106
4098 million = 4.098 × 109 = 4.098 × 103 × 106
1010 > 109 = 4.098 × 109
35 billion = 35 × 109 = 3.5 × 101 × 109
= 3.5 × 1010

c) 1.9 × 1010 > (7.2 × 103) × (2.5 × 106) c) I changed the product to a number in
because (7.2 × 103) × (2.5 × 106) scientific notation so I could compare:
= 1.8 × 10 10 (7.2 × 103) × (2.5 × 106)
1.9 × 1010 > 1.8 × 1010 = (7.2 × 2.5) × (103 × 106)
= 18 × 109 = 1.8 × 1010

Example 3 Calculating using Scientific Notation

The earth travels at a speed of 107,210 km per hour around the sun.
a) Express the distance it travels in one day using scientific notation.
b) Using the result from part a), estimate the distance it travels in one year.
Solution Thinking
a) 107,210 = 1.07210 × 105 a) I wrote the speed in scientific
24 × 1.07210 × 105 notation. Then I multiplied by 24
= 25.7304 × 10 5
since the speed was km per hour
6
= 2.57304 × 10 km and I wanted km per day.

b) 365 × 2.57304 × 106 b) From part a), I knew how far it travelled in
§ 400 × 2.5 × 106 a day so all I had to do was multiply by 365 to
estimate how far it travelled in one year.
= 4 x 102 × 2.5 × 106
I rounded 365 to 400 to make it easy to
= (4 × 2.5) × (102 × 106)
calculate.
= 101 x 108
= 109
• My estimate is probably high since I rounded
Earth travels about 1 billion km
a year. 365 up quite a lot to 400.

Reprint 2022 16 Unit I

 Practising and Applying
1. Express each in scientific notation: 8. Assume that a person blinks his or
a) 2,000,000 b) 4,357,893,389 her eyes every 5 s. Estimate how many
times you have blinked your eyes in
c) (1.2 × 107) × (3 × 106)
your life. Record your answer in
d) 20,478,389.5 scientific notation.
2. Express (64 × 1015) × (25 × 1012)
9. A 45-year-old parrot has a heart beat
in scientific notation.
rate of about 550 beats per minute. A
3. About 1.4 billion bytes of computer 75-year-old man has a heart beat rate
storage are needed to store all the of about 70 beats per minute. Whose
information in an encyclopaedia. Write heart has beat more times in their life
that number in scientific notation. so far? Explain.

4. a) Write the number 42,357,200 as

the product of two numbers, one being
a power of ten. Find three answers. 10. a) About 1.5 × 109 people live in
b) Are any of the numbers you wrote in China and about 7.5 × 105 people live in
part a) in scientific notation? Explain. Bhutan. The number of people living in
China is N times the number of people
5. Which is greater in each pair? living in Bhutan. Find N.
Explain.
b) About 3.4 × 107 people live in
a) (2 × 106) × (7 × 1013) or 1020 Canada. It is claimed that there are
b) (2 × 104)3 or 250 billion more than 500 times as many people in
c) 3.5893 × 108 or 375 × 106 Canada as in Bhutan. Is this claim
valid? Explain.
6. a) Calculate (15 × 1023) × (250 × 1013).
b) Write the result in scientific notation. 11. Why is †.† × 109 always less than
†.† × 1010?
7. It is reported that a computer pioneer
in the United States has a net worth of 12. The population of the world on
46.6 billion United States (U.S.) dollars. August 22, 2006 was 6,536,211,569.
Use scientific notation to help you Describe how you would convert this
estimate the computer pioneer’s worth number to scientific notation.
in ngultrums, if 1 U.S. dollar = Nu 63.5.

Number and Operations 17 Reprint 2022

 CONNECTIONS: The Richter Scale

The magnitude of most earthquakes is measured on the Richter scale, invented

by Charles F. Richter in 1934. The Richter magnitude is calculated from the
amplitude of the largest seismic wave recorded for the earthquake.

Tsunami damage in Indonesia: caused by an earthquake

The Richter scale is designed to measure how severe an earthquake feels.

Magnitude Earthquake effects Number each year

2.5 or less Usually not felt, but can be measured 900,000
2.5 to 5.4 Often felt, but only minor damage 30,000
5.5 to 6.0 Slight damage to buildings and other structures 500
6.1 to 6.9 May cause a lot of damage in populated areas 100
7.0 to 7.9 Major earthquake with serious damage 20
8.0 or Great earthquake, which can totally destroy
1 every 5 to 10 years
greater communities near the epicenter

The scale is based on the same principle as scientific notation. For example, a
magnitude of 1.0 describes an earthquake that may go unnoticed. Each increase
of 1 on the scale corresponds to an earthquake that is 10 times as strong.
• Magnitude 2 compared to magnitude 1 is 102 – 1 or 101 times as strong.
• Magnitude 3 compared to magnitude 1 is 103 – 1 or 102 times as strong.
• Magnitude 4.5 compared to magnitude 3 is 104.5 – 3 or 101.5 times as strong.

1. An earthquake measuring 5.7 on the Richter scale was felt in Bhutan on

February 15, 2006. An earthquake estimated at 8.1 was experienced in 1897.
About how many times stronger was the 1897 earthquake than the 2006 one?

Reprint 2022 18 Unit I

 1.2.2 Scientific Notation with Small Numbers

Try This
A. How do you know each statement is true?
i) 0.0001 = 1 × 10–4 ii) 0.0003 = 3 × 10–4

Scientific notation can also be used to help with comparing and calculating very
small numbers less than 1.
• When a number is expressed in scientific notation, it is written in the form
m × 10a with the multiplier, m, being at least 1 but less than 10.
For example, 2,300,000,000 = 2.3 × 109

• Suppose you had a very small number less than 1, such as the speed at which
the Japanese ma-drake bamboo grows, which is about 0.00005 km/h. If you
wanted to express this in scientific notation, it would make sense that the multiplier
would be 5, but it does not make sense to multiply it by a positive power of ten,
which indicates that the multiplier is increased.

• To understand scientific notation for numbers less than 1, it is helpful to think

about place value in terms of powers of ten.
For example, consider the number 0.00005.
millions decimal millionths
6 5 4 3 2 1 0 –1 –2 –3 –4
10 10 10 10 10 10 10 10 10 10 10 10–5 10–6
0 0 0 0 0 5
–5
The final digit of 0.00005 is in the 10 , or the hundred thousandths column, so
you would read it as 5 hundred thousandths.
0.00005 or 5 hundred thousandths is 5 × 10–5 in scientific notation.
Another example, 0.000027, is shown below:
millions decimal millionths
6 5 4 3 2 1 0 –1 –2 –3 –4
10 10 10 10 10 10 10 10 10 10 10 10–5 10–6
0 0 0 0 0 2 7
–6
The final digit of 0.000027 is in the 10 , or the millionths column, so you would
read it as 27 millionths.
0.000027 or 27 millionths is 27 × 10–6 = 2.7 × 101 × 10–6 = 2.7 × 10–5 in scientific
notation.

• You use numbers in scientific notation with negative exponents to compare and
calculate the same way as you use numbers with positive exponents.

• It is helpful to become familiar with some of the common values:

10–1 = 0.1 10–2 = 0.01 10–3 = 0.001 10–4 = 0.0001 10–5 = 0.00001

Number and Operations 19 Reprint 2022

 B. i) Write the numbers 0.0001 and 0.0003 in scientific notation.
ii) How is writing the two numbers in scientific notation like what you did
in part A?

Examples
Example 1 Expressing Numbers Less than 1 in Scientific Notation
Write each amount in scientific notation.
a) 0.00000234 b) 45 thousandths c) 0.000000000000003
Solution Thinking
a) 0.00000234 a) I needed a multiplier that was
= 2.34 × 10? between 1 and 10, so the decimal had to
= 2.34 × 10–6 go between 2 and 3. That meant the digit
that was in the millionths place, which
was 2, had to move 6 places to the left
to get to the ones place. So the power of ten had to
be 10–6.

b) 45 thousandths b) I first changed the number to a decimal. I knew the

= 0.045 multiplier was going to be 4.5 and that meant the digit
= 4.5 × 10? 4 had to move from the hundredths place to the ones
= 4.5 × 10–2 place, which was a move of 2 places. So the power of
ten had to be 10–2.

c) 0.000000000000003 c) The digit 3 moved 15 places to the left to get to

= 3 × 10–15 the ones place, so the power of ten had to be 3 × 10–15.

Example 2 Calculator Displays and Scientific Notation

Write the value that corresponds to the following calculator displays:
–07 07
a) 3.15620 b) 9.32388
Solution Thinking
–07
a) 3.15620 a) The 3 that was in the ones place in
= 0.00000031562 the multiplier had to move 7 places to
the right because the exponent of the
power of ten was –7. I had to add zeros
in front of the 3 in order to do that.

b) 9.32388
07 b) The 9 in the ones place had to move 7 places to the
= 93,238,800 left because the exponent of the power of ten was 7.
That meant 9.32388 × 107 changed to 93238800.
(I added two zeros at the end in order to do that.)

Reprint 2022 20 Unit I

 Example 3 Calculating Using Scientific Notation
Some bamboo plants grow at a
rate of 0.0000125 km per hour.
Use scientific notation to find
out how many metres they
would grow in 6 weeks.

Solution Thinking
Growth rate in scientific notation: • I expressed the growth rate
0.0000125 km/h in scientific notation.
= 1.25 × 10–5 km/h

Growth rate in metres per hour: • The growth rate was in

1 km = 1000 m = 103 m kilometres per hour, but I changed it to
1.25 × 10–5 × 103 m/h metres per hour by multiplying by 1000, or
= 1.25 × 10–2 m/h 103.

Hours in 6 weeks: • I calculated the number of hours in

6 weeks by multiplying by the number of
6 × 7 × 24 = 1008
days in a week, 7, and the number of hours in
1008 = 1.008 × 103
a day, 24.
• Then I wrote the number of hours in
scientific notation.

Growth, in metres, in 6 weeks: • The actual growth is the growth rate

(1.25 × 10–2) × (1.008 × 103) (in m/h) multiplied by the number of hours.
= 1.25 × 1.008 × 10–2 × 103
= 1.26 × 101
= 12.6 m

The bamboo plants would grow • Finally, I changed the number in scientific
12.6 m in 6 weeks. notation back to standard notation because
it's easier to understand that way.

Number and Operations 21 Reprint 2022

 Practising and Applying
1. Write each in scientific notation: 6. Pema begins to enter the following
a) 0.00007 expression into his calculator:
b) 0.00134893 (7.3 × 10–5) × (3.1 × 1032) × (4.09 × 10–18)
He enters the multipliers in each number
c) (2.2 × 10–6) × (4 × 10–8)
first. He finds that 7.3 [×] 3.1 [×] 4.09
d) 356,158.7 produces a result of 9.25567 01. What
will the final display look like?
2. On some calculators, the key stroke
sequence 567 [SCI] [=] results in the
7. The average growth rate of a child
display 5.67000 02 on the screen. What
between birth and age 18 is 1.1 × 10–8
would be displayed after each of the
km per hour.
following calculator sequences?
a) How fast is that in kilometres per
a) 0.45 [SCI] [=] day?
b) 0.07394 [SCI] [=] b) How fast is that in centimetres per
year?
8. The speed that a bacterium can move
on a kitchen table is 0.00016 km per
hour. Which is a better estimate for how
long it would take to move 1 m?
35 min or 350 min

3. A calculator was used to evaluate

4864 × 2176. The result was displayed
as 1.05841 07.
a) What value does the displayed result
represent?
b) The answer is not exact in this case.
How do you know without doing the
calculation in full?
4. a) Which fractions are represented
by the following calculator displays?
–01
9. Consider the product of any two
i) 3.33333 quantities written in scientific notation,
–01
ii) 5.00000 (m × 10p) × (n × 10q). When the value of
the product is written in scientific
b) For each expression in part a),
notation, is it possible for the exponent
explain whether you think it is an exact
of the power of ten to be
or approximate value of the fraction.
a) more than (p + q)?
5. Express the product of the following b) equal to (p + q)?
multiplication in scientific notation:
c) less than (p + q)?
(3.5 × 104) × (1.5 × 10–17) × (4.0 × 108)
Justify your answers with explanations
or suitable examples.

Reprint 2022 22 Unit I

Chapter 3 Rational and Real Numbers
1.3.1 Estimation with Rational Numbers

Try This
A. You are dividing one fraction by another. The quotient is about 1.5.
What might the fractions be? List three possible pairs of fractions.

A rational number is a number that can be expressed as a quotient, or ratio of

a
the form , where a and b are integers. Integers are rational numbers because
b
4
they can be thought as fractions with a denominator of 1, for example, –4 = –
1
7
and 7 = . Decimals like 2.3 and 0.333… are also rational numbers because 2.3
1
3 23 1
as a fraction is 2 or and 0.333… is .
10 10 3

• When you calculate using rational numbers, it is appropriate to estimate when an

exact answer is not needed or not suitable. Estimation is also appropriate when an
exact calculation is otherwise difficult.
For example, suppose you find out that during re-entry a space shuttle is travelling
at about 28,000 m/s and you want to compare that with the speed of a car
travelling at about 55 km/h. Since the speeds of a car and a shuttle vary and the
speeds you are working with are estimates to begin with, it is appropriate to
estimate.
Change 55 km/h to m/s:
55 km/h = 55,000 m/h [1 h = 3600 s]
= 55,000 m/3600 s [Round 55,000 and 3600 to easy-to-divide numbers.]
§ 60,000 m/4000 s
§ 15 m/s
Compare 28,000 m/s and 15 m/s:
28,000 ÷ 15 [Round 28,000 to 30,000 to get an easy-to-divide number.]
§ 30,000 ÷ 15
= 2000
28,000 m/s is about 2000 times as fast as 55 km/h.

• Notice the use of the § sign above. This sign is used instead of the equal sign
when estimated or approximated values are being used.
For example:
37 × 42 § 40 × 40 = 1600 0.666... § 0.67

Number and Operations 23 Reprint 2022

• Sometimes an exact calculation does not make sense.
For example, suppose Dorji walks about 3 km to school each morning and returns
the same way in the afternoon. About how many kilometres does Dorji walk to and
from school in one month?
Since the number of days of school in a month varies, you estimate there are
about 25 school days in a month.
25 days in a month × 6 km a day = 150 km in a month
• Estimation is also used when you want to know if an amount is reasonable.
For example, Kuenzang has Nu 1000 available to purchase a uniform,
ten notebooks, writing instruments, and a geometry set to begin Class IX.
- A uniform costs between Nu 500 and Nu 600.
- Each notebook will cost between Nu 10 and Nu 20.
- The writing instruments will total about Nu 100.
- The geometry set costs between Nu 40 and Nu 60.
Does Kuenzang have enough money?
600 + 10 × 20 + 100 + 60 [Use the greatest value for each item to be sure.]
= 960
Since he has Nu 1000 and his materials will cost no more than Nu 960, he will
have enough money.

B. Explain how you selected your fractions in part A.

Examples
Example 1 Estimating Products and Quotients
Estimate the value of each.
50
§ 1·
a) 13.57 × 0.54 b) ¨ ¸ c) (35.82 + 28.1) ÷ 12.56 × 19.89
©3¹
Solution Thinking
a) 13.57 × 0.54 a) 0.54 is about one-half and
1 13.57 is about 14 so I knew
§ 14 × =7 the answer was about 7.
2
b) Each time I multiplied by
50
§ 1· 1 1 1 1 1
b) ¨ ¸ = × × × × …
©3¹ 3 3 3 3 3 1
another , the value got lower
3
§0
and lower. After 50 times, the answer must
be close to zero.
c) I rounded each number to a whole number
c) (35.82 + 28.1) ÷ 12.56 × 19.89
so it was easier to calculate. Then I rounded
§ (36 + 28) ÷ 12 × 20
64 to 60 so I could divide it easily by 12.
= 64 ÷ 12 × 20
§ 60 ÷ 12 × 20
= 5 × 20 = 100

Reprint 2022 24 Unit I

Example 2 Solving a Problem by Estimating
The bus company offers two bus rides daily from Phuntsholing to Thimphu and
two more bus rides from Thimphu to Phuntsholing. Each bus has a capacity of
50 passengers. Each passenger pays a one-way fare of Nu 190. If the bus
5
company expects of the seats to be occupied on each ride, estimate the total
6
revenue expected from this route each day.
Solution Thinking
Number of passengers per ride: • First I estimated how many
5 250 5
× 50 = passengers were of 50. I
6 6 6
= 250 ÷ 6 rounded 250 to 240 so it was
§ 240 ÷ 6 = 40 easy to divide by 6.
• Then I estimated how much money 40
Revenue per ride:
passengers would pay per trip. I rounded 190
40 × 190 § 40 × 200 = 8000
to 200 so it was easy to multiply by 40.
Total revenue for four rides: • Finally, I multiplied by 4 because there were
4 × 8000 = 32,000 4 rides per day—2 from Phuntsholing to
Thimphu and 2 from Thimphu to Phuntsholing.
Total revenue is about Nu 32,000.

Practising and Applying

1. Estimate. 4. a) Estimate the number of seconds in
a) 25.5 × 7.8 b) 14.5324 ÷ 1.98 one week.
3 b) Calculate the actual number of
c) × 297 d) (27)3 seconds. How does it compare with
5
your estimate?
2. The oranges in the basket on
5. There are seven lower secondary
Dema’s back weigh about 18 kg.
schools in a dzongkhag with an average
On average there are 11 oranges per
of 485 students per school. If about 55%
kilogram. Estimate the number of
of the students are male, about how
oranges Dema is carrying.
many females attend these schools?
3. Usually it takes Penjor's family three
6. Describe two different ways to
days to complete the rice harvest with
estimate each.
seven workers. This year there are only
4
four workers. §2·
a) –7 × ¨ ¸ b) 7.06 ÷ 0.3
a) Estimate how many days it will take ©3¹
to complete the rice harvest this year. c) 0.25 × 465 d) 1078 × 512
Is your estimate lower or higher than
the actual amount? How do you know? 7. Describe a situation involving large
b) Why might your estimate be different numbers in scientific notation where
from someone else’s estimate? estimation would be appropriate.

Number and Operations 25 Reprint 2022

1.3.2 Order of Operations

Try This
You can arrange the numbers 1, –2, 3, –4, and 5 in any order with any operation
sign (+, –, ×, ÷) between each of pair of numbers to make an expression equal to
3. Brackets may also be included.
1 Ƒ (–2) Ƒ 3 Ƒ (–4) Ƒ 5 = 3
For example, one possible expression is 3 + 1 + 5 + (–2) + (–4) = 3.

A. i) Find another solution.

ii) Insert or move brackets, without changing any other operations in your
expression, to create three expressions that result in an answer other than 3.

The order of operations you learned for working with integers and fractions also
applies to rational numbers.
• Anything inside a bracket is done first.
§ 3 § 3 ·· § 3 § 3 ··
For example: ¨¨ 3 + ¨ − ¸ ¸¸ × 3 [Calculate ¨¨ 3 + ¨¨ − ¸¸ ¸¸ first.]
© 4 © 5 ¹¹ © 4 © 5 ¹¹
3 Square brackets can be used when there are
=3 ×3
20 brackets inside brackets. For example:
9 § 3 § 3 ·· ª 3 § 3 ·º
=9 ¨ 3 + ¨¨ − ¸¸ ¸ could be written as «3 + ¨¨ − ¸¸» .
20 ¨ 4 ¸
© © 5 ¹¹ ¬ 4 © 5 ¹¼

• Exponents are next to brackets in order. Exponents are simplified before doing
division, multiplication, addition, or subtraction.
ª § 5 ·º
For example: –6.3 + «7.2 5 −3 + ¨ − ¸» ÷ 11 [Simplify 7.25 – 3 first.]
¬ © 6 ¹¼
ª 5º ª 5º
= –6.3 + «51.84 − » ÷ 11 [Calculate «51.84 − » next.]
¬ 6 ¼ ¬ 6¼
§ –6.3 + 51.007 ÷ 11 [Calculate 51.007 ÷ 11 next.]
= –6.3 + 4.637 = –1.663
• Division and multiplication are done ahead of subtraction or addition.
For example: –3.2 + 5 × 6 [Calculate 5 × 6 first.]
= –3.2 + 30 = 26.8
The order of operations is listed below:
Brackets
Exponents
Division or Multiplication in the order they appear from left to right
Addition or Subtraction in the order they appear from left to right

B. How did inserting, moving, or removing brackets in your expression from

part A i) change the result for part A ii)? Explain using the order of operations.

Reprint 2022 26 Unit I

Examples
Example 1 Describing the Order of Operations
For each, complete the calculation using the order of operations.
1
a) (3.8 – 4.23 × 4.6)2 b) [4.5 + (–7.52 ÷ 3)] + 1.2–3 c) 20 ÷ of 8
2
Solution Thinking
a) (3.8 – 4.23 × 4.6)2 a) I did what was inside the
= (3.8 – 19.458)2 brackets first. Inside the
= (–15.658)2 brackets, I multiplied before
§ 245.173 adding. Once I finished inside the
brackets, I did the exponent.

b) [4.5 + (–7.52 ÷ 3)] + 1.2–3 b) First I calculated what was inside the round
= [4.5 + (–56.25 ÷ 3)] + 1.2–3 brackets because they were inside the square
brackets. Inside the round brackets, I
= [4.5 + (–18.75)] + 1.2–3
calculated the exponents and then divided.
1
= [4.5 – 18.75] + Then I added to complete the calculation inside
1.23
the square brackets. I then calculated with the
§ –14.25 + 0.579 = –13.671
exponent. The last thing I did was add.

c) 20 ÷
1 1
of 8 = 20 ÷ ( × 8) c) I know that when I see a calculation like
2 2 1 1
of 8 it really means ( × 8).
= 20 ÷ 4 = 5 2 2

Example 2 Calculations using Order of Operations

Calculate. −1
§ 1 § 1 · 3·
¨ 3 × ¨¨ − 2 ¸¸ + 3 ¸
5
a) 40.5 – 3 × (–2) ÷ [10 + 3 × (–2.4)] b) ¨ 3 5 ¸¹
© © 10 ¹

Solution Thinking
a) 40.5 – 3 × (–2) ÷ [10 + 3 × (–2.4)] a) First I did what was in the
5

= 40.5 – 3 × (–32) ÷ (10 – 7.2) square brackets. Inside the

= 40.5 – 3 × (–32) ÷ 2.8 brackets, I multiplied before
= 40.5 + 96 ÷ 2.8 adding. I did the exponent
work at the same time, since
§ 40.5 + 34.29 = 74.79
it didn’t affect anything else. I then
−1
§ 1
¨
§ 1 · 3·
¸
multiplied –3 by –32 and then divided the
b) ¨© 3 3 × ¨¨© − 2 10 ¸¸¹ + 3 5 ¸¹ product, 96, by 2.8. Finally I added.
−1
§ 10 21 3·
= ¨¨ − × + 3 ¸¸ b) Inside the brackets, I multiplied first
© 3 10 5¹
after changing each of the two mixed
−1
§ 3· numbers to a fraction, and then I added.
= ¨− 7 + 3 ¸
© 5¹ After I had finished all the calculations
inside the brackets, I used the exponent.
−1 −1
§ 2· § 17 · 5
= ¨− 3 ¸ = ¨− ¸ =–
© 5¹ © 5 ¹ 17

Number and Operations 27 Reprint 2022

Practising and Applying
1. Which calculation should you do first 6. Five rational numbers are added
in each situation? together. Some are positive and some
a) (4 – 4.3 × 5.7)2 are negative. Would the placement of
brackets affect the answer? Use an
b) (5.8 ÷ 3.6 × 2.7)5
example to explain.
c) (–6.7) ÷ 3.2 × 5.7
d) 0.8 × (2.3)3 – 0.5 7. A combination of addition and
subtraction signs is used to describe a
2. Calculate: calculation involving four rational
a) 15.3 + 3.1 × 4 – 8 × (–0.6) numbers. Would the placement of the
−1 brackets usually affect the answer?
1 § 5 1·
b) + ¨ − ¸ Provide an example to support your
9 © 8 2¹
explanation.
c) (2.8 + (–1)4) × (3.40 – 4 × 0.5)
d) 2.8 ÷ (–3.1 + 52) 8. Explain why this calculation is easy
to do mentally even with so many
3. Which, if any, of the following calculations in it.
expressions equals 2.4? 7 + (4 + 11 × 3 + 53 × 0.43)0 × 3
A. 3.4 + 2 × (0.9 – 2.8 ÷ 2)
B. 0.33 – 1.5 × 0.2 9. Yeshey needed to estimate the total
C. 2.4 × (4.5 + 1.3 × 0.18)0 area of two square walls in order to
D. –[1.5 – 1.3 × (2 + 0.5 × 2)] decide how much paint to buy. The first
square wall had a side length of about
4. Place brackets, as needed, to make 2.5 m and the second had a side length
each equation correct. of about 3.7 m. Yeshey added the
−1 lengths together and then squared the
§5· number to get a total area of 38.44 m2.
a) 10 × ¨ ¸ – 20 × 0.32 = 2.2
©2¹ When Kinley heard the result, she
−1 thought it was too great. Is Kinley right?
§2· 2 1
b) ¨ ¸ – 1 – ×3 = Explain.
©3¹ 3 2
1 1 1 1 1
c) × – + ÷ =1
4 4 4 4 4
23 2
d) –2×3÷4+1=
5 5

5. a) Insert brackets, if necessary, to

make the expression below as great as
possible.
2 2
1× +3×4+
3 5
10. Why is the order of operations
b) Insert brackets, if necessary, to important in calculating? Provide an
make the expression as small as example to support your explanation.
possible.

Reprint 2022 28 Unit I

1.3.3 Square Roots

Try This
A park is in the shape of a square. The area is 6200 m2.
6200 m2
?m
A. About how long is the side of the park?

The square root of a number can be multiplied by itself to get the number. You
can write the square root using the symbol .
For example, since 10 × 10 = 100, 100 = 10.

• A square root may be calculated by multiplying mentally, by hand, or by

using a calculator. The result will depend on the method you choose.
For example: 200 § 14, since 14 × 14 = 196 and 196 § 200
200 § 14.1, since [ ] 200 [=] 14.14213562

• All real numbers other than 0 are actually squares of two pairs of numbers,
positive and negative opposites. For example, 196 = 14 × 14 and
(–14) × (–14). The principal square root of a number is the positive value. This
value is appropriate in most practical situations, such as working with lengths.
For example, you want to know the side length of a square with an area of 25
cm2. The answer would be 25 , which means the positive square root of 25
since a negative square root would not make sense.

• Some, but not all, square roots are rational numbers.

25
For example, 25 is rational, as are and 0.49 because they can each
81
5 25 5
be written as the quotient of two integers ( 25 = 5 = , = , and
1 81 9
7
0.49 = 0.7 = ).
10

• Many other square roots, such as 2 , cannot be written as the quotient of

integers and are therefore not rational. These are called irrational numbers.

• The square root of a number greater than 1 is always less than the number
itself and the square root of a number between 0 and 1 is always greater than
the number itself.
For example: 2 is about 1.414, which is less than 2.
0.64 = 0.8, which is greater than 0.64.

Number and Operations 29 Reprint 2022

• It is easy to describe the square root of a number that is written as a power
of even numbers.

710 × 54 = (7 10 × 5 4 )2 = 710 ÷ 2 × 54 ÷ 2 = 75 × 52
1
For example:
• It is also useful to write a number as even powers of numbers.
For example:
Since 3600 = 36 × 102, 3600 = 36 × 10 2 = 36 × 10 2 = 6 × 10.

B. How do you know the side length of the park in part A is 6200 m?

Examples
Example 1 Multiplying by Hand
The area of the land inside the square
wall around a dzong is about 3500 m2.
About how long is each side of the wall?

Solution Thinking
3500 = ? ĺ ? × ? = 3500 • The square root can be
thought of as the side
length of a square with a
certain area, so I knew I
needed to find 3500 .

50 × 50 = 2500 too low • I tried squaring 50 and then 60

(since 5 × 5 = 25 and 6 × 6 = 36 and 35
60 × 60 = 3600 too high is between 25 and 36).
• 50 was too small and 60 too big, but
I knew it was closer to 60 so I tried
59 next.
59 × 59 = 3481 a bit low • 59 was still a bit low, so I tried 59.2
next.
59.2 × 59.2 = 3504.64 close enough • When I squared 59.2, it was about
3500.
If 59.22 = 3504.64, then 3500 § 59.2.

Each side of the wall is about 59.2 m.

Reprint 2022 30 Unit I

Example 2 Using a Calculator
The area of Nepal is about 140,800 km2. If Nepal were shaped like a square,
what would its side length be?
Solution Thinking
140,800 = ? • I knew I wanted to find 140,800 .
300 × 300 = 90,000 • I estimated first so I could check my answer.
400 × 400 = 160,000 300 was way too small. 400 was a bit big so I knew
it was going to be a little less than 400.
140,800 § 375.2
• I used a calculator: [ ] 140800 [=] 3.75233 02,
The side length would be which is about 375.2.
about 375.2 km. • 375.2 is just under 400, as I estimated.

Practising and Applying

1. To which whole number is each 8. What number multiplied by itself
closest? equals 864? Why are there two
possible answers to this question?
a) 39 b) 97 c) 290 d) 6438
9. The formula to estimate the number
2. Estimate to decide which one of these of seconds it takes for an object to fall
answers is wrong. Explain your thinking.
h metres is 0.45 × h .
A. 5612 § 74.9 B. 91,230 § 30.2 a) About how many seconds will it take

C. 517,432 § 719.3 for an object to fall from each height?

i) 100 m ii) 1000 m iii) 50,000 m
3. Use 68 § 8.2 to estimate each. b) Which square root did you use for
your answers in part a)? Why?
a) 6800 b) 680,000
10. Why is the square root of a whole
4. How do you know 0.444... is a number greater than 1 always less than
rational number? the number?

5. A square has an area of 4823 m2. 11. a) Pema factored 142,884 to find its
square root: 142,884 = 92 × 72 × 62
a) How do you know the side length is
about 70 m? Why does 142,884 = 9 × 7 × 6?
b) Is it less than or more than 70 m? b) Factor 9216 to calculate 9216 .
c) Calculate the side length to the 12. Write each as the product of a
nearest tenth of a metre. multiplier between 1 and 100 and an
even power of ten and then estimate
6. a) i) Compare 28 with 4 × 7. the square root.
ii) Compare 300 with 30 × 10 . a) 46,216 b) 626,147
iii) What do you notice?
13. Describe how to estimate 39,417
b) Show that 20 × 4 = 20 × 4. without a calculator.
7. Why might you suspect that 8
is not a rational number?

Number and Operations 31 Reprint 2022

1.3.4 EXPLORE: Representing Square Roots

The spiral below is called an Archimedes spiral, after a famous ancient Greek
mathematician. It is made of right triangles, each with a base of 1 cm. Each
additional right triangle is built on the hypotenuse of the last triangle.

1 cm

1 cm

1 cm

1 cm
1 cm

1 cm

Note that this diagram is not drawn to scale.

A. Draw accurately the spiral above.

B. Extend the spiral by drawing six more right triangles. Build each triangle on
the hypotenuse of the last triangle and give it a base of 1 cm.

C. Measure the hypotenuse of each of the 11 triangles in your spiral.

Record the lengths to the nearest tenth of a centimetre.

D. Use the Pythagorean theorem to calculate each hypotenuse length.

Express the length as a square root.

E. i) What patterns do you notice?

ii) Do you think those patterns will continue? Explain.

F. Which triangle will have a hypotenuse that measures 40 cm?

G. Which triangles have hypotenuse lengths that you are confident are rational
numbers? Explain.

Reprint 2022 32 Unit I

1.3.5 Representing Real Numbers

Try This
A. List five rational numbers that fit each statement below. Include no more than
two integers in each list.
i) the number is less than –2
ii) the number is greater than 2ʌ
iii) the number is between 2 and 5

Rational numbers can be represented as a ratio, or quotient of integers. Irrational

numbers cannot. You already know some irrational numbers, such as 2 and ʌ.
• Rational numbers can always be represented with terminating or non-terminating
repeating decimals.
5 4
For example, 3 as 3.625 or –3 as –3.4444….
8 9
• For irrational numbers, the decimal part of the representation is both non-
terminating and non-repeating.
For example, 2 is 1.414213562… and ʌ is 3.14159…. Another example of an
irrational number is 0.1234567891011121314….
• When you add, subtract, multiply, or divide (other than by 0) rational numbers,
the result is always rational. But when you add, subtract, multiply, or divide
irrational numbers, the result is sometimes rational and sometimes irrational.
For example:
- Addition: 2 + (– 2 ) is 0, which is rational, but 2 + 3 is irrational.
- Subtraction: 2 – 2 is 0, which is rational, but 2 – 3 is irrational.
1 1 1

- Multiplication: 2 × 50 = 2 × 50 = 2 × 50
2 2
( )2
= 100 = 10, which is rational,
1 1 1

but 2 × 3 = 2 2 × 3 2 = (2 × 3) 2 = 6 is irrational.
- Division: 60 ÷ 15 = 4 is 2, which is rational, but 30 ÷ 15 = 2 , which
is irrational.
• Real numbers are made up of rational and irrational numbers. Each point on a
number line can be represented by a real number — between any two integers
there are an infinite number of rational and irrational numbers.
For example:

–5 –4 –3 –2 –1 0 1 2 3 4 5 6
[Continued]

Number and Operations 33 Reprint 2022

 a
Between 0 and 1 are all rational numbers of the form where a < b and a and b
b
are positive whole numbers, as well as many irrational numbers, for example,
3 2 π
, and .
2 5 4

• A number line can be used to graph inequalities related to real numbers.

Inequalities are statements that describe how one quantity is greater than or less
than another.
For example, the inequality statement n ” 2 indicates that n can be any number
less than or equal to 2 . On the number line below, those values are shown with
the thick line and arrow pointing left and the solid circle placed at 2 , which is
about 1.4.
2

–5 –4 –3 –2 –1 0 1 2 3 4 5 6
n” 2

If the inequality statement were n < 2 , you would draw an open circle at the
approximate location of 2 (§ 1.4) to show that it was not included.
2

–5 –4 –3 –2 –1 0 1 2 3 4 5 6
n< 2

If only integer solutions are allowed, you would draw a solid circle at each integer,
rather than a thick line and arrow. You would write the possible values that would
solve this inequality in this format: {…, –3, –2, –1, 0, 1}.

–5 –4 –3 –2 –1 0 1 2 3 4 5 6

n< 2 , n is an integer

Comment: the B. Try this does not appear on screen though it is in print..
B. i) Graph one of the inequalities you solved in part A on a number line.
I would change B i) to mention something like Using n as “the number”, graph one of the inequalities you
ii) Find
solved one
in part irrational
A on and
the number one rational number that would solve each inequality.
line.

Reprint 2022 34 Unit I

Examples
Example 1 Deciding Whether a Number is Rational
Which of these are rational?
2 3
a) 2 × 2 b) 2× c) 3.23232323… d) ×ʌ
9 2
Solution Thinking
a) I knew that when you square a
a) 2 × 2 = ( 2 )2 = 2
square root, you get the original
2 is rational.
number, ( 2 )2 = 2.
2 2×2
b) 2 × = b) Since a × b = ab , I knew
9 9
2 2 2×2
that 2× = 2× = .
4 2 9 9 9
= =
9 3
2
is rational.
3

c) The decimal repeats, so I knew it was

c) 3.23232323… is rational.
a rational number.
3
d) × ʌ is irrational. d) I knew that ʌ is irrational so if it is multiplied
2
by a rational number other than 0, it will stay
irrational.

Example 2 Solving and Graphing Inequalities

a) Find three rational and three irrational numbers to solve each inequality.
Then graph each inequality.
2
i) n > 8 , n is a real number ii) –3 < n ” 2 , n is a real number
3
b) Graph – 10 ” n < 2ʌ, n is an integer.
Solution Thinking
2 a) i) I knew that I needed numbers
a) i) n > 8 , n is a real
3 that were greater than but not
number 2
including 8 .
3
Solutions: • For the rational numbers, I used
Rational solutions: 2
a combination of with integers greater than 8.
2 2 2 3
9 , 10 , and 11 • For the irrational numbers, I used multiples of
3 3 3
2
Irrational solutions: 2 that were greater than 8 . Since 2 is
3
9 2 , 10 2 , and 11 2 about 1.4, multiplying 2 by 9, 10, and 11, would
2
result in irrational numbers greater than 8 .
[Continued] 3

Number and Operations 35 Reprint 2022

Example 2 Solving and Graphing Inequalities [Continued]
Solution Thinking
2 a) i) I knew the graph had to
a) i) n > 8 , n is a real number
3 2
2 have an open circle at 8
Graph: 8 3
3 2
because n > 8 does not include
3
2
8 . I also knew that it had to
3
6 7 8 9 10 11 12 13 14 have a solid line and arrow
pointing to the right because n is
2
a real number > 8 .
3
ii) –3 < n ” 2 , n is a real number ii) I knew that all the solutions
Solutions: for n were between –3 and 2 ,
Rational solutions: –2, –1, and 0 not including –3 but including

Irrational solutions: 2, 2 – 1, and 2 , or about 1.4. So I knew –2, –

1, and 0 would work.
2 –2
• For the irrational numbers, I
Graph: 2 knew I could use 2 . I also knew
I could subtract 1 or 2 from 2
and the result would still be
irrational and in the right range.
–5 –4 –3 –2 –1 0 1 2 3
• I knew the graph had to have
an open circle at –3, because
–3 < n does not include –3, and a
solid circle at 2 (about 1.4),
because n ” 2 includes 2 .
I also knew that it had to have a
solid line between the open and
solid dots because n is a real
number.

b) – 10 ” n < 2ʌ, n is an integer b) Since 2ʌ is a bit more than 6

and n is an integer, I knew n had
to be 6 or less. Since – 10 is a
bit less than –3 and n is an
–6 –4 –2 0 2 4 6 8 10 integer, I knew n had to be –3 or
greater. I drew solid dots at
each integer value from –3 to 6
because n is an integer.

Reprint 2022 36 Unit I

Practising and Applying
1. Which values below are rational? 6. Tell whether each statement is true or
Explain how you know. false. Justify each choice.
A. 0.135135135… B. 3.457 a) 05 is an irrational number.
C. 0.23141414… D. 1.35363738…
b) ʌ + 5 is an irrational number.
0
E. 2 +8 F. 3ʌ
c) 2 0 is a rational number.

2. Four students described the area of a

circle with a radius of 2 units. Some 7. Graph the following sets of numbers:
estimated and some did not. Which of a) {4, 5, 6, 7}
the four values for the area below were
b) {4, 5, 6, ...}
meant to be estimates?
c) n > 4 + ʌ, n is a real number
88
3.14 × 4
7 d) positive integers greater than 3 2 but
4ʌ 3.14 × 16 less than 8 2

3. Which of these calculations below 8. Write an inequality statement for each

will result in a rational number? graph below.
6 3
Explain how you know. a)
4 4 2
A. + 0.4 B. –
5 5 3
4 6 7 8 9 10 11 12 13 14
C. × 2 D. 2 ÷ 2
5
E. 2 + 8.3 F. 0.234 + 0.6121212… 40
b)
4. Give an example of each number.
a) rational between 4 and 5
b) irrational between 4 and 5 6 7 8 9 10 11 12 13 14
c) rational between 6 and 7

d) irrational between – 6 and – 7 9. The set of real numbers is called

dense. This means that between any two
real numbers there is another real
5. a) If 3 ≤ n and 4 ≥ n , what are number. Demonstrate what this means
the least and greatest possible values 7 8
using the values – and – .
of n, if n is a real number? 9 9
b) Graph all of the values of n that
would be possible solutions for the
inequality in part a).
c) Suppose n has to be an integer.
How would this affect your answer to
part b)?

Number and Operations 37 Reprint 2022

UNIT 1 Revision

1. Simplify each. Express as a power. 12. How many solutions are there to
a) 84 × 87 × (89)2 b) (54)7 ÷ 59 each? Explain.
c) (23 × 34) × (32)2 a) a number that, when squared, is 12
b) a number that, when squared, is –12
2. Evaluate each.
13. The formula for calculating the
a) (24 × 54) b) (305 ÷ 35)
required thickness of ice to support a
3. Solve for n. certain mass is:
a) 84n = 248 b) 6.4 × 10n = (4 × 105)3 Required thickness = 0.38 m , where
n
c) 7 = 3 n m is the mass to be supported
Why is the formula set up to allow for
1 only a positive square root of the mass?
4. If 2a = and 5b = 125, what is the
2
value of ab + ba? 14. Estimate.

5. Calculate. a) 856 b) 0 .8
2 1
− c) 6.42 × 10 6 d) 2.23 × 109
a) 64 3
b) (1412 ) 6 c) 3.6 × 1011
15. Show how factoring 1764 can help
6. M = a × 103 and N = b × 104.
you calculate its square root.
If both numbers are in scientific
notation, which is greater, M or N? 16. A number is between 0.37 and 0.5.
Explain. What do you know about the square
root of that number?
7. A calculator displays 2.34000 06.
a) What number does this represent? 17. Which are rational? Explain.
b) How would you explain to someone A. 2 + 2 B. 8
unfamiliar with this display how you
determined the number in part a)? C. 2.343434… D. 6ʌ + 3
9 2
8. a) Express 0.0000003518 in scientific E. F.
notation. 49 49

b) Is 0.0000003518 greater than 18. Tell whether the statement is true or

4 × 10–7? How do you know? false. Use an example to explain.
9. Describe two ways to estimate a) Some irrational numbers can be
0.8 × (–7.6). squared to become rational numbers.
b) Decimals always repeat or terminate.
10. A claim is made that someone who
is 15 years old is about one million 19. Graph each inequality. List three
minutes old. Is this claim valid? rational and three irrational values for n
Show your work to justify your answer. that satisfy each inequality.
a) 2 + 2 ” n ” 2 + 3, n is a real
11. Evaluate:
number
a) 4 + (7 – 10 × 2)2 + 30 ÷ (5 – 7)
b) n > 3ʌ, n is a real number
b) (4 + 7 – 1 ÷ 5) ÷ 1.2 + 2.5 × 3 – 0.2

Reprint 2022 38 Unit I

 UNIT 2 POLYNOMIALS
Getting Started

Use What You Know

A. Recall how to represent x, –x, +1, and –1 using algebra tiles.

x –x +1 –1

i) Show how to represent (3x + 2) + (4x – 1). Combine like terms to represent the
sum.
ii) Explain why you use 5 tiles to represent the first expression and 5 tiles to
represent the second expression, but only 8 tiles to represent the sum.

B. i) To represent (7x + 2) – (4x + 1), represent 7x + 2 and then subtract 4x + 1 to

find the difference.
ii) Explain why you used 9 tiles to represent the first expression, subtracted 5 tiles
to represent the second expression, and have 4 tiles left to represent the
difference.

C. To calculate (3x – 1) + (–3x + 1), you use 4 tiles to represent the first
expression and 4 tiles to represent the second expression, but 0 tiles to represent
the sum. Explain why this happens.

D. To calculate (2x + 1) – (3x + 2) using tiles, you can subtract the second
expression from the first expression by first adding 4 tiles to the first expression:
a +x-tile, a –x-tile, a +1-tile, and a –1-tile.
i) Explain why this works.
ii) How many tiles are there in the difference?

E. Create an algebraic expression to meet each condition.

First Second
Sum or difference
expression expression
i) 9 tiles 5 tiles Sum is represented by 10 tiles.
ii) 10 tiles 8 tiles Sum is represented by 2 tiles.
iii) 10 tiles 7 tiles Difference is represented by 7 tiles.
iv) 6 tiles 6 tiles Difference is represented by 6 tiles.

F. Make up your own problem like the ones in part E for a classmate to solve.
Trade with your classmate so that each of you can solve the other’s problem.

Polynomials 39 Reprint 2022

 Skills You Will Need
1. Add, subtract, multiply, or divide.
a) –3 + –4 b) – 3 – 4
c) –3 × (–2) d) –8 ÷ (–2)

2. Multiply to simplify.
a) 3(2x + 4) b) 4(5x – 2)
c) –3(2 – x) d) –4(2x – 5)

3. Calculate the area of each shape.

a) b)
0.9
2.1
2.1

2.1
1.2
c) d)
0.9
2.0
2.4

4. Calculate the perimeter or circumference of each shape.

a) b)
0.9 2.0
2.1

c)
4.0

2.0
3.0

5. Evaluate.
a) 2x + 5 when x = –3 b) 3 – 4x when x = –4
c) –3x – 3 when x = 0.5 d) 4(2x – 3) when x = 1.2

Reprint 2022 40 UNIT II

 Chapter 1 Introducing Polynomials
2.1.1 Interpreting Polynomials

Try This
These triangles all have heights that are half their base lengths.

h h
h

b b b
1
h= b
2
A. i) What is the formula for the area of a triangle?
ii) What formula could you use to calculate the area of any of these triangles if
1
you only know the length of the base? (Recall that h = b.)
2
B. Why are there two variables in the formula for part A i) but only one variable in
the formula for part A ii)?

A polynomial is an algebraic expression that includes at least one variable.

It usually involves numbers and operation signs as well. The variable in the
expression can be raised to one or more whole number powers, for example,
t + t2. The variables cannot be raised to any fractional or negative power. For
1
example, 5x-2 and 5x 2 are not polynomials.
• Each part of the polynomial separated by addition or subtraction signs is called
a term. Polynomials with 1, 2, or 3 terms have special names.
Type of polynomial Number of terms Examples
monomial 1 x or 2y or xy
binomial 2 2x + 2y or x + 4
trinomial 3 2x + 2y – xy or x – y + x2

• The degree of the polynomial is determined by the highest power. For example:
- The binomial 5x2 – 3x is of degree 2 since the highest power of x is 2.
- The trinomial 2 – 3m – m3 is of degree 3 since the highest power of m is 3.
- The monomial xy appears to be of degree 1 since there is no exponent.
However, it is actually of degree 2. You add the degrees of the two variables,
x (which is x1) and y (which is y1), because the variables are multiplied.
- The binomial 2x + y is of degree 1 since each variable is of degree 1 and
no variables are multiplied together.

Polynomials 41 Reprint 2022

 • When a variable is multiplied by a number, whether an integer, a fraction,
a decimal, or an irrational number like ʌ, that number is called a numerical
coefficient. For example, 4 is a coefficient of x2 in the monomial 4x2. If the
coefficient is 1, it is usually not written; for example, instead of 1y, it is more
common to write y.

• Polynomials can have variable terms and constant terms. For example, in the
binomial 2y + 8, 2y is the variable term and 8 is the constant term.

• Sometimes polynomials include like terms. These are terms involving exactly
the same variables raised to exactly the same powers. Any other pair of terms
would be called unlike terms. For example, in the polynomial below, the terms
3y and y are like terms. Notice that 2x and 2xy are unlike terms because, even
though both contain a 2 and an x, the variable parts of the terms are not identical.

2x + 3y + 2xy – y

Like terms
A polynomial can only be classified after all the like terms have been combined.
For example, 2x + 3x may appear to be a binomial, but since you can combine the
two like terms to create 5x, it is actually a monomial. Similarly, 2x – 5x + 13 can be
simplified to –3x + 13, making it a binomial. Combining like terms is a way to
simplify the polynomial expression.
• The terms of a polynomial are sometimes described by considering the operation
signs in front of them. For example, in the trinomial 3x2 + 2xy – 3, the third term is
generally considered to be –3 and not 3.
• You can evaluate a polynomial by substituting a value for the variables. For
example, to evaluate 3x – 4 when x = 2, calculate 3(2) – 4 = 2.
• Polynomials can be used to represent certain situations. For example, consider
the rectangle below with side lengths x and y.
x Some polynomials related to this rectangle are
• x to describe one dimension
y • y to describe the other dimension
• 2x + 2y to describe the perimeter
• xy to describe the area

C. i) What type of polynomial did you use in part A for the area formula of the
triangles?
ii) What formula could you use to calculate the area of any of the triangles, if
1
you only know the height? (Recall that h = b.)
2

Reprint 2022 42 UNIT II

 Examples
Example 1 Describing Situations with Polynomials
The distance from Thimphu to Paro is
65 km. It takes about 1.5 h and about
5.4 L of petrol to drive that distance.
List some polynomials that describe this
information.
Explain what each polynomial describes
and how it could be used.

Solution Thinking
65 × n or 65n represents • I used n as the variable to represent
the number of kilometres the number of trips from Thimphu to
travelled in n trips from Paro.
Thimphu to Paro.
• Since there are 65 km in each trip,
If I know the number of there are n times as many kilometres in
trips, I could use this n trips.
monomial to calculate the
total distance travelled.

3 × r or 3r represents the • I used the variable r to represent the number of

number of hours needed round trips. This time I used it to create a monomial
to drive r round trips. with a decimal coefficient to represent travelling
If I know the number of time in hours. Since it takes 1.5 h to drive one way, it
round trips, I could use takes 3 h to drive a round trip. If you take r round
this monomial to calculate trips, the time would be r times the time for one
the total travelling time. round trip.

10.8 × r or 10.8r • This time I used r to create a monomial that

represents the number of represents the amount of petrol (litres) used in r
litres of petrol used to round trips. You would use about 5.4 L of petrol to
drive r round trips.
drive one way, so you'd use 10.8 L for a round trip. If
If I know the number of you take r round trips, the number of litres of petrol
round trips, I could use would be 10.8r.
this monomial to calculate
the total amount of petrol
used. • I thought of using the variable t for time in the
65
expression to represent the average driving speed
t
for a different driving time (faster or slower). But
that’s not a polynomial because the variable t has a
65 –1
negative exponent, = 65t .
t

Polynomials 43 Reprint 2022

 Example 2 Using Variables and Numbers to Create Polynomials
Create ten polynomials using at least one of the variables x and y and at least one
of the numbers 2 and 3. For each polynomial, state the type and degree.
Solution Thinking
I wanted to include monomials,
binomials, trinomials, and one other
polynomial. I knew I could use 2 or 3
for the exponent of x or y but the
exponent couldn’t be negative or a
fraction because the expression wouldn’t be a
polynomial.
Monomials: • To create monomials, I knew that the 2 and 3 could
3x, 2y, 2x2, 2xy be exponents as long as they are positive. Or, they
The first two are of degree could be coefficients.
1, and the last two are of
degree 2.

Binomials: • To create binomials, I knew that I could use a + sign

2x + 3, 2x3 + 3y, y – 2 or a – sign between the two terms. The 2 and 3 could
be exponents, as long as they are positive. They could
The first and last are of
degree 1 and the middle also be coefficients or they could be the constant
one is of degree 3. term.

Trinomials: • To create trinomials, I knew I had to use two

2x + 3y – xy, x2 – 3y – 3 + signs, two – signs, or a + sign and a – sign between
Both are of degree 2. the three terms. I also knew that the 2 and 3 could
be exponents, as long as they are positive. Or, they
could be coefficients or the constant term.

Another polynomial: • I wanted one other kind of polynomial, so I made

2x + x2 – y – 3y2 one with four terms.
It is of degree 2.

Practising and Applying

1. What type of polynomial is each? 2. What is the numerical coefficient of
a) 2x – 3y 3
b) 3x – 2x + 4 each term?

c) 5mn d) –6 + 3y a) m b) –2x2

e) 2x3y – 3y f) 6x4 3 3
c) 2.3xy d) t
4

Reprint 2022 44 UNIT II

 3. Which are not polynomials? 10. There are 6 large bags and 4 small
A 3 – 2m3 + p5 B 6k–2 – 6k–2 bags of stones. Each bag holds the
1
same number of stones as the other
3 bags of the same size. How could you
C D 4x 3
x3 represent the total number of stones
with a polynomial?
4. What is the degree of each
polynomial?
a) 3t – 3t2 + 7t3 b) 3m4 + 8m
2
c) 3p + 4qp d) 2x – 2y

5. Create two polynomials, each with

a constant term of –3.
11. Create two polynomials, using r
6. Evaluate each polynomial. (radius) as the variable, that describe
a) 3m3 – 2m when m = 4 measurements of a circle.
b) 6 – x – x2 when x = 1
c) 4xy – 2x + 3y2 when x = 1 and y = 5 r
d) 8r – 2rs when r = 3 and s = 5

7. For each polynomial, identify the like

terms. Then, combine them to form a
simplified polynomial.
a) 3t – 3t2 + 7t 12. For each situation below, create a
b) 3 + 8m – 2n – 7n polynomial. Explain what the polynomial
c) 3p + 4q – 2q – 17p describes.
d) 16 + 16m + m2 – 16m3 a) 1 kg of beef costs Nu 80 and 1 kg of
chicken costs Nu 85
8. Create a polynomial to fit each b) a trip from Thimphu to Punakha is
description. about 77 km and takes about 2 h 15 min
a) monomial of degree 3 c) a final mark is calculated by counting
b) coefficients that are all even an exam for 70% and a project for 30%
c) trinomial with all odd coefficients d) a cube has an edge length of e
d) one-variable polynomial that has
a value of 7 when the variable has e
a value of 3
e) two-variable binomial that has
a value of –4 when the variables have
values of –2 and +2

9. Create 12 binomials, each using 13. How are the polynomials 3s + 5 and
at least one of m and m2 and at least 3s2 + 5 the same? How are they
one of the numbers 2 and –3. different?

Polynomials 45 Reprint 2022

 2.1.2 Adding and Subtracting Polynomials

Try This
Dorji is calculating his average test score after ten tests.
His ten scores are: 60, 60, 45, 45, 60, 60, 45, 60, 45, and 60.

A. How could he efficiently calculate his average?

• One of the ways to model or represent polynomials is using algebra tiles.

These are rectangular and square tiles with particular lengths and widths.

• It is customary to use one colour to represent positive terms and a different

colour to represent negative terms. Often the positive terms are white and the
negative terms are darker. For example:

You could represent 1, x, and x2 and –1, –x, and –x2 as shown here.

1 x x2 –1 –x –x2

1 or –1 is represented by a square tile that has a side length of 1 unit.

x or –x is represented by a rectangular tile that is 1 unit wide and x units long.
x2 or –x2 is represented by a square tile that is x units wide and x units long.

• To represent y or y2, you use rectangular and square tiles with different lengths
and widths than you used to represent x and x2.

y y2 –y –y2

• To represent xy or –xy, you use rectangular tiles that are x units long and
y units wide. x x

y y

xy –xy

Reprint 2022 46 UNIT II

 • Adding polynomials means putting them together by combining like terms.
For example, to calculate (3x + 2y + x 2) + (x – y + 3) using tiles, you model both
polynomials and then combine like tiles.
Model with tiles

+
(3x +2y +x 2) + (x –y +3)
Notice that –y is treated
as + (–y), just as you
Combine like tiles +y + (–y) = 0
would do to add negative
numbers, for example,
3 – 5 = 3 + (–5).

3x + x = 4x 2y + (– y) = y x2 3

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

You can also add symbolically, without using the tiles. You still combine like terms.
Recall that x is 1x, –y is –1y, and –y is + (–y).
When you combine
(3x + 2y + x 2) + (x – y + 3) = [3x + x] + [2y + (–y)] + x 2 + 3 like terms, you are
simplifying the
= 4x + y + x 2 + 3 polynomial.

• Subtracting polynomials can be done in several ways.

- One way is to take the subtrahend away from the minuend. What remains is
the difference.
For example, to subtract (3x2 + 5x – 4y) – (x 2 + 2x – 2y) using tiles, model
3x2 + 5x – 4y and then take away tiles worth x 2 + 2x – 2y.
Model with tiles and then take away

3x2 – x 2 = 2x 2 5x – 2x = 3x –4y – (–2y) = –2y

(3x2 + 5x – 4y) – (x 2 + 2x – 2y) = 2x 2 + 3x – 2y

Minuend Subtrahend Difference

Polynomials 47 Reprint 2022

 You can also subtract symbolically, taking like terms in the subtrahend away from
like terms in the minuend.
(3x2 + 5x – 4y) – (x 2 + 2x – 2y) = [3x2 – x2] + [5x – 2x] + [–4y – (–2y)]
= 2x2 + 3x – 2y
- Sometimes you need to use the zero principle to allow you to takeaway the
required tiles.
For example, to subtract (3x – 2y) – (5x – xy) using tiles, you model 3x – 2y and
then think about what you have to takeaway, 5x – xy. In this case, you need to
takeaway 5x and you only have 3x and you need to takeaway –xy and you have
no –xy. To do this you add extra tiles with a value of zero so you can take some of
them away.
Add tiles worth 0 so you can subtract 5x – xy.
–x + x – x + x = 0 –xy + xy = 0

3x – 2y

Now you can subtract 5x – xy.

(3x – 2y) – (5x – xy) –2x – 2y + xy

- Another way to subtract is to add the opposite of the subtrahend. It is like

subtracting negative integers, like 5 – (–3) = 5 + (+3) = 8.
For example:
(3x – 2y) – (5x – xy) = (3x – 2y) + (–5x + xy) –[(5x – xy) becomes +(–5x + xy)]

+ =

You can also add the opposite symbolically.

(3x – 2y) – (5x – xy) = (3x – 2y) + (–5x + xy)
= [3x + (– 5x)] – 2y + xy
= –2x – 2y + xy

Reprint 2022 48 UNIT II

 - Yet another way to subtract is to think about what to add. It's like subtracting
5 – 2 by thinking 2 + ? = 5.
(3x – 2y) – (5x – xy) ĺ (5x – xy) + ? = 3x – 2y
5x + (–2x) + (–2y) – xy + xy = 3x – 2y
5x – xy + [–2x – 2y + xy] = 3x – 2y
(3x – 2y) – (5x – xy) = –2x – 2y + xy

B. How is what you did with calculating Dorji's test scores in part A similar to
adding like terms?

Examples
Example 1 Adding Polynomials
Add (–3y – 2xy + x2) + (–y + 3xy + x2).
Solution 1 =0 Thinking
• I modelled each
polynomial with
tiles and then put
the like tiles
–3y –2xy x2 together.

• There were two positive

xy-tiles and two negative xy-
tiles that I could eliminate
–y 3xy x2
because together they're
worth 0.

• The tiles that were left

modelled the sum.
–4y xy 2x2

(–3y – 2xy + x2) + (–y + 3xy + x2) = –4y + xy + 2x2

Solution 2 • I recorded the
2
(–3y – 2xy + x ) + (–y + 3xy + x ) 2 two polynomials
to add.
= [–3y + (–y)] + [–2xy + 3xy] + [x2 + x2] • Next, I
combined like
= –4y + xy + 2x2 terms.
• What I ended up with was
the sum.

Polynomials 49 Reprint 2022

 Example 2 Subtracting Polynomials
Subtract (–3y – 2xy + x2) – (–y + 3xy +x2).
Solution 1 Thinking
(–3y – 2xy + x2) – (–y + 3xy + x2) • I subtracted
2
= (–3y – 2xy + x ) + (+y – 3xy – x )2 by adding the
opposite.
= [–3y + y] + [– 2xy + (– 3xy)] + [x2 – x2]
• I works just
= –2y – 5xy + 0 like when you
= –2y – 5xy subtract negative numbers,
for example,
6 – (–5) = 6 + (+5) = 11.
Solution 2 Thinking
(–3y – 2xy + x2) – (–y + 3xy + x2) • There were
two –xy-tiles
but I needed to
take away three
+xy-tiles. I
Add +3xy and –3xy
used the zero principle to
add tiles so that I would have
three +xy-tiles to take away.
• I added three +xy-tiles and
three –xy-tiles, which I knew
had a value of 0.

Subtract –y + 3xy + x2
• I subtracted one –y-tile,
three +xy-tiles, and one
x2-tile.

(–3y – 2xy + x2) – (–y + 3xy + x2) = –2y – 5xy

• I was left with two –y-tiles

and five –xy-tiles.

Reprint 2022 50 UNIT II

 Solution 3 Thinking
• I needed to take
away +3xy and I
only had –2xy. So
–y 3xy x2 I decided to
subtract by
figuring out what I had to add to
Add –y + 3xy + x2 to get –3y – 2xy + x2.
–2y • I modelled –y + 3xy + x2.
–3xy
–2xy • To end up with –3y – 2xy + x2,
I knew I had to
- add two more –y-tiles
- get rid of the three xy-tiles by
adding three –xy-tiles
- add two more –xy-tiles
–3y –2xy x2

If (–y + 3xy + x2) + (–2y – 5xy) = –3y – 2xy + x2, • What I added was the
then difference.
(–3y – 2xy + x2) – (–y + 3xy + x2) = –2y – 5xy

Example 3 Solving a Problem using Polynomials

A rachu is about 10 hand spans long and 1.5 hand spans wide. Its size is based
on the hand span of the person wearing the rachu. (A handspan is measured from
the tip of the thumb to the tip of the middle finger while the hand is stretched.)
Manju and Sonam each have a rachu. Manju has a wider hand span than Sonam
so her rachu is larger. Suppose Sonam’s hand span is x cm and Manju’s hand
span is y cm.
• How much longer is the perimeter of Manju’s rachu than Sonam’s?
• How much greater is the area of Manju’s rachu than Sonam's?
Express your answers as polynomials.
Solution Thinking
• I used x to represent
1.5x Sonam’s hand span and
drew a picture to model
10x her rachu. Her rachu is
Sonam’s rachu: 10x long and 1.5x wide.
P = 2 × 11.5x = 23x • I know perimeter is 2 × (l + w) and area
A = 10x × 1.5x = 15x2 is l × w. I created polynomials by
substituting 10x for the length and 1.5x
[Continued] for the width in each formula.

Polynomials 51 Reprint 2022

 Example 3 Solving a Problem using Polynomials [Continued]
Solution Thinking
Manju’s rachu: • I called Manju's hand span y. Manju’s
P = 2 × 11.5y = 23y rachu is 10y long and 1.5y wide so I just
A = 10y × 1.5y = 15y2 replaced the x with a y in the perimeter
and area formulas for Sonam’s rachu.
The perimeter of Manju's rachu is
23y – 23x longer than Sonam's. • I subtracted the polynomials to calculate
the differences.
The area of Manju's rachu is
2 2
15y – 15x greater than Sonam's.

Practising and Applying

1. Model with tiles and add. 7. Simplify each polynomial by
a) (3x + 2x2 – 4) + (5x2 – 8x) combining like terms.
b) (2y – y2 + 5x) + (3y2 – 2y – 4x) a) 3x – 2y + 8x – 2y2 + 6y
b) 5k + 3h – 6y2 – 8h – 10k
2. Add. c) 4m2 + 3m – 2r – 8 – 5m + 9r
a) (–2x – 6x2 – 4) + (5x2 – 2x)
b) (4m2 – 1.5m + 2) + (9m – 2m3) 8. Write the expression that represents
c) (y + 2y2 – 3x) + (7y3 – 3y2 – 8x) the subtraction below. Then find the
difference.
3. What two polynomials are being
added below? What is the sum?

9. Express the perimeter of each as a

polynomial. Remember to simplify.
a)
3x + 1

4. Model each with tiles by taking away. 5x + 5

a) (–3y + 2y2 – 6x) – (–2y + y2 – 3x)
b) (4y2 – 3x2 – 2y) – (–2x2 – y) b)
x+8 x+3
5. Subtract using the zero principle.
a) (–3y + 2y2 – 6x) – (3y + 4y2 + x)
b) (2y2 – x2 – 3y) – (–2x2 + y)
2x + 4
6. Subtract.
a) (–4m + 3m3 – t) – (7t – 2m + 2m3) 10. Why is subtracting polynomials
b) (m2 – 2m + 40) – (2m2 + 64) more complicated than adding them?

Reprint 2022 52 UNIT II

 Chapter 2 Multiplying Polynomials
2.2.1 Multiplying a Polynomial by a Monomial

Try This
Exchange rates for currencies tell how much of one currency
you can buy using another currency.
A Thai tourist who is visiting Bhutan has Nu 2300 and wants
to exchange 1200 baht for more ngultrums.

A. The polynomial 2300 + 1200x represents how much money the traveller will
have in ngultrums. What does x represent?
B. What if the tourist had twice as many ngultrums and baht? Write a polynomial
that would represent how much money the tourist would have in ngultrums.

When a polynomial is multiplied by a monomial, each term of the polynomial is

multiplied by the monomial and the products are added.
• When a polynomial is multiplied by a monomial that is a constant, each term
of the polynomial is multiplied by the constant and then the products are added.
For example, to multiply 3 × (2x + 5), or 3(2x + 5), using tiles, you model it as
3 groups of 2x + 5, which is 3 groups of 2x, or 3 × 2x, and 3 groups of 5, or 3 × 5:
2x + 5
3(2x + 5) is
2x + 5 3 groups, or rows of
2x + 5 2x + 5.

3 × 2x 3×5

3(2x + 5) = 3 × 2x + 3 × 5
= 6x + 15
You can also multiply symbolically, still multiplying each term of the polynomial by
the constant and adding the products.
3(2x + 5) = 3 × 2x + 3 × 5 Multiplying like this is often called expanding.
= 6x + 15 The property that allows us to do this is called
the distributive property.

You can push the tiles together to make a rectangle. The dimensions of the
rectangle are the factors and the area of the rectangle is the product. This is called
an area model for multiplication.
2x + 5

3(2x + 5) = 6x + 15

Polynomials 53 Reprint 2022

 • When a polynomial is multiplied by a monomial that has a variable, you still
multiply each part of the polynomial by the monomial and then add the parts.
For example, to multiply 2x × (3x + 5), which can be written as 2x(3x + 5),
symbolically you multiply each term of the polynomial by the monomial and then
add the products:
2x(3x + 5) = 2x × 3x + 2x × 5 = 6x2 + 10x

To multiply 2x × (3x + 5) using tiles, you can use the area model for multiplication.
Create a rectangle with dimensions 2x by 3x + 5. Since the area of any rectangle
is the product of its side lengths, the area of the rectangle, 6x2 + 10x, will be the
product of 2x(3x + 5).
3x + 5
x x x 11111

x The area of the

2x rectangle is made
up of 6 x2-tiles
and 10 x-tiles.
x

2x(3x + 5) = 6x2 + 10x

• When you multiply a monomial with a positive sign by a monomial with a

negative sign, the product monomial will have a negative sign, just as when you
multiply negative and positive integers.
For example, to multiply 2x(–3y) symbolically: 2x(–3y) = 2(–3)xy = –6xy
To model a multiplication such as 2x(–3y) using tiles and the area model, you
create a rectangle with dimensions 2x units by –3y units long using negative tiles
because the area, or product, will have a negative sign.
–3y

The area of the

rectangle is made
2x up of six –xy -tiles,
or –6xy.

2x(–3y) = –6xy

• It is not convenient to use algebra tiles to multiply two monomials with negative
signs. In this case, multiply symbolically. For example:
–2x(–3y) = (–2)(–3)xy = 6xy

C. Write a polynomial multiplication to represent how you used the polynomial

in part A to create the polynomial in part B.

Reprint 2022 54 UNIT II

 Examples
Example 1 Multiplying by a Monomial With a Different Variable
a) What is the product of –y(2x + 3)? Show your work.
b) How would the answer change if you multiplied –y(2x – 3)?
Solution Thinking
2x + 3 a) I modelled –y(2x + 3) with
a)
tiles by making a rectangle
that was 2x + 3 long and –y
–y wide.
• To make sure my dimensions
were right, I used guide tiles—I laid out
tiles to show the length, 2x + 3, and a –y
2x + 3 tile to show the width. Then I filled the
area in with tiles and removed the guide
–y tiles.
• I used only negative tiles for the area
Area: two –xy-tiles and three –y tiles because multiplying negative by positive
–y(2x + 3) = –2xy – 3y terms results in a negative product. Both
–y × 2x and –y × 3 are negative.
• I knew that the tiles that made up the
area of the rectangle represented the
product.

b) –y(2x – 3) = –y(2x) + (–y)(–3) b) I solved –y(2x – 3) symbolically because

= –2xy + 3y I knew I had to multiply two negatives.
Even though –y × 2x was a negative by a
positive, –y × –3 was a negative by a
The product changed from
–2xy – 3y to –2xy + 3y. negative.
• I multiplied –y by each term in 2x – 3 and
then added.

Example 2 Solving a Problem by Multiplying by a Monomial

Every month, Kuenzang pays Nu 5000 for rent and buys several Nu 100 prepaid
cell phone cards. If he buys p phone cards each month, how much will he have to
pay for rent and phone cards in m months? Express your answer as a polynomial.

[Continued]

Polynomials 55 Reprint 2022

 Example 2 Solving a Problem by Multiplying by a Monomial [Continued]
Solution Thinking
Each month: • Each month, he spends
5000 + 100p 5000 + 100p since rent is
Nu 5000 and he buys p phone
In m months:
cards for Nu 100 each.
m(5000 + 100p)
• I multiplied the number of
m(5000 + 100p) = 5000m + 100mp months, represented by m, by how much he
spends each month, 5000 + 100p.
In m months, Kuenzang spends • I expanded to multiply and then
5000m + 100mp ngultrums on rent rearranged each term so the coefficient
and p cell phone cards.
came first.

Practising and Applying

1. What multiplication does each tile 5. An entrepreneur rents some houses
model represent? All expressions have at Nu 6000 per month and some at
x or x2 terms. Nu 6050 per month. Write and simplify
a) b) a polynomial to describe each.
a) renting x houses at the lower rate
and renting y houses at the higher rate
b) renting x houses at the lower rate
c) and twice as many at the higher rate
c) renting x houses at the lower rate
and half as many at the higher rate
6. Each polynomial below is the product
of a monomial and a polynomial. For
each, list one possibility for what might
2. Model each with tiles to multiply. have been multiplied.
a) 2(–2x – 3) b) 3y(y + 2) a) 6t2 –3t + 15 b) 8xy – 10y2 + 6y
2
c) 14x – 16x d) 8 – 16x + 12y
c) 4(2y – 2x) d) 2x(3 – 4y)
7. Expand and simplify.
3. Multiply each. a) 3(6 – 2c) + 4(8 + c)
a) –x(3x + 2y) b) 6(4 – t + 3t2) b) 5x(2x – y) – 3y(2 + 3x)
c) 2jk(k – 3) d) 5(3m + m3 – 2r) c) 3y – 4(5x – 3y + y2)
d) xy(2 – 3x + 4y)
4. What is the perimeter of each?
a) 8. A multiplication like 3x(2x) will result
x–1
in fewer terms than a multiplication like
2x + 1 3x(2 + x). How do you know?

b) 9. Use tiles to show that each is true.

x+2 a) 2(3x – 4) = 6x – 8
b) 2x(x + 3) = 2x2 + 6x
3x – 3

Reprint 2022 56 UNIT II

 2.2.2 Multiplying a Binomial by a Binomial

Try This
Drakpa has a number trick that he is trying out on his friend Meto.
• He tells Meto to think of a secret number and add 1 to it, then subtract 1 from it,
and multiply the two numbers. For example, for the secret number 11, Meto would
multiply 10 × 12 to get the product 120.
• Meto tells Drakpa the product.
• Drakpa can tell what Meto's secret number just from hearing the product. For
example, if Meto says her product is 48, Drakpa knows that the secret number is
7. If Meto says her product is 99, Drakpa knows that the secret number is 10.

A. How does Drakpa's number trick work?

• If you want to use tiles to multiply two polynomials of degree 1, you create
a rectangle whose dimensions are the two polynomials. You then determine the
area of the rectangle in tiles.
For example, (2x + 3)(3x +1) is the area of a rectangle where one dimension is
2x + 3 and the other is 3x + 1.

3x + 1
x x x 1

2x + 3
x

(2x + 3)(3x +1) = 6x2 + 11x + 3

Notice that the area consists entirely of positive tiles. This is because both terms
in each binomial are positive. As a result, none of the multiplications of the terms
are a negative by a positive.

Polynomials 57 Reprint 2022

 If you examine the area of the rectangle below, you will see that it is made up of
four smaller rectangles. Each smaller rectangle is the product of one term from the
first binomial and one term from the second binomial.
3x + 1

6x2 = 2x × 3x 2x = 2x × 1
2x + 3

9x = 3 × 3x 3=3×1

(2x + 3)(3x + 1) = 6x2 + 2x + 9x + 3 Simplify: 2x + 9x = 11x

= 6x2 + 11x + 3

• The rectangle below models (x – 2)(2x + 3). Note that if you want to represent
a width such as x – 2, you have to think of it as x + (– 2). Notice that the area
consists of some positive and some negative tiles. This is because you use
negative or positive tiles depending on the terms being multiplied in each smaller
rectangle. 2x + 3

x × 2x = +2x2 2x +3

x + (–2) x x × 3 = +3x

–2 –2 × 3 = –6

–2 × 2x = –4x
(x – 2)(2x + 3) = 2x2 + 3x – 4x – 6
= 2x2 – x – 6

x + 2y
• You can also use algebra tiles to multiply
two binomials that involve different
variables. For example, the model to the
right shows (x – y)(x + 2y).
x + (–y)
(x – y)(x + 2y) = x2 + 2xy – xy – 2y2
= x2 + xy – 2y2

Reprint 2022 58 UNIT II

 B. i) Suppose Meto's secret number from part A is represented by x.
What two binomials represent the two numbers Meto is multiplying?
ii) How does expressing the multiplication this way help explain the trick?
C. Try the trick with a classmate.

Examples
Example Solving a Problem by Multiplying Polynomials
Deki has two rectangular pieces of fabric. The large piece has one edge that is 1
cm longer than twice the width of the small piece. The other edge of the large
piece is 4 cm shorter than triple the length of the smaller piece. How much greater
is the area of the large piece than the area of the small piece? Use algebra tiles.
Express your answers as a polynomial.
Solution Thinking
If the small piece is x wide by y long, the • I called the
large piece is 2x + 1 wide by 3y – 4 long. dimensions of the
3y – 4 small piece x by y.
3y –4 x

2x + 1 2x
• 1 cm longer than 2 times the width
is 2x + 1 and 4 cm shorter than
3 times the length is 3y – 4 so
1 I knew that the dimensions of the
3y – 4
large piece were 2x + 1 and 3y – 4.
• I used guide tiles to form the
length and width of a rectangle
2x + 1 with those dimensions.
• I filled in the rectangle with tiles
to find the area. I knew that I
needed negative tiles for the part
that was multiplied by –4 (that is,
3y – 4 2x × –4 and 1 × –4).
• I removed the guide tiles.
• I counted the tiles in the area of
2x + 1 the rectangle.

[Continued]

Polynomials 59 Reprint 2022

 Example Solving a Problem by Multiplying Polynomials [Continued]
Solution Thinking
If the area of the large piece is 6xy – 8x + 3y – 4 • I knew the small piece was
and the area of the small piece is xy, then the x wide by y long.
difference is • I subtracted the area of the
(6xy – 8x + 3y – 4) – xy = 5xy – 8x + 3y – 4 small piece from the area of
The area of the large piece is 5xy – 8x + 3y – 4 the large piece to find the
bigger than the area of the small piece. difference.

Practising and Applying

1. Which model below represents 4. What two polynomials are being
(2x – 1)(x + 1)? How do you know? multiplied in each?
A a)

b)
B

c)
C

5. Model each multiplication. Write the

product.
a) (2x + 1)(3x + 2) b) (3x + 4)(x – 1)
2. Explain how this model represents c) (y – 3)(5y + 2) d) (x + 3)(x – y)
the product of (x – 2)(2x + 3). e) (2 – x)(3 + y)

6. For each description below, sketch

the rectangle and find its area. Show
your work.
a) The height is x + 1 and the width is
3 units more than the height.
3. Which model requires more tiles—the b) The height is x – 1 and the width is
area model for (2x – 4)(3x + 1) or the 4 units more than 3 times the height.
area model for (2x + 1)(3x – 4)? c) The width is 4x + 2 and the height is
Explain. 2 units more than half the width.

Reprint 2022 60 UNIT II

 7. Calculate the area of each shape. 10. You are multiplying two binomials
using tiles and the area model for
a)
multiplication. The model uses 15
x+2 algebra tiles. List five different pairs of
binomials you might be multiplying.

3x + 1 11. Kinley models (x –1)(x + 1) = x2 – 1

as shown below.
b) x–1

2x – 3
x+1

2x + 4

c) Pema says that there is another way to

x+3 do it and shows what you see below.
He starts with an x2 tile and then cuts
x+2
off a strip 1 unit wide all the way down
one side.

x+9
x x
d)

x x–1
He then moves the cut-off strip to the
bottom of what is left of the square.
4x + 12 x–1 x–1

x+1 x+1
8. a) Multiply (2 – 3x)(4 + x) using tiles.
b) Evaluate the product from part a)
for x = –3.
He notices that there is now a rectangle
c) Evaluate 2 – 3x for x = –3. with dimensions x + 1 and x – 1 and an
d) Evaluate 4 + x for x = –3. extra 1-unit square. How does Pema's
e) How are your answers in part c) approach explain why (x + 1)(x – 1) is
and part d) related to the answer equal to x2 – 1?
in part b)?
12. Suppose you use tiles to multiply
two binomials of degree 1. How is this
9. Use algebra tiles to find all the the same as multiplying a monomial of
possible dimensions that a rectangle degree 1 by a binomial of degree 1?
with an area of 6x2 + 12x could have. How is it different?

Polynomials 61 Reprint 2022

 2.2.3 Multiplying Polynomials Symbolically

Try This
A. i) Model the following with tiles to determine each product:
• (2x + 1)(x + 1) • (2x + 1)(x + 2) • (2x + 1)(x + 3)
ii) Predict the product of (2x + 1)(x + 30). Explain your thinking.

• When you multiply a binomial by a binomial symbolically, each term in the first
binomial is multiplied by each term in the second binomial and then like terms are
combined. This is an application of the distributive property for multiplication over
addition. That is, when you multiply by a sum of terms, you multiply each part and
then add the parts, as shown below:
4
3
1 2 3 4
(ax + b)(cx + d) = acx + adx + bcx + bd = acx2 + (ad + bc)x + bd
2

2
Below is a sketch of the algebra tile model for the multiplication above. Notice how
the four terms above relate to the four smaller rectangles in the sketch.
ax +b

bcx This sketch of the area

cx acx2 model shows only the
outline of each of the four
smaller rectangles in the
model.

+d adx bd

acx2 + (ad + bc)x + bd

The coefficient of x2 is The coefficient of the middle term is The constant term is
the product of the two the sum of two products: the the product of the two
coefficients of x in the coefficient of x in the 1st binomial constants, b × d.
binomials, a × c. multiplied by the constant term in
the 2nd binomial, and the constant
term in the 1st binomial multiplied
by the coefficient of x in the 2nd
binomial.

For example, (2x – 3)(4x + 3) = 8x2 + 6x – 12x – 9

= 8x2 – 6x – 9

Reprint 2022 62 UNIT II

 • The same procedure can be used when two different variables are involved.
For example, to multiply (2x + 3y)(x2 + 4), each term in one binomial is multiplied
by each term in the other:
(2x + 3y)(x2 + 4) = 2x3 + 8x + 3yx2 + 12y

B. Use what you have learned about multiplying binomials to check your
prediction for the product of (2x + 1)(x + 30) in part A. Was your prediction
correct?

Examples
Example Counting Terms in the Product of Binomials
Pema noticed that when he multiplied two binomial factors, the number of terms in
the product varied. What are the least and greatest number of terms possible?
How do you know?
Solution Thinking
There are three terms when ad + bc  0: • I tried to get three
(ax + b)(cx + d) terms by making sure none
= acx2 + (ad + bc)x + bd of the coefficients or
For example: (2x – 1)(x – 3) constants in the product is
= 2x2 – 6x – 1x + 3 zero:
= 2x2 – 7x + 3 ad + bc = 2 × –3 + (–1 × 1)
= –6 + (–1) = –7

There are two terms if ad + bc = 0: • I made two terms by making

acx2 + 0x + bd = acx2 + bd (ad + bc)x = 0.
For example: (6x – 3)(4x + 2) This happened when ad = –bc:
= 24x2 + 12x – 12x – 6 ad + bc = 6 × 2 + (–3 × 4)
= 24x2 – 6 = +12 + (–12) = 0

There are four terms when there are • I made four terms by using two
two different variables or different variables so that the two middle terms
powers involved: would not be like terms. I couldn't
(ax + by)(cx + d) combine them to make one middle term,
= acx2 + adx + bcyx + bdy so there had to be two terms in the
(ax2 + b)(cx + d) middle.
= acx3 + adx2 + bcx + bd
For example:
(2x + y)(x – 2) = 2x2 + xy – 4x –2y
• There couldn't be more than four
(x + 5)(y – 2) = xy – 2x + 5y – 10
terms since I was only multiplying two
Two, three, and four terms are possible. terms by two other terms.

Polynomials 63 Reprint 2022

 Practising and Applying
1. Multiply. 6. When you multiply (3x –1)(2x + Ÿ),
a) (5x + 2)(3x + 4) the coefficient of x in the product is
4 more than the coefficient of x2. What
b) (6y – 2)(4y + 5) is the value of Ÿ? Show your work.
c) (2x + 8)(–3y – 4)
d) (–2y – 6)(–3y – 8) 7. Write a polynomial to describe the
area of each shape. Show your work.
2. How many terms are there in each
a)
product after like terms are collected?
a) (2y – 4)(3y + 4)
b) (2y – 4)(2y + 4) 2x + 8
c) (2y – 4)(2y + 4x)
d) (2y – 4)(3y + 6)
2x – 1
3. By how much is the first polynomial
greater than the product of the binomial
b)
multiplication?
a) 3y2 + 4y – 3 and (2y + 4)(–y – 8)
b) 2x – 4xy + 3 and (4x –3)(y + 5)
4x + 2
4. a) Multiply (7 – 3s)(5 + 4s).
b) Evaluate the product from part a)
for s = –3.
c) Evaluate 7 – 3s for s = –3.
d) Evaluate 5 + 4s for s = –3. c)
e) How are your answers in part c) 2y – 1
and part d) related to the answer
in part b)?
2y + 5
5. A square picture is inserted into a
square frame. Write an expression that 4y – 3
can be used to find the area of the white
space around the picture. Show your 8. A binomial multiplication such as
work. (x + a)(x + a) can be expressed as
(x + a)2. How much greater is (x + a)2
than (x – a)2?
n+2

3n + 4

Reprint 2022 64 UNIT II

 9. Show how you can use what you 10. You are trying to teach a friend how
learned about multiplying polynomials to to multiply (3x + 2)(4x + 3). How could
help you calculate each mentally. you use a numerical example such as
2
a) 42 = (40 + 2) 2 (30 + 2)(40 + 3) to help explain?

b) 792 = (80 – 1)2

c) 532 – 472

GAME: Polyprod

Polyprod is a game that will allow you to practise polynomial multiplication.

• Players take turns. Two to four players can play.

• On each player's turn, he or she rolls a die four times and records the results in
the blanks below to create two binomials to multiply.

( ___ x + ___ ) ( ___ x + ___ )

1st roll 2nd roll 3rd roll 4th roll

• The player then multiplies the polynomials and determines the coefficient of x in
the product. The coefficient of x2 and the constant do not matter in this game.

Scoring
If the coefficient of x in the product is less than 10, you get 1 point.
If the coefficient of x is 10 to 20, you get 2 points.
If the coefficient of x is more than 20, you get 3 points.

The first player to get 20 points wins the game.

For example, if a player rolls 3, 1, 5, and 2:

The polynomials would be:

(3x + 1)(5x + 2) = 15x2 + 11x + 2

The player wins 2 points for a coefficient of 11 because 11 is in the 10 to 20 range.

Polynomials 65 Reprint 2022

 Chapter 3 Dividing Polynomials
2.3.1 Dividing a Polynomial by a Monomial

Try This
Buthri and Devika bought x items that each cost Nu 250 and y items that each
cost Nu 60. They decided to share the cost equally.

A. i) How much will the items cost altogether? Express your answer as binomial.
ii) How much will each girl need to spend?

• When a polynomial is divided by a monomial, each term of the polynomial is

divided by the monomial and the quotients are added.
When a polynomial is divided by a monomial that is a constant, each term of the
polynomial is divided by the constant and the quotients are added.
For example, to divide (6x + 15) ÷ 3 using tiles, it is modelled as 6x + 15 divided
into 3 groups. 6x is divided into 3 equal groups, or 6x ÷ 3, and 15 is divided into
3 equal groups, 15 ÷ 3.

(6x + 15) ÷ 3 is
6x + 15 divided into 3 rows, or
groups. Each row represents the
quotient 2x + 5.

6x ÷ 3 15 ÷ 3

(6x + 15) ÷ 3 = 6x ÷ 3 + 15 ÷ 3
= 2x + 5
You can also divide symbolically, dividing each term of the polynomial by the
constant and then adding the quotients:
(6x + 15) ÷ 3 = (6x ÷ 3) + (15 ÷ 3)
= 2x + 5
You can push the tiles together to make a rectangle, or area model. An area
model can be used for division because the area represents the dividend and one
of the side lengths represents the divisor. The unknown side length is the quotient.
? 2x + 5

3 3

(6x + 15) ÷ 3 (6x + 15) ÷ 3 = 2x + 5

Reprint 2022 66 UNIT II

 • When you divide a by a monomial that has a variable, you still divide each term
in the polynomial by the monomial and then add the quotients.
For example, to divide (3x + x2) ÷ x symbolically, 3x is divided by x and x2 is
divided by x and the quotients are added:
(3x + x2) ÷ x = (3x ÷ x) + (x2 ÷ x) = 3 + x

To divide (3x + x2) ÷ x using tiles, you can use the area model. You arrange the
tiles representing the dividend, 3x + x2, into a rectangle that has a side length
equivalent to the divisor, x. The other side length will be the quotient.
x x

? 3+x

3x + x2 (3x + x2) ÷ x (3x + x2) ÷ x = 3 + x

• If the monomial you are dividing by is not a factor of one or more the terms in the
polynomial, the quotient will not be a polynomial.
For example:
5 5
(x2 + 3x + 5) ÷ x = x + 3 + x+3+ is not a polynomial
x x
because x is not a factor of 5.

B. In part A, you created a binomial to represent the total cost of x items and
y items. Then, you divided the binomial to find how much it would cost each girl.
Write the division as a binomial divided by a monomial.

Examples
Example 1 Dividing a Polynomial by a Monomial Using Tiles
Show how to use tiles to divide (2y2 – 6y) ÷ 2y.
Solution Thinking
• When I divide a polynomial by
a monomial, I need to think of
the polynomial as the area of a
rectangle and of the monomial
as one of its sides.
• I collected two y2-tiles (2y2) and six
–y-tiles (–6y) to represent the area.
2y2 –6y
[Continued]

Polynomials 67 Reprint 2022

 Example 1 Dividing a Polynomial by a Monomial Using Tiles [Continued]
Solution Thinking
• Then I tried to shape the tiles into a
rectangle with a side length of 2y.
2y
• To help me do this I set up guide tiles to
show me one side length.

• I arranged the area tiles to stay within the

guide side length.
2y

• I knew that the quotient was the remaining

y–3
side length.
(2y2 – 6y) ÷ 2y = y – 3

Example 2 Dividing Expressions With More than One Variable

Calculate (3xy + 6y2) ÷ 3y.
Solution Thinking
• Sometimes I think of division
3 xy  6 y 2 as a fraction. If the numerator
(3xy + 6y2) ÷ 3y =
3y is a sum, it works just like it
does with numbers, for
example,
3 xy 6y 2
= + 10  15 10 15
3y 3y (10 + 15) ÷ 5 = = +
5 5 5
• I simplified each fraction by looking for
= x + 2y a common factor:
3xy
- The common factor in is 3y, so there
3y
(3xy + 6y2) ÷ 3y = x + 2y
was an x left in the numerator and a 1 in the
denominator when I simplified.
6y 2
- The common factor in is 3y, so there
3y
was 2y left in the numerator and a 1 in the
denominator when I simplified.

Reprint 2022 68 UNIT II

 Solution Thinking
x + 2y
• I checked to see if a rectangle with
an area of 3xy + 6y2 had dimensions 3y and
x + 2y, and it does.

3y 3xy + 6y2

(3xy + 6y2) ÷ 3y = x + 2y

Practising and Applying

1. Model with algebra tiles to divide. 4. What division is being modelled?
a) (6y + 2y2) ÷ 2y a)
b) (5xy – 3x – x2) ÷ x
c) (3x2 + 24x) ÷ 3
d) (2y – 3xy) ÷ y

2. Divide.
b)
a) (6m3 – 2m2n) ÷ 2m
b) (4s3 + 2s – 10st) ÷ 2s
c) (16m3 – 8m2) ÷ 4m

3. For each fraction below:

• Divide to find the quotient.
c)
• Evaluate the quotient for k = –2 and
for m = 3.
• Evaluate the numerator for k = –2 and
for m = 3.
• Evaluate the denominator for k = –2. 5. The quotient of a polynomial divided
How does the value of the quotient by a monomial is 3y – 2. What could the
relate the values of the numerator and polynomial and monomial be? List four
denominator? possibilities.
4k 2  6km
a) 6. How can you use what you know
2k about multiplying polynomials to help
you divide a polynomial by a monomial?
6k 2  6k
b)
3k

Polynomials 69 Reprint 2022

 2.3.2 EXPLORE: Dividing a Polynomial by a Binomial

To divide polynomials, you can model the dividend as the area of a rectangle with
one side length equal to the divisor.
For example, (x2 + 3x + 2) ÷ (x + 2) can be modelled as shown:

The dividend x2 + 3x + 2 is
the area of all the tiles. The other side length is x + 1,
so that must be the quotient.

The divisor x + 2 is one of

the side lengths. x+2

(x2 + 3x + 2) ÷ (x + 2) = (x + 1)

A. Use algebra tiles to determine each quotient.

i) (3x2 + 7x + 2) ÷ (x + 2)
ii) (2x2 + 7x + 6) ÷ (x + 2)
iii) (x2 + 7x + 10) ÷ (x + 2)

B. i) In what ways were all of your models in part A the same?

ii) Within each model, why were some of the x-tiles vertical and some
m horizontal?

C. Use algebra tiles to determine each quotient.

i) (2x2 + 7x – 4) ÷ (2x – 1)
ii) (4x2 + 4x – 3) ÷ (2x – 1)
iii) (6x2 – x – 1) ÷ (2x – 1)

D. i) In what ways were all of your models in part C the same?

ii) Within each model, why were some of the x-tiles positive and some
negative?

E. Look back at the divisions you did in parts A

and C. If you divide the first term of the
dividend by the first term of the divisor, how
does this help you begin to figure out the
quotient?

Reprint 2022 70 UNIT II

 2.3.3 Dividing a Polynomial by a Binomial

Try This
A. Nima is dividing 12x2 + x – 6 by another polynomial with integer coefficients.
The quotient is also a polynomial with integer coefficients. How do you know he
was not dividing by 5x + Ÿ?

• When you divide polynomials, you can use tiles and the area model. The area
of a rectangle represents the dividend and one of the side lengths is the divisor.
The other side length is the quotient.
For example, to divide (6x2 + 7x – 3) ÷ (3x – 1),
gather together six x2-tiles, seven x-tiles, and
three –1-tiles.

6x2 + 7x – 3

Arrange the tiles in a rectangle where one side has a length of 3x – 1. The other
side length will be the quotient.

It’s not a rectangle yet, nor is the If you add two –x-tiles to the right and two
width 3x – 1. You need two x-tiles to the bottom, you can make rectangle
–x-tiles on the right side to make whose width is 3x – 1 without changing the
the width 3x – 1. value of the area because –2x + 2x = 0.
3x – 1

The quotient is the other side

length, 2x + 3.
2x + 3
2
(6x + 7x – 3) ÷ (3x – 1) = 2x + 3

Polynomials 71 Reprint 2022

 • You can also divide polynomials symbolically by thinking about how whole
numbers are divided. When you calculate with whole numbers, you focus on the
leftmost digits to give you an estimate, because those digits represent the most
significant part of the number.
For example, to divide two numbers such as 1920 ÷ 60, you might estimate the
quotient by dividing 1800 ÷ 60. Then you would multiply to get a product equal to
the dividend, 1920.
1920 ÷ 60 = ?
Estimate Multiply
1920 ÷ 60 | 1800 ÷ 60 = 30 30 × 60 = 1800
31 =× 60 1860
32 × 60 = 1920 32 works
1920 ÷ 60 = 32
You can use a similar approach to divide polynomials.
For example, to divide 3x3 + 6x2 + x + 2 by x + 2,
- "Estimate" first by dividing 3x3 (in the dividend) by x (from the divisor). Just as
with numbers, these leftmost terms are the greatest powers of each.
- Use your "estimate" to create a binomial with an unknown term.
- Multiply the binomial by the divisor.
- Use the coefficient of x or the value of the constant in the dividend to help you
figure out the unknown term.
The coefficient of x in
(3x3 + 6x2 + x + 2) ÷ (x + 2) = ? the dividend is 1, so
Ÿ must be 1.
Estimate Multiply
(3x3 + 6x2 + x + 2) ÷ (x + 2)
| 3x3 ÷ x = 3x2 (3x2 + Ÿ)(x + 2) = 3x3 + 6x2 + Ÿx + 2Ÿ
= (3x2 + 1)(x + 2) = 3x3 + 6x2 + x + 2

(3x3 + 6x2 + x + 2) ÷ (x + 2) = 3x2 + 1

• Sometimes the greatest powers are not at the left. In this case, you begin by
rearranging the dividend and divisor. For example:
The constant in the
2 2
(–32 – 8x + 4x ) ÷ (4 + 2x) ĺ (4x – 8x – 32) ÷ (2x + 4) = ? dividend is –32, so
4Ÿ = –32
Estimate Multiply Ÿ = –8
2
(4x – 8x – 32) ÷ (2x + 4)
| 4x2 ÷ 2x = 2x (2x + Ÿ)(2x + 4) = 4x2 + 8x + Ÿ2x + 4Ÿ
= (2x + –8)(2x + 4) = 4x2 – 8x – 32

(4x2– 8x – 32) ÷ (2x + 4) = 2x – 8

Reprint 2022 72 UNIT II

 • When working with polynomials of the same variable, the degree of the quotient
is always the difference between the degrees of the dividend and the divisor.
For example, when you divide a degree 4 polynomial in one variable by a degree
3 polynomial of the same variable, the quotient has degree 1, as shown below:
(3x4 – x3) ÷ x3 = 3x – 1 degree 4 ÷ degree 3 = degree 1
This makes sense if you think of the exponent laws: x4 ÷ x3 = x1.

• Sometimes when you divide polynomials the quotient is not a binomial.

For example: (x3 – 1) ÷ (x – 1) = x2 + x + 1

B. In part A, you had to explain how you knew that Nima did not divide
(12x2 + x – 6) by (5x + Ÿ). How could estimating a quotient by dividing the first
term of the dividend by the first term of the divisor have helped you explain?

Examples
Example 1 Representing Division with Algebra Tile Diagrams
You can sketch diagrams based on algebra tile area models to help you divide
polynomials. Divide (12x2 + 5x – 2) ÷ (3x + 2) using algebra tile diagrams.
Show your work.
Solution Thinking
(12x2 + 5x – 2) ÷ (3x + 2) • I sketched a diagram of an
algebra tile model. I knew it
had to have four parts —
one part for x2-tiles,
x2-tiles x-tiles two parts for x-tiles
(vertical and horizontal), and one part
for 1-tiles.

x-tiles 1-tiles

(12x2 + 5x – 2) ÷ (3x + 2)
Ÿx –Ƈ
• I labelled one side 3x + 2, which was
the divisor.
• I labelled the unknown side Ÿx – Ƈ
3x 3x × Ÿx = 12x2
because 3x × Ÿx = 12x2 (so I knew the
x-term had to be positive) and
2 × –Ƈ = –2 (so I knew the constant term
2 × –Ƈ had to be negative).
2 = –2

[Continued]

Polynomials 73 Reprint 2022

 Example 1 Representing Division with Algebra Tile Diagrams [Continued]
Solution Thinking
(12x2 + 5x – 2) ÷ (3x + 2)
4x –1 • Using 3x × Ÿx = 12x2, I knew the value
of Ÿ had to be 4 because 3x × 4x = 12x2.
• Using 2 × –Ƈ = –2, I knew the value of Ƈ
had to be 1 because 2 × –1 = –2.
3x 3x × 4x = 12x2
• The unknown side length, or quotient,
was 4x – 1.

2 2 × –1
= –2

(12x2 + 5x – 2) ÷ (3x + 2) = 4x – 1

4x –1 • I decided to check by figuring out the

value of the two x-tile parts of the
model to see if they matched the x-term
in the dividend.
3x 12x2

2 2 × 4x = 8x –2 • For the horizontal x-tiles: 2 × 4x = 8x,

so I knew there were 8 x-tiles there.
(12x2 + 5x – 2) ÷ (3x + 2) = 4x – 1

4x –1

3x 12x2 • For the vertical x-tiles: 3x × –1 = –3x,

3x × –1 = –3x so I knew there were three –x-tiles
there.

2 8x –2
• That made sense because the x-term in
the dividend is 5x and 8x + (–3x) = 5x.
(12x2 + 5x – 2) ÷ (3x + 2) = 4x – 1

(3x + 2) × (4x – 1) = 12x2 + 5x – 2 • I multiplied to double check.

Reprint 2022 74 UNIT II

 Example 2 Dividing Symbolically
Calculate (x4 + 2x2 – 15) ÷ (x2 + 5). Show your work.
Solution Thinking
4 2 2
(x + 2x – 15) ÷ (x + 5) • The powers in the
| x 4 ÷ x2 = x2 polynomials were already in
descending order so I
(x + Ÿ)(x + 5) = x + 5x + Ÿx – Ÿ5 didn’t have to rearrange
2 2 4 2 2

them.
Ÿ5 = –15 so Ÿ = –3
• I divided x4 by x2 to get an estimate
(x2 – 3)(x2 + 5) = x4 + 2x2 – 15
of x2.
so
(x4 + 2x2 – 15) ÷ (x2 + 5) = (x2 – 3) • I created a binomial using x2 and an
unknown term and then I multiplied.
(14 + 2(1)2 – 15) ÷ (12 + 5) = 12 – 3 • I knew the last term in the product,
(1 + 2 – 15) ÷ (1 + 5) = 1 – 3 Ÿ5, was the constant in the dividend,
–12 ÷ 6 = –2 –15, so the missing term had to be –3.
–2 = –2 • I evaluated using x = 1 to check and
found that my answer was correct.

Practising and Applying

1. Divide. 5. Describe the height of each shape as
2
a) (10x + 19x + 6) ÷ (5x + 2) a polynomial. The area and base length
are given.
b) (6x2 + x – 12) ÷ (2x + 3) a)
c) (2x2 – x – 15) ÷ (x – 3) 3x2 + 2x – 1
d) (8x2 – 6x – 54) ÷ (2x – 6)
3x – 1
2. Divide. b)
6x 3  4x 2  3x  2 22 x  14  12 x 2
a) b)
3x  2 3x  7
x4  x3  x  1 20  11x 2  3 x 4 8x2 – 18x – 18
c) d)
x 1 x2  5 4x + 3

3. For each part in question 2, evaluate 6. Describe a situation where the

the numerator and denominator for quotient of two polynomials is not a
x = –1. Then evaluate the quotient for polynomial. Explain how you know this
x = –1. What do you notice? is the case.

4. List three possibilities for what 7. You divide a polynomial of degree 4

Polynomial A and Polynomial B below by a polynomial of degree 2 of the
might be. same variable. Predict the degree of the
Polynomial A y (2x + 1) = Polynomial B quotient. Explain your prediction.

Polynomials 75 Reprint 2022

 2.3.4 EXPLORE: Creating Rectangles to Factor

When you divide a polynomial by another polynomial, you know one factor of the
dividend, which is the divisor, and you are looking for the other factor, the quotient.
If you think of a rectangle, the dividend is the area and the factors, which are the
divisor and the quotient, are the dimensions of the rectangle.
When you divide a polynomial and you do not know either of the factors, it is like
looking for both dimensions of a rectangle with a particular area. This is
sometimes called factoring, or factorising.
For example, to factor x2 + 3x + 2 using algebra tiles, take one x2-tile, three x-tiles,
and two 1-tiles and arrange them to form a rectangle. The dimensions of the
rectangle will be the factors of the polynomial.
x+2

x+1

x2 + 3x + 2 The factors of x2 + 3x + 2 are (x + 2) and (x + 1).

Sometimes, if there are negatives involved, you might have to add tiles before you
can make a rectangle. To do this without changing the value of the polynomial you
are factoring, you add positive and negative tiles of equal value.
For example, x2 + x – 2 can be factored as shown below:
If you add a vertical x tile and a horizontal –x tile, you can make a
rectangle without adding any value to the polynomial.

x2 + x – 2 The factors of x2 + x – 2
are (x + 2) and (x – 1).
1x + –1x = 0

A. Factor these polynomials using algebra tiles. Sketch your models and list
the two factors.
i) x2 + 5x + 6 ii) x2 – 2x – 3 iii) 2x2 + 10x + 8
2 2
iv) 2x + 11x + 12 v) 3x + 8x + 4 vi) 4x2 – 2x – 6

Reprint 2022 76 UNIT II

 B. For each polynomial in part A,
i) compare the coefficient of the x2-term in the polynomial with the coefficients
of the x-terms in the factors. What do you notice?
ii) compare the constant term in the polynomial with the constant terms in the
factors. What do you notice?
iii) compare the x-coefficient in the polynomial with the various coefficients
and constants in your factors. What do you notice?

CONNECTIONS: Using Number Patterns to Factor

Sometimes you can use number patterns to help you factor a polynomial.
For example, suppose you want to factor x2 + 2x + 1. Substitute various values
for x to evaluate the polynomial and then factor each value.
Evaluate Factor
Observe the pattern:
x 2
x + 2x + 1 x x2 + 2x + 1 - When x is 1, both the factors are 1
1 4 1 4=2×2 more than x.
- When x is 2, both the factors are 1
2 9 2 9=3×3
more than x.
3 16 3 16 = 4 × 4 - It is the same when x is 3 or 4. Both
4 25 = 5 × 5 the factors are 1 more than x.
4 25

If each factor is 1 more than the value of x, the factors are (x + 1) and (x + 1).
Multiply to check: (x + 1)(x + 1) = x2 + 1x + 1x + 1 = x2 + 2x + 1
Here is another example. Suppose you want to factor x2 + 3x + 2. Substitute
various values for x to evaluate the polynomial and then factor each value.
Evaluate Factor Observe the pattern:
x 2
x + 3x + 2 x x2 + 3x + 2 - When x is 1, one factor (2) is 1 more
1 6=2×3 than x and the other factor (3) is 2 more
1 6 than x.
2 12 2 12 = 3 × 4 - When x is 2, one factor (3) is 1 more
than x and the other factor (4) is 2 more
3 20 3 20 = 4 × 5
than x.
4 30 4 30 = 5 × 6 - It is the same when x is 3 or 4. One
factor is 1 more than x and the other
factor is 2 more than x.
If one factor is 1 more than x and
the other is 2 more than x, the factors are (x + 1) and (x + 2).
Multiply to check: (x + 1)(x + 2) = x2 + 2x + 1x + 2 = x2 + 3x + 2

Factor the polynomials below using patterns, as shown above.

1. x2 + 5x + 6 2. 4x2 + 4x + 1 3. x2 – 1
4. x2 – x – 2 5. 9x2 – 6x + 1

Polynomials 77 Reprint 2022

 UNIT 2 Revision

1. For each polynomial, tell each. 7. What two polynomials are being
• its degree multiplied in each model below?
• the type of polynomial it is a)
• whether there are like terms and what
they are
• a situation the polynomial could
describe
a) 3x – 2y + 4x + 6y b) 16 × x2 b)

2. Use algebra tiles to determine each

sum or difference. Sketch your models.
a) (–2x – 4) + (6x + 1)
b) (2x – 4) – (x – 2) c)
c) (–2x – 4) – (6x + 1)

3. Add or subtract.
a) (3x2 –2x + 8) + (–5x2 + 3x – y)
b) (2x + 7) + (x2 – 6x – 2)
c) (3x – 6x2 + 8x3) – (–x + x2 – y2)

4. Why should you combine like terms

when you add or subtract polynomials?

5. Multiply. 8. Calculate the area of each shape.

a) 2y(3 – 4y) a)
b) 4(2 – 3x) 2x
c) –6x(y + 4)
d) (5 – 2x)(–3x) 6x – 3

6. For each part of question 5, evaluate b)

each factor for x = –2 and y = 3 and
then evaluate the product for x = –2 and 3y
y = 3. What do you notice?

Reprint 2022 78 UNIT II

 9. What two polynomials are being 13. Show how you can use what you
multiplied in each model below? Write know about multiplying polynomials to
a multiplication statement that includes calculate these mentally.
the product. a) 712
a) b) 712 – 692

14. Model each division using algebra

tiles and find the quotient.
a) (4xy – 2y2) ÷ 2y
b) (6y2 – 4xy) ÷ 2
b) c) (4x2 + 14x + 6) ÷ (x + 3)

15. What division does this algebra

model show?

10. Model each multiplication using

algebra tiles and find the product.
a) (2x + 3)(x + 2)
b) (2x + 3)(–x + 2)
c) (2x – 3)(x + 2)
d) (2y + 3)(–y – 2)

11. Two binomials are multiplied. The 16. Divide.

product is modelled with 20 algebra a) (16x2 + 6x3 – 6x) ÷ (6x – 2)
tiles. List one possible pair of factors.
Now find another possibility. b) (4 – 10x – 6x2) ÷ (4 + 2x)

12. You multiply two binomials and the 17. Factor each polynomial.
product is a polynomial of degree 3. a) 9x2 + 3x – 2
What might have been the degrees of b) x2 – 9
the polynomials you multiplied? How do
you know?

Polynomials 79 Reprint 2022

 UNIT 3 LINEAR RELATIONS AND EQUATIONS
Getting Started

Use What You Know

Imagine that you join whole cubes 1-cube train 2-cube train 3-cube train
to form “trains” and then paint the
exterior faces of each cube.

A. List the number of painted faces for each train shown.

Train Painted
B. Complete this table of values to show the number of length faces
painted faces in each train up to ten cubes long.
1 6
C. Plot the points in your table to show the relationship
between the number of painted faces and the train length.
2 10
D. For each increase of 1 cube in the length, what is the
increase in the number of painted faces? 3
E. How can you predict the number of painted faces if you
know the length of the train?
F. Use the relationship described in part E to predict the
number of painted faces for a train that is 25 cubes long.

Skills You Will Need

1. Evaluate.
a) 32 b) (–2)3
c) 52 d) 40

2. a) Use the graph to complete this

table of values.
x y
1
0
3
4.5

b) What is the slope of the line?

c) If x is 1.5, what is y?

3. Solve each equation.

a) 2a + 5 = 3 b) 3x – 2 = –4

4. Calculate the area and circumference of a circle with radius 10 cm.

Show your work.

Linear Relations and Equations 81 Reprint 2022

Chapter 1 Linear and Non-Linear Relation Graphs
3.1.1 Patterns and Relations in Tables

Try This
• Pattern 1 grows by adding one
diamond to the previous figure.
• Pattern 2 grows by forming
squares of diamonds, each square
one diamond wider than the one
above it.
• Pattern 3 grows by doubling the
number of diamonds in the
previous figure.

A. Create a table of values for each pattern that tells the number of diamonds for
each figure number. Extend each pattern to Figure 5.

B. Without extending the pattern, predict the number of diamonds there will be in
Figure 10 for each pattern. Explain your prediction.

When two variables or two sets of values are connected in some way, you can
often find a relationship between them. The property that connects one set of
values to another is called a relation.

• A relation may be described in different ways:

- by listing connected values as ordered pairs;
- by writing connected values in a table of values;
- by plotting ordered pairs to create a graph of the relation;
- by stating a pattern rule expressed in words; or
- by using algebraic expressions to form an equation.

• Relations are often named according to the type of algebraic expression used to
describe them.

Form of expression Type of relation Example

ax + b linear y = 2x + 1

ax2 + bx + c quadratic y = x2 + 1

abx + c exponential y = –3x + 4

Reprint 2022 82 Unit III

• One way you can determine whether a relation is linear, quadratic, or
exponential is by calculating first differences and second differences.
To do this, you
- create a table of values where the values in the first column are equally spaced;
- calculate the differences between the values of consecutive numbers in the
second column (these are called first differences); and then
- calculate the differences between first differences (these are called second
differences).
• For a linear relation, first differences • For a quadratic relation, second
are equal. Second differences are 0. differences are equal but not 0.

• For an exponential relation, the ratios of Note that, in an exponential relation

consecutive first differences are equal. you multiply each term by the same
factor (the ratio) to get the next term.
Ratio of First
Differences

12 ÷ 6 = 2
24 ÷ 12 = 2
48 ÷ 24 = 2

• Another way to tell whether a relation is exponential is when the variable appears
in the exponent of the algebraic expression, for example y = 3(2x).

C. For each diamond pattern from part A, there is a relation between the
figure number and the number of diamonds.
i) What type of relation is Pattern 1? How do you know?
ii) What type of relation is Pattern 2? How do you know?
iii) What type of relation is Pattern 3? How do you know?

Linear Relations and Equations 83 Reprint 2022

Examples
Example 1 Identifying a Quadratic Relation
Identify the type of relation that predicts the area of a square from its side length.
Solution Thinking
• I made a table of
values that showed the
areas for several
squares. I used the
formula A = s 2 to
calculate each area.
• I used side lengths that were
spaced apart by the same amount.
It is a quadratic relation. • The second differences are all equal
but not zero, so this must be a
quadratic relation.

Example 2 Determining Linear, Quadratic, or Exponential Relations

The algebraic expression y = 0.5(2x) is exponential since the x y = 0.5(2x)
variable x appears in an exponent in the expression. 1 1
a) How can you tell from the table of values that it is neither
2 2
linear nor quadratic?
b) How can you tell from the table of values that it is 3 4
exponential? 4 8
5 16
a) Solution Thinking
• The first differences
are not equal, so the
relation can’t be linear.
• The second
differences are not
equal, so the relation can’t be
quadratic.

The first and second differences show that

the relation is neither linear nor quadratic.
b) Solution 1 Thinking
Each term is 2 times the term above it in • I looked at the table of values to see
the table of values. That means the if there was a multiplication pattern
relation is exponential. that connected the values in each row
of the table.

Reprint 2022 84 Unit III

b) Solution 2 Thinking
Ratio of 1st Differences • The ratio of
the first
differences is
2÷1=2
the same for
4÷2=2 each row in
8÷4=2 the table, so the relation
must be exponential.
The relation is exponential.

Practising and Applying

1. Look at this pattern made from 3. For each table of values, state
equilateral triangles with sides of 1 cm. whether the relation it represents is
Linear
Quadratic
Exponential
None of these
a) Create a table to show the
a) b)
relationship between the perimeter of
the outside triangle and figure number. x y x y
b) Create a table to show the 0 1 -2 5
relationship between the number of 1 3 -1 7
white triangles and figure number. 2 9 0 9
c) Create a table to show the 3 27 1 11
relationship between the total number of 4 81 2 13
small triangles and figure number.
d) For each relation in part a), part b), c) d)
and part c), state whether it is linear,
quadratic or exponential. Explain. x y x y
1 1 -2 0
2. For each figure after Figure 1, there 2 8 0 -4
is a square of pentagons with one 3 27 2 0
pentagon above it. Is the relation 4 64 4 12
between the number of pentagons and 5 125 6 32
the figure number linear, quadratic, or
exponential? Explain how you know.
e) x y
Figure 1 Figure 2 Figure 3
1 3
ł ł ł 2 6
ł ł ł ł ł ł 5 9
ł ł ł ł ł 6 12
8 15
ł ł ł

Linear Relations and Equations 85 Reprint 2022

4. These are the first two figures in a 7. The table shows the length of an
pattern. elastic band from which a mass was
Figure 1 Figure 2 suspended. Determine whether the
relationship between the length of the
elastic and the mass is linear,
quadratic, or neither.

Mass
5 10 15 20 25 30
(g)
Draw the next three figures for each:
Length
a) if the pattern were a linear relation 1 2 3 4 5 6
(cm)
b) if the pattern were an exponential
relation 8. A skydiver jumps from a plane at
an altitude of 6000 m. Her altitude is
5. a) Create a table of values to show recorded every 4 s before she opens
the relationship between the radius and her parachute. Is the relation described
the circumference of a circle. by the table linear, quadratic, or
neither?
b) Create a table of values to show the
relationship between the radius and the Time (s) Altitude (m)
area of a circle.
0 6000
c) Determine whether each relation in
parts a) and b) is linear, quadratic, or 4 5920
exponential. Justify your decisions. 8 5680
12 5280
6. Fifteen balls are arranged in a
16 4720
triangle to form the base of a pyramid.
20 4000
24 3120

a) How many more balls are needed to

build the layer above this?
b) How many more balls are needed in
total to complete the pyramid?
c) How many balls would you need if
you wanted to build a layer underneath 9. a) Create tables of values that
the base layer? represent linear, quadratic, and
d) Determine whether the relationship exponential relations.
between the total number of balls used b) Use first and second differences or
and the number of layers in the pyramid patterns in the tables to show which
is linear, quadratic, exponential, or table represents which type of
none of these. relationship.

Reprint 2022 86 Unit III

3.1.2 Scatter Plots of Discrete and Continuous Data

Try This
Dawa is loading a 30 kg cart with 1 kg bottles of water.
Therchu is filling a 30 kg tank with water (1 L of water is 1 kg).
A. Use a table of values to show
i) how the total mass of Dawa’s cart of water bottles increases as it is loaded one
bottle at a time.
ii) how the total mass of Therchu’s tank of water increases as it is filled.
B. Sketch a graph for each table of values in part A.

You can use scatter plots to show a For example, this table shows how the
relationship between variables. volume of water in a glass changes as the
• The independent variable is the water evaporates.
variable you control. Its values Elapsed time (h) Water volume (mL)
usually appear in the left column of
a table of values and are the x- 0 25
coordinates of the plotted points. 1 22.5
• The value of the dependent 2 20
variable depends on the value of
the independent variable. Its values 6 10
usually appear in the right column of 8 5
a table of values and are the
y-coordinates of the plotted points. • Elapsed time is the independent variable.
• Sometimes the plotted points are • Water volume is the dependent variable.
joined by a line or a curve. This Evaporation of Water
makes it easier to see whether there
is a relationship between the
variables.
• A solid line is usually drawn to
Water volume (mL)

show that any value between the

plotted ones could have been used
as a value of the independent
variable. In this case, the data is
said to be continuous.
• If no values or a limited number of
values exist between the ones
plotted, a dashed graph is usually
used and the data is said to be Elapsed time (h)
discrete.
Since any amount of elapsed time between
• When you predict or estimate
the plotted points is possible, the data is
between known coordinates you are
continuous and a solid line is used to join
interpolating. Predicting beyond
the points. That means it is possible to
known coordinates is called
interpolate values between plotted points.
extrapolating.
For example, at 4 h the volume was 15 mL.

Linear Relations and Equations 87 Reprint 2022

C. i) Which graph from part B represents continuous data? discrete data?
ii) For which graph does it make sense to interpolate values? For which graph
does it make sense to extrapolate?

Examples
Example 1 Using a Scatter Plot with Discrete Data
The first three figures in a pattern are shown. Use a graph to predict the number of
squares in Figure 20.

3 squares 5 squares 7 squares

Solution Thinking
Figure Number of • I made a table
number squares of values that
1 3 related the
2 5 number of
3 7 squares in the
pattern to the figure
4 9
number.

Squares in the Pattern • I plotted the data points

from my table of values in a
scatter plot.
Number of squares

• The data is discrete since

the figure number is a whole
number, so I used a dashed
line to show the relationship.
• I used the graph to
extrapolate, or predict the
number of squares in the
20th figure to be about 40.
Figure number
Then I noticed that each
From the graph, it looks like the 20th figure will figure has an odd number of
have about 40 squares but it is more likely 41. squares so I adjusted my
prediction from 40 to 41
squares.

Reprint 2022 88 Unit III

 Example 2 Using a Scatter Plot with Continuous Data
Imagine that you are building shapes like those below. Each white square has a
side length of 1 cm. Each grey rectangle has a height of 2 cm but the width can be
any value. Use the graph in example 1 to estimate the area of each shape
a) if the width of the grey rectangle is 10.5 cm
b) if the width of the grey rectangle is 3.5 cm

Solution Thinking
a) • The graph from
example 1 has the
number of squares
in each figure along
Area of figure

the vertical axis.

Because each square has an area
of 1 cm2, I knew I could think of
the vertical axis as the area of
each figure instead.
• The graph from example 1 has
the figure number along the
Width of grey rectangle horizontal axis. This is the same
as the width of the grey
When the grey rectangle is 10.5 cm wide, the rectangle for whole number
area of the figure is about 22 cm2.
values. So I knew I could think
of the horizontal axis as the
width of the grey rectangle
instead.
• Because the widths of the grey
rectangles can have any value,
the data set is continuous. So I
visualized a solid line instead of a
dashed line.
• To find the area of the grey
rectangle that is 10.5 cm wide,
I located 10.5 cm on the
horizontal axis and then found
the point on the graph for that
x-coordinate. Then I located the
value on the vertical axis for
[Continued] that point.

Linear Relations and Equations 89 Reprint 2022

Example 2 Using a Scatter Plot with Continuous Data [Continued]
Solution Thinking
b) When the grey rectangle is 3.5 cm wide, • To find the area of the grey
the area of the figure is about 8 cm2.
rectangle that is 3.5 cm wide,
I interpolated. I located 3.5 cm on
the horizontal axis and then found
the point on the graph for that x-
coordinate. Then I located the value
on the vertical axis for that point.

Example 3 Joining Points with a Smooth Curve

The first three figures in a pattern are shown. Draw a graph to show how the
number of pentagons is related to the figure number in this pattern.
Figure 1 Figure 2 Figure 3
ł ł ł
ł ł ł ł ł ł
ł ł ł ł ł
ł ł ł
Solution Thinking
Figure Number of • I made a table
number pentagons of values for
1 2 the first
2 5 several figures
3 10 in the pattern.
4 17 • Then I plotted the points.
5 26
• The points do not fall along
a line, so I used a smooth
Pentagon Pattern
curve to join them.
• There can’t be a decimal
Number of pentagons

figure number, so I used a

dashed curve to show that
the data was discrete.
• You can’t interpolate values
between the plotted points
because the figure numbers
and number of pentagons can
only be whole numbers.
Figure number

Reprint 2022 90 Unit III

Practising and Applying
1. a) Create the next three figures. 3. This graph shows the total number of
trees planted in a park over several days.
Trees Planted in a Park

Figure 1 Figure 2 Figure 3

Total number of trees planted

b) Complete the table of values.
Figure Number
number of circles
1 3
2 7
3 11
4
5
6
Day number
c) Is this data discrete or continuous? a) Why is a dashed line used instead of
How do you know? a solid line in this graph?
d) Should you use a solid or dashed b) Use the graph to extrapolate the total
line to represent the data? number of trees planted on the 7th and
e) Draw a scatter plot to show the 10th days.
relationship between the figure
number and the number of circles. 4. The graph shows the amount of water
f) Use your scatter plot to extrapolate remaining in a swimming pool as it is
the number of circles in Figure 10. being drained.
Draining the Pool
2. a) Calculate the area of five
rectangles with a width of 5 cm.
You might use heights of 1 cm,
1.5 cm, 2 cm, 3 cm, 4.75 cm, and
Volume of water in pool (L)

5 cm.
b) Use your data to complete the
following table of values.
Height Area

c) Is this data set discrete or

continuous? How do you know?
d) Should you use a solid or a dashed
line to represent the data?
e) Draw a scatter plot and line of best
fit to show the relationship between
height and area.
Time (min)

Linear Relations and Equations 91 Reprint 2022

4. [Cont'd] a) Why is it appropriate to She measured the height of each triangle
use a solid line instead of a dashed and recorded her data in a table.
line for the graph? Height
b) Two pairs of line segments are Angle Height
used to interpolate values from the (°) (cm)
5 0.9
graph. What question might each pair
10 1.8
answer? Base is 10 cm
15 2.7
c) Why would it not be reasonable to 20 3.6
extrapolate values beyond 400 min? 25 4.8
30 5.8
5. Balls are piled to form a square- 35 7.0
based pyramid. 40 8.4
45 10.0
50 11.9
55 14.3
60 17.3
a) Construct a scatter plot using the data.
b) Would you use a line or a smooth
curve to connect the points? Explain.
c) Should the graph be dashed or solid?
Why?
7. Manju marked points on a page and
a) Complete the table of values. connected them. She did this for 2, 3, 4,
and 5 points. Then she drew a graph.
Layer Number of Was she right to use a solid curve?
number balls Explain.
1 1
2 4
3
4
5
6
Number of line segments

7
8

b) Is this data set discrete or

continuous? How do you know?
c) Should you use a solid or dashed
line to represent the data? Why?
d) Construct a scatter plot for the
data. Why would a smooth curve fit
the data points better than a line? Number of points

6. Sonam drew several different right

triangles, each with a base of 10 cm,
but with different angles at the base.

Reprint 2022 92 Unit III

3.1.3 EXPLORE: Graphs of Linear and Non-Linear Relations

Linear relations, quadratic relations, and exponential relations not only use
different expressions to represent them, but they also have different graphs.

A. Each equation represents a continuous linear relation.

Create a table of values for each and then graph it.
i) y = x ii) y = x + 1 iii) y = 3x – 1

B. Each equation represents a continuous quadratic relation.

Create a table of values for each and then graph it.
i) y = x2 ii) y = x2 + 1 iii) y = 3x2 – 1

C. Each equation represents a continuous exponential relation.

Create a table of values for each and then graph it.
i) y = 2x ii) y = 2x + 1 iii) y = 3(2x) – 1

D. How can you tell by just looking at a graph whether it represents a relation
that is linear, quadratic, or exponential?

CONNECTIONS: Half-Life

Uranium is a radioactive material. It is used in some

countries to generate electricity. As time passes, a piece
of uranium will release its energy and lose mass. This
process is called radioactive decay. The time that it
takes a piece of radioactive material to lose half its mass
is called its half-life.
1. Suppose you start with 256 g of radioactive material
with a half-life of 1 day. What mass will remain after
1 day? 2 days? 3 days?

2. a) What fraction of the original mass will remain after

1 day? 2 days? 3 days?
1
b) Express each fraction from part a) in the form ,
2n
where n is the number of days.
c) Predict the fraction that will remain after 10 days.
Explain your prediction.

3. There is a relationship between the number of days and the fraction of material
remaining. What type of relationship is it? How do you know?

Linear Relations and Equations 93 Reprint 2022

3.1.4 Graphs of Linear and Non-Linear Relations

Try This
There is a myth about a hero who had to choose a reward from a powerful king.
The king presented the hero with these three choices for his reward:
Choice 1: 3 coins a day
Choice 2: 1 coin at the end of this week, 2 coins at the end of the next week,
3 coins at the end of the week after that and so on, earning 1 more coin at the end
of each week than the week before.
Choice 3: 2 coins at the end of the first four weeks, 4 coins at the end of the next
four-week period, 8 at the end of the next four week period, and so on. The
number of coins would double each four-week period.

A. For each choice, tell how many coins the hero would have received in total by
the end of the 4th week.
B. Repeat part A for the end of the 12th week.

The graph of a linear

relation is a straight line.
• In a linear relation, the
y-coordinates increase
by a constant value,
the rise, as the values of
Y
the x-coordinates
increase at a constant
value, the run. The ratio
of these values is the
rise
slope of the line: .
run
2
slope =
1
• You can choose any
two points to determine
the rise and run.

• If the line slopes up and

to the right, the slope is
positive, as shown in the
graph to the right.

• If the line slopes down and to the right, the slope is negative because the value
of the rise is negative.

Reprint 2022 94 Unit III

The graph of a quadratic relation is
Maximum
non-linear.
point, or
• The graph of a quadratic relation is a vertex
U-shaped curve called a parabola.
• If the parabola opens upward, like
the top curve in the graph to the right,
it has a minimum point.
• If it opens downward, like the other
curve, it has a maximum point.
• The maximum or minimum point is
called the vertex of the parabola. Minimum
• Both of the parabolas shown here point, or
vertex
have a vertical line of symmetry.
• Sometimes it does not make sense to use certain values for the x-coordinate
such as negative values, so you may only see half of the curve.

The graph of an exponential relation is also

y
non-linear.
• The graph of an exponential relation becomes
nearly parallel to the x-axis on one side and
then curves upward and becomes nearly
parallel to the y-axis on the other side.
• Sometimes it does not make sense to use
certain values for the x-coordinate, so you see
only one of the sides becoming nearly parallel
to the y-axis. x

There are other types of relations that y

have graphs that are neither straight
lines, U-shaped, nor curved upwards.
• The term non-linear can be used
to describe these graphs and relations.

C. i) What choice in part A would you recommend to the hero if the time period
was 1 year? Explain.
ii) What kind of relation does each choice describe?

Linear Relations and Equations 95 Reprint 2022

Examples
Example 1 Comparing the Graphs of Relations
a) Draw the graphs of the relations represented by y = 2x, y = x2, and y = 2x.
b) Compare the graphs.
Solution Thinking
a) a) I created a
y = 2x y=x 2
y=2 x table of values for
each relation using
x y x y x y
some equally
–2 –4 –2 4 –2 0.25
spaced values
–1 –2 –1 1 –1 0.5
for x.
0 0 0 0 0 1
1 2 1 1 1 2
2 4 2 4 2 4
3 6 3 9 3 8

y = 2x

• I used the values to give me

y = x2
ordered pairs, or points, to plot.

• The question did not say I had

to use discrete values of x, so
I assumed it was continuous
y = 2x data and I used a solid curve to
show the shape of each relation.
x

b) The graphs for y = 2x and y = x2 go through b) I looked at the graphs to

the origin, but the graph of y = 2x does not. compare them. I looked for
• The graphs of y = x2 and y = 2x are curves, things that were the same and
but the graph of y = 2x is a straight line. for things that were different.
• The graph of y = 2x has points where the
y-coordinates are negative. The others do not.
• The graph of y = x2 is symmetrical about the
y-axis, but the others are not symmetrical
about any vertical line.

Reprint 2022 96 Unit III

Example 2 Graphing a Non-Linear Relationship
The following diagrams show the stages in a design based on the 8 cm square
shown in Stage 1. What kind of relation describes the connection between the
stage number and the area at each stage?

Solution Thinking
Stage Area (cm ) 2
• I decided to graph the
1 64 relation because the shape
2 128 of the graph would tell me
3 176 what type of relation it
was.
4 212
Area • I created a table of values that
related the stage number to the area
of the shaded figure.

• I used the values to create a

scatter plot.

• I used a dashed curve to join the

points because the data is discrete
(you can’t have decimal stage numbers).

• The graph isn’t a straight line, nor is it

Stage number
U-shaped or curving upwards. I’ll just
This relation is non-linear. It does not
seem to be quadratic or exponential. call it a non-linear relation.

Linear Relations and Equations 97 Reprint 2022

ractising and Applying
1. a) Graph these equations on the b) Draw another graph that shows the
same grid. relationship between the length of the
y = 2x + 1 y = 2x – 1 edge of a cube and the volume of the
cube.
y = –2x – 1 y = –2x + 1
c) How can you tell that neither graph
b) How do you know each represents
is linear?
a linear relation?
c) Which have the same slope? 6. In this pattern, a large diagonal
What is that slope? square is drawn around figures made
2. a) Which graph below represents a of black squares. The area of each
quadratic relation? How do you know? black square is 1 cm2.
Figure 1 Figure 2
b) Which represents an exponential
relation? How do you know?

A
Figure 3
B

3. The graph of y = –x2 is below.

a) Complete the following table.
Figure White Black Area of Part of
number area area big big
square square
that is
black
1 1 1 2 0.5000
2 3 5 8 0.6250
3 5 13 18 0.7222
a) Sketch the graph of y = –x2 + 3. 4
b) How are the graphs the same?
5
c) How are the graphs different?
6

4. Would a graph that shows the

b) Use graphs to show the relationship
relationship between the radius and
between the figure number and the
the circumference of a circle be a line or
values in each column of the table.
a parabola? How do you know?
c) Which of the relationships are linear,
5. a) Draw a graph that shows the quadratic, exponential, or none of
relationship between the length of the these? How do you know?
edge of a cube and the surface area of
the cube.

Reprint 2022 98 Unit III

 Chapter 2 Equation of a Line
3.2.1 The Meaning of Slope and Y-Intercept

Try This
A climber has climbed to an altitude of 1700 m. He now
stands at the bottom of a cliff that he plans to climb. He
usually climbs at a rate of 5 m per minute.

A. i) Suppose you were to draw a graph showing what his

altitude will be every 5 min for the first 30 min of his climb.
How do you know the graph will be a straight line?
ii) Draw the graph.
B. What altitude has he reached
i) at 0 min into the climb? ii) at 20 min into the climb?

• The slope of a line tells

the rate at which the
y-variable changes in
terms of the x-variable:
- If the slope is positive,
the y-variable increases
as the x-variable
increases.
- If the slope is negative,
the y-variable decreases
as the x-variable
increases. Calculating slope
- If the slope is 0, the
y-variable does not
(x1, y1) .
(1, 3)
y 2  y1
x 2  x1
=
1 3
2 1
change as the x-variable
2
changes. =
• The slope (m) can be (x2, y2) . (2, 1)
= –2
1

calculated using any two

points on the line:
y 2  y1
m=
x 2  x1

• The y-intercept is the value of the y-coordinate where the line meets or crosses
the y-axis.

C. i) How is the climbing rate of 5 m per min reflected in your graph from part A?
ii) What is the y-intercept of the graph? What does it represent?

Linear Relations and Equations 99 Reprint 2022

 Examples
Example 1 Interpreting Slope and Y-intercept
This graph shows the volume of water Water in Storage Tank
in a storage tank as it was being filled.
a) How much water was in the tank
initially?

Volume (L)
b) At what rate was the tank being
filled?
c) How are the values in part a)
and part b) related to the graph?

Time (min)
Solution Thinking
a) The tank started with a) The graph shows that at 0 min there
100 L of water. were 100 L of water in the tank.
b) The tank was filled at b) I knew I could use any two points on
the rate of 5 L/min. the graph to calculate the rate at
c) 100 L is the y-intercept which the tank was filled because the
of the graph. 5 L/min is the rate is the same as the slope.
slope. • I used the points at 0 min (0, 100) and at 10 min
150  100 50
(10, 150) to find the slope: = = 5.
10  0 10

Example 2 Predicting Slope and Y-intercept

An empty water barrel weighs 15 kg. It is filled with water at the rate of 0.5 L/s.
The mass of 1 L of water is 1 kg. Suppose you drew the graph of the combined
mass of the barrel and water as it is filled.
a) How do you know the graph will be a straight line?
b) What will be the slope and y-intercept of the graph?
Solution Thinking
a) The mass of the barrel a) I knew 0.5 L of water went into the
and water changes at a barrel every second. Since 1 L of
constant rate so the graph water is 1 kg that meant the mass
must be a straight line. increased by 0.5 kg each second.
b) A rate of 0.5 L/s means that, for a
b) The slope is 0.5.
run of 1 s, the rise would be 0.5 kg. That's a slope
The y-intercept is 15.
0 .5
of = 0.5.
1
• I knew that y-intercept was the value of the
y-coordinate when x = 0. At 0 s, there was no water
in the barrel, so the mass was the mass of the
empty barrel, which was 15 kg.

Reprint 2022 100 Unit III

 Practising and Applying
1. This graph shows the temperature of 3. c) Draw the graph to check your
water in a glass. prediction.
Temperature vs. Time d) Repeat parts a) to c) for the
minimum ideal heart beat rate.
Temperature (ºC)

e) Compare the graphs.

4. A pilot wants to reduce her plane’s

airspeed at a constant rate from
550 km/h to 100 km/h in 5 min.

Time (min)
a) What does the slope of the graph
represent?
b) The slope is negative. What does
that tell you about what happened to a) Complete the table to show
the water temperature? the airspeed at the end of each
c) What does the y-intercept represent? one-minute interval.
d) If the water cooled at the same rate
but the y-intercept had been 25, how Elapsed Airspeed
would that have changed the graph? time (min) (km/h)
0 550
2. In many cities, when you hire a taxi 1
you pay a base amount plus a rate per 2
minute of travel time.
3
a) Suppose you were to graph the
relationship between the time it takes to 4
complete a trip and its cost. Why would 5 100
the graph be linear? b) Suppose you were to graph the
b) What would the slope represent? aircraft’s airspeed from 0 min to 5 min.
c) What would the y-intercept How do you know the graph will be a
represent? straight line?
c) Draw the graph.
3. You can calculate your ideal heart d) Determine the slope and the
beat rate for exercise by first y-intercept of the graph.
subtracting your age from 220. e) How could you determine the slope
• Your maximum ideal heart beat rate is and y-intercept from the table?
85% of this value.
5. a) Suppose the pilot in question 4
• Your minimum ideal heart beat rate is
reduced speed at a constant rate in the
60% of this value.
same amount of time but to 200 km/h.
a) Suppose you were to graph the What would the new graph look like?
relationship between age and the
b) Suppose the pilot reduced speed at
maximum heart beat rate. How do you
a constant rate from 550 km/h to 100
know the graph will be a straight line?
km/h in 4 min. How would this affect the
b) Predict the y-intercept. graph? Explain.

Linear Relations and Equations 101 Reprint 2022

 6. a) How do you know that a linear 10. Temperature is usually measured
relationship exists between the figure using one of two common scales—
numbers and the number of sticks in Fahrenheit and Celsius.
the following pattern?

Figure 1 Figure 2 Figure 3

b) Suppose you were to graph the
relationship. What would be the value of
the slope? Justify your answer.
c) What would be the value of the
y-intercept? Justify your answer.

7. The formula that relates a circle's

circumference to its radius is C = 2ʌr.
a) What would be the slope of the
graph?
b) What radius would you have to
consider in order to determine the
y-intercept? Explain.
There is a linear relationship between
8. Suppose you attached a 1 cm square temperatures in one scale and
to a circle to create the figure below. temperatures in the other scale.
Suppose you then graphed the
relationship between the radius of the Celsius Fahrenheit
circle and the perimeter of the entire Freezing
figure. point of 0°C 32°F
water
Boiling
point of 100°C 212°F
water

a) Draw the graph of the relation

between the two scales. Place Celsius
a) How do you know the graph will be temperatures on the horizontal axis.
linear? b) How could you use the graph to
b) What will be the slope of the graph? determine the temperature in °F for
c) What would be the value of the 30°C?
y-intercept? c) Your graph uses the vertical axis to
show Fahrenheit temperatures.
9. When using the coordinates of two What is the meaning of the y-intercept
points to calculate slope, why is it of the graph?
important to subtract the x-coordinates
in the same order as the y-coordinates? d) What is the slope of your graph?
Use an example to help you explain. e) What is the meaning of the slope?

Reprint 2022 102 Unit III

 3.2.2 EXPLORE: The Equation of a Line

A linear relation can be described with an equation of the form y = mx + b.

When the equation is in this form, you can visualize the graph of the relation using
its slope and y-intercept.

A. i) Choose any value for m and substitute it into the form y = mx + b.

ii) Create three different equations, each with a different value for b.
Create one equation with a positive value for b, one with a negative value for b,
and one where b is 0.
iii) Graph the equations on the same set of axes.
iv) What do you notice about the slope of the graphs?
v) What do you notice about the y-intercepts of the graphs?
B. i) Choose any value for b and substitute it into the form y = mx + b.
ii) Create three different equations, each with a different value for m.
Create one equation with a positive value for m, one with a negative value for
m, and one where m is 0.
iii) Graph the equations on the same set of axes.
iv) What do you notice about the y-intercepts of the graphs?
v) What do you notice about the slopes of the graphs?
C. Write the equation for each graph below.

Graph 1 Graph 2

Graph 3 Graph 4

Linear Relations and Equations 103 Reprint 2022

 3.2.3 Slope and Y-Intercept Form

Try This
Oil is shipped in large drums. An empty drum has a mass of
25 kg and 1 L of oil has a mass of 0.92 kg.

A. Write a formula that you could use to calculate the total

mass of the drum and the oil if you know the volume of oil
in it. Use the variable k for the total mass in kilograms of
the drum and the oil and l for the volume of oil in litres.

When an equation of a line is in the

form y = mx + b, it is called the 3
slope and y-intercept form of the slope is
2
equation.
• The value of m is the slope of the line.
• The value of b is the y-intercept.

If you know the slope of a line and its

y-intercept, you can use this information
to write an equation for the graph. xx
For example, this graph has a slope
3 y-intercept is –3
of and a y-intercept of –3, so the y-intercept is –3
2
3
equation of the line is y = x – 3.
2 3
The equation of this graph is y = x – 3.
2

B. i) How did you use the information about the mass of the drum and the
mass of 1 L of oil to create the formula in part A?
ii) Suppose you were to create a graph of the relationship between the total
mass and the volume of oil. What are the slope and y-intercept of the graph?
How do you know?

Reprint 2022 104 Unit III

 Examples
Example 1 Determining the Equation of a Line Given its Graph
The graph shows the volume of Water in Storage Tank
water in a storage tank as the tank
was being filled over a 40 min
period.

Volume (L)
Write an equation for this graph.

Time (min)

Solution Thinking
The equation of the line is • I could see from the graph that the
y = 5x + 100. y-intercept was 100.
• I calculated the slope by dividing
the rise by the run using the values
at 40 m (40, 300) and at 0 m (0, 100):
300  100 200
= =5
40  0 40
• So I knew that m = 5 and b = 100 and I
substituted these values into y = mx + b.

Example 2 Sketching the Graph of a Line Given its Slope and Y-intercept
Sketch the graph of a line that has a slope of –2 and a y-intercept of 1.
Then write the equation for the graph.
Solution Thinking
• I marked the y-intercept at the
point (0, 1) on the y-axis. It’s
easier to plot the y-intercept
before the slope since there is
only one spot it can be.
• Since the slope is –2, I knew that, for a run of
1, there had to be a rise of –2. A rise of –2
means the graph goes down.
x
• I marked a point that was 1 unit to the right
(the run) and 2 units down (the rise) from the
y = –2x + 1 y-intercept.
• Then I drew a line through the two points.

Linear Relations and Equations 105 Reprint 2022

 Example 3 Sketching a Line Given its Equation
2
Sketch the graph of a line represented by the equation y = x – 1.
3
Solution Thinking
• The equation was in the
form y = mx + b, so I knew
2
the slope (m) was and the
3
y-intercept (b) was –1.
• I first plotted the y-intercept on the
y-axis at (0, –1).
• The slope was negative, so I knew the line
had to go down from left to right.

2 • I plotted a point that was 3 units to the

y= x–1 right (a run of 3) and 2 down (a rise of -2)
3
from the y-intercept.
• Then I joined the two points with a line.

Practising and Applying

1. Determine the slope and y-intercept for each graph.
Then write the equation for each graph.
a) b)

Reprint 2022 106 Unit III

 1. c) 5. a) The y-intercept in this situation
could be called the H-intercept. What
will be the y- or H-intercept of the graph
of each equation?
b) What will be the slope of each line?
c) Use the information from parts a)
and b) to sketch both lines on the same
axes.
d) Why do the values of the
y-intercepts not represent the heights
of real people?

6. Some doctors in
2. Sketch the graph of each line below. North America use
Then write its equation. the following
formulas to predict
a) slope is 1 and y-intercept is –1 adult height (H)
b) slope is –3 and y-intercept is 1 using a child’s
height at three
3. Imagine the graph for each equation. years of age (c).
A: y = 3x + 2 B: y = –2x – 2
2 1
C: y = x+5 D: y = x+2
3 3
a) Which graph crosses the y-axis at Male: H = 1.3c + 55
the highest point? at the lowest point? Female: H = 1.3c + 42
b) Which graph has the slope closest to a) How could you use the equations to
vertical? Which has the slope closest to predict that the lines would have the
horizontal? same slope?
b) How could you use the equations to
4. Sketch each graph. predict how far apart the y-intercepts of
1 2 the lines will be?
a) y = x–2 b) y = x+3
2 3 c) Sketch both lines on the same axes.
3 3
c) y = x d) y = 1 + x 7. Suppose you were sketching the
4 4
1
e) y = 0.25x + 1.5 f) y = –0.5x – 2.5 graph of y = x + 2. Why does it make
3
sense to begin with the y-intercept
5. Forensic scientists sometimes use
instead of the slope?
the following equations to estimate the
height (H) of a person from the length
8. Imagine that you are given the
(f) of the person’s femur bone. (The
equation of a line in the form
femur is the large bone in the upper part
y = mx + b. Describe the steps you
of the leg.) All measurements are in
could use to sketch the graph of the
centimetres.
line using only the information in the
Male: H = 1.9f + 81.3 equation.
Female: H = 2.0f + 73.0

Linear Relations and Equations 107 Reprint 2022

 3.2.4 The Line of Best Fit

Try This
Mr. Yeshey recorded how long each student studied for a mathematics test and
the mark each student received. He wants to show his students that there is a
relation between study time and test marks.
Student A B C D E F G H I J K L
Hours of study 0 0 1 1 1 2 2 3 3 3 4 4
Test mark (%) 68 58 71 80 74 76 84 70 90 93 88 87

A. Use the marks in the table to predict a mark for a student who studied for
2.5 h. Explain your prediction.

The line of best fit is the straight line that best describes the
relationship between two variables in a scatter plot of the data.

Line of best fit

The correlation between variables is a description of the strength of the

relationship between two variables. It tells whether you can use the line of best fit
to predict the value of one variable if you already know the value of the other
variable.
• A positive correlation means that as one variable increases,
the other variable also increases.
A strong positive A weak positive
correlation correlation

• A negative correlation means that as one variable increases,

the other variable decreases.
A strong negative A weak negative
correlation correlation

• Sometimes there is no • Sometimes a smooth curve provides a

correlation between the variables. better fit to the data than a line.

Reprint 2022 108 Unit III

 You can draw a line of best fit for a correlation. The stronger the correlation,
the more confident you can be in making predictions based on the line. You can
also use the equation of the line of best fit to make predictions about the data.

B. i) Create a scatter plot for the data from part A. Draw a line of best fit. Use it
to predict a student's test score for a study time of 2.5 h.
ii) How does your prediction compare with the prediction you made in part A?
Which prediction was easier to make? Explain.

Examples
Example 1 Predicting a Value Using the Line of Best Fit
This table, shown here in two parts,
Length of Length of shows the relationship between
humerus Height humerus Height length of the humerus bone (the
38.5 181.6 27.2 149.8 large bone in upper arm) and height
33.9 169.3 30.1 157.2 for a group of 20 men.
24.3 141.5 31.6 162.7
a) Use a scatter plot and a line of
25.4 144.8 32.3 164.6
best fit to predict the height of a
34.4 169.7 30.8 159.2
man whose humerus bone is
28.5 152.7 31.6 162.7 36 cm long.
30.9 160.7 27.3 149.2
b) Describe the correlation.
24.8 142.8 34.5 170.2
36.8 176.6 25.4 143.8 c) Why might other students make
41.2 189.4 36.9 176.9 different predictions?

Solution Thinking
Height Compared with Arm Length a) I made
a scatter
plot using
the data
and then
drew a line of best fit.
• I located the point on
Height (cm)

the graph for a

humerus length of
36 cm and then located
the point on the
vertical axis directly
across from it, which
was about 173 cm.
b) I noticed that the
Length of humerus (cm)
data points lie fairly
A man with a 36 cm humerus would be about 173 cm tall. closely along a straight
b) There is a strong positive correlation between height line and the line goes
and humerus length. [Continued] up and to the right.

Linear Relations and Equations 109 Reprint 2022

 Example 1 Predicting a Value Using the Line of Best Fit [Cont'd]
Solution Thinking
c) The way you position the ruler depends on the • If someone plots the points
position of your eyes when you look at the ruler correctly, the predictions
and the plotted points. If other students position might be different from mine,
the ruler differently than I did, their lines of best fit
but they shouldn’t be very
maybe a bit different.
different.
The scale of the graph also makes a difference.
If a student draws a large graph, he or she can
use a different scale on each axis than someone
who makes a smaller graph. He or she might be
able to plot the points more accurately and
position the ruler a bit differently.

Example 2 Predicting a Value Using the Equation of the Line of Best Fit
a) Determine the equation of the line of best fit for the data in example 1.
b) Use the equation in part a) to predict the height of a man whose humerus
bone is 36 cm long. Show your work.
Solution Thinking
a) Height Compared to Arm Length a) I knew
that if I
could
figure out
the
y-intercept, b, and
Rise: slope, m, I could use
160 y = mx + b to write the
– 100
60 equation.
• The y-intercept was
Run: 32 – 12 = 20
easy to figure out; it's
about 63.
y-intercept is 63 • To get the slope, I
chose two points on the
graph and used them to
Length of humerus (cm) calculate the rise and
60 run and then the slope.
m= =3 b = 63
20 • I substituted for m
The equation of the line of best fit is y = 3x + 63. and b in y = mx + b.

b) y = 3x + 63 b) I substituted 36 for
= 3(36) + 63 x in my equation.
= 108 + 63
= 173
A man with a 36 cm humerus would be about 173 cm tall.

Reprint 2022 110 Unit III

 Practising and Applying
1. This graph shows how the
percentage of Bhutan’s
population living in urban
areas has increased since
1950. The data comes from
the United Nations.

Many people have moved

to urban areas like Paro.

Percent of Population in Bhutan That is Urban

Percent of population

a) Discuss the correlation between the year and the percentage of

population that is urban.
b) Use the line of best fit to predict the percentage for 2010. Why is this
prediction less than the actual percentage for 2005?
c) Use the line of best fit to predict the percentage for 2030.
d) Use the line of best fit to estimate the percentages for 1992 and 2002.

2. This data, from The Bhutan National a) Draw a scatter plot and a line of best
Human Development Report 2005, fit for this data. Use the year number for
shows the number of licensed the x-axis.
businesses in Bhutan. Treat 1998 as b) Determine the equation of the line of
year 0 to make the year axis start at 0. best fit. How did you calculate the slope?
Actual Year Number of licensed c) Use the equation in part b) to predict
year number businesses the number of licensed businesses in
1998 0 11,896 Bhutan in 2010.
1999 1 16,663 d) Discuss how the number of data
2000 2 18,134 points and the correlation between the
year and the number of businesses
2001 3 21,067
affects your confidence in the
2002 4 32,035
prediction.

Linear Relations and Equations 111 Reprint 2022

 3. The United Nation reports the 5. Three students graphed the same
average life expectancy for its member data in order to make predictions.
nations. This set of data is for Bhutan. Which student’s graph is the most
useful for making predictions? Why?
Year Female Male
1955 36.1 34.6 Dorji's
1960 37.5 36.0
1965 39.1 37.5
1970 40.7 39.1
1975 42.3 40.8
1980 44.1 42.5
1985 46.7 45.1
Kinley's
1990 52.3 50.5
1995 57.1 54.9
2000 60.9 58.6
2005 63.9 61.5

a) Draw separate scatter plots for

female and male life expectancy.
b) Use your scatter plots to extrapolate Yamuna's
the average life expectancy for a female
and for a male in 2010 and 2030.
c) Interpolate the male and female life
expectancies in 1992 and 2002.
4. Match each correlation description
with one of the graphs below.
a) no correlation 6. How would you describe each of the
b) a moderate positive correlation following to someone who knows
c) a moderate negative correlation nothing about lines of best fit?
d) a strong positive correlation a) a graphing situation in which a line of
best fit is appropriate
Graph I Graph II
b) how to determine the line of best fit
c) how to use the line of best fit

Graph III Graph IV

Reprint 2022 112 Unit III

 3.2.5 Standard Form

Try This
Suppose you withdraw Nu 200 in Nu 20 or Nu 50 notes from your bank account.

A. Make a table to show the number of ways you can make Nu 200 using only
Nu 20 notes and Nu 50 notes. You can use all Nu 20 notes, a combination of
Nu 20 and Nu 50 notes, or all Nu 50 notes.
Number of Number of
Nu 20 notes Nu 50 notes

B. Suppose you graphed the combinations of Nu 20 and Nu 50 notes by using

the number of Nu 20 notes as the x-coordinate and the number of Nu 50
notes as the y-coordinate. What would the graph look like?

One form for writing the equation of a line is the slope and y-intercept form that
you have already used. Another form is called standard form. When an equation
for a line is in the form Ax + By = C, it is said to be in standard form.
• You can easily determine both the x- and y-intercepts of the graph from the
standard form of the equation:
- The y-intercept is the value of the y-coordinate where the line meets or crosses
the y-axis. The coordinates of the y-intercept look like (0, y). You can substitute
x = 0 into the equation and solve it to determine the y-intercept.
- The x-intercept is the value of the x-coordinate where the line meets or crosses
the x-axis. The coordinates of the x-intercept look like (x, 0). You can substitute
y = 0 into the equation and solve it to determine the x-intercept.
• You can use the x- and y-intercepts to draw the graph of an equation.
y-intercept is at (0, 3)
3x  5y 15 3x + 5y = 15
3(0)  5y 15
5y 15
y 3 x-intercept is at (5, 0)

3x  5y 15
3x  5(0) 15
3x 15
x 5

Linear Relations and Equations 113 Reprint 2022

 C. i) What are the x- and y-intercepts of the graph you visualized in part A?
ii) What does each intercept represent?

Examples
Example 1 Graphing Given the Equation in Standard Form
Dawa used the equation 0.05x + 0.02y = 2000 to represent how many 5% bonds (x)
and 2% investment certificates (y) he would invest in to earn Nu 2000.
a) Sketch the graph that shows the possible combinations of bonds and
certificates that could be invested to earn Nu 2000.
b) Use the graph to determine two possible combinations that will earn Nu 2000.
Solution Thinking
a) 0.05(0) + 0.02y = 2000 a) I knew if I
0.02y = 2000 plotted the x- and
y = 2000 ÷ 0.02 = 100,000 y-intercepts, I
0.05x + 0.02(0) = 2000 could just join
0.05x = 2000 them to draw the
x = 2000 ÷ 0.05 = 40,000 graph. The equation was in the
standard form Ax + By = C so it
Investment Plan was easy to figure them out:
- The y-intercept occurs when
Amount invested at 2%

x = 0, so I substituted x = 0 into
the equation and solved for y.
- The x-intercept occurs when
y = 0, so I substituted y = 0 into
the equation and solved for x.
• I marked these points on the
axes and then joined them to
draw the graph.
Amount invested at 5%
b) Investment Plan b) I chose two points on the
graph that had coordinates that
Amount invested at 2%

were easy to read because they

(8000, 80,000)
were on the intersection of grid
lines.
(24,000, 40,000)

Amount invested at 5%

Reprint 2022 114 Unit III

 Solution Thinking
b) Two possible investment combinations that • I checked to make sure they
will each earn Nu 2000 are earned Nu 2000 by substituting
• Nu 8000 in 5% bonds and Nu 80,000 in their values into the equation:
2% certificates
0.05(8000) + 0.02(80,000)
• Nu 24,000 in 5% bonds and Nu 40,000 in
2% certificates = 400 + 1600 = 2000
0.05(24,000) + 0.02(40,000)
= 1200 + 800 = 2000

Example 2 Writing an Equation to Describe a Situation

Yuden wants to invest her money so it will earn interest.
• She will deposit some of her money with a bank that pays 4.2% interest.
• The rest she will use to buy stock that is currently paying dividends of 9.6%.
She wanted to earn Nu 400 from this investment combination.
Write an equation to describe her investment plan.
Solution Thinking
Let b represent the amount • I knew I needed one variable for
she invests with the bank and the amount deposited in the bank
s represent the amount and another for the amount
Yuden invests in stocks.
invested in stocks.
• She hopes to earn 4.2% on her
Her investment plan is
bank deposit, so I knew I had to multiply that
described by the following
equation: investment amount by 0.042.
0.042b + 0.096s = 400 • She hopes to earn 9.6% on stocks, so I had to
multiply that investment amount by 0.096.

Example 3 Determining Slope and y-intercept Form Given Standard Form

Determine the slope and y-intercept form of the line with equation 5x + 2y = 10.
Solution 1 Thinking
5x + 2y = 10 ĺ y = mx + b I rearranged the equation
5x + 2y = 10 so y was by itself on the
5x – 5x + 2y = 10 – 5x left.
2y = 10 – 5x • I subtracted 5x from
2y = –5x + 10 both sides.
2y 5 x  10 • I knew that 10 – 5x = –5x + 10.
=
2 2 • I divided both sides by 2.
5 10 5 x  10 5 10
y = x+ • I knew that = x+ .
2 2 2 2 2
5 10
y = x+5 • I simplified to 5.
2 2

Linear Relations and Equations 115 Reprint 2022

 Solution 2 Thinking
To determine the y-intercept, set x = 0 • I knew I needed the
and solve for y. slope and the y-
5(0) + 2y = 10 intercept to write the
2y = 10 equation.
y = 5 • I used the standard
The y-intercept is 5. form of the equation to determine
So, in the y = mx + b form of the the y-intercept by setting x = 0.
equation, b = 5.

To determine the x-intercept, set y = 0 • I determined the x-intercept using

and solve for x. the equation by setting y = 0.
5x + 2(0) = 10
5x = 10
x = 2
The x-intercept is 2.

y 2  y1 50 5 5 • I used the coordinates of the

Slope = m = = 
x 2  x1 02 2 2 intercepts to calculate the slope.

The equation of the line: • I used the value of the slope and
5 the y-intercept to write the equation.
y=  x+5
2

Practicing and Applying

1. A line has equation 3x + 2y = 6. a) How does the equation
a) Determine the coordinates of the 4c – i = 60 describe all the different
y-intercept. combinations of correct and incorrect
answers Karma could have had to get
b) Determine the coordinates of the
a score of 60?
x-intercept.
b) Use x- and y-intercepts to graph this
c) Calculate the slope of the line.
equation.
d) Write the slope and y-intercept form
c) What does each intercept mean?
of the equation.
Are both intercepts possible? Explain.
2. Karma wrote a multiple-choice test. d) If Karma got the same number of
The scoring system worked as follows: questions correct as incorrect, how
many questions did he answer on the
• gain 4 points for each correct answer
test?
• lose 1 point for each incorrect answer
• 0 points for unanswered questions
Karma received 60 points on the test.

Reprint 2022 116 Unit III

 3. Use the equation from example 2 to 7. Two students are playing a number
represent Yuden’s investment plan: guessing game.
0.042b + 0.096s = 400 • One student says, “If you multiply my
a) Sketch a graph for this equation. greater number by 3 and the other by 2
and add them, you get 16.”
b) Use the graph to determine four
different combinations of the two • The other student says, “If you
investment choices that will earn her multiply my greater number by 4 and
Nu 400. subtract the other, you get 18.”
c) Why do negative values for the a) Write an equation to describe each
variables not make sense in a situation number relationship.
like this? b) Sketch the graphs of both
relationships on the same set of axes.
4. Lobzang works at two different jobs. c) Use the graph to determine a pair of
• One job pays him Nu 600 an hour. numbers (x, y) that satisfies both
relationships.
• The other job pays Nu 500 an hour.
He wants to earn a total of Nu 4500. 8.
a) Write an equation to describe all the
different combinations of pay rates that
will earn him Nu 4500.
b) Sketch the graph of this equation.
c) Use the graph to determine three
combinations of hours Lobzang can
work at the two jobs and still earn
Nu 4500.
d) Why do negative values for the
variables not make sense in a situation
like this? a) Write the equation of the graph
above in slope and y-intercept form and
5. Use the intercepts to determine in standard form.
the equation of each line in slope and b) Use your answer from part a) to
y-intercept form. determine points on the line that have
a) 2x + 3y = 12 b) 4x – 5y = 20 integer coordinates.
c) 5x + 2y = 5 d) 10x – 3y = 15 c) Graph 3x – 2y = 4.
d) How does your graph in part c)
6. Two students are playing a number compare to the graph above? Why do
guessing game. One says, “If I multiply you think this happened?
one of my numbers by 3 and add it to
the other, the sum is 27.”
9. Describe the steps you must follow to
a) Write an equation to describe this sketch the graph of an equation
number relationship. presented in standard form.
b) Sketch a graph of this relationship.
c) Use the graph to find three 10. Explain how to determine an
combinations of whole numbers that equation in slope and y-intercept form
satisfy the description. from an equation in standard form.

Linear Relations and Equations 117 Reprint 2022

 Chapter 3 Linear Equations and Inequalities
3.3.1 Solving Linear Equations Algebraically

Try This
Algebra tiles can be used to represent equations as well as polynomials.
The following algebra tile model represents the equation 2x – 2 = –x + 4.

2x – 2 = –x + 4

A. What is the solution to the equation?

B. How do the algebra tiles represent the equation?

• An equation is a mathematical statement in which the value on the left side of

the equal sign is the same as the value on the right side of the equal sign.
For example, in the equation 5n + 4 = 39, the right side is 39. That means the
left side is also 39, which means that the value of n must be 7 (5(7) + 4 = 39).
• The solution to a linear equation is the value of a variable that makes the
equation true. For example, 7 is the solution to the equation 5n + 4 = 39 because
5(7) + 4 = 39. When you solve an equation, you find the value of the solution.
• To solve an equation, you can think of
the equation as a pan balance. Your goal 5n + 4 39
is to isolate the variable on one side of the
pan balance, or equation, because the
value on the other side will be the solution.
To isolate the variable on one side, you
add and subtract values, or multiply and
divide by values. Because the equation is
like a pan balance, you have to do the
same operation on one side of the equation as the other side to make sure the
pan balance, or equation, stays balanced.
• You can use inverse operations to undo the operations in the equation one
step at a time.
• When you are able to undo operations so that the variable term is by itself on
one side of the equation, you have isolated the variable.
• When you have solved the equation, the result is a simpler, equivalent equation
that has the same solution.

Reprint 2022 118 Unit III

 For example, to solve 2n – 3 = 1, you can represent the equation and the steps of
the solution using algebra tiles.

Represent the equation 2n – 3 = 1 using tiles.

Add 3 to both sides to undo –3 on the left side.

Simplify.

Divide both sides by 2 to undo 2 × n on the left side.

You have isolated variable n and solved the equation.

You can use the same strategy with symbols.

5n + 4 = 39
5n + 4 – 4 = 39 – 4 Subtract 4 from both sides to undo +4 on the left side.
5n = 35
5n 35
= Divide both sides by 5 to undo 5 × n on the left side.
5 5
n = 7 You have isolated the variable n to solve the equation.
When you isolate the variable, you create a simpler equivalent equation with the
same solution: 5n + 4 = 39 is equivalent to n = 7.

C. How could you isolate x to solve the equation in part A

i) using inverse operations? ii) using algebra tiles?

Examples
Example 1 Using an Equation to Solve a Problem
A photographer charges a sitting fee of Nu 250 and then charges Nu 60
for each photograph ordered. Passang can only afford to spend Nu 1060.
How many photographs can Passang order? Show your steps.
Solution Thinking
p represents the number of • I wrote an equation to
photographs Passang can order. represent the situation and then
250 + 60p = 1060 solved it.
250 – 250 + 60p = 1060 – 250 • I subtracted 250 to isolate
60p = 810 the variable term and then
60p ÷ 60 = 810 ÷ 60 divided by 60 to isolate the variable.
p = 13.5 • The solution was 13.5 but half a photograph
He can buy 13 photographs. was not possible so I knew it had to be 13.

Linear Relations and Equations 119 Reprint 2022

 Example 2 Solving an Equation with Fractional Coefficients
3 1
Solve x + 1= x + 4. Show your steps.
4 2
Solution 1 Thinking
3 1 • I wanted all numbers to
x+1 = x+4
4 2 be integers, so I
multiplied both sides by
3 1
4 × ( x + 1) = 4 × ( x + 4) the common denominator
4 2
of 4.
3 1 • I used the distributive property to
4× x+4×1=4× x+4×4
4 2 make sure I multiplied every term in the
3x + 4 = 2x + 16 equation.
• I subtracted 2x from each side to
3x – 2x + 4 = 2x – 2x + 16 begin isolating the variable x on the
x + 4 = 16 left.
• I subtracted 4 from both sides to
x + 4 – 4 = 16 – 4
isolate the variable x and solve the
x = 12 equation.
Solution 2 Thinking
3 1 1
x+1 = x+4 • I subtracted x and
4 2 2
3 1 1 1 then 1 from both sides to
x– x+1= x– x +4 isolate the variable term
4 2 2 2
1
1 x on the left.
x+1 =4 4
4
1
x+1–1 =4–1
4
1
x = 3
4
1 • Then, I multiplied both sides by 4 to
4× x =4×3
4 isolate the variable x on the left and
x = 12 solve the equation.

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 Practising and Applying
1. Write an equation for each algebra 4. Nima deposited the same amount of
tile model. money into his bank account each week
a) for five weeks. Then he used some of
these savings to buy a gift that cost Nu
= 60. That left him with Nu 180 in the
account.
a) Write an equation to represent the
situation. Let w represent his weekly
b) deposit.
b) Solve the equation to determine
Nima’s weekly deposit.

5. A photographer charges a sitting fee

of Nu 250 and then charges Nu 50 for
c) each photograph purchased.
a) A customer has Nu 1030 to spend.
Write the equation you could solve to
determine the number of photographs
the customer can buy.
d) b) Solve the equation.
c) How many photographs can be
purchased?

6. a) Write an equation for the

relationship between the figure number
2. Describe the steps needed to solve and number of counters in each figure.
the equation represented by this pan
Figure 1 Figure 2 Figure 3
balance.

b) Use the equation to determine the

6n + 4 = 28 figure that can be made with exactly 50
counters.
3. Solve each equation. c) Explain why there is no figure in this
a) 2x + 3 = 11 pattern that can be made with exactly
100 counters.
b) 5a – 10 = 15
c) –2 = 2y + 4 7. Solve each equation.
d) 7 = 4x – 1 a) 3x – 2 = 2x + 1
b) 5x + 4 = 8x + 10
e) x – 2.3 = 4.6
c) 6 – 2x = 3x + 11
f) 1.5x – 6.5 = 53.5
d) 13 + 2x = 4 + x
e) x – 2.5 = 3x + 1.5
f) 2.5x + 0.5 = 2x – 3.5

Linear Relations and Equations 121 Reprint 2022

 8. Maya bought three identical 10. The equation that converts a
chocolate bars. She gave the Fahrenheit temperature to Celsius is
storekeeper Nu 100 and received shown below.
change of Nu 40. 5 160
a) Write an equation to represent the C F
9 9
situation.
Solve the equation to determine the
b) Solve the equation to determine the
temperature for which the Fahrenheit
cost of each chocolate bar.
and Celsius values are the same.
(Hint: Let F = C.)
9. Solve each equation.
a) –3x + 3 = 2x – 1 11. Imagine that you have been asked
b) 6 – 2a = –3a – 4 to show another student how to solve the
equation 3x + 2 = 5x + 3.
2 1
c) x+1= x+3 a) Model how to solve the equation using
3 3
algebra tiles.
1 1
d) x–1= x–3 b) Show all the steps needed to solve
5 3 the equation symbolically.

GAME: Equation Concentration

• Make game cards by cutting a sheet of paper into 12 identical rectangles.
• Make up six different equations and solve them. Write each equation on its own
card. Write each solution on its own card. Use pencil so that the contents of the
card cannot be read through the back.
• Combine your cards with those of another student and place all the cards face
down on the desk in an array.

2(2) + 7 = 11

• Players take turns turning over two cards at a time. If one card shows an
equation and the other shows its solution, the player wins those cards and takes
another turn. A player can take no more than 2 turns in a row.
• If the cards do not match, turn them both face down again.
• Keep playing until all the cards have been matched.
• The player who has the most cards at the end of the game wins.

Reprint 2022 122 Unit III

 3.3.2 Solving Linear Inequalities

Try This

Figure 1 Figure 2 Figure 3

A. i) Think about the largest figure in this pattern that can be made using no
more than 50 counters. What is its figure number?
ii) Which figure numbers can be made with 50 or fewer counters?

An inequality is a mathematical statement in which the value on the left side is

compared with the value on the right side using an inequality symbol.
For example, the inequality 5n + 4 < 39 is a comparison between the expression
5n + 4 (4 more than the product of 5 and a number, n) and the value 39. The
symbol < indicates that 5n + 4 is less than 39.
• The solution to an inequality is the set of values for the variable that make the
inequality true. For example, n < 7 is the solution to the inequality 5n + 4 < 39
because, when any number less than 7 is substituted into the inequality, the left
side will be less than 39.
• You solve an inequality using the same steps you would use to solve the related
equation. You could use the following steps to solve 4 < 3n – 2:
4 < 3n – 2
4 + 2 < 3n – 2 + 2 Add 2 to each side to isolate the variable term on the right.
6 < 3n
6 ÷ 3 < 3n ÷ 3 Divide each side by 3 to isolate the variable on the left.
2<n You have isolated the variable n to solve the equation.
When you isolate the variable you create a simpler equivalent inequality with the
same solution: 4 < 3n – 2 is equivalent to 2 < n.
• When you solve an inequality, choose operations that keep the coefficient of the
variable term positive. If you end up with a negative coefficient and divide or
multiply both sides by a negative, the solution will be incorrect.

B. i) The answer to part A ii) could be expressed as n ” 16. Explain.

ii) Explain why n < 17 could also be used.

Linear Relations and Equations 123 Reprint 2022

 Examples
Example 1 Using an Inequality to Solve a Problem
A photographer charges a base fee of Nu 250 and then charges Nu 50 for each
photograph ordered. Maya can afford to spend no more than Nu 1060.
What different quantities of photos can Maya afford? Show your steps.
Solution Thinking
P represents the number of • I used ” because she
photographs Maya can order. can afford to spend no
more than Nu 1060—
that means she could
250 + 50p ” 1060 spend exactly Nu 1060 or
she could spend less.
250 – 250 + 50p ” 1060 – 250
• I subtracted 250 from each side to
50p ” 810 isolate the variable term, 50p, on the
left.
50p ÷ 50 ” 810 ÷ 50
• I divided by 50 to isolate the variable
p ” 16.2 p on the left and solve the inequality.
• The solution was 16.2 but part of a
photograph is not possible so it knew it
She can buy 16 or fewer photographs. had to be 16 or fewer.

Example 2 Solving an Inequality with the Variable on Both Sides

Solve 3a + 5 > 6a – 7.
Solution Thinking
• I subtracted 3a instead
3a – 3a + 5 > 6a – 3a – 7 of 6a from each side so I
would end up with a
5 > 3a – 7 positive coefficient.
5 + 7 > 3a – 7 + 7 • I added 7 to each side
to isolate the variable term 3a on the
12 > 3a right.
12 ÷ 3 > 3a ÷ 3 • I divided both sides by 3 to isolate to
variable a on the right and solve the
4 >a inequality.
a<4 • I switched the variable to the other
side because I find it easier to
This means that the value of a must be understand that way. To do that, I had
less than 4. to reverse the inequality sign from >
to <.

Reprint 2022 124 Unit III

 Practising and Applying
1. Solve each inequality. 6. A long strand of string is folded in
a) 2x + 1 < 7 b) 4x – 5 ” 7 half and then cut into pieces in several
steps.
c) 6 > 5x – 4 d) -3 • 2x + 1
e) 2.5x + 1.25 < 3.75 f) 5.1 • 2.4x + 0.3 0 cuts
2. A water tank starts with 400 L of
water in it. It is being filled at the rate of 1 cut
50 L/min and there are now less than
1000 L of water in the tank.
a) Write an inequality to represent this 2 cuts
situation.
b) Solve the inequality to determine the
maximum number of minutes the water 3 cuts
could have been flowing into the tank.

3. A storage tank contained 100,000 L

a) Write an equation that relates the
of oil. It is being emptied at the rate of
number of pieces to the number of cuts.
150 L/min and there are less than
40,000 L of oil left in the tank. b) Write an inequality that tells you the
maximum number of cuts if you want
a) Write an inequality to represent this
fewer than 20 pieces.
situation. Use t to represent the number
of minutes that the tank could have c) Solve the inequality in part b) to
been emptying. determine the maximum number of cuts
you can have if you want fewer than
b) Solve the inequality to determine the
20 pieces.
minimum number of minutes the oil
could have been flowing from the tank.
7. A vehicle with an empty fuel tank has
a mass of 1050 kg. One litre of petrol
4. Solve each inequality.
has a mass of 737 g. What is the
a) 5a + 7 < 3a + 11 b) 6b + 2 > 7b – 5 minimum amount of whole litres of
c) 5x – 1 ” 3x + 3 d) 3 –x > 5 petrol that would cause the total mass
to exceed 1100 kg?
e) 5 – x < 3 + x f) –4x + 2 > –2x – 2

5. a) Which figures in this pattern

require more than 50 counters?
Figure 1 Figure 2 Figure 3

b) Write an inequality to describe the

figures in part a). 8. How is solving a linear inequality like
c) Solve the inequality in part b). solving a linear equation? How is it
different?

Linear Relations and Equations 125 Reprint 2022

 3.3.3 Solving Linear Equations Graphically

Try This
One of the computers in the school computer
lab is not working. A service company has sent
the following graph to describe how they
charge for service. The school has a monthly
budget of Nu 2000 for computer service.
Computer Service Hours
Charge (Nu)

Hours of labour

A. How many hours of labour can the school afford this month?

The solution to an equation is the x- or y-coordinate of a point on its graph.

For example, consider the graph of the
linear relation represented by y = 2x + 3.
To solve y = 2x + 3 for y when x = 11 using
the graph,
• locate 11 on the x-axis,
• locate the point on the graph with that x-
coordinate (see the solid vertical line)
• determine the y-coordinate of that point
(see the dashed horizontal line)
The solution is y = 25.
To solve y = 2x + 3 for x when y = 25 using
the graph,
• locate 25 on the y-axis
• locate the point on the graph with that
y-coordinate (dashed horizontal line)
• determine the x-coordinate of that point (solid vertical line)
The solution is x = 11.

B. i) What equation did you solve when you answered part A?

ii) How did you use the graph to find the solution to the equation?

Reprint 2022 126 Unit III

 Examples
Example 1 Using a Graph to Solve a Pattern Equation
What is the number of the figure that uses exactly 39 square tiles?

Figure 1 Figure 2 Figure 3

Solution Thinking
• I drew another
figure in the pattern
and then made a
scatter plot that
Number of tiles

relates the number of

tiles to the figure number.

• I located 39 (tiles) on the vertical

axis and then located the point on
the graph for that coordinate.

• Then I located the x-coordinate

for that point to determine the
Figure number
figure number.
Figure 9 would use 39 square tiles.

Example 2 Using a Graph to Solve an Equation in Standard Form

Use a graph to estimate the value of x that corresponds to y = 4 in 3x + 4y = 12.
Solution Thinking
• I calculated that the
x-intercept is 4 and
the y-intercept is 3.
Then I used the x- and
y-intercepts to sketch
the graph.

• I found the point on the line that

had a y-coordinate of 4 and then
estimated its x-coordinate.

When y is 4, x is about –1.3.

Linear Relations and Equations 127 Reprint 2022

 Practising and Applying
1. Use a graph to determine the solution 4. How could you use the following
to the equation 2x – 3 = 21. graph to estimate the solution to
2x – 3 = 14?
2. a) Write the equation that is being
solved in the following graph.
Value of 2x + 3

Value of x
b) Explain why the value determined
using the graph may only be a good
estimate and not an exact solution. 5. Examine the following stick pattern.

3. This graph shows the number of

bicycles built over several days.
Use the graph to determine when
Figure 1 Figure 2 Figure 3
51 bicycles had been built.
a) Write an equation that relates the
number of sticks used for a figure to its
figure number.
b) Draw a graph that represents the
relationship in part a).
Number of bicycles built

c) Describe how you could use the

graph to estimate the number of
the figure that uses 97 sticks.
d) Solve the equation to determine
the figure number discussed in part c).
e) Why is a graphical solution usually
only an estimate, while the algebraic
solution in part d) is exact?

6. A solution to a linear equation is the

coordinate of a point on the graph of a
linear relation. How does this fact help
Day number you when you use a graph to solve
a linear equation?

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 3.3.4 Solving a System of Linear Equations

Try This
Meto wants to work at Mountain Trekkers
and Tours as a sales agent selling treks to
tourists. He has been offered a choice of
two payment plans:
Plan A
5% commission on total sales

Plan B
3% commission on total sales and
an annual base salary of Nu 10,000

A. What should Meto consider before choosing a payment plan?

A linear system is a set of linear

relations that describe a situation.
• When these relations are described
algebraically, the set of equations is y = –x + 5
called a system of linear equations.
• The solution to a system of linear Intersection
equations is the intersection of the (1.5, 3.5)
graphs of the relations.

y=x+2

For example:
A system of linear equations has been graphed above. The two equations are
y = –x + 5 and y = x + 2. The intersection point, (1.5, 3.5), is a point that both
graphs share. It is the solution to the system of equations because it satisfies both
equations:
y = –x + 5 y=x+2
3.5 = –1.5 + 5 3.5 = 1.5 + 2
3.5 = 3.5 =3.5 3.5

B. i) What two equations describe Meto’s two payment plans in part A?

ii) If you were to graph both equations, what would be the meaning of
the intersection point?

Linear Relations and Equations 129 Reprint 2022

 Examples
Example Solving a Problem Involving a Linear System
A cell phone company offers two different monthly plans.

Monthly Price per

Plan fee minute
A Nu 1200 Nu 12
B Nu 1400 Nu 10

a) Write an equation to represent the cost of each

plan and then graph the system of equations.
b) For what number of minutes will the cost of the two plans be the same? How do
you know?
c) Why is it useful to know this?
Solution Thinking
a) Let c be the total monthly cost of the plan in a) Each
ngultrums. Let m be the number of minutes used in equation
a month. represents the
Plan Equation relationship
A c = 1200 + 12m between the
B c = 1400 + 10m total monthly cost of the
plan and the number of
minutes used in a month.
• I drew the graph for each
equation on the same
coordinate grid.
Cost (Nu)

(100, 2400)

Number of minutes
b) The two plans will charge the same, Nu 2400, if b) The graphs intersected at
you talk for 100 min. I know because both graphs (100, 2400), which is 100 min
share that same point, which means for the same and Nu 2400.
number of minutes (100 min, the x-coordinate), the
cost is the same (Nu 2400, the y-coordinate).
c) It is useful to know because it can help you c) The graph for Plan A
decide which plan is better. If you talk less than shows that it costs less than
100 min per month, Plan A will cost less. If you talk Plan B up to the intersection
more than 100 min, Plan B will cost less. point. Then Plan A starts
costing more than Plan B.

Reprint 2022 130 Unit III

 Practising and Applying
1. Use the graphs to solve each system 3. Lobzang works at two different jobs.
of linear equations. • One job pays him Nu 600 an hour.
a) y = 3 and y = 2x – 1 • The other job pays Nu 500 an hour.
• He wants to earn a total of Nu 4500
and work exactly 8 hours.
a) Write an equation to describe
Lobzang’s desired income.
b) Write an equation to describe
the hours he would like to work.
c) Solve the system of equations to
determine the hours he should spend
on each job to meet his goal.

4. A vehicle has a mass of 1295 kg and

3 uses petrol. Another vehicle has a
b) y = x – 3 and y = – x + 2
2 mass of 1290 kg and uses diesel fuel.
• 1 L of petrol has a mass of 737 g.
• 1 L of diesel has a mass of 820 g.
What volume of fuel will result in the
two vehicles having the same mass?
a) Write an equation to describe the
mass of the petrol-powered vehicle
with fuel.
b) Write an equation to represent the
mass of the diesel-powered vehicle
with fuel.
c) You want the vehicles to have the
same mass with the same volume of
fuel. Solve the system of equations to
determine this mass and fuel volume.

5. In the previous lesson, you solved

2. Create a graph to solve each system one linear equation by determining the
of linear equations. coordinate of a point on the graph of
a) y = 2x – 7 and y = 5x – 4 that equation. In this lesson, you
solved a system of two linear equations
b) y = 2x + 3 and y = 3x – 2
by determining the coordinates of the
3 2 point of intersection of the graphs of
c) y x  5 and y  x5
4 3 the two equations.
1 • How are these two situations alike?
d) y x  1 and y x4 • How are they different?
2

Linear Relations and Equations 131 Reprint 2022

 UNIT 3 Revision

1. For each table of values, determine 2. Match each relation with the graph
whether the relation is below that most likely represents it,
• linear A, B, or C.
• quadratic a) y = x2 – 3
• exponential b) y = –x + 5
• none of these c) y = 3x + 3
Justify your decision.
a) A
x y
0 –5
1 –3
2 3 B
3 13
C
4 27
5 45
b)
x y
0 –9
1 –8 Use this pattern below to answer
questions 3, 4, and 5.
2 –6
3 –2 Fig. 1 Fig. 2 Fig. 3 Fig. 4
4 6
5 22
c)
x y
0 3 3. a) Complete the table of values.
1 7 Side length of Number of white
square squares
2 11
1
3 15
2
4 19
3
5 23 4
5

Reprint 2022 132 Unit III

 3. b) Draw a scatter plot of the data in a) Why can you not use first and
part a). Should you use a line or a second differences in this situation to
smooth curve to join the points? Why? determine whether the relation between
c) Should your graph be solid or altitude and air pressure is linear,
dashed? Why? quadratic, or exponential? Explain.
b) Is this data discrete or continuous?
4. a) Complete the table of values. c) Draw a scatter plot of the data in the
Side length of Total number of table.
large square small squares d) Based on the graph, would you say
that the data is linear, quadratic,
1
exponential, or none of these? Justify
2 your choice.
3
4 7. Write the slope and y-intercept form
5 of the equation for each line,
A B, and C.
b) Draw a scatter plot of the data in
part a).
c) Why is it difficult to tell from the B C
graph that the relation is quadratic? A
d) What other method could you use to
show that the relation is quadratic?

5. Use your graph from question 4 to

extrapolate the number of white
squares in a large square with a side
length of 8.

6. Scientists use a unit called a Pascal

(Pa) to measure air pressure.
The chart below shows how air
pressure decreases with altitude.
Altitude Air Pressure 8. Sketch the graph of each of the
(km) (Pa) following.
1 80,000 a) y = –3x – 4
3 60,000 b) y = –2x + 3
6 40,000 2
16 20,000
c) y = x+1
3
22 10,000 3
d) y = – x – 2
30 5,000 2

Linear Relations and Equations 133 Reprint 2022

 Use the data in the table below to 12. For each equation in question 11
answer questions 9 and 10. a) determine the slope
9. The table below, shown here in two b) write the equation in slope and
parts, shows the relationship between y-intercept form
the length of the humerus bone in the
forearm and height for a group of 20 13. Sangay is an artist. She earns
men. Anthropologists and police Nu 1,500 for each magazine illustration
scientists use data like this to estimate she draws and Nu 500 for each piece of
height from a single bone. technical art. Last month she earned
Humerus Humerus Nu 14,000.
length Height length Height a) Write an equation that describes
38.5 181.6 27.2 149.8 Sangay’s earnings if she drew m
33.9 169.3 30.1 157.2 magazine illustrations and t pieces of
24.3 141.5 31.6 162.7 technical art.
25.4 144.8 32.3 164.6 b) Sketch the graph of this relation.
34.4 169.7 30.8 159.2 c) Use the graph to determine four
28.5 152.7 31.6 162.7 combinations of magazine illustrations
30.9 160.7 27.3 149.2 and technical drawings Sangay might
24.8 142.8 34.5 170.2 have sold to earn what she did.
36.8 176.6 25.4 143.8
41.2 189.4 36.9 176.9 14. Solve the following equations.
a) Draw a scatter plot to show the 1
a) 3a – 5 = 16 b) x+7=9
relationship between length of the 3
humerus bone and height. c) 3 – 2y = 4y – 11 d) 1.5x + 0.5 = 3.5
b) Describe the strength of the 4 1 1
correlation between humerus length e) – b + 1 = -15 f) x–2= x+1
and height. 5 4 3

c) Draw a line of best fit for this data.

15. Solve the following inequalities.
d) Based on your graph, how tall would
you expect a man to be whose humerus a) 3y + 1 < 7 b) 4 • 2y – 8
bone is 28 cm long? 42 cm long? c) 2a + 3 ” 3a – 2 d) 9 > 3 – 2n

10. a) Determine the equation of the

16. Suppose Sangay, the artist in
line of best fit you drew in question 9.
question 13, had sold a total of
b) Use the equation to check your 12 pieces of art.
predictions in question 9 d).
a) Write a system of linear equations to
11. For each equation in standard form represent both her earnings and the
a) determine the x-intercept total number of pieces of art she sold.
b) determine the y-intercept b) Use a graph to solve the system and
determine the number of pieces of each
c) sketch the graph type that she sold last month.
A 3x + y = 9 B 2x – 3y = 12
C x + 5y = 10 D –4x + 3y = 12

Reprint 2022 134 Unit III

 UNIT 4 DATA AND PROBABILITY
Getting Started

Use What You Know

A. Make a prediction:
When you roll two dice, are you more likely to roll a
difference of 1 or a difference of 2?

5–3=2
This is a difference of 2.

B. i) Without rolling the dice, copy and complete this chart to show all differences
that are possible when you roll two dice. Always subtract the lesser number from
the greater number.
1 2 3 4 5 6

1
2

3
4 2
For example:
5 6–4=2
6 2

ii) How many differences did you record in your chart?

iii) How many of those differences are 0? 1? 2? 3? 4? 5?
iv) Use your answers to parts ii) and iii) to determine the theoretical probability of
rolling each difference: 0, 1, 2, 3, 4, and 5. Express each probability as a fraction
with a denominator of 36.
C. Roll the two dice 36 times and keep track of the number of times you roll each
difference 0 to 5. Determine the experimental probability for each difference,
expressed as a fraction with a denominator of 36.
D. Create a double bar graph to compare the experimental and theoretical
probabilities of all possible differences.
E. Which experimental result more closely matched the theoretical one—rolling a
difference of 1 or rolling a difference of 2?
F. Which is more likely—a difference of 1 or a difference of 2?

Reprint 2022 135 Data and Probability

 Skills You Will Need
Use the circle graph on the right to
answer questions 1 to 3.
1. a) Describe the information in this circle Known Vertebrate Species
graph.
b) Why is a circle graph a good choice
for displaying this data set?

2. Use the graph to answer these

questions.
a) Of all the vertebrate species, which
represents about half?
b) Are there more amphibian or mammal
species?
c) How many more species of birds are
there than mammals?

3. The circle graph could have been

created without the percent values.
a) Which parts of question 2 would be
difficult to answer without the percent
values?
b) Which parts would still be fairly easy
to answer?
4. The broken line graph on the right Rainfall
shows the accumulated rainfall over a
6 h period.
a) How much rain fell in total?
b) When was the rainfall the heaviest?
c) How much rain fell
i) between noon and 3 p.m.?
ii) between 1 p.m. and 2 p.m.?
d) When did it stop raining?

5. Dema reached into this bag of number

tiles and picked a tile without looking.
What is each theoretical probability?
a) P(a number that is not prime)
b) P(10)
c) P(an odd number)
d) P(an even number)
e) P(a number less than 11)
f) P(not 10)

Reprint 2022 136 Unit IV

 Chapter 1 Displaying and Analysing Data
4.1.1 Constructing Familiar Data Displays

Try This
This data set shows the number of cell phone minutes 20 people used this month.
75 90 300 250 420 650 350 400 500 600
285 500 150 90 1000 330 200 150 60 750

A. i) What was the maximum amount of time spent on the phone?

ii) What was the minimum amount of time spent on the phone?
iii) What was the range of time spent on the phone?

• One way to display data is to use a stem and leaf plot. It organizes the data into
place value groupings and shows all the values in order. Because the values are
in order, it is easy to determine the median and extreme values.
For example, this data set shows the 12 0 This extreme is 120.
distance (in km) 20 people each 11
travelled to attend a meeting. 10 0
9
52 50 35 25 20 8 2
120 100 37 5 4 7 2 5
25 36 48 56 72 6 The median is the
75 82 36 2 5 5 0 2 6 average of the two
4 8 middle values, 36 and
The stem and leaf plot for this data 3 5 6 67 37, which is 36.5.
set is shown on the right. 2 0 5 5
1 This extreme is 2.
0 2 4 55

• A box and whisker plot, or box plot uses the median and extremes (the
minimum and maximum values) as well as the lower and upper quartiles of the
data set to organize the data into four groups that each contains an equal number
of data values. The plot is constructed using a number line scale. Note that box
and whisker plots can be horizontal, like that shown here, or vertical.
Median
Q2
Minimum Maximum
value value
Lower quartile Upper quartile
Q1 Q3

- The box in the plot represents the middle half of the data values.
- The median is represented by a vertical line inside the box. Its position in the box
corresponds to how the median relates to the middle half of the data.



Reprint 2022 137 Data and Probability

 - The width of the box indicates how spread out the middle half of the data is—the
wider the box, the more spread out the middle half of the data is.
- Each whisker represents either the upper or lower fourth of the data and
connects the upper and lower quartiles to the extremes. The lengths of the
whiskers tell how far away the extremes are from these quartiles—a longer
whisker means that the upper or lower fourth of the data is more spread out.
- The range of each data set is the difference between the extremes.
• To create a box plot for data on the previous page, follow these steps:
Step 1: Arrange the data in numerical order from minimum to maximum value.
2 4 5 5 20 25 25 35 36 36 Maximum = 120 Minimum = 2
37 48 50 52 56 72 75 82 100 120 Range = 118 (120 – 2)
Step 2: Determine the median (Q2).
The data set has 20 values so there are two middle values (the 10th and 11th), so
the median is the mean of those values: (36 + 37) ÷ 2 = 36.5
Step 3: Determine the lower quartile (Q1) and upper quartile (Q3).
- The lower quartile is the median of the first half of the data (the lower 10 data
values). Because there are two middle values in the first half of the data (the 5th
and 6th), the lower quartile is the mean of those values: (20 + 25) ÷ 2 = 22.5
- The upper quartile is the median of the upper half of the data (the upper 10 data
values). Because there are two middle values in the upper half of the data (the
15th and 16th), the upper quartile is the mean of those values: (56 + 72) ÷ 2 = 64
Step 4: Draw a scale that accommodates the range. Draw the box and whiskers.
A scale from 0 to 120 with an interval of 20 is appropriate for a range of 118. Mark
the positions of the extremes with dots. Mark the median and the lower and upper
quartiles using vertical lines. Draw a box between the upper and lower quartiles.
Draw lines from each side of the box to the extremes. Sometimes you will see the
extremes marked with vertical lines or just by the ends of the whiskers.

0 20 40 60 80 100 120 Time (min)

A box and whisker plot for the data in the stem and leaf plot on page 137

• A circle graph or pie chart shows how a set of data is broken into parts. Each
category in a data set is represented by a section, or fraction, of the circle. The
actual fraction or percentage is sometimes included on the graph. To construct the
graph by hand, multiply 360° by the appropriate percentage to determine the size
of the angle to create. Example 1 describes how to create a circle graph.
• A line graph shows trends, or change over time. Time is plotted on the
horizontal axis and the other variable is on the vertical axis. Points are used to
represent the data. They are joined with straight lines. Their sometimes-jagged
appearance is the reason they are often called broken line graphs. Multiple line
graphs are used to compare trends in two or more variables over time on the
same graph. Example 2 describes how to create this type of graph.

Reprint 2022 138 Unit IV

 • A bar graph compares the sizes of various categories in a set of data. Bar
graphs are constructed using the width or height of bars to represent numbers (as
bar graphs can be horizontal, as shown below, or vertical). The bars are
separated by spaces. To compare two sets of data on the same graph, a double
bar graph with pairs of bars is used.
Fruit Sold At the Market
Day 1
Mangos A double bar graph is
Day 2 used to compare two
sets of data on the
Oranges same graph.

0 10 20 30 Mass (kg)

B. Which of the plots or graphs described on the last few pages could be used
to describe the cell phone data in part A? Explain.

Examples
Example 1 Constructing a Circle Graph
The Population and Housing Census of Bhutan 2005
reported this information about major sources of Source Percent
lighting in households. Electricity 57.1
Explain the steps you would follow to construct a Kerosene 36.5
graph of the data. Others 6.4
Solution Thinking
Step 1: Draw a circle and mark the centre. • The percentages
add up to 100 so I
knew I could use a
circle graph to show
the fraction each
electricity source represents of
the whole.
• I used a compass to draw the
Step 2: Calculate the angle for each sector. circle.

Source Percent Angle

• I changed each percentage to a
0.571 x 360o decimal by dividing by 100. Then I
Electricity 57.1
= 206o calculated each central angle by
0.365 x 360o multiplying 360o by the decimal and
Kerosene 36.5
= 131o
rounding to the nearest degree. I
0.064 x 360o
Others 6.4 used a calculator.
= 23o
[Continued]

Reprint 2022 139 Data and Probability

 140 UNIT 4

Example 1 Constructing a Circle Graph [Continued]

Solution Thinking
Step 3: Draw a central angle with the • I drew a line from the centre to the
degree measure for each source. circumference of the circle to mark
Step 4: Colour, label, and title the graph. the start of the first sector. Then I
Sources of Light in Households in Bhutan used a protractor to measure the
first angle and drew another line to
outline the first sector. I knew it did
not matter which angle I drew first.
• For the next sector, I measured
the angle from the end of the first
sector.
• For the last sector, I just double-
checked to make sure the remaining
angle was correct.

Example 2 Constructing a Multiple Line Graph

The Department of Tourism in Thimphu Month 1997 1999
reported the number of tourists that January 108 148
visited Bhutan each month during 1997 February 254 322
and 1999. March 1062 1145
Explain the steps you would follow to April 662 604
construct a graph of the data. May 275 395
June 90 108
July 123 132
August 231 348
September 276 1069
October 1488 1856
November 640 841
December 154 190
Solution Thinking
Step 1: Draw and label the axes. • There were two sets
2000 of data, each involving
1800
change over time. It
1600
made sense to use a
Number of People

1400
1200 multiple line graph to
1000 compare the trends.
800
600 • I spaced the 12 months equally
400 along the horizontal axis.
200
0
• The data went from 90 to 1856 so
I used an interval of 200 so I only
y

ne
ry

em t
Au y

ec er
ch

ov er
ay

O er

r
ril

s
ar

be
l
Ju

Se gu
ua

b
Ap

ob
b
Ju
M
ar

needed 10 intervals from 0 to 2000.

nu

em

em
br

ct
Ja
Fe

pt

Reprint 2022 140 Unit IV

Solution Thinking
Step 2: Plot the data points for each data set. • I used a different symbol for the
Step 3: Join the corresponding points. points of each set of data in order
Step 4: Label and title the graph. to distinguish them—diamonds for
1997
Number
1999
Number of Tourists Arriving to Bhutan
of Tourists Arriving in Bhutan 1997 and squares for 1999.
2000
1800
■——— 1999 • I used a ruler to join the points. I
used a different line for each set
1600
♦ - - - - - 1997
Number of People

1400
of data—dotted lines for 1997 and
1200
1000 solid lines for 1999.
800
600
400
200
0
y
ar uar
y ch pril ay une ly st er er er er
nu ar A M J Ju gu mb tob mb mb
Ja e br M Au t e c v e c e
F p O o e
Se N D

Example 3 Constructing a Box Plot for an Odd Set of Data

Construct a box and whisker plot for the following set of data. Describe your steps.
Since there is an odd number of data values, you can choose to include the median
or not when calculating the lower and upper quartiles.
59 96 108 152 201 99 170 175 95 12
43 101 150 156 70 51 80 200 85
Solution 1 (including the median in Q1 and Q3) Thinking
Step 1a: Arrange the data in order. • There are
12 43 51 59 70 80 85 95 96 99 19 values so
101 108 150 152 156 170 175 200 201 Q2 is the
Step 1b: Determine the extremes and the range. 10th value.
Minimum: 12 Maximum: 201 Range: 201 – 12 = 189
• Q1 is the median of the
Step 2: Determine the median (Q2). 99 first half of the data
Step 3a: Determine the lower quartile (Q1). (the lower 10 data values,
(70 + 80) ÷ 2 = 75 which includes the
Step 3b: Determine the upper quartile (Q3). median), so it's the mean
(152 + 156) ÷ 2 = 154 of the 5th and 6th values.

Step 4: Draw a scale, box, and whiskers. • Q3 is the median of the

upper half of the data
(the upper 10 data values,
which includes the mean),
so it's the mean of the
14th and 15th values.
0 30 60 90 120 150 180 210

Reprint 2022 141 Data and Probability

 Example 3 Constructing a Box Plot for an Odd Set of Data [Continued]
Solution 2 (not including the median in Q1 and Q3) Thinking
Step 1a: Arrange the data in order. • There are 19 values so
12 43 51 59 70 75 85 95 96 99 Q2 is the 10th.
101 108 150 152 156 170 175 200 201
• Q1 is the median of the
Step 1b: Determine the extremes and the range.
9 values below the
Minimum: 12 Maximum: 201 Range: 201 – 12 = 189
median, not including the
Step 2: Determine the median (Q2). 99 median, so it's the 5th
value.
Step 3a: Determine the lower quartile without including
the median (Q1). 70 • Q3 is the median of the
Step 3b: Determine the upper quartile without including 9 values above the
the median (Q3). 156 median, not including the
median, so it's the 15th
Step 4: Draw a scale, box, and whiskers.
value.
• A scale from 0 to 210
with an interval of 30 is
appropriate for a range
of 189 that goes from 12
to 201.
0 30 60 90 120 150 180 210

Practising and Applying

1. a) Construct a stem and leaf plot for 3. Construct a bar graph for this set of
this set of data about cell phone use data about population growth.
(from the Try This task). Population of the Earth
75 90 300 250 420 between 1750 and 1900
285 500 150 90 1000 Year Population (billions)
650 350 400 500 600 1750 0.80
330 200 150 60 750 1800 0.95
b) Construct a box and whisker plot for 1850 1.20
the same data. 1900 1.70
2. Construct a circle graph for this data.
Percent of Time Teens in a School in
Thimphu Spend on Leisure Activities
Activity Time spent (%)
Reading 5
TV 70
Games 15
Song and dance 5
Other 5

Reprint 2022 142 Unit IV

 4. Construct a double bar graph for the 7. Construct a multiple line graph for this
following data. set of Olympic data.
Number of Students by Gender Winning times for Men’s and Women’s
in Four Classes Olympic 100 m Sprint Finals
Class Male Female Men’s time Women’s time
Class I 23 19 Year (s) (s)

Class II 16 21 1928 10.8 12.2

Class III 19 18 1936 10.3 11.5
Class IV 17 23 1948 10.3 11.9
1956 10.62 11.82
5. Listed below are the maximum daily 1964 10.06 11.49
temperatures (in oC) for Toronto, 1972 10.14 11.07
Ontario, Canada for 13 consecutive
days in September. 1980 10.25 11.06
29.3, 29.1, 28.2, 19.1, 18.8, 22.4, 18.4, 1988 9.92 10.54
17.0, 20.2, 25.0, 25.8, 24.1, 22.1 1996 9.84 10.94
2004 9.85 10.93
a) Determine the median temperature.
b) Determine the range. 8. Construct an appropriate graph for
c) Determine the upper and lower each data set.
quartiles. a) Amount of Space Devoted to
d) Construct a box and whisker plot. Various Sections of the Bhutan Times
Section Percent
Bhutan News 60
World News 30
Humour 10

b) A biologist who is studying the

Common Kestrel measured and
recorded these wingspans (in cm).
65 59 62 73 78 65 79
Toronto Skyline
54 62 73 68 75 69 71
6. Construct a box and whisker plot for 82 73 72 70 63 68
each data set.
a) The number of televisions sold each
month at an electronics store over the
last 12 months:
51, 17, 25, 39, 7, 49, 62, 41, 20, 6, 43, 13
b) The length (in cm) of 15 trout caught
in a river:
14.5, 34.6, 45.9, 56.1, 49.4, 22.7, 37.0,
19.6, 59.3, 31.4, 28.3, 36.2, 41.2, 13.6,
44.2
Common Kestrel



Reprint 2022 143 Data and Probability

 4
144UNIT
4.1.2 Using Graphs to Compare and Organize Data

Try This
After reading the fact sheet from the Population Main Source of Drinking Water
and Housing Census of Bhutan 2005, Dorji used
the information about drinking water sources to
create two different graphs for the same set of data.

A. i) What type of graph is each?

ii) Describe how each graph displays the data.
B. Which graph do you prefer? Why?

Main Source of Drinking Water

70%
60%
Population
Percent of

50%
40%
30%
20%
10%
0%

d
e

e
on
us
us

rc
ou
/p
ho

ho

er

s
e
in

r iv

er
sid
ith

th
g/
ut
rw

O
rin
ro
te

Sp
te
wa

wa
d
pe

d
pe
Pi

Paro River is a source of drinking water

Pi

Some graphs allow you to see very quickly how different sets of data compare.
Bar graphs and circle graphs are often used for this purpose.
• The double bar graph here Population in Europe and Asia (millions)
makes it easy to see that Europe
- Asia’s population is steadily Asia
growing
- Europe’s population has been
growing very slightly, except
for a sudden dip in 1980
- Asia’s population is growing
very quickly compared to
Europe’s
- Asia’s population has been
considerably greater than
Europe’s, at least since 1975

Reprint 2022 144 Unit IV

 • Circle graphs are particularly good for Students in Pema’s Class
comparing each part to the whole. For
example, the circle graph below makes it
easy to see that there are more girls than
boys in Pema’s class and that girls make
up more than half the class.

• Some graphs show visually how data values in a set of data are grouped or
clustered. Box and whisker plots, are commonly used for this purpose.
• A box and whisker plot helps you quickly see where most of the data values are
found and where the more extreme pieces of data are located. For example, the
box plot below shows that half the people at a party were between about 24 and
43 years old and that the spread of ages below 24 was greater than the spread
above 43. It also shows the youngest was 2, the oldest was 51, and half the
people were under 36. Note that it is not possible to tell from the graph what each
specific age was.

0 20 40 60
Ages at the party

C. Examine Dorji's two graphs from part A. Why would a box plot and a double
bar graph both be less appropriate ways to show the data?

Examples
Example 1 Justifying the Use of a Box and Whisker Plot
The table shows the distances Ranking/name Country Distance (m)
thrown in the women's shot put final 1. Korzhanenko Rus 21.06
at the 2004 Summer Olympics in 2. Cumba Cub 19.59
Athens, Greece. 3. Kleinert Ger 19.55
Shot put involves “putting” (throwing 4. Krivelyova Rus 19.49
with a pushing motion) a 4 kg metal 5. Ostapchuk Blr 19.01
ball called the shot as far as 6. Khoroneko Blr 18.96
possible. 7. Zabawska Pol 18.64
8. Gonzalez Cub 18.59
9. Adams Nzl 18.56
10. Li Chn 18.37
11. Borel Tri 18.35
[Continued] 12. Tunks Ned 18.14



Reprint 2022 145 Data and Probability

 Example 1 Justifying the Use of a Box and Whisker Plot [Continued]
Chencho used this box and whisker plot to
represent the shot put data.
Explain how his box plot describes the data
and why he might have chosen that graph.

Distance (m)

Solution Thinking
The median distance is the vertical line • Since there are 12
inside the box, located at 18.8 m. data values
The left side of the box, the lower quartile, is altogether, I knew
18.47 m. the median would be
The right side of the box, the upper quartile, the mean of the 6th
is 19.52 m. and 7th values, (18.96 + 18.64) ÷ 2.
The left extreme, or minimum distance, is
18.14 m. • Since there are six data values in
The right extreme, or maximum distance, is the lower half, I made the lower
21.06 m. quartile the mean of the 3rd and
The range of the data is 2.92 m. 4th values, (18.56 + 18.37) ÷ 2.
• Since there are six data values in
The box plot shows that
the upper half, I made the upper
• half the athletes threw the shot between
quartile the mean of the 9th and
18.47 m and 19.52 m
10th values, (19.49 + 19.55) ÷ 2.
• half the data is closely clustered around
the median, because the box is narrow • I put the extremes, or the
• the spread of values above 19.52 m was maximum and minimum data values,
much greater than the spread of values at the ends of the whiskers.
below 18.47 m
• The range is the difference
Chencho may have chosen to use a box between the two extremes,
plot because he wanted to see at a glance 21.06 – 18.14 = 2.92 m.
how the data values are clustered or
distributed around the median.

Reprint 2022 146 Unit IV

 Example 2 Justifying the Choice of a Double Bar Graph
The people who reported on the State of Happiness
Population and Housing Census of
Bhutan for 2005 used the following Rural
graph to display data about the state of
happiness in the country. Urban
a) Why do you think they chose this

Percent
type of graph?
b) Make an observation about the data
in the graph.

Very happy Happy Not very happy

Solution Thinking
a) A bar graph is used when the data a) There are spaces
categories are discrete and when you between the bars on a bar
want to compare the data in each graph to show that the
category. The state of happiness data
categories of data are
set was divided into three discrete
categories. It made sense to use a bar separate, or discrete.
graph to show how many people chose
each of the three categories so they
could be compared.
A double bar graph was used to make • People who live in rural versus urban
it easy to compare the state of areas deal with different social issues
happiness of urban and rural that could affect their happiness so it
Bhutanese citizens in each category. makes sense to want to compare the
data for each.
b) About half of the citizens surveyed b) You can get lots of information from
in both the rural and urban areas the graph. I just chose to talk about
indicated that they were happy. the biggest group.

Practising and Applying

1. Choose the letters of all the statements that describe each graph.
a) circle graph b) bar graph
A. shows each number in the data set A. always has bars that touch
B. shows parts of the whole B. is constructed from data that can be
C. shows the minimum and maximum counted (discrete data)
data values C. uses the length of each bar to show
D. uses the whole shape to represent the number in each category
the set of data and sections to D. can have bars that are either
represent the parts horizontal or vertical [Cont'd]



Reprint 2022 147 Data and Probability

 1. [Cont'd] c) box and whisker plot 2. c) Comparing Number of Children
A. shows the median and quartiles of a and Number of Pets
data set
B. shows the range of the data set
C. shows the mode of the data set
D. shows each number in the data set

2. For each graph that follows,

• make an observation about the data in
the graph
• explain why you think that type of
graph was used
d) Math Test Scores
• suggest another type of graph (if any)
that might be suitable
a) Yan’s Sports Survey

37 48 59 70 81 92 103

3. For each set of data, tell which type

of graph you think is most suitable and
why.
a) Major Sources of Cooking
b) Weekly Milk Sales Fuel in Bhutan
Source Percent
Electricity 30.6
Firewood 37.2
LPG 25.5
Others 6.7

b) Bhutan Households
by Number of Members
Number of
Members households
1–2 26,139
3–4 39,381
5+ 60,595

Reprint 2022 148 Unit IV

 3. c) The times, in seconds, for 20 5. This chart shows the most common
runners to run 100 m: types of things found in the municipal
waste site of a big city in North
12.8 12.1 13.5 11.8 13.2
America.
12.6 12.3 13.0 11.9 11.5
12.5 12.7 13.9 14.0 13.2 Type of waste Percent
11.8 12.0 13.1 13.8 12.4 Paper 43
Yard waste 15
4. What type of graph do you think is a
Food waste 12
good choice for displaying each data
set? Justify your choice. Glass 8
a) the distribution of the mass of 100 Plastic 8
students so you can see the middle
Steel 6
50% of the data
b) a comparison of the different types of Other 8
transportation people use to get to work
c) the number of books each student in
a class borrowed from the library in one
month
d) the shoe sizes of all the students in
your class
e) the heights of the world’s 10 tallest
buildings

City waste site in North America

a) Create two different graphs for the
data.
b) Which graph do you think best
shows the comparison between the
different types of waste at the site?
Explain.

6. Describe a situation that has not

already been presented where you
might use each type of graph:
a) a double bar graph
b) a bar graph
c) a box and whisker plot
d) a circle graph
The Petronas Twin Towers in Kuala Lumpur
are the tallest twin towers in the world.



Reprint 2022 149 Data and Probability

 4.1.3 Using Graphs to Examine Change

Try This
This graph describes how Kinley’s Hike
Kinley travelled on an
afternoon hike. It shows his
distance from home against
time.

Distance (km)

A. Describe Kinley’s hike.

Time (min)

Some graphs are best at showing how things change over time. Line graphs are
the most common type.
• Broken line graphs are used when you want to examine how one quantity
changes in relationship to another, often time. Points are plotted and then joined
with line segments. By looking at the line you can tell if a quantity is increasing,
decreasing, or staying the same over time.
• Multiple broken line graphs are used when you want to examine how one
quantity changes in relationship to another for several sets of data. For example:
This broken line graph shows the This multiple broken line graph shows the
numbers of Canadians who travel changes in white milk sales and chocolate
to or from work at different times milk sales at a school in Canada over a
throughout the day. The graph 5-month period. Chocolate milk sales
shows peak times at 8 a.m. and increased as white milk sales decreased.
between 4 p.m. and 6 p.m.
Number of Weekday Commuters Trends in Students' Milk Consumption
Commuters (millions)

Reprint 2022 150 Unit IV

 • Scatter plots are used to determine if two sets of data are related. And, if there
is a relationship, they can be used to determine the nature of the relationship. You
plot corresponding numbers from each data set as ordered pairs and then
examine the shape of the plotted points. For example:
This scatter plot shows the flood Flood Damage (US$ millions)
damage caused by different
amounts of rain in the United

Damage (US$ millions)

States.
The points are all over the graph,
so there is no evidence of a
relationship between the amount
of rain and the damage caused.

Amount of rain (mm)

This scatter plot shows how students' Marks vs. Hours of Study
marks on a test relate to the length of time
they spent studying.
The points are in a roughly linear pattern,
so there appears to be a linear
Mark (%)

relationship—the greater the study time,

the higher the mark. A solid line of best fit
is used because there is a linear
relationship and the data values are
continuous.

Hours of study
• Sometimes the points on a scatter plot are joined with dashed lines. This
indicates there is a trend but that the data values are discrete (not continuous).
For example:
This scatter plot shows the Monthly Bank Balance
balance in Karma’s bank
account (in ngultrums) as 10,000
he makes monthly deposits.
Amount (Nu)

8000
A clear linear trend is
6000
evident, but the data values
are discrete so a dashed 4000
line of best fit is used to 2000
show the trend.

Month number



Reprint 2022 151 Data and Probability

 B. What kind of graph is the graph of Kinley’s hike in part A? Why does that
type of graph make sense for the situation?

Example Examining Change Using a Broken Line Graph

Yuden made a graph of Yuden’s Height
180
her height at different
160
ages.
140
a) How many times do
120

Height (cm)
you think she measured
100
herself?
80
b) What do you observe 60
about her growth? 40
c) Was Yuden correct to 20
join the points with a solid 0
line? 0 5 10 15 20

d) Why is this type of Age (years)

graph appropriate?
Solution Thinking
a) She measured herself a) Each dot represents a time she
12 times. measured herself. It looks like once a
b) She grew steadily from year between the ages of 5 and 16.
120 cm to 165 cm in
11 years (about 3 cm a b) I looked at the slope to see how
year) but she grew a little much she grew and how quickly. When it was steeper,
faster between 12 and 15. I knew she grew a bit faster. I also looked at the
c) Growth is continuous, range, 165 cm – 120 cm = 45 cm.
so it made sense to use a
c) When something is continuous, the data values
solid line.
between the points make sense—even though she
d) Growth is about
change over time and line only measured once a year, you can assume that she
graphs are good for was still growing in between.
showing when things d) I can see from this graph how quickly she grew
increase, decrease, or
over time.
stay the same over time.

Practising and Applying

1. Choose the letters of all the statements that describe each graph.
a) broken line graph b) scatter plot
A. has points that are joined A. shows each number in the data set
B. has all points lying on a single line B. shows if two quantities are related
C. shows how one quantity changes C. shows the mean in the data set
in relationship to another without requiring any calculation
D. shows all numbers in the data set D. is a series of points connected with
lines

Reprint 2022 152 Unit IV

 1. c) multiple broken line graphs 3. b) Bhutan: Imports and Exports of
A. has points that are joined Merchandise Trade (US$ millions)
Year Exports Imports
B. is used for single sets of data 1980 17 50
C. shows how several quantities 1990 70 81
change in relationship to another 1995 103 112
D. often uses time as one of the 2000 103 203
variables 2002 108 165
2003 108 171
2. For each graph below,
c) Bhutan: Tourist Arrivals
• make an observation about the data Year Tourists (thousands)
• explain why that graph type was used 1980 1.0
• suggest another type of graph (if any) 1990 1.5
1995 4.8
a) Population Growth (1995–2004) 2000 7.6
2002 5.6
2003 6.3
Population

4. Karma and Lobzang created these

graphs for data about the men’s and
women’s winning Olympic high jumps.
Karma's Men
box plots

b) Cell Phone Use

Women
Number of people

Ƈ Male
Ŷ Female
1.65 1.77 1.9 2.02 2.14 2.27 2.39

High Jump Lobzang's

line graph
3. For each set of data, what graph do
you think is most suitable and why?
Height (m)

a) Height and Arm Length Ƈ Men's

of a Group of Students
Height (cm) Arm length (cm)
Ŷ Women's
159 43
157 41
160 45 a) Why do you think each student used
159 43 the type of graph he did?
160 46 b) Are both graphs equally useful for
157 41 showing change? Explain.



Reprint 2022 153 Data and Probability

 4.1.4 Misleading Graphs

Try This
Dechen, Sangay, and Sonam each created a bar graph to compare the quantities
of natural rubber produced by the world’s leading producers.
Top Producers of Natural Rubber Sangay’s Graph
Top Producers of Natural Rubber
Metric
Metric tons
tons, or
Country tonnes 2,500,000
2,000,000
Thailand 2,162,411
1,500,000
Indonesia 1,564,324
1,000,000
Malaysia 885,700
500,000
India 550,000 0
China 440,000

sia
do d

na
a
a
n

di
si
la

hi
ay
ne

In
ai

C
al
Th

M
In
Sonam’s Graph Dechen’s Graph
Top Producers of Natural Rubber Top Producers of Natural Rubber
Metric tons Metric tons
2,000,000 5,000,000
4,500,000
1,600,000
4,000,000
3,500,000
3,000,000
1,200,000 2,500,000
2,000,000
1,500,000
800,000 1,000,000
500,000
400,000 0
sia
nd

na
a
a
sia
nd

na
a
a

di
si
di
si

la

hi
ay
ne
la

In
hi
ay
ne

In

ai

C
ai

al
al

do
Th
do
Th

M
M

In
In

All three students have come to different conclusions about the same data.
• One student says that the data set indicates that the difference among the five
countries is significant.
• Another says that there is a difference but that it is not very significant.
• The third student says that the difference is somewhere between these two.

A. i) Compare the graphs. Comment on the similarities and differences.

ii) Which features of these graphs might lead the students to come to three
different conclusions about the same set of data?

UNIT 4 154

Reprint 2022 154 Unit IV

 There are several reasons why a graph might be misleading. Sometimes the
creator of the graph does this deliberately. Other times it is not the creator’s intent
to mislead.

• Poor use of scale

- The scale should be constant on each axis of the graph.
- The scale should be presented as increasing from left to right on the horizontal
axis and from bottom to top on the vertical axis.
- The scale should be appropriate for the range of the data.
For example, in this graph, the Population Growth (1950 to 2000)
vertical scale does not increase by
the same increment. This gives the
false impression that the population
has been growing at a constant rate
since 1950.

• Misplaced zero on the axes

Most people read a graph with the assumption that the zero point is at the bottom
of the vertical axis or the left of the horizontal axis. If the vertical scale of a graph
does not start at 0, there should be an obvious indication of a break in the axis
(which is usually done with a jagged axis line at the point where the break occurs).
This is most critical with bar graphs. Otherwise, one can get a very misleading
impression of the data. Note that, for bar graphs, it is preferable to not use a break
at all and, instead, ensure the scale chosen can accommodate all the data.
For example, in this bar graph, the Percentage of Bhutanese in Rural Areas
97
vertical scale starts at 90 and not at
0. This gives the false impression 96
that a significant number of people
Percentage (%)

95
are leaving rural areas.
94

93

92

91

90
1980 1990 1995 2000 2002 2003



Reprint 2022 155 Data and Probability

 • Inconsistent shading or visual effects
These are often added to make a graph more attractive. In some cases, though,
they distort the graph and mislead the person reading it.
For example, this graph uses Drink Sales for Lucky Beverage Company
different-sized bottles instead of bars
to represent the sales each decade.
The graph gives the misleading
impression that sales increased
rapidly between 1950 and 2000 since
the “bars” are getting bigger both
horizontally and vertically. In a
standard bar graph, only the length or
height of the bar changes.
Note that you really cannot conclude
anything from this graph because
there is no vertical scale.

• Wrong choice of graph type

For example, someone might use a circle graph to compare data, but if the total
data set does not represent a whole, this would be misleading.
For example, in this graph, half the Students With 1 or 2 Siblings
students seem to have 2 siblings and
half have 1 sibling. However, many
categories of data were left out, such
as no siblings, 3 siblings, and so on.

B. i) Which graph or graphs in part A do you think represent the data about
natural rubber production in a misleading way? Explain.
ii) Which student do you think made each claim below? How do you know?
• The difference among the five countries is significant.
• There is a difference but it is not very significant.
• The difference is somewhere between these two.

Reprint 2022 156 Unit IV

 Examples
Example Examining Misleading Graphs
Sotheby’s and Christie’s
are two large auction
companies based in
England. Auction
companies sell items for
people by having buyers
come to their auctions
and bid on the items.
a) Explain why this graph
might be misleading.
b) How should the data
have been graphed?
Explain.
Solution Thinking
a) The graph misleads you to think that the a) The actual values
market shares of both companies are for Christie’s are
increasing because the graph shows the circle 42, 40, 41, 44, 42,
rising, as if something is increasing. If you look 44.
at the data in each circle graph, the values for
each company actually go up and down. For Sotheby’s, they
are 58, 60, 59, 56, 58, 56.
The fact that circle graphs have been used is
also misleading because there may be more • Circle graphs should only be
auction companies than just these two. If that used when you are comparing
is the case, the market share of both parts to the whole. A set of two
Sotheby’s and Christie’s will be less than what
auction companies likely does not
is shown on the circle graphs.
represent the whole.

b) The data should have been graphed in a b) The line graph I drew shows
multiple broken line graph because line graphs that the market share of
are good for showing trends over time. A Sotheby’s is generally decreasing
multiple line graph allows you to show and while Christie’s is increasing,
compare multiple trends on the same graph.
although there are ups and
Market Share Comparison downs in both.
• My graph accurately reflects
Percent of total market

70
60
50
the given data but I still wonder
if there are more auction
share

40 Sotheby's
30 Christie's companies that should be
20
10 included.
0
1984 1986 1988 1990 1992



Reprint 2022 157 Data and Probability

 Practising and Applying
1. Identify the features of each graph 3. Is each statement true or false?
that might cause the graph to be Length of Standing Jump
misleading. Explain why the graph is
misleading. Flea

a) Car Accidents by Age of Driver Grasshopper

Frog
Number of accidents

Boy

20 70 120 170 220 270

Distance (cm)
a) The boy’s jump is more than twice as
long as the frog’s jump.
b) The flea’s jump is about a quarter of
the length of the grasshopper’s jump
Age
c) The boy’s jump is less than three
times as long as the grasshopper’s.
b) Petrol Sold
4. Why can you not just compare the
bars to answer question 3?
Petrol (L)

5. These graphs show temperatures in

Thimphu. Which graph might mislead
you to think that the temperature does
not change much? Why?
Maximum and Minimum Temperatures in
Thimphu, February to June
40
1990 2000
Temperature (C)

30

c) Crops Planted by Type 20

10

0
Area (ha)

February March April May June

Maximum and Minimum Temperatures in

Thimphu, February
p to June
20
Temperature (C)

15

10

Oats Wheat Rice 5

0
2. You need to decide whether a graph February March April May June

is misleading. Describe three things to

look for in the graph. 6. Create a graph of your own that is
misleading. Explain how it misleads.

Reprint 2022 158 Unit IV

 4.1.5 Drawing Conclusions From Graphs

Try This
Anjali's class was surveyed about snack preferences one month before and one
month after hearing a guest speaker talk about nutrition. The circle graphs below
show the survey results.
Before Hearing the Speaker After Hearing the Speaker

A. What conclusion can you draw from the data? Is it reasonable? Explain.

• Conclusions can often be drawn from a Water Sales vs. Temperature

graphical display. However, the Extrapolating
conclusions must follow reasonably from
the data. Assuming that the data set has
been collected correctly and is free of bias,
the following questions can help you judge
Number of bottles sold

the reasonableness of a conclusion:

- What reasoning was used to draw the
conclusion?
- Are there any features of the graph that
might be misleading?

• Sometimes you can draw conclusions

from a graph for data values that were not
included in the actual data collection.
Graphs that show trends, such as line Interpolating
graphs and scatter plots, are often suitable
for interpolating and extrapolating.
For example, in this scatter plot, the
number of bottles sold when the Temper ature (ºC)
temperature outside is 26ºC has been
interpolated to be about 110 and the number of bottles sold when the temperature
is 41ºC has been extrapolated to be about 410.



Reprint 2022 159 Data and Probability

 You should be cautious when extrapolating and interpolating data. The relationship
between the variables may not remain the same beyond the limits of your data or it
may not make sense to extrapolate. As well, if the data is discrete, interpolating
might not make sense.

B. Can the data about snack preferences in part A be used to predict snack
preferences three months from now? Explain.

Examples
Example 1 Drawing Conclusions
The graph on the right shows the Number of Cats and Dogs in Selected Countries
number of dogs and cats in several 160
countries. 140
Cats
a) What type of graph is this? 120

b) What conclusions can be drawn

100 Dogs

Millions
from this data? 80
60
40
20
0

na

C ly
n

Fr a

a
SA

il

ce
pa
az

ad
si

Ita
hi

an
us
U

Ja
Br

an
C

R
Solution Thinking
a) It is a stacked bar graph, which is a) A stacked bar graph is like
a type of double bar graph. a double bar graph but it
shows the two bars for each
country (one for cats and one
for dogs), stacked on top of
each other.

b) Comparing total cats and dogs: b) Because the graph shows both the total
Among the eight countries, the USA number of cats and dogs in each country
has the greatest total population of and the number of cats and the number of
cats and dogs and Canada has the dogs in each country, I was able to come to
lowest. conclusions that involved
Comparing cats versus dogs: - comparing the total number of cats and
• In the USA, China, Canada, and dogs in the eight countries
Russia the number of cats is greater
than the number of dogs. - comparing the number of cats versus dogs
in each country and among the eight
• In Brazil and Japan, the number of
dogs is greater than cats. countries
• In the other countries, the
numbers of cats and dogs are about
equal.

Reprint 2022 160 Unit IV

 Example 2 Interpolating and Extrapolating
Doctors recorded the ages and heights of a sample of baby boys. A scatter plot
was then created and a line of best fit drawn.
Age (months) Height (cm) Height vs. Age, 0 to 20 months
100
0 56
15 84 80

Height (cm)
18 85 60
9 76 40
1 54
20
3 46
0
6 70
0 5 10 15 20
10 66
Age (months)
Use the graph to make these estimates or predictions. Explain your thinking.
a) the age of a baby boy who is 60 cm tall and the height of a 12-month-old boy
b) the height of a 24-month-old boy
Solution Thinking
a) A 60 cm baby boy is about 4 months old. a) I found the
A 12-month-old baby boy is about 75 cm tall. height, 60 cm, on
Height vs. Age, 0 to 20 months the vertical axis and
4 months 75 cm on the line of best
fit. Then I looked
for the corresponding value on
the horizontal axis, 4 months.
• I found the age, 12 months, on
the horizontal axis and on the line
of best fit. Then I looked for the
corresponding value on the
Age (months)
vertical axis, 75 cm.
b) Assuming the trend in growth continues at b) I extended the line of best fit
the same rate, a 24-month-old boy would be assuming the trend continued but
about 100 cm tall. I know you have to be careful
Height vs. Age, 0 to 20 months when extrapolating.
100 cm • I don’t think my prediction is
reasonable because I don’t think
the trend would continue. Babies
grow really fast at first and then
their growth slows down.

Age (months)

Reprint 2022 161 Data and Probability

 Practising and Applying
1. This graph shows the relationship 3. This graph shows the distances some
between the amount of petrol used and people live from where they work.
the distance travelled.
Petrol Used on a Road Trip
35
30
Petrol used (L)

25
20
15
10
5
0
0 20 40 60 80 100 Distance from work (km)
Distance travelled (km)
a) Estimate the range of distances
a) About how much petrol would you between people's homes and
expect to use to travel 40 km? 55 km? workplaces.
b) About how many kilometres would b) Can this graph be used to predict
you have travelled if you had used 15 L how many people live more than 20 km
of petrol? 25 L of petrol? away from their work? Explain.
c) What conclusions can you draw from c) What conclusions can you draw?
the graph?
4. This graph shows the number of
2. This graph shows the average bacteria present in a laboratory culture
number of hours North American at different temperatures.
teenagers spend doing various Bacteria vs. Temperature
activities each day.
Time Spent Each Day
Number of bacteria (1000s)
Time (hours)

Temperature (ºC)
a) What is one conclusion you can a) About how many bacteria would be
draw from the graph? present at 70 ºC?
b) About how many hours is spent b) At about what temperature would you
watching TV? find about 14,000 bacteria?
c) What activities do teens spend less c) Can you predict the number of
than 2 h doing each day? bacteria present at 200 ºC? Explain.
d) About what percentage of the day is d) What conclusions can you draw?
spent at school?

Reprint 2022 162 Unit IV

 5. Based on these two graphs, Koyelle 7. Data about two different brands of
suggests that her company’s profit over small raisin boxes were collected. Boxes
the first six months of 2006 increased were selected at random and then the
dramatically in comparison to 2005. Is number of raisins in each box was
her conclusion valid? Explain. counted and graphed.
Profit from January to June, 2005
Profit (Nu)

Profit from January to June, 2006

The box plots below display the data

Profit (Nu)

about the number of raisins in the boxes

for each brand.
Brand A

6. Based on the data in this graph,

Jamyang suggests that Marine species Brand B
face little threat of extinction. Is her
conclusion valid? Explain.
Numbers of Threatened Animal Species

Marine 14 18 22 26 30 34 38
Number of species

Inland water
Number of raisins
Terrestrial
Based on the data in these graphs, what
conclusions can you draw about the two
brands of raisins?

8. Name some types of graphs that

cannot be used to interpolate and
extrapolate. Explain why they cannot be
used in this way.

Reprint 2022 163 Data and Probability

 Chapter 2 Probability
4.2.1 Determining and Comparing Probabilities

Try This
You are about to roll two dice.
A. Make a prediction. Which do you think is
more likely, I or II? Explain your prediction.
I. Both numbers will be even.
II. The sum of the numbers will be 8.
B. Roll the dice 36 times to see what happens.
Was your prediction correct?

• When you want to determine the probability that an event will or will not occur,
you can either conduct an experiment many times so that you have some
confidence in the result (which is called experimental probability) or you can
determine the probability theoretically (which is called theoretical probability).
For example, consider the probability of NOT rolling a multiple of 3 with one die.
Experimental probability
Roll the die 30 times. Record the results. 1 2 3 4 5 6
The non-multiples of 3 are 1, 2, 4, and 5 l llll llll lll llll llll
and these were rolled 21 times out of 30.
21 7 llll ll
The experimental probability is = .
30 10
Theoretical probability
Do a mathematical analysis by listing all the possible outcomes, the sample
space, and then looking for those that are favourable outcomes, in this case,
non-multiples of 3:
Sample space (all possible outcomes): 1, 2, 3, 4, 5, and 6 (6 altogether)
Favourable outcomes (non-multiples of 3): 1, 2, 4, and 5 (4 altogether)
There are 6 possible equally likely outcomes in the sample space and 4 of them
are favourable.
4 2
The theoretical probability is = .
6 3
Notice the experimental and theoretical probabilities are close, but not identical.
• Sometimes events involve a combination of two outcomes. Again, you can
determine experimental and theoretical probabilities and then compare them.
For example, consider the probability that the sum of two dice is 9.
Experimental probability
Roll a pair of dice 40 times and record Sum of 9 Sum not 9
the results. 5 35
5 1
The experimental probability is = .
40 8

Reprint 2022 164 Unit IV

Theoretical probability
+ 1 2 3 4 5 6
Analyse the situation by making a chart to
record all possible outcomes. 1 2 3 4 5 6 7
There are 36 equally likely outcomes in the 2 3 4 5 6 7 8
sample space and the number of 9s in the 3 4 5 6 7 8 9
chart (the favourable outcomes) is 4. 4 5 6 7 8 9 10
4 1 5 6 7 8 9 10 11
The theoretical probability is = .
36 9 6 7 8 9 10 11 12

• Although a chart was used above to determine all possible outcomes,

sometimes you mightchoose 
to use a list or a tree diagram.
For example, to determine the theoretical probability of tossing a coin and then
rolling a die and getting the result Khorlo-Mebar (burning wheel) and an even
number, you can create a tree diagram.
Tossing a Coin Rolling a Die List of Outcomes
(K, 1)
There are 12 equally
(K, 2) √
likely outcomes and
(K, 3) 3 of them are
(K, 4) √ favourable (K, even).
Khorlo-Mebar (K, 5)
(K, 6) √ 3 1
P(K, even) = = .
12 4
(T, 1)
(T, 2)
(T, 3)
(T, 4)
Tashi Ta-gye (T, 5)
(T, 6)

C. i) What is the theoretical probability for each event described in part A?

ii) How did your experimental results from part B compare to the theoretical
probabilities you determined in part C i)?

Examples
Example Determining Theoretical Probability
You have a deck of 100 number cards: 10 of each number 1 to 10. You shuffle the
deck, pick a card, read its value, and then return it to the deck. You repeat this to
draw a second card.
a) What is the theoretical probability that the second card you draw has a value
that is greater than the value of the first card?
b) What is the theoretical probability that the product of the two values you draw is
greater than 30?

[Continued]

Reprint 2022 165 Data and Probability

 Example Determining Theoretical Probability [Continued]
Solution 1 Thinking
a) Value of Second Card Compared to First Card a) I made a 10-by-
value of second card drawn 10 chart to show
1 2 3 4 5 6 7 8 9 10 all the possible
1 = > > > > > > > > > outcomes of
2 < = > > > > > > > >
drawing two cards.

3 < < = > > > > > > > • I included a > sign when the
value of first card drawn

4 < < < = > > > > > > second card was greater than
5 < < < < = > > > > > the first, a < sign when the
6 < < < < < = > > > > second card was less than the
first, and an = sign when the
7 < < < < < < = > > >
cards were equal.
8 < < < < < < < = > >
9 < < < < < < < < = > • I analysed the chart to look for
10 < < < < < < < < < = favourable outcomes—outcomes
where the value of the second
45 favourable outcomes out of 100 possible card was greater.
equally likely outcomes
45 9
P (2nd card > 1st card) = = b) I made another 10-by-10
100 20
b) Product of Both Cards is Greater Than 30 chart because I know there were
value of second card drawn 10 × 10 = 100 outcomes.
 
1 2 3 4 5 6 7 8 9 10 • I used a checkmark √ to show
1 X X X X X X X X X X when the product was greater
than 30 and an X when it wasn't.
2 X X X X X X X X X X
value of first card drawn

3 X X X X X X X X X X • I analysed the chart to look for

X X X favourable outcomes — a product
4 X X X X   
greater than 30.
5 X X X X X X    
6 X X X X X      • There were 100 possible
outcomes and 39 of them were
7 X X X X      
favourable.
8 X X X       
9 X X X       
10 X X X       

39 favourable outcomes out of 100 possible

equally likely outcomes
39
P (1st card × 2nd card > 30) =
100

Reprint 2022 166 Unit IV

 Solution 2 Thinking
a) Total possible equally likely a) I reasoned that there
outcomes: 10 × 10 = 100 had to be 100 possible
Favourable Outcomes for Second Number
outcomes because there
Drawn to be Greater Than First Number
are 10 possible numbers
1st number Favourable 2nd number(s)
in the first draw and for
1 2 to 10 9 outcomes
each of these there are 10 possible
2 3 to 10 8 outcomes
numbers you can draw in the second
3 4 to 10 7 outcomes
draw and 10 × 10 = 100.
4 5 to 10 6 outcomes
5 6 to 10 5 outcomes • I then reasoned that, if I drew a 1 in
6 7 to 10 4 outcomes the first draw that I'd have to draw a
7 8 to 10 3 outcomes 2, 3, 4, 5, 6, 7, 8, 9, or 10 in the second
draw for the second number to be
8 9 or 10 2 outcomes
bigger. I knew I could use this same
9 10 1 outcome
reasoning for each first draw.
10 impossible 0 outcomes
Total favourable outcomes 45 outcomes • I created an organized list to list all
the favourable outcomes in the second
45 favourable outcomes out of 100 draw for each first draw.
possible outcomes
45 9
P (2nd card > 1st card) = =
100 20

b) b) I used the same reasoning I did for

Favourable Outcomes for Second Number part a). For example, if I drew a 1, 2, or
Drawn for Product to be Greater Than 30
3 in the first draw, a product greater
1st number Favourable 2nd numbers than 30 would be impossible. If I drew a
4 8, 9, 10 4 in the first draw then I'd have to draw
5 7, 8, 9, 10 an 8, 9, or 10 in the second draw for the
6 6, 7, 8, 9, 10 product to be greater than 30. I used
7 5, 6, 7, 8, 9, 10 this same reasoning for each first draw.
8 4, 5, 6, 7, 8, 9, 10 • I created an organized list to list all
9 4, 5, 6, 7, 8, 9, 10 the favourable outcomes in the second
10 4, 5, 6, 7, 8, 9, 10 draw for each first draw.
Total favourable outcomes 45 outcomes

39
P (1st card × 2nd card > 30) = .
100

Reprint 2022 167 Data and Probability

 Practising and Applying
1. You roll two 5. You spin this spinner twice.
dice. Determine
each theoretical
probability.
a) sum is greater
than 7
b) difference is
less than 2
c) product is less than 10
d) quotient of the greater value divided
by the lesser value is less than 2
Determine each theoretical probability.
2. Determine an experimental a) both spins are odd
probability for each part of question 1. b) first spin is greater than the second
Roll the dice 30 times for each
experiment. Compare your results to c) sum of the spins is greater than 8
your results from question 1.
6. Repeat each part of question 5 but
3. A bag contains 3 white tiles and 4 change the spinner so that the sections
black tiles. You reach in and draw one numbered 1 and 2 are combined into a
tile, return it to the bag, and then draw single section numbered 2.
another tile.
7. Copy and label the spinner below
with the letters A and B so that the
theoretical probability of spinning A
12
and B, each once, in two spins is .
25

Determine each theoretical probability.

a) both tiles drawn are black
b) both tiles drawn are the same colour
c) neither tile drawn is black
d) tiles drawn are different colours

4. You have a deck of 40 number cards: 8. You roll a die twice. The theoretical
five of each number 2 to 9. You shuffle probability that outcome A happens
the deck, pick a card, look at it, return it 1
twice is . What could outcome A be?
to the deck, and then repeat for a 9
second card. Determine each Explain.
theoretical probability.
a) sum is 12 9. Explain why charts, tree diagrams,
b) difference is less than 5 lists are useful for determining
c) product is odd theoretical probabilities.

Reprint 2022 168 Unit IV

 4.2.2 Calculating Probability of Two Independent Events

Try This
Pema was rolling two dice. He knew the events were independent events
because the outcome of one roll does not affect the outcome of the other.
He found that he rolled two even numbers about the same number of times as he
rolled two odd numbers. He wondered about the theoretical probabilities of rolling
two even numbers and two odd numbers. He created an outcome chart to show
all the possible outcomes of rolling two dice.

1 2 3 4 5 6

1 (1, 1) (1, 2) (1, 3) (1, 4) (1, 5) (1, 6)

2 (2, 1) (2, 2) (2, 3) (2, 4) (2, 5) (2, 6)

3 (3, 1) (3, 2) (3, 3) (3, 4) (3, 5) (3, 6)

4 (4, 1) (4, 2) (4, 3) (4, 4) (4, 5) (4, 6)

5 (5, 1) (5, 2) (5, 3) (5, 4) (5, 5) (5, 6)

6 (6, 1) (6, 2) (6, 3) (6, 4) (6, 5) (6, 6)

A. i) How many possible outcomes are there altogether?

ii) How many of the outcomes are (even, even)? How many are (odd, odd)?
B. What is the probability of rolling two even numbers? two odd numbers?

• You can determine the probability of two independent events using an outcome
chart, such as Pema's above, or you can use a tree diagram.
For example, to find the probability of tossing a coin and
getting Tashi Ta-gye (the Eight Auspicious Signs) facing up
and rolling a die and getting a prime number, a tree diagram
could be created as follows:
Step 1: Start with the coin toss. List the possible outcomes:
K for Khorlo facing up and T for Tashi Ta-gye facing up.
Tossing a Coin

Note that you could have started with rolling

the die instead—it does not matter, because
they are independent events.

Reprint 2022 169 Data and Probability

 Step 2: Now include the possible outcomes of the second event, rolling the die.
Draw arrows from each outcome of the first event to show the six possible
outcomes of rolling a die. Label each arrow with its outcome: 1, 2, 3, 4, 5, or 6
Step 3: List the outcomes.
Tossing a Coin Rolling a Die List of Outcomes
(K, 1)
(K, 2)
(K, 3)
(K, 4)
(K, 5) There are
(K, 6) 12 equally likely
outcomes when
(T, 1) you flip a coin
(T, 2) and roll a die.
(T, 3)
(T, 4)
(T, 5)
(T, 6)

Step 4: To determine the probability of tossing Tashi Ta-gye and rolling a prime
number, count the total number of possible outcomes and then count the number
of outcomes that are Tashi Ta-gye and prime (T, prime).
Of 12 possible outcomes, 3 are Tashi Ta-gye and prime: (T, 2), (T, 3), and (T, 5).
3
P(T, prime) =
12

• You can also determine the probability of two independent events by calculating.
If two events are independent, you can multiply the probability of each event
together to find the probability that both events will occur:
Probability(A, B) = Probability(A) × Probability(B)
For example, to calculate the probability of Tashi Ta-gye and prime, determine the
probability of each event and multiply:
1 3
P(T) = P(prime)
=
2 6
1 3 3
P(T, prime) = P(T) × P(prime) = × =
2 6 12

C. i) Suppose Pema had used a tree diagram to determine the probability of

rolling two even numbers and the probability of rolling two odd numbers in
parts A and B. What would his tree diagram have looked like?
ii) If he had calculated the probabilities, what would his calculations have been?
D. How do the theoretical probabilities of (even, even) and (odd, odd) compare?

Reprint 2022 170 Unit IV

 Examples
Example Determining Probability of Two Independent Events
Determine the probability of spinning a 1 and
then a 3 in two consecutive spins.

Solution 1 Thinking
First spin Second spin List of Outcomes • I drew a tree
(1, 1) diagram to list all the
possible outcomes —
(1, 2)
there are 9 equally
(1, 3) likely outcomes.
• From the diagram, I counted the
(2, 1)
number of outcomes that have a 1
(2, 2) on the first spin and a 3 on the
second. There is only 1.
(2, 3)
• I knew that if I had been looking
(3, 1) for the probability of spinning a 3
(3, 2) and a 1 in either order — a 1 and
then a 3 or a 3 and then a 1 — I
(3, 3) would have considered both (3, 1)
1 of the 9 possible outcomes has a 1 on the and (1, 3) and the probability would
first spin and a 3 on the second so 2
be .
1 9
P(1, then 3) =
9
Solution 2 Thinking
• I created an
1 2 3 outcome chart and
counted the total
1 (1, 1) (1, 2) (1, 3)
possible outcomes.
2 (2, 1) (2, 2) (2, 3)
Then I looked for
3 (3, 1) (3, 2) (3, 3) outcomes that had a 1 and a 3 in
that order.
There are 9 outcomes altogether and 1 of
them is a 1 and then a 3 so
1
P(1, then 3) =
9

Reprint 2022 171 Data and Probability

 Example Determining Probability of Two Independent Events [Continued]
Solution 3 Thinking
1 1 • Each spin is independent of the
P(1) = P(3)
=
3 3 other spin, so I knew that I could
multiply the probabilities together.
P(1, then 3) = P(1) x P(3) • I knew the probability of spinning 1
1 1 1 1
= u = was because there are 3 equal
3 3 9 3
sections and one of them is 1. It's the same for
spinning 3.

Practising and Applying

1. The spinner below is spun and the 4. Jigme rolled a
coin is tossed. Use an outcome chart to 12-sided die (with the
determine each probability. numbers 1 to 12)
a) P(4, K) b) P(even, T) twice. Calculate each
probability.
c) P(greater than 1, K) d) P(2 or 3, T)
a) two rolls of 8 in a
row
b) two odd numbers in a row
c) a number greater than 3 and then a
number less than 6

5. Wangchuk plays two games with

these spinners. In both cases, he spins
each spinner twice.
2. a) Create a tree diagram to show the
possible outcomes of tossing three
coins.
b) What is the probability of getting
exactly one Khorlo facing up?
c) What is the probability of getting
exactly two Tashi Ta-gyes facing up?
d) What is the probability of not getting Spinner for Game 1 Spinner for Game 2
any Tashi Ta-gye facing up?
e) Create and solve your own problem Game 1: Using the first spinner, he
about tossing three coins. scores 1 point if he does not spin a 1 in
either spin.
3. A bag contains 4 red balls and 5 blue
Game 2: Using the second spinner, he
balls. Determine the probability of
scores 1 point if both his spins are less
drawing each of the following in two
than 6.
draws, assuming that the first ball is
replaced each time. Which game does he have a greater
a) a red ball, then a blue ball chance of winning? Explain.
b) a blue ball, then a blue ball

Reprint 2022 172 Unit IV

 6. A red die and a green die are rolled. 8. Singye plays a game by spinning this
Determine the probability of each. spinner twice. He wins if the sum is
a) the red die shows 6 and the green 1200. Use a tree diagram or outcome
die shows 3 chart to determine the probability of
Singye winning.
b) both dice show 1
c) the red die shows an even number
and the green die shows an odd
number
d) one die shows an even number and
the other die shows an odd
e) the red die shows a 4 and the sum of
the dice is greater than 7

7. In a deck of playing cards, there are

four suits, with 13 cards in each suit.
9. a) Design a spinner so that, when
you toss a coin and spin the spinner,
the probability of getting a Khorlo facing
1
up and spinning a 6 is .
12
1
b) Repeat part a) for P(K, 6) = .
20
c) Repeat part a) for P(K, 6) = 0.
1
d) Repeat part a) for P(K, 6) = .
4

10. You put 30 cards, numbered from 1

to 30, in a bag and draw two cards, one
at a time, replacing the first one before
drawing the second one. What is the
probability of drawing two prime
numbers in two draws?

11. A bag holds 3 red cubes and 2 blue

ones. You draw a red cube and then a
blue cube, without returning the red
cube first. Why can you not determine
the probability of these events by
Calculate the probability of drawing 3 2
each in two draws, if the first card is multiplying × ?
5 5
replaced.
a) the 9 ofi and then 10 of j
b) an ace and a 2 in any order
c) a club and then a heart

Reprint 2022 173 Data and Probability

 GAME: On a Roll

The goal of this game is to be the first player to make ten correct predictions.
• Each player creates a chart like the one shown below.
• Player 1 rolls two dice and calculates the sum of the numbers rolled.
• Each player then predicts whether the sum of the next roll will be greater than,
less than, or equal to this sum and records the prediction in his or her chart.
• Player 2 then rolls the dice and calculates the sum. Each player scores 1 point
for a correct prediction.
• Each player then predicts whether the sum of the next roll will be greater than,
less than, or equal to this sum and records the prediction in his or her chart.
• Play continues in this way, with players taking turns rolling the dice and
calculating the sum.
• The game continues until a player has 10 points.

For example, in the game below:

• After roll 1, Karma predicted that the sum of roll 2 would be greater than 7.
• After roll 2, he scored 1 point. His prediction was correct because the sum was 8.
He then predicted that the sum of roll 3 would be equal to 8.
• After roll 3, he did not score because his prediction was incorrect. The sum was
2. He then predicted that the sum of roll 4 would be greater than 2.

Karma's Game Chart

Play the game in groups of 2 to 4. Play it more than once.

Is there a strategy for winning? Explain.

Reprint 2022 174 Unit IV

 4.2.3 Randomness: Experimental Versus Theoretical Results

Try This
Maya conducted an experiment to determine the probability of spinning white
and then grey in two spins of the spinner. She predicted she would spin white
1
and then grey , or 25% of the time.
4
Here are the results of her experiment.
1st spin 2nd spin Frequency
White Grey 10
Grey White 3
White White 3
Grey Grey 4

1
A. i) How do you think she determined her prediction of , or 25%?
4
ii) In her experiment, did she spin white and then grey 25% of the time as
predicted?
iii) Why do you think the she experimental results were different than expected?

• Experimental probability is determined by conducting an experiment or

collecting data over a period of time. Theoretical probability is determined by a
mathematical analysis of the situation. For example:
The theoretical probability of rolling an even number is found by
comparing the number of faces on a die that are even with the
total number of faces. This works because each face and has an
equal chance of being rolled.

number of favourable outcomes 3

P(event) = P(even) = = 50%
number of possible outcomes 6

The experimental probability of rolling an even number is found by conducting an

experiment where the die is rolled many times and the resulting data is used to
determine the probability:
number of times the event happens Event Frequency
P(event) =
number of times the experiment is done Even 58
58 Not even 42
P(even) = = 58%
100

You will notice that, in the example above, the theoretical and experimental
probabilities are different.

Reprint 2022 175 Data and Probability

 • The experimental and theoretical probabilities of the same event are not always
the same. This is because of the element of chance, or randomness. However,
the greater the number of trials, for example, by rolling a die or spinning a spinner
more times, the more likely the experimental probability will approach the
theoretical probability.

• Theoretical probability cannot be determined for

some situations, like the probability of tossing a
thumb tack and it landing point up or predicting the
weather. In these situations, probability is determined
by conducting experiments with many trials or by
collecting a lot of data over time. That way, the
probability is as close to theoretical as possible.

B. i) Explain why Maya's prediction based on theoretical probability and the

results of her experiment were different in part A.
ii) What could she do to get experimental results that might more closely match
her prediction?

Examples
Example Comparing Experimental and Theoretical Probability
Conduct a probability experiment with a deck of cards to determine the probability
of drawing a club, returning it, and then drawing a red card.
a) What is a reasonable prediction? Show your work.
b) Conduct an experiment to determine an experimental probability.
c) Did your experimental results match your prediction? Explain.
Here is a deck of 52 cards:
The suit of clubs (13 black cards) The suit of spades (13 black cards)

The suit of diamonds (13 red cards) The suit of hearts (13 red cards)

Reprint 2022 176 Unit IV

 Solution Thinking
1 1 a) I used the theoretical
a) P(club) = , P(red) =
4 2 probability to predict. I
1 1 1 multiplied the probability of each
P(club, red) = x =
4 2 8 event because the events are
I predict a club and then a red independent.
1 • In each deck of cards, there are 4 suits:
card or 12.5% of the time.
8 clubs, spades, hearts, and diamonds, with an
equal number of cards in each, so clubs make
12.5% of 50 is 6.25 so I predict it 1 1
will happen about 6 times in my up of the deck. Two suits are red, so the
4 2
experiment.
deck is red.
• I decided to draw two cards 50 times in my
b) Experimental Results
experiment, so I used the theoretical
Draw Frequency
probability to predict how many times I could
Club, red 4 expect to draw a club and then a red card.
Not club, red 46
b) I drew a club and then a red card 4 out of
4
P(club, red) = = 8% 50 times in my experiment.
50
c) My results of 4 for (club, red) c) My results did not match my prediction
did not match my prediction of 6. because of the element of chance, which is
Combined Experimental Results
greater in a small number of trials like 50.
Draw Frequency • I decided to combine my data with some
Club, red 26 classmates’ to increase the number of trials.
Not club, red 174 • The experimental probability of 13% from
26 the greater trial size was closer to the
P(club, red) = = 13%
200 theoretical probability of 12.5%.

Practising and Applying

1. Aum Yangki She spun the spinner 10 times. Here
conducted an are her results.
experiment to 1 2 3 4 5
determine the
experimental Spin 1 1 3 2 21
probability of Spin 2 2 1 2 13
spinning an odd
number both 6 7 8 9 10
times in a pair of spins using this Spin 1 1 2 3 13
spinner.
Spin 2 2 3 1 32
[Continued]

Reprint 2022 177 Data and Probability

 1. [Cont'd] a) Calculate the theoretical 3. Work in a group of three or four
probability of spinning (odd, odd) as a classmates. Together, design a
fraction and as a percentage. probability experiment with coins or
b) Use the theoretical probability to cards.
predict the number of times she would a) Decide on two independent events.
expect to spin (odd, odd) in her For example:
experiment. • toss two coins and both coins land
c) How does her experimental with Khorlo facing up
probability compare with the theoretical
probability?
d) Can she expect this to happen every
time she conducts the same experiment
exactly the same way? Explain.

2. Samten calculated the theoretical

• draw a club, replace the card, and
probability of rolling two even numbers
then draw a 6 from a deck of cards
1
on two dice to be or 25%. He then
4
conducted an experiment. Here are his
results.
1 2 3 4 5
Die 1 2 46 2 3
Die 2 5 16 4 3
b) Decide on the number of trials. For
example, roll two dice 25 times.
6 7 8 9 10
c) Calculate the theoretical probability
Die 1 6 25 3 1
and then use it to make a prediction.
Die 2 4 23 4 1 d) Have each group member conduct
his or her own experiment and then
In his experiment, he rolled two even
compare all the individual experimental
numbers 4 times out of 10, so his
results with the prediction. What do you
2
experimental probability was or 40%. notice?
5
e) Combine the results of everyone in
Which of the following is true? Justify
the group and compare the combined
your decision.
experimental results with the prediction.
A. The theoretical probability was What do you notice?
calculated incorrectly.
B. The recording of experimental 4. Why is it sometimes a good idea to
results was done incorrectly. express theoretical and experimental
probabilities as decimals or percents
C. Both probabilities are correct. instead of as fractions?
D. The experimental probability might
have been closer to the theoretical 5. Even though theoretical probability
probability if he had rolled the dice 100 and experimental probability are not
times instead of 10 times. always the same, it is still best to use
theoretical probability to make
predictions. Explain.

Reprint 2022 178 Unit IV

 4.2.4 Conducting a Simulation

Try This
Rinzin has kept track of his archery scores
over the past year for 100 matches. He
wants to use the data to make predictions
about his future scores.

Score Number of times

Under 10 23
10 to 15 52
Over 15 25

A. About what fraction of the time does he score each?

i) under 10 ii) from 10 to 15 iii) over 15

A simulation is a probability experiment that models an actual event using

probability devices such as spinners, coins, cards, and dice. Simulations are used
to make predictions about events that are impossible or difficult to do directly.

A simulation uses a probability device to represent the theoretical probability in

order to determine an experimental probability for a situation. For example:
There are three runners competing in a race: Runners A, B, and C. Their
performance against each other over a few years shows that Runner A wins about
half the time, Runner B wins about one third of the time, and Runner C wins about
one sixth of the time. This data about past performance is treated as “theoretical”
probability, since it is based on data collected over a long period of time. The
following simulation will predict the probability of Runner A winning the next race.
`
Step 1: Choose a device to model the probability:
A die would be suitable because its theoretical probabilities match the theoretical
probabilities of the runners winning:
Each roll of the die represents the outcome of a race:
• Runner A winning can be modelled with a roll of 1, 2, or 3.
• Runner B winning can be modelled with a roll of 4 or 5.
• Runner C winning can be modelled with a roll of 6.

Reprint 2022 179 Data and Probability

 Other possible devices that could be used instead include:
• spinner in sixths: 3 sixths labelled A, 2 sixths labelled B, and 1 sixth labelled C
• bag with 6 cubes: 3 red cubes for A, 2 blue cubes for B, and 1 green cube for C
Step 2: Decide how many "races" or rolls of the die you will perform.
You might decide to roll the die 25 times so that there is enough data to determine
a reasonably reliable experimental probability.
Step 3: Decide how you are going to collect and organize the data.
Step 4: Conduct the simulation.

Roll Number of times Frequency

You could use a chart with a row for
1, 2, or 3 llll llll lll 13 each number rolled but you would have
to add the rolls of 1, 2, and 3 and the
4 or 5 llll lll 8 rolls of 4 and 5.
6 llll 4

Step 5: Use the data to determine the experimental probability.

To find the experimental probability of an event E, use this ratio:
number of times the event E happens
P(E) =
number of times the experiment is done

13
P(A) = or 52%
25
The probability that Runner A will win the next race is 52%.

B. Look back at Rinzin's archery data in part A. He wants to predict his

chances of scoring over 15 in his next archery match by using a simulation.
What probability device could he use? How would he use the device?

Examples
Example 1 Conducting a Simulation Using Trials
A meteorologist has collected weather
data for a community in Thailand. The
data set shows that it is sunny 70% of
the time, rainy 20% of the time, and
cloudy 10% of the time. This set of data
can be treated as theoretical probability
because it has been collected over a
long period of time.
Conduct a simulation to predict the
probability that the next five days will be
sunny. Describe your simulation.

Reprint 2022 180 Unit IV

 Solution Thinking
Step 1: Choose a device. • I decided each
A spinner with 10 equal sections: 7 sections for spin would
sunny (S), 2 for rainy (R), and 1 for cloudy (C). represent the
weather for one
day. Five spins in
a row represent a period of
five consecutive days.

Step 2: Decide how many "periods of five days" • To simulate multiple events
or trials to use. like this one, where I need to
10 five-day periods should be enough. Each predict the weather for five
period is called a trial. days in a row and not just one
day, I knew I would have to use
Steps 3 and 4: Decide on how to record the data.
trials, each trial representing
Then conduct the simulation.
five days in a row.
Sunny Rainy Cloudy
Trial 1 lll ll
• You can't tell from the chart
Trial 2 l ll ll the order of the weather on
Trial 3 llll l the five days. For example, if I
Trial 4 ll ll l had wanted to predict the
Trial 5 llll probability of three sunny days
followed by two cloudy days, I
Trial 6 lll ll
would have had to collect the
Trial 7 ll l ll data differently.
Trial 8 llll l
Trial 9 lll ll
Trial 10 ll l ll

Step 4: Determine the experimental probability. • There was only 1 trial out of
# of times all 5 spins were S 10 where it was sunny five days
P(SSSSS) = in a row (S was spun five times
total number of trials
1 in a row).
= or 10%
10
The probability that the next five days will be
sunny is 10%.

Reprint 2022 181 Data and Probability

 Example 2 Comparing Simulation Results to Theoretical Probability
Karma wants to know the probability that a family with three children will have two
girls and one boy. The theoretical probability of a girl or boy being born is
considered to be 0.5. This is based on data collected over a long period of time.
a) Conduct a simulation to determine an experimental probability of two girls and
one boy being born in a family of three children.
b) Compare the experimental probability and the theoretical probability.
Solution Thinking
a) These are the results of my simulation: a) I used a coin to
Trial 1 234567 8 9 10 represent the
Toss 1 B G G B B B B B B G birth of each child
Toss 2 G B B G B G B G G B — tossing Khorlo
was a girl; tossing
Toss 3 B B G B G G B B G G
Tashi Ta-gye was a boy.
A family of two girls and one boy would be
represented by two Ks and one T, in any order. • I conducted ten trials. Each
There were 4 trials out of 10 that resulted in trial was three coin tosses
two Ks and one T, so the experimental representing three children
4 being born in a family.
probability is or 0.4.
10
b) I used a tree diagram to determine the b) The tree diagram showed
theoretical probability. three outcomes with two girls
boy BBB and one boy: BGG, GBG, and
boy GGB.
girl BBG
boy
boy BGB
girl
girl BGG

boy GBB
boy
girl GBG
girl
boy GGB 4 3
• I realized that and are
girl 10 8
girl GGG as close as possible — with 10
There are 8 possible outcomes and 3 of them trials, 4 out of 10 is as close as
are two girls and one boy so the theoretical you can get to 3 out of 8. If I
probability is
3
or 0.375. had done trials in a multiple of
8 8, it would have been possible
The experimental and theoretical probabilities for the probabilities to be the
4 3 same. But even then, they could
are not the same but they are close: vs.
10 8 still be different because of the
element of chance.

Reprint 2022 182 Unit IV

 Practising and Applying
1. Which of these probability devices 2. a) What is the experimental
shown below could be used to conduct probability of getting all four questions
a simulation for each experimental correct?
probability described below? Explain.
b) Determine the theoretical probability.
Compare the experimental and
theoretical probabilities.
c) Why is it impossible for the
theoretical and experimental
probabilities to be equal in this situation,
even if Dawa conducted thousands of
trials?

1
3. Yan has a 1 in 3, or chance of
a) The probability of three days of rain 3
in a row, if there is a 50% chance of beating Ping in a game of table tennis.
rain each day Describe a simulation with a die that
could be used to determine the
b) The probability of drawing your name
experimental probability that Yan will
three times in a row from a box that
win three of the next five games that he
contains eight students’ names, plays against Ping.
including yours
c) The probability that Nado wins two of
the next three games of Khuru against 4. Rinzin plays on a football team. He
1 scores on a penalty kick about 75% of
Leki, if Leki has a 1 in 6, or chance the time. Describe a simulation you
6
could use to determine the probability
of beating Nado that he scores at least four times on his
d) The probability of scoring against a next five penalty kicks.
goalie if past performance shows a
probability of scoring 25% of the time

2. Dawa had to complete a true/false

quiz of four questions. He wondered
about the probability of getting all four
answers correct by guessing. He used
a coin to conduct a simulation — Khorlo
meant he got the question correct and
Tashi Ta-gye meant he got it wrong. His
results are shown below:
Trial number
5. How do simulations combine ideas
1 2 3 4 5 6 7 8 9 10
about experimental probability with
K KT T K K T K K T theoretical probability?
T K K T T TT T K K
K T T T T K T K K T
T TK T K T T T K K

Reprint 2022 183 Data and Probability

 4.2.5 EXPLORE: Designing a Simulation

Roshan and Yeshey are travelling

from Paro to Thimphu in the
morning. As they approach the
airport, a Druk Air jet is about to
land. They know they will likely be
stopped by a guard and will have to
wait until the plane lands before
proceeding.
From experience they know the
stop will take less than 5 min about
20% of the time, between
5 and 10 min about 50% of the time,
and more than 10 minutes about
30% of the time.

The road beside Paro airport

A. Design a simulation to determine each experimental probability:

• that the stop will be less than 5 min
• that the stop will be between 5 min and 10 min
• that the stop will be more than 10 min
Step 1: Choose a probability device that models the situation.
Step 2: Decide how many trials you will need to do for meaningful results.
Step 3: Decide how you are going to record your experimental results.
Step 4: Conduct the simulation.
Step 5: Determine the experimental
probabilities.

B. Compare your results with several

other students' to determine a range of
probabilities for each.

C. How long do you think Roshan and

Yeshey will be stopped by the guard?
Explain your thinking.

Reprint 2022 184 Unit IV

 CONNECTIONS: Computer Simulations

Himalayan melting risk surveyed by Navin Singh, BBC News, Kathmandu

A new weather station has been installed on the longest Himalayan glacier in the
Everest region of Nepal. It is designed to measure and collect data about the
extent of warming in the Himalayas, one of the world's biggest deposits of ice and
a key source of fresh water. There have been numerous reports of glacial retreats
in the Himalayas over the years due to global warming. This is having an impact
on the locate climate and the level of water in the rivers. This weather station is
able to measure those changes.

Mount Jhomolhari in the Himalayas (Bhutan)

Data from weather stations such as this are used to design computer simulations
that will help predict what will happen to the local climate and rivers if global
warming continues.

These simulations suggest that spring flow in the rivers will increase over the next
five decades. However, the time will come when there will be so few glaciers and
so little snow in the Himalayas that the rivers could run dry in the dry season. "In
some rivers, the flow may go down by as much as 90%," said hydrologist Syed
Iqbal Hosnain, of the University of Calcutta, India, who modelled what would
happen in snow-fed regional rivers.

1. Why do scientists conduct computer simulations?

2. Research to find out about other types of computer simulations.

Reprint 2022 185 Data and Probability

 UNIT 4 Revision

1. Create an appropriate graph for each. 2. Sonam claims that a broken line
a) Causes of Air Pollution graph would be a good choice to
Cause Percent represent this set of data. Do you agree
or disagree? Explain.
Industry 15
Population of Bhutan by Age Group
Vehicles 44
Age group Persons Percent
People 9
0 – 14 209,959 33.1
Fuel 20
15 – 64 395,278 62.3
Other 12
65 + 29,745 4.7

b) Blood Type
3. a) Explain why a circle graph would
Blood type O A AB B be inappropriate for this set of data.
Number of
661 616 53 121 Vehicles per
people Country
1000 people
USA 767
c) Amount of Garbage
Produced per Person Australia 605
Year Amount (kg) Italy 591
1960 450 New Zealand 579
1970 540 Canada 560
1980 600 Japan 560
1990 700 France 530
2000 620 Germany 522
b) What type of graph could be used?
d) Distance Walked to School (km)
1.1 2.5 3.0 2.7 0.5 4. Construct a multiple broken line
graph for this data.
1.6 2.0 3.2 5.0 0.8
Average Monthly Maximum and Minimum
1.1 2.4 3.6 0.2 1.6 Temperatures in Bumthang (oC)
4.3 3.6 2.7 1.6 0.3 Jan Feb Mar Apr
Max 10.8 10.0 16.2 18.7
e) Height vs. Age of a Sample of Trees Min –5.1 –1.4 3.5 3.9
Age 1 2 1 3 3
Height May Jun Jul Aug
32 45 28 57 50
(cm) Max 21.3 22.5 24.1 23.0
Min 9.5 13.5 10.9 13.7
Age 4 5 5 7 8
Sep Oct Nov Dec
Height
60 66 72 95 99 Max 21.6 19.5 16.1 12.3
(cm)
Min 12.1 5.9 –0.5 –2.3

5. List three reasons you might draw an

incorrect conclusion from a graph.

Reprint 2022 186 Unit IV

 6. From the following graph, Dodo 10. Novin drew a card from a deck of
claims that North America has very few cards, returned it to the pile, and then
acres of forest ecosystem remaining. Is drew another card. What is the
his claim valid? Explain. probability he drew two nines?
People Living in Forest Ecosystems
11. A game is played by spinning each
spinner once. To win a prize the two
spinners must stop on the same letter.
Determine the probability of both
spinners stopping on the same letter.

12. A bag contains 4 green, 5 red, and

6 blue balls. A ball is drawn, returned to
7. a) Thinley rolled a die 5 times and the bag, and another ball is drawn.
each time it came up 6. The probability What is the probability of each?
that he gets a 6 on the next roll is a) drawing a red ball after drawing a
1 green one
A. less than
6 b) drawing a green ball after drawing a
1 blue one
B. greater than
6 c) drawing a blue ball after drawing a
1 blue one
C. exactly
6 d) drawing a red ball after drawing a red
b) Explain your choice in part a). one

8. How much greater is the probability 13. As the number of trials increases,
of rolling a sum of 7 on two dice than how is the experimental probability of
rolling a sum of 10? an event likely to relate to its theoretical
probability? Explain.
9. Pema drew a card from a deck of
A. The difference becomes greater.
cards and tossed a coin. Determine the
probability of each. B. The difference stays the same.
a) drawing a club and tossing Khorlo C. The difference becomes less.
b) drawing a red card and tossing Tashi
14. When you conduct a simulation, is it
Ta-gye
possible that your experimental
c) drawing a 10 card and tossing Tashi probability could be 0 even though the
Ta-gye 2
theoretical probability is ? Explain.
d) drawing the ace of spades and 5
tossing Khorlo

Reprint 2022 187 Data and Probability

 15. a) Design a simulation using a coin 17. Nezarine wins one out of six races
to determine the experimental she runs. She has run enough times
probability that the next four people to that this can be thought of as a
walk in the door will be female. Assume theoretical probability.
that a woman is equally likely to walk in a) Conduct a simulation to determine
as a man. the probability that she will win the next
two races she enters.
b) Assuming that her chance of winning
a race is independent of whether she
won or lost the previous race, calculate
the probability that she will win the next
two races she enters.
c) Compare the probabilities you found
in parts a) and b) and comment on any
b) Determine the theoretical probability. similarities and differences.
16. A “best of seven game series” is a
sequence of seven games where the
first person to win four games is the
winner. Lemo and Maya are equally
skilled at playing a game.
Design a simulation using a die to
determine the probability that a best of
seven game series will end after exactly
four games. That is, Lemo or Maya will
win four games in a row in the first four
games.

Reprint 2022 188 Unit IV

 UNIT 5 GEOMETRY
Getting Started

Use What You Know

A. i) Make a polygon on a geoboard. You could
instead use square dot or grid paper. Your
polygon should fit in one fourth of the total area
you have to work with.
ii) Make the same shape again and double the
length of each side.
iii) Describe the strategy you used to double the
side lengths in your second shape.
B. Look at your two polygons.
i) Measure and compare the angles in the polygons. What do you notice?
ii) Look for parallel side lengths. What do you notice?
iii) Compare your results with a classmate’s.

Skills You Will Need P

1. a) Use a ruler and compass to copy ΔRPQ.
b) Use a protractor and a ruler to measure the angles and the
lengths of the sides.
c) What is the sum of the angles?
d) Use the Pythagorean theorem to show how the
side lengths are related.
R Q

9 x 12 30 x 11.3
2. Find x in each equation. a) = b) = c) =
12 8 x 75 3. 4 8. 5
A B
3. a) Name all sets of parallel line segments in this diagram.
b) Describe the symmetry in the diagram.
O
c) Explain how you know that ∠ AOB = ∠ EOD, F C
∠ OAB = ∠ AOF, ∠ BOC = ∠ BED, and
∠ COE + ∠ DEO = 180º.
E D
4. a) Plot the points A(2, 3), B(1, –2), C(–1, –2), and D(–6, 3) on a coordinate grid.
b) Connect the points and identify the quadrilateral.
c) Locate the smallest angle and measure it.

5. What rule does Lhamo seem to be You say 3 10 16

using with this chart? Lhamo responds –5 2 8

Geometry 189 Reprint 2022

Chapter 1 Similarity and Congruence
5.1.1 EXPLORE: Unique Triangles

Dorji describes his triangular paddy field in a

phone conversation with a friend. He wants
to describe the shape of the field so that only
one possible triangle fits his description.
He says the following:
• Two sides are 20 m long.
• One side is about 28 m long.
• The angle across from the long side is 90º.
• The two smaller angles are both 45º.

When there is only one possible shape that fits a description, the shape is
called unique.

A. Dorji has given more information than is necessary to describe a unique

triangle. Explain why Dorji only needed to make the first and last statements.

B. Draw a new triangle. Label its vertices A, B, and C. Measure and record two
of its side lengths. Now try to draw another triangle, ΔDEF, that is different
from ΔABC but whose two side lengths are the same as BC.

C. Repeat part B for each possibility listed below — draw a triangle and then
measure and record only the information indicated. Then try to draw a different
triangle that has the same measurements you recorded. Which possibilities
below result in a unique triangle?
i) two angles
ii) three angles
iii) two sides and the angle between them
iv) two sides and an angle not between them
v) two angles and the side between them
vi) two angles and a side not between them
vii) three sides

Reprint 2022 190 Unit V

5.1.2 Congruent Triangles

Try This
Seldon and Nima need to find the distance across a small lake (ED). They drew
this sketch to help them plan a way of measuring the distance indirectly.

54 m
A B

15 m
C

15 m

E
D

A. i) What information about ΔCDE in their sketch are they trying to find out?
ii) What information do they already know about ΔCDE and ΔCAB?
B. Is there enough information to know that ΔCDE and ΔCAB are the same shape
and size? Explain.

When triangles are the same size and shape they are congruent.
The symbol ≅ is used to represent congruence. For example:

P
E
D
Ɣ Q

F
R

ΔDEF ≅ ΔRPQ because ∠ D = ∠ R, ∠ E = ∠ P, and ∠ F = ∠ Q

DE = RP, EF = PQ, and DF = RQ.

• Because the sum of the angles in any triangle is 180º, you only need to know
two angles to figure out the third angle. So ∠ F must equal ∠ Q in the above
triangles.

• When you say triangles are congruent, it is important that you put the vertices in
the corresponding order. In the two triangles above, ∠ D = ∠ R so D and R are
written in the same position (first) in the congruency statement ΔDEF ≅ ΔRPQ.

Geometry 191 Reprint 2022

In the two congruent triangles on the previous page, ΔDEF and ΔRPQ, all angle
measurements and all side lengths are known to be equal. However, it is possible
to know if two triangles are congruent with less information.
There are four ways to know that any two triangles are congruent:
SSS (Side-Side-Side): If the lengths of the three sides of one triangle match the
lengths of the three sides of the other, the triangles are congruent. You do not
need to check the angles.

ASA (Angle-Side-Angle): If two angles and the length of the side contained by
them of one triangle match two angles and the length of the side contained by
them on the other triangle, the triangles are congruent. You do not need to check
the other angle or sides. A side is contained by two angles when it is between the
angles.

AAS (Angle-Angle-Side): If two angles and the length of a side not contained by
them match two angles and the length of a corresponding side not contained by
them on the other triangle, the triangles are congruent. You do not need to check
the other angle or sides.

SAS (Side-Angle-Side): If two side lengths and the angle contained by them on
one triangle match two side lengths and the angle contained by them on the other
triangle, the triangles are congruent. You do not have to check the other angles or
side.

Knowing three angles (AAA) or knowing two sides and an angle not contained by
those sides (SSA) is not enough information to know if two triangles are congruent
because those conditions do not result in a unique triangle.

Reprint 2022 192 Unit V

 C. Which set of conditions for congruence, SSS, ASA, AAS, or SAS, tells
Seldon and Nima that ΔCAB ≅ ΔCDE in part B?
D. What is the distance across the lake? How do you know?

Examples
Example Establishing Congruence
Which of these triangles are congruent? Which are not?
How do you know?
D H
E L
B
F G

C J
A M
K

Solution Thinking
ΔABC ≅ ΔGJH • I knew I didn’t have to measure all the angles
∠ B = ∠ J = 114º and sides so I measured the largest and
∠ C = ∠ H = 20º smallest angles in each because they’re easy to
AC = GH = 4.8 cm identify.
I used AAS. • Three triangles had the same angles: ΔABC,
ΔDFE, and ΔGHJ. To use AAS or ASA, I only had to measure
ΔDFE is the same one side in each, so I chose to measure the longest side in
shape as both each.
ΔABC and ΔGJH
because they all • I sketched the triangles to record my measurements.
have the same
angle
measurements,
but ΔDFE is
smaller, so it is not
congruent.

ΔLKM is neither • I noticed that the angles in ΔKLM didn’t match the others,
the same shape so ΔKLM can’t be congruent to any others.
nor the same size
as ΔABC, ΔGJH, • I changed the name of ΔGHJ to ΔGJH to match ΔABC
or ΔDFE, so it is when I wrote my congruency statement, ΔABC ≅ ΔGJH
not congruent. (but I could have changed ΔABC to ΔACB instead and written
ΔACB ≅ ΔGHJ).

Geometry 193 Reprint 2022

Practising and Applying
1. For each pair of triangles, indicate 5. Dema uses congruent triangles to
which conditions for congruence tell you find the width of a river.
they are congruent and write a a) What conditions can she use to be
congruency statement. sure the triangles are congruent?
a) Y
b) What is the length of AC?
c) Use the Pythagorean theorem to find
the width of the river, AB.

X Z
R W
A B
b) 70 m
S T
V 78 m
70 m C
U E D
2. Consider ΔABC. B
For each triangle
below, write a 6. To establish that each pair of
5m 3m
statement saying it triangles is congruent, what further
is congruent to information do you need to know?
A C Explain why. (List all the possibilities.)
ΔABC. Tell how 4m
you know it is a) B
congruent. L

4m 3m
E A C
K M
5m
G F D
D F b)
5m
3m
G E
J H
4m
3. For two right triangles, you only need H
J L
to show that the hypotenuses and one c)
other side in each triangle are equal to
know they are congruent. Explain why.
K
4. Find the congruent triangles in this
diagram. Explain how you know. N M

7. Dechen measures every angle and

side length of two triangles to be certain
they are congruent. What advice would
you give her?

Reprint 2022 194 Unit V

5.1.3 Similar Triangles

Try This
David will be visiting Bhutan soon so he is
consulting a map of the country (at right).
The scale tells him that 1 cm on the map
represents an actual distance of 50 km
(or 5,000,000 cm). David wants to visit
Thimphu, Phuntsholing, and Trashigang.
He draws line segments between the
places to represent the distance between
them "as the crow flies." These line
segments form a triangle.
A. i) Measure the sides of the triangle on David’s map.
ii) Use your measurements from part i) to estimate the actual distances between
the three places. Explain how you estimated.

When corresponding side lengths in two triangles have the same ratio, the shapes
are similar. The symbol ~ is used to show similarity. When two triangles are
similar, their corresponding angles are equal. For example, for the two triangles
below:
AB BC AC
ΔABC ~ ΔDEF because = = .
DE EF DF

Therefore, ∠ A = ∠ D, ∠ B = ∠ E, and ∠ C = ∠ F.
C
F

A
B E

• The ratio between all corresponding sides of similar triangles is called the
scale factor.
• Because the ratios of each pair of corresponding sides are equal, the ratios of
AB BC AC perimeter of ΔABC
the triangles’ perimeters are also equal: = = =
DE EF DF perimeter of ΔDEF
• Congruent triangles are similar triangles with a scale factor of 1.
• As with congruent triangles, when you name similar triangles using the vertex
labels, it is important to keep the order of the corresponding vertices in mind. In
the example above, ∠ A in ΔABC = ∠ D in the second triangle, ∠ B = ∠ E, and
∠ C = ∠ F, so the second triangle should be named ΔDEF when writing the
similarity statement ΔABC ~ ΔDEF.

Geometry 195 Reprint 2022

In the two similar triangles on the previous page, ΔABC and ΔDEF, corresponding
side lengths have the same ratio and all angle measurements are equal. However,
it is possible to determine if two triangles are similar with less information. Any of
the following sets of conditions establishes that two triangles are similar:
AAA (Angle-Angle-Angle): Corresponding angles are equal. You only need to
measure two angles because the third angle can be calculated by subtracting the
two known angles from 180º.

SSS (Side-Side-Side): All pairs of corresponding sides have the same ratio.

z
x

2z y
2x

2y
SAS (Side-Angle-Side): Two pairs of corresponding sides have the same ratio, and
the angle contained by these sides is the same in both triangles.

z
x
2z
2x

B. i) What is the scale factor that shows how each line segment David drew on
the map in part A is related to the actual distance?
ii) How do you know that David's triangle is similar to the imaginary triangle that
represents the actual distances between the three communities?

Reprint 2022 196 Unit V

Examples
Example Identifying Similar Triangles
Identify at least two similar triangles in this diagram.
Explain how you know they are similar. C 5.3 cm
D
7 cm
6 cm 4 cm
4.5 cm

B 8 cm 3.2 cm E
A
Solution 1 Thinking
ΔADE ~ ΔACD • I worked with two classmates. We started with
because all the ΔADE and ΔACD because they looked similar.
corresponding
angles are equal • We already knew from the diagram that the
(AAA). angles at A were equal.
• Pema suggested that we only measure one more angle in each
triangle. If two corresponding angles are equal, then the third
angles would be equal too. We weren't sure which angles
corresponded, so we measured all of them and found that
∠ DCA = ∠ EDA = 46º and ∠ CDA = ∠ DEA = 74º.
Solution 2 Thinking
ΔABC ~ ΔACD • In my group, we compared ΔABC and ΔACD
because two because they looked similar.
pairs of
corresponding • Because we already knew ∠ CAD = ∠ BAC, we
sides have the only needed to compare the sides in each triangle
same ratio and that contained those angles.
the angle
contained by • I drew a sketch, separating the
these sides is triangles, to help see which sides
the same in both
corresponded. They were
triangles (SAS).
- AC (in ΔACD) and AB
Since
- AD and AC (in ΔABC)
ΔADE ~ ΔACD
and • We calculated the ratios and they were the same:
ΔABC ~ ΔACD, - AC (in ΔACD) ÷ AB = 6 cm ÷ 8 cm = 0.75
then - AD ÷ AC (in ΔABC) = 4.5 cm ÷ 6 cm = 0.75
ΔADE ~ ΔABC.
Therefore, • Then, Karma found out from Pema’s group that
ΔADE ~ ΔACD. That meant ΔABC ~ ΔADE. Then we realized
ΔABC ~ ΔACD ~
ΔADE that all three triangles were similar.

Geometry 197 Reprint 2022

Practising and Applying
1. a) Measure the angles to show that 4. Repeat question 3 with your own
the triangles are similar. original triangle and scale factor.
B
5. Each instruction below provides more
C information than necessary to tell if two
triangles are similar. Explain.
a) find all three angles
b) find two pairs of corresponding
angles and sides

A 6. In this
Ddiagram, nine
b) For each vertex in the smaller congruent triangles
triangle, identify the corresponding fit together to form a
vertex in the larger triangle. larger triangle that is
c) Write a statement representing the similar to the smaller
similarity. Remember to write the triangles.
corresponding vertices of the triangles a) How many different similar triangles
in the same order. can you find in the diagram?
d) Measure the sides to show that each b) Try this design with a different-
pair of corresponding sides is in the shaped triangle. Do you think it can be
same ratio. What is the ratio? done for any triangle?
c) Can you do it with a different number
2. Which statements are always true? of smaller congruent triangles? Try it
a) Similar triangles are the same size. with two, three, and four congruent
b) Similar triangles are the same shape. triangles.
c) Corresponding angles in similar
triangles are equal. 7. Pema’s friend says that ΔABC ~ΔEDC
d) Corresponding sides in similar but Pema does not think there is enough
triangles are equal in length. information to be sure they are similar.
B D
3. a) Construct ΔABC with AB = 12 cm, 9m
C
BC = 9 cm and AC = 6 cm. 7m
2 9m
b) Construct ΔDEF with sides the 12 m E
3 A
length of the sides in ΔABC.
c) Measure and compare the angles in a) What other information would he
the two triangles. need to be sure? Explain.
d) Find and compare the perimeters of b) Compare your answer to part a) with
the two triangles. at least two classmates’ answers.
e) How do you know the triangles are 8. All congruent triangles are similar but
similar? not all similar triangles are congruent.
How is this possible?

Reprint 2022 198 Unit V

5.1.4 Solving Problems with Similarity

Try This
Roshan, who is 1.5 m tall, notices that a wall casts a shadow 8 m long.
When he moves to the spot where the end of his shadow matches the end
of the wall’s shadow, he sees that his shadow is 2 m long.

1.5 m

2m 6m

A. i) Find two similar triangles in this sketch.

ii) How do you know they are similar?
B. When Roshan tells Pema about his height and the lengths of the shadows,
Pema suggests that the wall is 4 times as tall as Roshan. Why would he say this?

When you know that two triangles are similar, you can use the ratio of the
corresponding side lengths to find missing measurements. This allows you to
measure objects that might be difficult or impossible to measure, like the height of
the wall casting a shadow on Roshan above.
For example, these two triangles are similar C
because two pairs of corresponding angles are
equal. Because the triangles are similar, their F
corresponding side lengths are in the same ratio.
You can find the unknown side length, x, using 10 m
this ratio and a proportion equation:
x
ED EF 3 x
= so =
BA BC 4 10
3 × 10 = 4x B E D
4m A 3m
30 = 4x
ΔABC ~ ΔDEF
x = 30 ÷ 4
x = 7.5 m Be careful about which sides
correspond to each other when
you create a proportion
equation.

Geometry 199 Reprint 2022

C. i) Write a proportion equation that compares equal ratios between
corresponding sides of the two similar triangles in the Roshan's sketch from
parts A and B.
ii) Solve this equation to find the height of the wall.

Examples
Example 1 Using Similar Triangles
In the given triangles, find the unknown lengths q and r. Show your work.
5 cm 4 cm
q
3 cm
r
7 cm

Solution 1 Thinking
• I drew a sketch and labelled the
Finding q: vertices. Then I started checking to see
if the triangles were similar.
q 4 • I knew ∠ ABE = ∠ CBD because they
=
3 5 are vertically opposite. I marked these •.
5q = 3 × 4
5q = 12
q = 2.4

The length of q is 2.4 cm.

Finding r : • Since two angles are the same, I knew ΔBAE ~ ΔBCD
because of AAA.
perimeter ΔBCD 4 • Then I looked for corresponding sides to figure out
=
perimeter ΔBAE 5 the ratio. AB (5) corresponds to CB (4), because they
4 + 2 .4 + r 4 are both between angles marked Ⱥ and •, so I knew the
= 4
5+3+7 5 ratio of the side lengths was .
5
6.4 + r 12
= • Then I looked for the corresponding side to q so I
15 15
could write a proportion equation. AE (3) corresponds
6.4 + r = 12
to CD (q), because both are between an unmarked angle
r = 5.6 and an angle marked Ⱥ.
• I set up a proportion equation using the ratios of the
The length of r is 5.6 cm.
side lengths and found q using a common denominator.
• I knew the ratio of the perimeters was the same as
the ratio of the corresponding sides so I used that to
find r — I set up a proportion using the ratio of the
perimeters and the ratio of the corresponding sides.

Reprint 2022 200 Unit V

Solution 2 Thinking

or 0.8. • I knew ∠ ABE = ∠ CBD because they

4
The scale factor is
5 are vertically opposite. I marked these
q = 0.8 x 3 cm with a black dot, •.
= 2.4 cm • Since two angles were the same, I
knew ΔBAE ~ ΔBCD because of AAA.
r = 0.8 x 7 cm • I found the scale factor by comparing two known
= 5.6 cm corresponding side lengths. AB (5) corresponds to
CB (4) because they are between angles marked
4
Ⱥ and •. The scale factor was .
5
• I multiplied each unknown length in the larger
triangle by the scale factor to find the
corresponding length in the smaller triangle.

Example 2 Finding the Perimeter of a Similar Triangle

Find the perimeter of ΔCDE in the given diagram. E
Show your work.
A

8 cm

D C B
9 cm 6 cm

Solution Thinking
• The triangles looked similar,
∠ DCE = ∠ CBA but I checked by finding two
∠ CDE = ∠ BCA pairs of equal angles.
ΔCDE ~ ΔBCA (using AAA) • I knew that the right angles
were equal and that
AC2 = 62 + 82 ĺ AC = 10 cm ∠ CDE = ∠ BCA because DE and CA are
Perimeter ΔCBA = 6 + 8 + 10 parallel and DB forms a transversal.
= 24 cm So ΔCDE ~ ΔBCA (using AAA).
• I used the Pythagorean theorem to find AC
9 and then calculated the perimeter of ΔCBA.
The scale factor is = 1.5.
6 • I determined the scale factor using
corresponding sides DC (9 cm) and CB (6 cm).
Perimeter ΔCDE = 24 cm x 1.5 • I found the perimeter of ΔCDE using the
= 36 cm perimeter of ΔCBA and the scale factor.

Geometry 201 Reprint 2022

Practising and Applying
1. Find the unknown measurement in 4. Hold a ruler vertically (or horizontally)
each pair of similar triangles. with your arm extended straight in front
a) of you. Close one eye and find a
5 cm
x position in the room or outside so that
the end edges of the ruler seem to
match the top and bottom (or left and
4 cm 4 cm right sides) of an object or person. What
measurements do you need in order to
use similar triangles to estimate the
b) height (width) of the object or person?
Explain.

1.5 m

5.3 m 0.9 m
c)

9.9 m
4.5 m

7.5 m y
2. Devika places a mirror on the ground 5. Rajesh notices that all the
to help her measure the height of a applications of similar triangles he has
flagpole. Use similar triangles to find the seen involve ground that is either
height of the flagpole. Show your work. horizontal or flat and even. The land he
knows best is rarely horizontal or flat.
a) Explain why it is still possible to use
shadows and similar triangles to
1.4 m measure the height of something when
the ground is flat but not horizontal, as
2.4 m 7.8 m shown below.
3. a) Draw any triangle. Locate the
midpoint of each side. Join the
midpoints to create a smaller triangle
inside your original triangle.
b) Compare the lengths of the sides in
the two triangles. What do you notice?
What does this mean about the inner b) Explain why it is not possible to use
and outer triangles? shadows and similar triangles to
c) Compare your results from part b) measure the height of something when
with some classmates to see if what the ground is uneven or hilly.
you discovered is true for other
triangles. 6. Create your own similar triangle
problem for a classmate to solve.

Reprint 2022 202 Unit V

Chapter 2 Transformations
5.2.1 Translations

Try This
Mindu gave Dodo these instructions for drawing a triangular prism:
• Plot ΔABC with vertices A(–2, –1), B(0, 1), and C(2, –1).
• Translate the triangle so that B', which is the image of
point B, is at (1, 4).
• Draw a line segment from each vertex in ΔABC to its
image in ΔA'B'C'.

A. Use Mindu's steps to help you draw a rectangular prism, starting with a
rectangle instead of a triangle.
B. How far did you translate your rectangle upwards? to the right?

When you slide a geometric shape from one place to another, the move is called a
translation. The shape in its new position is called the translation image.
• The image of a point X is usually described as X', which is read as “X prime.”
If X' is then translated, the image of X' is X'' and is read as
“X double prime.” X

• When a shape is translated, each point in the shape slides

the same distance and in the same direction.
• The translation arrow from X to X' shown here represents a X'
translation that is 2 units to the right and 3 units down. The
distance right or left is always stated before the distance up or
down.
• When you translate a shape, you only need to draw a translation arrow from one
of the vertices to its image vertex.
• The translation of X to X' can be represented in two ways:
- using the translation rule [2, –3]
- using mapping notation (x, y) ĺ (x + 2, y – 3)
• [2, –3] in mapping notation is (x, y) ĺ (x + 2, y – 3) because you add 2 to the
x-coordinate and subtract 3 from the y-coordinate of each point to get the
coordinates of the image point.
• The mapping notation (x, y) ĺ (x + a, y + b) translates each point in a shape
a units to the right and b units up.

Geometry 203 Reprint 2022

 C. i) Where could you draw a translation arrow in Mindu’s diagram from
parts A and B?
ii) Describe Mindu’s translation with words and using two other representations.
D. Describe your translation from part B with words and using two other
representations.

Examples
Example 1 Using Mapping Notation to Translate a Shape
Determine the coordinates of the vertices of ΔABC after it is translated with the
mapping (x, y) ĺ (x + 4, y – 2). Explain how you got your answer.
y

C
1
B
–1 1 x

Solution Thinking
The vertices are: • I wrote the coordinates
A(0, 3) of the vertices of ΔABC.
B(2, 0) • I substituted the x- and
C(–2, 1) y-coordinates from each
point into the mapping
A(0, 3) ĺ A'(0 + 4, 3 – 2), notation expression, (x + 4, y – 2).
or A'(4, 1)
B(2,0) ĺ B'(2 + 4, 0 – 2),
or B'(6, –2)
C(–2, 1) ĺ C'(–2+ 4, 1 – 2),
or C'(2, –1)

Example 2 Representing a Translation

The vertices of ΔDEF are D(3, –1), E(2, –3), and F(1, –1).
The vertices of ΔD'E'F' are D'(–2, 6), E'(–3, 4), and F'(–4, 6).
Describe the translation that maps ΔDEF onto ΔD'E'F'.

Reprint 2022 204 Unit V

Solution 1 Thinking
• I chose to use point D and its image D'
D(3, –1) ĺ D'(–2, 6) to figure out how ΔDEF was translated,
because I knew each point in ΔDEF
horizontally: –2 – 3 = –5 translates the same way.
• I subtracted the corresponding x-
vertically: 6 – (–1) = 7 values and the corresponding y-values to find the
length of the horizontal slide and the vertical slide.
Translation rule: [–5, 7] (I made sure I subtracted the y-values in the same
E(2, –3) ĺ E'(–3, 4) order as I did the x-values, D' – D.)
• I described the translation using a translation rule.
Solution 2 Thinking
• I chose point E and its image E' to
E(2, –3) ĺ E'(–3, 4) figure out how ΔDEF was translated,
because I knew each point in ΔDEF
horizontally: –3 – 2 = –5 translates the same way.
• I subtracted the x-value in E from the
vertically: 4 – (–3) = 7 x-value in E' to find the length of the slide
horizontally.
Mapping notation: • I subtracted the y-values in E from the y-value in E'
(x, y) ĺ (x – 5, y + 7) to find the length of the slide vertically.
• I described the translation using mapping notation.

Practising and Applying

1. What are the coordinates of the 3. Describe the translation that maps
image for each point using the given PQR onto P'Q'R' in each way.
mapping notation? a) using a translation rule
a) (2, 6) after (x, y) ĺ (x + 5, y – 3) b) using mapping notation
b) (–2, 6) after (x, y) ĺ (x + 5, y – 6) y
c) (7, –3) after (x, y) ĺ (x – 7, y + 3) Q'
3
2. What are the coordinates of the
image for each point using the given
translation rule? P' Q
R'
a) (3, –5) translated with [– 5, 3]
b) (0, 6) translated with [– 3, 0] –3 x

P R

4. In question 3, which line segments

are parallel in ΔPQR and ΔP'Q'R'?

Geometry 205 Reprint 2022

5. Write the translation rule that maps 9. a) The points A(–1, –1) and B(1, –3)
each point onto its image. are the end points of a side of a square.
a) A(0, 0) ĺ A'(5, –3) Write a translation rule that would map
these points onto the other vertices of
b) B(3, 1) ĺ B'(9, 2)
the same square.
c) C(3, 1) ĺ C'(0, –5)
b) Explain why there is more than one
d) D(0, –3) ĺ D'(–3, 2)
translation rule for part a).
c) Repeat parts a) and b) for the points
6. Represent each rule from question 5
A(0, 0) and B(1, 3).
using mapping notation.

7. A rectangle has vertices A(–7, –2), 10. Explain why triangle A cannot be
B(–6, 0), C(–2, –2) and D(–3, –4). translated onto triangle C.
a) ABCD maps onto A'B'C'D' with the
translation rule [3, 2]. Write the
coordinates of A', B', C', and D'.
b) A'B'C'D' maps onto A"B"C"D" with
the translation rule [4, 1]. Write the
coordinates of A", B", C", and D".
c) What single translation rule would
map ABCD on to A"B"C"D"? How does
this relate to the translation rules in
parts a) and b)?
d) Write the translation rule that will
map A"B"C"D" back on to ABCD.
e) What do you notice about the
mappings in parts c) and d)?

11. Why is it possible to represent the

8. a) Plot ΔABC with vertices A(–2, –3), translation of a shape with multiple
B(3, 3) and C(–1, 2). vertices using just two numbers, for
b) Describe the translation that moves example, [3, 4]?
C(–1, 2) to C'(2, –4).
c) What are the coordinates of A' and B'
using the same translation?
d) Is ΔABC ≅ ΔA'B'C'? Explain.
e) Which side lengths are parallel?
f) Draw line segments to connect
A with A', B with B', and C with C'.
Which line segments are parallel?
g) Compare the lengths of AA', BB',
and CC'. What do you notice?

Reprint 2022 206 Unit V

5.2.2 Reflections and Rotations

Try This
Two students are examining these two triangles. One triangle has vertices
P(–2, 1), Q(0, 3), and R(2, 1). The other has vertices (–2, –1), (0, –3), and (2, –1).

A. Novin says that the bottom triangle is a y

reflection image of ΔPQR. Lobzang says that it is
Q(0, 3)
a rotation image. Both students are right. How is
that possible?
P(–2, 1) R(2, 1)
B. i) Novin says that the image of vertex Q is at
(0, –3). How would Novin describe the images of
the other two vertices? x
ii) Lobzang agrees that the image of vertex Q is
(–2, –1) (2, –1)
at (0, –3) but disagrees with Novin about the
other two vertices. How would Lobzang describe
the images of the other two vertices? (0, –3)
iii) What do you notice about your answers to
parts i) and ii)?

In a reflection, the reflection line acts In a rotation, an image is turned around

like a mirror. If you draw a line a centre of rotation either clockwise
segment to connect any point on the (cw) or counterclockwise (ccw). If you
original shape with its image point, the draw line segments to the centre of
reflection line will be the rotation from any original point and from
perpendicular bisector of that line its image, they form the angle of
segment. rotation. Angle of rotation
P'
A B
Centre of
C rotation
Reflection line
R'
R
C'
Q'
A' B' Q P

When a shape is reflected, the When a shape is rotated, the orientation

orientation is reversed. For example, stays the same because the vertices in
in the reflection above, the vertices in the original triangle and the image go in
ΔABC go clockwise and the the same direction. For example, the
corresponding vertices in ΔA'B'C' go vertices in ΔQRP and ΔQ'R'P' go in the
counterclockwise. same direction.

Geometry 207 Reprint 2022

Reflections and rotations can be represented with mapping notation. For example:
• A reflection in the x-axis is described with (x, y) ĺ (x, –y). This is because the
x-coordinate does not change, and the image point has the opposite y-coordinate.
• The mapping notation for a reflection in the y-axis is shown in Example 1.
• A 180º rotation around (0, 0) is described with (x, y) ĺ (–x, –y). This is because
the image points have the opposite x- and y-coordinates of the original.
• A 90º rotation cw around (0, 0) is described with (x, y) ĺ (y, –x). This is because
the coordinates of the image points are reversed and one of the coordinates
changes its sign.
• The mapping notation for a 90° rotation cc around (0, 0) is shown in Example 2.
You will discover other reflection and rotation rules as you work through the
exercises.

C. i) What mapping notation would Novin write to represent how he viewed the
transformation as described in part A?
ii) What mapping notation would Lobzang write to represent his way of viewing
the transformation?

Examples
Example 1 Determining the Mapping Notation for Reflections in the Y-axis
a) Determine the vertices of the image of y
A
ΔABC after a reflection in the y-axis. 3

b) Compare the coordinates of each vertex in

ΔABC with the coordinates of its image vertex 1 B
to determine the mapping notation that
describes a reflection in the y-axis. x
–3 –1 1 3
–1
C

Solution Thinking
a) The reflection results in a) I found the coordinates of A' by
these image vertices: counting the distance from A to the
A(1, 3) ĺ A'(–1, 3) y-axis and then counting that same
B(3, 1) ĺ B'(–3, 1) amount past the axis.
C(2, –1) ĺ C'(–2, –1) • I did the same for B' and C'.

b) A reflection in the b) I compared the coordinates of the vertices and

y-axis can be represented their images to look for a pattern.
with the following mapping: • The x-values became their opposites but the
(x, y) ĺ (–x, y) y-values didn't change.

Reprint 2022 208 Unit V

Example 2 Determining the Mapping Notation for a 90° ccw Rotation
a) ΔABC is rotated 90º counterclockwise y
A
around (0, 0). What are the coordinates of 3
ΔA'B'C'?
b) Compare the coordinates of each vertex in 1 B
ΔABC with the coordinates of its image vertex
to find the mapping notation that describes a x
90º counterclockwise rotation around (0, 0). –3 –1 1 3
–1
C

Solution Thinking
a) The rotation a) I found the coordinates of A' by first
results in these drawing a line segment from A to (0, 0).
image vertices: I measured a 90º angle at the origin, and drew
A(1, 3) ĺ A'(–3, 1) another line segment, the same length as the
B(3, 1) ĺ B'(–1, 3) first one, from the origin to A'.
C(2, –1) ĺ C'(1, 2)

• I did the same for B' and C'.

b) A 90º rotation b) I compared the coordinates of the vertices and their

ccw around (0, 0) images to look for a pattern.
can be represented • The x- and y-values changed places, but the sign only
with the following
changed when the y-coordinate moved into the x-
mapping:
coordinate position.
(x, y) ĺ (–y, x)

Practising and Applying

1. Determine the coordinates of the image Z (–1, 4)
vertices after each reflection of ΔXYZ.
a) a reflection in the x-axis
b) a reflection in the y-axis X (–1, 2)

Y (–3, 0)

Geometry 209 Reprint 2022

2. Determine the coordinates of the 6. a) Graph ΔDEF, with D(1, 3),
image vertices after each rotation E(5, –2), and F(–1, 1).
of ΔXYZ below. b) Graph the image of ΔDEF under the
a) a rotation of 90º counterclockwise transformation (x, y) ĺ (–x, –y)
(ccw) about the origin c) Describe the transformation.
b) a rotation of 90º clockwise (cw) about d) How would the results be different if
the origin the mapping notation had been
c) a rotation of 180º ccw about the (x, y) ĺ (–y, x)?
origin
d) a rotation of 180º cw about the origin 7. This graph shows ABCD reflected in
the line that passes through the points
Z(–1, 4) (0, 0) and (1, 1).
y
C
X(–1, 2)
B
D

Y(–3, 0) A (1, 1)

3. Look back at your work in question 2 x

a) For each part, are XY and X'Y'
parallel? Explain.
b) What do you notice about the image a) Write the coordinates of the vertices
vertices in parts c) and d)? A, B, C, and D and their image vertices.
b) Look for a pattern to help you
4. a) Graph ΔPQR, with vertices P(2, 1),
describe the transformation using
Q(1, –2), and R(1, 4).
mapping notation.
b) Graph the image of ΔPQR under the
transformation (x, y) ĺ (x, –y)
8. How are the mapping descriptions of
c) Describe the transformation. these the same and how are they
d) Are the sides in the original triangle different?
parallel to their corresponding sides in a) a rotation of 90° clockwise around
the image triangle? Explain. the origin compared to a rotation of
e) How would the results be different 180° clockwise around the origin
with the mapping notation (x, y) ĺ b) a reflection in the x-axis compared to
(–x, y)? a reflection in the diagonal line that
passes through (0, 0) and (1, 1)
5. a) Graph ΔKLM, with K(–2, –1),
c) a reflection in the y-axis compared to
L(–5, –2), and M(–3, 4).
a reflection in the diagonal line that
b) Graph the image of ΔKLM under the passes through (0, 0) and (1, 1).
transformation (x, y) ĺ (–y, x)
c) Describe the transformation.

Reprint 2022 210 Unit V

9. Look back at your work on 10. Look back at your work on
reflections. rotations.
a) When a shape is reflected, is the a) When a shape is rotated, is the
image congruent, similar, both, or image congruent, similar, both, or
neither? Explain. neither? Explain.
b) Describe the orientation of a b) Describe the orientation of a
reflection image compared to the rotation image compared to the
original shape. original shape.

GAME: Shards

Shards is a game for two players.

• To set up, construct a coordinate grid from –6 to 6 on each axis.
• Player A plots and draws a right triangle no larger than 6 units measured
horizontally or vertically.
• Player B rotates, reflects, or translates Player A’s triangle and draws its image,
staying within the coordinate grid (x- and y-coordinates must be between –6 and
6) and not overlapping with Player A's triangle. Player B then describes the
transformation.
• Players take turns transforming and drawing the triangle and describing their
transformations until no more moves are possible without overlapping.
• The last player to move wins.

For example, in the game shown here,

• Player A drew triangle 1, with vertices at
(0, –3), (0, –6), and (–6, –6).
• Player B then rotated triangle 1 about the
origin 90º cw and drew triangle 2.
• Player A then translated triangle 2 using
(x, y) ĺ (x + 5, y – 1) and drew triangle 3.
• Player B then reflected triangle 3 across
the vertical line x = 2 and drew triangle 4.
• Play continued until Player A drew triangle
7 and won the game, because there was no
more space for Player B to draw a triangle.

Play the game with a partner. As you play, indicate why you have chosen the
transformation you did each time.

Geometry 211 Reprint 2022

5.2.3 Dilatations

Try This
Devika is using shadows and similar triangles to find the height of a statue.
She drew a sketch on grid paper to help visualize the similar triangles.
D

A B C
Devika

A. Suppose point A is the origin (0, 0) of a coordinate grid.

i) What are the coordinates of ΔBAE?
ii) What are the coordinates of ΔCAD?
B. Compare the coordinates of the corresponding vertices in the two similar
triangles. What do you notice?

A dilatation is a transformation that enlarges or reduces a shape.

• To dilatate a shape, you multiply all the shape's side lengths by a scale factor.
When the scale factor is greater than 1, the shape is enlarged. When the scale
factor is positive and less than 1, the shape is reduced.
• In the diagram below, ΔABC was plotted on a coordinate grid and then enlarged
to create the dilatation image ΔA'B'C'.

y
• Compare the coordinates of ΔABC and ΔA'B'C':
A' A(1, 2) ĺ A'(3, 6)
B(2, 1) ĺ B'(6, 3)
C(1, 0) ĺ C'(3, 0)
The coordinates of ΔABC have been multiplied
A B' by 3, the scale factor, to give the coordinates of
ΔA'B'C'. This occurs when the dilatation centre is
at the origin, (0, 0).
B
• Notice that a straight line drawn from (0, 0)
C x through each vertex in ΔABC also passes
C'
through its corresponding vertex in ΔA'B'C'.
This occurs because the dilatation centre is at
the origin, (0, 0).

Reprint 2022 212 Unit V

• The mapping (x, y) ĺ (ax, ay) represents a dilatation with a scale factor of a
when the dilatation centre is at (0, 0).
• The mapping that dilatated ΔABC to ΔA'B'C', as illustrated on the previous page,
would be (x, y) ĺ (3x, 3y) because the scale factor was 3.
• If the larger triangle had been the original shape and the smaller triangle the
1
dilatation image, the scale factor would have been , indicating a reduction. The
3
1 1
mapping in this case would be (x, y) ĺ ( x, y).
3 3
• Dilatation images and their original shapes are similar triangles. The ratio of their
corresponding side lengths is the dilatation scale factor and their corresponding
angles are equal.

C. i) How do you know Devika's ΔCAD from parts A and B is similar to ΔBAE?
ii) How do you know ΔCAD is a dilatation image of ΔBAE with centre (0, 0)?
iii) Write the mapping for enlarging ΔBAE to ΔCAD.

Examples
Example Performing a Dilatation
a) Graph ΔABC with vertices A(–2, 0), B(2, 4), and C(4, –2) and graph
1
its dilatation image using (0, 0) as the centre and a scale factor of .
4
b) Compare the sides of ΔABC with the corresponding sides of ΔA'B'C'.
What do you notice?
Solution y Thinking
B
a) a) I graphed ΔABC.
• I knew I could use the
mapping (x, y) ĺ
1 1
( x, y) because the
A 4 4
x centre of the dilatation was (0, 0)
1
and the scale factor was .
C 4
1 1
(x, y) ĺ ( x, y)
4 4
• The mapping helped me find the
1 1 1
A(–2, 0) ĺ ( × –2, × 0) ĺ A'(– , 0) coordinates of the vertices of
4 4 2
ΔA'B'C'.
1 1 1
B(2, 4) ĺ ( × 2, × 4) ĺ B'( , 1)
4 4 2
1 1 1
C(4, –2) ĺ ( × 4, × –2) ĺ C'(1, – )
4 4 2
[Continued]

Geometry 213 Reprint 2022

Example Performing a Dilatation [Continued]
Solution Thinking
y • I graphed ΔA'B'C' and then I drew
B dashed lines through pairs of
corresponding vertices to check that
the dilatation centre was
(0, 0).
B'
A A'
C' x

b) When I compared ΔABC and ΔA'B'C', b) When I compared the side

I noticed that lengths, I looked at whether they
• each side of ΔABC is parallel with its were parallel and also at the ratio of
corresponding side in ΔA'B'C' their side lengths.
• the ratio of the lengths of the • I realized ΔABC and ΔA'B'C' are
corresponding sides is the same as the similar, because the ratios of all the
dilatation scale factor: corresponding side lengths are equal.
A′B′ B′C′ A ′C′ 1
= = =
AB BC AC 4

Practising and Applying

1. Write the coordinates of the image 3. Determine the scale factor for each
triangle after a dilatation with centre dilatation centred at the origin.
(0, 0) and scale factor 2. a) J(2, –7) ĺ J'(4, –14)
a) ΔPQR: P(1, –2), Q(3, 2), and R(5, 0)
b) K(–12, 6) ĺ K'(–4, 2)
b) ΔSTU: S(1, 1), T(–1, 1), and U(0, –2)
c) L(3, 6) ĺ L'(2, 4)
2. a) Dilatate rectangle WXYZ with
vertices W(4, 4), X(6, 0), Y(0, –3), and
4. Passang dilatated ΔABC. The image
Z(–2, 1) using the following mapping:
was ΔA'B'C' with vertices A'(2, 4),
1 1
(x, y) ĺ ( x, y). B'(2, –2), and C'(–4, 0).
2 2
b) What is the scale factor? How do you a) If the mapping were (x, y) ĺ (2x, 2y),
know? what would be the vertices of ΔABC?
c) How can you check that the centre of b) Find another possibility for ΔABC
the dilatation is (0, 0)? using a different mapping.
d) Are the sides of the original rectangle c) Why are there many answers for
parallel to their corresponding sides in part b)?
the image? Explain why or why not.

Reprint 2022 214 Unit V

5. Maya noticed that she can do 7. Explain why (x, y) ĺ (2x, 3y) does
dilatations on grid paper even if there not result in a dilatation.
are no x- and y-axes. She can choose
any point on a grid to be the centre. 8. Explain how you
would find the centre for
a) For each pair of triangles, explain
the dilatation shown
how you can tell if they are similar.
here.
b) For each pair, decide if they show a
dilatation with centre 0 (the origin).
Explain your decisions.
9. Look back at your work on
Pair A Pair B dilatations.
a) When a shape is dilatated, is the
image congruent, similar, both, or
neither? Explain.
b) What does this tell you about the
0 0 angles of a shape and its dilatation
image?
6. Devika performed a dilatation on a
triangle but only two of the three 10. All dilatations result in similarity but
vertices changed. What do you know not all similar shapes are dilatations.
about the position of Devika's triangle? Explain.

CONNECTIONS: Making an Animated Movie

Animated movies present a series of still images with a slight change from one to
the next. When the images are shown in quick succession, this gives the illusion
of movement and is called animation. You can make a flipbook that uses this
technique to animate a very simple and short series of movements.
• Cut ten or more 8 cm by 12 cm rectangles out of stiff paper or light cardboard.
• On each piece, draw a stage of your planned movement. Each image will be a
translation, rotation, or dilatation of the image before it.
• Staple the cards together to make a flipbook. Flip through the book quickly to
view your animation.

The triangle gets larger (dilatates) as it moves (translates) across the pages of the flipbook.

Geometry 215 Reprint 2022

5.2.4 Combining Transformations

Try This
Drakpa drew two dots on a piece of paper and showed
a friend how to fold the paper so that one dot was
reflected onto the other dot. His friend then
challenged Drakpa to do it again, but this time to
reflect the dot onto the other dot using two folds.
A. i) Draw two dots on a piece of paper. Fold the
paper to reflect one dot onto the other with just one
fold. How does your fold line relate to an imaginary
line that goes from one dot to the other?
ii) How could you do it in two folds?

When you combine transformations by performing one transformation after

another, the series of transformations is called a composite transformation.
In the following example, ΔABC was reflected in the y-axis using the mapping
(x, y) ĺ (–x, y) to ΔA'B'C' and then rotated 90º ccw around (0, 0) using the
mapping (x, y) ĺ (–y, x) to result in ΔA''B''C''. y
The composite transformation can be
described using a single mapping:
(x, y) ĺ (–x, y) and then (x, y) ĺ (–y, x) C' C
is the same as (x, y) ĺ (–y, –x).
Note that, if ΔABC had been rotated first A' A
and then reflected, the final image,
x
ΔA''B''C'', would be different. B' A" B
(x, y) ĺ (–y, x) and then (x, y) ĺ (–x, y)
is the same as (x, y) ĺ (y, x).
B"
C"

A composite transformation can consist of two or more of the same type of

transformation.
For example, if a triangle is reflected in the x-axis using (x, y) ĺ (x, –y) and then
reflected again, but this time in the y-axis using (x, y) ĺ (–x, y), the composite
transformation can be described with the single mapping (x, y) ĺ (–x, –y).

B. How is what you did in part A ii) like a composite transformation?

C. Open up your paper and examine the two dots. Think of one as point A and
the other as point A'. What other composite transformation could you use to
map A onto A'?

Reprint 2022 216 Unit V

Examples
Example Describing a Composite Transformation
a) What two transformations could map the larger y
parallelogram onto the smaller parallelogram? Show
your work.
b) Describe the composite transformation using a 3
single mapping.
c) How do you know you could also describe it using
four transformations? –3 3 x

–3
Solution 1 Thinking
a) ABCD: A(6, 6), B(6, 4), C(2, 2), D(2, 4) a) I knew one
First Transformation transformation had to
Dilatation with centre (0, 0) and scale be a dilatation because
1 1 1 the image is similar
factor : (x, y) ĺ( x, y)
2 2 2 but reduced.
A
A'(3, 3) • I measured and compared
B'(3, 2) D corresponding sides to find the
B
A' 1
C'(1, 1) scale factor, .
D' 2
D'(1, 2) C B' • I drew lines from the origin
C'
through two of the corresponding
vertices to check if the centre was
(0, 0).
Second Transformation
180º rotation around (0, 0): (x, y) ĺ (–x, –y) • After creating the dilatation
image A'B'C'D' I noticed that I
A' could rotate the image 180º around
A"(–3, –3)
D' (0, 0) to map it onto the final image.
B"(–3, –2) B'
C"(–1, –1) C'
D"(–1, –2) C"
B"
D"
A"

It could be a dilatation and then a rotation.

1 1 b) I combined the two mapping

b) (x, y) ĺ ( x, y) ĺ (–x, –y)
2 2 notations to create a single mapping.
1 1 I knew that the coordinates were
(x, y) ĺ (– x, – y)
2 2 divided by 2 and also became their
[Continued] opposites.

Geometry 217 Reprint 2022

Example Describing a Composite Transformation [Continued]
Solution Thinking
c) You could follow the composite If you do a transformation and then one
transformation in part b) with the that's opposite to it, they cancel each other
translation [2, 1] and then the out and the shape ends up in the same place.
translation [–2, –1]
Solution 2 Thinking
a) Original vertices: a) It was obvious that one
(6, 6), (6, 4), (2, 2), (2, 4) transformation was a
dilatation.
First transformation • I knew the scale factor was
Dilatation with centre (0, 0) and 1
1 1 1 because the sides of the
scale factor : (x, y) ĺ ( x, y) 2
2 2 2 small shape are half as big as the sides of
the large shape.
• I changed the vertices of the original
shape to what they would be after the
Second transformation dilatation. Then I compared them to the
Translation 4 units down and 4 units vertices of the final image. I think that a
left: (x, y) ĺ (x – 4, y – 4) [–4, –4] translation would slide the
dilatation image onto the final image.
1
original after dilatation final
2
(6, 6) (3, 3) (–1, –1)
(6, 4) (3, 2) (–1, –2)
(2, 2) (1, 1) (–3, –3)
(2, 4) (1, 2) (–3, –2)
1 1 b) I combined the two mapping notations to
b) (x, y) ĺ ( x, y) and then
2 2 create a single mapping. I knew that the
(x, y) ĺ (x – 4, y – 4) coordinates were divided by 2 and then 4
1 1 was subtracted.
= (x, y) ĺ ( x – 4, y – 4)
2 2

1
c) (x, y) ĺ ( x,
1
y) and then c) I broke the final translation (x – 4, y – 4)
2 2 into three separate translations (x – 1, y – 1)
(x, y) ĺ (x – 4, y – 4) and then (x – 1, y – 1) and then (x – 2, y – 2)
1 1 to give me four transformations altogether:
= (x, y) ĺ ( x, y) and then
2 2 one dilatation and three translations.
(x, y) ĺ (x – 1, y – 1) and then
(x, y) ĺ (x – 1, y – 1) and then
(x, y) ĺ (x – 2, y – 2)

Reprint 2022 218 Unit V

Practising and Applying
1. The vertices of ΔXYZ are X(2, 2), 4. a) How do you know the triangles in
Y(–1, 1), and Z(3, –1). each pair below are congruent?
a) Where are the vertices of the final b) Describe a composite transformation
image if ΔXYZ is reflected in the that would map one triangle in each pair
x-axis and then translated [1, –2]? onto the other.
b) Write each transformation in part a) Note that vertex O on each grid below is the
in mapping notation. origin (0, 0) of a coordinate grid.
c) Write a single mapping for the Pair A Pair B
O P D
composite transformation in part b).
C
d) What would happen if you reversed
the order of the transformations in S
Q
part a)?

2. a) Describe a series of two

transformations that would map the
larger triangle onto the smaller triangle, R O
shown below. B
b) Write each transformation in
mapping notation. 5. a) Plot any scalene triangle and
transform it with the mapping
c) Write a single mapping for the (x, y) ĺ (5 – x, y – 2)
composite transformation in part b).
b) Describe a series of transformations
y that would map your triangle onto the
image triangle.
c) Write each transformation in
1 part b) in mapping notation.
6. Meto says that a reflection in the
–3 3 x x-axis followed by a reflection in the
y-axis gives the same final image as a
3. a) Draw any triangle in the second single 180º rotation around the origin.
quadrant of a coordinate grid. Do you agree with Meto? Explain.
7. Describe a composite transformation
second first for each. Use mapping notation.
quadrant quadrant
a) mapping A onto C
third fourth b) mapping C onto A
quadrant quadrant
c) mapping B onto D
b) Perform four or more consecutive d) mapping D onto B
transformations so that at least one of
B
the successive images is in each C
quadrant and the final image maps onto
the original triangle. Use at least two
different kinds of transformations. (0, 0)
D
A

Geometry 219 Reprint 2022

UNIT 5 Revision

1. a) Show that at least two different 6. a) Identify the similar triangles.

triangles, each with vertices P, Q, and Explain how you know they are similar.
R, can be constructed such that E
PQ = 9 cm, QR = 7 cm, and ∠ P = 45°.
b) What does this tell you about
whether it is enough to know two sides
J
and one angle in each of two triangles if
you want to be sure they are
congruent?
H G F
2. a) Identify the similar triangles and b) If GF = 3 cm, HJ = 4 cm, and
the congruent triangles in this diagram. HG = 5 cm, find the length of HE and
Show how you know they are similar JE. Show your work.
and congruent.
B
7. ΔKLM has vertices K(–3,1), L(3, –1),
13 m and M(–3, –7).
a) Locate the vertices of its image after
A 12 m D C ΔKLM is reflected in the x-axis.
b) Use mapping notation to represent
b) Find the length of side BC. Explain the reflection in part a).
how you know. c) Locate the vertices of its image after
ΔKLM is reflected in the line that passes
3. Use several examples to show that through (0, 0) and (1, 1).
triangles are congruent if all three sides
d) Use mapping notation to represent
are the same lengths.
the reflection in part c).
4. What further information do you need e) How does the orientation of ΔKLM
to prove that ΔVZY ≅ ΔVXW? Explain compare to the reflection image in part
why this information would help. a)? In part c)? What do you notice?
Z W
8. ΔSTU has vertices S(–2, –1),
T(–2, –4), and U(–4, –4).
V
a) Locate the vertices of the image after
ΔSTU is rotated using (x, y) ĺ (–y, x).
X b) Locate the vertices of the image after
Y
ΔSTU is rotated using (x, y) ĺ (y, –x).
5. ΔPQR has vertices P(3, –1), Q(5, 0), c) Use words to describe each of the
and R(4, 7). rotations in part a) and part b).
a) Locate the vertices of its image after d) How does the orientation of ΔSTU
a translation of [–3, 5]. compare to the rotation image in
part a)? in part b)? What do you
b) Use mapping notation to represent
notice?
the translation.

Reprint 2022 220 Unit V

9. a) Plot any triangle on a coordinate 12. a) Describe how you know the
grid. triangles below are congruent.
b) Dilatate the triangle using a dilatation b) Describe a transformation or
centre of (0, 0) and a scale factor of 3. composite transformation that would
c) Measure and compare the sides of map one of the triangles onto the other.
the triangles to explain how you know Note that vertex O on the grid below is the
origin (0, 0) of a coordinate grid.
the original triangle and its dilatation
image are similar. O

F
10. ΔABC has vertices A(0, 4), B(6, 2),
and C(3, –2).
I
a) Locate the vertices of the image after
ΔABC is dilatated with centre (0, 0) and J H
1 G
a scale factor of .
2
13. Describe a composite
b) Use mapping notation to represent
transformation for each. Use mapping
the above transformation.
notation.
c) Compare the orientations of ΔABC a) mapping A onto C
and its image from this dilatation.
b) mapping C onto A
c) mapping B onto D
11. ΔDEF has vertices D(0, 2), E(5, 4), d) mapping D onto B
and F(2, –2). Describe the
transformation that would give each
image ΔD'E'F' below with these
vertices.
a) D'(0, 2), E'(–5, 4), F'(–2, –2)
b) D'(0, 4), E'(10, 8), F'(4, –4)
c) D'(0, –2), E'(–5, –4), F'(–2, 2) (0, 0)
d) D'(2, 0), E'(4, –5), F'(–2, –2)
e) D'(–3, 4), E'(2, 6), F'(–1, 0)

14. For each kind of transformation,

describe the relationship between the
original shape and its image in terms of
congruency, similarity, and orientation.
a) translation
b) reflection
c) rotation
d) dilatation

Geometry 221 Reprint 2022

 UNIT 6 MEASUREMENT
Getting Started

Use What You Know

A. i) Name this 3-D shape. 13 cm

ii) Name the shape of each face.

iii) Use the measurements of each face to
3 cm
determine its area. 8 cm
iv) Suppose you doubled each
9 cm
measurement. How would that affect the
area of each face? Why?
12 cm
B. Imagine you have wrapped your
textbook in paper.
i) What type of prism is your wrapped textbook?
ii) Name the shape of each face of the prism.
iii) Draw a sketch of the prism or its net. Label the dimensions of the faces.
iv) Calculate the area of each face.
v) Compare your results with a classmate's.

Skills You Will Need

1. Name each 3-D shape.
a) b) c)

2. Determine the area of each 2-D shape.

a) b) c)
4 cm
5 cm 1.3 m
4.2 cm
3.2 m
13 cm

Measurement 223 Reprint 2022

3. Calculate.
a) 53 b) 2.63 c) x, if x3 = 49

4. Find x.
a) 3.1 m b) c)
2.6 cm
4.2 m x
b) 11 cm
x x
24 mm

10 cm
d) x e)
x
Area = 81 cm2
Area = 81 cm2

5. Determine the area of each regular polygon.

a) b)

12 m
23 mm
33 mm

6. a) Determine the circumference of a circle with radius 8 cm.

b) Determine the diameter of a circle with circumference 15 m.

7. Fill in the blanks to make equivalency statements.

a) 2.4 kg = ___ g
b) 230 mL = ___ L
c) 3 m2 = ___ cm2
d) 5 mL = ___ cm3
e) 4.3 L = ___ cm3

Reprint 2022 224 Unit VI

Chapter 1 Volume and Capacity
6.1.1 Volume of Prisms and Cylinders

Try This
Kado used a set of 1 cm3 cubes to build a structure as shown.

A. i) How many cubes did Dodo use for the bottom layer?
ii) How many layers are there?
iii) How could you figure out the total number of cubes in
the structure using your answers to parts i) and ii)?
iv) How many cubes did he use for the whole structure?

Shapes that have length, width, and height are called three-dimensional, or 3-D.
The volume of a 3-D shape is a measurement of the amount of space it occupies.
• A prism is a 3-D shape with two opposite, parallel, and congruent faces, which
are polygons. The lateral faces are always rectangles. The two opposite
congruent faces are the bases of the prism and the rectangular faces form the
lateral surface. Prisms are named according to the shape of their bases.
• To find the volume of a prism, you determine the area of its base and then
multiply by the height of the prism:
Volume of any prism = Area of base × height, or V = Ah

- To understand how this formula works, imagine a layer of

6 cubes, as shown here to the right. If 5 of these layers are
stacked on top of each other, the number of cubes in the stack
will be 6 × 5 = 30 because there are 5 layers, each with 6 cubes.
- It does not matter what the shape of each layer is. As long as
each layer is the same, the total number of cubes in the stack
can be calculated by multiplying the number of cubes in the
base layer by the number of layers.
A
- In the prism at right, the area of the base (A) is like the base
layer of the structure made of cubes above, and the height of the h
prism (h) is like the number of layers. So, the volume is found by
multiplying the area of the base by the height.
• For a rectangular prism, the formula V = Ah yields the same
result as a method you may have used before to find the A=l×w
volume, which is multiplying the three dimensions, l × w × h or
lwh. When you multiply the length by the width, you get the area l
w
of the base, which you then multiply by the height.
Volume of a rectangular prism = Area of base × height h
= length × width × height = lwh

Measurement 225 Reprint 2022

The formula V = Ah applies to any prism.
A
For example, the volume of the star-based prism at the right is
the area of the star base, A, multiplied by the prism's height, h. h
If the area of the base is 55 cm2 and the height h is 10 cm,
then the volume of the prism is Ah = 55 × 10 = 550 cm3.

• A cylinder is not a prism because its base is a circle and not a polygon.
However, it is like a prism because it has two opposite congruent faces (or bases)
and the volume is calculated in the same way.
Volume of a cylinder = Area of base × height, or V = Ah
Because the base is always a circle, the area of the base is ʌr2. h
That means the formula for the volume can be expressed as

Volume of a cylinder = ʌr2 × h = ʌr2h r

A = ʌr2

• Volume is often measured in cubic centimetres (cm3) and cubic metres (m3).
- 1 cm3 is equivalent to the space occupied by a 1 cm × 1 cm × 1 cm cube.
- 1 m3 is equivalent to the space occupied by a 1 m × 1 m × 1 m cube.

• For a hollow shape, such as a container, the capacity of the shape is the volume
of material that the shape would hold. Capacity is usually expressed in millilitres
(mL) and litres (L). To estimate the capacity of a container, assuming the walls of
the container are so thin that they are not considered, you can use its volume.
For example, a rectangular prism container has an 8 cm × 5 cm base and a height
of 25 cm. To estimate its capacity, you can follow these steps: 8
5
Find the volume: V = Ah
= 8 cm × 5 cm × 25 cm
= 1000 cm3
25
Find the capacity: 1 cm3 = 1 mL
so, 1000 cm3 = 1000 mL
The capacity could also be described as 1 L because 1000 mL = 1 L.

• If the container were full of water, the mass of the water it held could be
estimated at 1000 g or 1 kg (because 1 mL of water has a mass of 1 g).

B. i) How do you know Dodo's structure in part A is a prism?

ii) How was finding the total number of cubes in Dodo's structure like finding
its volume?

Reprint 2022 226 Unit VI

Examples
Example 1 Finding the Volume of an Octagon-Based Prism
Determine the volume of this prism, which has a height
of 1.1 m. Its base is a regular octagon. The apothem
(the distance from the midpoint of a side to the centre
of the base) is 3.9 m and the sides of the octagon base 1.1 m
are 3.2 m.
3.9 m
3.2 m

Solution Thinking
Divide the octagon base into • To find the area of
8 congruent triangles, each with the base, I divided it
base 3.2 m and height 3.9 m. into 8 congruent
Area of each triangle: triangles because I
b × h 3.2 × 3.9 knew the formula for
A= = = 6.24 m2
2 2 the area of a triangle.
Area of prism base:
• I combined these triangles to
A = 8 × 6.24 = 49.92 m2 get the area of the octagon base.
Volume of prism:
• I used the formula for the
V = Ah = 49.92 × 1.1 § 54.91 m3 volume of a prism.

Example 2 Finding the Volume of a Pentagon-Based Prism

Find the volume of this building.

2m 3m 7m

3m
Solution Thinking
Area of pentagon base: • To find the area of the
Area of triangle: base, I divided it into a
b × h 3 × 1 rectangle and a triangle,
A= = = 1.5 m2
2 2 because I knew the formulas
Area of rectangle: 1m for the areas of those
A=l×w
3m shapes.
2m • I found the two areas and then combined
= 3 × 2 = 6 m2
them to find the area of the base, which is
Area of pentagon base: 3m
the end face of the building.
A = 6 + 1.5 = 7.5 m2
• To find the volume, I multiplied the area
Volume of prism: of the base by the height, which, in this
V = Ah = 7.5 × 7 = 52.5 m3 case, is the length of the building.

Measurement 227 Reprint 2022

Example 3 Using Volume to Estimate Capacity and Mass
The mass of a cylindrical container is 7.2 kg when it is full of water and 1200 g
when it is empty. It is 50 cm tall.
a) What is its diameter? b) What is its capacity in litres?
Solution Thinking
a) Volume of cylinder, using mass: a) I knew that the mass
The mass of the water is the difference of the water wouldn’t
between the mass of the container when it help me find the
is full of water and the mass of the diameter, but the
container when empty:
volume would, so I
7.2 kg = 7200 g converted the mass to grams because
7200 g – 1200 g = 6000 g I knew 1 g of water had a volume of
6000 g of water has a volume of 6000 cm3 1 cm3.
so the volume of the container is 6000 cm3.

Area of cylinder base, using volume: • I used the volume formula to find
V = Ah the area of the base circle.
A=?
6000 = A × 50 r
6000
= A
50 50 cm
2 6000 cm3
A = 120 cm

Radius of cylinder, using area: • I used the formula for the area of
the circle to find the radius.
A = ʌr2
120 = ʌr2
120
= r2
π
r2 § 38.20
r § 38.2 § 6.18 cm

Diameter of cylinder, using radius: • I knew that the diameter was twice
d = 2r the radius.
d § 2 × 6.18 § 12.36 cm
The diameter is approximately 12.36 cm.

b) Capacity of cylinder, using volume: b) I knew that 1 cm3 = 1 mL so that

6000 cm3 = 6000 mL 1000 mL = 1 L.
6000 mL = 6 L
The container has a capacity of 6 L.

Reprint 2022 228 Unit VI

Practising and Applying
For each question, show your work.
1. Determine the volume of each prism. 3. Terchu used this 6.5 cm
Each base is a regular polygon. model to
a) approximate the
volume of a loaf of
bread. Estimate the 22 cm
volume. 13 cm

15 cm

4. Determine the volume of each shape.

a) b)
2 cm 3 cm
6 cm

3 cm A = 285 cm2
5 cm
b)

3 cm
5.5 cm

8.7 cm 5 cm

7.5 cm 4 cm

c) 5. a) What is the height of a cylinder

with diameter 11 cm and volume
450 cm3?
b) What is the radius of a cylinder with
6 cm
height 54 cm and a capacity of 18 L?

6. This feeding trough is filled with

5.8 cm water for animals to drink. When the
4 cm trough is empty its mass is 3.7 kg.
When it is full of water the mass is
2. Determine the volume of each 32.6 kg. 36 cm
cylinder.
a) b) 7 mm

6 cm
15 cm
10 cm
3.8 cm
a) What is the capacity of the trough in
litres and in millilitres?
b) About how long is the trough?

Measurement 229 Reprint 2022

7. Calculate the volume of plastic that is 9. What is the volume of the smallest
needed to make a 5 m pipe with outside square-based prism container that
diameter 3 cm and inside diameter would hold this 1 L cylinder with height
2.5 cm. 15 cm?

1L
15 cm

10. What is the volume of the smallest

cylindrical container that would hold a
1 L cube?
8. Calculate the volume of steel that
would be needed to make 1000 of
these regular-hexagon based nuts with
dimensions as shown below.
6 mm

11. Explain how you could quadruple

the volume of a prism by changing its
7 mm 13 mm
dimensions. (Quadruple means to
increase by a factor of 4.) Find more
7.5 mm than one way. For each way, explain
how it works.

GAME: Bean Counting

Bean Counting is a game for the whole class to play,

with everyone working in small groups.
You will need rulers and a large glass jar full of dried
beans. The goal is to estimate the number of beans in
the jar.
• Each group
- measures the height and diameter of the jar
- takes a small handful of beans from the jar
- uses the sample of beans and measurements of the jar
to estimate how many beans there are in the full jar
• The jar is then filled again and the beans are counted.
• The group whose estimate is closest to the actual number
of beans wins the game.

Reprint 2022 230 Unit VI

6.1.2 EXPLORE: Comparing Pyramid and Prism Capacities

A square-based pyramid with a 6 cm × 6 cm base

and 9.5 cm slanted edges fits perfectly inside a
6 cm × 6 cm × 8.5 cm square-based prism.
You can use stiff paper or cardboard to construct
nets as described below for the pyramid and prism. 8.5 cm
All measurements are in centimetres. These nets 9.5 cm
can be cut, folded, and glued (or taped) to form
their 3-D shapes.
6 cm

Notice that each net is designed to

have an open base, and that there are
extra flaps (the shaded areas) for 6 cm
gluing or taping the faces together.

6 cm
6 cm
9.5 cm
6 cm

8.5 cm 6 cm 8.5 cm

The 3-D shapes you make from these nets will be used below to determine
volume relationships between prisms and pyramids.

A. Construct the 3-D shapes described above.

i) Determine the volume of the prism.
ii) Fill the pyramid with rice or dried beans and then pour
the beans into the prism. About how many times must
you do this to fill the prism?
13 cm 11 cm
iii) Use your answers from parts i) and ii) to estimate the
volume of the pyramid.
B. Design nets for the prism and pyramid at right. For
both shapes, the triangular base is equilateral with 6 cm
sides and the height is 11 cm. The slanted edge of the
pyramid is 13 cm. Repeat part A i), ii), and iii) for this 6 cm
pair of 3-D shapes.
C. How does the volume of a pyramid relate to the
volume of a prism with the same base and height?

Measurement 231 Reprint 2022

6.1.3 Volume of Pyramids and Cones

Try This
The Great Pyramid in Giza, Egypt is about 139 m
tall with a square base that is about 230 m by 230
m. It was built using blocks of stone and then
covered with a casing to make the faces smooth.
The casing has since eroded away.
Imagine building a pyramid this size with cube
blocks that have a volume of 1 m3. The blocks can
be cut if necessary.

The Great Pyramid in Giza

A. i) How many 1 m3 blocks would you

need to make a rectangular prism
structure with a 230 m × 230 m base
and a height of 139 m?

139 m
230 m

230 m

ii) How many 1 m3 blocks would you

need to make a triangle-based prism
structure with the same height and base
as the rectangular prism in part i)?

139 m
230 m

230 m
iii) Compare your answers to parts i)
and ii) to help you estimate the number
of blocks you would need to rebuild the
pyramid in Giza. Explain how you
estimated the number of blocks.

Reprint 2022 232 Unit VI

• A pyramid has a polygon base and a lateral surface that
consists of triangles. The triangle faces all meet at a Apex
common vertex, the apex. A pyramid is named according to
the shape of its base. For example, the hexagon-based 6 cm
pyramid shown here has seven faces: a regular hexagon
base and six isosceles triangles that meet at the apex.
The volume of a pyramid is exactly one third the volume of a
prism with the same base and height. That means you can
use the formula for the volume of a prism, V = Ah, and the
1
factor to create a formula for the volume of a pyramid:
3

1
Volume of a pyramid = × Area of base × height
3 A = 15 cm2
1
V = Ah
3

For example, to find the volume of the hexagon-based pyramid shown above:
1
V = Ah
3
1
= × 15 × 6 = 30 cm3
3
• Cones, which are not pyramids because of their curved lateral surface and
circular base, are similar to pyramids in some ways: A cone has one base and a
an apex like a pyramid and its volume is calculated in the same way as a pyramid.
1
Volume of a cone = × Area of base × height
3
1
V = Ah
3
This formula also makes sense if you compare a cone and a
cylinder with the same base and height. The volume of the
1
cone is exactly the volume of the cylinder.
3
Because the base of a cone is always a circle, you can 13 m
replace A with the formula for the area of a circle, ʌr2:
12 m
1 1
Volume of a cone = × ʌr2 × h = ʌr2h
3 3

For example, to find the volume of the cone to the right:

5m
1
V = ʌr2h
3
1
= × ʌ × 52 × 12 = 100ʌ cm3 ≈ 314.16 cm3
3

Measurement 233 Reprint 2022

• For cones and pyramids you have to be careful about the
height measurement. You may be given a slant height, s, but h
s
you need the actual height, h, to be able to calculate the
volume.
To determine the actual height of the cone given the slant
r
height, you use s and the radius r in the Pythagorean theorem,
s2 = r2 + h2, and solve for h. This makes sense because the slant height
is the hypotenuse of a right triangle.
For example, to find the height of a cone with slant
height 5 m and radius 3 m:
s 2 = r2 + h 2
52 = 32 + h2 5m
25 = 9 + h h

h2 = 16
h = 4m
3m

s
In the case of a pyramid with a regular polygon base,
you can find the slant height, s, given the height h and h
the apothem, a (the distance from the centre of the
base to the midpoint of one of the edges of the base),
using the Pythagorean theorem: s2 = a2 + h2.

a
For example, to find the slant height of the pyramid
with height 4 m and apothem 3 m:
s 2 = a2 + h2
4m
s2 = 32 + 42
s2 = 25
s = 5m
s

3m

B. Use the formula for the volume of a pyramid to find the volume of the pyramid
in Giza in cubic metres. How does it compare with your estimate in part A iii)?

Reprint 2022 234 Unit VI

Examples
Example 1 Determining the Volume of a Triangle-Based Pyramid
A regular tetrahedron is a triangle-based pyramid whose faces are
four equilateral triangles. In this tetrahedron, each edge is 60 cm
long and the height of the pyramid is 49 cm. Determine the
volume of this tetrahedron.

Solution Thinking
Area of triangle base: • The formula for the
volume of a pyramid
Triangle base involves its height and the
area of its base. The
x height was given so I
needed to find the area of the base.
• I knew the base length of the triangle
base (60 cm) and needed the height to
30 cm 30 cm
find its area.
Height of triangle base (x):
• I used x for the height of the triangle
302 + x2 = 602 base instead of h so I wouldn’t confuse
900 + x2 = 3600 it with the height of the pyramid.
x2 = 2700
• I used the Pythagorean theorem to
x = 2700 find the height of the triangle base.
x § 51.96
Area of triangle base (height is x): • Once I had determined the height of
b×x 60 × 51.96 the triangle, I could find its area.
A= = § 1558.85 cm2
2 2

Volume of tetrahedron: • I used the formula for the volume of

1 a pyramid.
V = Ah
3
1
§ × 1558.85 × 49
3
§ 25,461.15 cm3

Example 2 Determining the Volume of a Truncated Cone

Cutting off one of the vertices of a shape is called 2 cm
truncation. Determine the volume of this truncated
cone. It is 8 cm tall. The radius of the base is 6 cm
and the radius of the top circular face is 2 cm. 8 cm

6 cm

[Continued]

Measurement 235 Reprint 2022

Example 2 Determining the Volume of a Truncated Cone [Continued]
Solution A Thinking
Height of each cone, using • I visualized
similar triangles: the small
h
ΔACD ~ ΔABE because they share cone that
E B
an angle at A and they both have 2 was cut off
right angles (AAA). The scale the top.
factor is 3 because DC ÷ EB = 3.
3 × AB = AC • I planned to subtract the
3h = 8 + h 8 volume of the small cone
3h – h = 8 + h – h from the volume of the
large cone.
2h = 8 D C
h = 4 6 • I wasn't given the height
of the small cone, but I
The height of the small cone is 4 cm. was able to use similar
The height of the large cone is 8 + 4 = 12 cm. triangles to figure it out.
Volume of large and small cones: • I determined the
1 volumes of the small and
Large cone: V = ʌr2h
3 large cones and
1 subtracted to find the
= × ʌ × 62 × 12 § 452.39 cm3
3 volume of the truncated
1 cone.
Small cone: V = ʌr2h
3 • I could have used › to
1
= × ʌ × 22 × 4 § 16.76 cm3 report the volume exactly:
3 1
144› cm3 – 5 › cm3
Volume of truncated cone: 3
2
Vlarge cone – Vsmall cone = 452.39 – 16.76 = 435.63 cm3 = 138 › cm3
3

Practising and Applying

For each question, show your work.
1. Determine the volume of each shape. The bases of a) and d) are regular
polygons.
a) b) 2m
c) 4.2 m
d) 2.9 cm
9m

3.2 m

5m

1.2 cm
1m 1.7 cm

Reprint 2022 236 Unit VI

2. This triangle-based pyramid is a 5. a) What is the height of a cone with a
regular tetrahedron. The length of the base diameter of 11 cm and a volume
sides of each triangular face is 12 cm. of 450 cm3?
b) What is the radius of a cone with
height 54 cm and a capacity of 18 L?

6. This truncated cone was made by

cutting a small cone off the top off a
large cone with a 6 cm base radius.
12 cm 3 cm

a) Determine the area of the base

triangle.
6 cm
b) The height of the pyramid is 9.8 cm.
What is the volume of the pyramid? 6 cm

3. If you were to string a rope from the

top of the Great Pyramid in Giza to the a) What was the height of the large
centre of a base edge, it would cone?
represent the slant height. How long
b) What was the height of the small
would the rope be? (See the Try This
cone that was cut off the top?
at the beginning of the lesson.)
c) What was the volume of the large
4. The pyramid on top of a clock tower cone?
is 120 cm tall and has a square base d) What was the volume of the small
with 3 m sides. What is the volume of cone that was cut off the top?
this pyramid in cubic metres? e) What is the volume of the truncated
cone?

7. a) Determine the volume of each

square-based pyramid.

A B
3m
2m

3m
2m

b) Both pyramids have dimensions 2 m

by 3 m. Why are their volumes
different?
c) Determine the ratio of the volume of
pyramid A to the volume of pyramid B,
VA : VB.

Measurement 237 Reprint 2022

8. a) Determine the volume of each 10. Determine the volume of each
cone. shape. Note that for d), 5.8 cm refers to
the length of the edge, not the slant
height, and the bases of c) and d) are
10 m
B regular polygons.
A a) b)
18 mm
10 m
12 m
12 m

b) Both cones have dimensions 10 m 6m

by 12 m. Why are their volumes 8 mm
different?
c) d)
c) Determine the ratio of the volume of
7 cm 5.8 cm
cone A to the volume of cone B, VA : VB.

9. What is the volume of grain that

could be stored in this silo?
6 cm

5.2 cm 6.5 cm 4.6 cm

11. Design two smaller cone-shaped

cups that would have a combined
capacity equivalent to the capacity of
this cup.
6 cm

1.5 m 8 cm

5m

12. By just visually comparing a

pyramid and a prism with the same
4m base and height, it is obvious that the
volume of a pyramid is less than half of
the volume of the prism. Explain.

Reprint 2022 238 Unit VI

6.1.4 Volume of Spheres and Composite Shapes

Try This
Dawa asked for help organizing his wooden blocks in order of size. He did not
know what to do with the three shown below. He noticed they were the same
height and covered the same area on the table, but they looked different in size.

10 cm 10 cm 10 cm

10 cm 10 cm 10 cm

A. i) Determine the volume of the cylindrical shape.

ii) Determine the volume of the cone.
B. i) Is the volume of the third shape larger or smaller than the volume of the
cylinder? Is it larger or smaller than the volume of the cone?
ii) Use your answers to part A to estimate the volume of the third shape.

• In mathematics, the shape of a ball is usually called a sphere (from the Greek
word for ball). The volume of a sphere can be calculated using this formula:
4 4
Volume of a sphere = × ʌ × r3 = ʌr3
3 3

The sphere shown to the right has a radius of 6 cm,

so its volume is
4
V= ʌ × 63 = 288ʌ cm3 § 904.78 cm3 r = 6 cm
3

• Shapes that are constructed by combining or separating shapes can be called

composite shapes. A hemisphere (half of a sphere) is an example of a 3-D
composite shape. Other examples include the following:

A nut is a hexagon- A truncated cone is This structure is This structure is a

based prism with a made by cutting off made of a cylinder rectangular prism with
cylinder cut out. the top of a cone. and a cone. a hemisphere on top.

• To refer to the different parts of a 3-D shape, you can use subscripts. For the
hexagonal nut shown above, the volume may be written and calculated as
Vnut = Vprism – Vcylinder

Measurement 239 Reprint 2022

 C. i) Determine the volume of Dawa's hemisphere from part B.
ii) How does its volume compare with the volume of the other two shapes?

Examples
Example Measuring the Volume of a Composite 3-D Shape
Buthri plans to build a model of the
Swayambhunath Stupa in the 15 cm
Kathmandu valley. Her initial rough
design is shown here. It consists of a
cone, a square-based prism, and 3 cm
a hemisphere. 6 cm
Estimate the amount of clay
in litres that she would need in litres
to complete her model. 36 cm

Solution Thinking
1 • To use the formula for the
Vcone = ʌr2h
3 volume of the cone, I
1
= × ʌ × (6 ÷ 2)2 × 15 needed the radius, which
3 was half the diameter
=
1
× ʌ × 9 × 15 § 141.37 cm3 (6 ÷ 2).
3
• I could have reported the cone's volume
Vprism = Ah exactly as 45› cm3 instead of 141.37 cm3.
= (6 × 6) × 3 = 108 cm3 • For the prism's volume, I found the area
4 3 of the base and multiplied by the height.
Vwhole sphere = ʌr
3 • I used the volume formula for a sphere
4
= × ʌ × (36 ÷ 2)3 and divided by two for the hemisphere.
3 I divided the diameter by 2 because the
=
4
× ʌ × 183 formula uses the radius.
3
• I could have reported the sphere's
§ 24,429.02 cm3
volume exactly as 7776› cm3 instead of
Vhemisphere = 24,429.02 ÷ 2 24,429.02 cm3 and the hemisphere's
§ 12,214.51 cm3 volume as 3888› cm3 instead of as
V = Vcone + Vprism + Vhemisphere 12,214.51 cm3
= 141.37 + 108 + 12,214.51 • I added up the parts to get the volume
= 12,463.88 cm3 of the model.

Convert volume to capacity: • I converted to millilitres using

1 cm3 = 1 mL and then to litres using
12,463.88 cm3 = 12,463.88 mL
1000 mL = 1 L.
§ 12.46 L
• I rounded to the nearest litre because I
She would need about 12 L of clay.
only needed an estimate.

Reprint 2022 240 Unit VI

Practising and Applying
For each question, show your work.
1. Determine the volume of each. 5. Yangchen has a metal ball 5 cm in
a) a sphere with radius 1 m diameter. If it were melted and reformed
as a cylinder 5 cm in diameter, how tall
b) a sphere with radius 2 m
would the cylinder be? Explain.
c) a sphere with diameter 6 m
d) a sphere with diameter 8 m 6. In cooking and baking, the volume of
some ingredients is sometimes
2. a) Complete the chart below for the measured by determining how much
spheres in question 1. Express each water is displaced when immersed in
volume exactly using ʌ. The first one water in a measuring cup.
has been done for you.
Radius Volume
Sphere (m) (m3)
1
a) 1 1 ʌ
3
b) 2
c) 3
d) 4
a) How much water would a ball with
diameter 11 cm displace?
b) By what factor does the volume of
b) If the cylindrical measuring cup has a
each sphere: sphere b), sphere c), and
radius of 6 cm, determine the change in
sphere d), compare to the volume of
depth of the water when the ball is
sphere a)?
immersed.
c) Describe the relationship between
the factors in part b) and the radius of
the spheres. 7. Estimate the capacity in litres of this
gas storage tank with a diameter of 90
d) Use the relationship to predict the
cm and a total length of 3.4 m. It is
volume of a sphere with a radius of
roughly a cylinder with a hemisphere at
5 m.
each end.

3. What happens to the volume of a

sphere when you multiply its radius by
a factor of n?

4. The planets are roughly spherical.

The equatorial diameter of Earth is
about 12,800 km. The equatorial
diameter of Jupiter is about 143,000
km. How many times larger in volume is
(Hint: Use the radius of one of the
Jupiter than Earth?
hemispheres to figure out the length of
the cylindrical part.)

Measurement 241 Reprint 2022

8. The spherical cover of a lamp has a 9. A football with diameter 22.28 cm fits
mass of 780 g and a diameter of 25 cm. tightly inside a cube.
If you were to use it to carry water, what
would its mass be when it is full of
water? Express your answer in
kilograms.

22.28 cm

a) What is the volume of the ball?

b) What is the volume of the cube?
c) Approximately how many times
larger is the cube than the ball?

10. A sphere with radius 12 cm fits

tightly inside a cylinder. Explain why the
2
volume of the sphere is the capacity
3
of the cylinder.

CONNECTIONS: Perspective

When painters and other artists represent 3-D objects on 2-D surfaces, they use
perspective to make the objects appear three-dimensional.
For example, in this unit, there are many diagrams
and photographs of 3-D objects, but they are all
represented on 2-D surfaces, the pages of the book.
The following will help you get a sense of how
perspective works.

1. Look through glass at a cube and trace the edges of the

cube with your finger on the glass. Now draw on paper
the shape that you traced with your finger.
2. The shape you see depends on the orientation of the object in relation to your
eye. That is, if you turn the object, it looks different. How can you position the cube
so that its outline (the outermost edges) appears as a hexagon? as a square?
3. If you try the same thing with a cylinder, what different shapes can you form
with its outline as you turn it behind the glass?

Reprint 2022 242 Unit VI

Chapter 2 Surface Area
6.2.1 Surface Area of Prisms

Try This
Maya is making a model of this right triangle-based
prism.

A. Find the length of the hypotenuse in the

6 cm
triangular base. Explain your method.
13 cm
B. Sketch all the faces of the prism. Label your 8 cm
sketch with all of the dimensions.

The total surface area of a 3-D shape is determined by adding together the areas
of all its surfaces.
Some other ways of thinking about surface area include the following:
• the area of the paper you would need to wrap or cover the entire shape
• the area of the net of the shape
For example, the total surface area of the trapezoid-based prism below can be
represented by the net beside it. 2 cm
5 cm 5 cm

2 cm 2 cm 5 cm 5 cm
8 cm
5 cm
5 cm 7 cm

7 cm
8 cm
Because prisms have two congruent bases
and multiple lateral faces, you can use the following
formula to find the total surface area:

SAprism = 2 × Area of the base + Combined area of the lateral faces

You may notice that, in the net above, the combined area of the lateral faces is a
large rectangle 7 cm (the height of the prism) by 20 cm (the perimeter of the base
of the prism). Because this is true for any prism, you can modify the formula:

SAprism = 2 × Area of the base + h × Perimeter of the base = 2A + hP

The units of a surface area measurement are two-dimensional units and therefore
should always be in square units such as cm2 and m2 because area measures
involve multiplying two dimensions.

C. Determine the total surface area of Maya's model prism in part A.

Measurement 243 Reprint 2022

Examples
Example 1 Determining the Surface Area of a Rectangular Prism
Druk Air snacks are served in a rectangular box that
measures 62 mm by 113 mm by 138 mm.
a) Determine the total surface area of the box in cm2.
b) Explain why the total surface area is less than the area of
cardboard needed to make the box.

a) Solution 1 Thinking
Top or bottom face: • I converted mm to cm because I
A = bh = 13.8 × 11.3 needed to find the area in square
= 155.94 cm2 centimetres.
Back or front face: • I sketched and labelled one face
A = bh = 13.8 × 6.2 for each pair of dimensions and then
= 85.56 cm2 determined the area of each.
Left or right face:
A = bh = 11.3 × 6.2
= 70.06 cm2
Total surface area:
(155.94 + 85.56 + 70.06) × 2
• I calculated the sum of these areas and then
= 623.12 cm2
multiplied by 2 because there were two of each.
a) Solution 2 Thinking
SA = 2lw + 2wh + 2lh • I used the formula I learned last
Dimensions: year for the SA of a rectangular
prism.
length: 138 mm = 13.8 cm
width: 113 mm = 11.3 cm • I sketched a net to check that I
included all the faces.
height: 62 mm = 6.2 cm
• It didn't matter
Using the formula:
which dimensions were
SA = 2(13.8)(11.3) + length, width, and
2(11.3)(6.2) +
height. I just had to
2(13.8)(6.2)
make sure I used them
= 311.88 + 140.12 + 171.12
the same way each
= 623.12 cm2 time.

b) Solution Thinking
To construct the box, you need I noticed that there are more
extra pieces to help attach the pieces in the unfolded box than in
faces. These extra pieces are the net. These extra pieces are
not part of the total surface
used to fasten the parts together.
area.

Reprint 2022 244 Unit VI

Example 2 Determining the Surface Area of a Pentagon-Based Prism
Determine the total surface area of this regular
pentagon-based prism.

1.1 cm 4.1 cm

1.6 cm
Solution 1 Thinking
Area of prism base: • To use the P = 2A + hP formula for
Divide it into five congruent the surface area of a prism,
triangles, find the area of one I needed to find the area and
triangle, and multiply by 5. perimeter of the base. The height
Abase = (1.6 × 1.1 ÷ 2) × 5 of the prism was given, 4.1 cm.
= 4.4 cm2 • I visualized a net of the prism to help me figure
Perimeter of prism base: out the dimensions I needed for the perimeter of
Multiply the width of one the base.
rectangular face by 5.
Pbase = 1.6 × 5 = 8 cm
Total surface area of prism:
SA = 2Abase + h × Pbase 1.6 × 5 = 8
= 2 × 4.4 + 4.1 × 8
= 41.6 cm2
Solution 2 Thinking
Area of prism base: • I knew the prism had two
Divide it into five congruent congruent pentagon bases and five
triangles, find the area of one congruent rectangle faces.
triangle, and multiply by 5.
• To use the formula for the
Abase = (1.6 × 1.1 ÷ 2) × 5
surface area of a prism, SA = 2Abase + Alateral faces,
= 4.4 cm2 I needed to find the area of one base and one
Area of one rectangle face: lateral rectangle face.
Arectangle = 1.6 × 4.1 = 6.56 cm2
• To find the area of one rectangle face,
Total surface area of prism: I multiplied the base side length, 1.6, by the
SA = 2Abase + Alateral faces height of the prism, 4.1.

= 2 × 4.4 + 5 × 6.56
= 41.6 cm2

Measurement 245 Reprint 2022

Practising and Applying
For each question, show your work.
1. The net of a regular hexagon-based 3. Sketch a net for the prism in
prism is shown. Determine the total question 2, part a). Use the net to
surface area of the prism. explain your method for finding the total
surface area.

4. a) Determine the total surface area of

each right triangle-based prism.
4 cm
6m
29 m
20 m
4.6 cm

15 cm 21 m 3m
15 cm 40 m 58 m

4 cm 42 m
4.6 cm

2. Determine the total surface area of b) What is the ratio of the side lengths
each prism with a regular polygon base. of the two prisms?
a) c) What is the ratio of their total surface
areas?
d) Why are the answers to part b) and
part c) not equal?

9 cm 5. a) Determine the total surface area of

this tent, including the floor, in order to
estimate the amount of canvas needed
to construct it.
b) What is the volume of the tent?

2.5 cm 3 cm

b)

3m

22 mm
3.5 m
3m

4m
29 mm
20 mm 4m

Reprint 2022 246 Unit VI

6. Dorji needs to cover a building with a 9. Seldon plans to paint the outside
metal roof 12 m by 12 m (including walls of this regular hexagon-based
overhang). If he makes the peak of the prism traffic control booth. She needs to
roof 1.5 m higher than the edges, about know the total surface area in order to
how many square metres of metal know how much paint to buy. Determine
roofing will he need? the total surface area of the walls that
need to be painted.

7. How many square centimetres of

metal would be needed to make this
water trough?
2m

25 cm

8. a) What is the side length of one

face of a cube with total surface area
52 cm2?

SA = 52 cm2 1.1 m

b) Design another rectangular prism 1.4 m

(not a cube) with total surface area
52 cm2. Note that one side of the booth is
c) What is the height of a prism with missing, as it is used as an entrance.
this regular hexagon base and with total
surface area 52 cm2? 10. a) How can you determine the total
surface area of a cube from its volume?
b) Can you determine the total surface
area of other prisms from their volumes?
Explain.

2.2 cm 1.9 cm
SA = 52 cm2

Measurement 247 Reprint 2022

6.2.2 Surface Area of Pyramids

Try This
Tshewang describes a method for constructing a pyramid:
• Cut out a 12 cm × 12 cm square.
• Crease the diagonals (fold and then unfold). 12 cm
• Cut along one crease from a corner to the centre.
• Overlap two of the triangles to fold it into a pyramid.
12 cm
A. i) What is the area of Tshewang's square?
ii) What is the area of each triangle?
B. i) What is the shape of the base of the pyramid?
ii) What are the dimensions of the base?

The total surface area of a pyramid is found in the same way as for a prism, by
adding together the areas of all the faces.
• A pyramid has a polygon base and triangle lateral faces. In the case of a right
pyramid (where the pyramid's vertex is centred directly over the base) with a
regular polygon base, the lateral triangle faces are congruent isosceles triangles.
You can use the following formula to find the total surface area:

SApyramid = Area of the base + Combined area of the lateral faces

• You will often have to calculate certain dimensions in order to determine the area
of some of the faces. The Pythagorean theorem will help in most of these cases.
For example, for the regular octagon-based pyramid below, to find the area of the
one of the congruent lateral triangle faces, you need the slant height of the
pyramid, s, to be able to use the formula for the area of a triangle. The slant height
of the pyramid is also the height of one of the triangle faces.

The slant height can be determined by

8 cm s applying the Pythagorean theorem to the
triangle formed by the apothem, the height
of the pyramid, and the slant height.
s 2 = 6 2 + 82
s2 = 36 + 64
s2 = 100
s = 10 cm

5 cm 6 cm

Reprint 2022 248 Unit VI

• To help visualize the faces of a pyramid in order to determine their areas, it is
sometimes helpful to sketch a net.
For example, the net below of the regular octagon-based pyramid from the
previous page shows that the total surface area consists of a regular octagon
base and eight congruent isosceles triangles (shaded), which form the lateral
faces. To find the total surface area of this pyramid using the formula below, you
need to find the area the base and the area of the lateral faces.
SApyramid = Area of the base + Combined area of the lateral faces
- To find the area of the octagon base, divide
it into eight congruent isosceles triangles, find
the area of one, and then multiply by 8: 5 cm 10 cm
1
Area of one triangle in base = bh
2
1
= ×5×6
2
= 15 cm2
Area of base = 8 × 15 = 120 cm2
- To find the combined area of the lateral
triangle faces, find the area of one, and then
multiply by 8: 6 cm
1
Area of one lateral triangle face = bh
2
1
= × 5 × 10
2
= 25 cm2
Area of lateral faces = 8 × 25 = 200 cm2
SA of octagon-based pyramid = 120 + 200 = 320 cm2

C. What is the surface area of the lateral faces of the pyramid from part B?
D. Suppose Tshewang's pyramid were a closed shape with a base. What
would be the total surface area of the pyramid?

Examples
Example 1 Determining Surface Area of a Pentagon-Based Pyramid
Determine the total surface area of this
regular pentagon-based pyramid. 19.5 cm

10.3 cm

15 cm [Continued]

Measurement 249 Reprint 2022

Example 1 Determining Surface Area of a Pentagon-Based Pyramid [Cont'd]
Solution Thinking
SA = Area of the base + Combined • I knew I had to find the
area of the lateral faces area of the prism base and
the area of the triangle
Area of the prism base: faces.

10.3 cm Area of one triangle • I divided the prism base into five
in the base: congruent triangles—each triangle had a
bh 15 × 10.3 height of 10.3 cm and a base of 15 cm.
A = =
2 2
• I calculated the area of one triangle
= 77.25 cm2
15 cm and then multiplied by 5 for the area of
Area of prism base:
the prism base.
5 × 77.25 = 386.25 cm2

Combined area of lateral faces: • To find the area of the lateral triangle
Area of one triangle faces, I knew I only had to find the area
19.5 face: of one triangle because they are all
bh 19.5 × 15 congruent.
A = =
2 2
= 146.25 cm2
Combined area of • I calculated the area of one triangle
lateral faces: face and then multiplied by 5 to find the
7.5 cm
5 × 146.25 = 731.25 cm2 combined area of the triangle faces.
15 cm

Total surface area of pyramid: • I added the area of the base and area
SA = 386.25 + 731.25 = 1117.5 cm2 of the lateral faces to find the total
surface area.

Example 2 Determining Surface Area of a Composite Shape

Determine the number of square metres of
canvas needed to make this tent. The tent has
no floor. 5m

2m 8m

8m

Reprint 2022 250 Unit VI

Solution Thinking
The amount of canvas needed is the combined • I knew the tent
areas of the lateral faces of the prism and the was a pyramid
lateral faces of the pyramid. with an open base
Combined area of lateral faces of prism: on top of a
Height of prism × Perimeter of base square-based
2 × (4 × 8) = 64 m2 prism with open bases.
• To find the area of the
Combined area of lateral faces of pyramid:
prism's lateral faces, I
Use the Pythagorean theorem to find slant
multiplied the prism height by
height of the pyramid, which is the height of one
triangle face. the perimeter of the base.

5–2 • To find the area of one

s 2 = 32 + 42
3 s triangle face, I needed to find
= 9 + 16
the height, which was the slant
4 = 25 height of the pyramid.
s=5m
• Because the slant height was
8 8÷2 the hypotenuse of a right
triangle, I was able to use
Area of one triangle face (height is s):
Pythagoras to find it.
b × s 8 ×5
A= = = 20 m2 • I calculated the area of one
2 2
Combined area of lateral faces: face and then multiplied by 4 to
find the combined area of the
4 × 20 = 80 m2
triangle faces, because the
Total amount of canvas needed: triangles are congruent.
64 + 80 = 144 m2 • I added the areas of the
lateral surfaces.

Practising and Applying

For each question, show your work.
1. Determine the total surface area of each pyramid with a regular polygon base.
a) 5.5 cm b)
11.7 cm
9.3 cm
10 cm

8.7 cm
7.5 cm
6 cm 5 cm [Continued]

Measurement 251 Reprint 2022

1. [Cont'd] c) 5. Maya wants to paint the exterior of a
sculpture with a regular hexagon base.
The base itself does not need to be
15.5 cm
painted. Determine the number of
square centimetres that needs to be
15 cm painted.

30 cm

20 cm
6 cm
3 cm

2. Sketch a net for the prism in 25 cm

question 1, part a). Use the net to
explain your method for finding the total 6. Gembo was asked to paint a house
surface area. with the dimensions shown below.
One 4 L can of roof paint covers 24 m2
3. a) Determine the slant height, s, of and one 4 L can of wall paint covers
this square-based pyramid. 28 m2. How many cans of each type of
paint will he need?
4m

6m Height at
centre is
6m 3.1 m
2.1 m 4.8 m
b) Determine the total surface area.
4.8 m

4. Determine the total surface area of

7. If you double the height of a pyramid
each pyramid with a regular polygon
without changing the base,
base.
a) a) does the total surface area double?
12 cm Explain.
b) does the volume double? Why?

11.3 cm

7.8 cm 2×h

b) h

12 m

8m 8. Explain why the combined area of

the lateral faces of a pyramid must be
4m greater than the area of the base.

Reprint 2022 252 Unit VI

6.2.3 Surface Area of Cylinders

Try This
Write "long edge" and "short edge" along the edges of a
long edge

short edge
rectangular piece of paper 20 cm by 25 cm. You will curl this
paper two different ways to make cylinders with open bases.

A. Curl the paper so that the two short edges touch.

i) Which edge of the paper is the height of the cylinder?
ii) Which edge is the circumference of the cylinder?
B. Now curl the paper so that the two long edges touch.
i) Which edge of the paper is the height of the cylinder?
ii) Which edge is the circumference of the cylinder?

The total surface area of a cylinder is found by combining the area of its two
circular bases and the area of its curved lateral surface:
SAcylinder = 2 × Area of the base + Area of curved lateral surface
Because the base is a circle, the formula for the area of the circle, A = ʌr2, can be
substituted into the formula:
SAcylinder = 2ʌr2 + Area of curved lateral surface
The shape of the curved lateral surface is a rectangle when it is flattened. Its
length is the height of the cylinder, h, and its width is the circumference of the
circular base, C.
r C or 2ʌr

h h

The formula for the circumference of a circle, C = 2ʌr, can be substituted into
the surface area formula to modify it further:

SAcylinder = 2ʌr2 + 2ʌr × h = 2ʌr2 + 2ʌrh

3 cm
All you need to find the total surface area of a cylinder
is the radius of the base and the height of the cylinder.
For example, for the cylinder at right: 4 cm
SA = 2ʌr2 + 2ʌrh = 2ʌ(3)2 + 2ʌ(3)(4)
= 18ʌ + 24ʌ = 42ʌ cm2 § 131.95 cm2

C. What is the surface area of each cylinder you made in part A and part B
(not including the open bases)?

Measurement 253 Reprint 2022

Examples
Example 1 Using the Formula for the Surface Area of a Cylinder
Determine the total surface area of this
30 cm
kerosene tank.

35 cm

Solution Thinking
Dimensions: • The formula that I used for
r = 15 cm (r = d ÷ 2 = 30 ÷ 2 = 15) the surface area of a cylinder
h = 35 cm uses the radius and the height.
• The diameter was given
Using the SA formula: instead of the radius so I had
SA = 2ʌr2 + 2ʌrh to divide it by 2 to get the radius.
= 2 × ʌ × 152 + 2 × ʌ × 15 × 35 • I could have reported the surface area as
§ 4712.39 cm2 1500› cm2 instead of as 4712.39 cm2.

Example 2 Using the Surface Area Formula to Find the Height

A roof is made of half a cylinder with open bases.
Its surface area is 630 m2. Find the length of the
roof.

?
15 m
Solution 1 Thinking
2
SAwhole cylinder = 2ʌr + 2ʌrh so the • Because the half cylinder
area of the lateral surface of half a had open bases, I used only
cylinder is ʌrh. the part of the surface area
formula that applied to the
lateral surface, 2›rh, and
r = 15 ÷ 2 h then I divided it in half.
= 7.5 m 15 m

Height of half cylinder: • I knew the height of the half cylinder was
ʌrh = 630 the length of the roof.
ʌ × 7.5 × h = 630 • I made an equation using the formula for
23.56 × h § 630 the area of the lateral surface and the area
h = 630 ÷ 23.56 of the roof that was given, 630 cm2.
h § 26.74 m • Then I solved for h.

The length of the roof is about 27 m. • I rounded to the nearest whole metre.

Reprint 2022 254 Unit VI

Solution 2 Thinking
w
• I thought of the curved
630 m 2
lateral surface of the half
w cylinder as a rectangle.
630 m2 l
l
• I knew I could use the
7.5 m
formula for the area of a rectangle to find
the length because I knew the area and I
was able to figure out the width.
Width of rectangle (half the
circumference of circular base): •The width of the rectangle was half the
C = 2ʌr = 2ʌ(7.5) § 47.12 m circumference of the cylinder. I used the
w = C ÷ 2 § 23.56 m radius to find the circumference and
Length of rectangle: divided by 2 to find the width.
A = l×w • I created an equation using the formula
630 m2 = l × 23.56 for the area of a rectangle. I substituted
l = 630 ÷ 23.56 in the area and the width of the rectangle
= 26.74 m and then solved for the length.

The roof is about 27 m long. • I rounded to the nearest whole metre.

Practising and Applying

For each question, show your work.
1. This net is used to form a cylinder. 2. Determine the total surface area of
each cylinder.
a)
3 cm 5m

19 cm 2m

9 cm 3.4 cm
b) 2.8 cm

a) What is the height of the cylinder?

c) 1.5 m 12 m
b) What is the circumference of each
base circle?
c) What is the area of each base?

Measurement 255 Reprint 2022

3. A 20 cm by 25 cm rectangular piece 6. Determine the total surface area of
of paper can be curved to make the the composite shape below.
lateral surface of a cylinder.
2 cm
a) What is the area of the circular base
if the paper is curved so that the 20 cm
edges meet?
5 cm
b) What is the area of the circular base
if the paper is curved so that the 25 cm
edges meet? 3 cm

4. A cylindrical letterbox is 40 cm high

with a diameter of 20 cm. Find the total 5 cm
surface area to estimate the amount of
4 cm
sheet metal it would take to construct
the letterbox. 7. Determine the total surface area and
volume of a cylindrical ring with outside
diameter 22 mm, inside diameter
11 mm, and depth 2 mm.

8. A nut in the shape of a regular

hexagon-based prism is 13 mm across
with a 7 mm diameter hole, 7.5 mm
sides, and a depth of 6 mm. The
surface is plated with zinc to resist rust.
Determine the number of square
millimetres of zinc plating needed to
5. A prayer wheel has a radius of 23 cm coat one nut.
and the area of its lateral surface is
9,500 cm2. (Assume the wheel does not 6 mm
have a circular piece on the top or
bottom.) What is the height of the
prayer wheel?
7 mm 13 mm

7.5 mm

9. If the height of a cylinder remains

constant but the area of the lateral
surface is doubled, what will happen to
the area of each circular base? Use an
example to explain.

A 2×A

Reprint 2022 256 Unit VI

6.2.4 Surface Area of Cones

Try This
Tshewang describes a method for constructing a cone:
• Cut out a circle with diameter 20 cm.
• Draw two perpendicular diameters on your circle.
• Cut along two adjacent radii (half a diameter) to 10 cm
remove one of the quarters.
• Bend the remaining part of the circle until the two radii
where you cut are touching each other and a cone is
formed.

A. i) What is the area of Tshewang's circle?

ii) What is the area of the remaining sector after you cut out one quarter?
B. i) What is the shape of the base of the cone?
ii) How is the circumference of the base related to the circumference of the
original circle? What is the circumference of the base?
iii) How is the radius of the base related to the radius of the original circle?
What is the radius?

The total surface area of a cone is composed of a circular

base and a partial circle, or sector, which forms the curved
lateral surface:
s
SA = Area of the base + Area of curved lateral surface
Since the base of the cone is a circle, the formula for the area
of a circle can be substituted into the formula: r
SA = ʌr2 + Area of curved lateral surface
To make the formula easier to use, you can substitute an A = r2
expression for the area of the curved lateral surface into the
formula. It is helpful to visualize the curved lateral surface as a
sector of a full circle. The slant height of the cone, s, is the
radius of that full circle.
To find the area of the sector, you need to figure out what
fraction of the area of the full circle is taken up by the sector. s
That fraction is the same as the sector's fraction of the
circumference of the full circle:
circumference of sector = area of sector
circumference of full circle area of full circle
This makes sense if, for example, you think of a sector that is
half a circle. Its circumference will be half the circumference of
the full circle and its area will be half the area of the full circle.

Measurement 257 Reprint 2022

Since the circumference of the sector fits exactly onto the circumference of the
base of the cone, you know it is 2ʌr. You also know that the circumference of the
full circle is 2ʌs (because its radius is s).
So, circumference of sector 2 πr r r
= = and area of sector = .
2πs s s
circumference of full circle area of full circle
r
If the area of the full circle is ʌs2, then the area of the sector is × ʌs2 = ʌrs.
s
The area of the sector, ʌrs, which is the curved lateral surface, can then be
substituted into the formula.

SAcone = ʌr2 + Area of curved lateral surface = ʌr2 + ʌrs

All you need to find the total surface area of a cone is the radius
of the base and the slant height of the cone.
For example, for the cone shown to the right: 12 m
SA = ʌr2 + ʌrs
= ʌ(5)2 + ʌ(5)(12)
= 85ʌ m2 5m
§ 267.04 m2

C. Assume that Tshewang's cone from part B has a base. What is the total
surface area of his cone?

Examples
Example 1 Determining Surface Area of a Cone Given Height and Diameter
Determine the total surface area of a cone with
diameter 12 cm and height 7 cm.
7 cm

12 cm
Solution Thinking
Radius: • To use the surface area
d = 12 cm, so r = 6 cm formula SA = ›r2 + ›rs, I
needed the radius and slant
Slant height, using Pythagoras:
height.
s 2 = 72 + 62
• The radius was half the
s2 = 85
s diameter.
7 cm s = 85
s § 9.22 • The slant height was the hypotenuse of a
right triangle with legs that consist of the
6 cm cone's height and the radius of the base.
I used Pythagoras to find the slant height.

Reprint 2022 258 Unit VI

Solution Thinking
SA = ʌr2 + ʌrs • I rearranged the formula by finding a
= ʌr(r + s) common factor for both terms, ›r,
= ʌ × 6(6 + 9.22) because I thought it might be easier to
§ 286.89 cm2 work with that way.

Total surface area § 286.89 cm2

Practising and Applying

For each question, show your work.
1. Determine the total surface area. 4. c) Terchu now wants to see if two
a) 13 cm cone-shaped paper cups, each with a
diameter of 6 cm and a depth of 2 cm,
require the same amount of material as
the single cup in part a). What will he
find out? Explain.
b) 12 cm
11.2 cm
5. How many square metres of sheet
metal are needed to make this grain
storage silo? (The floor is not included.)

15.5 cm
1.5 m
2. Predict which cone has the greater
total surface area. Calculate to check.
5m
4 cm
4 cm

A B
4m

6 cm 6 cm 6. a) Predict which shape below has the

greater total surface area: a pyramid
3. A cone shaped paper cup has a with a 6 cm by 6 cm base and height of
diameter of 7 cm and a depth of 12 cm. 4 cm, or a cone with a base diameter of
a) What is the area of paper needed to 6 cm and a height of 4 cm.
make the cup?
4 cm

b) What is the capacity of the cup?

4. a) How much paper is needed to

make a cone-shaped cup with a 6 cm
diameter of 6 cm and depth of 4 cm? 6 cm
b) Terchu decides to see if two paper b) Calculate the total surface areas to
cups, each with a diameter of 3 cm and check.
a depth of 4 cm, require the same
amount of material as the single cup in 7. Use an example to help explain why
part a). What will he find out? Explain. the lateral surface of a cone must be
greater than the area of its base.

Measurement 259 Reprint 2022

6.2.5 Surface Area of Spheres

Try This
Dawa wants to paint his wooden blocks. He is wondering how the total surface
areas of these blocks compare.

10 cm 10 cm 10 cm

10 cm 10 cm 10 cm

A. Determine the total surface areas of the cylinder and the cone.
B. i) Is the total surface area of the hemisphere larger or smaller than that of the
cylinder? Is it larger or smaller than that of the cone? Explain.
ii) Use your answers to part A to estimate the total surface area of the third
shape.

• The total surface area of a sphere is the same as the

area of the lateral surface of a cylinder with the same
diameter and a height equal to its diameter.
For example, in the photograph, a football (diameter
22 cm) is wrapped with a piece of paper representing
the lateral surface of a cylinder (diameter 22 cm and
height 22 cm). The area of the paper will have the
same area as the total surface area of the sphere.
To show this is true, you can cut small triangles out of the
cylinder and use these triangles to fill in the parts not
covered, as you wrap the cylinder tightly around the ball.
• This relationship between the total surface area of a
sphere and the lateral surface of a cylinder will help you
understand the formula for the surface area of a sphere.
You know that the area of the lateral surface of a cylinder
is 2ʌr × h. If the height is the same as the diameter then the height can be
expressed as 2r and the area of the lateral surface is 2ʌr × 2r or 4ʌr2. If the total
surface area of the sphere has the same area, then the total surface area of a
sphere must also be 4ʌr2.
For example, for a ball with a radius of 11 cm:
r SA = 4ʌr2
SAsphere = 4ʌr2 = 4ʌ(11)2
= 484ʌ cm2
§ 1520.53 cm2

C. i) Determine the total surface area of Dawa's hemisphere from part B.

ii) How does its total surface area compare with the total surface areas of the
other two shapes?

Reprint 2022 260 Unit VI

Examples
Example Determining the Surface Area of a Sphere
Compare the total surface areas of an official size football and a
cube that the ball could fit inside. An official size football has a
circumference of 69 cm.

Solution Thinking
Total surface area of ball: • I needed to find the radius
Radius, using circumference of the ball to be able to use
C = ʌd the surface area formula.
If C = 69 cm, then d = 21.96 cm • I used the formula for the
If d = 21.96, then r = 10.98 cm circumference of a circle to
Total surface area of ball find the diameter and then used the
SA = 4ʌr2 = 4ʌ(10.98)2 diameter to find the radius.
§ 1515.47 cm2 • I used the radius and the SA formula to
find the total surface area of a sphere.
Total surface area of cube: • I knew the
Side length, s, of each face is equal diameter of the
to the sphere's diameter, 21.96 cm. sphere was the
Area of each face is s2 so the total same as the side
surface area of the cube is 6s2 length of one of the
SA = 6s2 = 6 × 21.962 faces of the cube.
§ 2894.34 cm2

Compare total surface areas: • The instructions didn't say how to

SAsphere is 1515.47 cm2 compare the total surface areas, so I did
it both ways I know:
SAcube is 2894.34 cm2
- finding the difference
2894.34 – 1515.47 = 1378.87 cm2 - finding the ratio
2894.34 ÷ 1515.47 § 1.91
The cube's total surface area is about
1400 cm2 greater than the ball's,
which is about 1.91 times greater.

Practising and Applying

For each question, show your work.
1. Determine the total surface area of a a) radius 6 cm
sphere with each dimension. b) diameter 18 m
c) radius 7.2 mm
d) circumference 1 m

Measurement 261 Reprint 2022

2. Traditionally, the Inuit of northern 4. Estimate the number of square
Canada lived in igloos, which are built metres of material needed to make this
from blocks of snow and have the hot air balloon.
shape of a hemisphere. These
structures lose less heat compared to a
structure shaped like a prism because
of their minimal surface area. What is 21 m
the total surface area of an igloo with 35 m
diameter 4.5 m? Do not include the
floor. Hint:
Assume the
balloon is an
upside down
cone with a
hemisphere on top.

5. A new science centre is built with

dimensions as shown. Determine the
number of square metres of surface
area that would need to be painted.

5m
5m
3. a) A farmer keeps grain in a silo with
a hemisphere roof. Calculate the
6m
number of square metres that would 12 m
need to be painted on a silo if the
diameter was 3.8 m and the total height 12 m
to the top of the hemisphere was 9.3 m.
6. Determine the total surface area of
this propane storage tank with diameter
90 cm and length 3.4 m. It is cylindrical
with hemispheric ends.

b) Estimate the volume of grain that 7. Describe the effect on the total
this silo could hold. surface area if you triple the diameter of
a sphere. Explain using an example.

Reprint 2022 262 Unit VI

UNIT 6 Revision

For each question, show your work.

1. Determine the volume of each shape. 4. Determine the volume of each cone.
Part a) has a regular pentagon base. a) b)
8 cm 3 cm
a) b) 10 cm 7 cm
11 m
14 m
4 cm
12 cm

1.45 cm 5. What is the volume of a sphere with

1 cm diameter 28 mm?

7m 6. Estimate the
c) d) amount of ice cream
3 cm in this ice cream cone
in millilitres. The
12 m
height of the cone is
2 cm about 15 cm and the
diameter of the top is
9m
about 7 cm.

2. A cylindrical container has a diameter

of 23 cm and a height of 14 cm. If the
container's mass is 1300 g when
empty, what will be its mass when it is 7. Determine the total surface area of
full of water? each shape in question 1.

3. Determine the volume of each shape 8. Determine the total surface area of
with a regular polygon base. each pyramid in question 3.
a) 15 cm 17 cm
9. Determine the total surface area of
each cone in question 4.

10. The equatorial diameter of a model

16 cm of the Earth is 25.6 cm. Find the total
b) surface area of this model.
12 m 13 m
11. Which do you think is easier? Why?
• Calculating the volume of a
triangle-based prism
• Calculating the total surface area of a
triangle-based prism

4.1 m 5m

Measurement 263 Reprint 2022

12. Determine the height of each. 15. Calculate the volume and total
a) A square-based pyramid with a surface area of this model of a building.
12 m × 12 m base and volume 1440 m3 The radius of each hemisphere is 7 cm.
b) A cylinder with radius 2.5 cm and
7 cm 7 cm
total surface area 140 cm2
7 cm 7 cm
13. This sculpture is a rectangular prism
with a triangular hole in it. The triangle
is a right-angled triangle. Determine the 6 cm
31 cm
sculpture's volume and total surface
area. 16 cm

6.5 cm 16. a) What is the volume of this rice

storage container? The diameter is
8 m.
13 cm 4m

7.2 cm 23.7 cm 1.2 cm

6m

14. Two open cones (with no bases)

each have a radius of 12 cm. Their 3m
slant heights are 13 cm and 15 cm.

13 cm 15 cm b) What is its total surface area?

17. Karma plans to build a model of the

Stupa of the World Peace Pagoda.
12 cm

A B

a) Calculate the total surface area of

each.
b) What is the ratio of their slant
heights, A ÷ B, as a decimal?
c) What is the ratio of their total surface
areas, A ÷ B, as a decimal?
a) What shapes would you suggest
d) Explain the relationship between the
Karma use to estimate the total surface
two ratios from part b) and part c).
area and volume?
b) What would Karma need to measure
on the Pagoda to design his model?

Reprint 2022 264 Unit VI

 UNIT 7 COMMERCIAL MATHEMATICS
Getting Started

Use What You Know

A. Deki’s father buys shoes and a gho. What percent of the FOR SALE
total cost is each item?
i) the shoes ii) the gho

B. The selling price for the shoes is 5% greater than the

store’s cost price. The selling price for the gho is also 5%
greater than the store’s cost price.
i) Estimate the store’s cost price for each item.
ii) Which pair of calculations below could you use to calculate
the store’s cost for the shoes and gho? Explain.
1500 × 1.05 1500 – 5% 1500 ÷ 1.05
1000 × 1.05 1000 – 5% 1000 ÷ 1.05 Gho for Nu 1000

iii) Are the calculations you chose in part ii) equivalent to

multiplying each selling price by 95%? Explain.
iv) Calculate the store's cost price for each item.
C. Deki’s father spent 20% of his monthly income on the gho
and the shoes. How much does he earn each month?
Shoes for Nu 1500
D. Suppose the store wants to make a 12% gain over its cost
price on each item instead of the 5% gain it is making now.
How much would they have to charge for each?
E. Use the original prices of Nu 1500 for shoes and Nu 1000 for the gho. The
store decides to discount the price of the shoes. What percent would the discount
have to be for the price of the shoes to be less than the price of the gho?

Skills You Will Need

Round all answers to the nearest ngultrum.
1. Calculate the discounted price for each.
a) Nu 250 price reduced by 15% b) Nu 325 price reduced by 8%

2. Calculate the selling price for each.

a) reduced by 20% to Nu 360 b) reduced by 15% to Nu 420

3. Calculate each commission.

a) 2% on sales of Nu 12,560 b) 3% on sales of Nu 23,220

4. Calculate the interest for each for one year.

a) 3% simple interest on Nu 13,320 b) 2% simple interest on Nu 8270

Commercial Mathematics 265 Reprint 2022

Chapter 1 Household Finances
7.1.1 Income and Expenditures

Try This
Tshering is saving money to buy a car that costs
Nu 265,000. The bank will only lend him 75% of the
cost of the car. That means he must save 25% of the
cost. He earns Nu 10,300 a month and he spends
Nu 9500 a month for his family’s needs.

A. i) What percentage of his salary can he save each month?

ii) How long will it take him to save enough to pay 25% of the car’s price?

• Income describes money you receive or earn that is available for you to spend.
It can be received in different ways:
- salary and wages from employment
- commissions on sales
- allowances and bonuses from an employer
- rental income from land or buildings
- dividend income from shares invested in a company
- interest income from bank deposits
- proceeds from sales of goods and commodities
- gifts
- other sources
For example, Kinley earns a salary of Nu 9100 a month as well as an allowance of
35% of her pay. She also receives Nu 500 a year in interest income on her
savings. Her annual income is calculated by adding the 12 months’ salary, the
allowance, and the interest income:
12 × Nu 9100 + 12 × (0.35 × Nu 9100) + Nu 500 = Nu 147,920

• Expenditures or expenses are the money you need to spend for your everyday
life. Some of the expenditures are for basic necessities in life such as food,
clothing, shelter, while others are for comfort and recreational purposes such as
car, TV, movies, etc.

• It is better if your expenditures are less than your income. That way you can
save some of your money. One benefit of saving is that it allows you to have
money you might need later on. Another benefit is that savings can grow if you
invest them, for example, in a bank account that pays interest, so that you end up
with more money than you started with.

Reprint 2022 266 Unit VII

• Many people keep money in the bank and issue cheques to pay for their
expenses. A cheque is paid to a particular person or business. It is serially
numbered, dated and the amount of money the cheque pays is written in both
words and numbers.
For example, Bal Bhadur made out this cheque for Nu 5500 to pay Kezang
Yeshey for his monthly rent.
BANK OF BHUTAN LIMITED No. A 2277689
DATE July 3, 2007
Kezang Yeshey
Pay .............................................................................................. or Bearer
Five thousand five hundred Only
Ngultrum .......................................................................
Nu 5500.00
..................
.....................................................................................

8651
Account No. ................................... B. Bhadur
B. From Tshering’s point of view, is the money he will use to buy the car in
part A an expenditure or income?

Examples
Example 1 Calculating Total Income
Pema’s sources of annual income are
shown on the right. Salary Nu 192,000
Rental income Nu 60,000
a) What is his average monthly income?
Bank interest income Nu 15,200
b) Estimate his average weekly income.
Solution Thinking
a) 192,000 + 60,000 + 15,200 a) I knew that average monthly
= 267,200 income is what his monthly income
267,200 ÷ 12 = 22,266.666… would be if his annual income
His average monthly income is were spread evenly over 12
Nu 22,266.67. months, so I added up his annual
b) 22,266.67 ÷ 4 income from all sources and divided by 12.
§ 22,000 ÷ 4 b) I only needed an estimate for weekly income
= 5500 so I rounded the monthly income, 22,266.67 to
His average weekly income is 22,000, and then divided it by 4 (because
about Nu 5500. there are about 4 weeks in a month).

Example 2 Calculating Interest and Dividend Income

Karma’s family earned 5% interest this year on a bank investment of Nu 15,200.
They also own Nu 22,000 worth of shares of a company that paid a 10% annual
dividend. A dividend is a fee paid to all shareholders of the company, often once a
year. How much more is the dividend income than the interest income?
[Continued]

Commercial Mathematics 267 Reprint 2022

Example 2 Calculating Interest and Dividend Income [Continued]
Solution Thinking
10% of 22,000 vs. 5% of 15,200 I calculated 10% of 22,000
and 5% of 15,200 and
10% of 22,000 is 2200
compared results:
10% of 15,200 is 1520 so • Finding 10% was easy to
5% is 1520 ÷ 2 = 760 calculate mentally — I just
2200 – 760 = 1440 divided 22,000 by 10.
• I calculated the interest income, 5%,
They earned Nu 1440 more on
dividend than interest income. using mental math by taking half of 10% of
15,200.

Example 3 Calculating Expenditures

Sonam’s family incurs these expenditures (in Nu) each month:
Car loan, TV, phone,
Rent Food Clothing Other
gasoline electricity
5500 4200 400 2500 1000 1500
a) What is the total monthly expense of the family?
b) How much annual income does the family need if they want to save 10% of
their income?
a) Solution Thinking
5500 + 4200 + 400 + 2500 + 1000 + 1500 I found the sum of all
= 15,100 their expenses for the
The monthly expense is Nu 15,100. month.

b) Solution 1 • I wrote and solved an

0.9x = 15,100 equation to find what
x = 15,100 ÷ 0.9 = 16,777.777… their monthly income
They need a monthly income of about had to be—I let x
Nu 16,777. represent monthly
12 × 16,777.77... = 201,333.333… income and I knew that
90% (0.9) of x had to be 15,100 for
They need an annual income of about
Nu 201,333. them to save 10%.

b) Solution 2 • I knew that if they

15,100 × 12 = 181,200 needed Nu 15,100 a
90 181,200 month, they'd need
= ĺ 90x = 18,120,000
100 x 12 times that amount
x = 18,1200,00 ÷ 90 for a year.
x = 201,333.333… • I created and solved
They need an annual income of about a proportion with x representing the
Nu 201,333. annual income.

Reprint 2022 268 Unit VII

Practising and Applying
1. Calculate the monthly and weekly 5. Four families' monthly expenditures
incomes for each annual income. and goals for savings are listed below.
a) Nu 110,000 b) Nu 80,000 For each family, calculate how much
income they need each month to cover
c) Nu 142,000 d) Nu 156,000
their expenditures and meet their
savings goals.
2. Four families each set a goal to save a) Expenditures: Nu 13,200
a certain percentage of their monthly Savings on income: 10%
income. Calculate the savings goals, in
b) Expenditures: Nu 14,500
ngultrums, for each family below.
Savings on income: 12%
a) Monthly income: Nu 8600
c) Expenditures: Nu 9200
Savings goal: 4%
Savings on income: 6%
b) Monthly income: Nu 12,000
d) Expenditures: Nu 8700
Savings goal: 8%
Savings on income: 4%
c) Monthly income: Nu 14,500
Savings goal: 10%
6. Four families calculated the
d) Monthly income: Nu 13,750 percentage of their monthly income
Savings goal: 9% they spent on food. Calculate the
monthly income for each family to the
3. a) Predict which of these interest nearest ngultrum.
amounts is greatest without calculating. a) 27% on food costing Nu 2500
Explain your thinking. b) 33% on food costing Nu 2100
i) 4.5% on Nu 12,200 c) 29% on food costing Nu 2250
ii) 3.8% on Nu 14,500 d) 31% on food costing Nu 2450
iii) 4.75% on Nu 22,100
iv) 4.95% on Nu 19,750 7. Write a cheque for Nu 5800 to an
b) Calculate each interest amount to imaginary landlord, K. Dorji, to pay for
check your prediction. the rent on your home for one month.
c) Was your prediction correct? If not,
explain why you might have been 8. A family rents out two properties and
wrong. earns Nu 4500 a month for each one.
They borrowed money from a bank to
buy the properties. The loan was for
4. Calculate each dividend income. Nu 300,000 at an interest rate of 12%
a) 9% on Nu 23,300 each year. They also pay insurance of
b) 11% on Nu 34,450 Nu 15,000 a year for the two properties.
What is their profit on the rental
c) 12% on Nu 27,800 properties in the first year?

9. Why would a family want to keep

track of both income and expenditures?

Commercial Mathematics 269 Reprint 2022

 7.1.2 Budgets

Try This
This circle graph describes how Sonam’s family uses its income.
Other 6%
Savings 9% A. Do they use more or less than
Food 28% 50% of their income for food and
rent? Explain.
Car loan B. Use the graph to complete
12% each sentence below.
i) They use about 15% for ____.
ii) They use about the same
amount for____ as for _____.
TV/phone 1
8% iii) They use about of their
3
Clothes 10% Rent 27% income for ______.

A budget is a plan for spending your available funds. People use budgets to make
sure that they do not get themselves into financial difficulty by spending more
money than they have.
• A family or personal budget should consider expenditures in a variety of areas:
- necessities like rent, food, school supplies, clothing, and furniture
- recreation and improving the quality of life
- giving (to friends, relatives)
- savings
• Some people use weekly budgets; others use monthly budgets.
• If certain expenses are annual, monthly, or weekly, budgets have to account for
the appropriate proportion of those expenses. For example, if you give to a certain
1
charity once a year, you might account for of the amount each month to make
12
sure you have enough in the month you want to donate.
• A budget does not have to be in a particular form, but many people use charts or
computer spreadsheets. Spreadsheets are useful since they do the calculations
for you; a small change can be made to one piece of information and any other
calculations that depend on it are changed by the spreadsheet program.
Here is one possible chart for a monthly budget:
Income Salary Allowance Total
8400 1000 9400
TV/elect/
Expenses Rent Food Loan Clothing Savings Total
phone
3000 3000 2000 200 800 400 9400

Reprint 2022 270 Unit VII

• Some people allocate their budget by percentages instead of ngultrum values.
They decide that they want to spend no more than certain a percentage on
different expenditure categories. An example is shown below.
Bank Furniture/TV/
Rent Food Clothing Recreation Other
loan phone/power
30% 35% 10% 5% 10% 5% 5%

• Many people manage their money through bank accounts. The bank keeps
detailed records of all transactions. An example is shown below.
Amount Amount
Date Particulars Balance
withdrawn deposited
June 1 Balance 4100.00
June 9 Cash 600.00 4700.00
June 12 Cheque 2200.00 2500.00
June 17 Cheque 1000.00 1500.00

• You might decide to use a similar chart to keep track of your own expenses that
are not related to bank transactions.
Date Particulars Spent Received Balance
November 1 From mother 1000.00 1000.00
November 3 Snacks 100.00 900.00
…..

C. Look back at the circle graph in parts A and B. What would be the
advantages and disadvantages of using a circle graph to display information
about a personal budget?

Examples
Example 1 Filling out a Budget Chart
Thinley’s mother gave Thinley a budget chart to keep track of his spending.
Income
From ____ From ____ From ____ … Total
source
Amount
Expenses For ______ For ______ For ______ …. Total
Amount

She had given him Nu 2000 to last for three months. He would need to pay
Nu 250 once for school supplies, Nu 100 for soccer each month, and Nu 300 for
toiletries once. Fill in the budget chart as Thinley should to show his income and
expenses for one month.
[Continued]

Commercial Mathematics 271 Reprint 2022

Example 1 Filling out a Budget Chart [Continued]
Solution Thinking
Monthly income amount: 2000 ÷ 3 = 666.66… For those
Income items
From
Total (income and
source mother
Amount 667 667 expenses)
that
For
For For happened only once in the
Expenses school Total
soccer toiletries
supplies three months, I divided
Amount 83 100 100 283 by 3 to get a monthly
amount.
250 ÷ 3 = 83.3 300 ÷ 3 = 100

Example 2 Creating a Budget to Meet Specifications

Kinzang earns a total of Nu 10,500 each month. How many ngultrums can he
spend on each category?
Rent: 29% Food: 31% Household expenses: 15%
Savings: 10% Other: 15%
Solution Thinking
Savings: • Finding 10% is the same as dividing by
10% × 10,500 = 1050 10 and I did that mentally.
Household expenses: • To find 15% mentally, I found 10% and
15% × 10,500 = 1575 then added on half of 10% (because 10% +
Other: 5% = 15%): 10% of 10,500 = 1050 and half
of 1050 is 525. So 1050 + 525 = 1575.
15% × 10,500 = 1575
• For rent and food, I changed 29% and 31% into
Rent:
decimals and then multiplied using a calculator.
0.29 × 10,500 = 3045
• I checked my rent and food calculations by
Food: estimating that they would each be just less than one
0.31 × 10,500 = 3255 third of 10,500, which is 3500, and they were.

Practising and Applying

Use a template like this budget chart for the questions on the next page.
Income
From ____ From ____ From ____ … Total
source
Amount

Expense For _____ For _____ For _____ … Total

Amount

Reprint 2022 272 Unit VII

1. Fill out a monthly budget form 3. Kinley earns a total of Nu 9500 from
including these items for each person all sources each month. How much can
a) Sonam, a Class IX student he spend on each category if he spends
Spending money from parents for two the percentages listed below?
months: Nu 1800 Rent: 30%
New clothes for two months: Nu 500 Food: 30%
School supplies for two months: Nu 200 Household expenses: 15%
Recreation for two months: Nu 100 Recreation: 5%
Snacks each month: Nu 300 Savings: 8%
Gift to give mother once: Nu 300 Other: 12%
b) Dechen’s father
Salary: Nu 10,200 4. Ugyen earns Nu 12,200 each month
from all sources. Prepare a reasonable
Allowance: Nu 3500
budget for Ugyen.
Rent: Nu 5800
Food: Nu 3100 5. a) Why is a budget especially useful
TV, phone, etc: Nu 700 for someone who is not earning a lot of
Interest from bank: Nu 200 money?
Clothing, toys: Nu 200 b) Why might it also be useful for a
Money for Dechen: Nu 500 person who has a comfortable income?

2. How much money will Sonam and 6. You are planning a personal budget.
Dechen’s father each have left over a) What categories would you use?
after all of their expenditures in Why?
question 1? b) How could your budget be useful?

GAME: Lucky Shopper

Smart Shopping is a game that will allow you to practise mathematical skills.
• Play the game with a partner. Use one die.
• In each round, roll the die three times to get the three digits of the price of an
item and then roll twice more to get the two digits of a percentage discount. You
can use the first three rolls in any order to create the price and the second two
numbers in any order to get the discount.
• Calculate a sale price using the price and the discount.
• The player whose sale price is lowest wins the round and gets 1 point.
• The first player to get 10 points wins the game.
For example, Player A rolls 1, 2, and 4 and then rolls 2 and 2, and Player B rolls 4,
6, and 2 and then 5 and 3. Player A calculates a discount of 22% on Nu 124 and
Player B calculates a discount of 53% on Nu 246.
Player A's price: Nu 97 Player B's price: Nu 116
Player A wins since Nu 97 < Nu 116.

Commercial Mathematics 273 Reprint 2022

Chapter 2 Taxes
7.2.1 Reporting Income and Taxes

Try This
Yangki earns Nu 262,000 each year and pays Nu 10,080 for personal income tax.

A. What percentage of Yangki's annual income does she pay in taxes?

You must keep track of all the income you earn or receive in order to determine
how much you must pay the government in PIT (personal income tax). The
amount that you owe is a percentage of your income. The percentage depends on
the level of your income. Generally, the more money you make, the more tax you
pay. In 2016, the percentages for each tax slab were as shown below in the chart.
The amount of tax payable is calculated once a year when citizens report income
to the government.
Annual Income Slab 2005 PIT Rate
Up to Nu 200,000 0%
0% on the first Nu 200,000
Nu 200,001 to 250,000
10% on the rest
0% on the first Nu 200,000
Nu 250,001 to 500,000 10% on the next Nu 50,000
15% on the rest
0% on the first Nu 200,000
10% on the next Nu 50,000
Nu 500,001 to 1,000,000
15% on the next Nu 250,000
20% on the rest
0% on the first Nu 200,000
10% on the next Nu 50,000
More than Nu 1,000,000 15% on the next Nu 250,000
20% on the next Nu 500,000
25% on the rest

• In Bhutan, personal income tax is charged on six types of income: salary, rental
income, dividend income, cash crop income and income from other sources (For
example, commissions, leave encasements and other benefits).
• Some other income is taxable but not at the same rates as above. For example,
if some of your income is based on owning a property that is rented out, the
government recognizes that there are expenses associated with maintaining that
property and takes that into account by applying a lower tax rate.

Taxes are often withheld or deducted before your employer pays you. TDS stands
for tax deducted at source. This is done to make sure that the government has a
constant inflow of money and to make sure people do not get into a situation
where they have not saved enough money to pay their taxes. TDS is withheld on
monthly income.
Reprint 2022 274 Unit VII
• TDS rates are different for different sources of income. For example, there is a
5% TDS rate for interest income, a 10% TDS rate for dividend income and a 5%
TDS rate for rental income.
• There are different kinds of income for tax purposes:
- Gross income: Total income earned or received in a particular category,
for example, gross salary income or gross rental income.
- Adjusted gross income: Gross income adjusted for certain deductions.
- Net taxable income: Adjusted gross income less additional allowable
deductions (see lesson 7.2.2). This is the amount used to determine how much
tax should be paid.
• Personal tax rates are different from business tax rates.

B. Why does it make sense that the percentage Yangki pays in taxes,
calculated in part A, is not one of the percentages listed in the tax chart
(0%, 10%, 15%, 20%, or 25%)?

Examples
Example 1 Calculating Tax on Net Taxable Income
a) What would be the tax owing (or tax payable) for each net taxable income?
Use the PIT chart on page 274 for the tax rates.
i) Nu 180,000 ii) Nu 260,000 ii) Nu 530,000
b) What percentage, to the nearest tenth of a percent, of the net taxable income is
the tax owing?
Solution Thinking
a) i) 180,000 is less than 200,000, which is in the first • For each
tax slab. amount, I
first found
Total tax owing is Nu 0. the tax slab
it was in.
ii) 260,000 is between 250,001 and 500,000, which
is in the third tax slab. • I then subtracted
260,000 – 200,000 = 60,000 Nu 200,000 from the
10% of 50,000 = 0.10 × 50,000 = Nu 5,000 income because the first
15% of 10,000 = 0.15 × 10,000 = Nu 1,500 Nu 200,000 in all tax
Total tax owing is Nu 6,500. slabs is not taxed.

iii) 530,000 is between 500,001 and 1,000,000, which • The last thing I did was
is in the fourth tax slab. apply the percentages
530,000 – 200,000 = 330,000 shown in the chart for
10% of 50,000 = 0.10 × 50,000 = Nu 5,000 each slab to the different
15% of 250,000 = 0.15 × 250,000 = Nu 37,500 parts of the remaining
income and add the
20% of 30,000 = 0.20 × 30,000 = Nu 6,000
amounts.
Total tax owing is Nu 48,500. [Continued]

Commercial Mathematics 275 Reprint 2022

Example 1 Calculating Tax on Net Taxable Income [Continued]
Solution Thinking
0 For each amount, I divided the tax
b) i) =0 paid by the income to get a
180, 000
decimal and then rewrote the
The tax is 0% of the income.
decimal as a percentage. That told
6,500 me what percentage of the net
ii) ≈ 0.025
260, 000 taxable income was tax.
The tax is about 2.5% of the income.
48,500
iii) ≈ 0.0915
530, 000
The tax is about 9.15% of the income.

Example 2 Calculating TDS

Calculate the TDS (tax deducted at source) for each of these monthly
income amounts:
a) interest income of Nu 5680
b) dividend income of Nu 2800
c) rental income of Nu 100,500
d) salary of Nu 11,500 (at a rate of about 1.7%)
Solution Thinking
a) 5% of Nu 5680 • I remembered the different
5680 ÷ 10 = 568, 568 ÷ 2 = 284 percentages for deductions at
TDS is Nu 284. source for parts a) to c) and the
rate for part d) was given:
10% for dividend income, 5% for
b) 10% of Nu 2800
rental income, 5% for interest income, and 1.7%
2800 ÷ 10 = 280 for salary.
TDS is Nu 280.
• I multiplied each income amount by the right
percentage. I tried to do as many calculations
c) 5% of Nu 100,500 mentally as I could.
100,500 ÷ 10 = 10050 a) To calculate 5% mentally, I divided by 10 and
10050 ÷ 2 = 5025 then took half because 5% is half 10%.
TDS is Nu 5025.
b) To calculate 10% mentally, I divided by 10.
c) To calculate 5% mentally, I divided by 10 and
d) 1.7% of 11,500
then took half because 5% is half 10%.
.017 [×] 11500 [=] 195.5
d) For 1.7%, I used my calculator. I knew that
TDS is Nu 195.50.
1.7% was 0.017 as a decimal.

Reprint 2022 276 Unit VII

Practising and Applying
1. When you read the tax chart on the tax form you complete for the government,
the information is presented somewhat differently than what you saw at the
beginning of this lesson on page 274.
Income Status (Nu) Rate (%) Allocation of Taxable Income (Nu)
Up to 200,000 0 0
200,001 to 250,000 10 0 + 10% of (net taxable income – 200,000)
250,001 to 500,000 15 5,000 + 15% of (net taxable income – 250,000)
500,001 to 1,000,000 20 42,500 + 20% of (net taxable income – 500,000)
1,000,001 and above 25 142,500 + 25% of (net taxable income – 1,000,000)

a) How do you know that this is the same information as in the previous chart on
page 274, even though it looks different?
b) How might the presentation in this chart be easier to use than the information in
the previous chart?
c) How does the presentation in the previous chart do a better job of explaining
how the tax system works?
2. Calculate the amount of tax owing for 5. Nu 198 was deducted at source each
each amount of net taxable income. month from Ugyen's pay, but he still
a) Nu 650,000 owes Nu 24 at the end of the year.
What was his net taxable income for the
b) Nu 300,000 year?
c) Nu 122,000
6. Why do you think the tax percentage
d) Nu 490,000 rates increase for higher incomes?

3. Calculate the amount of TDS for 7. Does someone with more income
each monthly income amount. always pay more tax than a person with
a) salary of Nu 9,500 at about 0.8% less income? Justify your answer. Use
an example to support your justification.
b) rental income of Nu 87,000
c) dividend income of Nu 12,500
d) interest income of Nu 7,540

4. Bishnu earned Nu 247,000 this year.

a) How do you know the percentage of
his income he pays in taxes will be less
than 10% before calculating it?
b) How could you have predicted that
the percentage in part a) would be less
than 5%?

Commercial Mathematics 277 Reprint 2022

7.2.2 Income Deductions

Try This
Two men have an income of Nu 18,000 a month each. One earns his income
by selling fruit from his orchard. The other earns his income from a government
salary.

A. Why might it be fair for the man with the orchard to keep more of his income
(pay less tax) than the other man, even though their incomes are the same?

The government recognizes that certain expenditures people make are valuable or
essential for the economy. To encourage this, the government allows deductions
on income. These amounts are deducted, or subtracted from gross income to
result in net taxable income, which is then used to calculate tax owing.
• The word deduction has two meanings. It is used to describe both an amount that
is subtracted from your income to pay taxes (lesson 7.2.1) and an amount that is
subtracted from your income to lower your net taxable income so you pay less tax.
• Examples of allowable deductions are described here. The full amount can be
deducted from gross annual income unless otherwise indicated.
Allowable Annual Deductions (2016)
Contributions to a pension and provident 20% of rental income, in addition to the full
fund (amounts paid in old age once a costs of interest paid on loans to purchase
person has retired, currently mostly paid the rental property, and property insurance
by government workers) and group premiums, and local property taxes
insurance schemes associated with that property
Nu 10,000 worth of dividends from Donations, up to 5% of adjusted gross
company shares as well as the interest income, to approved relief fund Natural
paid on loans taken out to purchase those Calamities, Preservations/Promotion of
shares Religion and Culture fund, or Promotion of
Sports, Educational, and Science fund
30% of income from cash crops or other Life insurance premiums with an insurance
sources company in Bhutan
Nu 10,000 of interest income, for example, Education allowance:
on savings in a bank account - Up to Nu 5,000 per student in
government institutions
- Up to Nu 150,000 per student for private
education within/outside Bhutan
• The government income tax form has various steps to follow involving different
calculations. The deductions listed above are subtracted at various points
throughout the form. The final result is a reduction in the amount of tax owing
because net taxable income is always less than gross income.
• You can never take a deduction greater than the amount you are subtracting
from. For example, if you earn Nu 9,000 in interest income, you can only deduct
Nu 9,000 even though a deduction of Nu 10,000 is allowable for amounts
Nu 10,000 or greater. And if you earn Nu 12,000 in interest, you can only deduct
Nu 10,000 of it and you must pay tax on the other Nu 2000 interest income.
Reprint 2022 278 Unit VII
 B. About how much more tax would the government worker in part A pay than the
orchard owner if the rest of their deductions are the same?

Examples
Example Calculating a deduction
Tandin was completing his income tax form. Which deductions can he apply to his
gross annual income based on the information below?
• annual rental income of Nu 72,000
• interest of Nu 12,000 paid each month on a loan taken out to purchase rental
property
• annual dividend at a rate of 25% on an investment worth Nu 50,000
• interest income at a per annum rate of 6% on a bank account of Nu 75,000
• life insurance premium of Nu 10,000 paid yearly to a company in Bhutan
• two children in government school
Solution Thinking
Rental income: • 20% of rental income can be
20% × 72,000 = 14,400 deducted.
He can deduct Nu 14,400. • All of the interest on a loan
Rental loan: to purchase rental property
12 × 12,000 = 144,000 can be deducted. I multiplied
He can deduct Nu 144,000. by 12 to get the annual interest on the loan.

Dividend: • Nu 10,000 worth of dividends can be

25% × 50,000 = 12,500 deducted. I multiplied the investment
He can deduct Nu 10,000 of it. amount by 25% to get the actual dividend
amount.
Bank interest:
6% × 75,000 = 4500 • I was able to deduct all of the bank
He can deduct Nu 4500. interest income because it was less than
Nu 10,000. I knew that "per annum"
Life insurance:
interest meant yearly.
He can deduct Nu 10,000.
Education allowance: • I deducted the entire life insurance
premium because it was from a Bhutanese
2 × 5,000 = 10,000
company.
Total deduction:
14,400 + 144,000 + 10,000 + 4500 + • There is a Nu 5,000 allowance for each
10,000 + 10,000 = 192,900 child attending a government school so for
two children it would be twice that amount.
He can deduct a total of Nu 192,900.

Commercial Mathematics 279 Reprint 2022

Practising and Applying
1. Calculate the allowable deduction for 3. What is the maximum amount of
each rental property. money you can invest at each interest
a) Annual rental income: Nu 250,000 rate before you might have to pay tax
Interest on loan to purchase rental on the interest income?
property: Nu 14,500 each month a) rate of 4.5% p.a.
Property insurance annual premium: b) rate of 5% p.a.
Nu 16,000
c) rate of 4% p.a.
Local taxes on property: Nu 1450
d) rate of 6% p.a.
b) Annual rental income: Nu 180,200
Property insurance annual premium: 4. Calculate the allowable deduction for
Nu 12,000
each dividend.
Local taxes on property: Nu 980
a) rate of 30% for shares worth
Nu 41,000
2. Calculate the allowable deduction for
the annual interest earned on each b) rate of 18% for shares worth
bank account. Note that the Nu 26,500
abbreviation p.a. means per annum, or c) rate of 22% for shares worth
yearly. Nu 19,500
a) Nu 16,200 earning interest at a rate
of 5% p.a. 5. What is the maximum income you
b) Nu 28,400 earning interest at a rate can earn in dividends at each rate
of 4.5% p.a. before you might have to pay tax on
the income from the dividend?
c) Nu 62,000 earning interest at a rate
of 4.75% p.a. a) rate of 25%

d) Nu 252,200 earning interest at a rate b) rate of 21%

of 5.1% p.a. c) rate of 30%
d) rate of 18%

6. A family has three children in

government school. What is the
minimum monthly income they would
have to earn before they might have to
pay taxes? Explain.

7. You can invest Nu 80,000 in shares

that pay a dividend at a rate of 25% or
you can purchase property that yields a
rental income of Nu 15,000 a year.
Which option results in greater income
after deductions have been applied?
Explain.

Reprint 2022 280 Unit VII

7.2.3 EXPLORE: Income Tax Rates

In lesson 7.2.1 on page 274, the current income tax rates for different tax slabs
were shown. Suppose the rates were increased. How would it affect the amount
of money available for citizens to spend? How would it affect the amount of
money the government has to spend on its citizens?

A. Suppose the rates were increased by 2% on each tax slab except the first
one. Determine the additional tax that would be owing for each income.
i) Nu 100,000 ii) Nu 200,000 iii) Nu 400,000
iv) Nu 800,000 v) Nu 1,600,000
B. For each income in part A, express the increased tax rate as a percentage
of the original rate. For example, no change in the tax would be 100%. Round
to the nearest whole number percentage.
C. Which tax slab was most affected by a 2% increase in the tax rates?
Explain.
D. Suppose the rates were doubled (multiplied by 2) for each tax slab.
Determine the additional tax that would be owing for each income listed
in part A.
E. When the rate was doubled, did the tax owing also double? Explain.
F. Changes in the tax rate can greatly affect the amount citizens pay in taxes
and, as a result, the amount they have to spend. Changes in the rate also
affect the amount the government collects through taxes and, as a result, the
amount it has to spend on its citizens. What factors do you think the
government should take into account when deciding tax rates?

CONNECTIONS: Taxation Around the World

Income tax rates vary considerably around

the world. For example, income tax rates
in Bhutan range from 0% to 15%, in
Canada they range from 15% to 29%, and
in Denmark they range from 41% to 60%.
Countries use the income from taxes to
provide services for its citizens such as
education, health care, and child care.
1. Research to find out typical income tax
rates (low and high end rates) and the range of tax rates in other countries.
2. Does the income tax rate (low and high end rates) and range in Bhutan seem
to be typical? Find a way to graph the data in order to analyse it.

Commercial Mathematics 281 Reprint 2022

UNIT 7 Revision

1. Calculate the annual income for each 6. Use the budget template at the
monthly or weekly income amount. bottom of page 272 in lesson 7.1.2.
a) monthly income: Nu 10,500 For each person below, fill in the
appropriate amounts where they
b) weekly income: Nu 1990 belong.
c) weekly income: Nu 2260 a) Sonam, a Class XI student
d) monthly income: Nu 8800 Spending money from parents for four
months: Nu 3000
2. Calculate the interest income on Clothing for four months: Nu 1000
each savings amount in a bank account School supplies for four months: Nu 250
earning the interest rate given. Each Recreation for four months: Nu 300
rate is per annum. Snacks each month: Nu 200
a) rate: 4.25% amount: Nu 22,000 b) U. Pem
b) rate: 4.75% amount: Nu 18,600 Monthly salary: Nu 12,800
c) rate: 5.25% amount: Nu 28,300 Monthly rent: Nu 4800
Monthly food: Nu 4200
d) rate: 5.5% amount: Nu 14,600
Monthly household expenses: Nu 800
3. Calculate the dividend income on Monthly clothing: Nu 300
each investment at the interest rate Monthly loan payment: Nu 1500
given. Each rate is per annum. Other monthly expenses: Nu 500
a) rate: 25% amount: Nu 24,000
7. What percentage of his or her
b) rate: 30% amount: Nu 19,500 income did each person in question 6
c) rate: 32.5% amount: Nu 32,640 have left over for savings? Round to the
nearest tenth of a percent.
d) rate: 17.5% amount: Nu 15,050
8. What are the most important reasons
4. Several families were asked about
for keeping a budget?
the amount they spend and the
percentage of their income they save
9. Pema’s family decided to use these
each month. What was the monthly
percentages of their Nu 9640 monthly
income for each family? Round to the
income on the following expenditures.
nearest ngultrum.
How much can they spend on each?
a) saved: 8% spent: Nu 8680
a) Rent: 25%
b) saved: 9% spent: Nu 9550
b) Food: 27%
c) saved: 11% spent: Nu 14,230
c) Savings: 15%
d) saved: 12% spent: Nu 12,310
d) Donations: 5%
5. Show what each cheque would e) Other, including taxes: 28%
look like:
a) Nu 2450 to L. Dorji
b) Nu 31,200 to G. Tshering

Reprint 2022 282 Unit VII

10. a) Deki spends 28% of her monthly 14. Why are some taxes deducted at
salary on rent. Her rent is Nu 5300. source?
What is her monthly salary? Round to
the nearest ngultrum. 15. Ugyen earned Nu 13,200 in
b) How would your answer to part a) dividend income.
change if her rent was Nu 5700? a) What percentage of this dividend
c) How would your answer to part a) income is taxable?
change if her Nu 5300 rent was 30% of b) If the dividend rate was 27%, how
her monthly salary? much did he invest?

11. Calculate the tax owing for each net 16. Which deduction is greater, A or B?
taxable income. Consult the chart on A: a deduction on rental income of
page 274 in lesson 7.2.1. Nu 220,000 with a related loan interest
a) Nu 235,500 payment of Nu 32,000, and local
b) Nu 425,000 property taxes of Nu 1200

c) Nu 595,000 B: an education allowance deduction

for two children; one attending private
d) Nu 1,470,000 school and another in government
school.
12. Calculate the tax that would be
deducted at source for each of these
income amounts.
a) dividend income of Nu 12,300
b) interest income of Nu 780
c) rental income of Nu 120,000
d) salary income of Nu 11,300 at 1.6%

13. Why are the tax rates different

percentages for different tax slabs?

17. Calculate the allowable tax

deduction for each.
a) interest rate of 5% p.a. on
Nu 14,200
b) dividend rate of 25% p.a. on
Nu 36,600

Commercial Mathematics 283 Reprint 2022

 GLOSSARY
Instructional Terms

calculate: Figure out the number that evaluate: 1. Determine whether

answers a question; compute something makes sense; judge
clarify: Make a statement easier to 2. Calculate the value as a number
understand; provide an example (e.g., evaluate the expression m2 + 3
for m = 5)
classify: Put things into groups
according to a rule and label the explain: Tell what you did; show your
groups; organize into categories mathematical thinking at every stage;
show how you know
compare: Look at two or more objects
or numbers and identify how they are explore: Investigate a problem by
the same and how they are different questioning, brainstorming, and trying
(e.g., compare the numbers 6.5 and new ideas
5.6; compare the size of the students’ extend: 1. In patterning, continue the
feet; compare two shapes) pattern 2. In problem solving, create
conclude: Judge or decide after a new problem that applies the idea of
reflection or after considering data the original problem further
construct: Make or build a model; justify: Give convincing reasons for
draw an accurate geometric shape a prediction, an estimate, or a solution;
(e.g., use a ruler and a protractor to tell why you think your answer is correct
construct an angle); the term construct measure: Use a tool to describe an
is sometimes reserved for drawings that object or determine an amount
use a compass and straight edge only (e.g., use a ruler to measure a height or
create: Make your own example or distance; use a protractor to measure
problem an angle; use balance scales to
measure mass; use a measuring cup to
describe: Tell, draw, or write about
measure capacity; use a stopwatch to
what something is or what something
measure elapsed time)
looks like; tell about a process in a
step-by-step way model: Show or demonstrate an idea
using objects, pictures, words, and/or
determine: Decide with certainty as a
numbers (e.g., model addition of
result of calculation, experiment, or
integers using red and blue counters,
exploration
model a relationship using an equation)
draw: 1. Show something in diagram
predict: Use what you know to work
form 2. Pull or select an object
out what is going to happen
(e.g., draw a card from the deck; draw a
(e.g., predict the tenth number in the
tile from the bag)
number pattern 1, 2, 4, 7, …)
estimate: Use your knowledge to make
reason: Develop ideas and relate them
a sensible decision about an amount;
to the purpose of the task and to each
make a reasonable guess
other; analyse relevant information to
(e.g., estimate how long it takes to walk
show understanding
from your home to school; estimate how
many leaves are on a tree; estimate relate: Describe how two or more
3210 ÷ 789) objects, drawings, ideas, or numbers
are similar

Glossary 285 Reprint 2022

represent: Show information or an idea solve: 1. Develop and carry out
in a different way (e.g., draw a graph of a process for finding an answer to
an equation; make a model from a word a problem 2. to find the value of
description; create an expression to a variable in an equation or inequality
model a situation) sort: Separate a set of objects,
show your work: Record all drawings, ideas, or numbers according
calculations, drawings, numbers, words, to an attribute (e.g., sort 2-D shapes by
or symbols that make up the solution the number of sides)
simplify: Write a number or expression validate: Check an idea by showing
in a simpler form (e.g., combining like that it works
terms of a polynomial, writing an verify: Work out an answer or solution
equivalent fraction with a smaller again, usually in another way; show
numerator and denominator) evidence of; check a result
sketch: Make a rough drawing not visualize: Form a picture in your head
necessarily to scale, often to help with of what something is like (e.g., visualize
visualization and problem solving the number 6 as 2 rows of 3 dots as on
(e.g., sketch a picture of the field with a die; visualize the equation y = x as a
given dimensions) diagonal line at a 45º angle)

Definitions

A angle bisector: A line that separates

an angle into two equal parts
acute angle: An angle less than 90º
angle of rotation: The angle through
acute triangle: A triangle in which all which a shape has moved after
interior angles are acute angles a rotation
algebraic equation: An equation that apex: The highest point or vertex of
includes algebraic expressions and an a cone or pyramid when resting on its
equal sign (e.g., 3x + 5 = 8) base
algebraic expression: A combination apothem: The perpendicular distance
of one or more variables; it may include from the centre of a regular polygon to
numbers and operation signs the midpoint of one of its sides
(e.g., 8x + 2y2 – 9)
arc: A section of the circumference of
algorithm: A specific set of instructions a circle that lies between two ends of
or a procedure for finding the solution to a chord (each chord creates two arcs);
a problem or the answer to a calculation the length of this section of the
altitude: The line segment that circumference. See circle
represents the height of a 2-D or 3-D area: The measure of the surface of
shape; also the length of that line a 2-D shape, expressed in terms of the
segment; for a triangle, it is a segment number of square units needed to cover
from a vertex perpendicular to the the shape; the number of square units
opposite side; for a cone or pyramid, needed to cover a surface
it is a segment from the vertex
average: In common use, average is
perpendicular to the base
the same as mean See measure of
angle: A geometric figure formed by central tendency
two rays with a common end point, or
axis: A line drawn for reference when
vertex
locating points in a coordinate system

Glossary 286 Reprint 2022

 B C
bar graph: A graph that compares the capacity: The amount that a container
sizes of bars that represent each can hold. Common units are
category in a set of data; a double bar millilitres (mL) or litres (L). Capacity can
graph (shown below) compares two be related to volume, 1 mL = 1 cm3
aspects of a category as well as the centre of dilatation: See dilatation
categories themselves
centre of rotation: A fixed point around
State of Happiness
which the points in a shape rotate in a
clockwise (cw) or counter-clockwise
Rural (ccw) direction; the centre of rotation
Urban
may be inside or outside the shape
chord: A line segment connecting any
two points on a curve. See circle
Percent

circle: The set of all the points in a

plane that are the same distance, called
the radius (r), from a fixed point called
the centre
Arc

Chord
Very happy Happy Not very happy Radius

base: 1. The face(s) that determines Semi-circle

Diameter
the name of a prism or pyramid
2. In a 2-D shape, the line segment(s) Circumference
that is perpendicular to the height
3. The number that is repeatedly
circle graph: A graph that shows how
multiplied in a power (e.g., in the power
a complete set of data is broken into
53, 5 is the base)
categories, each represented by
binomial: A polynomial with two terms a section of a circle
(e.g., 4x – 7y and 5x2 + 3 are binomials) Known Vertebrate Species
box and whisker plot: A graph that
uses the median (Q2) and extremes as
well as the lower and upper quartiles
(Q1 and Q3) to organize data into four
groups, or quartiles, that each contain
equal numbers of data values
Q1 Q2 Q3

broken line graph: See line graph

Glossary 287 Reprint 2022

circumference: 1. The boundary of congruent: Identical in size and shape.
a circle 2. the length of the boundary of The symbol ≅ means “is congruent to”,
a circle calculated using the formula as in ¨ABC ≅ ¨DEF
C = 2ʌr, where r is the radius, or continuous data: A set of data with
C = ʌd, where d is the diameter. no gaps, represented by a solid line or
See circle curve on a graph
coefficient: The number or constant by coordinate plane: See x-y-plane
which a variable is multiplied
coordinates: A set of numbers used to
(e.g., in the term 3z, the numerical
define a position. In the x-y-plane,
coefficient of z is 3; in the term by2,
coordinates are in the form of ordered
b is the literal coefficient of y2)
pairs (x, y)
common denominator: A common
correlation: A description of the
multiple of the denominators of two or
relationship between two variables
more fractions (e.g., 12 is a common
1 1 correlation coefficient: A measure of
denominator of and ) how well the points in a scatter plot fit
2 3
an algebraic model. A value close to 1
common factor: A number that divides or –1 indicates a good fit; a value close
into two or more other numbers with no to 0 indicates a poor fit
remainder
corresponding angles: Matching
common multiple: A number that is a angles that are formed by a transversal
multiple of two or more given numbers and two parallel lines
(e.g., 12, 24, and 36 are common
multiples of 4 and 6) cube: 1. To raise a number to a power,
or exponent of 3 2. (Geometry) A
complementary angles: Two angles polyhedron that has 6 congruent square
whose sum is 90º faces
composite number: A number with cube root: One of three equal factors
more than two factors (e.g., 12 is of a number. (e.g., the cube root of 8 is
a composite number with factors 1, 2, 3, 2 because 23 = 8)
4, 6, and 12)
cuboid: See rectangular prism
composite shape: A 2-D or 3-D shape
that is made up of multiple simple 2-D cylinder: A 3-D shape with two
or 3-D shapes congruent, parallel, planar, circular
faces joined by one curved surface
composite transformation: A
transformation described by two or
more other transformations
cone: A 3-D shape that has a circular
base and a curved surface from the
boundary of the base to a vertex, or D
apex
data: Information gathered in a survey,
in an experiment, or by observing
(e.g., data can be in words like a list of
students’ names, in numbers like quiz
marks, or in pictures like drawings of
favourite pets). The word data is plural,
congruence: The property shared by not singular
geometric shapes that are identical in
decagon: A ten-sided polygon
shape and size

Glossary 288 Reprint 2022

degree of a polynomial: The greatest distributive property: The product of a
exponent that appears in any term of a number and a sum is equal to the sum
single-variable polynomial. The greatest of the products: a(b + c) = ab + ac
sum of exponents in any term of a dividend: The number that is being
multi-variable polynomial (e.g., 3x + 2xy divided (e.g., in 45 ÷ 5 = 9, the dividend
has degree 2 because of the term xy) is 45). See divisor and quotient
denominator: The number in a fraction divisibility rule: A way to determine
that represents the number of parts in a whether one number is a factor of
set, or the number of parts the whole another number without actually
4 dividing (e.g., a number is divisible by 3
has been divided into (e.g., in , the
5 if the sum of the digits is divisible by 3)
denominator is 5, or fifths). divisor: The number by which a
See numerator number is being divided
dependent event: An event affected (e.g., in 45 ÷ 5 = 9, the divisor is 5).
by the outcome of another event See dividend and quotient
dependent variable: In an algebraic double bar graph: See bar graph
relation, a variable whose values are
determined by assigning values to the
other (independent) variable. Often E
represented by y and plotted on the element: One of the objects or
vertical axis numbers belonging to a set or pattern
diagonal: A line segment joining two equation: A mathematical statement in
vertices of a polygon that are not next which the value on the left side of the
to each other equal sign is the same as the value on
diameter: 1. A line segment that joins the right side of the equal sign
two points on a circle and passes (e.g., the equation 5n + 4 = 39 means
through the centre 2. the length of the that 4 more than the product of 5 and
line segment described in 1. See circle a number equals 39)
difference: The result of a subtraction equidistant: The same distance
(e.g., in 45 – 5 = 40, the difference is (e.g., all points on the circumference of
40). See subtrahend and minuend a circle are equidistant from the centre)
dilatation: A transformation that equilateral triangle: A triangle with
enlarges or reduces a figure by a scale three sides of equal length (and with all
factor. Lines joining corresponding angles equal and 60º)
points on the original and transformed equivalent equations: Equations that
shapes meet at the centre of dilatation have exactly the same solution
dimension: The size or measure of an equivalent fractions: Fractions that
object (e.g., the width and length of a represent the same part of a whole or
rectangle are its dimensions) 2 1
discrete data: Data that consists of set (e.g., is equivalent to )
4 2
a set of isolated points, sometimes event: A set of outcomes for a
represented by a dashed line or curve probability experiment (e.g., if you roll
on a graph a die with the numbers 1 to 6, the event
of rolling an even number has the
outcomes 2, 4, or 6); a subset of the
sample space

Glossary 289 Reprint 2022

expand: Write the full product of an finite differences: In a table of values
algebraic expression (e.g., (x + 2)2 where the x-coordinates are evenly
= (x + 2)(x + 2) = x2 + 4x + 4) spaced, the first differences are the
expanded form: A way of writing a differences between consecutive
number that shows the value of each y-coordinates. The second differences
digit as a power of 10 (e.g., 1209 in are the differences between
expanded form is 1 × 103 + 2 × 102 + consecutive first differences, and so on.
9 × 1) For a linear function the first differences
are constant, while for a quadratic
experimental probability: The function they are not. The second
observed probability of an event based differences are constant for a quadratic
on data from an experiment, calculated function
using the following expression:
first-degree equation: An equation in
Number of times the event happens
which the exponent of the variable is 1.
Number of times the experiment is done
(e.g., 3x + 1 = 8)
exponent: A superscript in
mathematics that denotes repeated first-degree polynomial: A polynomial
in which the exponent of the variable
multiplication (e.g., 43 means 4 × 4 × 4
is 1. (e.g., 8x – 17)
and the exponent is 3); sometimes
See degree of a polynomial
referred to as a power or an index
first differences: See finite differences
exponential relation: A relation
between two variables that can be flip: See reflection
represented by an exponential function formula: A general rule or principle
(e.g., y = 2x – 5) stated in mathematical language
expression: See algebraic expression
extrapolate: To estimate a value that is G
beyond the range of given data by
following a pattern or trend greatest common factor (GCF): The
greatest whole number that divides into
extreme: The greatest and least values
two or more other whole numbers with
in a set of data
no remainder (e.g., 4 is the greatest
common factor of 8 and 12)
F
factor or factorise: To express a H
number or algebraic expression as the height: The perpendicular distance
product of two or more numbers or from the base of a geometric shape to
algebraic expressions. The numbers or its highest point
algebraic expressions in such a product
are also called factors (e.g., a2 – b2 can hexagon: A six-sided polygon
be factored as (a + b)(a – b) and the hypotenuse: The side opposite the
factors are (a + b) and (a – b); right angle in a right triangle
24 can be factored as 8 × 3 or 2 × 2 × 2
× 3; 1, 2, 3, 4, 6, 8, 12, and 24 are all
factors of 24)
favourable outcome: A desired result
when calculating a probability
(e.g., that a spinner will stop on green
instead of red)

Glossary 290 Reprint 2022

 I L
image: A new shape that is created lateral surface: The surface of a prism,
when a shape undergoes a cylinder, pyramid, or cone that does not
transformation include the base(s)
improper fraction: A fraction in which least common multiple (LCM): The
the numerator is greater than or equal smallest whole number that has two or
5 6 more given numbers as factors (e.g., 12
to the denominator (e.g., and )
4 6 is the least common multiple of 4 and 6)
independent event: An event that is like terms: Terms of a polynomial that
unaffected by the outcome of another have the same variables and exponents
event but may have different coefficients
independent variable: In an algebraic (e.g., in 3x2 + 2x + 6x + 5, 2x and 6x are
relation, a variable whose values are like terms)
chosen and upon which the values of line graph: A graph of a set of points
other variables depend. Often showing one variable (often time) on
represented by x and plotted on the the horizontal axis and another variable
horizontal axis on the vertical axis, with each point
integers: The set of whole numbers joined to the next point by a dashed
and their opposites (discrete data) or solid (continuous
( …, –2, –1, 0, 1, 2, …) data) line segment. Sometimes called
a broken line graph
intercept: The distance from the origin
Profit from January to June, 2005
of the x-y-plane to a point at which the
graph meets or crosses the x- or y-axis
(the x-intercept or y-intercept); the
Profit (Nu)

value of the y- or x-coordinate where

the graph meets or crosses the axis
interior angle: One of the angles
inside a polygon (e.g., a square has
four interior angles)
Jan Feb Mar Apr May Jun
interpolate: To estimate a value
between two given elements of data by line of best fit: The straight line that
following a pattern or trend best describes the relationship between
intersection: In geometry, the point or two variables in a scatter plot of data
points that are common to two or more line segment: Part of a line, consisting
shapes. (e.g., two lines that intersect of two end points and all points between
have one point in common) linear equation: An equation of degree
inverse operation: An operation that 1 that represents a linear relation
undoes another operation between two variables, typically in the
(e.g., addition is the inverse of form y = mx + b
subtraction) linear relation: A relation between two
irrational number: A number that variables that appears as a straight line
cannot be written as the quotient of two when graphed. Represented by a first-
a degree equation involving two variables
integers, , where b  0 (e.g., ʌ, 5)
b linear system: A set of two or more
isosceles triangle: A triangle with two equations that represent linear relations
sides of equal length between the same two variables

Glossary 291 Reprint 2022

 M mixed number: A number made up of
a whole number and a fraction
mapping notation: A way to show a 1
transformation rule by showing an (e.g., 5 )
7
original point and its image, connected
by an arrow mode: The piece(s) of data that occurs
(e.g., (x, y) → (x + 2, y + 3)) most often in a set of data; there can be
more than one mode or there might be
mathematical model: A mathematical
no mode
description (such as a diagram, graph,
table of values, formula, equation, monomial: A polynomial made up of
physical or computer model) of a one term (e.g., 6x2 and –13y are
situation monomials)
maximum: The greatest value taken by multiple: The product of a whole
a dependent variable number and any other whole number
(e.g., when you multiply 10 by the whole
mean: The sum of a set of numbers
numbers 0 to 4, you get the multiples 0,
divided by the number of elements in
10, 20, 30, and 40)
the set; often called the average
multiple line graph: A graph used to
measure: The indication, in standard
compare the trends in two or more
units, of the size of something. For
variables, usually over time on the
geometric shapes, there are measures
same grid
of length, area, volume, and angle
Number of Tourists Arriving in Bhutan
measure of central tendency: A 2000

value, usually single, that can be used 1800

Ŷ——— 1999
Number of tourists

1600
to represent a set of data. See mean,
median, and mode
1400
1200 Ƈ - - - - - 1997
1000
median: 1. (Geometry) A line that joins 800

a vertex of a triangle to the midpoint of 600

400
the opposite side 2. (Statistics) The 200

middle number of a set of data 0

arranged in order. If there is an even J F M A M J J A S O N D

number of numbers in the set, the
median is the mean of the two middle N
numbers natural number: One of the counting
metre (m): A unit of measurement for numbers: 1, 2, 3, …
length (e.g., 1 m is about the distance negative correlation: In a relationship
from a doorknob to the floor); 1000 mm between variables, as one variable
= 1 m; 100 cm = 1 m; 1000 m = 1 km increases, the other variable decreases
midpoint: The point that divides the net: A 2-D pattern you can fold to
line segment into two equal parts create a 3-D shape; this is a net for a
minimum: The least value taken by a cube:
dependent variable
minuend: The number that is being
subtracted from (e.g., in 45 – 5 = 40,
the minuend is 45). See subtrahend
and difference

Glossary 292 Reprint 2022

nonlinear relation: A relationship origin: The intersection of the axes in a
between two variables that does not fit coordinate system represented by the
a straight line when graphed on a ordered pair (0, 0)
coordinate system outcome: A single event that is
numerator: The number in a fraction proposed as the result of a probability
that shows the number of parts of a experiment
given size the fraction represents
4
(e.g., in
5
, the numerator is 5) P
See denominator parabola: An open curve shaped like
numerical coefficient: See coefficient the graph of y = x2; the graph of a
quadratic relation
parallel: Always the same distance
O apart (e.g., railway tracks are parallel to
each other)
opposite angles: Non-adjacent angles
that are formed by two intersecting lines parallel lines: Lines in the same plane
as indicated by the symbols below: that never meet
parallelogram: A quadrilateral with
pairs of opposite sides that are parallel
percent: A special ratio that compares
a number to 100 using the symbol %
perfect square: A whole number
opposite integers: Two integers that whose square root is a whole number
are the same distance away from zero perimeter: 1. The boundary of a 2-D
in opposite directions (e.g., 6 and –6 shape 2. The length of the boundary;
are opposite integers) the circumference of a circle is a special
obtuse triangle: A triangle in which perimeter
one of the angles is an obtuse angle, period: 1. The block of repeating digits
that is, an angle greater than 90º and in a repeating decimal number
less than 180º (e.g., in 0.345345..., the period is 345)
order of operations: Rules describing 2. a set of 3 digits in a number
the sequence to use when evaluating (e.g., in the number 3,458,675, the
an expression: periods are 458 and 675
1 Evaluate within brackets perpendicular: At a right angle (e.g.,
the base of a triangle is perpendicular
2 Calculate exponents and square roots
to the height of the triangle)
3 Divide then multiply
ʌ (pi): The value of the circumference
4 Add and subtract from left to right
of any circle divided by its diameter; it is
ordered pair: A pair of numbers in an irrational number with a value of
which the order is important. The 3.141592654 … or about 3.14, rounded
coordinates of a point in the x-y-plane to two decimal places
form an ordered pair. (e.g., the ordered
plane: A flat two-dimensional surface
pairs (3, 5) and (5, 3) represent different
points) polygon: A closed 2-D shape formed
by three or more line segments in a
orientation: The direction around a
plane. Examples include triangles,
shape when you name the vertices in
quadrilaterals, hexagons, and decagons
order, clockwise or counter-clockwise

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polyhedron: A 3-D shape that has prime number: A number with exactly
faces which are polygons two factors, 1 and itself (e.g., 17 is a
polynomial: An algebraic expression prime number since its only factors are
consisting of one or more terms with 1 and 17)
variables raised to whole-number principal square root: The positive
powers, usually of the form a + bx + square root of a number (e.g., 2 and –2
cx2 + …, where a, b, c, … are numbers are square roots of 4 but only 2 is the
positive correlation: In a relationship principal square root)
between variables, as one variable prism: A polyhedron with two parallel
increases, the other variable also and opposite congruent bases; the
increases other faces are parallelograms. The
possible outcome: A single result that shape of the base of the prism
can occur in a probability experiment determines the name of the prism
(e.g., when tossing a coin, getting Tashi (e.g., pentagon-based prism)
Ta-gye is a possible outcome) probability: A number from 0 (will
power: A numerical expression that never happen) to 1 (certain to happen)
shows repeated multiplication that represents how likely it is that an
(e.g., the power 53 is a shorter way of event will happen
writing 5 × 5 × 5). A power has a base product law: If you multiply two powers
and an exponent: the exponent tells the with the same base, add the exponents
number of equal factors there are in a to get the exponent of the product:
power. Sometimes the exponent is also a r × a s = ar + s
called the power proper fraction: A fraction in which the
3 is the exponent of the power denominator is greater than the
1 4 29
numerator (e.g., , , )
7 5 40
proportion: An equation of two
1 x
5 is the base of the power equivalent ratios (e.g., = )
2 50
power law: The exponent of a power pyramid: A polyhedron with a polygon
raised to a power is the product of the for a base; the other faces are triangles
exponents: (ar)s = a rs that meet at a single vertex (the apex)
power of a product law: The power of Pythagorean theorem: The square of
a product equals the product of the the length of the hypotenuse of a right
powers: (ab)r = arb r triangle (the longest side) is equal to the
power of a quotient law: The power of sum of the squares of the lengths of the
a quotient equals the quotient of the other two sides: a2 + b2 = c2
a r ar
powers: ( ) = r or (a ÷ b)r = ar ÷ br c
b b
a
prime factorisation: The
representation of a composite number b
as the product of its prime factors
(e.g., the prime factorisation of 24 is 2 ×
2 × 2 × 3, or 23 × 3); usually, the prime
numbers are written in order from least
to greatest

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 Q rational number: A number that can be
expressed as the quotient of two
quadrant: One of the four areas into a
which the x-axis and y-axis divide an integers, , where b  0
b
x-y-coordinate system
ray: Part of a line that starts at an end
quadratic relation: A relation between
point and extends indefinitely in one
two variables that can be represented
direction
by the equation y = ax2 + bx + c
quadrilateral: A four-sided polygon
quartile: 1. One of three points (Q1 or real number: Any number that can be
lower quartile, Q2 or median, and Q3 or represented by a point on a number
upper quartile) that divide a set of data line. Every real number is either rational
into four equal parts 2. One of four or irrational
groups of a set of data that each reciprocal: The multiplier of a number
contain an equal number of data values 1
Q1 Q2 Q3 that gives 1 as the result (e.g., is the
2
a
reciprocal of 2). The reciprocal of is
b
b
(a, b  0). The negative reciprocal is
a
the multiplier of a number that gives –1
quotient: The result of dividing one as the result
number by another (e.g., in 45 ÷ 5 = 9, rectangle: A parallelogram in which all
the quotient is 9). interior angles are right angles
See divisor and dividend reflection: A transformation of a shape
quotient law: If you divide a power by that produces a mirror image of the
another power with the same base, you shape with respect to a line, which is
subtract the exponents to get the called the reflection line; also called
exponent of the quotient: ar ÷ as = ar – s a flip
reflection line: See reflection
R regular polygon: A polygon with all
sides and all angles congruent
radius (plural is radii): A line segment
relation: A property that connects two
that joins the centre of a circle to any
sets of numbers or two variables;
point on its circumference; the length of
a relation can be expressed
this line segment. See circle
mathematically as a table of values,
range: The difference between the a graph, or an equation
extremes (minimum and maximum) of a
repeating decimal: A decimal in which
set of data
a block of one or more digits eventually
rate: A comparison of two quantities repeats in a pattern (e.g., 0.124444...;
measured in different units; unlike 0.252525252…; 990.142857142857…)
ratios, rates include units
rhombus: A parallelogram with all
(e.g., 45 km/h)
sides congruent; a square is a special
ratio: A number or quantity compared rhombus that has interior right angles
with another, expressed in symbols as
a
a:b or
b

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right pyramid: A pyramid whose lateral scientific notation: A way of writing a
faces are all congruent isosceles number as a decimal greater than or
triangles equal to 1 and less than 10, multiplied
right triangle: A triangle with one right by a power of 10 (e.g., 70,120 is written
angle as 7.012 × 104)
rise: The vertical distance between two Number • 1
points. See run
rotation: A transformation in which
each point in a shape moves about a
fixed point (the centre of rotation) Power of 10
through the angle of rotation
run: The horizontal distance between second-degree polynomial: A
two points. See rise polynomial for which the sum of powers
of at least one variable is 2 for at least
one of the terms (e.g., –3x2 – 2x + 5,
S 6y2, and 3xy + 5x are all second-degree
sample space: All possible outcomes polynomials)
in an experiment or probability situation second differences: See finite
(e.g., the sample space for rolling a die differences
is 6 possible outcomes: 1, 2, 3, 4, 5, 6) sector (of a circle): Part of a circle
scale: The ratio between the size of an bounded by two radii and part of the
object in a drawing and the size of the circumference. See circle
actual object sequence: A list of things that are in a
scale drawing: A drawing that is the logical order or that follow a predictable
same shape as an actual object and pattern (e.g., 1, 3, 5, 7, 9, … shows the
whose size is determined by the scale odd numbers in order)
scale factor: 1. (Numeration) A number similar: Identical in shape, but not
by which you can multiply or divide necessarily the same size; the symbol
each term in a ratio to get the for similarity is ~, as in ¨ABC ~ ¨DEF;
equivalent terms in another ratio; it can all congruent shapes are similar but not
be a whole number or a decimal. (e.g., all similar shapes are congruent
the scale factor below is 5)

These rectangles are similar

similar triangles: Triangles in which

2. (Geometry) If two triangles are the pairs of corresponding sides are
similar, corresponding side lengths proportional
relate by the same ratio, or scale factor similarity: The property shared by
scalene triangle: A triangle with no geometric shapes that are identical in
congruent sides shape, but not necessarily the same
scatter plot: A graph of isolated points size
on a coordinate grid. The graph can be
used to try to determine a relationship
between the two variables that are
being graphed

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simulation: A probability experiment square root: A number that multiplies
that models an event (e.g., repeatedly by itself to result in another number.
flipping four coins to find the probability (e.g., The square roots of 49 are 7
that all four children in a family are girls) (7 × 7 = 49) and –7 ((–7) × (–7) = 49)).
slant height: The distance from the In symbols, 49 = 7.)
apex of a circular cone to the edge of See principal square root
its base; the perpendicular distance standard form (of a linear relation):
from the apex of a right pyramid to the The equation of a straight line when
midpoint of one of the edges of its base written as Ax + By = C. Sometimes
slide: See translation written as ax + by = c
slope: A measure of the steepness of a stem and leaf plot: An organization of
line, expressed as the rise (vertical numerical data into categories or
distance) divided by the run (horizontal intervals based on place values; the
distance) between any two points on most significant digits are the stems
the line and the least significant digits are the
slope and y-intercept form: The leaves (e.g., the circled leaf in this
equation of a straight line written as stem-and-leaf plot represents the
y = mx + b, where m is the slope of the number 258)
line and b is the y-intercept. Sometimes
expressed as y = mx + c
solution: 1. The complete answer to a
problem 2. The values of variables that
make an equation or inequality true
(e.g., in the equation 5n + 4 = 39,
the solution is n = 7 because
5(7) + 4 = 39) straight angle: An angle that measures
solution of a system of linear 180º
equations: The point of intersection of subtrahend: The number that is being
the graphs of two or more relations subtracted (e.g., in 45 – 5 = 40, the
speed: The rate at which a moving subtrahend is 5). See minuend and
object changes position with time difference
(e.g., a sprinter who runs 100 m in 10 s supplementary angles: Two angles
has an average speed of 100 m/10 s or whose sum is 180º
10 m/s)
surface area: The sum of the areas of
sphere: A 3-D shape in which every all the faces and curved surfaces of a
point on the surface is the same 3-D shape
distance from a single point, the centre
symmetry: 1. Line or reflectional
square: 1. (Geometry) A rectangle with symmetry: when a 2-D shape is folded
equal sides 2. (Algebra) To multiply a or reflected across a line (the reflection
number or expression by itself line), the two sides of the shape match
square number: A whole number that 2. Plane symmetry: when two halves of
is a perfect square of another whole a 3-D shape are reflections of each in
number (e.g., 1 is the square of 1, 4 is the plane of symmetry 3. Turn or
the square of 2, 9 is the square of 3, rotational symmetry: when a 2-D or 3-D
and so on) shape, when rotated, resembles the
original shape

Glossary 297 Reprint 2022

system of linear equations: A set of translation rule: A rule that determines
two or more linear equations in two or or describes the effect of a
more variables transformation on any shape
transversal: A line that intersects two
or more lines
T trapezium: See trapezoid
table of values: An arrangement of trapezoid: A quadrilateral in which one
numerical values, usually in vertical and pair of opposite sides are parallel
horizontal columns, that represents a tree diagram: A way to record and
relationship between two variables count all combinations of events
term: 1. Part of an algebraic (e.g., the tree diagram below shows all
expression, separated from the rest by the three-digit numbers that can be
addition or subtraction signs made from the digits 1, 2, and 3, if 1
2. Each number or item in a sequence must be the first digit and each digit is
(e.g., in the sequence 1, 3, 5, 7, …, the used only once)
third term is 5)
terminating decimal: A decimal that is
complete after a certain number of
29
digits (e.g., = 0.725) trend: A pattern of general direction or
40
movement, often for a variable that is
tessellation: An arrangement of measured against time; represented by
congruent 2-D shapes that will cover a the line or curve of best fit in a scatter
plane (in all directions), without gaps or plot
overlapping. See tiling
triangle: A polygon with three sides
theoretical probability: How likely an
event is to occur, expressed as a trinomial: A polynomial that has three
number from 0 (will never happen) to terms (e.g., 4x – 7y + 2z and
1 (certain to happen); calculated using 5x2 + 2x – 3 are trinomials)
the expression: truncate: To cut off a vertex of a 3-D
number of favourable outcomes shape (e.g., a truncated cone)
total number of possible outcomes
1
(e.g., P(roll a 4 on a six-sided die) =
6
) U
tiling: An arrangement of 2-D shapes unique triangle: When only one
that will cover a plane (in all directions) triangle can be created from a given
without gaps or overlapping. description
See tessellation
transformation: Changing a shape V
according to a rule; transformations
include translations, rotations, variable: A letter or symbol, such as
reflections, and dilatations a, b, x, or n, that represents a number
(e.g., in the formula for the area of
translation: A transformation of a a rectangle, A = l × w, the variables A, l,
shape in which each point moves the and w represent the area, length, and
same distance and in the same width of the rectangle)
direction; also called a slide

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vertex (plural is vertices): The point at
the corner of an angle or shape where
Financial Definitions
two or more sides or edges meet (e.g.,
adjusted gross income: Gross income
a cube has eight vertices, a triangle has
adjusted for certain deductions. See
three vertices, an angle has one vertex)
gross income
vertex of a parabola: The point where
budget: A plan for spending your
a parabola intersects its axis of
available funds
symmetry; the maximum or minimum
point deductions: Amounts that are
deducted, or subtracted, from gross
volume: The amount of space
income to result in net taxable income,
occupied by an object
which is then used to calculate tax
owing. See gross income and net
W taxable income
whole numbers: The set of counting expenditures: Amounts you need to
numbers that begins at 0 and continues spend for your everyday life. Some are
forever; 0, 1, 2, 3, … necessities, like food, clothing, shelter,
and taxes; others are things that make
your life more pleasant, like a car
X gross Income: Total income earned or
x-axis: See x-y-plane received in a particular category (e.g.,
x-intercept: See intercept gross salary income or gross rental
income)
x-y-plane: A coordinate system based
on the intersection of two perpendicular income: Money that you receive or
lines called axes. The x-axis is the earn that is available for you to spend. It
horizontal axis and the y-axis is the can be received in different ways, such
vertical axis. The origin is the point of as salary and wages from employment,
intersection of the two axes commissions on sales, or allowances
and bonuses. See gross income,
adjusted gross income, and net taxable
Y income
y-axis: See x-y-plane net taxable income: Adjusted gross
income less additional allowable.
y-intercept: See intercept
See gross income
PIT (personal income tax): How much
Z you must pay the government. The
zero principle: Two opposite integers amount that you owe is a percentage of
or algebraic terms, when added, give a your income. The percentage depends
sum of zero (e.g., (+1) + (–1) = 0 and on the level of your income
–2x2 + 2x2 = 0) TDS (tax deducted at source): Taxes
that are withheld or deducted your
income before you get paid by your
employer

Glossary 299 Reprint 2022

 MEASUREMENT REFERENCE
Measurement Abbreviations and Symbols
Time Capacity
second s millilitre mL
minute min litre L
hour h kilolitre kL
Length Volume
millimetre mm cubic centimetre cm3
centimetre cm cubic metre m3
metre m
kilometre km
Mass Area
milligram mg square centimetre cm2
gram g square metre m2
kilogram kg hectare (10,000 m2) ha
ton t square kilometre km2

Metric Prefixes
milli centi deci unit deka hecto kilo
Prefix
× 0.001 × 0.01 × 0.1 1 × 10 × 100 × 1000
millimetre centimetre decimetre metre dekametre hectometre kilometre
Example
mm cm dm m dam hm km

Measurement Formulas
Perimeter Area
rectangle P = 2(l + w) rectangle A = lw
square P = 4s square A = s2
regular polygon P = ns (n is number of sides) parallelogram A = bh
1
triangle A= bh
Circumference 2
circle C = ʌd or C = 2ʌr circle A = ʌr2
Volume
rectangular prism V = lwh
any prism V = Ah (A is the area of the base)
cylinder V = ʌr2h
1 2
cone V= ʌr h
3
1
pyramid V = Ah (A is the area of the base)
3
4
sphere V = ʌr3
3
Surface Area
rectangular prism SA = 2(lw + wh + lh)
any prism SA = 2A + hP (A is the area of base and P is the perimeter of the base)
cylinder SA = 2ʌr2+ ʌdh
cone SA = ʌr2 + ʌrs (s is the slant height of the cone)
pyramid SA = A + Area of lateral faces (A is the area of the base)
sphere SA = 4ʌr2

Reprint 2022 300 Measurement Reference

 ANSWERS
UNIT 1 NUMBER AND OPERATIONS pp. 1–38
Getting Started—Skills You Will Need p. 1
1. a) 0.001 b) 0.05 4. Sample response:
121 11
c) 300 d) 0.4

2. a) –8 b) –16 c) 9 5. 12 and 13 11

3. 1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 6. Sample response: the last digit of
144, 169, 196, 225, 256, 289 1.414 × 1.414 must be 6 because 4 × 4 = 16

1.1.1 Introducing the Exponent Laws p. 4

1. a) 6 b) 15 c) 7 6. 3 = 3 × 3 × 3 × 3 and 92 = 9 × 9, since
4

9 = 3 × 3, then (3 × 3) × ( 3 × 3) = 9 × 9
2. A, C, and D
7. 72, since 72 × 72 = 74
3. a) Sample response: 54 × 54
8. a) No, since a + b = 11 and you cannot
b) Sample response: 510 ÷ 52
add two even numbers and get 11.
c) 254
b) 5 pairs: 1 and 10, 2 and 9, 3 and 8, 4 and
d) Sample response: 252 × 252
7, 5 and 6
e) Sample response: 2510 ÷ 256
9. Add the exponents (4, 7, and 19) to get
4. a) 26 530, because the base is 5 in each power.
b) Sample response: 24 × 22
c) Sample response: 22 × 22 × 22 10. When the bases are the same, you can
subtract the exponent of the divisor from
5. a) 21 b) 22 c) 27 the exponent of the dividend; sample
response: 56 ÷ 54 = 56 – 4 = 52

1.1.2 The Power Law of Exponents p. 7

1. a) 515
b) 13 36
c) 9 25
d) 2 21
7. 10 6

2. a) b = 6 b) b = 12 c) b = 9 8. a) 102; 52 × 22
b) 122; sample response: 42 × 32
3. –230, (–2)8, (27)2, 85, (24)4, (43)3 c) 402; sample response: 82 × 52
9. n must be even since you have to be able
4. a) Sample response: m = 3 and n = 1
to divide it by 2 using the power law to
b) Sample response: m = 3 and n = 2
create a perfect square.
5. n = 2 10. Sample response:
- power law: 53 × 53 × 53 × 53 = 54 × 3 = 512
6. Sample responses: - product law: 58 × 28 = 108
a) (82)5 b) (2 × 4)10 c) (16 ÷ - quotient law: 208 ÷ 28 = 108
10
2)

Reprint 2022 301 Answers

 1.1.3 Negative and Zero Exponents p. 10
1. a) 1 b)
1
c)
1
d) 1 7. a) 3 since it is a positive fraction and
–5

25 25 (–5)3 is a negative number

b) (–5)4 since it is the same as 54, which is
1 1 a positive whole number but 4–5 is a
2. a) and b) 9 and 9
9 9 fraction less than 1.
c) Since 9 = 3 , whatever power 9 is raised
2 c) (–9)2 since it is the same as 92 which is
to should be doubled if 3 is raised to that 81, but –92 is –81.
power. d) equal since they both represent the
opposite of 93
3. 9
8. a) if n is odd, the value is negative; if n
is even, the value is positive
4. a) Sample response: a = 3, b = –3
b) If the greater value is odd, the result is
b) Sample response: a = 3, b = –2
negative and therefore less; sample
c) Sample response: a = 2, b = 49
response: (–6)3 < (–6)2
d) Sample response: a = 0, b = 0
2
§ 3· 1 9 100
1 1 1 9. ¨ ¸ = =1÷ =1× =
5. a) = 2–1 and = 3–1 b) © ¹
10 § 3·
2
100 9
2 3 6 ¨ ¸
1 1 © 10 ¹
c) The values are equal since × = 2
2 3 100 100 § 10 ·
–1 –1 –1 –1
2 × 3 = (2 × 3) = 6 , using the power of and =¨ ¸
9 9 © 3¹
a product law.
10. Sample response: A number divided by
6. Five possibilities: 0, 1, 2,
1
, and
1 itself is equal to 1 and ab ÷ ab = a0, so
2 4 a0 = 1.

1.1.4 Fractional Exponents p. 12

1. a) 12 b) 5 c)
1
d) 64 5. a) Sample response: 3, 6, 9, 12, 15
8 1

b) Sample response: (5 3 ) 3 = 51 = 5 and

2. a) 6 b) 36 1

2 1 1 (5 6 ) 3 = 52 = 25
c) Sample response: = and the
1
4 2 2 c) No; when you multiply 100 × using
power means the square root 3
the power law, you do not get a whole
3. a) 6324 b) 3031 c) 11813 number exponent, since 100 is not a
multiple of 3.
1 3

4. Using the power law, ( 49 2 ) 3 = 49 2 and 6. a) 4 b) 0 c) 3

1 3 1

( 49 3 ) = 49 ; since 7 = 49 , then 73 =
2 2 2 7. The base stays the same and you take
1 3 half the value of the exponent to get the
( 49 ) 3 = 49
2 2 exponent of the square root; sample
1

response: 5 8 = ( 5 8 ) 2 = 54

Reprint 2022 302 Answers

 1.2.1 Scientific Notation with Large Numbers p. 17
1. a) 2 × 10 6
b) 4.357893389 × 109
7. Sample response: 46.6 × 109 ×  §
c) 3.6 × 1013 d) 2.04783895 × 107 50 ×  × 109 = 00 × 109 = .5 × 1012
2. 1.6 × 1030 8. Sample response for a 15-year-old:
15 × 365 × 24 × 60 × 12 § 94,608,000 or
3. 1.4 × 109 9.4608 × 107
4. a) Sample response: 423,572 × 102; 9. The parrot’s; sample response:
4,235,720 × 101; 42,357.2 × 103 45 × 365 × 24 × 60 × 550 >
b) Sample response: No, since the multiplier 75 × 365 × 24 × 60 × 70 because
was never between 1 and 10. 45 × 550 > 75 × 70.
5. a) (2 × 106) × (7 × 1013) > 1020 because 10. a) N = 2,000
(2 × 106) × (7 × 1013) = 14 × 1019 = b) No; 500 × 7.5 × 105 = 5 × 102 × 7.5 × 105
1.4 × 1020; 1020 = 1 × 1020 and 1.4 > 1 = 3.75 × 108 which is much greater than
b) (2 × 104)3 > 250 billion because 3.4 × 107
250 billion = 250 × 109 = 2.5 × 102 × 109 =
2.5 × 1011; (2 × 104)3 = 23 × 1012 and 11. The greatest value for the first number
1012 > 1011 is 9.9… × 109, which is almost 1010, the
least value for the second number is
5. c) 375 × 106 > 3.5893 × 108 because 1.0 × 1010 = 1010, so the first value is
375 × 106 = 3.75 × 108 and 3.75 > 3.5893 always less.
6. a) 3750 × 1036 b) 3.750 × 1039 12. Sample response: 6,536,211,569 §
6,000,000,000 = 6 × 109 and the multiplier
for 6,536,211,569 must be • 1 and < 10, so
6,536,211,569 = 6.536211569 × 109.

CONNECTIONS: The Richter Scale p. 18

1. The increase in magnitude from 5.7 to 8.1, which is an increase of 2.4 (8.1 – 5.7 = 2.4),
means the 1897 earthquake was 102.4 § 251.19 times stronger.

1.2.2 Scientific Notation with Small Numbers p. 22

1. a) 7 × 10 –5
b) 1.34893 × 10 –3
5. 2.1 × 10–4

c) 8.8 × 10–14 d) 3.561587 × 105

6. 9.2567 × 1010
2. a) 4.50000–01 b) 7.39400–02
7. a) 2.64 × 10–7 km/day
3. a) 10,584,100
b) 9.636 cm/year
b) the ones digit should be 4 and not 0
because the product of the ones digit of the
8. 350 min (moves about 0.16 m/h)
factors is 4 because 4 × 6 = 24

1 1 9. a) Yes, if m × n • 10
4. a) i) ii) b) Yes, if 1 ” m × n <10
3 2
b) The first one is not exact since the 3s c) No, since the least possible values are
keep repeating, but the second likely is 1 × 10p × 1 × 10q and the exponent is
since it ends in a lot of zeros. p+q

Reprint 2022 303 Answers

 1.3.1 Estimation with Rational Numbers p. 25
1. a) Sample response: about 200 6. a) Sample
4
response:2
b) Sample response: about 7 §2· §1·
c) Sample response: about 180 –7 × ¨© 3 ¸¹ § –7 × ¨© 2 ¸¹ § –2
d) Sample response: about 2 million 4
§2·
or –7 × ¨© 3 ¸¹ § –7 × (0.4)2 § –1.2
2. Sample response: about 200
b) Sample response:
3. Sample response:
1
a) about 6 days; high because I estimated it 7.06 ÷ 0.3 § 7 ÷ = 21
would take twice as long with half as many 3
people, but there are more than half as or 7.06 ÷ 0.3 § 7 × 3.3 § 21 + 2 = 23
many people. c) Sample response:
b) Sample response: They might not have 0.25 × 465 §
1
× 480 = 120
1 4
used to estimate the fraction of people. 1
2 or 0.25 × 465 § × 464 = 116
4
4. a) Sample response: about 720,000 d) Sample response:
b) 604,800; sample response: high since I 1078 × 512 § 1000 × 500 = 500,000
used 10 instead 7 (days/week) even though or 1078 × 512 § 1100 × 500 = 550,000
I used 20 instead of 24 (h/day).
7. Sample response: comparing the distance
5. Sample response: about 1750 from Venus to Earth with the distance from
Saturn to Earth

1.3.2 Order of Operations p. 28

1. a) 4.3 × 5.7 b) 5.8 ÷ 3.6 5. b) Sample response: no brackets needed
c) –6.7 ÷ 3.2 d) (2.3)3
6. No; adding is commutative so the order
1 in which you add the numbers doesn't affect
2. a) 32.5 b) 8
9 the answer; sample response: [–2 + 3] + (–4)
c) –3.8 d) 0.128 + 5 + (–6) = –2 + 3 + [(–4) + 5 + (–6)] = –4

3. A, C, and D 7. Yes; sample response:

1 1
4–( – 3) + 6  (4 – ) –3+6
4. a) Sample response: no brackets needed 2 2
b) Sample response:
1 8. The expression in the brackets does not
§2· § 2· 1 have to be calculated since a0 = 1 and the
¨ ¸ – ¨1  ¸ × 3 =
©3¹ © 3¹ 2 expression  0 since it's the sum of positive
c) Sample response: numbers.
× §¨  ·¸ + ÷ = 1
1 1 1 1 1
9. Yes; total area is 2.52 + 3.72 = 19.94 m2
4 © 4 4 ¹ 4 4
not (2.5 + 3.7)2 = 38.44 m2.
d) Sample response:
23 2 10. Some expressions change value if
– 2 × 3 ÷ (4 + 1) = operations are performed in a different
5 5
order, so without rules people could get
5. a) Sample response: different answers for the same question;
§2 · § 2· 242 sample response: 20 ÷ 4 × 5 = 25 but if you
1 × ¨  3¸ × ¨ 4  ¸ = multiply first, it would be 1.
©3 ¹ © 5¹ 15

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 1.3.3 Square Roots p. 31
1. a) 6 b) 10 c) 17 d) 80 7. Since 8 = 4 × 2, 8 = 4 × 2 =
2. B since 30 × 30 = 900 2 × 2 and 2 is not rational, so 2 × 2
cannot be rational.
3. a) 82 b) 820
8. All numbers have a positive square root
4 2 and a negative square root, in this case, 29.4
4. 0.4444… = and the square root is ,
9 3 and –29.4.
which is a rational number
9. a) i) 4.5 s ii) 14.2 s iii) 100.6 s
5. a) 70 × 70 = 4900, which is close to 4823 b) number of seconds cannot be negative
b) less c) 69.4 m 10. If you square any whole number greater
than 1, the result is a greater whole number.
6. a) i) equal; sample response: both are So the square root of any whole number
about 5.3 must be less than the number.
ii) equal; sample response: both are
about 17.3 11. a) 9 × 7 × 6 × 9 × 7 × 6 = 142,884
iii) If you break a number into factors, you b) 9216 = 9 × 1024 = 9 × 210, so 9216 =
can multiply the square roots of the factors
3 × 25 = 96
to calculate the square root of the number.
b) Using the product of powers law: 12. a) 4.6216 × 104, so about 200
b) 62.6147 × 104, so about 800
1 1 1

( 20 u 4) 2 = 20 2 × 4 2
b) By calculating: 13. Sample response: 39,417 § 40,000 =
20 u 4 = 8.94427191; 20 × 4 = 4 × 10,000, so 39,417 § 4 × 10,000
4.472135955 × 2 = 8.94427191 = 2 × 100 = 200

1.3.5 Representing Real Numbers p. 37

1. A, B, C, and F: 3. B. subtracting two fractions gives a
A. repeating decimals are rational fraction and fractions are rational
B. terminating decimals are rational D. dividing a number (other than 0) by itself
C. repeating decimals are rational gives 1 which is a rational number
F. 3ʌ0 = 3 which is rational F. adding a terminating and repeating
decimal gives a repeating decimal which is
88 rational
2. estimates: , 3.14 × 4, 3.14 × 16 ;
7
4. a) Sample response: 4.5
each used an estimate for ʌ
b) Sample response: 17
3. A, B, D, and F: c) Sample response:
5
A. adding 0.8 + 0.4 = 1.2 which is a 2
terminating decimal which is rational d) Sample response: ʌ – 5.7
5. a) 9 is least and 16 is greatest
b)

8 9 10 11 12 13 14 15 16
c) You would put solid circles only at each integer from 9 to 16 inclusive

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 1.3.5 Representing Real Numbers [Continued] p. 37
6. a) F; the answer is 0 which is rational
b) T; adding a rational to an irrational usually results in an irrational
c) T; the answer is 1 which is rational
7. a)

2 3 4 5 6 7 8 9 10
b)

–1 0 1 2 3 4 5 6 7
c)

5 6 7 8 9 10 11 12 13
d)

4 5 6 7 8 9 10 11 12

8. a) 9 ” n ” 6 3 , n is a real number b) 40 ” n < 13, n is a real number

7 14 8 16 15 14 7 16 8
9. – =– and – = – , so – is between – (– ) and – (– )
9 18 9 18 18 18 9 18 9

UNIT 1 Revision p. 38
1. a) 8 29
b) 5 19
c) 2 × 3
3 8
8. a) 3.518 × 10 –7

b) Yes; 0.0003518 = 3.518 × 10–4 >

2. a) 10,000 b) 100,000 4 × 10–7 because 10–4 > 10–7 and 3.518 and 4
are both • 1 and < 10
3. a) 4 b) 16 c) 0
4
4. –
2 9. Sample response: 1 × –7 = –7; of –7.5
3 5
is –6
1
5. a) b) 196 c) 600,000
16 10. No; sample response: a 15-year-old is
6. Since a and b are between 1 and 10, N is about 9,000,000 min old (15 × 365 × 24 ×
greater because its power of ten has a 60 § 15 × 400 × 25 × 60 = 9,000,000)
greater exponent.
11. a) 158 b) 16.3
7. a) 2,340,000
b) 2.34000 06 = 2.34 × 106 = 2,340,000; 12. a) two solutions, a positive and
sample response: 2.34 × 106 means you negative square root
move the digit 2 six places to the left so 2.34 b) no solutions because there is no square
becomes 2,340,000 root for a negative number

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 13. The positive square root since you 16. It is between about 0.6 and 0.7 (or
cannot have a negative thickness. between –0.6 and –0.7)

14. a) Sample response: about 29 17. C and E:

b) Sample response: about 0.9 - C is a repeating decimal, which is rational
c) Sample response: about 2500 - E is
3
, which is rational
d) Sample response: about 48,000 7

18. a) True; sample response:

15. 1764 = 9 × 196 = 3 × 3 × 14 × 14, so
2 × 2 = 2, which is rational
3 u 3 u 14 u 14 = 3 × 14 = 42.
b) False; sample response:
0.020406081012… is non–terminating and
never repeats
19.
a)
2 2.5 3 3.5 4 4.5 5 5.5 6

sample response: rationals: 3.5, 3.6, 3.7; irrationals: 2 + 2.1, 2 + 2.2, 2 + 2.3
b)

7 8 9 10 11 12 13 14 15
sample response: rationals: 13, 205, 327; irrationals: 4ʌ, 5ʌ, 6ʌ

UNIT 2 POLYNOMIALS pp. 39–79

Getting Started—Skills You Will Need p. 40
1. a) –7 b) –7 c) +6 d) +4 3. c) 1.62 square units
d) 3.14 or ʌ square units
2. a) 6x + 12 b) 20x – 8
c) –6 + 3x d) –8x + 20 4. a) 6 units b) 6.28 or 2S units c) 9 units
3. a) 1.89 square units
b) 4.41 square units 5. a) –1 b) 19 c) –4.5 d) –2.4

2.1.1 Interpreting Polynomials pp. 44–45

1. a) binomial b) trinomial 7. a) 3t and 7t; 10t – 3t 2

c) monomial d) binomial b) –2n and –7n; 3 + 8m – 9n

e) binomial f) monomial c) 3p and –17p ; 4q and –2q; –14p + 2q
d) There are no like terms.
3
2. a) 1 b) –2 c) 2.3 d) 8. Sample responses:
4
a) 3x3 b) 2m + 4
3. B, C, and D c) p3 – 5p2 + p d) 2m + 1
1
e) – (a2 + b2) when a = 2 and b = –2
4. a) 3 b) 4 c) 2 d) 1 2

9. Sample response: 2m – 3, 2m2 – 3,

5. Sample response: x2 – 3xy – 3; 2y + (– 3)
–3 + 2m, –3 + 2m2, –3m – 2, –3m2 – 2,
2 – 3m, 2 – 3m2, 2 – m, 2 – m2, –3 – m,
6. a) 184 b) 4 c) 93 d) –6
–3 – m2

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 2.1.1 Interpreting Polynomials [Continued] p. 45
10. 6l + 4s b) 2.25n to describe the time (hours) for n
trips from Thimphu to Punakha; or,
11. Any two of 2r (diameter), Sr2 (area), and 154r to describe the distance (km) for r
2Sr (circumference) round trips between Thimphu and Punakha
c) 0.7e + 0.3p to calculate the final mark
12. Sample responses: d) e3 to describe the volume; or,
a) 80b + 85c to describe the cost of b kg of 6e2 to describe the total surface area
beef and c kg of chicken; or,
85c – 80b to describe the difference in cost 13. Sample response: Same: binomials,
between b kg of beef and c kg of chicken variable s, worth 8 if s = 1; Different: one
is degree 1 and one is degree 2

2.1.2 Adding and Subtracting Polynomials p. 52

1. a) –5x + 7x – 4
2
2. a) –4x – x – 4
2

3x + 2x2 – 4 b) 4m2 – 2m3 + 7.5m + 2

c) 7y3 – y2 – 11x + y

3. (y2 – y + 2x + 1) and (–y2 – y – x – x2 – 2);

x – 2y – 1 – x2
5x2 – 8x
4. a) –y + y2 – 3x b) 4y2 –x2 – y

5. a) –6y – 2y2 – 7x b) x2 – 4y + 2y2

6. a) –2m + m3 – 8t b) –m2 – 2m – 24

7. a) 11x + 4y – 2y2
b) –5k – 5h – 6y2
c) 4m2 – 2m + 7r – 8

b) 2y2 + x 8. (–2y2 – 3x – 2) – (–2y2 – x) = –x – 2

2y – y2 + 5x
9. a) 16x + 12 b) 4x + 15

10. Sample response: When you subtract,

you sometimes have to decide how to
subtract depending on what you're
subtracting; with addition, you always just
combine like terms.

3y2 – 2y – 4x

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 2.2.1 Multiplying a Polynomial by a Monomial p. 56
1. a) 2(–2x + 1)
2
b) 4(3x) c) 4(5x – 3) 5. a) 6000x + 6050y
b) 6000x + (6050 × 2x) = 18,100x
2. a) c) 6000x + (6050 × 0.5x) = 9025x

6. Sample responses:
2(–2x – 3) = –4x – 6 a) 3(2t2 – t + 5) b) 2(4xy – 5y2 + 3y)
b) c) 2(7x – 8x2) d) 4(2 – 4x + 3y)

7. a) 50 – 2c b) 10x2 – 14xy – 6y
c) 15y – 20x – 4y2 d) 2xy – 3x2y + 4xy2
3y(y + 2) = 3y2 + 6y
c)
8. A monomial × a monomial = monomial,
3x(2x) = 6x2, but a monomial × a binomial
= binomial, since it results in a sum of two
4(2y – 2x) = 8y – 8x unlike terms, 3x(2 + x) = 6x + 3x2.
d)
9. Sample responses:
a)

2(3x – 4) = 6x – 8
2x(3 – 4y) = 6x – 8xy b)
3. a) –3x2 –2xy b) 24 – 6t + 18t2
c) 2jk2 – 6jk d) 15m + 5m3 – 10r
4. a) 6x b) 8x – 2 2x(x + 3) = 2x2 + 6x

2.2.2 Multiplying a Binomial by a Binomial pp. 60–61

1. A, since (2x – 1)(x + 1) = 2x + 2x – 1x – 1 5. a) 6x + 7x + 2
2 2

2. The width is 2x + 3 and the height is

x – 2. The area is the product of the two
dimensions.

3. (2x – 4)(3x + 1);

(2x – 4)(3x + 1) uses 24 tiles: six x2-tiles, (2x + 1)(3x + 2)
two x-tiles, twelve –x-tiles, four –1-tiles b) 3x2 + x – 4
(2x + 1)(3x – 4) uses 21 tiles: six x2-tiles,
three x-tiles, eight –x-tiles, four –1-tiles

4. a) (2x + 1) and (y + 1) (3x + 4)(x – 1)

b) (x + 1) and (x – 2) c) 5y2 – 13y – 6
c) y and (3y – 1)

(y – 3)(5y + 2)

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 2.2.2 Multiplying a Binomial by a Binomial [Continued] pp. 60–61
5. d) x – xy + 3x – 3y
2
7. a) 3x + 7x + 2
2
b) 4x2 + 2x – 12
c) x2 + 8x + 12 d) S(4x2 + 24x + 36)

8. a) 8 – 10x – 3x2

(x + 3)(x – y)
e) 6 – 3x + 2y – xy
(2 – 3x)(4 + x)

b) 11 c) 11 d) 1
e) If you multiply 11 by 1, you get 11, just
(2 – x)(3 + y)
as (2 – 3x)(4 + x) = 11 for x = –3.
6. a) x2 + 5x + 4 x+1
9. 6x(x + 2) or 3x(2x + 4) or 2x(3x + 6) or
x(6x + 12)
x+4
10. Sample response: (2x + 1)(x – 4) or
(x – 2)(2x + 3) or (3x + 2)(2x + 1) or
(2x + 1)(x + 4) or (x + 2)(4x + 1)
b) 3x2 – 2x – 1 3x + 1
11. The original x2 is made up of a
rectangle (x + 1)(x – 1) and 1 more, so
x–1 (x + 1)(x – 1) = x2 – 1.

12. Both times you make a rectangle and

c) 8x2 + 16x + 6
4x + 1
calculate the area. When you multiply a
binomial by a monomial there are only
two kinds of tiles, but there could be
4x by 2x 2 by 2x
3 or 4 kinds of tiles when you multiply
2x + 3
two binomials.
4x by 3 2 by 3

2.2.3 Multiplying Polynomials Symbolically pp. 64–65

1. a) 15x + 26x + 8
2
b) 24y + 22y – 10
2
5. 8n + 20n + 12
2

c) –6xy – 24y – 8x – 32 d) 6y2 + 34y + 48

6. The value of S is 4.
2. a) 3 b) 2 c) 4 d) 2
7. a) 2x2 + 7x – 4
S
3. a) 5y2 + 24y + 29 b) –18x – 8xy + 3y + 18 b) (16 + 2ʌ)x2 + (16 + 2ʌ)x + 4 +
2
c) 6y2 + 11y – 10
4. a) 35 + 13s – 12s2
b) –112 = 35 + 13(–3) – 12(–3)2 8. 4ax
c) 16 d) –7
e) If you multiply the answers to 4 c) and d), 9. a) Calculate 402 + 160 + 4 = 1764
you get the same answer as 4 b): b) Calculate 802 – 160 + 1 = 6241
16 × (–7) = –112 c) Calculate (50 + 3)2 – (50 – 3)2 = 600

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 10. To calculate 32 × 43, multiply each part of 32 (30 and 2) by each part of 43 (40 and 3):
(30 × 40) + (30 × 3) + (2 × 40) + (2 × 3) = 1376.
For (3x + 2)(4x + 3), you multiply each part of 3x + 2 by each part of 4x + 3:
(3x)(4x) + 3x(3) + 2(4x) + (2)(3) = 12x2 + 17x + 6.

2.3.1 Dividing a Polynomial by a Monomial p. 69

1. a) 3 + y 1. d) 2 – 3x 2 – 3x
y
3+y
(2y – 3xy) ÷ y

2y 2.a) 3m2 – mn b) 2s2 + 1 – 5t

(6y + 2y ) ÷ 2y
2 c) 4m2 – 2m

b) 5y – x – 3 3. a) 2k + 3m; 5; –20; –4; if you divide

5y – x – 3 –20 by –4 you get 5
b) 2k – 2; –6; 36; –6; if you divide
x 36 by –6, the quotient is –6

(5xy – 3x – x2) ÷ x 4. a) (4y2 + 6) ÷ 2 = 2y2 + 3

b) (–4xy – 6y) ÷ 2y = –2x – 3
c) x2 + 8x c) (2x2 –3x) ÷ x = 2x – 3
5. Sample response: (6y – 4) ÷ 2;
(3xy – 2x) ÷ x; (9y – 6) ÷ 3;
(3x2y – 2x2) ÷ x2
6. To divide, think of a missing factor in
the related multiplication;
(3x2 + 24x) ÷ 3 sample response:
(2xy + y2) ÷ y ĺ y × ? = 2xy + y2

2.3.3 Dividing a Polynomial by a Binomial p. 75

1. a) 2x + 3 b) 3x – 4 4. Sample response: 4x – 1 and 2x – 1;
2

c) 2x + 5 d) 4x + 9 2x2 – 5x – 3 and x – 3; 2x3 + 3x2 + x and

x2 + x
2. a) 2x2 – 1 b) 4x – 2
c) x3 + 1 d) 4 – 3x2 5. a) x + 1 b) 4x – 12

3. a) –1, –1, and 1 b) –24, 4, and –6 6. Sample response: (10x2 + 3y) ÷ y is not a
c) 0, –2, and 0 d) 6, 6, and 1 polynomial since
10x 2
is not a polynomial.
Each time, I noticed that when I divided the y
first two values, the last value was the
7. Two; when you divide polynomials with
quotient.
exponents, you subtract the exponents
using the exponent quotient law; sample
response: 4x4 ÷ 2x2 = 2x2

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 CONNECTIONS: Using Number Patterns to Factor p. 77
1. The factors are (x + 2) and (x + 3). 2. The factors are (2x + 1) and (2x + 1).
3. The factors are (x + 1) and (x – 1). 4. The factors are (x + 1) and (x – 2).
5. The factors are (3x – 1) and (3x – 1).

UNIT 2 Revision pp. 78–79

1. a) degree 1; binomial; like terms are 3x 5. a) 6y – 8y 2
b) 8 – 12x
and 4x as well as –2y and 6y; c) –6xy – 24x d) –15x + 6x2
Sample response: the perimeter of a triangle
with dimensions 6y, 4x, and 3x – 2y 6. a) 6, –9, and –54 b) 4, 8, and 32
b) degree 2; monomial; no like terms; c) 12, 7, and 84 d) 9, 6, and 54
Sample response: the area of a rectangle I noticed that multiplying the evaluated
with dimensions of 16 and x2 factors is equal to multiplying the factors
and then evaluating the expression.
2. a) 4x – 3
7. a) y(x – 2y) b) x(–3x – 2)
c) 2(x2 + 2xy – x)

8. a) 12x2 – 6x b) 9ʌy2
(–2x – 4) + (6x + 1)
9. a) (x + 5)(x + 1) = x2 + 6x + 5
b) (2x + 3)(x – 2) = 2x2 – x – 6
b) x – 2
10. a) 2x2 + 7x + 6
(2x – 4) – (x – 2)

x+2
c) –8x – 5
(–2x – 4) – (6x + 1) = (–2x – 4) + (–6x – 1) 2x + 3
(2x + 3)(x + 2)
b) –2x2 + x + 6

= –8x – 5 –x + 2

2x + 3
(2x + 3)(–x + 2)
3. a) –2x2 + x + 8 – y
c) 2x2 + x – 6
b) x2 – 4x + 5
c) 4x – 7x2 + 8x3 + y2
x+2
4. Because a polynomial is not in its
simplest form to model until you have
2x – 3
combined like terms.
(2x – 3)(x + 2)

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 10. d) –2y2 –7y – 6 14. b) 3y2 – 2xy

–y – 2

2y + 3
(2y + 3)(–y – 2) (6y2 – 4xy) ÷ 2
c) 4x + 2
11. (2x – 3)(3x + 1) or (x + 3)(4x + 1)

12. The factors are degree 1 × degree 2 x+3

because of the exponent product law
(1 + 2 = 3).
4x + 2
13. a) (70 + 1)2 = 702 + (2 × 70) + 1 = (4x2 + 14x + 6) ÷ (x + 3)
4900 + 140 + 1 = 5041
b) (712 – 692) = (71 + 69)(71 – 69) =
140 × 2 = 280 15. (4x2 + 2x – 2) ÷ (2x – 1) or
(4x2 + 2x – 2) ÷ (2x + 2)
14. a) 2x – y
16. a) x2 + 3x
b) –3x + 1
2y
17. a) (3x – 1)(3x + 2) = 9x2 + 3x – 2
b) (x + 3)(x – 3) = x2 – 9
2x – y
(4xy – 2y2) ÷ 2y

UNIT 3 LINEAR RELATIONS AND EQUATIONS pp. 81–134

Getting Started — Skills You Will Need p. 81
1. a) 9 b) –8 c) 25 d) 1 2. b) 2 c) –2
2. a) 2
x y
3. a) a = –1 b) x = –
3
1 –3
2.5 0 4. A = ʌ (10)2 | 314 cm2
3 1 C = 2ʌ(10) | 63 cm
4.5 4

3.1.1 Patterns and Relations in Tables pp. 85–86

1. a), b), and c) 1. d)
a) b) c) part a) is linear; first differences are all 3
White Small part b) is quadratic; first differences are
Figure Perimeter triangles triangles different, but second differences are all 1
1 3 1 1 part c) is quadratic; first differences are
2 6 3 4 different, but second differences are all 2
3 9 6 9
4 12 10 16 2. Quadratic; second differences are 2.

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 3.1.1 Patterns and Relations in Tables [Continued] pp. 85–86
3. a) E b) L c) N d) N 6. a) 10
b) 20 (10 + 6 + 3 + 1)
4. a) b) c) 21
d) Quadratic

7. Linear; 1st differences are constant

8. Quadratic; 2nd differences are all 160

5. a), b), and c) 9. a) Sample response:

Radius a) Circum. b) Area x Linear Quad. Exp.
0 0.00 0.00 1 6 3 1
1 6.28 3.14 2 8 6 3
2 12.57 12.57 3 10 11 9
3 18.85 28.27 4 12 18 27
4 25.13 50.27 b) Linear; first differences are equal and
c) linear quadratic second differences are zero
c) Circumference: linear since the formula has Quadratic; second differences are equal
r only to the first power and first differences but not zero
are constant (6.28) Exponential; each term is the product of
Area: quadratic since the formula has r raised the previous term and a constant factor
to the second power and second differences are
constant and not zero (6.28)

3.1.2 Scatter Plots of Discrete and Continuous Data pp. 91–92

1. a)

b) Figure number Number of circles

1 3
2 7
3 11
4 15
5 19
6 23

c) Discrete; does not make sense to have a

fractional figure number
d) Dashed line

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 1. e) f) 39

Number of circles

Figure number

2. a) and b) c) Continuous; rectangles with a width of 5 cm can

Height (cm) Area (cm2) be any height
1 5 d) Solid line
1.5 7.5
2 10
3 15
4.75 23.75
5 25
e)
Area (cm2)

Height (cm)

3. a) Day number is discrete b) 15 trees on 7th day; 21 trees on 10th day

4. a) Time is continuous.
b) Sample response:
- How long did it take to drain 24,000 L? (120 min)
- How much water remained after 222 min? (35,000 L)
c) The pool is empty at 400 min and the volume of water in the pool cannot be negative.

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 3.1.2 Scatter Plots of Discrete and Continuous Data [Continued] pp. 91–92
5. a) b) Discrete; no fraction layer numbers
Layer number Number of balls c) Dashed; data is discrete
1 1
2 4
3 9
4 16
5 25
6 36
7 49
8 64
d) Sample response:
Number of balls

The points do not lie on a line.

Layer

6. a) b) Sample response:
A smooth curve; it looked like
a line for a while, but then it
started curving upward
c) Solid; an angle measure
Height (cm)

between those plotted is

possible

Angle (º)

7. Yes, the data points follow a curved pattern, so she was right to use a curve; No, the
data is discrete so she should not have used a solid curve

CONNECTIONS: Half-Life p. 93
1. 128 g; 64 g; 32 g
1 1 1 1 1 1
2. a) ; ; b) ; ;
2 4 8 21 2 2 23

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 1 1 1 1 1 1 1 1
2. c) 10
or ; 1 or after 1 day; 2 or after 2 days; 3 or after 3 days;
2 1024 2 2 2 4 2 8
1 1
so 10 or after 10 days
2 1024
1
3. Exponential; the values of successive terms are found by multiplying by a constant ( )
2

3.1.4 Graphs of Linear and Non-Linear Relations p. 98

1. a) b) They are all straight-line
y = 2x + 1 graphs.
y = –2x + 1 c) y = –2x – 1 and
y = –2x + 1 both have a
y = 2x – 1 slope of –2;
y = –2x – 1
y = 2x + 1 and y = 2x – 1
both have a slope of 2

2. a) A; it's U-shaped with a vertical line of symmetry

b) C; it's a curve that is almost horizontal on the left and almost vertical on the right

3. a) b) Sample response: Both are

U-shaped with a vertical line of
symmetry, both open downward,
and each has a maximum point.
c) Sample response: One goes
through the origin, but not the
other.

4. A line; circumference is C = 2ʌr and r is raised to the first power; also, circumference is
a measure of length and length is linear

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 3.1.4 Graphs of Linear and Non-Linear Relations [Continued] p. 99
5. a) b)

c) Neither graph has points that fall along a straight line.

6. a)
Figure number White area Black area Area of big square Part of big square that is black
1 1 1 2 0.500
2 3 5 8 0.6250
3 5 13 18 0.7222
4 7 25 32 0.7813
5 9 41 50 0.82
6 11 61 72 0.8472
b) For columns 2, 3, and 4:

b) For last column

Part that is black

Figure number

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 6. c)
White area Linear; because it's a straight line
Black area Quadratic; because it looks like half a parabola
Big square Quadratic; because it looks like half a parabola
Part of big square that is black None; it's not straight, a parabola, or an exponential curve

3.2.1 The Meaning of Slope and Y-Intercept pp. 101–102

1. a) Cooling rate (in °C/min) 4. b) A constant rate of change
b) Temperature is falling means a straight line graph.
c) Starting temperature c)
d) Graph would be parallel and cross the y-axis at a
higher point

Air speed (km/h)

2. a) The cost changes at a constant rate.
b) Cost per minute above base amount
c) Base amount
3. a) Maximum ideal HBR formula is
t = 0.85(220 – a), which is a linear expression
b) 187.
c) and d) Minimum ideal HBR formula is Elapsed time (min)
t = 0.60(220 – a) , which is a linear expression
d) slope = –90; y-intercept = 550
Minimum ideal HBR y-intercept: 132
e) y-intercept is starting airspeed, or
550 km/h; slope is change in speed
Maximum ideal HBR per minute, so divide rise by run,
e.g., –450 ÷ 5 = –90
Heart beat rate (beats/min)

5. a) A straight line, same

Minimum ideal HBR y-intercept, shallower slope
b) Slope would be steeper because
rise stays the same but run is
reduced

6. a) Each time you add a square,

the number of sticks increases by a
constant amount, 3.
b) 3; for each increase of 1 in the
Age figure number (run), there is an
e) different slopes and y-intercepts; both are increase of 3 in the number of
straight lines squares (rise)
c) 1; Figure 0 would have 1 stick
4. a)
7. a) 2ʌ
Elapsed time (min) Airspeed (km/h) b) r = 0; the circumference of a
0 550 circle with radius 0 cm is 0 cm
1 460
2 370 8. a) Perimeter is a measure of
3 280 length and length is linear
4 190 b) 2ʌ c) 4
5 100

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 3.2.1 The Meaning of Slope and Y-Intercept [Continued] pp. 101–102
9. If you don't, you get the opposite value for 10. b) Locate 30°C on the horizontal
slope axis and then find the corresponding
point on vertical axis.
10. a) c) °F equivalent of 0°C
9
d)
Temperature (°F)

or 1.8
5
e) For every increase of 9°F, there is an
increase of 1°C.

Temperature (°C)

3.2.3 Slope and Y-Intercept Form pp. 106–107

4 4
1. a) m = 2, b = 0; y = 2x b) m = , b = –2; y = x–2
3 3
4 4
c) m = , b = 2; y = x+2
3 3
2.

b) y = –3x + 1

a) y = x – 1

3. a) C; B b) A; D

4. a) b)
y

2
y= x+3
x 3

1
y= x–2
2

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 4. c) d)

3
y=1+ x
3 4
y= x
4

e) f)
y

y = 0.25 x + 1.5 x

y = – 0.5 x – 2.5

5. a) 81.3; 73 b) 1.9; 2 d) Nobody would have a femur of

c) length 0 cm.
H H = 1.9f + 81.3

H = 2.0f + 73.0

f
6. a) Because both equations are in the form y = mx + b, the slope (m) is 1.3 for each
b) 13; because both equations are in the form y = mx + b, 13 is the difference between the
y-intercepts (b)

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 3.2.3 Slope and Y-Intercept Form [Continued] pp. 106–107

6. c) 7. If you begin with the y-intercept,

you can use the slope to locate a
H second point and then use a ruler to
connect them. If you start with the
H = 1.3c + 55
slope, you don't know where to place
the ruler.

8. Plot the y-intercept, move right a

H = 1.3c + 42
distance equal to the run and up
(positive slope) or down (negative
slope) a distance equal to the rise and
plot the point, join the two points
with a straight line

3.2.4 The Line of Best Fit pp. 111–112

1. a) Strong positive correlation
b) About 10.4%; since a line was used instead of a curve,
population for future years may be underestimated
c) About 14%
d) about 7.8%; about 8.7%

2. a) b) Sample response: y = 4700x + 11,000

c) Sample response: 67,400
d) Sample response: I would prefer more data
points to be more confident because it could
Number of licensed businesses

have been non-linear.

Year number

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 3. a) Female Life Expectancy

Life expectancy

Male Life Expectancy

Life expectancy

b) c)
Year Female Male Year Female Male
2010 65 62 1992 54 52
2030 76 74 2002 60 58

4. a) I b) IV c) II d) III
5. Kinley’s graph
6. a) when data points fall along a line or close to a line
b) Use a ruler to draw a line that passes through as many data points as possible and make
sure there are an equal number of points above as below the line.
c) Use the line to interpolate or extrapolate coordinates for points not plotted

3.2.5 Standard Form pp. 116–117

3 3
1. a) (0, 3) b) (2, 0) c) m = d) y = x+3
2 2
2. a) c is number of correct answers and i is number of incorrect answers; so add 4c points
for correct answers and subtract i points for incorrect answers, which is 4c – i points; final
score is 60 points so 4c – i = 60
b) x-intercept is 15; y-intercept is –60 c) x-intercept means 15 correct answers
with 0 errors; y-intercept means –60 errors
and 0 correct answers; a y-intercept of –60
is not possible because you cannot have a
Incorrect

negative number of answers

d) 40
Correct

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 3.2.5 Standard Form [Continued] pp. 116–117
3. a)
s

b
b) Sample response: c) Cannot invest a negative amount
At 4.2% (b) At 9.6% (s)
0 4200
9450 0
5000 2000
2600 3000

4. a) 600x + 500y = 4500, x is the number of c) Sample response:

hours at Nu 600 and y is number at Nu 500 at Nu 600 at Nu 500
0 9
b)
7.5 0
5 3

d) Cannot work a negative number

of hours

2 4 5 5 10
5. a) y = – x + 4 b) y = x–4 c) y = – x+ d) y = x–5
3 5 2 2 3

6. a) 3x + y = 27 b) c) Sample response:
(9, 0), (5, 12), (0, 27)

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 7. a) 3x + 2y = 16 and 4x – y = 18 c) (4, 2)
b)
y

3x + 2y = 16 4x – y = 18

3 3
8. a) y =
3 3
x + 2 and x – y = –2 c) d) Same graph as x – y = –2; x – y = –2
2 2 2 2
b) Sample response: and 3x – 2y = –4 are equivalent equations
(0, 2), (2, 5), (–2, –1), (4, 8)
9. Substitute 0 for y and solve equation to determine x-intercept, plot that value;
substitute 0 for x and solve equation to determine y-intercept, plot that value; join points
with a straight line
10. Determine x- and y-intercepts, calculate slope using the coordinates of intercepts,
use slope and y-intercept to write equation in y = mx + b form. Or, rearrange the equation
algebraically.

3.3.1 Solving Linear Equations Algebraically pp. 121–122

1. a) 3x + 2 = 5 b) x + 1 = 2x 8. a) 3c = 100 – 40 b) c = 20
c) –2x = –x – 3 d) –2x = x – 3
4
9. a) b) –10 c) 6 d) 15
2. Subtract 4 from each side, then divide 5
each side by 6.
10. –40°F = –40°C
3. a) x = 4 b) a = 5 11. a)
c) y = –3 d) x = 2
e) x = 6.9 f) x = 40 =

4. a) 5w – 60 = 180 b) w = 48 =

5. a) 250 + 50p = 1030 b) p = 15.6 c) 15

=

=
6. a) c = 3f + 2 b) 16
98 2 b) 3x + 2 = 5x + 3
c) 100 = 3f + 2; f = = 32 , but a –3x + 3x + 2 = –3x + 5x + 3
3 3
fractional figure number is not possible. 2 = 2x + 3
2–3 = 2x + 3 – 3
7. a) x = 3 b) x = –2 –1 = 2x
c) x = –1 d) x = –9 x = –
1
e) x = – 2 f) x = –8 2

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 3.3.2 Solving Linear Inequalities p. 125
1. a) x < 3 b) x ” 3 1
5. c) n > 13 , which means n > 13 or n • 14
c) 2 > x d) –2 • x 4
e) x < 1 f) 2 • x
6. a) p = 2c + 1, where p represents the
2. a) 400 + 50t < 1000 number of pieces and c the number of cuts
b) t < 12, so less than 12 min b) 20 > 2c + 1
c) c < 9.5, which means c ” 9 or c < 10
3. a) 100,000 – 150t < 40,000
b) t > 400, so more than 400 min 7. 69 L
4. a) a < 2 b) b < 7
c) x ” 2 d) x < –2 8. You can use inverse operations to solve
e) x > 1 f) x < 2 both equations and inequalities.
Linear equations have a single solution, but
5. a) Figures 14 and greater inequalities usually have multiple solutions.
b) 4n – 3 > 50

3.3.3 Solving Linear Equations Graphically p. 128

1. x = 12

2. a) 2x + 3 = 25
b) Unless coordinates are on labelled grid lines, you often gave to estimate between
increments on the horizontal and vertical axes scales.

3. Day 8

4. 2x – 3 = 14 ĺ 14 = 2x – 3, locate 14 on the y-axis and then find the corresponding point

on the x-axis (6).

5. a) s = 2n + 1, where s is the number of sticks and c) Locate 97 on the s-axis and

n is the figure number. then locate the corresponding
b) point on the n-axis (48)
d) s = 48
e) When you use the graph
you often estimate the
position of points on the axes
Number of sticks

between scale increments.

The larger the scale, the more
likely you have to estimate.

Figure number

6. You find the x-coordinate on the graph that goes with the given y-coordinate to get the
solution. Or, you find the y-coordinate on the graph that goes with the given x-coordinate.

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 3.3.4 Solving a System of Linear Equations p. 131
1. a) (2, 3) b) (2, –1) 2. d) (2, 2)

2. a) (–1, –9) 1
y= x+1
2

y = 5x – 4
y = 2x – 7

y = –x + 4

3. Using a for the hours worked at Nu 600

and b for the hours worked at Nu 500:
a) 600a + 500b = 4500
b) (5, 13)
b) a + b = 8
c) (5, 3)

y = 2x + 3 4. Using m to represent the mass of the

vehicle and fuel and f to represent the
volume of fuel:
a) m = 1295 + 0.737f
b) m = 1290 + 0.820f
c) Approximately (60, 1340)
y = 3x – 2
5. Alike: the solution involved determining
the coordinate of a point on the graph of a
linear relation
Different: to solve a linear equation you
c) (0, 5)
determine one coordinate of a point on the
3 graph when you know the other coordinate,
y= x+5 to solve a linear system, you determine both
4
coordinates

2
y=– x+5
3

UNIT 3 Revision pp. 132–134

1. a) Quadratic; second differences are equal and not zero
b) Exponential; the ratios of the first differences to the term numbers are equal
c) Linear; the first differences are equal

2. a) A b) C d) B

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 UNIT 3 Revision [Continued] pp. 132–134
3. a) 0, 2, 6, 12, 20 b) A curve fits the data better. c) Dashed; there are no
fractional figure numbers

4. a) 1, 4, 9, 16, 25 c) Cannot see a full U shape

b) d) Show that the second differences
are equal and not zero

5. 56
6. a) x-coordinates are not equally-spaced b) Continuous
c) Air Pressure Against Altitude d) Looks exponential;
it seems like the graph is
becoming parallel to the
x-axis
Air Pressure (Pa)

Altitude (km)

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 2
7. A: y = –2x – 5 B: y = –2x + 5 C: y = x+5
3
8. a) b)

c) d)

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 UNIT 3 Revision [Continued] pp. 132–134
9. a) and c)

b) Strong positive correlation d) About 152 cm; about 192 cm

10. a) y = 2.85x + 71.9 b) 151.7 cm; 191.6 cm

11. a) A: 3 B: 6 C: 10 D: –3
b) A: 9 B: 4 C: 2 D: 4

c) A B

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 C D

2 1 4
12. a) A: –3 B: C: – D:
3 5 3
2 1 4
b) A: y = –3x + 9 B: y = x–4 C: y = – x + 2 D: y = x+4
3 5 3

13. a) 1500m + 500t = 14,000 c) (0, 28), (1, 25), (2, 22), (3, 19)
b)

7
14. a) a = 7 b) x = 6 c) y = d) x = 2 e) b = 20 f) x = –36
3

15. a) y < 2 b) 6 • y c) 5 ” a d) n > –3

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 UNIT 3 Revision [Continued] pp. 132–134
16. a) m + t = 12; 1500m + 500t = 14,000 b) 8 magazine and 4 technical art

UNIT 4 DATA AND PROBABILITY pp. 135–188

Getting Started — Skills You Will Need p. 136
1. a) Sample response: There are 2. a) fishes
more fishes than birds, mammals, b) amphibians
reptiles, or amphibians. There are c) about twice as many
about five times as many fishes as
mammals or amphibians. There 3. a) part b
are about twice as many birds as b) part c
amphibians or mammals.
b) Sample response: You can see 4. a) 8 mm b) between 2 and 3 pm
at a glance what fraction of the c) 5 mm, 1.5 mm d) 5 pm
whole each species represents;
you can also see the relative sizes 5. a) 0.6 b) 0.1 c) 0.5
of the different species. d) 0.5 e) 1.0 f) 0.9

4.1.1 Constructing Familiar Data Displays pp. 142–143

Note that all box plots include the median in the calculation of Q1 and Q3.
1. a) b)
10 00
9
8
7 50
6 00 50
5 00 00
4 00 20
3 00 30 50 60 150 315 500 1000
2 00 50 85 Minutes
1 50 50
0 60 75 90 90

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 2. Percent of Time Teens in Thimphu 3. Population of the Earth
Spend on Leisure Activities Between 1750 and 1900
1.8
1.6
1.4

Population (billions)
1.2
1
0.8
0.6
0.4
0.2
0
1750 1800 1850 1900

4. Number of Students by Gender

in Four Classes Male
25
Number of Students

Female
20
15
10
5
0
Class I Class II Class III Class IV

5. a) 22.4 b) 12.3 c) Q1 = 19.1, Q3 = 25.8

d)

17.0 19.1 22.4 25.8 29.3

Temper ature (°C)

6. a) b)

6 15 32 46 62
TVs Sold
13.6 25.5 36.2 45.05 59.3
Trout Length (cm)

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 4.1.1 Constructing Familiar Data Displays [Continued] pp. 142–143
7. Olympic 100 m Winning Times
14
12
10
Time (s)

8
6
4
2
0
28
36
48
56
64
72
80
88
96
04
19
19
19
19
19
19
19
19
19
20
8. a) Amount of Space Devoted to b) Sample response:
Various Sections of the Bhutan Times

54 64 69.5 73 82
Wingspan (cm)

4.1.2 Using Graphs to Compare and Organize Data pp. 147–149

1. a) B, D b) B, C, D c) A, B 2. d) The students scored between 43 and 100
on the test and the median mark was about 67.
2. a) Sample response: Swimming is the This box plot lets you see how the data is
most popular and cycling the least clustered around the median mark. No other
popular. This circle graph lets you see graph could be used.
how each sport in the survey compares
with each other in terms of its popularity. 3. a) Sample response: A circle graph because
A bar graph could also be used. it compares parts of a whole.
b) Sample response: Chocolate milk b) Sample response: A bar graph because it
sales decrease through the week while would be easier to make a scale and plot the
white milk sales increase. This double data than to calculate the percentages to make
bar graph lets you see how chocolate a circle graph.
milk sales compare with white milk c) Sample response: A box and whisker plot
sales. A multiple line graph could also be because it will show the median, range,
used to represent the data. quartiles, and spread of the data.
c) Sample response: The majority of
families have more children than pets. 4. a) A box and whisker plot because the
This bar graph lets you compare the middle 50% of the data is easy to see.
number of children with the number of b) Sample response: A double bar graph
pets in families. A circle graph could be because there are discrete categories and it is
used. easy to compare the heights of the bars.

334 Answers

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 4. c) Sample response: A box and whisker plot because it shows the median and
you can compare the spread of the data to the median.
d) Sample response: A box and whisker plot because it shows the median, extreme
values, and the spread of the data.
e) Sample response: A bar graph because you can compare building heights easily.

5. a) Type of Waste Type of Waste

50
45
40
35
30

Percent
25
20
15
10
5
0

ss

tic
te

er
r

ee
pe

t
as

as

th
la

as

St
Pa

O
W

Pl
rd

od
Ya

Fo
b) Sample response: The bar graph because you only have to compare the heights
of the bars

6. a) Sample response: Compare the number of children in Bhutan to the number of

adults at 5 year intervals starting in 1960
b) Sample response: Compare the favourite foods of people in your class
c) Sample response: Compare the median age of all the students in your school to
the range of their ages
d) Sample response: Compare the percent of each type of crop grown in Bhutan

4.1.3 Using Graphs to Examine Change pp. 152–153

1. a) A, C, D b) A, B c) A, C, D 3. b) Sample response: A multiple broken
line graph to compare exports with imports
2. a) Sample response: As time increases so and compare how both these quantities
does the population. This scatter plot lets change over this time period
you see if there is a relationship between c) Sample response: A broken line graph to
time and population. A broken line graph show how the number of tourist arrivals has
could also be used. changed over this time period.
b) Sample response: Cell phone use is
increasing faster among females than 4. a) Sample response:
among males. This multiple broken line Karma used two box plots on the same scale
graph lets you see how cell phone use is to compare the range, median, extremes,
changing over time in two different groups. and spread of the data between men and
A scatter plot could also be used with women.
different types of dots for the male and Lobzang used a multiple broken line graph
female data. to compare the trends in the heights for men
and women over time.
3. a) Sample response: A scatter plot to b) The broken line graph is better at
show whether a relationship exists between showing change over time. The box plot is
arm length and height better for looking at data spread.

Answers 335

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 4.1.4 Misleading Graphs p. 158
1. a) Sample response: The intervals on the 2. Sample response: wrong use of scale,
horizontal axis are different, so it looks like misplaced zero point, wrong choice of
the number of accidents increases until age graph type
23 and then decreases, but that is not true
because the three bars between 16 and 23 3. a) True b) False c) False
should be one bar showing about 42,000
4. The graph does not start at zero, so the
accidents.
length of the bars from 0 to 20 is not
b) Sample response: The difference accounted for. That means a bar that
between the years is shown by the appears to be three times as long as another
difference in the heights of the bars, but the really isn't so you can't just compare the
pump on the right is also wider, so it looks length of the bars without checking the
like it represents even more than it should. numbers on the scale.
c) Sample response: The scale on the 5. Sample response: The vertical scale on
vertical axis is inconsistent, it doubles each the first graph goes much higher than the
time. It seems like the third bar is 1.5 times greatest plotted temperature, so the
the height of the second but it really should temperatures appear closer together than
be twice the height. they really are.

6. Sample response:
Cost to Ride the Bus
1500
Because an axis break was
1400
not used, the first two
1300
1200
increments along the vertical
Cost (Nu)

1100 scale look like they each

1000 have a value of Nu 350 but
900 each really has a value of Nu
800 100. This might mislead the
700 reader to think the cost for
600 30 passengers is Nu 350
500
0 instead of Nu 600.
30 40 50 60 70
Number of passengers

4.1.5 Drawing Conclusions From Graphs pp. 162–163

1. a) Sample response: 8 L, 13 L 3. b) No; a box and whisker plot only shows
b) Sample response: 65 km, 90 km the spread of the data and not the frequency
c) Sample response: of the actual data
- The faster you drive, the more gas you use c) Sample response: The median distance to
over the same distance. work is about 15 km. The closest distance is
- They travelled at different speeds over the 1 km and the farthest is 66 km.
100 km.
4. a) About 4800 b) About 15 oC
2. a) Sample response: Most teens spend c) No; Sample response: No; 200 oC is well
the majority of time at school and sleeping beyond the last data point and you cannot
b) about 3 h c) homework d) about 29% be certain that the trend will continue. Also,
the number of bacteria appears to reach zero
3. a) about 65 km before 100 oC if the trend continues.

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 4. d) Sample response: There is a 7. Sample response: On average, Brand B
relationship between the number of bacteria has more raisins per box than Brand A. But
and temperature — as the temperature it is possible to get a Brand A box with
increases, the number of bacteria decreases. more raisins, for example, a Brand A box
could have as many as 30 raisins and a
5. No; she has based her conclusion on the Brand B box could have as few as 22
shape of the second graph, which does not raisins.
start at Nu 0, compared to the shape of the
first graph which does start at Nu 0. The 8. Sample response: Circle graphs, bar
graphs actually show the same increase in graphs, and double bar graphs. These are
profit over this time period for both years. used for comparisons and do not show
relationships between variables that could
6. No; sample response: While the graph
lead to extrapolation or interpolation.
shows there are more terrestrial species in
danger of extinction than marine, you do
not know the total numbers of each type of
species, including those that are not in
danger of extinction.

4.2.1 Determining and Comparing Probabilities p. 168

15 5 16 4 4 9 3
1. a) or b) or 6. a) b) c)
36 12 36 9 25 25 25
17 12 1
c) d) or 7. Sample response:
36 36 3

5
2. a) Sample response: ; very low A B
30
11
b) Sample response: ; a bit low
30
18 A B
c) Sample response: ; a bit high
30
11 A
d) Sample response: ; a bit low
30

16 25 9 24
3. a) b) c) d) 8. Sample response: Outcome A might be a
49 49 49 49
multiple of 3 because the probability of
4
7 52 13 16 1 rolling a multiple of 3 twice is .
4. a) b) or c) or 36
64 64 16 64 4
9. A chart, tree diagram, or list makes it
9 10 2 3
5. a) b) or c) easier to be sure that each possible outcome
25 25 5 25 is considered because it forces you to think
systematically.

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 4.2.2 Calculating Probability of Two Independent Events pp. 172–173
1.
1 2 3 4 5 6 7
K (1,K) (2,K) (3,K) (4,K) (5,K) (6,K) (7,K)
T (1,T) (2,T) (3,T) (4,T) (5,T) (6,T) (7,T)
1 3 6 3 2 1
a) b) c) or d) or
14 14 14 7 14 7
2. a) 5. Game 1; In Game 1, the probability of not
K (K, K, K) 2
spinning a 1 on each spin is and the spins
K 3
T (K, K, T) are independent. So, for Game 1, P(scoring) =
K 2 2 4
× = = 0.444; In Game 2, the
3 3 9
K (K, T, K) probability of spinning less than 6 on each
T
5
T (K, T, T) spin is and the spins are independent. So,
8
5 5 25
for Game 2, P(scoring) = × = =
K (T, K, K) 8 8 64
K 0.391; He has a better chance with Game 1.
T (T, K, T)
1 1 9 1
6. a) b) c) or
T 36 36 36 4
K (T, T, K) 18 1 3 1
d) or e) or
T 36 2 36 12
T (T, T, T)
1 32 2 169 1
b) P(one K) =
3
c) P(two Ts) =
3 7. a) b) or c) or
8 8 2704 2704 169 2704 16
1
d) P(no Ts) = 2 1
8 8. or
16 8
e) Sample response: What is the
probability of getting more Tashi Ta-gyes 9. a) Sample response: a spinner with six
than Khorlos when tossing three coins? equal sectors numbered 1 to 6
(
4 1
or ) b) Sample response: a spinner with ten equal
8 2 sectors numbered 1 to 10
c) a spinner with no number 6 on it
20 25 d) Sample response: a spinner with two equal
3. a) b) sectors with 6 on one and any number on the
81 81
1 other.
4. a) P(two 8s) =
144 100 1
36 1 10. or
b) P(two odds) = or 900 9
144 4
c) P(number > 3, number < 6) = 11. Since the events are dependent you cannot
45 15 calculate by multiplying the probability of
or
144 48 each event together as if they are independent
events.

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 4.2.3 Randomness: Experimental Versus Theoretical Results pp. 177–178
2 2 4 3. b) Sample response: I will draw two
1. a) × = or 44.4%
3 3 9 cards from a deck, with replacement, 100
b) About 4 or 5 times times.
1 1 1
c) Experimental probability is
4
or 40%, c) Sample response: × = or
10 4 13 52
which is close to but not the same as the 1.92% so I predict drawing a club and then
theoretical probability. a 6 (with replacement) two times in 100
d) No; due to randomness, the experimental trials.
probability can vary every time she repeats d) Sample response: Everyone has
the experiment. different results and some are closer to the
theoretical probability than others.
2. C and D e) Sample response: Our combined results
C: Just because the experimental and are closer to what we predicted because
theoretical probabilities are different does more trials are being combined.
not mean they are incorrect. Experimental
and theoretical probabilities often differ due 4. Sample response: When you are
to chance. comparing probabilities as fractions with
D: It is likely that the experimental and different denominators, it is sometimes
theoretical probabilities would be closer if he easier if both are either decimals or
rolled the dice 100 times because it's a percentages.
greater number of trials.
5. The theoretical probability is a much
3. a) Sample response: My events are to better indicator of what will happen
draw a club and then draw a 6 from a deck of because it is based on two known facts: the
cards. The first card is replaced before the number of ways the event can occur and
second draw. the total number of possible outcomes.

4.2.4 Conducting a Simulation p. 183

1 out of 5 as the numerator and 25 as the
1. a) any could be used to model 50% or
2 denominator.
b) spinner, and cards if only cards numbered
1 to 8 were included 4. Sample response: Use a spinner with
c) dice, or cards if only cards numbered 1 to four equal sections numbered 1 to 4. A
6 were included spin of 2, 3, or 4 represents a successful
d) spinner, or cards penalty kick. A spin of 1 means a miss.
Spin five times for each trial and do 50
1 1
2. a) or 10% b) or 0.0625% trials. Count the number of trials a 2, 3, or
10 16 4 is spun at least four times. Create a
1 1 fraction with the number of trials where a
c) 
16 10 2, 3, or 4 was spun at least four times as
the numerator and 50 as the denominator.
3. Sample response: Use a die. If you roll a 1
or a 2, it represents a win. A roll of 3, 4, 5, or
5. When you conduct a simulation, you
6 is a loss. Roll the die five times for each
use the theoretical probability of the
trial and do 25 trials. Count the number of
probability device to model the
trials that had three rolls of 1 or 2 out of five
probability, but the results are the
rolls. Create a fraction with the number of
experimental probability.
trials that had a roll of 1 or 2 three times

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 CONNECTIONS: Computer Simulations p. 185
1. Scientists conduct computer simulations 2. Sample response:
to look at patterns of events and to make • weather patterns, such as temperature
predictions. They are able to vary the trends (global warming and its impact on
parameters of a computer simulation to see the ecosystems of the world)
how this will affect the outcome and thus • hurricane and typhoon models, to predict
discover how best to deal with situations the intensity and the path of such storms
that could be modified to have more
favourable outcomes.

UNIT 4 Revision pp. 186–188

1. a) Sample response: b) Sample response: Blood Type
Causes of Air Pollution 700
600

Number of people
500
400
300
200
100
0
O A AB B
Blood type

c) Sample response: Amount of Garbage Produced Per Person

800
700
600
Amount (kg)

500
400
300
200
100
0
1950 1960 1970 1980 1990 2000 2010
d) Sample response including median in Q1 and Q3:

Distance (km)

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 e) Sample response: Height vs. Age of a Sample of Trees
120

100

80

Height (cm)
60

40

20

0
0 2 4 6 8 10
Age of tree in years

2. Disagree; a broken line graph is a poor 3. a) You are not given all countries of the
choice because the data is in categories and world so you cannot represent the data as
it is not about a trend over time. A circle percentages or parts of a whole.
graph or bar graph would be better. b) Sample response: A bar graph would
allow you to compare the number of
vehicles per thousand people for the
countries listed.

4. Average Maximum and Minimum Temperatures in Bumthang

30
25 Maximum
Minimum
20
Temperature (ºC)

15
10
5
0
-5 Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

-10
5. Sample response: 7. a) C
• Wrong use of scale b) Previous rolling of a die has no effect on
• Misplaced zero point the next roll. Each roll is independent of all
• Wrong choice of graph type other rolls.
• Improper use of shading and visual effects
1
8. 2 times because P(7) = and
6. No; he has interpreted the graph 6
incorrectly. He can conclude that there are a 3 1
relatively small number of people living in P(10) = or
36 12
forest ecosystems in North America
compared to other parts of the world but the
1 1 1 1
graph gives no information about the 9. a) b) c) d)
8 4 26 104
amount of forest ecosystems in these
regions.

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 UNIT 4 Revision [Continued] pp. 186–188
10.
1 16. Sample response: Roll a die. Roll the die
169 to simulate playing one game. If 1, 2, or 3
comes up, Lema wins. If 4, 5, or 6 comes
7
11. P(same) = up, Maya wins. Roll the die four times for
30 each trial and conduct 25 trials. Count the
number of trials where one of the players
4 8 4 1
12. a) b) c) d) wins in all four rolls in a trial. The
45 75 45 9 experimental probability is the number of
trials where one player wins in all four rolls
13. C; the difference becomes less because divided by 25, the total number of trials.
the experimental probability approaches the
theoretical probability as the number of 17. a) Sample response: Roll a die. If a 1
trials increases comes up, it means she wins. If 2 to 6 come
14. Yes, the experimental probability could up, she loses. Roll the die twice for each
be anything. If it turns out to be zero it trial and conduct 50 trials. The experimental
means that the event has not occurred in probability is the number of trials where a 1
any of the trials conducted. If you increase is rolled in both rolls divided by 50, the total
the number of trials then the experimental number of trials.
1 1 1
probability will approach the theoretical b) P(wins 2 in a row) = × =
probability. 6 6 36
c) The two probabilities will differ and the
15. a) Sample response: Toss a coin. Toss amount of difference will depend on the
the coin to simulate a person walking into number of trials used in the simulation. The
the room. If a K comes up count it as greater the number of trials, the closer will
female. If a T comes up count it as male. be the experimental probability to the
Toss the coin four times for each trial and theoretical probability.
conduct ten trials. The experimental
probability is the number of trials where K
is tossed all four times divided by 10, the
total number of trials.
1
b)
16

UNIT 5 GEOMETRY pp. 189–221

Getting Started—Skills You Will Need p. 189
1. b) PR § 5.55 cm, PQ § 4 cm, 2. a) 6
RQ § 6.8 cm; b) 30
‘ R § 35º, ‘ P § 90º, ‘ Q § 55º c) 4.52
c) 180º
d) PR2 + PQ2 = RQ2 3. a) AB ΠFC ΠED, AF ΠEB ΠCD,
5.552 + 42 § 30.8 + 16 = 46.8 BC ŒAD Œ EF
6.82 = 46.24 b) rotational symmetry of order 6 about O;
(The results of part d) are not exactly the 6 lines of reflective symmetry intersecting
same as part b) because of measurement at O
imprecision.)

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 c) ‘ AOB = ‘ EOD because they are 4. a) y
vertically opposite angles
D A
‘ OAB = ‘ AOF because they are
alternate angles formed by transversal
AO intersecting parallel lines AB
and OF
‘ BOC = ‘ BED because they are
corresponding angles formed by x
transversal BE intersecting parallel
lines CF and ED B
C
‘ COE + ‘ DEO = 180º because they
are interior angles formed by
transversal BE intersecting parallel b) trapezoid c) ‘ D = 45º
lines CF and ED
5. Subtract 8

5.1.2 Congruent Triangles p. 194

1. a) SAS for 'WXY and 'WZY; 5. a) ASA b) 78 m c) AB § 34.41 m
'WXY # 'WZY
b) ASA for 'SVR and 'STU; 6. a) knowing ‘ ACB = ‘ ACD would allow
'SVR # 'STU ASA; knowing ‘ ABC = ‘ ADC would allow
AAS; knowing AB = AD would allow SAS
2. a) 'ABC # 'KML using SSS or b) knowing FG = HG would allow SSS; knowing
SAS ‘ FEG = ‘ HEG would allow SAS
b) 'ABC # 'FDE using AAS c) knowing any corresponding sides are equal
would allow AAS or ASA
c) 'ABC # 'JGH using SAS
7. You do not need to know all the measurements
3. Given the hypotenuse and another
to know if triangles are congruent. Knowing SSS,
side of a right triangle, you can use
SAS, ASA, or AAS is enough; sample response:
the Pythagorean theorem to find the
For example, there is only one triangle possible if
third side. So, being given two sides
you know all three side lengths, so if two
of a right triangle is the same as being
triangles have the same side lengths (SSS), they
given all three sides (SSS).
must be congruent. It works the same with SAS,
ASA, and AAS.
4.
A BB A
A A

5.1.3 Similar Triangles p. 198

1. a) ‘ BAC = ‘ CAD § 37º 1. d) AD § 6.4 cm, AC § 5.3 cm, AB § 4.4 cm,
‘ ABC = ‘ ACD § 87º BC § 3.2 cm, CD § 3.9 cm;
AD AC CD
§ 1.2
b) A corresponds with A, B AC AB BC
corresponds with C, and C (The ratios might not be exactly the same
corresponds with D because of measurement imprecision.)
c) Sample response: 'CDA ~ 'BCA
2. b and c are always true

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 5.1.3 Similar Triangles [Continued] p. 198
3. a) C 4. c) Angles are the same in both triangles
d) 13 cm and 32.5 cm
9 cm
104º e) AAA
6 cm
5. a) You need only two angles because the
29º 47º third angle in any triangle can be found by
subtracting the other two from 180º.
B 12 cm A
b) You need only one angle, the one
b) between the pairs of corresponding sides
F
(for SAS)
6 cm 104º 4 cm
6. a) 13 similar triangles: 9 small ones,
29º 47º 3 middle-sized ones, and the large triangle.
E
8 cm D b) Yes, it works for any triangle.
Sample response:
c) Angles are the same in both triangles
d) 27 cm and 18 cm
e) AAA
4. Sample response: using scale factor 2.5
a) H
c) It cannot be done with two or three
36º triangles, but it can be done with four.
6 cm
3 cm
118º 26º 7. a) If ‘ B = ‘ D or ‘ A = ‘ E, there
F 4 cm G would be two equal angles, or if CD =
K
b) 6.75 m (
9 12
), there would be two
6.75 9
36º
pairs of corresponding sides in equal ratio
15 cm with an equal angle between them
7.5 cm
8. Congruent triangles have more
118º 26º requirements and are a subgroup of similar
I 10 cm J triangles.

5.1.4 Solving Problems with Similarity p. 202

1. a) x = 3.2 cm b) h § 8.8 m c) y = 9 m 3. b) Each side in the smaller triangle is
exactly half the length of its corresponding
2. 4.55 m side in the larger triangle. This means the
triangles are similar.
3. a) Sample response: c) This is true for all triangles.

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 4. the distance from your eye to the object 5. a) The angle between the ground and the
(or person), the distance from your eye to sun's rays is constant and the angle between
the ruler, and the length of the ruler vertical things and the ground is constant, so
there will still be two equal angles in the
Ruler two triangles, making them similar (AAA).
Object b) If the ground is hilly or uneven, triangles
Eye cannot be formed.
6. Sample response: A triangle with one side
length of 2.3 cm is drawn on a map with the
scale 1 cm represents 80 km. What is the
actual distance of the side length? (184 km)

5.2.1 Translations pp. 205-206

1. a) (7, 3) b) (3, 0) c) (0, 0) 8. a)
y
B
2. a) (–2, –2) b) (–3, 6) C

3. a) [–2, 3] b) (x, y) ĺ (x – 2, y + 3)

4. PQ ΠP'Q', PR ΠP'R', QR ΠQ'R'

x
5. a) [5, – 3] b) [6, 1]
c) [– 3, – 6] d) [– 3, 5]
A
6. a) (x, y) ĺ (x + 5, y – 3)
b) (x, y) ĺ (x + 6, y + 1) b) [3, –6] or (x, y) ĺ (x + 3, y – 6)
c) (x, y) ĺ (x – 3, y – 6) c) A'(1, –9), B'(6, –3)
d) (x, y) ĺ (x – 3, y + 5) d) Yes; the sides are the same lengths
because a translation does not affect size
7. a) A'(–4, 0), B'(–3, 2), C'(1, 0), D'(0, –2) e) AB Œ A'B', AC Œ A'C', and BC Œ B'C'
b) A"(0, 1), B" (1, 3), C"(5, 1), D"(4, –1) f) AA'' Œ BB'' Œ CC''
c) A translation of [3, 2] and then a g) same lengths
translation of [4, 1] is the same as one
translation of [7, 3]. 9. a) [2, 2] or [–2, –2]
d) [–7, –3] b) Because the other vertices could be on
e) To return to the original position, you either side of the given vertices
need the opposite translation, [–7, –3]. c) [–3, 1] or [3, –1]
10. Sample response: For a translation, all
vertices move the same distance. The top
vertex of A would have to move a different
distance than the other vertices.
11. All the vertices move the same distance
and in the same direction.

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 5.2.2 Reflections and Rotations pp. 209–211
1. a) X'(–1, –2), Y'(–3, 0), Z'(–1, –4) 5. a) and b) y
b) X'(1, 2), Y'(3, 0), Z'(1, 4) M

2. a) X'(–2, –1), Y'(0, –3), Z'(–4, –1)

b) X'(2, 1), Y'(0, 3), Z'(4, 1)
c) X'(1, –2), Y'(3, 0), Z'(1, –4)
d) X'(1, –2), Y'(3, 0), Z'(1, –4)
x
3. a) XY Œ X'Y' only in the 180º K
rotations. A line segment that is rotated K'
90º will be perpendicular to the original. L
b) The image ends up in the same place
M'
as the original shape in a 180º ccw
rotation; and 180º ccw = 180º cw L'

4. a) and b) y
R c) rotation around the origin 90º ccw

6. a) and b) y
D
Q'
P E'
F

x
P'
x
Q F'
E

R' D'
c) 180º rotation around origin
c) reflection in the x-axis d) rotation about the origin; the angle would
d) PQ is not parallel to P'Q' and PR is not be 90º ccw or 270º cw
parallel to P'R', but QR and Q'R' are
collinear 7. a) A(–2, 1), B(–1, 3), C(3, 4), D(2, 2) and
e) reflection in the y-axis; corresponding A'(1, –2), B'(3, –1), C'(4, 3), D'(2, 2)
sides would still not be parallel b) (x, y) ĺ (y, x)

8. a) For a 90º cw rotation, one coordinate

changes sign, but for a 180º cw rotation, both
change sign. For a 90º cw rotation, the x- and
y-coordinates switch positions, but for a 180º
cw rotation, the coordinates stay in the same
positions.
b) For a reflection in the x-axis, the y-
coordinate changes sign, but for a reflection
in the diagonal line, the x- and y-coordinates
switch positions.

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 8. c) For a reflection in the y-axis, the 10. a) Both, because the lengths of the sides
x-coordinate changes sign, but for a and the angle measures do not change, and
reflection in the diagonal line, the x- and if triangles are congruent, they are also
y-coordinates switch positions. similar.
b) The orientation does not change. If the
9. a) Both, because the lengths of the sides vertex labels are cw on the original shape,
and the angle measures do not change, and they will still be cw on the image.
if triangles are congruent, they are also
similar.
b) The orientation is reversed. If the vertex
labels are cw on the original shape, they
will be ccw on the image.

5.2.3 Dilatations pp. 214–215

1. a) P'(2, –4), Q'(6, 4), R'(10, 0) b) pair A: No; because if I draw lines
b) S'(2, 2), T'(–2, 2), U'(0, –4) through pairs of corresponding vertices,
they do not all meet at the origin;
3
2. a) W'(2, 2), X(3, 0), Y(0, – ), Z(–1,
1
) pair B: Yes; because if I draw lines through
2 2 pairs of corresponding vertices, they all
1 1
b) ; coordinates were all multiplied by meet at the origin
2 2
c) Draw a line through each original vertex 6. One vertex was at the centre of dilatation.
and its image vertex and the lines should
meet at (0, 0). 7. The x- and y-coordinates must be
d) Yes, because there are no rotations or multiplied by the same scale factor.
reflections to change them.
8. Draw lines through pairs of
3. a) 2 corresponding vertices. They all meet at the
1
b) centre of the dilatation.
3
2
c) 9. a) Always similar and only congruent if
3
the scale factor is 1
4. a) A(1, 2), B(1, –1), C(–2, 0) b) Corresponding angles are the same.
b) Sample response: using scale factor 4:
A(4, 8), B(4, –4), C(–8, 0), or using scale 10. Dilatation images are similar because
factor 0.5: A(0.5, 1), B(0.5, –0.5), C(–1, 0) the ratio between any side length in the
c) You can use any scale factor. original shape and its corresponding side
length in the image is the same for all pairs
5. a) The angles in each pair are the same of sides. Not all similar triangles are
(AAA) because of the parallel lines; or, the dilatations because position is important in
ratios of pairs of corresponding sides are a dilatation. An example of similar triangles
equal (SSS). that are not a dilatation can be seen in
question 5, pair A.

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 5.2.4 Combining Transformations p. 219
1. a) X'(3, –4), Y'(0, –3), Z'(4, –1) 4. Sample responses:
b) (x, y) ĺ (x, –y) is the reflection a) Pair A: 'POQ # 'SRQ using SSS
(x, y) ĺ (x + 1, y – 2) is the translation Pair B: 'COD # 'OCB using AAS
c) (x, y) ĺ (x + 1, –y – 2) b) Pair A: Rotate 'POQ 90º ccw around O
d) The coordinates would be X'(3, 0), and then translate [1, –5]. The final image
Y'(0, 1), Z'(4, 3). is 'SRQ.
Pair B: Rotate 'COD 180º cw around O
2. Sample responses: and then translate up 4 units. The final
a) Dilatate larger triangle using centre (0, 0) image is 'OCB.
1
and scale factor , then translate [–1, 2]
2
1 1 5. Sample responses:
b) (x, y) ĺ ( x, y) and a) 'ABC maps onto 'A''B''C'' using (x, y)
2 2
(x, y) ĺ (x – 1, y + 2) ĺ (5 – x, y – 2)
1
c) (x, y) ĺ ( x – 1,
1
y + 2) C' C
2 2
A' A B
B'
3. a) and b) Sample response: 'ABC has C"
vertices A(–4, 2), B(–1, 1), and C(–3, 1).
- Rotate 90º ccw around the origin so the B" A"
image ('A'B'C') is in the 3rd quadrant. b) A reflection in the y-axis maps 'ABC
- Translate [4, 5] so the image ('A''B''C'') is onto 'A'B'C', followed by the translation
in the 1st quadrant
[5, –2], which maps 'A'B'C' onto
- Rotate 90º cw around the origin so the
'A''B''C''.
image ('A'''B'''C''') is in the 4th quadrant
c) (x, y) ĺ (–x, y) followed by (x, y) ĺ
- Translate [–5, 4] so the image
(x + 5, y – 2)
('A''''B''''C'''') maps onto the original shape
('ABC) in the 2nd quadrant. 6. Yes; a reflection in the x-axis is mapped
y with (x, y) ĺ (x, –y) and a reflection in the
B"
y-axis is mapped with (x, y) ĺ (–x, y).
If you combine them, you get (x, y) ĺ
A (–x, –y), which is the mapping for a 180º
C"
rotation.
B A"
C
7. a) Rotate 90º ccw around the origin
x (x, y) ĺ (–y, x), then translate (x, y) ĺ
B' (x + 1, y + 5).
A''' b) Translate (x, y) ĺ (x – 1, y – 5), then
B''' rotate 90º cw around the origin (x, y) ĺ
C' C''' (y, –x)
A' c) Reflect in the y-axis (x, y) ĺ (–x, y),
then translate (x, y) ĺ (x, y – 5)
d) Translate (x, y) ĺ (x, y + 5), then reflect
in the y-axis (x, y) ĺ (–x, y)

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 UNIT 5 Revision pp. 220–221
1. a) In 'PQR1, ‘R1 = 115°, PR1 § 3.5 cm 8. a) S'(1, –2), T'(4, –2), U'(4, –4)
In 'PQR2, ‘ R2 = 62°, PR2 § 9.3 cm b) S'(–1, 2), T'(–4, 2), U'(–4, 4)
c) Part a) is a rotation of 90º ccw around
R2 the origin. Part b) is a rotation of 90º cw
around the origin
d) In both cases the orientation is the same.

7 cm 9. Sample response:
a) triangle with vertices (0, 0), (1, 0), (0, 3)
R1 b) triangle with vertices (0, 0), (3, 0), (0, 9)
7 cm
c) Similar because of SSS
45°
P Q 10. a) A'(0, 2), B'(3, 1), C'(1.5, –1)
9 cm 1 1
b) (x, y) ĺ ( x, y)
b) When establishing congruence, knowing 2 2
the lengths of two sides and any angle is c) The orientation is the same.
not enough. The angle must be contained
between the two sides. 11. a) reflection in y-axis
b) dilatation, centre (0, 0), scale factor 2
2. a) 'ABD ~ 'CBD because two angles c) rotation of 180º around the origin
are the same (AAA). 'ABD # 'CBD d) rotation of 90º cw around the origin
because of AAS. e) translation [–3, 2]
b) BC = 13 m because it corresponds to AB
in the congruent triangle. 12. a) 'OJI # 'FGH using SAS or SSS.
b) Sample response: Reflect 'FGH in the
3. Sample response: I constructed three y-axis and then translate [0, 1]. The final
triangles, each with sides 7 cm, 8 cm, and image is 'OJI.
5 cm and measured all the angles. The
corresponding angles in each triangle were 13. Sample response:
the same. I repeated this with other sets of a) Dilatate with centre at the origin (x, y) ĺ
triangles and the results were the same. So (2x, 2y), then reflect in the y-axis (x, y) ĺ
SSS also means AAA. (–x, y), and finally translate (x, y) ĺ
(x + 1, y – 8)
4. VZ = VX would show SAS; ‘ Y = ‘ W b) Translate (x, y) ĺ (x – 1, y + 8), then
would show ASA; and ‘ Z = ‘ X would reflect in the y-axis (x, y) ĺ (–x, y), and
show AAS finally dilatate with centre at the origin
5. a) P'(0, 4), Q'(2, 5), R'(1, 12) 1 1
b) (x, y) ĺ (x – 3, y + 5) (x, y) ĺ ( x, y)
2 2
c) Rotate 90º ccw around the origin (x, y) ĺ
6. a) 'HFE ~ 'HJG because two angles are (–y, x), then translate (x, y) ĺ (x + 5, y)
the same (AAA) d) Translate (x, y) ĺ (x – 5, y), then rotate
b) 6 cm 90º cw around the origin (x, y) ĺ (y, –x)
7. a) K'(–3, –1), L'(3, 1), M'(–3, 7)
b) (x, y) ĺ (x, –y) 14. a) congruent, similar, same orientation
c) K'(1, –3), L'(–1, 3), M'(–7, –3) b) congruent, similar, opposite orientation
d) (x, y) ĺ (y, x) c) congruent, similar, same orientation
e) In both cases the orientation is reversed. d) not congruent, similar, same orientation

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 UNIT 6 MEASUREMENT pp. 223–264
• In this and every lesson in this unit, there may be minor discrepancies between your
responses and these answers due to rounding.
• The use of the § symbol means a rounded approximation.

Getting Started — Skills You Will Need pp. 223–224

1. a) cube b) square-based pyramid c) octagon-based prism

2. a) 26 cm2 b) 4.16 m2 c) 13.85 cm2 or 4.41ʌ cm2

3. a) 125 b) 17.58 c) 3.66

4. a) 5.22 m b) 10 mm or 1 cm c) 9.80 cm d) 9 cm

5. a) 1897.5 mm2 b) 374.12 m2

6. a) 50.27 cm or 16ʌ cm b) 4.77 m

7. a) 2400 g b) 0.23 L c) 30,000 cm2 d) 5 cm3 e) 4300 cm3

6.1.1 Volume of Prisms and Cylinders pp. 229–230

1. a) 540 cm 2
b) 1076.63 cm 3
c) 348 cm3
8. 646,592 mm or 646.59 cm3
3

2. a) 1130.97 cm3 b) 2.53ʌ or 7.94 cm3 9. 1273.24 cm3

10. 1570.78 cm3
3. 3319.06 cm3
11. Sample responses:
4. a) 75.71 cm3 b) 855 cm3 - You could quadruple the height because V
= Ah so 4 × V = A × 4 × h.
5. a) 4.74 cm b) 10 cm - You could quadruple the area because
4 × V = 4 × A × h.
6. a) 28.9 L or 28,900 mL - You could double the area and the height
b) 107.04 cm or 1.07 m because 4 × V = 2 × A × 2 × h.
- You could double each base dimension
7. 1079.92 cm3 because 4V = 2l × 2w × h.

6.1.3 Volume of Pyramids and Cones pp. 236–238

1. a) 75 m3 b) 2.09 m3 c) 144ʌ or 452.39 cm 3

c) 14.34ʌ or 45.04 m3 d) 4.93 cm3 d) 18ʌ or 56.55 cm3

e) 126ʌ or 395.84 cm3
2. a) 62.35 cm2 b) 203.69 cm3
7. a) A is 6 m3, B is 4 m3.
3. 180.41 m b) To find the volume of a square pyramid,
you square the base dimension but not the
4. 3.6 m3 height, so it makes a difference which
dimension applies to the base and which
5. a) 14.21 cm b) 17.84 cm applies to the height.
c) 3:2
6. a) 12 cm b) 6 cm

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 8. a) A is 120ʌ or 376.99 m3; 10. c) 146.21 mm3
B is 100ʌ or 314.16 m3.
b) To find the volume of a cone, you square 11. Sample response: Two cones with
the radius but not the height, so it makes a diameter 6 cm. One has a height of 3 cm
difference which dimension applies to the and the other a height of 5 cm.
base and which applies to the height.
c) 12:10 or 6:5 12. Sample response: Visualize tapering
the prism from bottom to top so it
9. 22ʌ or 69.11 m3 becomes a wedge with half the original
volume. A pyramid with the same base
10. a) 96ʌ or 301.59 m3 and height is even smaller than this, so it
b) 93.60ʌ or 294.05 mm3 must be less than half.

6.1.4 Volume of Spheres and Composite Shapes pp. 241–242

1
1. a) 1 ʌ m3
2
b) 10 ʌ m3 3. The volume is multiplied by n3.
3 3
1 4. about 1394.37 times larger
c) 36ʌ m3 d) 85 ʌ m3
3
5. 3.33 cm.
2. a) and b)
Question Radius Volume Factor 6. a) 696.91 mL
a) 1 1 ×1 b) 6.16 cm
1 ʌ m3
3
b) 2 2 ×8 7. 1970 L
10 ʌ m3
3
c) 3 36ʌ m3 × 27 8. 8.96 kg
d) 4 1 × 64
85 ʌ m3 9. a) 1843.29ʌ or 5790.87 cm3
3
b) 11,059.76 cm3
c) Each factor is the radius cubed.
c) The cube is about 2 times larger.
2
d) 166 ʌ m3
3

6.2.1 Surface Area of Prisms pp. 246–247

1. 524 cm 2
For the area of the two regular octagon
bases:
2. a) 240 cm2 b) 6090 mm2 Divide into eight congruent triangles.
1
Use A = bh to find the area of one
3. For the area of the 2
lateral surface: triangle and then multiply by 8 to find the
The eight rectangles area of all of them and then by 2 to find
together make one large 1
rectangle. Use A = l ×w the area of both bases ( × 2.5 × 3 × 8 ×
2
to find the area 2 = 60 cm2).
(20 × 9 = 180 cm2). For the total SA:
Add areas together (180 + 60 = 240 cm2)

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 6.2.1 Surface Area of Prisms [Continued] pp. 246–247
4. a) The total surface area of the large 9. 7.7 m2

prism is 2520 m2 and the total surface area

of the small prism is 630 m2. 10. a) Find the cube root of the volume to
b) 2:1 c) 4:1 find the edge, or side length. Square the side
d) Each face has both dimensions doubled, length to find the area of each square face.
so it is × 2 × 2, which is the same as × 4. Multiply by 6 because there are 6 square
faces.
5. a) 82.49 m2 b) 52 m3 b) Sample response: No. For example, if a
prism has a base area of 20 cm2 and a height
6. 148.43 m2 of 5 cm, its volume is the same as a different
prism with a base area of 5 cm2 and a height
7. 12,696.07 cm2
of 20 cm, but the total surface areas of the
8. a) 2.94 cm two prisms would be very different.
b) Sample response: 2 cm × 2 cm × 5.5 cm
c) 2.04 cm

6.2.2 Surface Area of Pyramids pp. 251–252

1. a) 438.48 cm 2
b) 378 cm2
c) 222 cm 2
3. a) 5 m
b) 96 m2
2. For the area of the six
triangles that form the 4. a) 624.67 cm2
lateral faces: b) 266.39 m2
Each triangle has a base of
8.7 cm (side length of the 5. 5250 cm2
base hexagon) and a
height of 9.3 cm (slant height of pyramid). 6. Two cans of wall paint and two cans of
1
Use A = bh to find each area and then roof paint (although there will a lot of roof
2 paint left over)
multiply by 6 to find the area of all six
triangles (
1
× 8.7 × 9.3 × 6 = 242.73 cm2). 7. a) No; sample response: For a square
2 pyramid with a 6 m base and height 4 m, the
For the area of the base: SA is 96 m2. When the height is doubled, the
Divide it into six congruent triangles, find SA is 139 m2, which is less than 192 m2
the dimensions of one triangle (8.7 cm by (double 96 m2).
1 1
7.5 cm, the apothem), use A = bh to find b) Yes; V = Ah, so if you double the height
2 3
its area and then multiply by 6 to find the 1
1
you double the volume: 2 × V = × A × 2h
base area ( × 8.7 × 7.5 × 6 = 195.75 cm2). 3
2
For the total SA:
Add the two areas to get a total surface
area of 438.48 cm2.

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6.2.3 Surface Area of Cylinders pp. 255–256
2 2
1. a) 9 cm b) 19 cm c) 28.27 cm 6. 125.42 cm
2.a) 87.96 m2 b) 132.45 cm2 7. 778.33 mm2; 570.99 mm3
c) 282.74 m2
8. 617.48 mm2
3. a) 49.74 cm2 b) 31.83 cm2
4. 3141.59 cm2 9. The area of each base is quadrupled (× 4)
if the curved surface is doubled and the
5. 65.74 cm height is maintained.

6.2.4 Surface Area of Cones p. 259

1. a) 942.48 cm2 b) 1685.96 cm2 4. c) The total SA of each small cone is more
than half the total SA of the original cone.
2. Cone A
5. 78.54 m2
3. a) 137.44 cm2 b) 153.94 mL
6. The total SA of the pyramid is greater.
4. a) 47.12 cm2
b) The total SA of each small cone is less SApyramid = 96 cm2; SAcone = 75.40 cm2
than half the total SA of the original cone.

6.2.5 Surface Area of Spheres pp. 261–262

1. a) 452.39 cm2 b) 1017.88 m2 5. 510.54 m2
c) 651.44 mm2 d) 0.32 m2
2
6. 9.61 m2
2. 31.81 m
7. If you triple the diameter, the surface area
3. a) 111.02 m2 b) 98.29 m3
is multiplied by 9.
4. 1571.99 m2

UNIT 6 Revision pp. 263–264

1.a) 14.5 cm3 b) 466.79 cm3 8. a) 800 cm2 b) 295.2 m2
c) 56.55 cm3 d) 1017.88 m3
9. a) 301.59 cm2 b) 94.25 cm2
2. 7116.66 g or 7.12 kg
10. 2058.87 cm3
3. a) 1280 cm3 b) 328 m3
4. a) 301.59 cm3 b) 59.61 cm3 11. Sample response: Volume is easier since
you just do two multiplications instead of two
5. 11494.04 mm3 or 11.49 cm3 multiplications and adding
6. 282.22 mL 12. a) 30 m b) 8.9 cm
2 2
7. a) 36.25 cm b) 448.8 m
c) 94.25 cm2 d) 565.49 m2 13. Vol341.64 cm3
T.S.A 578.31 cm2

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 UNIT 6 Revision [Continued] pp. 263–264
14. a) A: 245.04 cm ; B: 282.74 cm
2 2
16. a) 485.90 m 3
b) 314.16 m2
b) 0.87 c) 0.87
d) Only one thing is different when you 17. a) Sample response: Cone on top of a
calculate the lateral surface of each cone, square prism, hemisphere in the middle,
s = 13 vs. s = 15. Because s in both cases is cylinder at the bottom
multiplied by the same value (6ʌ), the ratio b) Measure the diameter and slant height of
must be the same, 13 ÷ 15. the cone, height and side length of the prism,
diameter of the hemisphere (and cylinder),
15. 4412.76 cm3; 1863.88 cm2 and height and diameter of the cylinder.

UNIT 7 COMMERCIAL MATHEMATICS pp. 265–283

Getting Started p. 265

1. a) Nu 213 b) Nu 299 3. a) Nu 251 b) Nu 697

2. a) Nu 450 b) Nu 494 4. a) Nu 400 b) Nu 165

7.1.1 Income and Expenditures p. 269

1. Weekly incomes were found by dividing 4. a) Nu 2097 b) Nu 3789.50 c) Nu 3336
by 52. Other answers close to these are also
acceptable. 5. a) Nu 14,666.67 b) Nu 16,477.27
a) month Nu 9166.67; week Nu 2115.38 c) Nu 9787.23 d) Nu 9062.50
b) month Nu 6666.67; week Nu 1538.46
c) month Nu 11,833.33; week Nu 2730.77 6. a) Nu 9259 b) Nu 6364
d) monthly Nu 13,000; week Nu 3000 c) Nu 7759 d) Nu 7903
2. a) Nu 344 b) Nu 960 7. See answer at bottom of page.
c) Nu 1450 d) Nu 1237.50
8. Nu 57,000
3. a) Sample response: part iii); since the
amount deposited is greatest and 4.75% 9. They would keep track of their income
interest is almost 4.95%, which is the so they know how much they can spend on
greatest percentage. rent, food, etc., and they would also keep
b) i) Nu 549 ii) Nu 551 track of expenses to make sure they do not
iii) Nu 1049.75 iv) Nu 977.63 spend more than they can afford.
7.
BANK OF BHUTAN LIMITED No. A 2277689
DATE Any date
K. Dorji
Pay .............................................................................................. or Bearer
Four thousand eight hundred
Ngultrum .......................................................................
4800.00
Nu ..................
.....................................................................................

####
Account No. ................................... Student's name

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 7.1.2 Budgets pp. 272–273

1. a) Sonam’s monthly budget

Income From ….. Total
source parents
Amount 900 900
Expense For For For For snacks For gift for Other Total
clothes school recreation mother
supplies
Amount 250 100 50 300 150 50 900

b) Dechen’s father’s monthly budget

Income From From From ….. Total
source Salary allowance interest
Amount 10,200 3500 200 13,900
Expense For rent For food For For clothing, For money Other Total
TV/phone toys to Dechen
Amount 5800 3100 700 200 500 3600 13,900

2. Sonam: Nu 50; Dechen’s father: Nu 2600

3. Rent: Nu 2850; Food: Nu 2850: Household: Nu 1425; Recreation: Nu 475;

Savings: Nu 760; Other: Nu 1140

4. Sample response:
Ugyen’s budget
Income From all Total
source sources
Amount 12,200 12,200
Expense For rent For food For TV, For For Other Total
phone clothing savings
Amount 5000 3500 1000 600 1500 600 12,200

5. a) If you do not have a lot of money, you 6. a) Sample response: Income would be in
need to make sure that you have enough for one category. I would separate
the necessities. expenditures into these categories: for
b) Even a person with more money could school, for food, for recreation, for savings,
end up spending too much on unnecessary and other expenses, so I could see how I
things and not have enough left for spend my money and find out if I could put
necessities. more into savings.
b) Sample response: A budget could help
me keep track of my expenses so I could
explain to my parents why I need a little
extra for something like recreation.

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7.2.1 Reporting Income and Taxes p. 277
1. a) The first two rows in each chart are the 4. a) He is in the second tax slab which
same. means he only pays 10% of Nu 47,000
The third row in one chart says 15000 in place (247,000 – 200,000), which is a lot less
of 10% of the next 150,000 in the other chart, than 10% of Nu 247,000.
but 0.10 × 150,000 = 15,000, so these rows b) He is paying 10% of less than half his
are also the same in each chart. total income, so the rate has to be less than
The fourth row in one chart says 52,500 in half of 10%, which is less than 5%.
place of 10% of the 150,000 and 15% on the
next 250,000 in the other chart, but 5. Nu 124,000
0.10 × 150,000 + 0.15 × 250,000 =
15,000 + 37,500 = 52,500, so these rows are 6. People who have less income use a
also the same in each chart. larger percentage of their income for basic
The last row in one chart says 1,52,000 in necessities like food and rent than those
place of 10% of the 150,000, 15% on the next with a greater income, so they have less
250,000, and 20% on the next 500,000 in the that they can afford for taxes. People who
other chart, but have more should share.
0.10 × 150,000 + 0.15 × 250,000 + 0.20 × 500,000
= 15,000 + 37,500 + 100,000 = 1,52,500, so 7. Usually, but not always. Even if they
these rows are also the same in each chart. pay the same tax rate, the person who has
b) It saves time since some of the the higher income will pay more because
calculations are done for you. that percentage is applied to a greater
c) It shows the rate you are paying on each amount. For example, if one person has an
part of your income. income of Nu 210,000 and another has an
income of Nu 240,000, they both pay 10%
2. a) Nu 72,500 b) Nu 12,500 but the first person pays 10% on 10,000
c) Nu 0 d) Nu 41,000 (which is Nu 1000) and the other person
pays 10% on 40,000 (which is Nu 4000).
3. a) Nu 76 b) Nu 4,350 The exception is if the income is Nu
c) Nu 1250 d) Nu 377 200,000 or less.

7.2.2 Income Deductions p. 280

1. a) Nu 241,450 b) Nu 49,020 4. a) Nu 10,000 b) Nu 4770 c) Nu 4290

2. a) Nu 810 b) Nu 1278 5. a) Nu 40,000 b) Nu 47,619.05

c) Nu 2945 d) Nu 10,000 c) Nu 33,333.33 d) Nu 5,555.56

3. a) Nu 222,222.22 b) Nu 200,000 6. Nu 17,916.67

c) Nu 250,000 d) Nu 166,666.67
7. The dividend

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 CONNECTIONS: Taxation around the World p. 281
1. a) Some recent income tax rates 2. Sample response: Most ranges are
are listed below: about 20 and Bhutan’s is 15, so Bhutan’s
range is smaller than most. Bhutan is like
Country Low–High Range a lot of other countries by having a 0%
Australia 15–46% 31
rate, but its high end rate is much lower
Austria 21–50% 29
Belgium 25–50% 25 than most.
Bhutan 0–15% 15
Bulgaria 10–24% 14
Canada 15–29% 14
China 5–45% 40
Czech Rep. 12–32% 20 Tax Ranges
Denmark 38–59% 21 0 0
France 10–48.09% 38 1 4458
Germany 15–42% 27 2 0000112235677789
Greece 0–40% 40 3 00124589
Hungary 18–36% 18 4 0002
India 10–30% 20
5 2
Ireland 20–42% 22
Israel 10–49% 39
Italy 23–43% 20 Tax Rates (low end)
Japan 10–37% 27
0 000000355568
Mexico 3–29% 26
Morocco 0–41.5% 41.5 1 0000012355555889
Netherlands 0–52% 52 2 01358
Norway 28–51.3% 23.3 3 8
Pakistan 7.5%–35% 27.5
Philippines 5–32% 27
Poland 19–40% 21 Tax Rates (high end)
Portugal 10.5–40% 29.5 1 35
Russia 13% 0 2 499
South Africa 18–40% 22 3 022555677
Spain 15–45% 30 4 000000222355689
Taiwan 6–40% 34 5 00129
Thailand 5–37% 32
Turkey 15–35% 20
U.K. 0–40% 40
U.S. 0–35% 35

The greatest range is 52 in the Netherlands and the smallest ranges are Russia at 0,
followed by Canada and Bulgaria both at 14 and then Bhutan at 15.

UNIT 7 Revision pp. 282–283

1. a) Nu 126,000 b) Nu 103,480 3. a) Nu 6000 b) Nu 5850
c) Nu 117,520 d) Nu 105,600 c) Nu 10,608 d) Nu 2633.75
2. a) Nu 935 b) Nu 883.50 4. a) Nu 9435 b) Nu 10,495
c) Nu 1485.75 d) Nu 803 c) Nu 15,989 d) Nu 13,989

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 UNIT 7 Revision [Continued] pp. 282–283
5. a)
BANK OF BHUTAN LIMITED No. A 2277689
DATE Any date
L. Dorji
Pay .............................................................................................. or Bearer
Two thousand four hundred fifty
Ngultrum ....................................................................... 2450.00
Nu ..................
.....................................................................................
####
Account No. ................................... Any name
b)
BANK OF BHUTAN LIMITED No. A 2277689
DATE Any date
G. Tshering
Pay .............................................................................................. or Bearer
Thirty-one thousand two hundred
Ngultrum .......................................................................
31,200.00
Nu ..................
.....................................................................................
####
Account No. ................................... Any name
6. a) Sample response:
For four months
Income From Total
source parents
Amount 3000 3000
Expense For clothes For school supplies For recreation For snacks Other Total
Amount 1000 250 300 800 650 3000
b) For one month
Income From Total
source salary
Amount 12,800 12,800
Expense For rent For food For household For For loan Other Total
expenses clothing payment
Amount 4800 4200 800 300 1500 1200 12,800

7. Sonam: 21.7%; U. Pem: 9.4% 9. a) Nu 2410 b) Nu 2602.80

c) Nu 1446 d) Nu 482
8. To make sure you do not spend more than e) Nu 2699.20
you have, to see how much you spend in
different categories like rent and food, and 10. a) Nu 18,929 b) Nu 20,357
to make sure you are not overspending in c) Nu 17,666
one category.

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11. a) Nu 13550 b) Nu 41,250 14. To make sure money comes in regularly
c) Nu 76,250 d) Nu 260,000 to the government to pay for services and to
make sure taxpayers do not run out of
12. a) Nu 1230 b) Nu 39 money to pay their taxes when they are due.
c) Nu 6000 d) Nu 180.80
15. a) 24.24% b) Nu 48,888.89
13. People with less money spend a greater
16. B
percentage of their money on necessities.
The tax rates take this into account. 17. a) Nu 710 b) Nu 9150

PHOTO CREDITS
UNIT 1 UNIT 3 [Cont'd]
page 17 page 104
Feng Yu/shutterstock TT photo/shutterstock
Dino Ablakovic/shutterstock page 107
VisualField/shutterstock Take a Pix/shutterstock
Stacy Barnett/shutterstock pages 111, 122, and 126
page 18 J. Williams
A. S. Zain/shutterstock page 118
page 21 James Steidl/shutterstock
Remi Cauzid/shutterstock page 125
pages 22 and 30 Simon Krzic/shutterstock
J. Williams page 129
Popvici loan/shutterstock Falk Kienas/shutterstock
page 28 page 130
Scott Rothstein/shutterstock Jan Stadelmyer/shutterstock

UNIT 2 UNIT 4
page 45 page 142
ajt/shutterstock Rafa Irusta/shutterstock
page 53 page 143
Alexander Gitlits/shutterstock Andrew Chin/shutterstock
page 70 Souwest Photography/shutterstock
J. Williams pp. 144, 163, 169, and 172
J. Williams
UNIT 3 page 149
page 86 faberfoto/shutterstock
Miroslav Tolimir/shutterstock Roman Milert/shutterstock
page 92 page 176
D. Zimmer VisualField/shutterstock
page 93 page 178
Terrie L. Zeller/shutterstock J. Williams
Steve Shoup/shutterstock Pekka Jaakkola/shutterstock
page 99 page 179
Jakub Cejpek/shutterstock J. Williams
page 101 Thomson-Nelson
Brad Whitsitt/shutterstock page 180
page 102 Chen Wei Send/shutterstock
Eutoch/shutterstock

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 PHOTO Credits [Continued]

UNIT 4 [Cont'd]
page 183
Pekka Jaakkola/shutterstock
J. Williams
Goxy/shutterstock
pages 184 and 185
J. Williams
page 188
J. Williams
Robert J. Beyers II/shutterstock

UNIT 5
pages 190, 202, 215, and 221
J. Williams

UNIT 6
page 230
Filipe Meneses/shutterstock
Pedro Diaz/shutterstock
D. Wagner
page 232
Connors Bros/shutterstock
pages 237, 242, 247, 256, and 264
J. Williams
pages 238 and 259
Bryan Eastham/shutterstock
page 240
Jason Maehl/shutterstock
page 241
Scott Hampton/shutterstock
pages 244 and 260
D. Wagner
page 262
Tyler Olson/shutterstock
Robert Pernell/shutterstock
Scott Hampton/shutterstock
page 263
bluestocking/shutterstock

UNIT 7
page 265
D. Small
pages 266, 280, and 283
J. Williams
page 281
Rafa Irusta/shutterstock

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