=

‘Kwel
?

we!
re
 Digitized by the Internet Archive
in 2021 with funding from
Kahle/Austin Foundation

https://archive.org/details/mathematicssylla0000sink
WHEW ELEMENTA | :

C ‘

Sin Kwai Meng

/ M, Se. Cert,Ed.
; General Editor
___ Dr Wong Khoon Yoong
_ PhD. Bec (Hons), 0e fe

PAN PACIFIC PUBLICATIONS (S) PTE LTD

 EPB
An imprint of SNP Panpac Pte Ltd

~~ Panpac

SNP Panpac Pte Ltd

97 Ubi Avenue 4
Singapore 408754
Tel no : (65) 6754 1993
Fax no: (65) 6745 4129
Email _: [email protected]
Website : http://www.snpcorp.com
http://www.snplearning.com

© SNP Panpac Pte Ltd

All rights reserved. No part of this publication may be

reproduced, stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without the prior
written permission of the publishers.

For enquiries, please contact the publisher.

First published 1992

Reprinted 1993
Reprinted 1994
Reprinted 1995
Reprinted 1996
New edition 1997
Reprinted 1998
Reprinted 1999
Reprinted 2000
Reprinted 2003
Reprinted 2005
Reprinted 2006

ISBN 981-208-460-6

Printed in Singapore by Utopia Press Pte Ltd

THE SERIES
NEW ELEMENTARY MATHEMATICS is a series of six course books. The
first two books follow closely the latest Mathematics Syllabus for Lower Secondary
Schools issued by the Ministry of Education, Singapore, for use from 1992. Books
3A, 3B, 4A and 4B cover the Singapore-Cambridge G.C.E. ‘O’ Level Mathematics
Syllabus D.

THE APPROACH
Throughout the series, emphasis is placed on the development of better understand-
ing of mathematical concepts and their applications, as well as on proficiency in
problem solving, mathematical reasoning and higher order thinking.

To facilitate this, we have included the following:

e investigative work
e communication skills in mathematics
e appropriate computational and estimation skills
e mental calculation and
e problem-solving heuristics

THE FEATURES
EXERCISES
Numerous exercises are provided for students of varied abilities and the problems
are graded. The more difficult questions are marked with asterisks (*).

CHAPTER REVIEW
At the end of every chapter, there is a Chapter Review which recapitulates
concepts learnt.

CHALLENGER
This section just after the Chapter Review is specially designed to provide
interesting and challenging problems on that particular chapter topic for the abler
and more adventurous students.

PROBLEM SOLVING
Problem Solving exercises are given to enable students to practise their problem-
solving skills.
REVISION EXERCISES
Sets of revision exercises are also included at appropriate intervals to provide
students with the necessary practice and reinforcement.

MISCELLANEOUS EXERCISES
These exercises are given at chapter intervals. They provide students with many
questions in which to apply various concepts learnt.

INVESTIGATION
Problems in the /nvestigation section provide opportunities for students to explore,
experiment with and discuss mathematical ideas.

MATHSTORY
A story or history on mathematics is given at the side margin where appropriate.
This section is meant to enrich students with the knowledge of how mathematics
develops over the years.

It is hoped that this series will help students gain confidence in and better insights
into the subject, and above all, that students will look upon Mathematics as
something both exciting and rewarding.

I am grateful to all those who have, in one way or another, rendered assistance and
offered invaluable suggestions.

I am also grateful to the University of Cambridge Local Examinations Syndicate

and EPB Publications Pte Ltd for permission to reproduce some of the examination
questions.

Sin K. M.
 CONTIN Seese

CHAPTER 1 INDICES 1
1.1. Positive Integral Indices 2
Class Activity | 3
1.2 Zero and Negative Integral Indices 7
1.3. Indices Involving Variables 12
1.4 Standard Form 14
Class Activity 2 15
Chapter Review 19
Challenger 1 , 20
Problem Solving 1 20

CHAPTER 2 ALGEBRAIC MANIPULATIONS 23

2.1 Special Algebraic Rules for Calculations 24
Class Activity | 24
Class Activity 2 De)
2.2. Expanding Products 29
Class Activity 3 30
2.3. Factorisation 31
2.4 Addition and Subtraction of Algebraic Fractions 34
Class Activity 4 35
2.5 Multiplication and Division of Algebraic Fractions 39
2.6 Fractional Equations 40
2.7. Problems Involving Fractional Equations 43
Chapter Review 46
Challenger 2 47
Problem Solving 2 48

CHAPTER 3 LITERAL AND QUADRATIC EQUATIONS 50

3.1 Literal Equations 51
3.2 Transformation of Formulae 54
3.3. Quadratic Equations 58
3.4 Quadratic Factorisation 59
Cross-Multiplication Method 59
Class Activity op)
Factorisation 60
3.5 Solving Quadratic Equations by Factorisation 63
3.6 Word Problems Leading to Quadratic Equations 66
Chapter Review 67
Challenger 3 68
Problem Solving 3 69
 Contents

CHAPTER 4 WORD PROBLEMS 70

4.1 Problems on Rate, Ratio and Percentage 71

Rate ya
Ratio 71
Percentage 71
Class Activity | WZ
4.2 Problems Involving Financial Transactions $1
Class Activity 2 81
Chapter Review 91
Challenger 4 92
Problem Solving 4 93

REVISION EXERCISE 1 96
MISCELLANEOUS EXERCISE 1 102
INVESTIGATION 1 105

CHAPTER 5 GRAPHS I 107

5.1 The Coordinate Plane 108

Class Activity 1 108
Ordered Pairs 110
Coordinates 110
5.2 Graphs of Linear Equations in Two Variables 112
Class Activity 2 113
5.3. Simple Applications of Straight Line Graphs 116
5.4 Travel Graphs M9
5.5 Solving Simultaneous Linear Equations by Graphs 128
Class Activity 3 128
5.6 Quadratic Graphs 130
Class Activity 4 130
Chapter Review 134
Challenger 5 135
Problem Solving 5 137

CHAPTER 6 SIMULTANEOUS LINEAR EQUATIONS 139

6.1 Simple Elimination Method 140
6.2 Elimination Method 141
6.3 Substitution Method 145
6.4 Word Problems Using Simultaneous Equations 149
Chapter Review 152
Challenger 6 153
Problem Solving 6 154

CHAPTER 7 INEQUALITIES 157

7.1. Sets of Numbers on the Number Line 158
7.2 Properties of Order 160
Equivalent Inequalities 161
Contents

7.3 Solving Inequalities 163

Chapter Review 166
Challenger 7 166
Problem Solving 7 167

CHAPTER 8 CONGRUENT AND SIMILAR

TRIANGLES 170
8.1 Congruent Triangles 171
Tests for Congruent Triangles 172
Class Activity | 172
Using Congruent Triangles 179
8.2 Similar Triangles 182
Tests for Similar Triangles 183
Class Activity 2 183
Chapter Review 192
Challenger 8 194
Problem Solving 8 195

REVISION EXERCISE 2 197

MISCELLANEOUS EXERCISE 2 206
INVESTIGATION 2 210

CHAPTER 9 MENSURATION 212

9.1 Sectors 213

9.2 Cones and Pyramids 219
Volume 219
Class Activity 219
Surface Area of a Cone 7A
9.3 Sphere 225
9.4 Areas of Similar Figures 230
9.5 Volumes of Similar Solids 236
Chapter Review 242
Challenger 9 244
Problem Solving 9 245

CHAPTER 10 PYTHAGORAS’ THEOREM AND

TRIGONOMETRY 247
10.1 Pythagoras’ Theorem 248
Class Activity | 248
10.2 Indirect Measure 256
10.3 Trigonometrical Ratios 259
Class Activity 2 260
10.4 Trigonometrical Ratios by Using a Calculator 263
 Contents

10.5 Solution of Right-angled Triangles 264

10.6 Applications of Trigonometrical Ratios to
Simple Problems 270
Chapter Review 276
Challenger 10 247
Problem Solving 10 278

CHAPTER 11 MOTION GEOMETRY 281

11.1 Reflection 282

Class Activity | Doe
11.2 Rotation 287
Class Activity 2 287
11.3. Translation 293
Class Activity 3 203
11.4 Enlargement 297
Class Activity 4 JM
11.5 Combination of Transformations 301
Chapter Review 307
Challenger 11 308
Problem Solving 11 309

REVISION EXERCISE 3 312

MISCELLANEOUS EXERCISE 3 324
INVESTIGATION 3 329

CHAPTER 12 STATISTICS I 331

12.1 Collection and Presentation of Data 332
Pie Chart 335
Bar Chart 335
Pictogram 336
Line Graph 336
Comparison of Presentations of Data 527
Class Activity 338
12.2 Reading and Drawing of Bar Graphs 339
12.3. Reading and Drawing of Pie Charts 347
12.4 Reading and Drawing of Line Graphs and
Pictograms 352
Chapter Review 359
Challenger 12 362
Problem Solving 12 364

CHAPTER 13 STATISTICS I 367

13.1 Frequency Distribution 368
Histogram 369
Contents

13.2 Mean, Mode and Median of Frequency

Distributions 374
Mean 374
Mode 3)
Median 376
13.3 Types of Averages 382
Class Activity 382
Chapter Review 384
Challenger 13 386
Problem Solving 13 387

CHAPTER 14 MORE ALGEBRAIC MANIPULATIONS 389

14.1 Addition and Subtraction of Polynomials 390
14.2 Multiplication of Polynomials 392
14.3 Division of Polynomials (Optional) 393
14.4 Algebraic Fractions and Fractional Equations 3595
14.5 Algebraic Manipulation 400
Identities 400
14.6 Manipulation of Expressions 402
Chapter Review 403
Challenger 14 405
Problem Solving 14 405

REVISION EXERCISE 4 407

MISCELLANEOUS EXERCISE 4 411
INVESTIGATION 4 414

ASSESSMENT 1 416
ASSESSMENT 2 420
ANSWERS 425
 PROBLEM SOLVING TIPS FOR THE STUDENT

In this book, you will have an opportunity to apply several strategies to solve interesting
problems. These problems are given at the end of each chapter.

Checklist for Solving Problems

1. Accept the problem

* Accept the challenge to solve unfamiliar or difficult problems.

Understand the problem

Read the question carefully several times and understand the key words.
Ascertain what is given, what is the unknown and what are the conditions.
Draw a diagram, make a model or act it out.
Describe the problem in your own words.

Devise a plan
¢ Search for information to relate relevant data to the unknown.
* Use stratezies such’ as:
(i) Guess and check with logical thinking.
(ii) Simplify the problem, use tabulation or look for a pattern.
(iii) Think of a related problem.
(iv) Use a diagram or a model.

Carry out the plan

Apply the strategies and monitor your progress.
Check each step carefully.
Read the question again to make sure that you are on the right track.
Avoid getting stuck in one method for too long. Try another method.
If you are still stuck, take a break. Do something different and come back to the
problem later.

Look back
Reflect, extend and seek improvement.
Check the result. (Is it reasonable? Does it satisfy the given conditions?)
Check the solution. (Can I do it a different way?)
Improve on the method used.
Extend the method. (How do I solve the problem if some of the conditions are
changed?)
The checklist has been prepared to help you improve your problem-solving skills. This is what
you should do:
Copy the checklist onto a card.
Keep it in your exercise book.
Refer to it frequently when you solve problems.
Add your own notes to the card when you learn or discover new strategies.

In learning to solve problems, it is important to take time to think about what you have done. At
the end of each practice session, ask yourself some of the following questions.
1. What do I like most about the problem?
What strategies did I use? Why?
What did I do when I got stuck? Which strategy popes me to get started?
Did I check my work carefully.
What kind of mistakes did I make?
What were the easiest and hardest problems I solved? Why were they easy or hard?
Did I feel frustrated, scared or bored concerning these problems? What did I do to
overcome these bad feelings?
8. Did I feel satisfied, happy and excited after doing these problems?

You may write down your thoughts in a notebook. At the end of the term, see how much you
have improved in your problem-solving skills.

ENJOY SOLVING THE PROBLEMS!

 oo 7 Ory + .

Bt abetLaks te mutiannyjahBri! 410) beth dew?qa p a) f hd an

; rb = j woe

lak, & One tall opta eel ow .

: diet seagis 1 mae * 7
ln fy fork, ow @ill have an ippenaakienqudge any eet |sas natin
prutdens) agro nom aml we CuO ain Gta teen gtk ad Ally qeite

1A snob oved coe tanh tunis dail of ont Chet 11 etened ocean ae rae l rel
itis that ati to come Yoorweey Jee soir alten if Py tn
Chestiliot tor Sma # “aitdeie stt wide tied 2) aeee
ctw | pomyearde <
seinen bagi! vous al,
¢ eae b bile oa

7arate: Sma rs ding =

are snes sith a awe af, sian eal ain 7
= voile
Serrtal etapa Ghat SF ac tae “ad

bel
i) Cet ee ied oil eat
:

- vi Us Cia = © ammy
i4 err a @ ee
A >
aie!
© eh DAs. 1s,
, a ae
ROCA 06 ew AE © > re P97 ee Hag, TW ee
Sh -S y@ @e ©) Ge obec ive® (ii warding Grin j
(outlines (407

© ioe Gs ;
: © Beaty), aston
ent ed, geyvenen .
* Crk a week ch 2 eaemgnie’! ory © ects te iene
* Geni, the SEs (Cun 1 bo © 9 Gilterent,
wap
* Wane 08 Ae twits wad

Fairnd iw arded ies de i edve he smédom

Msngns

————————— ie bs
Chapter 1

Indices

Sorry Sir!
You’re under
arrest for
breaking the
een The Law
of
Indices

Chapter Highlights

¢ Using positive, zero and negative integral indices

¢ Using the laws of indices
¢ Simplifying expressions involving indices
¢ Understanding the definition of the standard form
¢ Using and computing numbers in standard form
Chapter 1

1.1 POSITIVE INTEGRAL INDICES

We know that 7° means 7 x 7 X 7 X 7 X 7. The number 7 is called the base and 5

‘4sindex
the number 5 is called the index or exponent. base
or
exponent
T is read as ‘the 5th power of 7’ or ‘7 to the power 5’. Similarly, 10* is read as
‘the 4th power of 10° or ‘10 to the power 4’. The exponent tells you
how many times a
Numbers in index notation with the same base 7 such as 7°, 7’ and 7" are number, or base, is used
referred to as powers of 7. Similarly, 10°, 10° and 10'' are powers of 10. as a factor.

Examples

(a) Consider 7° x 7°. MATHSTORY

We have 7° x 77 = (7 X 7X 7) X (7X7) _”
= 7° The French mathema-
tician René Descartes
Notice that 7° can be written as 7°*”. (1596-1650) intro-

So we have 7° x 77 = 7°*?. duced the use of Hindu-

Arabic numerals as
In general, we have the first Law of Indices:
exponents on a given
base.
| a" Xa =a
m+n

(b) Consider >.

3

Wetme $= de RaRD
6

= we
OS
ame

Notice that 3? can be written as 3°~*.

6

So we have — = 3°~*,
3
In general, we have the second Law of Indices:

Note: We assume that m > n since negative indices are not dealt with in
this section.

(c) Consider (5’)’.

We have (5°)? = 5° x 5° x 5’
= (5x 3) >< (3X 3) OROS)
= 5°

Notice that 5° can be written as 5°*°.

So we have (5°)* = 5°*°.
 Indices

In general, we have the third Law of Indices:

(d) Consider 3* x 5%,

We have 3* x 5* = (3 X3X3x3)x(5x5X5X5)
=i Sik )) XO CO) ioe Del oe)
= (3 x 5)’
In general, we have the fourth Law of Indices:

a” x b” = (a x b)”

(e) Consider =3

Ox pea)
We fae eee
WP TS SG

In general, we have the fifth Law of Indices:

=a
b” \b

Notice that the first, second and third laws are to be used for powers of the same
base and the fourth and fifth laws for powers that have the same index.

Class Activity 1

1. State whether each of the following is true (T) or false (FP).

(a) Bes (b) Be es

(c) SS (d) Ame yt oaee

(e) 55° S35" (f) 2s (03)

(g) (27y Es De (h) Os = pee

@ 3x6 =6 x6) (j) OY =6*

(k) PESTO oars Kae) (1) fa 0

(m) Pea (be = 5h 555”

(0) 4°-4=4°° (pyts = 39—16r-
3).
(q) (8 +4) =3°** Gis =3° = (83)
(s) 7-3 = qa x 7? (t) 5 eet = (77)
Chapter 1

2. By inspection, match each expression in column A with its equivalent in

Column B. State the law of indices used in each case.

Example
The first expression (i) in Column A is equivalent to the expression (a) in
Column B. The law used is the second law of indices.

Column A Column B

(i)

(ii) -

(iii) (ee ei
(iv) 5s?

(v)
(vi)
(Py pee

(vii) 560! Gee

(viii) 2 SF alae

(ix) Cpoiiy

(x) TSR

(xi) (k)
5
Q)
(xii) Tape (D) (7x5)?
5
(xiii) (m) (5 x 2)’
ie
(xiv)

2
2
7
(n)
5)
ye
(xv) 55 (0)

SP Do the five laws of indices also apply to negative bases? Investigate.

Worked Example 1
Simplify the following and express your answers in index form.
(ay 22 (by) aCe <i?
19° 19° BES Sa ae
(c)
Le Ser
(d) 5=2:
 Indices

Solution:
(a) 93 x “a x os = De (b) GE x qe = (2);

= mia =(7°):

Se

= 7

19° x 19° 19° 2 (d) 3 XK ak

(c)
Piet 5 3 =
11 5 +3 52 5°

EA IIS Bae

= 3°x5’

Worked Example 2
Simplify the following and express your answers in index form.
By sae BoC
a

(a)
es

Dak
(b) 32962?

Solution:
BCT ae 18 2). 6D Cea
@) ax2t ot (b) 3°)? 3° a?
6!

= 50

=I)
6 7

= pee es

= evi =U)

Alternative solution: Alternative solution:

(a)
7
By
py
ae
qj ry
(b) G22 alt)
ee
ee a 32509? BaD?
ee ae
ee ae)
Sa! ee
= Bi

= 3’ since —=1
ae
= 2) since—= oe
7

Note: In section 1.2, you will learn that the law =. = ¢° “cal be usedito
a

fs ch
simplify 7 or Ai
Chapter 1

Worked Example 3
By using a calculator, verify that:
(a) (-3) x C3) = C3)’
(b) (-4) x (-7P = [(-4) x -7)P

Solution:
(a) LHS ='81 < (27) = —2 187
RHS = -—2 187
EHS = RES

(b) LHS = -1 024 x (-16 807) = 17 210 368

RHS = 28° = 17 210 368
* LHS =RHS

Exercise 1.1 a) answers on p. 425

1. Simplify the following and express your answers in index form.

Se

(a) 11°x 11 (Dy a

(eV ay (d) 6x6'
ae 6\2
(e) at (fy (13>)

(g) 2x 2x2 (ry =>"

5 6

@) (2x?) (j) 5°x5?x 8?

4 5

(k) 2 2 : () (5°x 5°)

A
YxW?x« 1x7 iW
fe) Ly a5 5?
6 5

(0) = (p) 1? x Ut 17x 1b

17° hee ode
(q) LECT SCNT? (r) C1 aNi

2 3
(a) 3° x 4° b) =
OMe Ciok
4 2
a) 33 9? 24 f 35

(g) 6°
styx 64
a3 (h) ee
a oy (i)
PY edNe
 Indices

, 98 3?
ee k 6’ l 2 Sees
SC be4
andl
() Di eal Se Ls 6° x 3°?” ) 3255s
A 3° 6! 40
(m) ——— nh) ——— 0) ———
Poli + Oe (n) SES alas GO 0 Ox ix 2"
le
et
5
ee
es ee r
Chg me soe
av x< I

(P) 4° x 63 (q) De (r) & 3

3. Use a calculator to verify the following.

(a) (-7)'x
(7 =(1) (b) a = (-3)'
(c) [(-5)’P = (-5)° (d) (-3)*
x (-5)* = [C-3) x (-5)}*
(2)? _(-2Y
(e) ie es
4

4. (a) Write the value of (=) as a fraction.

2 6 10 2

(b) Simplify (5) x (=) as a power of Fa

1.2 ZERO AND NEGATIVE INTEGRAL INDICES

We have seen in section |.1 the second law of indices:

=a), (i> n):

mw—nh

The condition m > n can be omitted if we include the use of zero and negative
indices in this law. But what do zero and negative indices mean? Let us look at
the following examples.

Examples
(a) What is the meaning of (i) 2° and (ii) 3°?

(i) Let us assume that = =e is true for m = n, and take m = 3,

mm — it

W= Sanda,
then
of
mil be3

1 =2°
or 2 =]
Chapter 1

(ii) Similarly, if we take m = 5, n =5 and a = 3, then

Se 32-8

1=3° or 3°=1

In general,

a’ =1 (a #0)

(b) What is the meaning of (i) 7” and (ii) 6°?

(i) Let us assume that “= n

q"~" is true for m <n, and take m = 3,
a

n= and a= 7, then

7 5-5
pel
USSU Sed 272
UST SYST SY
1 )
a3 = On es

(ii) Similarly, if we take m= 2, n =7 and a = 6, then

6° 2-7
a mh
OX6 2s

MOO
XO XO XO KG
1 = “5 1
ea or er

In general,

Listed below are the definitions for a® and a" and the five laws of indices that
we have learnt:

Definitions Laws of Indices

Law 1: Say a

Law 2: = (ie

Law 3: (ay =a”

Law 4: a” X b” = (ab)”
m

Law 5: b”
 Indices

It can be shown that all the five laws of indices apply to zero and negative

indices and also to negative bases, but the base of a~" or Zia must not be zero
a

i = |e
since 0" or ae is undefined.

Worked Example 1
Simplify the following and show your answers in positive index form.
ae S33 ape
(a) > (b) are
a e (Cli.
Che 3 Be ee Ol) oes
SE
(c) (d) ee ae ayFpis

Solution:
Re x Re Bos (55) qe io

(a) oe as (b) See er

Be 710

= 39 = 7A

Mote) Ghia»)

= a = 5fate?

] Za gf

mat

(cee 3 BD = KS XS
= ee x aa)

=2°x3°

== xe

ead e aye

ETUC RE ae

= (ties x a8 a gf x a
Chapter 1

Worked Example 2
Evaluate the following.

(ay >< a (b)

Cc
38566"
pe a,

(c) 10° <5"

Solution:

(a) 3° «4° = (3.x 4)"

= 12°
oe Sy
—
127

1 728

Questions:
For non-zero bases, are
the following true?

Note: The solutions can be presented in fewer steps if mental calculation is

used.

10
 Indices

Alternative solution:

@ 2X8 = (2)
107 3057
5
x(S)
10

—=
(5) «G)—
5
ee
5

=e)
3 2 + (-3)

3 -1

=(5)
ic
3

Eh
3

Note: This solution shows that the laws of indices still apply even if the base
is not an integer.

“Exercise
12)” answers on p. 425

1. Simplify the following and express your answers in positive index form.
4-7
(ayablile eal 1: (b) OMieyir

Oiorxs (e) Q) 7 )-

(2) 72x? (h) (DAGRos

Gj) 2 (0 (WRG)
q-7
my 22> (n) ae ea"
(0) (2 x2):
ee

(p) rm is (q) 5° 32 5a
(r) 38)

2. Simplify the following and express your answers in positive index form.
5a

(a) nba, x2 Ka" (b) Sa Pix 37

aft

(Cc) elie fe 1 (d)

11
Chapter 1

2 14 -4
(e) 27x 5*x 5°x 2°? (f) ae
be bk h
Tg Bo eT
os
Sea ee
() a8 (h) v
; Spa 5 e ae OW ae ae
Sark an Seea el
229"ee
eee |) Cheat 7 bagels
aeee eahag
ee
i) ST" ) ae

3. Evaluate the following.

ee io oe
(ay ae (b) Ae (c) re

(d) 25x35 e An
(One
67 xs
6~ eee
(g) a xaeie h)
(h) —;
= i
(i) eee

z 4 is bhi as
(j)6x6"
x (k)
k 52 (I)
] raTSat

4. Simplify the following and express your answers in positive index with a
positive base.
(a) (-3)' x (-3)’ (b)..G2)x.G2) (c) -2P x ey
(d) (-3)"x @2)- (e) 5)'+G5y () (6) +3)
5. Evaluate the following.

1.3 INDICES INVOLVING VARIABLES A variable is a symbol,

reamed usually a letter, that
Worked Example 1 represents numbers.

Simplify the following.

(a) (a’\(ay(a’) (b) (p'q')(q'p’)
Oo (d) (5°)
Solution:
(a) (@)(a)(a’) = aye (b) (p°q°*\(q'p") = (pq *)
=a = pq’
Opaa d) 90") = O2*4(°)
Lie irx
iy

12
 Indices

Worked Example 2
Simplify the following and express your answers in positive index form.
(a) (a’\(a°)(a’) (b) (r's*)(s°r’)

©, aap
9

XxX
(d) ()’O”)

Solution:
naka Naya ace (b) (r's*)(s°r?) = (r's*\(s* x 1)
=a any 3 x gt ax 6)

3 =)
=rxs

9 9

(c) oi) = — Note: (-x)’ @ (O°) =0°")0°)

x ee
ew 15 ere = yy)
= i
=e
]
1
y
pe)

“Bxerdise 13.)1 answers on p. 425

1. Simplify the following.

(a) (@\(a\(a’) (b) (p’)(p")(p")
(c) (©)(°)0°) (d) (b°)(b*)\(b°)
() (YOO) (f)
(a’b*)(b*a°)

(g) @’y)O*")
(men?)(m'n’)
(h)
i) (aap) (j) PSP rs'?)(r's't?)
w

(Kez (I)

(m) 42 a
(n)
Cab
Olin:
0) — (p)

(q) (a’)*(a’) (r) (b°)°(b°)

(Syme) (t) (yy
(u) (m'*)(m’y
Chapter 1

2. Simplify the following and express your answers in positive index form.
(a) (a@°*\a ya’) (b) (bbb) (c) (eee)
(d) (P(r )\(P*V(P)— (e) (ab )(b“a") er ser
(2) G@'y)O"*) (h) (p'g \(q'P *) (i) (Cu \Wwr (tru)
Gi =
b
(ky) 2
2)
(jeq

(m) *~ r
a De
ue Dae

qeq Gois ee“us

(s) (wy (uy (t) (wy-(wy (GO) yay
vy) YO") (w) (22) GC) Ge)

1.4 STANDARD FORM

Scientists often use very large or very small measurements in their work.

For example, the distance of the sun from the earth as measured by an astronomer
is about 149 000 000 km and the diameter of a yellow fever virus as measured
by a biologist is about 0.000 018 mm.

Large numbers can be written in index form. This can be done in many ways.
For example,

149 000 000 = 149 x 1 000 000 = 149 x 10°

149 000 000 = 14.9 x 10 000 000 = 14.9 x 10’
149 000 000 = 1.49 x 100 000 000 = 1.49 x 10°
149 000 000 = 0.149 x 1 000 000 000 = 0.149 x 10°

Scientists adopt the form 1.49 x 10° for 149 000 000 and refer to this as the Standard form, also
standard form or scientific notation. The standard form is written as a product called scientific nota-
tion, is a number
of a number and a power of 10, where the number must be less than 10 but not
written as the product
less than 1. Symbolically, this form is expressed as A X 10” where 1 = A < 10 of a number between
and n is an integer. one (inclusive) and ten
and a power of ten.
Small numbers can also be written in the standard form. For example, to express
0.000 018 mm in standard form, we write
18
0.000 018 mm eee ith
1 000 000

1.8
= mm
100 000
1.8
mm
10°
=1.8x10° mm
 Indices

Suppose the population of a town is 759 980 and is rounded off to 760 000. This Significant figures are
figure does not tell us exactly how many significant figures it has unless the digits that are
important in showing
indicated. One way to indicate the number of significant figures is by using
us pibes degree “of
scientific notation. For example, accuracy.
(a) 760 000, if correct to 2 significant figures, is written as 7.6 x 10°.
(b) 760 000, if correct to 3 significant figures, is written as 7.60 x 10°.
(c) 760 000, if correct to 4 significant figures, is written as 7.600 x 10°.

Class Activity 2

1. Copy and complete the table below. Put in the table below ‘T’ to indicate
true and ‘F’ to indicate false.

A is greater A is less than | A is greater than

than or equal or equal to 1
tol and less than 10

ieee |

T
B

eee Se
serail
nessn rvot|
oan a
COREG
Cen aca
(n) 1.000

2. Express the following in the form 10”, where n is an integer.

10° 10° 10>
(a) To? (b) (c) 0"

10’ Oy? 10°

(d) [O=
e))
(e)
=
10-= 1
f
107
10 10 107° x 10° 4 10’
(g) no ae (h) 5 (i) =
10° 10 10° x 10 5
10°10 10 10> 10° x 10
(Jj) 10° x 10
3 -9 (k)
10? -8
3410 ~12 (I)
10” —] x 10 5
Chapter 1

3. Which of the following numbers are in the form A x 10", where

1 <A < 10 and nis an integer?
(a) 9.26 x 10° (b) 24.32 x 10° (©)ac1,00, 10-7
(d) 3.001 x 10° (e) 10.26 x 10° (f) 0.16 x 10:
(2) 4:20 10° (h) 9x 107 (i\vatl seule

Worked Example |
Express the following in ordinary notation.
(a) 2.820c10° (b) 7210" (c) 0.023 107

Solution:

(a) 5.82 x 10° = 5.82 x 1 000 (b) 7220107 425

= 5.820

(c) 0.023 x 10-4 = 0.023 x —

0.023
oe
0.023
10 000
= 0,000 002 3

Worked Example 2
Rewrite the following in the form A x 10", where 1 < A < 10 and n is an
integer.
(a) 182.3
(b) 0.003 5
(c) 32 000 000 (correct to 2 significant figures)
(d) 32 000 000 (correct to 3 significant figures)

Solution:

(a) 182.3 = 1.823 x 100 (b) 00035235 %

= 1.823 x 10° 1 000
=35x 2s
10;
= 3.5x 10°
(c) 32000 000 = 3.2 x 10000000 (d) 32 000 000 = 3.20 x 10 000 000
= 3.2 x 10’ = 3.20 x 10’

16
 Indices

Worked Example 3
Express the following in standard form.
(a) 0.312 x 10°
(b) 121 x 10°
(ce 24.310"

Solution:

(a) 0.312 x 10°= 3.12 x = x 10°

=3.12x10'x 10°
= 3.12
x 10’

(b) 121 x 10° = 1.21 x 100 x 10°

= 1.21x10?x 10°
= 1.21 x 10°
Reminder:
(c) 24.3 x 10° = 2.43 x 10x 10°
= 2.43 x 10°

Worked Example 4
Evaluate the following and express the answers in standard form.
117 >c10
(a) 6 x 10°
(by) 42 < 10 + 3 x 10°
(ce) 3.1.< 10° x4 x 10°

Solution:
(ay 1t7 107 = tli 10 10-
6 x 107 6
= 195x107
= (1.95x 10) x 10°”
= 1.95x 10°

(by 42 10 2B5C10" =42 <10° +30 «10°

= (4.2
+ 30)10°
= 34.2
x 10°
= 3.42
x 10°

(chy 31810 410 = 3.1 x4 10° X 10;

= 12.4 x 10’
= 1.24 x 10°

Note: For (b), rewrite the expression with the same power of 10 in each term
before extracting the common factor.

17
Chapter 1

Exercise 1.4 &o answers on p. 425

1. Express the following in ordinary notation (without indices).

(a) 5x 10° (b) 4.28 x 10% (c) 1.690 x 10"
(dd) 501 <10° (e) 2.386 x 10° Gf) 7.95 510°
(ey 12 10" (h) 2.01 x 10° (i) 3.50x 10’

Rewrite the following in the form A x 10", where | < A < 10 and n is an
integer.
(ay 1231
(b) 0.012
(c) 0.003 4
(d) 32.12
(e) 0.300 1
(f) 3 400 000 000 (correct to 2 significant figures)
(g) 3 400 000 000 (correct to 3 significant figures)
(h) 3 400 000 000 (correct to 6 significant figures)

Express the following in standard form.

(a) 2355. 107 (b) 129 x 10°
(c) 12.45 x 10° (d) 29.03 x 10°
(e) 0.123 x 10° (f) 0.23 x 10°
(g) 212 107 (h) 912 x 10°
(i) 42.36 x 10° (j) 58.04 x 10%
(k) 0.421 x 10° (I) 0.042 x 10°

Multiply 6.32 x 10* by 7.71 x 10°, giving your answer in the form
A x 10" where 1 < A < 10 and n is an integer. Give your answer correct to
three significant figures.

Find the value of 22 when p= 3420010 ‘and ¢:='1.24 <0". Express

q
your answer in the form A Xx 10", where | < A < 10 and nis an integer. Give
your answer correct to three significant figures.

Express the following in standard form. Give the answers correct to three
significant figures.
124 10° bee308.4 x 10°
a) ——_
oo GF 5C10~ (b) 17 %10%
2.008 x 107° A087 10k Se 123 10
Ca (dq) ——_____—_
4.02 x 10 A23 >< 107
S545. 10. oelwo IDL 107 SS Les
(e) = ; Cee
3.47 <107 3a131-10 33 x 10°’ x 101
x 10

18
 Indices

ak (a) Express the speed of light which is 2.997 9 x 10’° cm/s in ordinary
notation.
(b) In 1.008 g of hydrogen there are about 606 000 000 000 000000000 000
atoms. Express this in scientific notation. Give your answer correct to
three significant figures.
(c) The edges of a rectangular block are of lengths 2 cm, 5 cm and 7 cm.
Calculate its volume in cubic metres. Express your answer in standard
form.

Evaluate the following and express the answers in scientific notation.

(a) 850 x 0.000 2 x 100 000 (correct to 2 significant figures)
(b) 5.82 x 0.05 x 10 000 (correct to 3 significant figures)
(c) 9.004 x 19.4 x 100 000 (correct to 3 significant figures)
(d) 1.634 x 22.42 x 0.000 001 (correct to 2 significant figures)
(e) 6.401 x 1.24 x 0.000 1 (correct to 2 significant figures)

Evaluate the following and express the answers in standard form.

(a) 2.4x10°+4x 10° (b) 24x10 xAm An:
(c) 24.3107 43 x 10° (d). 24.3. 10ie8bal0n
(e) 344 x10" +26 x 107 (f) 34.4x10*x6~x 10°
(g) 1.02. x 10° 42:01, x 10° (hy 1.02 x 10° x 2.01 x 10°
Gime 10°
42 10 Qt <0

Chapter Review

The Law of Indices

If m and n are integers and a and b are non-zero numbers, then:

ae x a = Ge = It

m
a m—n

n = a
a
(a” n = ghee

a” x pit = (a x by”

The standard form or the scientific notation is written as A x 10", where

] < A < 10 and nis an integer.

19
CHALLENGER @
1. Evaluate (iy?

2. Find the value of x in (=) x Il

\©
00
| Se
f= eS
SiS

3. Ifx * y means x’, find the value of each of the following.

(a) 3%*2
(b) 2*3
(C) Ae 2) 3
(d) 4+ (2 * 3)

4. (a) If 25* = 125°, find the value of x.

(b) If 3° x 9*~? = 1, find the value of x.

5. If A= 16'* and B = 18"°, determine, without using a calculator, which of

these expressions has a greater value. (Hint: Find out whether the value

of . is greater than 1. )

6. Without evaluating the exact values, arrange the following in ascending

order.
100
Pha 3 75 i 5
5°

Problem Solving 1
Looking for Substitutes

ale ALy Substitute a digit chosen from | to 8 for each

LP ive ¥. lett h the addition
etter so that ition 1 correct
is

WASTE Rule: Replace the same letter by the same digit

and different letters by different digits.

20
 Indices

We infer that W= 1, P= 6 r7 or 8. Now let us use the strategy of guessing and

checking to solve the puzzle as follows:

7 iyo anon = 2, eo Or

sea rey alter ay ay

+ geek en + (oie! Team

Le Seber ees eer

This trial fails since S + 6. This trial fails since T # 4, and if T= 5,

then Y = 7 and E = 4 (not admissible).

o) Ary. f= Oe At oer = rors

ie Bey 6 Say
+ (3oey pes a + 6 ei 4

5c ay ie l | lee:

This trial fails since T # 6 This trial fails since S # 6.

and Fa 72

° dry Pes tA =4, LS 2 ors

1 4 Dies
+ aD + HAS

4S AE | 46

This trial fails since S$ # 4. This trial fails since T # 9, and if T = 8,

then Y = 2 and E = 4 (not admissible).

St Vahmels Aiatoela= 0 01 5

T6.5 er Sas,
+ [Ao wae € + ye cetteRe

115° Ourek 1S ee

This trial fails since 7 # 0 This trial fails since S # 7.

anG eel.

© Try Bee Ar 6,1 =2 ors or4

Te
8 ]

+ 8 rape
1 6 dK
NY
MM] 24
This trial is successful.

21
Chapter 1

Looking back

Are there alternative solutions?

What if the condition of excluding the digits 0 and 9 is removed?

Be Creative Substitute a digit for each letter so as to make the following

addition correct. (The same letter stands for the same digit. Different letters
stand for different digits.)

Tell ga KB
+THINK
Gea) see ais eligs

The Right Order Insert the appropriate brackets to make the following
statement true.
5-1x4-34+6+8=7

Last Digit What is the last digit (i.e. the digit at the ones place) of 7'°’?

How Many Pages? The number of digits used to number a book from
page | to page 11 is 13 (e.g. 9 + 2 + 2). How many pages are there in a book
if 2 862 digits are used to number its pages?

22
Chapter 2

Algebraic Manipulations

Sure, little Bro! All you need to

Hey! Big Bro! Can you help me do is let the unknown be x. Form
out? I bought 2 pencils and 3 pens an equation and manipulate it to
for $3.60. A pen cost twice as isolate x. That’s called algebraic
much as the pencil. How much manipulation.
does each pen cost?

Chapter Highlights

¢ Using diagrams to establish special algebraic rules: (a + b)’ = a’ + 2ab + b’, (a — by =

a’ —2ab + b’ and a — b’ = (a + b)(a— b) where a and b are positive numbers and use these
rules for calculations
e Using the distributive rule to establish the rules a(b + c + d) = ab + ac + ad and
(a+ b)\(c+d)=ac+ad+ bce + bd
¢ Expanding products of algebraic expressions
¢ Using the distributive rule to factorise algebraic expressions, including use of brackets for
grouping
* Expressing algebraic expressions in the forms a’ + 2ab + b’, a’ — 2ab + b’ and a — b°
¢ Factorising algebraic expressions of the forms a’ + 2ab + b’, a’ — 2ab + b’ and a’ — b”
¢ Demonstrating an understanding of the ideas of multiple and LCM of arithmetic and algebraic
expressions
¢ Manipulating simple algebraic fractions
¢ Solving fractional equations involving numerical and linear algebraic denominators

23
Chapter 2

2.1 SPECIAL ALGEBRAIC RULES FOR

CALCULATIONS

Very often, algebraic manipulation can be explained with the aid of geometrical
figures. The exercises given below illustrate this.

Class Activity 1

The figure on the right is a square

made up of four parts A, B, C and
< a >< b >|
D. The sides of the square are each 7€

(a + b) units. Therefore the area is

(a + b)(a + b) or (a + bY square
units. A CG a

(a) Is the area of A equal to

a’ square units?
(b) Is the area of B equal to avi
A
ab square units?
(c) Is the area of C equal to b
ab square units?
(d) Is the area of D equal to ay

b° square units?
(e) Is(a+ by =a +ab+ab+b
true?
(f) Do you agree that (a + b) = a’ + 2ab+b°?

The figure on the left is made up

of four parts A, B, C and D. The
area of the square made up of A, B
and C is a’ square units.
The area of D is b° square units.
Therefore the total area of the
figure is (a + b*) square units.
(a) Is the area of A equal to
(a — b)’ square units?
(b) Is the area of B equal to
ab square units?
(c) Is the area of the rectangle
made up of C and D equal to
ab square units?
(d) Isa’+b’=(a—b) +ab+ ab
true?
(e) Is (a-by =a -—2ab+b
true?

24
 Algebraic Manipulations

A small square (B) of area b* square

units is removed from a bigger
square of area a’ square units as
shown in the figure on the right.
The area of the remaining figure (A)
is (a° — b’) square units.

_ k&—— a~b ———>

SS
a a >l« b >

Suppose part A is cut into two

portions and rearranged to form a
rectangle as shown in the figure on
the left.
(a) Is the area of the newly
formed rectangle equal to
(a + b)(a — b) square units?
(b) Isian— Fb = (a + dia = B)
true?

The above exercises suggest the following three special algebraic rules for
calculations:

(a+b)
=a’ +2ab+b’
(a-b)
=a’ -2ab+b’
a—b’ =(a+bja-b)

Class Activity 2

For each of the sentences from (a) to (u), state which of the following
algebraic rules it belongs to:
(i) (a+ by =a +2ab+b’,
(ii) (a—b)y =a’ —2ab+ b’,
(iii) a — b° = (at by(a—b).
(ale) 2) 7 4 27) (2): + 2°
(b) (16-4) = 167 — 2(16)(4) + 4’
(c) 30° -— 17° = (30 + 17)(30 - 17)
(d) 9° + 2(9)(11) + 11? =(9 + 11)
(e) (Seve tse = 2018)\(7) #7"
(Ho 1s = 9s = (15-4 9115 — 9)
(g) (32 + 20)(32 — 20) = 32? - 20°
(h) (20 + 13)° = 20° + 2(20)(13) + 13°
(i) (36 + 2)° = 36° + 2(36)(2) + 2°

25
Chapter 2

(j) 8 - 22S 2S =e)

(k) (19 + 6)* = 197 + 2(19)(6) + 67
() GCO—5) = 30% = 2(30)5)-+ 5*
(m) (2 + 3)° = 2° + 2(2)(3) + 3°
(nai 4.4) =.5* 426) 447
(0). (0:= 10) = 20° — 2@0)10) + 10°
(p) 9 -4=(9+4)9-4)
(ay lies 15)= 0l LiSs)e 15°
(ry). (523) 5° 72653) + 3°
(s) (15 + 6)(15 -6) = 157-6’
(eC Sy = 7 =e
(uy SIPS 207131 S22) 22)
2. Match the expressions in Column A with those in Column B and state the
rule used, e.g. (a)—(vi), a’ — b° = (a + b)(a — b).

(a) 407 = 157 (i) 20° + 2020)G) + 3°

(byl 5 + 2(15)\lo)i-alioe (li) (49 + 24)(49 — 24)
(c) (20+ 3) (iii) (15 + 12)
(d) 39° — 2(39)(4) + 4° (ivy 21° — 117
(e) (15-4) (vy) (39-4)
(f) 327 — 2(32)@6)4 267 (vi) (40 + 15)(40 — 15)
(ge) AO, 04 (vil) 427 24D) + 11
th) (42 4 11) (viii) (32 — 26)
(i) 44° + 2(44)(20) + 20° (ix) © 4572 2(45)O0)-4 207
Cie ted 1 Le s11) (x) PSee
20S ya a?
(k) (45 — 20) (xi) (99 + 33)(99 — 33)
dy 00337 (xii) (44 + 20)

Examples
(a) Consider the expression 99° + 198 + 1.

If we write 99° + 198 + 1 as 99? + 2(99)(1) + 17, we see that this is of the
form:

a + lab+ b. where a = 99 and b = 1.

So we can use the rule:

a +2ab+b
=(a+ by

to evaluate the expression 99° + 198 + 1° as follows:

Putting a = 99 and b = 1 in the rule, we have

99° + 2(99)(1) + 17 = (99 + 1)”

= (100)?
= 10 000

26
 Algebraic Manipulations

Therefore 99° + 198 + 1 = 10 000.

(Check the answer by using a calculator.)

(b) Consider the expression (2x + 1)(2x — 1).

Notice that this is of the form (a + b)(a — b), where a = 2x and b = 1.

So we can use the formula (a + b)(a — b) = a’ — b’ to remove the brackets
as follows:

Putting a = 2x and b = | in the rule, we have

Car Wer 12x) —G)
=n = 1

Note that the expression (2x + 1)(2x — 1) can be considered

as a product of
(2x + 1) and (2x — 1). When we express (2x + 1)(2x — 1) in the form
4x’ — 1, we say that we are expanding the product.

Worked Example 1
Using the special algebraic rules, calculate the following.
(a) 405 x 395 (b)n68 = 32, (c) 299° + 598 + 1
(d) 1999? Cy PSO

Solution:
(a) 405 x 395 = (400 + 5)(400 — 5) (a+ ba—-b)=a-b
= 400° — 5°
= 160 000 — 25
= 159 995

(b) 68° — 32° = (68 + 32)(68 — 32) a—b=(a+by(a—b)

= (100)(36)
= 3 600

(c) 299° + 598 + 1 = (299 + 1)’ a+ 2ab +b? = (a+ by Is 2(299)(1) equal to
= 300° 598?
= 90 000 |

(d) 1999? = (2 000 - 1) (a — by = a? — 2ab+ B

= 2 000’ — 4 000 + 1
= 4 000 000 — 4 000 + 1
= 3 996 000 + 1
= 3 996 001

(e) 51 = 1024 Ol = | a —2ab + b’ =(a-by Is 2(51)(1) equal to

='50’ 102?
=17,500

27
Chapter 2

Worked Example 2 Study this expansion:

Expand the following. ae
) 2 = Xx oA Z2(10x)(5)
xX + 5°
(a) Ger oy (b) Gx — 2yy (C) +O -x) — _ ones 100% + 25
= x(x + 1)(100) + 25
Solution: Hence complete the following:
(a) Qx 45) = (2x) +206 )iase Recall: 15? = [10(1) + 5]
= 4 + 20x + 5 (2x) = (2x)(2x) = (1)(2)(100) + 25
= 4° — en 55

(b) (3x - 2y)’ = (3x) — 2(3x)(2y) + (2y)’ 25? = [10(2) + 5]?

SNe = My 444" = (2)(3)(100) + 25
: = + 25

(c) (x bix) Se) (n° =m Have you discovered a rule

a to evaluate the following
mentally?
eae ier ei co he et

Exercise 2.1 & answers on p. 426

1. For each of the sentences from (a) to (i), state which of the following
algebraic rules it belongs to:
(i) (a+b) =a 4 2ab ab
(ii) (@—b¥ =a —2ab + b’,
(iii) (a+ b\(a-b) =a -D’.
(a) “(Qx + 3)"= 2x) + 2(2x)(3) + 3° (b) 467] Ox + TQx—7)
(c) (4x - 3) = (4x)° — 2(4x)(3) + 3? (d) (3x — 2y)’ = (3x)* — 2(3x)(2y) + (2y)?
(e) (4x + 3y)(4x — 3y) = 16x’ - 9y” (f) Gx + 4y) = (6x) + 2(5x)(4y) + (4y)”
(g) (7x + 6y) = (7x) + 2(7x)(6y). + (6y) (h) (5x + 3y’)(5x’ - O57) Sa25a —Oy
(i) (12x - Ty)’ = (12x)* — 2(12x)(7y) + Ty)’

2. Expand the following.

(a) (3x +1) (b) (5x + 3) (c) (6x +4) (d) (2x + yy
(e) (4x + 2y)’ (f) (5x-1) (g) (3x-2) (h) (7x - 5)
(i) (4x-y)’ (j) (5x - 3y)’ (k) (x + 1)(x- 1) (I) (x + 6)(x- 6)
(m) +y)%-y) (@) Bx+DGx-1) (0) (2x + 3y)(2x-3y) (p) (Sx + 6y)’
(x= ay) (r) (8x — Sy)’
3. Using the special algebraic rules, calculate the following.
(yee 15a (b) 58° — 42: (c) (100+5)100-—5) (d) 105 x95
(e) 301 x 299 (f) 9997 — 998? (g) 999° (h) 9017-1 802+ 1
(i) 995° (j) 399°+798+1 (k) 4997+ 998 +1 (1) 799?
(m) 300° — 301 x 299 (n) 9997 + 1 999
(0) tetetee 1 232% 1933" 4 1 (p) 501° — 499? — 998 - |

4. Do the following mentally.

(a) 99°-1 (b) 998° — 4 (c) 998°x 100-400 (d) 99° +2x994+1
(e) 99°+200-1 (f) 1001x999+1 (g) 101?-201 (h) 101 x 99 + 1 — 99°

28
 Algebraic Manipulations

2.2 EXPANDING PRODUCTS

We have used special algebraic rules to expand products of algebraic expressions.

We shall learn more about expanding products.

Examples

(a) Expand a(b + c + d): A |« b >< Cc ale d >| D

) |
x T =|
Fig. 2.1 shows a rectangle ABCD
that is divided into three parts. The |
|
|
areas of the parts X, Y and Z are ab, | |
| |
ac and ad square units respectively.
a ae 2 Y eZ
But the area of rectangle ABCD | |
is equal to AB x AD, that is | |
| |
a(b + c + d) square units. So we | }
| |
have a(b +c + d) = ab + ac + ad. | |
y ; : =o
ihevis* an, extension of the B P Cc
Distributive Law. Fig. 2.1

(b) Expand (a + b)(c + d):

Fig. 2.2 shows a rectangle ABCD
that is divided into four parts. The
areas of the parts W, X, Y and Z
arendc, dd» be and, bd. square
units respectively. But the area
of rectangle ABCD is equal to
AB x BC, that is (a + b)(c + d)
square units. So we_ have
Fig. 2.2
(a+ b)\(c + d)= ac + ad + bc + bd.

Now study these rules again:

a(b+c+d)=ab+ac+ad
(a+ b)\(c + d)=ac+ad+bc+bd

1 \2 %3
a(b+c+d)=ab+ac+ad

Us
(eeu) ents da bes bd
4

Note: The arrows indicate how each expansion is done step by step.

29
Chapter 2

We have used geometrical methods to illustrate that the rules for expanding
products are true for positive numbers a, b, c and d. If we use algebraic methods
and assume that the Distributive Law is true for all real numbers, we can show
that these rules are also true for all real numbers.

Class Activity 3

Copy and complete the following.

Reason
1. alb+c+d)=ale+d) Replace (b + c) by e.
Sse Distributive Law
=a(b+c)+ad

= ab + ac + ad

2. (a+b)\(c+d)=(a+ be Replace (c + d) by e.

The activity shows that, using the Distributive Law, we can prove that the
following rules are true for all real numbers.
ab+c+d)=ab+ac+ad
(a+ b)\(c + d) = ac + ad + bc + bd

Worked Example
Expand the following.
(a) 3x(x + Sy —- z) (b) (a+ b)(3c — 4d)
(c) (a@—b)(c —a) (d) (2x + 3)(x + 2)

Solution:
(a) 3x + 5y =z) = 3x + 15xy = 3xz

(b) (a+ b)(3c — 4d) = 3ac — 4ad + 3bc — 4bd

(c) (a—b)\(c-a)=ac-—a—bc+ab

(d) (2x + 3)\(x +2) =2x° + 4x4 3x+6

= Ox Aono

30
 Algebraic Manipulations

Bxerdise
22) answers on p. 426

i. Expand the following.

(a) 2x(y + Z) (b) 3m(2p + gq)
(c) 4x(w + y + 2z) (d) yO? =y+1)
(e) (7—n + 2n°\(-n’) (f) 3a(a + 7)
(g) S5p(2p + 5) (h) 4a’(a — 8)
(i) 7m(m —m -— 3) (j) Ov(v? + 3v’ — 2v + 4)
(k) (+ y)(2p + 3q) (I) Ga bya —P )
(m) (5m? —n)(m + n’) (n) (2x + 5)(x + 1)
(0) (3x —2)(4x + 3) (p) (3x + 2)(4x — 5)
(qyn@x—a)Oo=3) (r) (3x° — y)(6x° — 14y)

2% Expand the following.

(a) {a> 2204 4a + 3) (b) G+ ge 2) 3)
(c) (2a + 3a + 2)(a + 3) (d) (5 OL)
(e) (9a + 12a + 4)(3a — 2) (f) (Qa = 3 a a)
(g) (3x° — xy - 2y")(2x + 3y) (h) (x° + xy + y’)(x — 3y)
(i) (a+b+c\(x+y+z) (j) (p+ qt+r\(pt+q +r)
(k) (Ga Gal) a 42) (I) (3m? + 2m? + m + 2)(m + 3)

AE Use the Distributive Law to show the following special rules.

(ab)
=a + 2ap +0
(gb)
=a — Jab
(a+ b\a—b=a2
—b’

2.3 FACTORISATION

Examples
(a) Wecan use the Distributive Law to expand the product x(y + z) to xy + xz.
Conversely, we can write xy + xz as x(y + z). This process is known as
factorisation. Notice that x is found in both the terms xy and xz. We call x
the common factor.

(b) Consider 3x + 6. Is there a common factor? If we write 3x + 6 as 3x + 3(2),

we see that 3 is the common factor. So we can factorise 3x + 6 as follows:

3x + 6 = 3x + 3(2)
= 3(x+2)
31
Chapter 2

(c) Consider 4a + 4. If we write 4a + 4 as 4a + 4(1), we see that 4 is the

common factor. So we can factorise 4a + 4 as follows:

4a+4=4a+4(1)
= 4(a+1)

(d) Consider x(x + 2) + 8(x + 2).

Let us denote (x + 2) by a.
The expression can be written as xa + 8a.
We see that a is the common factor.
So we can factorise x(x + 2) + 8(x + 2) as follows:

x(x + 2) + 8(x + 2) = xa + 8a Replace (x + 2) by a.

=a +8)
=(x+ 2)% SF 8) Replace a by (x + 2).

Worked Example 1
Factorise the following.
(a) xy +xz+2xw (b) Sab + 15bc + 10bd
(ce) ox ae te + 16 (d) ax — bx + 2ay — 2by

Solution:
(a) xy + xz + 2xw = x(y + z+ 2w)

(b) Sab + I5bc + 10bd = 5b(a + 3c + 2d)

(Ch) x er Sk + 16 =r 42a) (Sx + 16)

= x(x + 2) + 8(x + 2)
= (x + 2)(x + 8)

(d) ax — bx + 2ay — 2by = x(a — b) + 2y(a — b)

= (a — b)(x + 2y)

Worked Example 2
Factorise the following.
(a) 4x°-y° (b) 4x° + 4xy + y° (c) 9m? — 12mn + 4n?

Solution:
(a) 4x°-y’ =(2x)’-y’
= (2x + y)(2x — y)

(b) 4x° + 4xy + y = (2x) + 2(2”)y + y’

= (2x + y)
(c) 9m* — 12mn + 4n? = (3m) — 2(3m)(2n) + (2n)
= (3m — 2n)

32
 Algebraic Manipulations

Exercise 2.3)“ answers on p. 426

1. Factorise the following expressions.

(a) mn + mp (b) xy — xz
(c) pq+2p (d) 3r—rs
(e) 5x +10 (f) Ja+7
(2) l2p 2 (h) er:
(i) yt yx (j) 3ab + Yac + bad
(k) mn + mp + mq (I) pq+pr+p
(m) 3xy + 4yz — Sy (n) ab + ac + 3ad

Factorise the following expressions.

(a) 3x(x+ 1) + 2(x+ 1) (b) 7Tx(x— 2) + 2(x— 2)
(c) 6x(x+ 4) + 3(x+ 4) (d) 6 —1 0x95
(C) Ware aleaox— 15 (f) 2x(x-1)+x-1
(ev aa—
ik +7 (h) 3X 3x Pa

Factorise the following expressions.

(a) ax —bx + 3ay — 3by (b) ax + bx — Tay — Tby
(c) 12ab — 12ac + bd -—cd (d) 8ab — 8ac — bd + cd
(e) 4mp + 3np + 8mq + 6ng (f) 6mp — 9np — 18mq + 27ngq
(g) IS5ax — 10bx — 3ay + 2by (h) 55ax + 99bx — I5ay — 27by
(i) 40px — 15qx — 64py + 24qy (j) 144ax — 72bx — 84ay + 42by
(k) Sax — 6by — 10bx + 3ay (I) 2mx — 20ny — 8nx + Smy

Rewrite the expressions from (a) to (1) in the form:

@) dc + lop +b.
Gi) @ — 2ap4+-D .
Gil) a —o.
e.g. 25x = 30x + 9 = (5x) = 2(5x)(3) + 37
(a) 16x oxy 4 y- (b) 36y’ + 12y + 1 (c) 9m? —4n?
(d) s° + 6st + 9? (ec) 97 — 6x + 1 (f) 245° = 367"
(g) 16a°+8ab+b’ (h) 49m’ — 28mn + An’ (i) y -6y+9
(lyon a 2Ungtig (Kk) ax — 36 (l) 16x°— 96°

Factorise the expressions in No. 4.

Factorise the following expressions.

(a) 25a*— 16b° (b) Om? + 12mn + 4n?
(c) 16p’— 24p +9 (d) Kot 4 36
(e) 49x - 42xy + 9y (f) 36x° — 49
(g) 25u’ — 10uv + v (h) 81 — 64°
(i) 1+ 30w + 225w’ (j) (x+1)°-—9
(k) («- r= (x + ie (1) pr
(Hx) 426 +a)
+ ps + gs + gr
44
*(m) x° + yz + xy
+ xz *(n)

33
Chapter 2

*(0) ab+b’-a-—b 4(p), Liaadad qa

(Cie a alte,
ce *(r) ac—a’+ad-—cd
*(s) x -L+xy-y *() p’-q'-pr+qr
*(u) 1—-a—b-—ba #(y) 3xy + yz — 9x ee

2.4 ADDITION AND SUBTRACTION OF

“~ ALGEBRAIC FRACTIONS

If a number can be expressed in the form where a and b are integers and A rational number is a
number that can be
b # 0, we call it a rational number. written as a fraction or
as an exact or recurring
; ae : ; A ; decimal.
If an algebraic expression is written in the form ae where A and B are algebraic

expressions, we call it a rational expression or an algebraic fraction. For

a *b =x x-1 1 Baa 3(b
(b +
+ 9 9)
example, = tas : ——__— are algebraic fractions.
Coe ree (b — 2)°

; : A : ae
Note: For a rational expression 5 to be meaningful, it is assumed that the
value of the expression B is not equal to zero.

The following example illustrates that adding algebraic fractions is similar to

adding fractions in arithmetic.

Examples
Let us compare the following additions.
2 2
a)
(a) —+—
pare
x a
b)
(b) =+=
Panter
2 2
c)
(c) -~+-—
ae
Thinking process:
For (a), the solution is LCM of 5 and 7 is 35.
x7
2
—4+-=>
2 14 10 fs
— + —
2 14
2) i) 35 Bb a = ——

_u35 A
5)
x7
35

a)
yf
4. 10
i 35
eed
xa)

34
 Algebraic Manipulations

For (b), the solution is Thinking process:

LCM of 5 and 7 is 35.
x x 7x mp 3
= eS SS tS <7
5 7 35 35 or.
12
see <=.
5) 2135
35 eee A
x7
x65)

Py; 2%
7 35
Nt
x 5

Notice that if we replace x by 2, both the question and solution in (b) will be the
same as those in (a). Compare (b) with other examples by substituting other
values of x.

For (c), the solution is Thinking process:

7 9 ob ee LCM
CM of of a and i ab !
b is
St = ey Ss xb
a b ab ab =
2b+2a st pes
= —— a ab
ab Ft
_ 2(a+b)
=
ee
xa

ab —, *
2 _ ds
b ab
See
xa

Notice also that if we replace a by 5 and b by 7, both the question and solution
in (c) will be the same as those in (a). Compare (c) with other examples by
substituting other values of a and b.

In Arithmetic, you have learnt how to find LCM. The following activity will
help you discover how to find LCM in Algebra.

Class Activity 4

1. Which of the following are multiples of 7?

(a) 2x7 (b) 2x8
(c) 3+7 (d) 7x4
(e)ye2 x 3S xX (ty 4x72
(g) 3x7x7 (h) 3x4x8

2. Which of the following are multiples of a?

(a) 2a (b) 2b
(c) 4+a (d) ax4
(e) 2x 3a (f) 4ax2
(8) Boca: (h) 3 x 4b

35
Chapter 2

3. Consider the following products and answer the questions.

PSC AK 3. ae Asad 53, AS OX

(a) Is each product a multiple of 3?

(b) Is each product a multiple of 4?
(c) Are all the products common multiples of 3 and 4?
(d) Is 2x 4x3 the LCM of 3 and 4? Explain your answer.

4. Consider the following products and answer the questions.

2ba, 3ab, Aba, b x 6a

(a) Is each product a multiple of a?

(b) Is each product a multiple of b?
(c) Are all the products common multiples of a and b?
(d) Is 2ab the LCM of a and b? Explain your answer.

5. Find the LCM of the following.

(a) x, xy (b) b, 4b
() aa (d) x, xy, 4x
(e) (x-1), +3) (f) 2+ 1), 3(2x- 1)
(g) 4-1), 2(x + 2) (h) 4% - 1), 6(x + 2)
(i) 6G + 1), 94 + 1) (j) @ +2), @—-3), @— 3)

6. Copy and complete the following.

y 2
(a)
a -—_—
—_= (b)
b a
ae ae
ae

3 Z
—S> = S@ d —- =
(c) 4x 4xy @) a a
2
e = —______ f =
(e) x-2 (x — 2)(x- 1) . 2(x — 1) 6(x — 1)(2x+ 1)

3 5
= eee h). >.< ee eee
(s) 4(x - 1) 12(x
+ 2)(x - 1) (h) 6(x+ 1) 18(x
+ 2)(x + 1)

Worked Example 1
Simplify the following.
x x x x-5 3 (+42) 4(3 -x)
a) =+=— b) —- — oa
(a) 2 5 > 3 Z (c) 4 : 5

Solution:
(a) £2 ee oe (b) Aap tes 52k wa)
e 5 10 10 9 2 6 6

-i10 = 2x= 3x4 15

fi 6
AED = 3
6

36
 Algebraic Manipulations

(c) 3(x + 2) " 4(3 - x) ie 3(8 452) KS i 4(3 -x) x4

4 5 20 20
_ 15x+ 30 | 48-16%
20 20
—15x-4 30 448) 16x
7 20
- 78 —x
+ #20

Worked Example 2
Simplify the following.
1 2, 5 5 5 2, 3
a) —+- b) —+ —- — c) —t
(a) a b 1, a ab 3a (©) cel ag ==

Solution:

(a) Mea Derails Pt

a b ab ab
_ b+2a
ab

(b) ea a ere. LO RD 1 WOU:

a ab 3a 3ab 3ab ~~ 3ab
ie:
3ab 3ab 3ab
4b
+ 15
3ab

2 “ 3 . 2(x — 2) in 3(x- 1)
(c)
x-1 x-2 (x — 1)(x - 2) (x — 1)(x
- 2)
2x-4+3x-3
et Ce =e2)
5x -7
(x — 1)(x
- 2)

Exercise 2.4 A answers on p. 427

1. Simplify the following.

fem,Ey eey 1 a
ees a
(a) ee (b) 3 5
(c) eee Cee 3a
3 5

37
Chapter 2

elaa Sao3acn ie9a (jee a A a+1

(e) ae 5 10 (f) 5

a-b a+b x 3-xXx

(g) co Airis pm Be;ED he
(h) ; :

F 3(x — 3) 4(x + 3) 3x+2y 4x -3y

(i) eee (j) gr rou one

(k) 3a—2 Aa 2) at d (1) aximlgne dak 2) Oe +4

4 5 4 2 3 -

(m) ik= + =y mye

xy 3%

2 5 5 AV oa scy A)
(0) 5 (p) pl See.

(q) 5 peck (r) Aa —b a+b

a a” G 3c

2. Simplify the following.

] 2 D 4
b
(a) Pe aS Nees ? ay

1 2 3 1 2,
~ d
(©) x-3 x-4 (d) ein 7 =e oe

a 2(x = 1) Si 2x4 1)
i 4(x + 1)
ee
2(x -— 2)

2 1 h
3 _
l
(8) WGhs 1) “6CEE2) Co 6(x — 1) 9(x - 1)

; 3 2 : 3 2
w) Gen iy) Wee) i) noo eae
k aapr ) a l _ _ab
(k) a-—b a+b Mee b=a

ii 3m+n )
(re
m—n n—-m

x-y x+y b-a bt+a

i) +—— _
(0) x+y x-y (P) b+a b-a

oO, oon
oe 2 r ——_—
2% Oe Oe
3y
@) x+2 x+5 (r) 3x - Sy 10y — 6x

1 5 i 1
Oh nr aS t) ——-—--
(s) a b a+b © x-— 3 x+2 x

38
 Algebraic Manipulations

2.5 MULTIPLICATION AND DIVISION OF MATHSTORY

ALGEBRAIC FRACTIONS —,
Algebra was intro-
Worked Example 1 duced in Europe in
: : ; the 13th and 14th cen-
Simplify the following. turies by Leonardo of
2a Pisa (also called
3a\( Tab 5 Fibonacci). Algebra
(a) (S)\(4 (b) vr was occasionally re-
<= ferred to as ‘the great
9 art’. Both Diophantus
(AD 250) and Francois
Solution: Viete (1540-1603)
have been called ‘fa-
2a thers of algebra’:
(a) Sa (ob \ 21a’b : eee 9 ; Diophantus, a Greek,
2 5 3 Fs (b) 4g 8% es 4a wrote Arithmetica, a
9 treatise originally in
- Ta’b 13 books. Viete, a
a4 5 Pes French lawyer, devoted
his leisure time to
' mathematics. Not lik-
=a |e ing the word algebra,
y, he referred to the
subject as ‘the analytic
art’.

Worked Example 2
Simplify the following.
ap a‘b° a°b’ a°b®
(a) Nee x aaud (b) 2 oe aye
ba ab ba” ab
3a-1 3a°b
CC) eX
2 9a -—3

Solution:
a’b° ab a°b* ie OD. ab! a°’b*
(a) a ag ta (1D)
bea” ab ab bageab ba 2 276
a‘b
= ab’ - a®b"

a a‘h"

Saye

39
Chapter 2

Exercise 2.5 ~ answers on p. 427

#82) (C2) © (B)C8)

1. Simplify the following.

ibe ae t
@ ae © 3
ae © 3 aS

10 8

2. Simplify the following.

Dena 3 8.6 3
Tey ye ab a
(a ) xy? x —
- (b)) —
boa x =>
b?

Claret gen @) aa a
6-7 Dene 4.8 5,4

4 6 5.4 pe 8p

Co saa
xy xy
OFb'a a
b’a
e) a*h® a’b* (h) xy’ 7m xy

ob! b°a> xy! yx!

ee 10-7
Pe 06
Goes 56 (eas)

Pq q P q P Pq

3. Simplify the following.

6ab 2ab* bc* 3a°b* a°b° 3a
a) — + x — b x =
o Abe “$be** "b’e (b) b’a° b°a 6b°

OM arintai” Sa oman =
6x’ x 8 i 9x? 6xy 327

(e) (3x — 2) ©. 8 xy (f) ibe re y— 7x

12 yz operae! 8x°y A yz?
3ab a+b (3-2x)? | 209 - 4x’)
(g) (h) Nia:
a’ 2 —b 2 6b*c2 6y°z2 Ko
Oxy ee

2.6 FRACTIONAL EQUATIONS

Consider these equations.

ORION2 SOO! ah hisses (1)
Bx w= D
apets A COM? 2s Seite
> (2)

Equation (1) is a simple equation. You have learnt this type of equation in
Book 1. Equation (2) is a fractional equation.

40
 Algebraic Manipulations

You will notice that both equations have the same solution, x = 5. This means
equations (1) and (2) are equivalent. We can convert equation (2) to equation (1)
by multiplying every term by 15 (i.e. the LCM of 5 and 3) like this:

34 SA oa
5 3

I5x “S415 x *=* = 15x4

9x + 5(x — 2) = 60

This suggests that to find the solution of a fractional equation, we first eliminate
the denominators and then solve it in the usual way:
9x + 5(x — 2) = 60
9x + 5x — 10= 60
14x = 70
sie:

Worked Example 1
Solve the following equations.
(a) the AM Log (b) “A= =2

3(x+2)_ 1 4-x
(c) Aiea 1G 3
Solution:
2x-1
(a) id
EEEZ
2x - 1 .
3 x —— =3x5 Multiply each term by 3.

2 1k S
Dx = 6
2ee— eo)

(b) por a) LCM of 5 and 7 = 35

5 7

35y< = — 35 x oo a Rye. Multiply each term by 35.

14x — 5(x — 3) = 70
14x —5x + 15 = 70
OME D

eens
9

x-3 (
Note: should always be treated as a before the denominator

is ‘eliminated’.

41
Chapter 2

3(x + 2) 1 Ale 3
c oe
yy LCM of 3, 4 and 6 = 12
(c) 4 6 3

ie ag! 27D (4 =')

x sae Multiply each term by 12.

9(x + 2) = 2 -4(4-x)
9x+18 =2-164+4x
9x —-4x =-14- 18
5x =—32
Z
x =-6—
©)

Note: After solving an equation, you should always check your answer by
substitution. For example, you may check the answer for (c) using
a calculator as follows:

a(
-6= at 2) 3
pass : = 3 ne
10 6 3 10

Worked Example 2
Solve the following equations.
3 1 Dp; 3
a = — b =)
(a) x+2 2 W —2 c —2

Solution:
3 l
(a) = — LCM of (x + 2) and 2 = 2(x + 2)
x+2 2,
3
2(x + 2) X en = 2(x+2)x — Multiply each term by 2(x + 2).

G2 x42
ee 6 = 2 =4

» 3
b =
(b) x-2 x-2

(x — 2) X + (x — 2) X =(x-2)X5 Multiply each term by

(4 — 2) (x = 2) ‘
Pesaran
LS. =x
Or gH

& answers on p. 427

Solve the following equations.

(ee pa taeSte
5
3. x+13_ 2 4. 2 ey MN
6 5 9 3

42
 Algebraic Manipulations

Sy 4 1 i i =3
5 th 5
7. BT REO = 2 8. S44 get el ig
5) 3 I D,

Oo ee ee 10. 2222*#!.5
5 3 5 3 4 6

fo ca eae . SM 2 A.
8 4 6 5 4 10

B x Axe 2). 1 x 14 32+ x) 303 ox) E ody

ies 4 3 =6 j 4 ral pee
15. 2x-1) 3@x4+D_ 1 x 16. 4(2x = 1) | 23 =x) _ 3 _ 2x
3 5) 3) 5 > 4 10 >)

i= ig
x x 6

19 ee 20 eee
se = 4 ge a8 3} 3)

ot genie ies
ae ihe 5S B(22%)

[ey a cee pee 7 glace tah visept pe

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

Dee eae ete,

wet FYise aM A a
2(1 + 2x) 2(1 + 2x) x+4 x+4

a aer= eae
as r= DY yo DP

«29, aaa LY eae ee

x+2 feck 3} se = || il 5%

31. 2x43 _ 32. Al te =

3p = GI Df cs D5 »

Bo ee50 Mine ee
6x 9x 9x 25 36

eas 1, 4 aT ep oS Se dee?
Des B58 4x 8 Se TX 6x 7

Fy [gee als 1 Wake Er i! ag eae

Br = Ona 26 Dilse = (© SS Meloy 60.

2.7 PROBLEMS INVOLVING FRACTIONAL

— EQUATIONS
Worked Example 1
: ere 8) ps)
The difference between two numbers is on If Fiof the larger number is F more

than 5 of the smaller, find the larger number.

43
Chapter 2

Solution:

Let the larger number be x. Then the smaller number is [»— =).
12

5
6x =34+4 [»- =) Multiply both sides by 8.

6x =3+4x- =

ees
3
ps
= =
5)

The larger number is =.

Worked Example 2

The sum of two numbers is | 7 If -of the reciprocal of one number is equal Recall that the recipro-
cal ofA is for A #0
1 : :
to z of the reciprocal of the other, find the two numbers. and the reciprocal of
Bis © for B40, C#0.
CVE
Solution:
5 —4x
Let x be one of the numbers. Then the other number is (<— x, i.e. rage:

3
The two numbers are 7 and 7

44
 Algebraic Manipulations

Note: We can also form the equation like this:

=| 4 j-z
Sor 4% ~ 4x

which gives
x = ca ot ea
2 4 4

_ Exercise 2.7 ~&D answers on p. 427

1. If xis subtracted from both the numerator and denominator of -,the result

pen 7! ;
is —. Find x.
10

: i ; :
2. Two consecutive odd numbers are such that *5of the reciprocal of one is

equal to the reciprocal of the other. Find the two odd numbers.

3. The sum of two numbers is 32. If ; of the larger number is ; more

than 7 of the smaller, find the numbers.

4. A rectangle has a perimeter of 34 cm. If :of its length is equal to 2of its

width, find the dimensions of the rectangle.

oo if of one of the acute angles of a right-angled triangle is 15- larger than

: of the other, find the acute angles.

6. A bottle : filled with a liquid weighs 1 kg. The liquid alone weighs

s kg more than the empty bottle. If the bottle is completely filled, how
much will the contents weigh?

: lS 11 ;
7. The difference of two numbers is ae If ei of the reciprocal of one number

is equal to = of the reciprocal of the other, find the two numbers.

8. If ; of the complement of a certain angle is 1° more than - of the

supplement of the angle, find the angle.

45
Chapter 2

9. Ali bought a total of 70 apples and pears. He paid $12 for the apples and
$18 for the pears. A pear cost twice as much as an apple. If Ali bought x
pears, form an equation in x and solve it.

10. Two cakes A and B weigh 13 kg altogether. ; of cake A and - of cake B

are sold. The remaining part of cake A is :kg less than the remaining part

of cake B. If cake A weighs x kg, form an equation in x and solve it.

11. Ann had $20 less than Betty. Ann spent -of her money and Betty spent _

of her money. Then Ann’s remainder was ; of Betty’s remainder. If Ann

had $x originally, form an equation in x and solve it.

12. A, B and C are consecutive natural numbers. If : of the reciprocal of A is

equal to ;of the reciprocal of C, find B.

13. A school has 2 300 students. A total of 500 students cannot swim. This

consists of : of the boys and . of the girls. If x boys can swim, form an

equation in x and solve it.

14. At a party, : of the people are children. There are = as many men as

women, and 5 more women than children. If the total number of people is
x, form an equation in x and solve it.

Chapter Review =

1. The following rules are useful for expanding products of algebraic

expressions.
© “Gib-+.c)
= 0b ac
° (a+by=a+2ab+bh
ob) =a —Jop 2b
© (4+ da =baerzy
° alb+c+d)=ab+act+ad
* (a+ b)(c+d)=ac+ad+bc+bd

2. Factorisation is the reverse process of expanding products.

46
 Algebraic Manipulations

3. A rational number is a number that can be expressed in the form 7

where a and b are integers and b # 0.

4. An algebraic fraction is an algebraic expression written in the form

A : :
= where A and B are algebraic expressions and the value of the

; ey =| | 4 5
expression
B is not zero. eS NGalee (x+ 99) are examples
Zo
9
el pal Gaye
of algebraic fractions.

5. Fractions in Algebra are simplified in the same way as in Arithmetic.

6. To find the solution of a fractional equation, we first eliminate the

denominators and then solve it in the usual way.
Example:
x-1
= 5can be converted to 2(x — 1) = 3 by multiplying both sides
3
by the LCM 6.

CHALLENGER GB
1. (a) Ifa’ +a+1=0, find the value of 1-a-a’.
(b) Ifx+y=1 and xy =-1, find the value of (x - y)’.

1
2a (a), Wace ibe 2, find the value of a* +
a

(b) [eee Oe ands i nd “~~ in terms of a and b.

2 y x+y

3. (a) Ifa’ +a-—1 =O, find the value of a° + 2a’ + 2.

(b) If a+b = 2, find the value of a’ + 2a°b + ab’ + 2ab + 2b’.

10° 41 Olas
4. Without using a calculator, state whether —; is greater than ——
10° +1 10° +1
Explain your solution.

5. Which step of the following proof is not acceptable? Give reasons.

Leta = land b= f, then:
SPD Wd Shorea (1) Cara (OR we (ii)
Ae Haba eee. (111) (a+ b)(a—b) = b(a—b) .......... (iv)
GADD eV ais (v) 2= 1 . webtrep oli eotace (vi)

47
Chapter 2

6. Which step of the following proof is not acceptable? Give reasons.

Let gieik b=.2 ancke = 37 then:
GANGCA in ajduthes ih) wae. (i) (a+ c)a-—c)=2b(a-c)..... (i)
@=C€ =lab=2b6- as, Gi) 2 labs ee he ae (iv)
a -2ab+ b= ¢ =2bh WP aas« @ebbe(Gab)is eee (vi)
CeCe ee ee Cy lee ee (vill)

Problem Solving 2
Shaded Area
6 cm

| |

|
5)Gina!

If the shaded region in the rectangle ABCD is a square, calculate the area of the
square.

Focus on one part of the problem first.

Find the height of AABQ with AB as the base.

QOX=AX (AAQX is an isosceles triangle)

5
= — cm
2
= C10

S
Thus QS = 6 — 2(2.5) °
= Lcm

Also PR.= QS = 1cm

. Area of square = 2(APQS)

=2(>x1x >|om
2 L

The strategy used is solve part of the problem

48
 Algebraic Manipulations

1. Shaded Parts In the diagram, the

radius of the big circle is 7 cm. Find
the total area of the shaded parts.

[Take IO =.)
1

2. Four Plus Five Substitute a digit for each letter so as to make the
following addition true. (The same letter stands for the same digit.
Different letters stand for different digits.)

FOUR
fi —|-Vs
We?
Te ATE

3. Common Part Square ABCD = A D

square EFGH = 16 cm’. The vertex E a
of square EFGH is the centre of
square ABCD.
(a) Find the area common to both
squares (i.e. the shaded part).
(b) If square EFGH is rotated 30° 2p
clockwise about E, find the area G
of the part common to both the
squares.

4. Volume and Surface Area _ The area of the top of a rectangular block
is 192 cm’, the area of the front of the block is 128 cm’ and the area of the
side is 96 cm’. Find the volume of the block.

49
Chapter 3

Literal and Quadratic

Equations

Mimi, think of a Now, add 2 to the number.

positive number. Then, multiply the sum by
But don’t tell me the number. Finally, divide
the number! everything by 3. What do
you get?

Can you tell me

The number that you
what colour I’m
thought of is 7.
Wow! You can Am I right? thinking of right
really read my now?
mind! \

9 Maybe,
next time!
[/

Chapter Highlights

* Solving literal equations, including applying the results to solve equations of the same form
* Transforming formulae, including changing the subject of a formula
* Solving quadratic equations of the form (ax + b)(cx + d) = 0
¢ Factorising quadratic expressions
* Solving quadratic equations by factorisation, including cases where brackets are involved
* Solving problems involving quadratic equations

50
 Literal and Quadratic Equations

3.1 LITERAL EQUATIONS

Consider this equation. An equation is a

statement that two
2.1x + 1.701 = 1.3x + 2.071 quantities or expres-
sions are equal.

Let us solve this equation using two methods.

Method 1
Clee Ol A Bxi2.07 1 Using a calculator
2 le Lok 2.071-— 170) 21S = OS
Ue ete 7 207 t= 701 037
0.37 0.37 + 0.8 = 0.462 5
08
= 0.462 5

Method 2
Zi Oa 1 3x0 2.07)
2Ax— Lox = 2,071 — 1.701 Using a calculator
NOM ies) = 2.071 =.1.701 (2.071 — 1.701) + (2.1 — 1.3)
P07 — 1,701 = 0.462 5

= 0.462 5

Notice that in Method 2, we leave the four known numbers to the final step
before using the calculator. You will learn that Method 2 can also be used to
solve literal equations such as ax + b= cx + d.

A literal equation is one in which letters are used to replace the

numerical coefficients and the constant terms.

Examples
(a) Solve this equation using Method 2.

5x+2=3x+6

(b) Find x in terms of a, b, c and d in this equation:

ax+b=cx+d

Let us compare the solutions for (a) and (b).

oi
Chapter 3

(ayarors+
2 = 3x + 6
5x = 3x56= 2
5 =o) ibe 2
Lee
Pas G
=2
(b) ax+b=cx+d
ax—cx=d-—b
x(a-—c)=d-—b
d-—b
x=
(GB

Notice that in the equation in (b), x is the unknown and a, b, c and d are treated
as if they were ‘known’ numbers, just like those (5, 2, 3 and 6) in the equation
in (a).

Worked Example 1
Express x in terms of a, b, c, d and e.
(a) ax+b=cd+ex
(b) a(x+ b)+c(x-—d)=e

Solution:
(a) ax+b=cd+ex
ax—ex=cd—b
x(a-—e)=cd—b
nce—0
2 a= é

(b) axt+b)+ca-d)=e
ax + ab+cx-—cd=e
ax+cx=e-ab+cd
x(a+c)=e-—ab+cd
e—ab+cd
DAG ate
CLT

Worked Example 2
Express x in terms of a, b and c.

(a) ~=b+e
x

52
 Literal and Quadratic Equations

Solution:

(a)

(b) LCM of 3a and 2b = 6ab

6ab x — + 6ab x —- =6abxc Multiply each term by 6ab.

3a 2b
2bx + 3ax = 6abc
x(2b + 3a) = 6abec
_ babe
Phu

(xersise 31.) answers on p. 427

1. (a) Find x in terms of a, p and g in this equation: ax + p = q.

(b) Solve 1.23x + 0.12 = 2.01. Give your answer correct to 3 significant
figures.

(a) Find x in terms of p, g, r and s in this equation: px + g = rx—-S.

(b) Solve 2.01x + 2.12 = 1.32x — 1.25. Give your answer correct to
3 decimal places.

(a) Find x in terms of m, n, p and q in this equation: mx — n = px + q.

(b) Solve 2.34x — 3.15 = 1.45x + 4.02. Give your answer correct to
3 significant figures.

(a) Find x in terms of a, b, c and d in this equation: ax — b = cx —d.

(b) Solve ae a ae ae
3 5 5 3

Express x in terms of a, b, c, d and e.

(a) a(x—b)+c(x+d)=e
(b) b(a +x) + d(c—x) = ex

Express x in terms of p, g, r and s.

(a) p(ixt+q+xtres
(b) g(x—p)—r(x + 2) = sx

53
Chapter 3

7. Express x in terms of a, b and c.

=c+b

IC
(b) x
=a

8. Express x in terms of a, b and c.

Xx x
(a) Se doe

by se ee
(b) 3a 2b

9. ab+c=bdt+e
(a) Find bd in terms of a, c, d and e.
(b) Find d in terms of a, b, c and e.

10. ab—c=d+ae
(a) Find a in terms of b, c, d and e.
(b) Find b in terms of a, c, d and e.

3.2 TRANSFORMATION OF FORMULAE

Consider the formula for the area of a trapezium. Be A formula is an equa-

tion that describes how
1 one quantity is related
A= aia + 6) to other quantities.

[I

bcm

You can use this area formula to find the base b if the values of A, h and a are
given.

For example, if A = 32, h = 4 and a = 6, then we have

1
A= aka + b)

32 = —x 4(6 + b)
30.2 216 +)
3c2 eR Ob
20 = 2b
Pb At
.. the base is 10 cm.

54
 Literal and Quadratic Equations

Suppose you are required to solve many problems of this type. Then you will
find it convenient to make b the subject of the formula; that is, to express D in
terms of A, h and a before replacing the variables with numbers.

Let us now transform the formula as follows:

1
A= gite + b)

2A = h(a + b) Eliminate denominator.

2A
ae =a+b Remove brackets.

b= 2A = 6 Solve for b.
h

Alternatively, we have

1
A= Aa + b)

2A = h(a +b) Eliminate denominator.

2A = ha + hb Remove brackets.
2A — ha = hb Solve for hb.

TOs aoe Solve for b.

Notice that the answer for b may have different forms.

Can you convert from one form to the other?

Worked Example 1

Make p the subject of the formula d = 5;2

se Y

Solution:
Seas
l+p
di +\p) =p Eliminate denominator.
d+dp=p Remove brackets.
d=p-dp Group all terms in p.
d = p(1 -d) Extract factor p.
d
oa == Solve for p.
- l-d

55
Chapter 3

Worked Example 2
1 1 1 ;
ta = 7 express v in terms of f and u.
Uu Vv

Solution:
1 1
— + ee ee eres

u rs i
fv + fu = uv Eliminate denominators.

fu =uv—fv Group all terms in v.

fu = Vu —f) Extract factor v.

v= es Solve for v.
u-f

v f u

ik
Vv fu
u
v= f Solve for v.
u-f

Exercise 3.2 ,4 answers on p. 428

1. The volume V cm’ of a circular cone of radius r cm and height h cm is given

by the formula

V= 1 aPh.
3

(a) Find the volume of the cone if r = 6 and h = 14. [Take t= =.

(b) Make / the subject of the formula and hence find the depth of water in
the inverted cone which is filled with water to the brim, given that its
volume is 352 cm’ and its radius is 4 cm.

2. There are N consecutive natural numbers. The sum S$ of these numbers is

given by the formula

SEE fi
Gems
where F is the first number (i.e. the smallest) and L is the last number
(i.e. the largest).
(a) Find the sum of consecutive numbers from 12 to 38.

56
 Literal and Quadratic Equations

(b) Make F the subject of the formula. Hence find the first number of
another set of 15 consecutive numbers arranged in ascending order,
given that the sum is 150 and the last number is 17.

The formula for calculating the selling price, S, of an article is given by

Se (1 + =),
100
where the cost price is C and the percentage profit is r%.
(a) Find the cost price of an article if it is sold for $138 at a profit of 20%.
(b) Make r¢ the subject of the formula. Hence find the percentage profit
when an article is sold for $110, given that the cost price is $88.

*4, A water tank is designed in such a way that just before the volume of water
in it falls below 500 litres, a tap will automatically refill the tank at the rate
of 20 litres per minute.
(a) If after 7 minutes of refilling, the volume of water in the tank is
V litres, find a formula connecting V and T.
(b) Find the volume of water in the tank after 4 minutes of refilling.
(c) Rewrite the formula so that you can use it to find when the tank will
be filled with a given volume of water. Use this to find in how many
minutes the tank will be filled with 2 000 litres of water.

Rewrite each of the following formulae as indicated.

(a) A = lw. Express w in terms of A and 1.
(b) C= 2z7r. Make r the subject.

(c) A= =. Express b in terms of A and h.

(d) V= arh. Make h the subject.

(e) E= sn + a. Express n in terms of E and a.

(ff) A= <(a + b). Express h in terms of A, a and b.

(g) If A= h(R’ —/), find h in terms of A, R and r.
(h) P = 2(1 + w). Make / the subject.
(i) s = 2mr(r+h). Make h the subject.

GQ = S=5 Make S the subject.

2p
ky)
(k)
1
==
>
1
=cae + id—. Make f the subject.
Vv

(l) S=2ar(r +h). Make h the subject.

(m) $= Su + v)t. Make u the subject.

(iia =P . Make s the subject.

as

57
Chapter 3

2p ;
(0) x= a Make p the subject.
P —

(p) 1 T= a" find R in terms of 7 and r.

(q) If is+ ae a find u in terms of f and v.

u Vv

(r) If v=u+ ft, express ¢ in terms of u, v andf.

(s) Ifs=ut+t+ sf. express fin terms of s, u and t.

(t) Ifv =u + 2fs, express s in terms of v, u and f.

(u) If -=(u- {> + “|,find ¢ in terms of u, r, and r,.

1 Ie,2

(v) If5= r(1+ ©),findrin termsofb,hand k.

3.3 QUADRATIC EQUATIONS

Consider the equation (x — 2)(x — 5) = 0.

The equation (x — 2)(x — 5) = 0 is of the form p x g = 0 where p = (x — 2) and

q = (x — 5). Notice that if either p or g is zero, then p X q is zero. Thus, the
equation (x — 2)(x — 5) = 0 is satisfied if either (x — 2) = 0 or (x — 5) = 0. That is,
the solutions are those numbers which make either (x — 2) or (x — 5) equal to
zero. Therefore, the solutions are 2 and 5.

If we expand the left-hand side of the equation, we have x° — 7x + 10 = 0. Notice A quadratic equation
that the highest power of x is 2. We call equations of this type quadratic is one in which the
highest power that the
equations.
variable is raised to
Is) 2:
The general form of quadratic equations is

ax’ + bx +c = 0, where a, b and c are constants and a + 0.

Worked Example
Solve the equations.
(a) &-3)Q2x+4)=0 (b) 22x
5) = 0

Solution:
(a) (x-3)2x+4)=0 (b) x(2x
+ 5)=0
Kao= 0 or 2x 44=.0 x=0 or 2¥45=0
ee Or x=-2 5
ces ed Wey 0 & x=-=—
2

ye
D,
Remember to check your answer by substitution.

58
 Literal and Quadratic Equations

Exercise 3.3 A answers on p. 428

Solve the following equations.

1 (~-S5)\x-3)=0 2. (X= Ta + Dee O
3. (2x—7)x=0 4. (x-—5)@ + 100) =0
5. (3 -—x)Gx—-1)=-I11 6. (2x-4y =0
7. (x+0)(x -3)=0 $. 2-4.) =0
9. (x + 6)(2x - 11) =0 10. (2x —5)(4x + 7) =0
11. (7 —3x)(4x - 1) =0 12. (x-5)\~%-5)=0
(ee 3)(x —4) = 2 14. (x-7)(x-5)=0
15. (x + 7)(« — 6) = -30 16. (x-5)(x+5)=0
17. (x-3)(x+4)=0 18. (x- 3) = 36
19. (x-1)(4-x)=0 20. (4x + 3)(4x -3)=0.

3.4 QUADRATIC FACTORISATION

Cross-Multiplication Method
Let us look at the expansion of (2x + 3)(x + 2).

OES) DED 3.0 6

=2x°+7x+6

We can also do the expansion using a ‘cross-multiplication chart’ as follows:

2X oo +3 +3x

x +2 +4x
2x’ +6 7X

Oe i =O tek
= 2x x + 6

Note: We multiply vertically to get 2x* and +6. We ‘cross multiply’ and add the
products to get +7x.

Class Activity

1. State whether each of the following expansions is correct. Use the

‘cross-multiplication’ chart to check your answer.
(a) Qx4+5)Gx— 2) = 6x + 10x— 10
(b) (2x + 5)(3x — 2) = 6x — 10x - 10
(c) (2x + 5)(3x — 2) = 6x + 11x - 10
(d) (2x-PS)G22) SOx S118 210

59
Chapter 3

2. Complete the following charts.

(a) 2X Bt+5 (b) Xx > —] (c) 2K A +3

X —2 X +5 Ox —2

3. Use the ‘cross-multiplication’ chart to expand the following expressions.

(a) @ +5)(2x.+3) (b) (2x — 3)(3x — 4)
(ce) Owe 2x = 2) ) Q43nCr=1)

Factorisation
Expressions of the form ax’ + bx + c (a #0) are called quadratic expressions
in x. For example, 2x° + 7x + 6 is a quadratic expression in x. We can factorise
the expression 2x° + 7x + 6 if we write 7x as 4x + 3x. Thus we have
DOP TG Sl Pare a 6
= 2x(x + 2) + 3(x + 2)
= (2x + 3) #2)

We can also factorise this expression if we express it in the form

(px + q)(rx + s) first and then find the values of p, g, r and s by trial and error.
An easy way is to work backwards with the ‘cross-multiplication’ chart.

px ees +q +1gXx

EX +8 +pSsX
2 +6 +7X

Step 1
Take note of the first term of the given quadratic expression, i.e. 2x”, and the
constant term, i.e. +6. Write down, by trial and error, two terms px and rx and
two integers q and s in the order shown in the chart so that (px)(rx) = 2x° and
qs = +6.

Step 2
Cross multiply and add the products to check if rgx + psx = +7x. If
rgx + psx #:7x,-repeat Step 1.

60
 Literal and Quadratic Equations

Examples
(a) Factorise 3x° + 13x + 4. Notice that:
3x? = (3x)(x)
First trial Second trial Third trial die ineaien
or (+2)(+2)
or (—2)(—2)
% et +3x ye +2 +6x ane +] +X

aX x +2 +2x x Xa +12x

+7X +8x +13x

Check: Check: Check:

1x #2 +13x% 8x # +13x 13%=+4+13x%

The third trial is successful.

Thus 3x7 + 13x+4=(G3x+ Dia+4).

Note: In the charts above, we focus on the terms in x only. Make sure that
the term in x° and the constant term are correct also.

(b) Factorise 8x* + 14x - 9. Notice that:

8x? = (x)(8x)
or (2x)(4x)
First trial Second trial Third trial
—9 = (-1)(9)
or (1)(-9)
or (=3)@)

Check: Check:
x#+414x —21x
# +14x

Fourth trial Fifth trial

Check: Check:
21x 4#+14x 14x
= +14x

The fifth trial is successful.

Thus 8x’ + 14x —9 = (2x — 1)(4x + 9).

Note: The unsuccessful trials need not be presented in the solution. After
some practice, the possible combinations, cross-multiplying and
checking can be done mentally.

61
Chapter 3

Worked Example
Factorise the following.
(a) 2949x257
(beeen x — 96
(c) 3x°-'6 + 7x

Solution:
(ay 2+ Ox = 5x =—5eee Or +2 =X +2 +10x
= (-x + 2)(5x + 1) ne
= (2 — x)(1 + 5x) 5x +] ay

5y2 ee) | 4.95

(b) 3e402xr= 96 S304 4x = 32) si +8 +8Xx
= 3(x + 8)(x - 4) »
x —-4 | -4x
x —32 .| +4x

(c) 3xeio
aala = 3x7 + 7x — 6
=(3x —2)(% + 3)

Note: 1. It is useful to make sure that the expressions to be factorised are in

the form ax° + bx + c before you proceed, e.g. proper rearrangement
is done in (a) and (c) in the Ist step.
2. Ifthere is acommon factor as in (b), extract the common factor first.

Exercise 3.4 a answers on p. 428

1. Factorise the following.

(GQ) x x= 12 (b) x = x=28 (ce), x = 14x32
(d) x + 24x-81 (e) x = 280+ 192 ). = 22 120
(syen= 10x 119 (him 2855288 (Gist 5% — 4150
(pio lin 2 (Kyra ey 122133 Gyo 368

2. Factorise the following.

(a) 26 = 95x =48 (b) 2x + 95x — 48 (c) 2x —46y = 48
(d) 2x +46x= 48 (Ej Dy 20 48 (f)) "2x 29K 48
(2) mx 205 = 48 (hy 2x7 20048 (i) 10x Shs
(i) Oa 42 1Owes4 8 (ky oy 4448 (1) 2 aes

62
 Literal and Quadratic Equations

3. Factorise the following.

Gi eau) (Dp late 3 (c) Ox OV 4
(d) 6222720 (C)E3x 442% —15 (f) 1 Nex 2
(og) Sra As (hy 6, tix 7 (i) Sq Dn"
(j) 26x 8x6 (kK) 64% =x (I) IQepox = oy
(m) 4x? + 2x - 20 (n) 9x° — 6x — 24 (0) 6x02 + 20
(p) 6x 4+ 5x—6 (q) 1+3x- 10x (r) SY Su
(Se aes (tel, esr Se Sy= 10 2x
Gyr 12 3x wor 164 20% (x) 3x 4+.3:3-6%

3.5 SOLVING QUADRATIC EQUATIONS BY

~~ FACTORISATION

We have seen that if a quadratic equation is written in the form

(ax + b)(cx + d) = 0, the solution can be obtained easily. We shall now show
how a quadratic equation not written in this form can be solved by factorisation.

Worked Example 1
Solve the following equations.
(a) x°+7x=0
(b) x -9=0
(c) 12° 4+7x410=0
(d) Wer =267— 10= 0
(e) 3x+2-5x°=0

Solution:
(a) x +7x=0
(x + 7)x=0
ei ke= le 400 =O
Pe
eH=) ee Ot x= 0

(b) x =9=0
(x + 3)(x — 3) =0
tH 5020 or
Saues or

(Cj) 12x I= 100 oy —2 —8x

(3x — 2)(4x+ 5) =0
Bx 25= 0 & sOF 4x5= 0 4x +5 +15x
o)
Rk
tete OL +7X
3)

63
Chapter 3

(d). e120. 26% 10 =0

6x17 5 0
(3x+ 1)(2x-—5) =0
Sxon 1 0 or 297-5=0

(e) ax 25x = 0
Sox 3x 42 = 0
(-x + 1)(5x
+ 2) =0
-x+1=0 or 5x+2=0

Note: In (b), x° — 9 is a difference of squares, x° — 3°.

In (d), we divide each term by 2 before we factorise.
In (e), we rearrange the terms in the equation before we factorise.

Worked Example 2
Solve the following equations.
(a) Qx+ 1Gx-1=14
(b) (x +2)? =2x+7
(c) 4+ 1l)(x-4) + 25=0

Solution:
(a) (x + 1)Gx-1) = 14
Gy
l= 14 = 0
Gy wee 15-20
Bx )Ox—3) = 0
oD = 0 OF 2% = 3:10
5 3
CSS tS eee
3 D

£12 4
3 2;

(b) (ap 2) = 2a 7
het A=
k£Ox238=0
(x + 3)\(x-1)=0
x 493, = 0 Or hx 1’
Sm = =3 xa l

64
 Literal and Quadratic Equations

(c) 4@ 4+ 1)@—-
4) + 25 =0
ay =3 —Ox
ACB4) + 25 = 0
Ae 10x 16 £25-=.0
2X x —3 =6%
4? - 12x +9 =0
(2x — 3)(2x — 3) =0 | -12x
X=
WN
Ww
|

ie (repeated)
2

Note: The equation 4x° — 12x + 9 = 0 is a special equation. It is of the pattern

(2x) — 2(2x)(3) + (3)? = 0. Recall that a’ - 2ab + b’ = (a — b)’. Instead
of using the trial and error method, we can sm write
4x° — 12x
+ 9 =O as (2x -3) =0.

Similarly, we can solve other special equations such as x° + 6x +9 =0

and 4x° — 25 by using the rules a’ + 2ab + b° = (a + b) anda’ —b’ =
(a + b)(a — b) respectively.

Exercise 3.5) “ answers on p. 429

1. Solve the following equations.

Gy 3x2 7x20 (b) 2° +x=0
(c) 28x + 35x=0 (d) x —36=0
(e) 4x°-49=0 (f) 2c’? - 3c -9 =0
(g) 3d’-2d=8 (h) 3x7
= 8x +3
(i). 3p’? + 10p-—
8 =0 (j) 28a + 39a+5=0
(k) 3x° =27 (I) 12y + 55y + 63 =0
(m) y’ + 110y+ 3 000 =0 (n) 3p* + 34p + 91 =0
(0) 2c’? +3c-2=0 (p) a —12a+ 36=0
(q) 25y°+ 10y+1=0 (r) POS 5%
(S) 312 11796 0 (t) a = Oe lO
(u) 12x =4x° +9 (v) 8x 1004-3'= 0
(Wilot ors (x) 7x’ — 78x +11=0
(y) 12x*+8 = 20x (z) 6x0 = 1046= 0

2. Solve the following equations.

(a) (x+2)3-—x)+6=0 (b) CPS HOr 1) 223720
(c) (x—2)(x%-3) =4 (d) (5x 2 1)(3x'=
2) = 22
(e) «~—2)(6x -—4)+1=0 (f) (x + 1)(x + 2) = 2(x + 2)
(g) (2x + 3)(3x-2)+2x+3=0 (h) PPS An 1)"
(i) 3@=41)7 +5225 (j)) A(g = P12 — 1) FO

65
Chapter 3

3.6 WORD PROBLEMS LEADING TO MATHSTORY

“= QUADRATIC EQUATIONS ——
Many applied
problems can be
Worked Example
translated into a
The sum of two numbers is 18. The sum of the squares of the numbers is 194. formula or statement
Find the two numbers. that two quantities or
expressions are equal.
Solution: There is no shortcut
for solving applied
Let one of the numbers be x, then the other is (18 — x). The sum of their squares
problems. A guideline
is x + (18 — x)’. This sum is equal to 194. to follow was proposed
by George Polya
x + (18 — x) = 194 x 5 5x (1887-1985) which
x + 324 = BOxrha=NlO4 a uses 4 steps:

2x = 367.4 324 = 194 x —13 —13x I. Understand the

2x°— 36x + 130 =0 problem.
—18x 2. Devise a plan.
x — 18x+ =O
3. Carry out the plan.
(x — 5)(x — 13) = 0 4. Look back and
x= 5 =O Jor xe13= 0) check.
= OL) OL se Ne In essence, to solve an
applied problem, we
If we take x = 5, then the other number is (18 — 5), i.e. 13. first translate the words
If we take x = 13, then the other number is (18 — 13), i.e. 5. of the problem into an
algebraic equation and
Therefore the two numbers are 5 and 13.
solve the equation.

Bxercise
36) answers on p. 429

1. The sum of a number and its square is 156. Find the number.

2. The square of a number is equal to 17 times that number. What is the

number?

3. The difference between two numbers is 7. The product of the numbers is

144. Find the smaller number.

4. The area of a rectangle is 84 cm’. If the length is 5 cm longer than the width,
find the length of the rectangle.

5. I think of a number and add 7 to it, then I multiply the sum by the original
number and the result is 60. Find the number.

6. The square of a number is smaller than 12 times the number by 32. Find the
number.

7. The area of a triangle is 24 cm’. If its height is 2 cm longer than its base,
find the base of the triangle.

66
 Literal and Quadratic Equations

8. The sum of the square of two consecutive odd numbers is 290. Find the two
numbers.

9: The area of the shaded part is 112 cm’. Find the value of x.

11 cm

xcm

12cm

*10. A farmer encloses a rectangular piece of land which has an area of 2 800 m?
with a fence 220 m long. Find the length and the width of the piece of land.

8 WI A rectangular lawn, 36 m long and 15 m wide, has a path of uniform width

around it. If the area of the path is 910 m’, find the width of the path.

*12. Mr Yang’s daily wage was $5 more than Mr Chen’s. Although Mr Yang
worked 3 days less than Mr Chen, they earned $180 each. Find the number
of days Mr Yang worked.

#13. A car travelling uniformly covered 120 km from town A to town B. It

would have saved 24 min, had it travelled 15 km/h faster. Find the speed of
the car.

*14, A man bought a number of pens for $63. If the cost per pen was reduced by
$1, he would get | more pen by paying $1 more. Find the cost of each pen.

Chapter Review

1. A literal equation is one in which letters are used to replace the

numerical coefficients and the constant terms.

Example: (ax +b)-—cx=0

2. A formula may be transformed by making a specified variable as the

subject of the formula.

Example:

A'= =h(a + b) can be transformed to b = = — a by making b the

subject of the formula. by

67
Chapter 3

a Expressions of the form ax’ + bx + c (a # 0) are called quadratic

expressions in x.
* Quadratic expressions can be factorised by cross-multiplication.
Example:
3x°+ 13x4+4
= (3x4 1)(x+4) Ne a,

x +4 +12x

+13x

° The general form of quadratic equations is ax° + bx + c = 0 where

a, b, c are constants and a # 0.
e A quadratic equation expressed in the form (x — a)(x — b) = 0
implies that either x -a=Oorx-—b=0.
e A quadratic equation expressed in the form (x — a)(x — b) = c does
not necessarily imply that x -a=corx-—b=c.

Cuauencer @
iP State whether each of the following statements is true or false.
If (x — y)(y — z)(z — x) = 0, then
(a) all the variables must be zero,
(b) all the variables must be equal,
(c) at least two of the variables are equal,
(d) at least one of the variables is zero.

Solve | — ————————— = 5.

Solve the literal equation ax° — bx + b-—a=0.

If a, b and c are positive numbers, solve the literal equation

a(b + x) — b(c + x) — cC(a + x) = a(x—c) — c(b + x).

If a #0 and b £0, solve the literal equation

(ax — by’ + (bx — a)’ + 2x(a + by =0.

(a) Solve 2% — 7(2”) — 8 = 0. (Hint: Let y = 2*.)

(by ‘Solve 24/222 48t...(),

68
 Literal and Quadratic Equations

Problem Solving 3
Ten Matchsticks

Use not more than 10 matchsticks to form a rectangle each time. How many
different rectangles can you form? Find their areas, taking 1 matchstick length
as | unit.
iy
We have x+y <5 | |

Then, x
ere Wee La A | |
y= 1 2.3,.4, 23 ——s ——sec——9

There are 6 different rectangles that can be formed. Their areas are:
1, 2, 3, 4, 4, 6 sq units

The strategies used are consider a limiting case, draw a diagram and make a
systematic list.

1. Twelve Sticks Use not more than 12 sticks of length 2 cm each to form
a different rectangle each time. Find the areas of all the rectangles.

2. Forming Rectangles with Toothpicks — Use toothpicks as unit length

to form a rectangle each time so that one side is less than 6 units and the
other is not more than 2 units. Find the areas of all the rectangles formed.

3. Price Increase Last week, Mary paid $60 for some meat at a market.
This week, she got 2 kg less meat with the same amount of money due to
a price increase of $1 per kg. Find the new price of | kg of meat.

4. Reflection Take I to be | and substitute a digit for each of the other

letters so as to make the following addition correct. (The same letter
represents the same digit. Different letters represent different digits.)

LOE OLIN OS
speeds
Me CIM es
Jitu age bel Ord &

69
Chapter 4

Word Problems

How many times have I told you!

When dealing with a word
problem,
Mum, I have a Step 1 Understand the problem.
word problem ; Step 2 Devise a plan.
here!

The problem is,

I do not know
No buts. This is the last time what’s the best
I’m telling you. word to use to
Step 3 Carry out the plan. express my liking
Step 4 Look back and check. for my teacher.

Chapter Highlights

¢ Demonstrating familiarity with the usage of the languages of fraction, percentage, ratio and
rate and their connections
¢ Solving problems on rate, ratio and percentage
* Demonstrating familiarity with the terms percentage profit/gain/loss, percentage increase,
decrease, discount, commission and depreciation
* Solving problems involving personal and household finance and simple financial transactions
including currency exchange

70
 Word Problems

4.1 PROBLEMS ON RATE, RATIO AND

“~~ PERCENTAGE

Rate
Rate is used to describe how a quantity changes with respect to another quantity. Rate is a comparison
of two quantities that
are not measured in the
same units.
Example

A worker is paid $84 for 6 hours of work. We say that he is paid $ = or $14 for
one hour of work or at the rate $14/h.

Ratio
A ratio is used to compare the magnitudes of two similar quantities. It indicates Ratio is a comparison
what fraction one quantity is of the other, or how many times one quantity is as of two quantities
measured in the same
much as the other.
units.

Example
A sum of money is shared between Mr X and Mr Y in the ratio 3 : 5. If Mr X gets
$x and Mr Y gets $y, then we write

CEP Se 5S or jen ete es

x S) y 5
—=- or =>
y 5 i 3

—— or on
oN 3

Percentage
‘Per cent’ means ‘for each hundred’ or ‘out of a hundred’. Percentage is a
special fraction with
one hundred as its
The short form of ‘per cent’ is %.
denominator. It may be
used to compare a part
Percentages can be converted to decimals or fractions. of a quantity to the
whole quantity.

Examples

es
100 |

Sf ee
100

71
Chapter 4

Class Activity 1

State whether each of the following is true (T) or false (F).

1. Ais = of B means B is =of A.

A is =% of B means B is =% of A.

If A is 5% more than B, then B is 5% less than A.

If A increases by 8% and then decreases by 8%, the result is equal to A.

If A increases by 10% and then further increases by 5%, the overall increase
is LO90RA.

A is given a 5% increase followed by a 10% decrease. This is the same as

when A is given a 10% decrease followed by a 5% increase.

If A increases by 10%, its value becomes B. Then A is 90% of B.

If A increases by 10%, its value becomes B. Then B is 110% of A.

IfA is 35% of B, then A: B is 35: 100.

. IfA is 35% of B, then B: A is 65 : 35.

. A: Bis 3:4 means A is =of B.

- A: Bis3: 4 means A is 75% of B.

. A: Bis3: 4 means B is 75% of A.

. Ina class, the ratio of the number of boys to the number of girls is 3 : 4.

This means the number of boys is : the number of girls.

15. In a class, the number of boys to the number of girls is 3 : 4. This means
the number of boys is 75% of the number of students in the class.

16. In a class, the number of boys to the number of girls is 3 : 4. This means
the number of girls is 75% of the number of students in the class.

17. A increases in the ratio 5 : 4 means A increases by =%,

72
 Word Problems

18. A increases in the ratio 5 : 4 means A increases by 125%.

19. A increases in the ratio 5 : 4 means A increases by 25%.

20. The fee charged at a rate of $5 per hour means the ratio of the fee charged
in dollars to the number of hours spent is 1 : 5.

21. ee Sen ie eae

Xe,

22. The number of boys in a class is a% and the number of girls is (a + 10)%.
This means the number of girls is 10% more than the number of boys.

23. If there are more girls than boys in a class and the difference in percentage
is 10%, then the number of girls is more than the number of boys by 10%
of the class.

24. A is 200% of B means A is twice B.

25. A is 200% more than B means A is twice B.

26. The rate of consumption of petrol by a car is 12.5 / per 100 km. This means
it uses petrol at a rate of 0.125 //km.

27. The consumption of petrol by a car is 12.5 / per 100 km. This means it
travels at a rate of 8 km/I.

28. In a class, there are 20% more girls than boys. This means 60% of the class
are girls and 40% are boys.

Worked Example 1
Ali takes 15 minutes to walk from the school to the MRT station. Bala takes
20 minutes to walk from the school to the station. If the difference in their speeds
is 2 km/h, how far is the MRT station from the school?

Solution:
Let x km be the distance between the school and the MRT station.

Ali’s speed = [x= ) km/h = 4x km/h

Bala’s speed = [x& =|km/h = 3x km/h

So 4x — 3x.=:2
ew.

.. the distance is 2 km.

73
Chapter 4

Worked Example 2
CarA travelled along a straight road from town X to town Y at a constant speed
of 75 km/h. Car B travelled from town Y to town X at a constant speed of
65 km/h. Both started their journeys at the same time and travelled on the same

road. If they passed each other after travelling 22 hours, find the distance

between X and Y.

Solution:
In | hour, car A covered 75 km.

In 22 hours, car A covered (2 * 75)km.

In | hour, car B covered 65 km.

In 2= hours, car B covered (2 4 65)km.

Deh aac Deiwecn xen (4 x 75 " (= ¥ 65)ia

= 38) km

Worked Example 3
A sum of money is divided equally among Ann, Betty and Carol. An equal sum
of money is divided among David, Eddie and Frederick in the ratio 2 : 3 : 5. If
Ann receives $28 more than David, how much does Frederick receive?

Solution:

paid [|_|
2nd sum
eddie [
[|| of(10money
units)

Frederick aides sJhth wonlvnte [ME shiteon|

David’s share = 2 units
Since the two sums of money are equal,

Ann’s share = : units

So (= es2 Unies
: units = $28

1 unit = $21
Frederick’s share = 5 units
= bl
= $105

74
 Word Problems

Alternative solution:
Let each sum of money be $x.

Ann’s share = $ (=)

David’s share = $(=) = $(=)

5)

So Rar ag
3 5
2K.=
28 «15
X=)

Frederick’s share = $ (=|

=. pLO0S

Worked Example 4
25% of a class of 40 students were girls. When some new girls joined the class,
the percentage of girls increased to 40%. How many new girls joined the class?

Solution:

In the original class, number of girls = = x 40

= 0)

Let x be the number of new girls who joined the class.

Then number of girls = 10 + x

number of students = 40 + x
10+ x = 40% x (40 + x)
40
=a x (40 + x)

160 + 4x
Pa bees(e
100 + 10x = 160 + 4x
O=160
bee)

“. 10 new girls joined the class.

Alternative solution:
Let x be the number of new girls who joined the class.
Number of boys remains unchanged.
75% X 40 = 60% x (40 + x) boys girls
30 = 24 + 0.6x
61 0.6%
xX elLD

“. 10 new girls joined the class.

75
Chapter 4

Worked Example 5
Solution A contains 40% of concentrated acid and solution B contains 60% of
the same concentrated acid. How many cubic centimetres of each type are
needed to produce | 000 cm’ of mixture containing 55% of concentrated acid?

Solution:
Let the volume of solution A in the mixture be x cm’.
Then the volume of solution B in the mixture is (1 000 — x) cm’.
: F 4 .
x cm’ of solution A contains a cm? of concentrated acid.

: ; 60 :
(1 000 — x) cm’ of solution B contains ani 000 — x) cm’ of concentrated acid.

But the mixture contains (= as | 000 cm’ of concentrated acid.

0d 5) = i 000
100 100 100
deaiGoO00'6x
= 29500
y= 3)
x = 250

“. the mixture contains 250 cm’ of solution A and 750 cm? of solution B.

_ Exercise 41 ay answers on p. 429

1. Under an employment contract, a daily-rated worker was to work 6 days a

week for 52 weeks a year. For the first 26 weeks, he was paid $15.70 per
day. His daily wage was increased to $18.00 for the rest of the year. Find
the amount he earned for the whole year.

2. A salesman found that he had to travel 45 km each working day in the week
(excluding Sundays). At this rate, what would his petrol bill for
4 weeks be if his car travelled 9 km on | litre of petrol, and the petrol cost
$1.05 per litre?

3. A daily-rated worker worked 7 days a week for 3 weeks. He was paid

$28.50 per day on weekdays and Saturdays and twice this amount on
Sundays. What was his total wage?

4. Acar covered 11 km on | litre of petrol. If it covered 418 km, how much

petrol did it use? If 1 litre of petrol cost $1.05, how much was the cost of
petrol for the journey?

76
 Word Problems

An express train left station X at 09 00 and arrived at station Y at 11 30. If

it travelled at a constant speed of 55 km/h, what was the distance travelled?

Find the average speed of an aeroplane if it left airport P at 07 45 and

arrived at airport Q at 09 00, the distance travelled being 750 km.

Town A was 364 km away from town B. A car left town A for town B at
10 30. If it travelled at a constant speed of 56 km/h, at what time would
it arrive at B?

The speed of a car is 90 km/h. Express the speed in

(a) km/min, (b) m/s.

(a) A late night radio programme began at 22 45 one evening and finished
at 03 20 the following morning. For how many minutes did the
programme last?
(b) A small bird enters its nest to feed its young, on average, every
40 seconds. How many visits to the nest does the bird make, on
average, each hour? (C)

10. Mary works five days each week. She starts work at 08 30, has a lunch
break of one hour and finishes work at 17 55.
(a) How many hours does she work each week?
(b) If she is paid a rate of $7.60 an hour excluding lunch break, calculate
her weekly wage.

11. Walking at an average speed of 5 km/h, Alan took 24 minutes to travel from
home to his office and arrived at 07 55.
(a) Find the time at which he left home.
(b) Calculate how far he had to walk.

12. A man walks a distance of 600 m at an average speed of 4 km/h and then,
without stopping, jogs a further distance of 1.4 km in 7 minutes. Calculate
(a) the time, in minutes, he takes to walk the 600 m,
(b) his jogging speed in km/h,
(c) his average speed for the whole journey in km/h.

AS: The speed of light is given as 3.00 x 10° m/s. Light takes 5.00 x 10° seconds
to travel from the Sun to the Earth.
(a) Calculate, in km, the distance between the Earth and the Sun, giving
your answer in standard form, correct to 2 significant figures.
(b) How long does light take to travel from the Sun to Jupiter if the
distance between them is given as 7.78 x 10° km? Give your answer
correct to 3 significant figures.

16
Chapter 4

14. Alice and Betty work part time in a restaurant. Each of them is paid $6.40

an hour. Alice works 2- hours every day of the week except Sunday. Betty

works 5 hours on Saturday and 65 hours on Sunday. The rate of pay for

Sunday is $10.60 an hour.

(a) How much does Alice earn each week?
(b) How much longer does Alice work each week than Betty?
(c) Ona Saturday, how much more money does Betty earn than Alice?
(d) How much does Betty earn each week?

15, The table gives the annual rates of road tax for private cars in 1988.

in cubic centimetres (cc) cubic centimetre

1 000 and below ——
1 001 to 1 600
1 601 to 2 000 105
2 001 to 3 000
Above 3 000

(a). Find, in dollars, the annual road tax for a car with engine capacity
1 400 cc.
(b) A man has a car with an engine capacity of 2 000 cc. His wife has a
car with an engine capacity of 2 200 cc. Calculate in dollars, how
much more road tax the woman has to pay each year than her husband.
(C)

16. Cyclist A took 3 h to travel from town X to town Y. Cyclist B took 45 min
less to cover the same distance as he travelled at a speed faster by 3 km/h.
Find the distance from town X to town Y.

i, A motorist travelled along a straight road from town A to town B at

70 km/h. A motorcyclist travelled from town B to town A at 80 km/h. Both
started the journeys at the same time and travelled on the same road.
(a) If they passed each other after travelling for | hour 40 minutes, find
the distance between town A and town B.
(b) How long did the motorcyclist take to travel his whole journey?

18. At 09 00, car A started its journey and travelled at 70 km/h. At 10 30,
car B started from the same place and travelled steadily on the same road.

Car B took 35 h to catch up with car A.

(a) Find the speed of car B.
(b) At 15 24, car B reached its destination. When did car A reach the same
destination?

78
 Word Problems

19, Divide $63 among three men in the ratio 5 e = How much will each

get?

20. Divide $88 between A and B so that for every $3 received by A, B will
receive $5. How much will each get?

21. The monthly salaries of 3 men are $500, $700 and $900 respectively.
Divide a bonus of $1 050 among them in proportion to their salaries. How
much bonus will each get?

22. The total prize money for the first three placings in a competition was
$14 000. If the winner received twice as much as the one in the second
placing and four times as much as the one in the third placing, how much
did each receive?

23. It took 6 men to complete a certain job in 3 hours and 20 minutes. How long
will it take 8 men, working at the same rate, to complete the same job?

24. David works 20 days in order to earn $1 360. Assuming the same rate of
pay per day, calculate
(a) how much he will earn in 14 days,
(b) how many days he will have to work in order to earn $612.

25: A sum of money is divided among Alan, Bill and Carl in the ratio
2:4: 7. If Carl receives $27 more than Bill, how much more does Bill
receive than Alan?

26. (a) Find the larger share when 18.6 kg is divided in the ratio 2: 3 : 5.
(b) A sum of money was divided among John, Paul and Robert in the ratio
2: 4:5. Had the sum of money been divided equally among them,
John’s share would have been larger by $50. What was the total sum
of money?

PA 9 men can unload 450 kg of goods in 2 hours. If, after having unloaded
150 kg of goods, 5 men were asked to do other jobs, how many more hours
are needed for the remaining 4 men to unload the rest of the goods?

28. 4 skilled workers can do a job in 5 days. 5 semi-skilled workers can do the
same job in 6 days. How long does it take 1 semi-skilled and 2 skilled
workers to do the job working together?

79
 Chapter 4

29. A telephone directory has 743 pages and an average of 380 entries on each
page.
(a) Find, correct to the nearest thousand, the number of entries in the
directory.
(b) If 17% of the subscribers do not have their telephone numbers listed in
the directory, find the total number of subscribers. Give your answer
correct to the nearest thousand.

30. A concert hall has seats for an audience of 240. Calculate

(a) the number of people in the hall when ; of the seats are occupied,

(b) the percentage of seats which are occupied when there are 204 people
at the concert.

a1, (a) The area of a square is 225 cm’. Find the length of one side of the
square.
(b) Ifthe length is now increased by 20%, find the area of the new square.

32. The intake of a certain school in the year 1997 was 75 students more than
that of 1996. If the intake of students in 1996 was 500, what was the
percentage increase?

LEE The enrolment of a school was 480 in 1987. By 1997, the enrolment had
increased by 20%. What was the enrolment in 1997?

34. In 1987, the population of a town was 72 000. In 1997, the population had
risen to 88 OOO. Find the percentage increase in population. Give your
answer correct to 1 decimal place.

35: In an examination, 80 problems were given and all the problems carried
equal marks.
(a) A boy had 28 problems correct. What percentage was this?
(b) In order to pass the examination, it is necessary to answer at least 45%
of the problems correctly. What was the lowest number of correct
answers needed to pass?

36. How much water must be added to 960 m/ of acid which contains 10% pure
acid to obtain a solution containing 8% of pure acid?

+S). 70 g of sugar is added to 400 g of water to produce a solution. How much

more sugar must be added to the solution so that it contains 20% of sugar?

BIS: An alloy of copper and silver containing 64% of pure silver is mixed with
another alloy also of copper and silver containing 70% of pure silver.
How much of each type of alloy is needed to produce | 500 kg of alloy
containing 68% of pure silver?

80
 Word Problems

*39. 60 m/ of solution A is mixed with 120 ml of solution B to produce solution

C which contains 8% of pure acid. If 80 m/ of solution A is mixed with
40 mil of solution B, a solution D containing 10% of pure acid can be
produced. Find the percentage of pure acid in solution A.

*40. x ml of pure alcohol from a bottle containing 2 / of pure alcohol is replaced

by water. Again, x m/ of the diluted alcohol from the bottle is replaced by
water. If the bottle now contains 81% of pure alcohol, find the value of x.

4.2 PROBLEMS INVOLVING FINANCIAL

TRANSACTIONS

Class Activity 2

L Copy and complete the sentences in Column B so that each has the same
meaning as in Column A.

Column A Column B

(a) The percentage profit is 10%. The profit is 10% of the

(b) The percentage increase or The increase or decrease is 10% of

decrease is 10%. the

(c) An increase or decrease of An increase or decrease by 10% of

10%. the

(d) A discount of 10%. A discount equal to 10% of the

A gain or loss of 10%. A gain or loss equal to 10% of the

A is 10% more or less than B. A is more or less than B by 10% of

A commission of 10%. A commission equal to 10% of the

A depreciation of 10%. A decrease in value equal to 10% of

the
16 of the 40 students are girls. 16 of the 40 students are girls. What
What percentage are girls? percentage of are girls?
The percentage of boys in a 1090: oF £2 are boys.
class is 10%.

81
Chapter 4

mm State whether each of the following is true (T) or false (F).

(a) To find the percentage profit means to find the bagi and then express
it as a percentage of the cost price.
(b) To express x as a percentage of y means to divide x by y and then
multiply by 100% totobtain the percentage.
(c) If the percentage profit is a%, then the selling price is (100 + a)% of
the cost price.
(d) If the percentage profit is a%, then the cost price is (100 — a)% of the
selling price.
(e) If the percentage loss is a%, then the selling price is (100 — a)% of the
cost price.
(f) If the percentage loss is a%, then the cost price is (100 — a)% of the
selling price.
ee es 100
(g) If the percentage gain is a%, then the cost price is an of the
+.

selling price.
5 mee 100
(h) If the percentage loss is a%, then the cost price is Ties of the
— 6)

selling price.
(i) If the percentage gain is a%, then the cost price is the quotient of
dividing the selling price by (100 + a)%.
(j) If the percentage loss is a%, then the cost price is the quotient of
dividing the selling price by (100 — a)%.

Worked Example 1
The usual price of an article was $200. A man bought it at a discount of 15%.
How much did he pay for it?

Solution:
Reduced price = usual price — discount
= $200 — 15% of usual price
= $200— [1sae $200|
100
= $200 — $30
= $170
‘. he paid $170 for the article.

Alternative solution:
Reduced price = 85% x $200
= 0.85 x $200
=p1/0

Worked Example 2
By selling goods for $336, a trader made a profit of 12%. How much did the
goods cost?

82
 Word Problems

Solution:
If the cost of goods was x dollars,
then the profit was (336 — x) dollars.

The profit of 12% of x can be expressed as aa or ae

100 25

We have 336 =x = =a
aS
25(336 —X) = 3x
25 * 336 — 25x = 3x
8 400 = 28x
8 400
ee
28
x= 000

“. the goods cost $300.

Alternative solution:
Let the cost of goods be x dollars.
Keo 50-= 100% 112%

e336
Ly
=a), 0

Worked Example 3
On a certain day, the exchange rates of currency were as follows:

100 baht (Thailand)

Singapore dollars
100 pesos (Philippines)
100 rupiah (Indonesia)
100 ringgit (Malaysia)

Convert
(a) S$25 to baht (to the nearest baht),
(b) S$50 to pesos (to the nearest peso),
(c) 1500 rupiah to S$,
(d) 750 ringgit to S$.

Solution: You may first estimate the

(a) S$5.60 = 100 baht answer mentally:
100
$ = ——
S$1 Be) baht ==100 x 25 baht
(a) $25 Rape
100 x 25 baht = 446 baht
+. $$25 = (=< we5%? 24 baht
5.60 = 400 baht

83
Chapter 4

(b) S$5.70 = 100 pesos ie = x 50 pesos

100
Sth 57 Pesos Ai. _ eRe

ono (= x 50) pesos = 877 pesos ea

5.70

(c) 100 rupiah = S$0.06 1 500 rupiah = S$ se 1 500]

: 0.06 6x15
1 rupiah = $8( = sg°= 2
= $$0.90
-. 1500 rupiah
:
= $3(5
0.06
va 500 = $$0.90

(d) 100 ringgit = S$58 750 ringgit = $$(=*x750)

; : 58
1 ringgit = s$(= =~ Stoo x 750
= S$450
“. 750 ringgit = S$ (= y 750 = $$435

Worked Example 4
A lady paid $1 250 cash for a colour television set. A man bought an identical
set on hire purchase. He paid a deposit of $312.50 and the balance in 12 monthly
instalments of $85.50. How much more did he pay than the lady?

Solution:
Deposit = $312.50
12 monthly instalments of $85.50 = $85.50 x 12
= $1 026
The hire purchase price = $312.50 + $1 026
pl 355.50
The difference between the cash price and hire purchase price
= $1 338.50 — $1 250
= $88.50
“. he paid $88.50 more.

Worked Example 5
Ali and Bala decided to start a business. Ali invested $24 000 and Bala invested
$18 000. They agreed to share the profit of the business in the same ratio as their
investments. In 1996, the total profit was $10 500.
(a) Find Ali’s share of the profit in 1996.
(b) The total profit made in 1996 was 25% greater than in 1995. Find the total
profit made in 1995.
(c) The total profit made in 1997 was 15% greater than in 1996. After sharing
the profit, Bala sold his share to Ali for $19 800. Calculate Bala’s total
profit made in three years.

84
 Word Problems

Solution:
(a) Ali’s share : Bala’s share = 24 000: 18 000 = 4: 3

In 1996, Ali’s profit = $10 500 x ;

= $6 000
(b) Total profit in 1995 = $10 500 + 125%
= $8 400

(c) Total profit in 1997 = $10 500 x 115%

=o 01o

In three years,
total profit of business = $8 400 + $10 500 + $12 075
= $30 975

Bala’s share of the profit = : x $30 975

=n 3295

. Bala’s total profit made in three years = $13 275 + $19 800 — $18 000
=>15 075

- Exercise 4.2 A answers on p. 429

Le An article costs $72.80. If the cost is increased by 25%, find the new cost.

px If a man’s salary is increased from $500 to $625, find the percentage

increase in his salary.

An article costs 85 cents. What will be the new cost if the cost is decreased
by 5%? Give your answer to the nearest cent.

A man bought an article for $250 and sold it for $280. Find his percentage
gain.

A shopkeeper bought 40 pens of the same type for $600 and sold them at
$18 each. What was his percentage gain or loss?

A merchant made 15% profit by selling his goods for $92. How much did
he pay for the goods?

The usual price of a dress was $250. A lady bought it at a discount of 12%.
How much did she pay for it?

85
Chapter 4

8. A bookseller sold 300 identical pencils at 25 cents each and made a profit
of $15. What was his percentage profit?

. Aman bought a second-hand car for $8 500, spent $1 500 on repairs and
then sold it for $12 000. What was his percentage profit?

10. A shopkeeper made a profit of 20% when he sold an article for $24.48.
How much did the article cost?

11. A man bought an article for $120. At what price must he sell it in order to
make a profit of 15%?

12. Find the percentage discount for the following articles. Give each answer
correct to the nearest per cent.

(a)
(b)
(c)
(d)
(e)
(f)

13. How much would it cost a man in one year if he bought the following?
Daily newspapers (Monday to Saturday) at 60 cents each
Sunday papers at 65 cents each
Weekly reviews at $1.50 each
Monthly magazines at $3.50 per copy
(Assume that in | year, there are 365 days with 52 Sundays.)

14. A man bought 15 boxes of oranges at $20.50 per box. It cost him $16 to
transport these oranges. Find his net profit if he sold all his oranges for
$385.

15. On a certain day, the exchange rates of currency were as follows:

100 units of foreign currencies Singapore dollars

Thai baht
Philippine peso
Indonesian rupiah
Malaysian ringgit
Convert
(a) 1 Singapore dollar to Thai baht (to the nearest baht),
(b) 1 000 Philippine pesos to Singapore dollars,
(c) 50 Singapore dollars to Malaysian ringgit (to the nearest ringgit),
(d) 1 000 Indonesian rupiah to Singapore dollars.

86
 Word Problems

16. A shopkeeper allows his customers to pay for the following articles in two
ways.

Article Hire purchase

Electric oven Deposit $80 and 12 monthly instalments
of $26.
Refrigerator Deposit $300 and 24 monthly instalments
of $45.
Video recorder Deposit $570 and 24 monthly instalments
of $78.

For each of the articles, find the difference between the cash price and the
hire purchase price.

Ly. At a restaurant, a 12% service charge is added to the basic food bill.
Calculate
(a) the service charge on a basic food bill which amounts to $125,
(b) the basic food bill on which a service charge of $8.40 is included.

18. The perimeter of a rectangular floor, of length 6 m, is 22 m. Calculate

(a) the area of the floor,
(b) the cost of carpeting this floor if the cost of a carpet is $25 per square
metre.

19. A wholesaler sells a roll of 20-m curtain material at $160. A retail store
sells the same material at $12 per metre.
(a) How much will 20 m of curtain material cost at the retail store?
(b) How much will be saved if 20 m of material are bought from the
wholesaler?
(c) Express the amount saved as a percentage of the price at the retailer.

20. A doctor’s prescription states that the medicine prescribed should be

diluted with water in the ratio of two parts medicine to three parts water.
(a) If there are 120 m/ of medicine, how much water will have been used
when the patient has completed taking the medicine?
(b) If the patient must take 5 m/ of medicine three times a day, how much
water is taken with the medicine each day?
(c) At the above rate, how many days will the patient take to finish the
medicine?

21. Mr Li bought 15 badminton rackets for $232.50.

(a) Find the cost of each racket.
(b) If he sells each racket for $19, how much profit will he make on each
one?
(c) Express his total profit as a percentage of his cost. (Give your answer
correct to the nearest per cent.)

87
Chapter 4

22. Tom bought a new motorcycle for $5 200.

(a) Calculate the decrease in value if it is worth 20% less after one year.
(b) After another year, the value decreased further by 10%. Calculate the
value of the motorcycle after two years.

23. Look at this figure and answer the following questions.

Cash
$850 Instalments
¢ Down payment
$150
¢ $68.25 per month
for 12 months

(a) How much more must be paid if the microwave oven is bought by
instalment?
(b) Express the difference between paying by cash and paying by
instalments as a percentage of the cash price.

24. Peter and Paul shared the profits from their two food stalls in the ratio
Site,
(a) Calculate Paul’s share if the profit from the first stall was $4 550.
(b) Peter received $550 less than Paul from the profit of the second stall.
Calculate the profit made from the second stall.

25. Patrick bought a car for $38 000. He owned it for one year and then sold it
for $32 300.
(a) Calculate the loss in value of the car as a percentage of the purchase
price.
(b) The amounts of money he spent on the car for the year were as
follows:
Road tax $1 200
Insurance $ 450
Repairs $ 150
Petrol 910 litres at an average cost of $1.20 per litre
Parking fees $592
Calculate the total cost of owning and maintaining the car, including
the depreciation in value.

88
 Word Problems

26. The exchange rates for one American dollar (US$1.00) are shown in the
table.

Australia 1.53 dollars Italy 1 616 lira

Austria 11.46 schillings Japan 106 yen
Canada 1.34 dollars Malaysia 2.55 ringgit
Denmark 6.69 krone New Zealand 1.83 dollars
France 5.73 francs Netherlands 1.82 guilders
Germany 1.61 marks Singapore 1.55 dollars
Great Britain | 0.662 pounds Spain 127 pesetas
Hong Kong 7.78 dollars Switzerland 1.41 francs

Change
(a) US$96 into Danish krone,
(b) US$96 into French francs,
(c) 220 marks into American dollars,
(d) 2 050 schillings into lira.
Write all your answers correct to two decimal places.

27s (a) A sum of money is divided among Joan, Jean and Janice in the ratio
3:5: 8. If Jean’s share is $36 less than Janice’s share, calculate how
much money Joan receives.
(b) If the interest earned in | year on $1 000 is $42.50, calculate how
much would be earned in 2 years on $40 000 at the same rate of simple
interest.

28. (a) Calculate the simple interest on $200 at 4% per annum for 5 years.
(b) The exchange rate between the English pound (£) and the American
dollar ($) during one summer was £1 to $1.60.
(i) How many dollars would an Englishman get for £400?
(ii) How many pounds would an American get for $800? tC)

29. Each of the 50 seats at the front of a cinema sells for half the price of one
of the remaining seats. There are 200 seats altogether and when every seat
is sold the takings are $525.
(a) Find the price of a seat at the front of the cinema.
(b) The prices of all the seats are then increased by 20%. Calculate the
new takings when all the seats are sold. (C)

30. The owner of a sportshop made a profit of 35% on every item which he
sold.
(a) Find the selling price of a badminton racket which cost the shopkeeper
$31.
(b) Find the cost price of a pair of dumbbells which the shopkeeper sold
for $116.
(c) The shopkeeper made a profit of $84 when he sold a stopwatch.
Calculate the selling price of the stopwatch.

89
Chapter 4

1 IF A woman’s basic weekly wage is $140 and she receives this for working a
40-hour week.
(a) Calculate her hourly rate of pay.
(b) If she has to work overtime, she is paid one and a half times more.
Calculate her hourly overtime rate of pay.
(c) Calculate the amount she would earn in a week in which she worked
for 50 hours altogether.
(d) At the beginning of the year the woman opens a bank account and
each month she pays $20.50 into her account. After 6 months her
account is credited with $3.12 interest and, at the end of the year, her
account is credited with a further $10.08 interest. Calculate how much
she has in her bank account at the end of the year.

(e) Each week, the woman sets aside :of her basic wage of $140 in order

to pay her household bills. Calculate how much she spends, each
week, on her household bills, giving your answer correct to the nearest
$10. (C)

32. During the course of a year, a motorist recorded that in successive periods
of two months he had driven 640 km, | 200 km, 2 000 km, 4 000 km,
2 800 km and 880 km. Calculate
(a) the average monthly distance driven,
(b) the fuel bill for the year if the cost of petrol is $1.20 for every 16 km
driven,
(c) what the average monthly distance would have to be, if the cost of
petrol increased by 25% and the fuel bill for the year remained the
same. (C)

BEE Mr Brown, Mr Jones and Mr Smith each decided to buy a television.

(a) Mr Brown decided to buy one which was priced at $540 and he offered

to pay cash for it. He was given a discount of 75%. Calculate how
much he actually paid for this television.
(b) Mr Jones decided to buy a set priced at $714 on hire purchase. He
agreed to pay a deposit of one-third of the shop price and 24 equal
monthly repayments. Given that he paid $874 altogether for his
television, calculate the amount of one of his monthly repayments.
(c) Mr Smith was interested in a television which was priced at $600 but,
by the time he had decided to buy it, the price had increased by 5%.
Mr Smith also decided to pay cash for his television and, like

Mr Brown, he was given a discount of 7%. Calculate how much he

paid for his television. (C)

90
 Word Problems

0.163 ales fale

34. (a) Calculate e giving your answer correct to 2 significant
0.185 x 63
figures.
(b) In 1985 Angela and John decided to start a business. Angela invested
$240 000 and John invested $160 000. They agreed that all the profits
should be divided in the same ratio as the sums of money they
invested. In 1990 the total profit was $15 000.
(i) How much was John’s share of the 1990 profit?
(ii) The total profit in 1991 was 40% greater than that made in 1990.
Calculate the total profit made in 1991.
(iii) The total profit in 1990 was 20% greater than that made in 1989.
Calculate the total profit made in 1989.
(iv) Express the total profit in 1991 as a percentage of the total profit
in 1989. , (G)

35. The cash price of a television set is $750. Robert buys it on hire purchase

and pays a deposit of 25% of the cash price, and interest is charged at 8 =%
per year on the balance. He pays the rest in 24 monthly instalments.
(a) Calculate the deposit Robert has to pay.
(b) Calculate the interest he will be charged.
(c) Calculate the monthly instalment, correct to the nearest 10 cents.
(d) Express the amount he would have saved by paying cash as a
percentage of the total amount he has to pay by hire purchase.

Chapter Review

Rate
Rate is used to describe how a quantity changes with respect to
another quantity.
Examples:

(a) If A is paid $120 for 8 hours of work, we say A is paid $ - for

one hour or at a rate of $15/h.

(b) IfA buys US$300 from a bank with S$423, we say the exchange
rate of currency is S$1.41 to US$1.

91
Chapter 4

Ratio
A ratio indicates what fraction one quantity is of the other or how
many times one quantity is as much as the other.
Example:
The ratio of A’s salary to B’s salary is 4: 5. If A receives $a and
B receives $b, we write
O¢bedasd “orivea=sre4

or _- =
Ss is)

Bln

Percentage
‘Per cent’ means ‘for each hundred’ or ‘out of a hundred’.
The short form of ‘per cent’ is %.
Example:

8% of a quantity is —~ of it.
100

Speed
It is a rate of distance travelled per unit of time.
Distance travelled
Speed =
Time taken

Example: The rate of 55 kilometres in | hour or 55 km/h is a speed.

Cuauencer@
1. A small amount of prune juice is poured into a glass of water. The same
amount of the mixture is poured back into the bottle of prune juice. If the
bottle of prune juice contains 2 m/ of water now, what is the amount of
prune juice contained in the glass of water? Give reasons for your answer.

A motorist travelled from town A to town B at a certain speed. On his way

back, he travelled faster by 10 km/h and saved 12 ;% of his travelling time.

Find his speed from town A to town B.

In a 50-metre swimming event, when Anne completed her race, Betty was
5 m behind Anne. By the time Betty completed her race, Carol was 5 m
behind Betty. How far behind Anne was Carol when Anne touched the
finish?

92
 Word Problems

4. If8 men take 12 days to do of a job, how many more men are needed to

complete the job in 4 more days?

5. Ali travelled at a uniform speed from town A to town B and returned

immediately to town A. At the same time, Bill travelled uniformly on the
same road from town B to town A and returned immediately to town B.
They first met at a point X, 12 km from town B. On their way back, they met
again at a point Y, 8 km from town A. Find the distance from town A to
town B.

6. A mug was filled with pure alcohol poured from a bottle containing 2 litres
of pure alcohol. The bottle, with some pure alcohol remaining, was then
topped up with water to 2 litres again. A second mug of the same capacity
as the first mug was filled with the diluted alcohol poured from the bottle
again. If the bottle still contained 720 millilitres of pure alcohol, find the
capacity of the mug.

Problem Solving 4
Pattern of Squares

How many matchsticks will there be in the 10th pattern?

CJ Co EC
LL Coo
CEO
SS

Ist 2nd 3rd

First simplify the problem to find the number of matchsticks needed for the
4th pattern. Draw this pattern. Then use tabulation to help you look for a
pattern in the sequence.

We refer to this powerful combination of strategies as STP.

Pattern Ist 2nd 3rd 4th Sth

Number of
matchsticks 4 12 24 40
eyed) OS ee in Ser Scud
+8 +12 +16 +20

93
Chapter 4

Observe that the 5th pattern should have 60 matchsticks. Draw the 5th pattern to
check your guess. Now you may attempt to continue the following sequence.

4+84+12+16+20+...
or 41+24+34+4+5+4+...)

Thus, in the 10th pattern, the number of matchsticks is

4114+2+3+4+4+5+...+
10) = 220

Ask yourself this question:

How many matchsticks are there in the nth pattern?

1. Pattern of Triangles Matchsticks are used to make a series of

triangular patterns. A

LN AL
AY LO&o L864
DQ BOB BOHh O44
Study the number patterns in the table and then answer the questions below.

Number of Number of small Number of

matchsticks used triangles formed matchsticks that
(M) (N) lie inside the pattern
U)
0

]
18

(a) Write down the value of the letters a, b and c in the fifth line of the
table.
(b) Form, and write down, an equation connecting the letters M, N and J.
(c) How many matchsticks are needed to form the 10th triangular pattern?

94
 Word Problems

Euclid’s Donkey Euclid asked the following problem more than two
thousand years ago: A mule and a donkey, laden with wheat, were going to
the market. The mule said, ‘If you give me one measure, I would carry
twice as much as you, but if I give you one, we would have equal burdens.’
How many measures was each carrying on its burden?

Necklace A necklace is made out of square beads and round beads.

(a) Count the number of square beads and the number of round beads in
the drawing.
Similar necklaces were made to the same pattern, always with a square
bead at each end.
(b) If 6 square beads were used, how many round beads would be needed?
(c) If 36 round beads were used, how many square beads would be
needed?
(d) If .s square beads and r round beads were used, write down a formula
connecting s and r.
(e) If a necklace had 121 beads on it altogether, find how many square
beads and how many round beads there would be. (C)

Three Plus Four If 7 is taken to be 2, what do the other letters

represent to make the addition correct?

THREE Rule: The same letter represents the same

digit. Different letters represent
phan walle) U7 sit different digits.

SEVEN

95
 REVISION EXERCISE 1
Revision 1A (answers on p. 430)

1. Multiply (5.23 x 10*) by (7.31 x 10°). Write your answer in the form A x 10", where A is a number
between | and 10 and n is a whole number. Give your answer correct to 3 significant figures.
(C)

(a) When a shopkeeper sells an article for $3.15, he makes a profit of 5% of the cost price.
Calculate the cost price of the article.
(b) A retailer bought a tape recorder from a manufacturer for $50. He sold the recorder to a
customer for $80. Calculate his percentage profit.

Solve the equations.

3a a
(a) ar : = 4 (b)-2-1x + 1.07 = 1.344 1.710

Express x in terms of a, b and c.

a b=c x x
(a) —=
ie 2x + 1 a 2b

. Factorise the following.

(a) 49x — 70xy + 25y’ (b) (x + 2y) —4y

Solve the equations.

(a) 2x°+7x+6=0 (b) 6x +9x+3=0

. The length of a rectangle is 6 cm more than its width. If the area is 40 cm’, find the length and
breadth of the rectangle.

(a) A man bought an article for $340 and sold it for $391. Find his percentage gain.
(b) A gown was priced at $210. A lady bought the gown at 15% discount. How much did she
pay?

(a) A train leaves a station at 08 42 and arrives at its destination at 11 17. How many minutes
does the journey take?
(b) On the return journey the train leaves at noon. It takes exactly the same time as it did on the
outward journey. Write down, using the 24 hour clock notation, the time at which it arrives
back at its starting point. (G)

10. A man buys a video camera for $2 088. He pays a deposit of $288 and he is to pay the amount
outstanding plus interest in 12 equal monthly instalments. If the interest is charged at 12% per
annum for the full period of 12 months, find the amount of each instalment.

96
 Revision Exercise 1

Revision 1B (answers on p. 430)

1. Given that x — y = 2z, express

(a) xin terms of y and z,
(b) zin terms’of x and y,
(c) yin terms of x and z.

2. (a) Acertain type of rice costs 78 cents per kilogram. What will be the new cost, to the nearest
cent, if its cost is decreased by 5%?
(b) A manufacturer gives a retailer a discount of 40% on the list price. What is the list price of
an item for which the retailer pays $72?

The smaller car is about 3.5 metres long.

(a) Estimate the length of the larger car.
(b) Write down the scale used in the form | : n.

4. The population of a school in 1997 was 1 800, which was 123 students more than that in 1996.
Express the population of the school in 1996 as a percentage of that in 1997.

5. A man saved $300 in a certain month.

(a) In the following month, he saved $225. What was the percentage decrease in his savings?
(b) In the third month, he saved $270. What was the percentage increase in his savings?

6. Solve the equations.

(a) 4x°- 15x+9=0 (b) 27a°-6a-8=0

7. Simplify the following.

(a) 7 eae Ses (b) Sa t20 , 40-30 at 2)
3 D 4 4 6 5

8. Find the value of = where a = 2.21 x 10° and b = 1.23 x 10°. Write your answer in the form
A x 10", where n is an integer and | < A < 10. Give your answer correct to 3 significant figures.

9. Whenasum of money $P is invested at R% simple interest for T years, the amount of money, $A,

is calculated by using the formula A = P + —.

(a) Jose invests $4 000 at 12% simple interest. Calculate the amount of money he will have at
the end of 3 years.
jee50
(b) Make T the subject of the formula A = P + ae (C)

97
Revision Exercise 1

: : l
10. A path 2 m wide surrounds a square field. If the total area of the path and field is 10 Pius more than
the area of the field, find the perimeter of the field.

Revision 1C (answers on p. 430)

0.03 x 0.49
1. Find the exact value of ear ees expressing your answer in the standard form.

2. Simplify the following, leaving your answer in an index form.

eae) inal
laa leONool
i i by) (3? S11
oto 3
ee
(a) GE aya (b) is

3. 10 men can complete a job in 14 days. How long will it take 4 men to finish the same job if they
work at the same rate?

4. Factorise the following.

(a) 3a’+ 18ab
— 81b° (bh), 360
=y elon
= 2y

5. The height of a triangle is 5 cm less than its base. If the area is 52 cm’, find its base.

6. In an election, there were two candidates. Candidate A received 65% of the votes cast and secured
2 400 votes more than candidate B. How many people voted?

7. Simplify the following.

(a) ite 28 2 OK. (b) Bye = 2 2(x + 2) x+5
2 5 10 + 5 +

8. Write as a single fraction.

aa 2a
(ese y

9. Given ab + 2a = 21,
(a) express a in terms of b,
(b) find the value of b when a = 2.

10. The insurance premium for Samy’s car is $1 280 per year. As the car is a sports-model, there is
a 5% surcharge on the premium. However, as Samy has not made any claims for the last two
years, he is entitled to a 30% no claims bonus on the total premium. How much does he pay for
the year’s insurance?

98
 Revision Exercise 1

Revision 1D (answers on p. 430)

1. Express 0.027 684

(a) as a decimal, correct to three decimal places,
(b) as a decimal, correct to four significant figures,
(c) inthe form A x 10" where A is a number between | and 10, and n is an integer.

2. (a) Ashopkeeper bought 50 pens for $1 250 and sold them at $30 each. What was his percentage
gain or loss?
(b) A merchant made 12% by selling goods for $168. How much did he pay for the goods?

3. Simplify the following.

m xm
(a) m! x Tie

Ff 3
aa
(i
aD
Gra
Sot
(c) x

4. The perimeter of a field is 316 m. If the area is 6 192 m’, find the length and breadth of the field.

5. Simplify the following.

Hy Bs Key,
CS es pees
2a-—1 3(a + 2) at+4
tire, 3 4
+

6. (a) Equal marks were allocated to each of the 30 questions in a class test. A boy answered 18
questions correctly. What percentage was this?
(b) To pass the test, a student must answer at least 40% of the questions correctly. Find the least
number of correct answers needed to pass.

7. Expand
(a) 3(4x — 5y)(Sx + 4y),
(b) 2x(x + y\(x-—y+t 1).

8. (a) Factorise x’ — y* — 3x + 3y.

(b) Find the exact value of 2 340 004’ — 2 340 003°.
(c) Given that x’ + y’ = 15 and xy = 5, calculate (x + y)’.

9. (a) Given that t= ee [ - =, express ¢, in terms of ¢ and d.

100 100
(b) Given that R = R,(1 + at), express ¢ in terms of R, R, and a.
2 R,R, ,
(c) Given that R = e - , express R, in terms of R and R,.
p+ ty

99
Revision Exercise 1

10.
PAINT
2.5 litres

Hazel Green sells 2- litre tins of paint in her shop for $14.30 each.
(a) (i) Express this price in dollars per litre.
(ii) At this price, how many millilitres of paint do you get for $1?
(b) Hazel makes a profit of 30% on the cost price of the tin of paint. Calculate the cost price.
(c) Ina sale, she reduces the price of the tin of paint to $11.44. Calculate
(i) the percentage reduction in the selling price of the tin of paint,
(ii) the percentage profit she now makes on the cost price.
(d) A 5-litre tin of paint is priced in the sale at $21.12. Calculate the price of this tin in pounds
sterling, given that £1 = $1.65. (C)

Revision 1E (answers on p. 430)

L: Factorise the following.

(a) 9m? + 6mt — 241? (b) 9xk — 4yk — 9xh + 4yh

The area of a rectangle is 12 m’ and the length of the base is x m.

(a) Express the height of the rectangle in terms of x.
(b) Express the perimeter of the rectangle in terms of x.
(c) If the perimeter is 49 m, what are the dimensions of the rectangle?

For each of the following, find the difference between the cash price and the hire purchase price.
(a) An electric oven to be sold for $320 cash or a deposit of $80 and 12 monthly instalments of
$25.
(b) A motor scooter to be sold for $2 400 cash or a deposit of $400 and 24 monthly instalments
of $95.
(c) A copying machine to be sold for $5 000 cash or a deposit of $1 000 and 24 monthly
instalments of $180.

Solve the equations.

(a) (a+ 3)\(4-—a)+8=0 (b) (4x -—7)(2x
+ 1)-18=0

(a) A tourist wished to change 15 000 rupiah for Singapore dollars from a bank. How many
Singapore dollars would he get if the exchange rate was 100 rupiah to S$0.10?
(b) He also wished to buy US dollars with 24 000 rupiah. If the exchange rate was US$1 to
S$1.41, how many US dollars would he buy?

100
 Revision Exercise 1

Simplify each of the following.

5a°b x 6ab’
3ab x 2b he
(ge (b) Dia? b*

(c) 3ab(1 — b) + Sab’ (d) ee ie

A has x number of stamps and B has y number of stamps. If A gives B

1 stamp, then B will have twice as many stamps as A. Write down an equation in x and y.

Expand
(eax ye ya = ay);
(b) 3xy(z + 4y — 3x + 1).

(a) Factotise YP“ 2xy +5? '1,

(b) Given that x + y’ = 20 and xy = 7, calculate (x — y)’.

10. A man is trying to decide whether to buy or to rent a new radio set. The model he wants costs $400

and the dealer charges an additional 3 5% of this cost to install it. During the first year no charge
will be made for repairs. After this the man estimates that repairs will cost $20 for each of the next
four years, and then $35 for each of the following three years. At the end of these eight years he
expects to receive a trade-in value of $20 for the set when he buys a new one. Calculate
(i) the installation charge,
(ii) the total estimated repair cost and
(iii) the estimated net cost of the set over the eight years (that is, the total he expects to pay less
the trade-in value).

The cost to rent the same set is $8.40 per month during the first year but 7 % discount 1s allowed
if the year’s rental is paid in advance. Calculate the rental for this year if it is paid in advance. For
the second and subsequent years the rental is reduced to $7.60 per month but no discount is
allowed. Calculate the rental for the second year. Hence evaluate the total rental if the set is kept
for eight years, the first year’s rental being paid in advance. (C)

101
 MISCELLANEOUS EXERCISE 1
(answers on p. 431)

=)
: : - 1
1. Without using a calculator, simplify (-2)’ + (-2)* + [-5) = [—>|

Without using a calculator, simplify (7 x 17'-7' x 177! -17"y".

(a) Find, without using a calculator, the last digit (i.e. the digit at the ‘ones’ place) of each of the
following.
(i) 19° (ii) 19° (iii) 19° (iv) 19° (v) 19”
(b) Find the last digit of 1998".

Find the value of = if 3x’ — 4xy + y’ = 0.

My

. Solve [x | -(x++}-6-0 [Hint Let y=x+ Ly

X X

If (2a)”” = (a’)(x’), find x in terms of a.

. Ifa, b and c are prime numbers such that a = b° — c’, find a.

When Abu’s age was x years, his father’s age was 3 years more than twice his age. Abu’s age is
now y years. Find an expression for his father’s present age.

(a) Given that a + b = 3 and a—b = -7, find the value of a’ — b’.
(b) Given that x° + y° = 25 and xy = 12, find the value of
(i) (x+y),
(ii) (w-y)’.

10. (a) If the product of two possible integers is a prime number, what must be the value of the
smaller integer?
(b) Given that x and y are positive integers, solve
@: Ga W@=3y) = 17,
(i) a 4y = 13.

11. If 2x — 3y + 1 = 0, express 3x — y
(a) in terms of x,
(b) in terms of y.

102
 Miscellaneous Exercise 1

12. an
Koln 13505 [3.51 135 14 00 14 09 1453,

13 24 14 20 14 30 [5s13 15 20

1359 14 39 15 16 15 47 eee)

449 |153 sa [iis | | 168

Frankfurt 16 11 1671S 16 43 7 eee

Part of the timetable for trains travelling from K6lIn is shown above.
(a) During this period
(i) how many of the trains stop at Bonn,
(ii) how many of the trains stop at both Koblenz and Mannheim?
(b) How long does it take the 13 03 train from Cologne to travel to Mannheim?
(c) A woman arrives at Bonn station at 13 40. At what time would she arrive in Frankfurt
assuming her train 1s on time?
(d) According to the timetable what is the longest time it takes for a train to travel from K6ln to
Mannheim? (C)

£5. Mary has a recipe to make a dessert. The ingredients to be used are as follows:

Self-raising flour 480 ¢

Sugar 365 g
Butter Ee)
Plums 1 320 g
Add water to make up a total of 2.5 kg.

(a) How much water, in m/, is required? (Take the mass of 1 mi of water to be 1 g.)
(b) If 990 g of plums are used, calculate the amount of the other ingredients required.
(c) Mary’s mother wants to alter the original recipe by using less sugar but more plums. If 10%
less sugar is used, find the percentage increase in the use of plums so that the ingredients still
add up to 2.5 kg. Give your answer correct to the nearest one per cent.

14. (a) In 1996, a family spent one-sixth of their income on rent, one quarter on food, and two-ninths
on clothes. They spent a total of $8 740 on these three items.
(i) What was their total income?
(ii) How much more money did they spend on food than on clothes?
(b) In 1997 their income increased to $15 000. What percentage increase was this? Give your
answer correct to one decimal place.
(c) Also in 1997, their total expenditure on rent, food and clothes increased by 5%. If the rent
remained the same, and food costs increased by 10%, by what percentage did the cost of
clothes increase? (C)

103
Miscellaneous Exercise 1

LS: January
S M if W Tr F S
] 5 3
4 EY 6 i) 8 9 10
1] 12 13 14 15 16 Ly
18 19 20 21 WL) 23 24
25 26 PH| 28 29 30 31

The figure shows the calendar of the month of January in 1998. |

(a) Draw a square enclosing 9 numbers so that the sum of the numbers at the 4 corners is 80.
(b) Draw a square enclosing 16 numbers so that the sum of the numbers at the 4 corners is 68.
(c) Draw arectangle enclosing 15 numbers so that the sum of the numbers at the 4 corners is 88.

104
 INVESTIGATION 1 ;
1. Take any 2-digit number as your starting number. Then follow the instructions below to get the
next number.
e If it is an even number, divide it by 2.
e If it is an odd number, multiply it by 3 and add | to it.
Then get your 3rd, 4th, .. . numbers in the same manner until a pattern is observed.
(a) Describe your observations.
(b) Investigate using other numbers.
(c) What is your conclusion?
(d) Would you get the same result if you use 27 as your starting number?

2. (a) Copy and complete the following.

26° — 24? =

27 23

28)

29? - 21? =

30° — 207 =

31° =19? =

327 18a

8391) =

346)

Describe your observations.

Have you discovered a rule?

(b) Is there a rule to help you do the following subtractions quickly? Investigate.

3522 /115* =

76; 31 A

BP a13

BSeswA=

105
Investigation 1

e ® ® e ° e e e e e e e
3 ®

(b)

(c)

(a) Arrange the figures in ascending order

(i) by area, (ii) by perimeter.
Do you agree that for two given regions, the one with a greater area must have the greater
perimeter?
(b) Draw a number of rectangles such that each of them has 20 cm as its perimeter. What is the
greatest area that can be obtained with this perimeter?
(c) Investigate how you would form a ‘quadrilateral’ with a piece of wire of given length so that
the figure formed has the maximum area.

4. A line segment joining two points on a circle is called

a chord. A chord divides the inside of a circle into two
parts.
(a) Copy and complete the following table.

Number of chords l

Maximum number of parts | 2

(b) How many parts will you get if 20 chords are drawn? Investigate.

106
Chapter 5

Graphs I

Dinwe wnt , Plot a graph, you fool! Then,

we can know how bad our shop
gather all information
is performing and do something
and start to plot.
about it.

Chapter Highlights

¢ Using ordered pairs of numbers to describe positions

¢ Using Cartesian coordinates in two dimensions
¢ Identifying simple rules connecting pairs of values of x and y
* Completing table of values ofx and y for a given rule (equation) in x and y including plotting
the points for the ordered pairs defined by the table
¢ Drawing graphs of linear equations
¢ Interpreting and drawing graphs in practical situations including conversion graphs
¢ Interpreting and drawing travel graphs
¢ Recognising that a point on a straight line graph represents an ordered pair of numbers
satisfying the equation of the straight line and that the point of intersection of two straight
lines represents an ordered pair of numbers satisfying the equations of the two lines
simultaneously
¢ Solving simultaneous linear equations by graphs
* Recognising that the graph of y = x is a curve with a line of symmetry and that the curve does
not lie below the x-axis, including writing the equation for the line of symmetry
¢ Using the graph of y = x° to find the squares and square roots of numbers
* Recognising that the graph of y = —x° is a curve with a line of symmetry and that the curve
does not lie above the x-axis
e Drawing quadratic graphs, including describing how the values of y change with the values of
x, and naming the point whose y coordinate is the smallest or the greatest
¢ Drawing quadratic graphs, including finding the corresponding value of y when the value of
x is given and vice versa

107
Chapter 5

5.1 THE COORDINATE PLANE

Class Activity 1

1: At the beginning of the school year, Mr Li, the language teacher, prepared
a plan of the seating arrangement of the class.

Here is his plan.

Pingfen |[Kim | |infa | |Suyin | |John | |Lihua |

‘Ruilan |[Ali| |Huaming ||Xiulin| |Mary| |Mingyin_

_Suming |
Suming | | Afu Tony Kumar | Weilin

Xiuzhu |
un
Xiuzhu | | Tina Siti Yaoxing| | Sufen

Meiling
Meiling| |Ibrahim) |Christine | | Yingfu Lilan Wenliang

Mr Wu, the mathematics teacher, did not draw any plan. Instead, he wrote
a pair of numbers against each student’s name in the class list like this:
Xingfa (5, 4), Ali (2, 5), Suming (1, 3), Devi (3, 4) and so on.

For each pair, the first number was to tell which row from the left, and the
second number, which desk down the row.
Thus Xingfa’s seat was at (row 5, desk 4),
Ali’s seat was at (row 2, desk 5),
Suming’s seat was at (row 1, desk 3),
Devi’s seat was at (row 3, desk 4).

(a) Who occupied the following seats?

(Ze 3) (2) (6, 4) (O) (4, 1) (3, 2)
(4, 4) (2,6) oe) (3;-3) (3, 6) (2, 4)
(b) What pair of numbers did Mr Wu write against the following names? —
Pingfen, Tony, Mingyin, Kumar, Suyin, Siti, Ruilan, Xiulin, Tina,
David.
(c) Did Mr Wu use the pairs of numbers (2, 1) and (1, 2) to refer to the
same seat? If not, who occupied the seats numbered (2, 1) and (1, 2)?

108
 Graphs |

(a)

The map shows the locations of the air raid shelters of a town from the
Town Hall.
Shelter A is located 2 km east followed by 2 km north. We write
(2 East, 2 North).
Shelter B is located 2 km west followed by 3 km north. We write
(2 West, 3 North).

Copy and complete the following.

(i) The position of shelter C is ( ; )
(ii) The position of shelter D is ( : )
(iii) The position of shelter E is ( : y

(iv) The position of shelter F is ( , )

(b) We can also make use of a pair of numbers to locate the positions of
the shelters as follows:
The position of shelter A is (2, 2),
i.e. 2 units east followed by 2 units north.
The position of shelter B is (—2, 3),
i.e. 2 units west followed by 3 units north.

Note: We use (—2, 3) to denote (2 west, 3 north).

Copy and complete the following.

(i) The position of shelter C is ( ,

(ii) The position of shelter D is ( ;

(iii) The position of shelter E is ( ;

(iv) The position of shelter F is ( : :
INS
ws
UNS”

109
Chapter 5

Ordered Pairs
Fig. 5.1 shows a number plane. The two intersecting number lines are the An axis is a line of
horizontal axis and the vertical axis. reference used to help
locate a point in the
coordinate plane.

3 A®

2. Be

T T SSS et eee Le

Pa), am ee rn 1 2 3

={

tm —3

Fig, 35.1

The point A is 2 units to the right of the vertical axis and 3 units above the
horizontal axis and so its position can be described by using a number pair
(2, 3). Number pairs such as (2, 3) are called ordered pairs because the
order of the numbers is important. For example, the pair (3, 2) is different from
(2, 3) because (3, 2) represents the point B which is 3 units to the right of the
vertical axis and 2 units above the horizontal axis. The point C is 2 units to the
left of the vertical axis and 3 units below the horizontal axis, and its position is
indicated by the ordered pair (—2, —3).

The point of intersection of the two axes is called the origin. The origin is =The origin is a
represented by the ordered pair (0, 0). point of reference with
coordinates (0, 0). It
helps to locate a point
in the coordinate plane.
Coordinates y
In Fig. 5-2, P as represented by Coordinatesis apair of
(4, 3). We refer to the number 4 as 3 pe numbers that locate a
the first coordinate and the number fogt A d fo
3 as the second coordinate. 2 a

By convention, the horizontal axis is 1

called the x-axis and the vertical axis,
the y-axis. The first coordinate is
called the x coordinate and the O 1 2 3 4
second coordinate, the y coordinate.

110
 Graphs |

Exercise 5.1 ay answers on p. 431

1. Study the figure on the

right. Then copy and
complete the table below.

Draw a set of axes at right angles on your graph paper. Using | cm to

represent | unit along both axes, plot and label the points represented by the
following ordered pairs of numbers.
C(O, 3) D(3, 0) E(-2; 2) F(6, 2)
G(-2, 5) H(0, 0) jaeaas (25, 3)

Substitute the x and y coordinates of each ordered pair below for x and y
respectively in the equation y = x + 3. Then state which of the ordered pairs
below satisfy the equation.

(a) (0, 3) (b) (1,4) (c) (2,5) (d) (G, 6)

(e) 4,7) (f) (, 8) (g) (6, 10) (h) (7, 11)
Do the following on the same graph paper.
(a) Plot the points A(3, 5), B(2, 3), C(, 1) and Dé4, 3). Join AB, BC, CD
and AD. Name the geometrical figure that you have drawn.
(b) Plot the points E(—S, 4), F(—6, 2), G(—2, 2) and H(-1, 4). Join EF, FG,
GH and EH. Name the geometrical figure that you have drawn.
(c) Plot the points J(—-S, —2), K(—6, —4), L(—4, -2) and M(—3, —4). Join JK,
KM, ML and LJ. Name the geometrical figure that you have drawn.
(d) Plot the points M(2, —2), O(2, —4), P(6, —4), and Q(6, —2). Join NO, OP,
PQ and NO. Name the geometrical figure that you have drawn.

111
Chapter 5

5.2 GRAPHS OF LINEAR EQUATIONS IN

“~~ TWO VARIABLES

A man has a calculator programmed under a certain instruction. It gives an

output number on the display corresponding to every input number as follows:

Input Output
I - 8
2 ~ -)
3 > 10
4 — 11

What is the rule connecting the input and output numbers?

One way to describe the relationship between the input and output numbers is:
‘Adding 7 to every input number gives the corresponding output number.’

We can also say:

‘If the input number is x, then the output number is x + 7.’

Another way to describe this is:

‘For every input number x, the corresponding output number is y, where

ae tals,

Then the input and output numbers can be listed as follows:

x y
1 > 8
2-7 9
3 > 10
4 > Il

Or we make a horizontal table like this:

112
 Graphs |

Class Activity 2

1. A calculator is programmed under different rules in the following three

cases. The tables show the values of x and the corresponding values of y.
Write down the rule connecting x and y in each case.

2. Aspecial calculator is programmed under different rules which connect the

input x and the output y as indicated.
(a) Copy and complete the following tables.
(i) Rule: y= 2x +5

(b) Using 1 cm to represent | unit along both axes, plot the points that
correspond to the ordered pairs in your tables. What do you notice?

113
Chapter 5

You have seen that the graphs of equations such as y = 2x + 5 and y = 3x - |

are straight lines and you have noticed that these equations are of the form
y = mx + c where m and c are constants. Equations of these types are called
linear equations because their graphs are straight line graphs.

Equations involving a term in x° such as y = x° + | are not linear equations. You

will learn more about this type of equations later.

Examples Exploring:
Before drawing the
(a) Consider 5x + 2y —3 =0. graphs, can you predict
Then 2y =-5x +3 whether a_ linear
equation has an ‘up-
5 2
ys=- xt = hill’ graph or a ‘down-
. 2 2 hill’ graph? Explain
your findings.
This is of the form y = mx + c [where i = and c = =}.

Thus 5x + 2y — 3 = 0 is a linear equation.

(b) Consider 7x — y = 0.
Then yi Le
This is of the form y = mx + c (where m = 7 and c = 0).
Thus 7x — y = 0 is a linear equation.

(c). Consider y.4-3.=.0:

Then y =-3.
This is of the form y = mx + c (where m = 0 and c = —3).
Thus y + 3 = 0 is a linear equation.
Note that the ordered pairs (1, —3), (2, —3), (3, —3), (4, —3) and so on satisfy
the equation y + 3 = 0.
The graph of this equation is a straight line parallel to the x-axis, 3 units
below it.
y

See Ta es
Seale al ace
=f =p =y) =) O 1 By 3 4

Bis

3.
y+3=0

'

114
 Graphs |

(d) Consider 2x —5 = 0.
Although this cannot be written in the form y = mx + c, the ordered pairs
(2.5, 1), (2.5, 2), (2.5, 3), (2.5, 4) and so on satisfy the equation 2x — 5 = 0.
The graph of this equation is a straight line parallel to the y-axis, 2.5 units
to the right of it.

“Bxerdise
82)
1. For each of the following, make up a table of five ordered pairs. Then plot
the points in each case on a separate sheet of graph paper. The points in
each case should appear to lie on a straight line. Draw a straight line
through these points.
(a) y=x+2 (b) y=x-2 (c) y=-x+4

Draw the straight line graphs of the following equations on the same sheet
of graph paper using two ordered pairs of your choice for each line.
(a)) v= x (b) y=-x+6 (c) y=-x+2

For each of the following equations, can you tell whether its graph is an
up-hill graph (—— ) or a down-hill graph ( ~_) or a vertical line or a
horizontal line?
(a) y=2x+3 (Db). y Sox 2
(c) y=-3x+9 (d) y=-2x
(ec) y=3x+2 (f) y=-2x+7
(g) 5x+2y-—3=0 (h) x-2y-3=0
(i) x-3y=0 (j) 7x-y=0
(k) y-2x-3=0 (l) 4y-7x=0
(m) x+9=0 (n) 2y—1=0

Draw a graph for each of the equations in question 3 using two ordered
pairs of your choice.

115
Chapter 5

5.3 SIMPLE APPLICATIONS OF STRAIGHT

“~~ LINE GRAPHS

Example
A class of 43 students took a test which consisted of 18 questions. The teacher
corrected each script and wrote the number of correct answers on the top of the
script. Then he gave the scripts to Arthur and asked him to compute the number
of marks out of 100.

The first script Arthur looked at had 12 out of 18 correct, so he did the following
calculation:

18 correct answers give 100 marks.

; 100
1 correct answer gives ie: marks.

12 correct answers give oe x 12 marks or 67 marks (to the nearest mark).

' 100
The next script had 10 correct answers, so Arthur wrote a x 10 and the

number of marks for this script was 56.

Arthur began to feel that this was too much work. After thinking for a minute,
he discovered that if x was the number of correct answers, then the number of

marks for the script would be —* or =e.

Arthur took another script and found that this script had 14 correct answers, so
he replaced x by 14 in his ‘formula’ and worked out the marks. The number of

marks for this script was = x 14 or 78 marks.

Arthur still had 40 scripts to go when he began to think, “If I let the number of

marks scored be y, then I will get a linear equation y = ~e. Since the graph of

this equation is a straight line, maybe I could use it.”

So he drew the x-axis and the y-axis on a large piece of graph paper and marked
the scales. What scales do you think he should choose on the axes?

Then he thought to himself, “(0, 0) and (18, 100) have to be points on the graph.
Yes, I need 18 units on the x-axis and 100 units on the y-axis.” So he used | cm
to represent 5 units on the y-axis and | cm to represent | unit on the x-axis to
draw the graph.

116
 Graphs |

| Exercise 5.3 Ay answers on p. 431

1. Use Arthur’s last method mentioned above to find the scores for 10 scripts
having the following number of correct answers: 4, 5, 6, 7, 8, 9, 11, 13, 15,
16. (Out of 18 possible correct answers.)

2. Out of a possible 80 marks, 8 students obtained the following marks: 28,

60, 72, 50, 40, 64, 52, 42. Their marks are to be recorded in percentages in
the record book. Choose your own scales which would enable you to get
quite accurate results. Draw a conversion graph to find the number of
marks each would get out of 100.

3. It is given that US$1 = S$1.40.

(a) If US$x = S$y, write down the equation connecting x and y.
(b) Copy and complete the table.

(c) Plot a straight line graph for the table with the following scales: | cm
represents US$10 along the x-axis and S$10 along the y-axis. Use it to
answer the questions in (d).
(d) Copy and complete the following. (Give your answers correct to the
nearest dollar.)
(i)? “US$25°= So: Aa er (ii) US$80 = S$
(iii) (5950 = (WS$ia2
Sees (iv) S$155 = US$

4. It is given that 1 km/h = 0.3 m/s, correct to | decimal place.

(a) If x km/h = y m/s, write down the equation connecting x and y.
(b) Copy and complete the table.

(c) Plot a straight line graph for the table with the following scales:
1 cm along the x-axis represents | km/h
2 cm along the y-axis represent 1 m/s
Use it to answer the questions in (d).
(d) Copy and complete the following. (Give your answers correct to
1 decimal place.)
Gi) O8m/s = Ken/ i) Ure miss = Sees Skin
(iil) 3:2-n/s* f= ksh (iv) "4.38 m/s = km/h
(8) eS PRT ae eS (yi)’ °6.4 kin/h = = inss
(vii) 11.2 kin/h = —____. m/s (viii) 15.6 km/h = ____ m/s

117
Chapter 5

5. It is given that a car can cover 48 km with 4.5 litres of petrol.

(a) With x litres of petrol, the car can travel a distance of y km. Write
down an equation connecting x and y.
(b) Copy and complete the table.

x (litres)

(c) Plot a straight line graph for the table with the following scales:
1 cm on the x-axis represents 2 litres
1 cm on the y-axis represents 15 km
Use it to answer the questions in (d) and (e).
(d) Find, correct to the nearest km, the distance the car can travel with
(i) 12 litres of petrol, (ii) 18 litres of petrol, (iii) 25 litres of petrol.
(e) Find, correct to the nearest litre, the quantity of petrol needed by the
car to travel (i) 100 km, (ii) 150 km, (iii) 280 km.

6. A man hired a car from a car rental company. He was charged as follows:
$50 for the rental plus $1.50 for every kilometre travelled.
If he travelled x kilometres, he had to pay a total of $y.
(a) Write down an equation connecting x and y.
(b) Copy and complete the following.

(c) Plot a straight line graph for the table in (b) using scales of your
choice. Use the graph to answer the questions in (d), (e) and (f).
(d) How much had he to pay the company if he travelled (i) 80 km,
(ii) 120 km, (iii) 148 km?
(e) What distance had he travelled if he paid the company (i) $92,
(ii) $128, (iii) $266?
(f) If petrol cost $1.40 per litre and the car could run 12 km with each litre
of petrol, find the total cost (including the rental) if he travelled
144 km.

7. (a) Draw a conversion graph for selling price against cost price from $10
to $26, given that the percentage profit is 30%.
(b) Find the selling price if the cost price is $16.
(c) Find the cost price if the selling price is $28.

8. (a) Draw a conversion graph for GST against selling price from $44 to
$66, given that the GST is 3% of the selling price.
(b) Find the GST if the selling price is $46.
(c) Find the selling price if the GST is $1.86.

118
 Graphs |

9. (a) Draw a conversion graph for kilogram (kg) against pound (Ib) from
0 lb to 20 Ib, given that | lb = 0.45 kg.
(b) Convert 14 lb to kg.
(c) Convert 8.1 kg to lb.

10. (a) Draw a conversion graph for litre against gallon from 0 gallon to
4 gallons, given that | gallon = 4.5 litres.

(b) Convert 22 gallons to litres (correct to | decimal place).

(c) Convert 14.6 litres to gallons [correct to the nearest ;gallon

5.4 TRAVEL GRAPHS

A graph which shows the relationship between the distance travelled and the
time taken in a journey is known as a travel graph.

Examples

Faia fofw[sw ww lw
1
The table shows the distance-time relationship of a journey made by a
truck. y represents the number of kilometres travelled and x the number of
minutes taken. The total distance is 30 km and the truck takes 60 minutes
to reach the destination. Thus the average speed is 30 km/h.
ay

30

E 20
g
8
S
s
A 10

T eects
et
0 10 20 30 40 50 60
Time in minutes

119
Chapter 5

The figure shows the graph of the journey. The graph is represented by a
straight line. It tells us that the truck is travelling at a constant speed

of 30 km/h. If you study the table, you will notice that the ratio 2 is
Xx

constant. Let » = k. Thus the equation of the graph is y = kx where k 1s a

x

constant.

The graph, being a straight line, implies that the speedometer shows
30 km/h at every instant. This is not true in reality. Strictly, the parts of the
graph corresponding to the beginning and end of the journey should be
somewhat curved, but since we want to make it simpler, we have ignored
these details.

From the graph, we see that when x = 12, y = 6. This means that the truck
has travelled 6 km in 12 minutes.

Suppose the journey begins at noon. We know that the truck is 6 km away
from the starting point at 12 12.

(b) 10 00 | 10 05; 10 10/10 20 | 10 30/10 40 |10 50 | 11 00

The table above is the distance-time table of a car journey. This journey is
represented by the graph below.

30

: 20
a
8
5
A 10

0 tr bbl fet eb ainsi ee

10 00 10 10 10 20 10 30 10.40 10.50 11.00
Time

120
 Graphs |

From the graph, we observe the following.

(i) From time 10 00 to 10 10, the car covers 10 km in 10 min.
The straight line shows that the car is travelling at a constant speed for
the first 10 minutes.
distance travelled
Constant speed
time taken

(11) From time 10 10 to 10 20, the distance covered remains unchanged.

This means that the car is not moving during this period of time.
(111) From time 10 20 to 11 00, the car covers 20 km travelling at a constant

spendiof (20 + 4 km/h, ile. 30 kan/ty

: : | dist travelled
(iv) Average speed of the car for the whole journey = pie asians Wate
total time taken

2 ~ km/h
= 30 km/h

(c) The graph below shows the journeys of a van and a car. They start from the
same point A and travel by the same route.

40
cs Ne
§ 30
e
=

a
E 20
3
£ 10
f=}

0 lk: 6 See ae ai, 4 aes T T Zama Fh aS Tahoe >

10.00 10 10 10.20 10 30 10.40 1050 11.00

Time

From the graph, we observe the following.

(1) From time 10 00 to 11 00, the van covers 40 km in one hour. Thus the
speed is 40 km/h.
(ii) From time 10 10 to 10 40, the car covers 40 km in 30 minutes.

Thus the speed is [40 = *) km/h, i.e. 80 km/h.

(i111) The car overtakes the van at 10 20.

(iv) The car overtakes the van at a point 13 km from the starting point A.

121
Chapter 5

Exercise 5.4 fa answers on p. 432

iI

aSS

oS)=)

“ea
Lit
al
Sas
NO(=)

from
km
in
Distance
A

T =e The ies io
11 00 11 10 11 20 11 30 11 40 1150
Time

The graph above shows that two cars X and Y start from the same point A.
They travel by the same route.
(a) What is the average speed of car X for
(i) the first 20 minutes of its journey,
(ii) the last 20 minutes of its journey,
(iii) the whole journey?
(b) When and where does car X stop and for how long?
(c) What is the average speed of car Y? Is the speed constant?
(d) When and where does car Y pass car X?
(e) How long does car X take to complete its journey?

& 30
e
Q
perl)
iS
(van)
oO

g 10
A
T
1130 11 40 1150 12 00 12 10 12 20 12 30
Time

The graph above shows the journeys of two cars. Car A travels from point
P to point Q and returns to P. Car B travels from Q by the same route to P.
(a) What is the total distance travelled by car A?
(b) What is the average speed of car A for the whole journey?

122
 Graphs |

(c) How long does car B take to complete its journey?

(d) What is the average speed of car B for the whole journey?
(e) When and where does car B stop and for how long?
(f) When and where does car B meet car A? (Give the distance from the
starting point.)

20

e 15

6
ie)

(tan)

3)
ce
35
S

T T oie sel ia: ae

07 00 08 00 09 00 10 00 11 00 12 00
Time

The graph above is a travel graph describing Salleh’s trip to Kaifa’s house
which is 20 km away from his home S. Answer the following questions
based on the graph.
(a) When did Salleh leave his house and when did he arrive at Kaifa’s
house?
(b) For how long did he travel?
(c) How far did he travel and what was his average speed?
(d) Did he travel at a constant speed throughout?
(e) How many times did he rest and for how long altogether?
(f) What was his average speed in the last part of his journey? Was the
speed constant?
(g) When did he travel the fastest?

S
NO

from
Distance
km
in
A
S

So
> \o S Oo 09 30 10 00 10 30
ime

123
Chapter 5

The line graphs represent three car journeys between town A and town B
which are 50 km apart. Answer the following questions from the graphs.
(a) Are the speeds of the three cars uniform?
(b) Do all the cars travel from A to B?
(c) What is the average speed of each of the two cars leaving A?
(d) What is the average speed of the car that leaves B?
(e) State when the car from B passes the two cars from A.
(f) A van leaves B at 09 30 and travels at a uniform speed of 60 km/h.
Draw a graph on a piece of squared paper to show this and find the
time of its arrival at A.
(g) Draw a graph on the same paper as (f) to show a truck leaving A at
10 00 and arriving at B at 10 50, assuming that its speed is uniform.
What is its speed?

The Johor Express bus leaves Rochor Road at 13 30 and reaches Johor
Baru, which is about 27 km away, at 14 25. Another bus leaves Johor Baru
at 13 45 and reaches Rochor Road at 14 35. Assuming that their speeds
are uniform, draw travel graphs on a piece of squared paper and find
approximately the average speed of each bus and the time at which they
pass each other.

20

:
2
= ae
i)
i
oO
g
a
= 10
&
ie)

>)
S
4
(aye aes

0 : os
9.00 10.00 11.00 12.00
Time in hours

The graph shows Peter’s journey when he visited the Tower of London. He
travelled, from home, on his bicycle until he found a place where he could
leave his bicycle. He then sat down and ate his lunch. Afterwards he walked
to the Tower.
Use the graph to answer the following questions.
(a) At what time did Peter leave home?
(b) How far did he travel on his bicycle?

124
 Graphs |

(c) How many minutes did it take him to eat his lunch?
(d) At what average speed, in km/h, did he walk to the Tower?
(e) Assuming Peter travelled home by the same route, and that he walked
5 km in the Tower itself, find how far he travelled altogether on this
day trip. (C)

he

160

120
u
x)
=
32
ae)
A=
<x 80
=
o
&
o
2
&

* 40

@® 0 |
11 00 11 30 12 00 12 30 13 00 13 30
Time

The graph above shows two autobahn stops, (A) and (B), 160 kilometres
apart. The line on the graph represents the journey of a car which leaves (A) Nore: An autobahn is a
at 11 08 and is driven to (B), without stopping, at a constant speed. It arrives German motorway.
at (B) at 13 04.
(a) Calculate the average speed of the car for this journey.
(b) A second car arrives at (A) at 13 24, having been driven from (8) at a
constant speed of 80 kilometres per hour.
(i) Copy the graph and draw the graph of this journey on your
diagram.
(ii) How far from (8) are the two cars when they pass one another?
(C)

125
Chapter 5

1600

COPENHAGEN

1 400+-

ae

ro)S S t

800 |

600 +
kilometres
in
Rome
from
Distance

400

200 +

ROME 0 +—»
t =F t t t t
Noon 13 00 14 00 15 00 16 00 17 00 18 00 19 00
Time

Copy the graph which represents the flight of an aircraft which leaves
Rome at noon and arrives in Copenhagen at 14 42. It crosses no time zones.
(a) How long does the flight take?
(b) Use your graph to find the distance from Rome to Copenhagen.
(c) Calculate the average speed of the flight, in kilometres per hour.
From the return flight to Rome, the aircraft departs at 16 15, and takes
exactly the same time for the journey.
(d) Draw lines on your graph to represent
(i) the time the aircraft is on the ground in Copenhagen,
(ii) the return journey.

126
 Graphs |

(e) How long is the aircraft on the ground in Copenhagen?

(f) At what time does the aircraft arrive back in Rome? (C)

6 Car A
Car B= >=

kilometres
in
Distance

20 40 60 80 100 120
Time in seconds

The graph shows the progress of the two leading cars during the first two
minutes of a Grand Prix race.
(a) Which car first goes into the lead?
(b) What happens about 38 seconds after the start?
(c) After 50 seconds,
(i) what is the distance, in metres, between the cars,
(ii) which car is in the lead?
(d) For the period of time between 50 seconds and 80 seconds, write a
comment on
(i) the distance between the cars, (ii) the speed of the cars.
(e) How many seconds after the start of the race does car A regain the
lead?
(f) Calculate, in kilometres per hour, the average speed of car A during the
first two minutes. (C)

Ter
Chapter 5

10. A man walks steadily along Bukit Timah Road at 3.5 km/h, passing New-
ton Circus at 13 20. He continues to walk until 14 20 and then turns back
and walks at 4 km/h. Draw a travel graph and find approximately the time
at which he again passes Newton Circus. At 13 30 he passes an old man
walking at 1.5 km/h in the same direction. At what time did he meet the old
man again during his return journey? (Assume that the old man keeps his
speed at 1.5 km/h throughout.)

5.5 SOLVING SIMULTANEOUS LINEAR

“~ EQUATIONS BY GRAPHS

A pair of linear equations such as x + 2y = 7 and 2x — y = —] are referred to as

simultaneous linear equations. Notice that x = | and y = 3 satisfy the equations
simultaneously and we say that (1, 3) is a solution of the equations.

Class Activity 3

For No. 1-3, refer to the graph below.

y Simultaneous equa-
tions are a set of
equations that contain
common variables.

>X

1. (a) Does the ordered pair (2, 5) satisfy the equation 2x — y = -1?
(b) Does the ordered pair (2, 5) satisfy the equation x + 2y = 7?
(c) Does the ordered pair (2, 5) satisfy both the equation 2x — y = —1 and
Ly bt

2. (a) Does the ordered pair (3, 2) satisfy the equation x + 2y = 7?

(b) Does the ordered pair (3, 2) satisfy the equation 2x — y = -1?
(c) Does the ordered pair (3, 2) satisfy both the equations x + 2y = 7 and
2x-y=-l1?

128
 Graphs |

3. (a) Does the ordered pair (1, 3) satisfy the equation 2x — y = —1?
(b) Does the ordered pair (1, 3) satisfy the equation x + 2y = 7?
(c) Does the ordered pair (1, 3) satisfy both the equations 2x — y = —1 and
ae Say ah ie
(d)- Study the graph. Do you agree that the coordinates of the point of
intersection of the lines 2x — y =—1 and x + 2y =7 satisfy the following
simultaneous equations?
2x-y=-l
wry =F.

4. (a) Draw the lines 5x — y = 6 and 3x — y = —-10 on the same axes.

(b) Find from your graph, the point of intersection of these two lines.
(c) Write down the two numbers that satisfy the simultaneous equations
5x-y=6
3x-y=-10.

(d) Check your answer in (c) by calculation.

Worked Example
Using a scale of 1 cm to | unit on each axis, draw the graphs of the following
pair of simultaneous equations for values of x from —3 to 3. Use your graphs to
solve the equations:
9x — 10y = -3
2X Aye

Solution:
9x — 10y = -3

From the graph, we have

x= Perandy =. tea:

Note: A graphical method gives only approximate answers. In this case, the
answer is given to one decimal place.

129
Chapter 5

Exercise 5.5 ay answers on p. 432

Using a scale of 2 cm to | unit on each axis, draw the graphs of the following
pairs of simultaneous equations for values of x from —3 to 3. Use your graphs to
solve the simultaneous equations. (Give your answers correct to 1 decimal place
where necessary.)

1. 3x+5y=-4 2. 4x- 10y =-13

x-—2y =-1 x 27 =
3. 4x-S5y=2 4. 7x -— 10y=-9
x= lO0y=2 3x + 5y =-1
5. 9x — 10y=3 6. 7x - 10y =-13
3x +5y =-1 3x + 10y =-1

7. 5x-10y =-1 §: 7x=>= l0y=9

4x+5y=7 x+2y=-1

9. x—y = 1 10. 4x -—5y =-2

3x + 5y =-6 x Sys 3

5.6 QUADRATIC GRAPHS

Class Activity 4

1. (a) The following is a table of values for the equation y = x°. Copy and
complete it.

(b) Plot the points for the pairs of values given in the table using | cm to
represent | unit on both the x- and y-axes.
(c) Do the points you have plotted suggest a line or a curve?
Would it be sensible to join the points by line segments?
(d) Complete the graph by drawing a smooth curve through the points you
have plotted.
(e) Has the graph a line of symmetry?
If so, at which point does it cut the curve? Is this point a highest point
or lowest point of the curve? What is the equation of the line of
symmetry?
(f) Do you agree that the y coordinate of any point of this curve is always
positive?

130
 Graphs |

(g) Notice that the curve does not lie below the x-axis. If you were to draw
the curve for x from —10 to 10, do you agree that all points of this curve
still do not lie below the x-axis? What if we take the values of x from
—100 to 100?
(h) From the graph, find the values of y when x = 1.5 and x = -1.5.
(i) From the graph, find the values of x when y = 8.
(j) From the graph, find the squares of 1.8 and —3.5.
(k) From the graph, find the square roots of 6, 11 and 15.

(a) Draw the graph y = —x° for values of x from —4 to 4.

(b) Has the graph a line of symmetry? If so, does it pass the highest
or lowest point of the curve? What is the equation of the line of
symmetry?
(c) Do you agree that the y coordinate of any point of the curve is
negative? :
(d) Do you think that all points of the curve (including those beyond the
range from —4 to 4) do not lie above the x-axis?

(a) The following is a table of values for the equation y = x — 8x + 17.

Copy and complete it.

(b) Plot the points for the values given in the table using 1 cm to represent
1 unit on both the x- and y-axes.
(c) Complete the graph by drawing a smooth curve through the points you
have plotted.
(d) As x increases from 0 to 4, does the value of y increase or decrease,
and from what value to what value does it change?
(e) As x further increases from 4 to 8, does the value of y increase or
decrease, and from what value to what value does it change?
(f) Name the point of the curve whose y coordinate is the smallest.

(a) The following is a table of values for the equation y = —x° + 8x + 1.

Copy and complete it.

(b) Plot the points for the value given in the table using | cm to represent
1 unit on both the x- and y-axes.
(c) Complete the graph by drawing a smooth curve through the points you
have plotted.
(d) As x increases from 0 to 4, does the value of y increase or decrease,
and from what value to what value does it change?
 Chapter 5

(e) As x further increases from 4 to 8, does the value of y increase or

decrease, and from what value to what value does it change?
(f) Name the point of the curve whose y coordinate is the greatest.

Worked Example
(a) The following is a table of values for the equation y = | + x— 3x°. Copy and
complete it.

(b) Using 2 cm along the x-axis to represent | unit and 1 cm along the y-axis
to represent 5 units, draw the graph of y = 1 + x — 3x’.
(c) From your graph, find
(i) the value of y when x = 2.8,
(ii) the value of x when y = —8.

_ Solution:

132
 Graphs |

Exercise 5.6 ay answers on p. 432

Le (a) Given that y = 25 + 4x — 3x’, copy and complete the table below.

(b) Taking 2 cm to represent | unit of x and 2 cm to represent 10 units of

y, draw the graph of y = 25 + 4x —3x’ from x = -3 tox =5.
(c) From the graph, find
(i) the value of y when x = -1.2,
(ii) the values of x when y = 21.5.

Copy and complete the following table of values for the graph
y = 2x’ + 5x —7 for values of x between —1 and 4.

(b) Using a scale of 2 cm to | unit on the x-axis and 2 cm to 10 units on

the y-axis, draw the graph of y = 2x° + 5x —7 for values of x between
—1 and 4.
(c) From the graph, find
(i) the value of y when x = 2.5,
(ii) the value of x when y = 3.5.

>. (4) Given that y = 3x* + 3x — 5, copy and complete the table below.

(b) Using a scale of 2 cm to | unit on the x-axis and 2 cm to 10 units on

the y-axis, draw the graph of y = 3x° + 3x —5 for values of x between
—2 and 3.
(c) From the graph, find
(i) the value of y when x = 1.8,
(ii) the value of x when y = 5.5.

133
Chapter 5

4. Plot the following graphs using suitable scales and answer the questions
that follow. (Hint: Since the scale is not given, choose a scale which
includes the values you need to find. For example, in (a) x = 1.5 and
y= 12.5.)
(a) yS2x4 2x-5 (b) y=x+3x+1
(i) Find y when x = 1.5. (i) Find y when x = 1.3.
(ii) Find x when y = 12.5. (ii) Find x when y = 12.4.

(c) Ve 5x + 6x8 d@)ey= 2x +5224

(i) Find y when x = -1.4. (i) Find y when x = 0.5.
(ii) Find x when y = 19. (ii) Find x when y = —6.3.

(e) y= Oe ES SA (f) y=3x4+4x+1

Gi) Find y' when 9 =" 113 (i) Find y when x = -1.8.
(ii) Find x when y = 9.3. (ii) Find x when y = 4.5.

Chapter Review

1. A point on a number plane is represented by an ordered pair.

Example:

| ®

O T T ce

| 2 x

P is represented by the ordered pair (2, 1) where the number 2 is the

x coordinate and the number | is the y coordinate. We read the
x coordinate of a point first followed by the y coordinate.

2. Linear equations are of the form y = mx + c where m and ¢ are

constants.
Example: y=2x+4

3. Equations involving a term x° are not linear equations.

4. Graphs of linear equations are straight lines.

5. A travel graph is one which shows the relationship between the

distance from a point and the travelling time.

134
 Graphs |

The solution of a pair of simultaneous equations is represented by the

coordinates of the point of intersection of the graphs of the two
equations.

Quadratic equations are of the form

y= ax + bx +c (a#0).

Graphs of quadratic equations in two variables are quadratic graphs.

A quadratic graph has a line of symmetry passing through the highest

or lowest point of the curve.

CHaLlenceR @
IF A(I, p) and B(q, 7) are points on the
curve y = 3 + 4x — x’ as shown.
(a) Calculate the values of p and gq.
(b) If the area bounded by the curve
AB, the line segments AC and
ia 2
BD and the x-axis is SS square

units, calculate the area bounded

by the curve AB, the Jine
segments AF and BF and the
y-axis.

A piece of wire 60 cm long is bent to

make a rectangular frame. If the base
of the frame is x cm and the area y cm?

enclosed is y cm’,
(a) show that y = 30x — x’,
(b) find graphically the greatest
possible area enclosed.

Ali’s house was 3 km from his school. One day, Ali left his house at
10 15 and walked steadily at a speed which would bring him to school for
library duty at 11 00. On his way, he met Bala, who left the school at 10 00
and walked at 5 km/h towards Ali’s house. They stopped and talked for
5 minutes when they met. Ali then learnt that Menghui was waiting for him
to discuss a soccer match. At what speed did Ali have to walk so that he
could spend 10 minutes with Menghui before he began his library duty?
Solve the problem graphically.
Chapter 5

4. (a) In the figure, the y-axis is the yh

line of symmetry of the curve
Bp, 8) A(2, 8)
which passes through A(2, 8) and
B(p, 8).
(i) Write down the value of p.
(ii) If C and D are two other
points on the curve such
that their y coordinates
are equal, what is the
relationship between their x
x coordinates?

(b) In the figure, the line x = 3 1s the

line of symmetry of the curve
which passes through A(5, 6) and
B(p, 6).
(i) Write down the value of p.
(ii) C(a, b) and D(c, d) are
points on the curve. If

+(a + y= 2 avbat isthe

relationship between b and
d?

The curve y = x’ + kx + 18 is y
symmetrical about the line x = 4. Find
the value of k. (Hint: A(a, b) and
B(c, d) are points on the curves. If
b =d and a= 1, write down the value
of c.)

A motorist left town X at 08 15 to travel to town Y, which was 120 km away.

He drove steadily at a speed which would bring him to town Y at 10 15. But
on his way, his car had a puncture. He stopped for 20 minutes to change the
wheel and then drove at a speed 20 km/h higher than before. He arrived at
town ¥ at 10 25. How far had he driven when the puncture occurred? Solve
the problem graphically.
 Graphs |

Problem Solving 5
Father and Son

Two years ago, a man was 5 times as old as his son. In two years’ time, the man
will be 4 times as old as his son. How old is the son now?

Let us use the strategies use a model and use an equation

Suppose the son’s age is x years old now.

2 years ago: x-2

B Difference —~

Fits
SIEM,
| 11 7a
5 =D) BaP) = Ds SDP

2 years’ time:
x+2 x+2 x4+2 x4+2
an
ae ae
B Difference —~
Xt 2

Since the difference in their ages remains unchanged, we have

A(x — 2) = 3(x + 2)
ea SglA.

So the son is 14 years old now.

Ask yourself: Can I form the equation without drawing the model?
How would I find the man’s present age?

1. Fishand Prawns Mary bought 2 kg of fish and 1 kg of prawns for $24.

Ann spent $27 for 1 kg of fish and 2 kg of prawns from the same stall. Find
the prices for each kilogram of fish and prawns.

2. Swapping Digits A two-digit integer is divisible by 3 but not by 6. If

the digits are reversed, the new number is 18 more than the original. What
is the integer? (Hint: If the ‘tens’ digit is x and the ‘ones’ digit is y, then the
number is 10x + y. What is the number with the digits reversed?)

137
Chapter 5

3. Turfing Two fields A and B had to be turfed by one work team. On the
first day, the whole team worked on field A. On the second day, half the
team worked on field A and the other half on field B. The job in field A was
completed by the end of the second day. On the third day, only one worker
from the team worked on field B to finish off the turfing. If the areas of
fields A and B are in the ratio 5 : 2, find the number of workers in the team.

An Urgent SOS_ What do the letters represent to make the addition

correct?

SND
+ MORE
MiQaN_EY
Rule: The same letter represents the same digit. Different letters represent
different digits.

138
Chapter 6

Simultaneous Linear Equations

Oh! Really!
How is that so?

Mum! Today I learnt

how to kill two birds
with one stone during
my Maths lesson.

I see! You learnt about

simultaneous equations
Well, I can find the values today. What a relief!
of two unknowns by solving
two equations together!

Chapter Highlights

¢ Solving simultaneous linear equations in two variables by elimination

¢ Solving simultaneous linear equations in two variables by substitution
* Solving problems involving simultaneous linear equations

139
Chapter 6

6.1 SIMPLE ELIMINATION METHOD

We have seen that simultaneous linear equations can be solved by using graphs.
We shall now learn how they can be solved by using an algebraic method known
as the elimination method.

Examples
(a) Consider these simultaneous linear equations.

Ge die 04 ee (1)
Woot
diy i WG zk OO AR sons (2)
As the terms +4y and —4y are found in equation (1) and equation (2), the
variable y can be eliminated easily by forming a new equation as follows:

(1) + (2): (6x + 4y) + (7x — 4y) = 2442 cece (3)

3x = 26
exis 2

Notice that the left-hand side of equation (3) is the sum of the left-hand
sides of equations (1) and (2). The right-hand side of equation (3) is
similarly obtained.

To find the value of y, we take x to be 2 in either equation (1) or equation

(2). Thus if we replace x by 2 in equation (1), we have

(6 x 2) + 4y =24
{24 4504
Ay = 24-412
Aya12
; oi
li 7,

=3
+ the.solutions are x = 2 and y = 3.

Check: 7x -4y =7 xX 2-4 x3 =2, as in equation (2).

Note: We use equation (2) for the check because the value of y was found
by putting x = 2 in equation (1).

(b) Consider these simultaneous equations.

2x+y=10
2X:3Y mad

140
 Simultaneous Linear Equations

As the term 2x is found in both equations (1) and (2), the variable x can be
eliminated easily as follows:

(1) - (2): (ay Oy) = 10) ae eens (3)

2x+y—2x+3y=8
4y =8
2,

Replacing y by 2 in equation (1), we have

2X tie 10
LoS
bee

Check: 2x — 3y = (2 x 4) —@ x 2) = 2, as in equation (2).

Exercise 6.1 rai answers on p. 432

Find the solutions of each of the following pairs of simultaneous equations.

Decide which unknown can be eliminated more easily first.

i. Ix—2y = 29 2/°10x —3y='18

7x+y= 38 8x + 3y = 36
5x — 6y = 8 4. x+6y=10
7x + 6y = 40 x —9y= -20
S04 By =.30 6 Ox byH=32
x-3y =-12 6x — 3y = 24
2x + 6y = 20 o. Sy 4 ay = 9
20+ 5y = 17 Sy ox = 17
8x + 4y = 36 10. 10x + 7y=-31
8x + 3y = 33 15x + 7y = -—36

11. 4x + 6y =-4 12. 7y-5x=1

9x + 6y = 6 IV EOL ES

6.2 ELIMINATION METHOD

Examples
(a) Consider these simultaneous equations.

Sus SO Va Pee (1)

EAVESPI ceed den desde so ewsuns (2)

141
Chapter 6

Notice that we cannot obtain a new equation with only one variable simply
by addition or subtraction. However, if you multiply both sides of equation
(1) by 2 (usually indicated as (1) x 2), we will obtain

OPES y en ureeae (3)

We can now proceed to solve equations (2) and (3) by addition.

(b) Consider these simultaneous equations.

WIE NNEWINT — Aacoeatcanedve tent (1)
SOA” “ekanevesnencaat Sora (2)

Suppose we wish to eliminate y. We form an equivalent pair of

simultaneous equations by multiplying each side of the equations by a
suitable number.

(13: PA ee) es We8 ee aero (3)

2) LON eS 004 ee erenceee (4)

We can eliminate y by taking (3) — (4) and then solve for x and y.

Note: To eliminate y, we must decide what ‘suitable numbers’ we can use

as the multipliers to obtain equations in which the coefficients of y
are numerically equal. We study the coefficients of the terms in y in
equations (1) and (2) and find the LCM of the coefficients. The
LCM of 4 and 6 is 12. Hence we multiply each side of equation (1)
by 3 and each side of equation (2) by 2 to create the term 12y in both
equations (3) and (4).

(c) Consider these simultaneous equations.

be ay ee MN. Bir A A cl)

OX Fob a0 Re ek (2)
Giese 2: OX AY SOP Foes te ent (3)
(2) —(3): O23

This is impossible, so there is no solution.

Note: The graphs of equations (1) and

(2) are a pair of parallel lines.

142
 Simultaneous Linear Equations

(d) Consider these simultaneous equations.

x+y=2
2x+2y=4 eee eee eee ee eee ee

If you multiply both sides of equation (1) by 2, you will get an equation
identical to equation (2). This means that equation (2) and equation (1) are
equivalent.

If x = 1 and y = 1, both equations (1) and (2) are satisfied. Therefore x = 1

and y = | are solutions of the equations.

You will notice that there are many other pairs of solutions, e.g.

= ana ye,
£=3 and.y=—15
x = 4 and y = -2, and so on.

In fact, these equations have an infinite number of solutions.

Note: You will notice that the graphs of y

equations (1) and (2) coincide.

Worked Example 1
Solve these equations.
Sry =9
—5x + 2y=16

Solution:
Bins 9.1 heme thence (1)
mothe y= pl Ohad: Aen. (2)
(ised: Ssh a aya ag aka en ee (3)
Cys: SION SAS Se Meecisceessinc: (4)
(3) + (4): 31y = 93
Ee» 3209
yo 3,
Chapter 6

Substituting y = 3 in (1), Beice (3 <3) 9

3x =9-—15
3xo= —-6
=©6
x= —
3)
= —2

Thus the solutions are x = —2 and y = 3.

Note: It is a good habit to check your answers. This can be done as rough work
even though it is not a required part of the solution.

Worked Example 2
Solve these equations.
30x — 48y = -1
Die oy = 2

Solution:
oe!oo ne aa eA ne OTE (1)
DP SVE. 1 peters aie en (2)
Qs: BOR RAD YS OU ears erate eres (3)
(3) — (1): 03y = 31
; sel
- Y= 3

aa
“3

Substituting y = ;in (2), 2x + (3x =]ae

2x44 12
2a
1
Pe ee
2

, 1
Thus the solutions are x = . and y = 7

Exercise 6.2 ~D answers on p. 432

Solve the following equations.

Lox
2y =) he
4x + Sy = 40 5x + 17y = 37

144
 Simultaneous Linear Equations

a ex eye13 4. 12x + 10y = 30

l6x+y=14 21x — Sy = 35
5. -7x + 12y =-11 6.- 1x 4 3y = 36
50x + 9y = 47 OX eyre lo
a) Gye= 3 S$. 37 = 5y = 21
3x + lly =-39 x-4y=3
Ser by = 13 10. x+3y=5
8x+y=6 7x — 6y = 44
ll. 12x+4y=5 12. 5x-2y=0
2y+3y=3 3x + Sy = 31
13. 9x + 24y =-13 14. 6x-—Sy=-3
ton ly =15 SS WD
15. 7x + 4y = 20 16. 3x+7y=8
3x + 2y =8 2x +2y=12
17. 12x+3y=4 18. 2x —-6y =-2
4x+y=1 x-3y=-l

19. 3x-5y=11 20. 7x+3y=-l1

6x — 10y = 21 14x — 6y = 22
21. 21lm+7n+7=0 22. TIp—5q-31=0
28m + 8n + 12 = 0 l6p + 15g - 18 =0
23. 3a+ 14b+27=0 24. 8r—-1ls+65=0
12a — 25b — 135 = 0 12r + 13s5+9=0

6.3 SUBSTITUTION METHOD

Consider these simultaneous equations.

2x+y=10
20—
Sy = 2

You have seen in Section 6.1 how these equations were solved by using
the elimination method. We shall now solve these equations by using the
substitution method.

Now Dt prog | ee eee ee (1)

BNR Le itiiviuiahvces.adceves (2)

From (1), we have DB NeeN) ohcechiah

adeicesa saves (3)

145
Chapter 6

Substituting y = 10 — 2x in (2), we have

2x — 3(10 —2x) =2
2x — 30+ 64 = 2
Sx 32
xed

Substituting x = 4 in (3), we have

y=10-8
a

Check: 2x — 3y = 8 — 6 = 2, as in equation (2).

Note: We use equation (2) for the check and not equation (1) because the value
of y was found by putting x = 4 in equation (3), which is equivalent to
equation (1).

Worked Example 1
Solve the following equations.
Si ayaa)
2 oy = 2

Solution:
ved 2 eee hf usec coats O (1)
UNOS Ce Smee ae (2)

From (1): Well ox

27 — 5x
ve FT tetteseteesbetenstesne (3)

Substituting y = cd ads in (2),

2x = re = po)

4x + 81.— 15x =4
—lix =-77
bead |

Substituting x = 7 in (3),

Thus the solutions are x = 7 and y = —4.

146
 Simultaneous Linear Equations

Worked Example 2
Solve the following equations.
i5 9
eae ee, Be
6. 10>
1
ef Bi2zy 8
zt

Solution:
ieee
7 fae Ale
I ae Eat eee

a + =y Sh Dye er,gern

(1) x 30: 25x — 27y = -60

(CA)oGlD: 5x
+ 6y = 45

From (4): 6y = 45 — 5x
eo Os.
co

Substituting y = “2 —>~ in (3),

15x 27(45 — 5x) SAS

6

25x — ae = —60

50x — 405 + 45x = -120

95x = 285
jf es

Substituting x = 3 in (5),

— 4 = x3)
6 6
= 5

Thus the solutions are x = 3 and y = 5.

Worked Example 3
Solve the following equations.
2x+1)+Gy-1=19
3(x + 2)-2(y + 1) =5

147
Chapter 6

Solution:
2+ A ay SeU i SOY artes evccortrectinnzre (1)
Bix 2) = 2 picks DiS ee De pet crterrtensecnn (2)
From (1): 2x+24+3y-1=19
Cay. LS BU -Gasaan eras (3)
From (2): 3x+6-2y-2=5
By ye] Oo uktaanwaweee (4)
From (3): 3y = 18 - 2x
18 — 2x
= qenuenesticgser serene (5)

Substituting y = 18 ;2% in (4),

Ox — 36 + 4x =3
13%=.39
x=3

Substituting x = 3 in (5),

— 13 (23)
a 3
= 4

Thus the solutions are x = 3 and y = 4.

Exercise 6.3.) “ answers on p. 433

Solve these equations using the elimination method or the substitution method.

Lo 30 y = Lh 2. K+ OY = 13
2x-y=4 x+2y=10

3 Oe y=16 4. 3x-4y=7
2x + y= 8 Liye V2
Se roy = 13 6. 3x =2y =1
5x + 2y'=22 2x + 3y = 18

2 i
7. —x+—-y=1
X 3° uxt sy=5

)
=re =G

148
 Simultaneous Linear Equations

2 3 7
9, =ue —y=7
ie 10 . =iy —y=
Paes)

EEO‘) al | 3
f= 4
yes
a 2 ae rts

Wl. 2044+ 1)+3(y-

1) = 12 12. 2(y + 2)-3(-1)=1
(3x-1)-(y-2) =4 3(2 + y) + 423 — x) = 11
13: (x — 3) — 2(y + 4) =-8 14. 70(«- 1) + 90(y + 3) = 95
2(3 + 2x) — 5(4- 3y) = 21 6(2x + 1) - 8Gy —-2) =4
15.. OF2x +,0.791,= 1 16. 12x tey.=.3:8
0.4x -—1.5y =-0.9 Ore OS y= 35
17. 0.7x -— 1.2y =-11.5 18. 1.5x-0.8y = 0.3
OSi+ 3.07 = 51 0.6x — 3.6y = —4.8_
19. 2p —5q = 6p + 3q=9 20. .36>5 d= 126 15d =9

-.4 WORD PROBLEMS USING SIMULTANEOUS

“~ EQUATIONS
Worked Example 1
A person bought 2 kg of fresh prawns and 10 kg of tomatoes for $24. From the
same stall, another person spent $27 for | kg of fresh prawns and 20 kg of
tomatoes. What were the prices for each kilogram of fresh prawns and tomatoes?

Solution:
If the fresh prawns cost $p per kilogram and the tomatoes cost $t per kilogram,
then

Dt NOG Da ae ees ch OE (1)

Det 2 Ole am Se aan rs (2)
(Cl) —.(2) 2: (2p + A0t) = 2( pet 201) = 2a (2 XT) vas ecb Bececgacscee (3)
2p + 10t — 2p — 40t = 24 - 54
—30t = —30
eee |

Substituting ¢ = 1 in (1), 2p + (10 x 1) = 24

2p = 14
|
Price of tomatoes: $1 per kilogram
Price of prawns: $7 per kilogram

149
Chapter 6

Worked Example 2
Two years ago, a man was 7 times as old as his son, but in three years’ time, he
will be 4 times as old as the boy. How old is each of them now?

Let the man’s present age be m years and the boy’s present age be s years.

Then RnRPee) “A ale (1)

TH Si AGS SR ccs ete cnnSentence (2)
(y= (1): 5 ACs ae See 2)
S26 = oe
Soa)

Substituting s = 7 into (2), m+3 =4(7 +3)

m=s3i

Thus, the man is now 37 years old and the boy is 7 years old.

Exercise 6.4 rai answers on p. 433

1. The sum of two numbers is 23. Twice the larger number is 4 more than
4 times the smaller. What are the numbers?

2. One of the acute angles of a right-angled triangle is 16° larger than the
other. How many degrees are there in each of the acute angles?

3. A bottle and its contents cost 60 cents but the contents cost 18 cents more
than the bottle. How much does the bottle cost?

4. Two books cost $15 altogether. One costs $1.50 more than the other. How
much does each book cost?

gear SS J
5. The sum of two numbers is a and the difference of the same two numbers

one Lh
is a What are the numbers?

6. A two-digit number is smaller by 27 than the number with the digits

reversed. The sum of the digits is 13. Find the number.

7. There are 10 more boys than girls in a class. If one more girl joins the class,
there will be twice as many boys as there are girls. How many boys and
how many girls are there in the class?
 Simultaneous Linear Equations

A rope was cut into two pieces so that one piece was 18 m longer than the
other. That piece was also three times as long as the other. How long was
each piece and how long was the original rope?

An angle is.three times its supplement. Find the angle. (Note: Two angles
which add up to 180° are supplements of each other.)

10. Twice the length of a rectangle is three times the width. The perimeter is
320 cm. Find the dimensions of the rectangle.

11. If 5 is added to both the numerator and the denominator of a certain

‘ a. Al :
fraction, the result is aE If 1 is subtracted from both the numerator and the

; ees ; ;
denominator, the result is 2 Find the fraction.

12. A motor boat can travel 45 km downstream in 2 h and 30 min; and 39 km

upstream in 3 h and 15 min. What is the speed of the boat in still water?
What is the speed of the current?

13. Six oranges and four apples cost $3.20. One orange and five apples cost
$2.05. What are the costs of an apple and an orange?

14. I think of two numbers. The first number plus three times the second
number is |. The first minus three times the second is 19. Find the numbers.

15. Ali bought 12 pencils and 10 rulers for $2.10. Paying the same price for
each as Ali, I bought 20 pencils and 4 rulers for $1.60. What were the prices
of a pencil and a ruler?

16. In triangle ABC, A is 20°. The number of degrees in B is 10 more than

9 times the number of degrees in C. Find B and C.

17. A boy walked for 4 h and cycled for 3 h, covering a total distance of 74 km.
Later he walked for 2 h and cycled for 4 h, covering 82 km. What were his
speed of walking and his speed of cycling if his speeds in the two cases
were constant?

18. A carpenter can make a cabinet in 30 h. If he works for 21 h at the normal

rate of pay and 9 h at the overtime rate, he will be paid $69. But if he works
for 27 h at the normal rate and 3 h at the overtime rate, his earnings will be
$63. Find his normal and overtime rates of pay.

19. In decimal numerals, if 36 is added to a certain two-digit number, the result

is the number with the digits reversed. The ‘ones’ digit is 1 more than twice
the ‘tens’ digit. What is the number?

151
Chapter 6

20. Two trains leave two different stations 300 km apart; the first starts at noon
and the second at 12 15 h. Travelling on parallel tracks, they meet each
other at 15 00 h. Each train travels at a constant speed, the one leaving at
12 15 h moves at 15 km/h faster than the other. What are their speeds?

21. The total mass of a mixture of two liquids is 2.4 kg and the total volume is
1 000 cm’. If 1 cm’ of one of the liquids weighs 2 g and | cm’ of the other
liquid weighs 3 g, what volume of each liquid is present? What mass of
each liquid is present?

[he ‘ ea ;
22. Four years ago, a man was a5 times as old as his son, but in five years
time, he will be only twice as old as his son. How old is the man now?

Chapter Review 5

We can solve simultaneous equations by

° the elimination method or
e the substitution method.
Examples:
(a) Cb are SAS Ae ee UAa Nn (1)
9) aea La) a eeeEe (2)
(Wy 2: OX ey cet ieee, (3)
Dey Oem [0 ac!a a Alhaa re (4)
(3)—(4): —Sy =-15

amas
eS
=
Substituting y = 3 into (1),

3x +2. xX 3) =3
3x =3=—6
3x SB
158
x= —
3
= —]

(b) a) a ep heImus ee ae or (1)

9 el38 ae Sal(gos Sache dyer (2)
From (1), we have
Ly = 35 — 3%
3 — 3x
= Bienes (3)
 Simultaneous Linear Equations

Substituting y = : in (2), we have

2x+3(25*)=7
2

Dat ties a ae)

4x+9-9x
= 14
—5x=14-9
= X=)
x=-l1
Substituting x = —1 into (3), we have
fe sey co
3
2 2
° Always check your final answers against the given equations.

CHalLenceR @
Solve the following simultaneous equations.
(a) 12x+6y-—7=0
3x -4y+1=0

(i
a eee
x y

eee
X M

[Hint Let sh = 4 and de Sy.

B y

Solve the following simultaneous equations.

+ —-7=0
x+y x-y

aA ats +1 =.)
x+y x-y

|Hint: Let = u and =

x+y Mee Y,

If x =—1 and y = 2 are the solutions of the simultaneous equations:

ax — by =—-7
2x + by =4a
find the values of a and b.

153
Chapter 6

4. Solve the following simultaneous equations.

5. ifta’+ bc’ such that

atb=b
pe=
c=be= bd

find the values of a, b and c.

6. Solve the following simultaneous equations.

(2x + 3)? — 4y = 85
(x-1)'-y=5

Problem Solving «
Oratory Competition

At the end of a school oratory competition, each contestant shook hands with
every other contestant. The winner, Mary, shook hands with 3 times as many
girls as boys. The runner-up, John, shook hands with 4 times as many girls as
boys. How many contestants were there altogether?

The strategies to adopt are use tabulation and use equations.

Number
of girls

154
 Simultaneous Linear Equations

(2) — (1): 4(x-1)-3x=1

Veg]
hd

.. total number of contestants = 5 + 15 + 1 = 21

After you have checked your answer, think of alternative methods.

Example:

Mary EG x 3
excluded

x >John included

John y y y y
excluded

y ™ John excluded

From the model, we have

Solving (1) and (2), we have

y=4
“. total number of contestants = Sy + | = 21

The strategies adopted are use a model and use equations.

1. Members Come and Go In the first term, the ratio of the number of
boys to the number of girls in a computer club was 3 : 4. In the second term,
5 girls left the club but 3 boys joined the club. As a result, the ratio of the
number of boys to the number of girls became 6 : 5. How many club
members were there originally?

2. Positive Integers If x and y represent positive integers such that

(x + y)(2x — y) = 8, find
(a) the possible values of (x + y) and (2x — y),
(b) the possible values of x and y.
Chapter 6

3. Buying Fish With a fixed sum of money, a man can buy 3 more
kilograms of fish if the price is decreased by $1 per kilogram, or
2 kilograms less if the price is increased by $1 per kilogram. How much is
the fixed sum of money?

Eighteen Prime Digits Replace all the asterisks with prime numbers
to make the multiplication correct.

156
Chapter 7

Inequalities

2S © Give it a try!
THE ANNUAL MATHS | Nopoints will be

A quadratic
Blue Team! Name the equation
equation ax’ + bx +c =0

Red Team! Name the

expressiona+c<b+c.
Think carefully. Points
will be deducted for This is inequality.
wrong answer. I demand justice!

SHow come \
no points
will be
deducted for
the Blue
Team? I
don’t even
know the
\ answer. /

Chapter Highlights

¢ Using the number line to illustrate solutions of inequalities including recognising the
difference between positive integers, non-negative integers, negative integers, non-positive
integers, integers, positive real numbers, non-negative real numbers, negative real numbers,
non-positive real numbers and real numbers
¢ Using the inequality signs including converting equivalent inequalities in one variable
¢ Solving simple linear inequalities in one variable

157
Chapter 7

7.1 SETS OF NUMBERS ON THE NUMBER LINE

The following examples illustrate how sets of numbers can be represented on

number lines.

Examples
(a) If x represents positive integers, the set of values of x such that x < 5 is
represented on a number line like this:

(b) If x represents negative integers, the set of values of x such that x = —4 is

represented on a number line like this:

— a
ae 4 3 =2 7 * TO | owt 2

(c) If x represents integers, the set of values of x such that x <5 and x = —4 is
represented on a number line like this:

a
=e ee eet OCA BO

Note: The number zero is excluded in (a) and (b) because zero is neither
positive nor negative.

(d) If x represents positive real numbers, the set of values of x such that x < 5
is represented on a number line like this:

(e) If x represents positive real numbers, the set of values of x such that x < 5
is represented on a number line like this:

(f) If x represents non-negative real numbers, the set of values of x such that
x < 5 is represented on a number line like this:
 Inequalities

Note: In (d), the set of values of x is represented by a thick line excluding the
end points 0 and 5, which are indicated by ‘o’.
In (e), the set of values of x is represented by a thick line excluding the
end points 0 but including the end point 5 which is indicated by ‘e’.
In (f), the set of values of x is represented by a thick line including the
end points 0 and 5.

(g) If x represents real numbers, the set of values of x such that x < 5 is
represented on a number line like this:

(h) If x represents real numbers, the set of values of x such that x < 5 is
represented on a number line like this:

(1) If x represents real numbers, the set of values of x such that x = —4 is

represented on a number line like this:

(j) If x represents real numbers, the set of values of x such that x < 5 and
x = —4 is represented on a number line like this:

Note: The arrowhead indicates the direction in which the thick line extends
indefinitely.

Exercise 7.1 a1 answers on p. 433

1. Represent the set of values of x on a number line such that x S 7, if x

represents
(a) positive integers,
(b) non-negative integers,
(c) positive real numbers,
(d) non-negative real numbers,
(e) real numbers.

159
Chapter 7

2. Represent the set of values of x on a number line such that x > —5, if x
represents
(a) negative integers,
(b) non-positive integers,
(c) negative real numbers,
(d) non-positive real numbers,
(e) real numbers.

3. Represent the set of values of x on a number line such that x 2 —3 and

x < 5, if x represents
(a) integers,
(b) real numbers.

7.2 PROPERTIES OF ORDER

Examples
(a) Consider the sentence, 5 < 6.

This sentence is true.

Suppose we add a positive number, say 4, to both sides of 5 < 6.

Then we have 5+4<6+4

or 9 10 which is again true.

Suppose we add a negative number, say —3, to both sides of 5 < 6.

Then we have 5 + (-3) <64+(-3)

or a3 which is again true.

In general, we have:

If a, b and c are numbers and a < db, thena+c<b+c.

Properties of inequalities are often referred to as properties of order. We shall

call this property the addition property of order

(b) Consider 6 < 7.

This statement is true.

Suppose we multiply both sides of 6 < 7 by a positive number, say 2.

160
 Inequalities

Then we have MOY 27)

or 1m 14 which is true.

Suppose we multiply both sides of 6 < 7 by a negative number, say —4.

Then we have —4(6) < —4(7)

or =A —28 which is not true.

If we change the sign ‘<’ to ‘>’, we have —24 > —28, which is true.

It is easy to see that when we multiply both sides of an inequality by a negative

number, it is necessary to change ‘<’ to ‘>’ or change ‘>’ to ‘<’ so as to ensure
that we still have a true statement.

Let us state the multiplication property of order as follows: —

If a, b and c are numbers and a < J, then

° ac <bce if c is positive and
¢ ac > bc if c is negative.

Equivalent Inequalities
Recall that equations such as 2x + 3 = 11 and 2x = 8, which have the same
solution, are called equivalent equations. In the same way, any two inequalities
with the same set of solutions are called equivalent inequalities.

Equivalent inequalities can be obtained by using the following rules.

Conversion of Equivalent Inequalities

Add the same number to both sides or subtract the same number
from both sides.
Multiply or divide both sides by the same positive number.
Multiply or divide both sides by the same negative number and
change ‘>’ to ‘<’ or ‘<’ to ‘>’.

Note: 1. Wecannot multiply by zero. For example, if x > 3 and we multiply

both sides of it by zero, we have 0 > 0 which is simply a false
statement.
2. Wecan write similar statements about equivalent inequalities using
fee’ or ie

161
Chapter 7

Worked Example
For each pair of equivalent inequalities, show how the first inequality can be
converted to the second.

a neay en eee eee13) ax<8 x< 32 (Cy ae =e

Solution:
(a) +7 =< 13
x+7—7<13-—7 — Add-7 to both sides.
x <6

1
(b)
b —Te < 8

4 (5x)< 4(8) Multiply both sides by 4.

5ee oP

(c) -3x = 27
3x <-27 Multiply both sides by —1 and reverse the sign.
x<-9 Divide both sides by 3.

Exercise 7.2 Ay answers on p. 434

1. Which of the following inequalities are true?

(apes 2 (b) 3(-1) > 2(-1)
(On 31) = 21) (G<de2
(me vyey=~ —2)E1) (je? <5
@) GQ) > 3-1) th) ©2)G) <36)
(i) 2<-3 CD45

mat) 2os(p
(k) 4(2) < 5(2) (Il) 4(-2) < 5(-2)

2. For each pair of equivalent inequalities, show how the first inequality can
be converted to the second.
(a) x - 3S 2.x 50 (b)) x21 yes]
(c) x-3 2=5,x28 (d) x-4>2,x>6
(oe) ve 5 > 6x >. 11 (DX) 2A x 2D
3 5 11 24
(g) x a es
ae) = h x+ [ae
(h) —
stair

, ee 5 2 : 2, 5
(i) a aa (j) seb ae aoe ae 1

162
 Inequalities

ar For each pair of equivalent inequalities, show how the first inequality can
be converted to the second.
(a) Dy ae xe |
(b) —x22,x=-—2

(c) ye
3

(d) Hic er BF pers

3

(e) 3x<2,x< =

(f) —2x > ee

2

(g) be IN a cat IN Ss

(h) er V
Nl

(i) NIE
WIN
Als

(j) —3x >0,x <0

7.3 SOLVING INEQUALITIES

Worked Example 1
2 P :
Solve aa + 8 = 0 and then draw the solution set on a number line.

Solution:

=> —8 Subtract 8 from both sides.

<= 8 Multiply both sides by —1 and reverse the sign.

<= 24 Multiply both sides by 3.

Divide both sides by 2.

The diagram of the solution set is

163
Chapter 7

Worked Example 2

Solve =x= : > =x + : and then draw the solution set on a number line.

Solution:

12( 72% — 4) 5 tof 354 2) Multiply both sides by 12,

2 3 4 3) the LCM of 2, 3 and 4.
42x —-16 >9x+8
33x=16>8 Subtract 9x from both sides.
Son 4 Add 16 to both sides.

24 “a :
36 22 SS Divide both sides by 33.
33

8
Ey =

The diagram of the solution set is

TE
0 al 2 3 4

Note: After much practice, you may be able to solve the inequalities in fewer
steps. Reasons given for the steps may be omitted.

Exercise 7.3 ai answers on p. 434

1. Solve each of the following inequalities and then draw the solution set on
a number line.
(a) x-3 <2 (b) x-4<5 (c) x+7>7
(d) x-9>10 (e) x+8 <6 (ff) x+2425
(g) x-ll <17 (h) x — 24 = 30 Gi) x+42<5l1

2. Solve the following inequalities.

i 2 3 if 4 6
a) x+ —>-= b) x-—<-— c) x+—->—
(a) Z 3 (b) 4 2 (c) ) 2
1B a) 2 3 Ee i
d) x-—>— e) x+
— < — f) x+—-2-
(d) 8 24 (e) 11 ae 3 3
A dl oye : eens
,— = h) x+ — = — Ll) x=
= = =|
(8) 5 10 (h) 16 a2, i) 2 3

164
 Inequalities

a: Solve the following inequalities.

(a) 3x>8 (b) 5x <-14 (c) 6x
= 19
(d) -7x <8 (e) 10x+23<-13 (f) 3-4*>4

(2) 05,97 = 18 (h) Danger (i) 2 oar

yy
3 1 S)
(k) )
I) =
qeding
Sees
4

Decne fee eet

a
2 5
) ci 3 1p?

Solve the following inequalities.

(a) 3-3x
= 4x%4+7 4x-2>5-3x -
(c) 5-2x
= 4x-3 3x = 2(8 + x)
2 1 4 2
(e) 3(x-3) < 4(2x + 3) x x +
3 3 3 5
1 7 2) 3
=x-—<=x+ =
6 2 6 2

(i) -—(Qx-5) > 3 +3) =(Ax - 1) < =(2x 355

5 1
(kK) x+ A <3(2x- =]

am) x- 2<7[2 +3)

Given 37 — 3x = 15,
(a) find the least value of x,
(b) find the least integer value of x.

Given 2x + 11 < 162, find the largest value of x if

(a) x is a prime number,
(b) x is a multiple of 4.

Pls Given that x + y = 63, x and y are positive integers divisible by 7 and that
x <y, list the possible pairs of values of x and y.

=3, Given that 2x + y = 63, x and y are positive integers divisible by 3 and that
x = y, list the possible pairs of values of x and y.

165
Chapter 7

Chapter Review

1. The set of values in the solution of an equality is represented by a

thick line.

2. If an end point is included in the solution, it is indicated by ‘e’ or

otherwise by ‘o’ on the number line.
Examples:
ees
Ce 1
0 | 2 3 4 5

50 al

a cae aan eames + meee: niccaceen <iimecis caceeimceae™ eras

-1 0 1 2 3 4 > 6 i

The arrowhead indicates the direction in which the thick line extends
indefinitely.

3. Ifa,bandc are numbers anda <b, thena+c<b+c.

4. If a,b andc are numbers and a < dD, then

* ac <bc if c is positive and
* ac> bc if c is negative.

5. Conversion of Equivalent Inequalities

e Add the same number to both sides or subtract the same number
from both sides.
e Multiply or divide both sides by the same positive number.
e Multiply or divide both sides by the same negative number and
change > to < or < to >.

CHALLENGER @
1. State whether each of the following statements is true or false. If a > b and
c > d,then:
(a) ac>bd (b) a-—c>b-d

(c) a+c>be+d (d) aii

Cc b

166
 Inequalities

State whether each of the following statements is true or false. If

a<b <-l, then:

(a) a> (bie Ms 2 us

a b
(On =| (d) ab>1

Solve the inequality 2~ > 64.

If 1 <x <3 and 2 S y <7, find (a) the greatest value, (b) the smallest

If -3 <x < 8 and-2 < y S 9, find (a) the greatest value, ¢b) the smallest
value of y’ — x’.

If-—5 <x <9 and-8 < y S —1, find (a) the greatest value, (b) the smallest

value of xy — ”
y

Problem Solving 7
Income and Expenditure

In 1997, a family spent 19% of their income on rent, 26% on food, 30% on other
items and saved the rest. In 1998, their income increased by 10%. If the cost of
food increased by 10%, savings decreased by 4% and rent remained the same,
by what percentage did the expenditure on other items increase?

The strategy to use is use a diagram.

x 110% 1998

l
income

@@
$0.19x ¢ a@
x 110%

same

167
Chapter 7

From the diagram, we can see that in 1998, income = $(1.1x)

savings = $(0.96 x 0.25x)
= $(0.24x)
food = $(1.1 x 0.26x)
= $(0.286x)
rent = $0.19x

So other expenditure = $(1.1.x — 0.24x — 0.286x — 0.19x) = $(0.384x)

Percentage increase = ee Es x 100% = 28%

A Xx

You may refer to this type of diagram as arrow chart.

Alternatively, you may use tabulation.

Let the income in 1997 be 100 units.

100 x 110% = 110

Rent 19 MY
Food 26 20x 110% = 2e0
a a ae —-

Others 30 | x
Savings ps 25 x 96% = 24

From the table, we have

x= 110-19
— 28.6 — 24 = 38.4

; 4 -
Percentage increase = aes x 100%

Be inne
30

= 28%

1. Tonic Pills The following is the formula of the H & V Tonic Pills.
Vitamin B complex 18%
Vitamin C 32%
Ginseng 35%
Coating substance 15%

168
 Inequalities

The formula is recently improved as follows:

Vitamin B complex is increased by 10%.
Vitamin C is decreased by 5%.
Ginseng is increased by 12%.
Coating substance remains unchanged.
(a) By what percentage is the total mass of the pill increased?
(b) What is the proportion of the improved formula?
Give your answer correct to the nearest percent.

Boys and Girls In three classes A, B and C, there are altogether 126

students. : of the students in class A, : in class B and 5 in class C are

boys. The total number of boys is 81. If class B has 3 moré girls than class
A, find the number of girls in class A.

Who is the Oldest? Ann was born before Betty. Carol is older than
Betty. The average age of Betty and Carol is more than that of Ann and
Betty. If Dolly is younger than Betty, who is the oldest of the four?

Nineteen Prime Digits Replace all the asterisks by prime numbers to

make the multiplication correct.

169
Chapter 8

Congruent and Similar

Triangles

This artwork is
made up of
congruent and
similar triangles. What’s congruent
=e and similar
triangles, mum?

Congruent triangles have the same

shape and size, Suzie. Similar
triangles have the same shape, but
they can have different sizes.

Oh! Now I
know, mum!

Chapter Highlights

° Writing statements of congruent triangles in the correct correspondence

° Recognising that corresponding sides and angles of congruent triangles are equal
¢ Demonstrating an understanding of the SAS, AAS, SSS and RHS tests for congruent triangles
° Identifying congruent triangles by using the tests for congruent triangles
¢ Finding unknown sides or angles of congruent triangles
* Using the Tests for Congruent Triangles to demonstrate an understanding of deductive
reasoning
* Recognising that corresponding angles of similar triangles are equal and corresponding sides
are proportional
e Drawing a triangle similar to a given triangle
° Demonstrating an understanding that two triangles are similar if their corresponding angles
are equal or their corresponding sides are proportional or two pairs of their corresponding
sides are proportional and the included angles are equal
° Identifying similar triangles, including writing ratio relationship with their sides and finding
unknown angles and sides

170
 Congruent and Similar Triangles

8.1 CONGRUENT TRIANGLES

Two triangles are said to be congruent if they have the same shape and size. We Congruent triangles are
can usually decide whether two triangles are congruent by placing one on top of triangles which have
the same shape and
the other to see if they fit. (Sometimes we may have to turn a triangle over.)
size.

If two triangles are congruent, obviously the six parts of one triangle (sides and
angles) are equal to the corresponding parts of the other. For example, if AABC
and APQR are congruent, then we have

Notice that pairs of equal sides and equal angles are indicated by small marks on
the figures.

The symbol ‘=’ (or ‘=’) is used as a short form for ‘is congruent to’. Thus, MATHSTORY
‘AABC = APQR’ is read as ‘triangle ABC is congruent to triangle POR’. _”
Leibnitz (1646-1716)
Note: 1. The statement ‘AABC = APQR'’ tells us that triangles ABC and originated the use of
the symbol ~ for
PQR are congruent. In addition, it also tells us that the parts of one
congruence. Gauss
triangle fit onto the parts of the other exactly by matching in a (1777-1855), the
definite way as follows: Prince of mathema-
ticians, first used the
ee ee Bae C aes RS symbol = to indicate
congruence in number
AB=—_=./Q; Bs CO. CA he theory.
We refer to this matching as a correspondence.

2. A simple way to remember the correspondence is by the diagram

below.
AABC = APOR

El
3. Keeping in mind the corresponding order of the vertices, we cannot
write AABC = AQRP.

4. AABC may also be called ABCA. The statement ‘AABC = APQR’

may be written as ‘ABCA = AQRP’.

171
Chapter 8

5. The correspondences which we use are more than just a pairing of

sides and angles. You should notice that the corresponding sides are
opposite to the corresponding angles. For example, in the congruent
les a ABC and PQR, A corresponds to P and the side opposite
to A corresponds to the side opposite to P, i.e. BC corresponds to
OR.

Tests For Congruent Triangles

To test whether two triangles are congruent, you need not test all three sides and
all three angles. The following class activity will help you discover some rules
about congruent triangles.

Class Activity 1

1. In AABC, two sides and the included C

angle are given.
(a) Draw APOR such that Pe 50°: 6cm
PQ 24cm and RP = 6:cm.
(b) Is APQR congruent to AABC?

Aa B
4cm

2. In AABC, two sides and a non- C

included angle are given.
(a) Draw AXYZ such that Y= 50°.
YZ =5 cm and ZX =4 cm. Ses sen
(b) Is AXYZ congruent to AABC?
(c) Is AXYZ necessarily an acute-
angled triangle?

3. In AABC, two angles and one side are C

given.
(a) Draw AXYZ such that ve (oy aa
Y = 50° and ZX =5 cm.
(b) Is AXYZ congruent to AABC?
(c) Draw APOR such that eae 60°,
150 Tad POR 5m,
(d) AAPOR oe to AABC? 4 aN SENG:
5cm

172
 Congruent and Similar Triangles

4. In AABC, three sides are given. c

(a) Draw APOR such that PO = 5 cm,
QR =4cm and RP = 6 cm.
(b) Is APOR congruent to AABC?

4cm

5. In AABC, three angles are given. C

(a) Draw AXYZ such that xX =e Obs.
Y = 50° and Z = 60°. 60°
(b) Is AXYZ congruent to AABC?
(c) Is AXYZ necessarily of the same
size as AABC?

6. In AABC, one angle is a right angle, the C

hypotenuse (longest side) and another side
are also given.
(a) Draw APOR such that Q = 90°,
7 cm
OR = 4-cm ang Kner = cin
(b) Is APOR congruent to AABC?

The results discovered from Class Activity 1 provide the following Tests For
Congruent Triangles:

In AABC and ADEF, if AB = DE, A D

B=E and BC= EF,
then AABC = ADEF.
‘Two Sides and the Included
Angle’ test (SAS) B Cag F

173
Chapter 8

In aAABC
Tet and ADEF, A D
Whe kk OC] Ff
and BC = EF, then
AABC = ADEF.
‘Two Angles and a
B CE F
Corresponding Side’ test (AAS)

A D
In AABC and ADEF,
if AB = DE, BC = EF and
CA = FD, then
AABC = ADEF.
‘Side-Side-Side’ test (SSS) B C E
=
In AABC and ADEF, A D
if B = E = 90°,
AB = DE and AC = DF,
then AABC = ADEF.
‘Right angle, Hypotenuse and B C OE F
Side’ test (RHS)

Notice, from question 2 of the class activity, that AX YZ which has two sides and
a non-included angle equal to that of AABC is not necessarily congruent to
/A\ABC as there are two possible triangles that could be called AXYZ as shown.

2 possible
positions of X

Also notice, from question 5, that AX YZ is similar and not necessarily congruent
to AABC.

174
 Congruent and Similar Triangles

Exercise 8.1 2D answers on p. 434

1. Study each of the following figures (not drawn to scale). Must the triangles
be congruent? Write, if applicable, a correct statement of congruence and
state the test used.

(a) 4 orale! p

I
B C ;
6
B A

175
Chapter 8

(k) Nae () 4 2 C

2 - Zz E D

D
93 me

Xp 5 A 1 4 vos

E
R

(0) (p) BC
A B
es
A D

D re C
F E

(q) B (r) B

A } C A iG

176
 Congruent and Similar Triangles

(s) (t) p D
(E

Cc E

(u) (v) F
D B :

Nee FS
A (S

H ; E

(w) D B (x) G F

A Gee, E

(y) . (z) i?

A c D

0 OT

177
Chapter 8

2. Study the following figures and find the values of x and y.

(a) A iz

4.8 3.4

ADS ie

B
47 ©

(b) A F
16 a
16
32 D=<J 8.3

75°
B C %
16 E

3. Study the data for AABC and AXPG. Must these triangles be congruent?
Write, if applicable, a correct statement of congruence and state the test
used.
(a) AB = PX,AC = XG, A Il

(b) BC = PG, BA = XP, B Q>

><>

(c) AB =?PG, BC = PX, AC = XG

(d) AB=XP, CA= GX, B= P
(e) B= G, Ce x, BC= XG
(f) A= X, B= P,AC=PG
 Congruent and Similar Triangles

Using Congruent Triangles

Worked Example 1
In AABC, B = C and AD is the A
bisector of A . Show that AB = AC.

Solution:
In AADB and AADC,

Be C (given)
BAD = CAD (given)
AD is common.
“. AADB = AADC. (AAS)
JAB SAC

Worked Example 2
In the figure, SB = RC and PQRS is A
a rectangle. Explain why AASR is
an isosceles triangle.

Solution:
In ABPS and ACQR,

BPS = COR = 90° (prop. of rect.)

SB = RC (given)
SP l=_KRO (prop. of rect.)
Seee = 7 COR (RHS)
By GC

Now ASR = B (corr. Zs SR // PQ, prop. of rect.)

ARS ="C (corr. Zs SR // PQ, prop. of rect.)
-, ASR = ARS
So, AASR is an isosceles triangle.

179
Chapter 8

24
Exercise 8.2_}
\_Exercise answers on p. 435

LIE The figure on the left shows Robert’s construction of the bisector of a given
angle A, using ruler and compasses only.
(a) Describe briefly Robert’s construction.
(b) Explain why Robert’s construction is correct by using the triangles in
the figure on the right.

by
><

A BA B

The figure on the left shows how the perpendicular bisector of AB is drawn,
using ruler and compasses only.
(a) Describe briefly the construction.
(b) Prove that the construction is correct by using the figure on the right.

In the figure, AB // DC and AD // BC. D ‘e

Use congruent triangles to show that
(a) AB = DC,
(b) AC and BD bisect each other.

180
 Congruent and Similar Triangles

In the figure, AD = CD and AB = CB. D

Use congruent triangles to show that
(a) BD bisects ADC,
(b) AC and DB are perpendicular to each other.

A rectangle is a special parallelogram with four right angles. Use congruent

triangles to show that its diagonals are equal.

(a) Is AADE congruent to ACBF? Give reason.

(b) Explain why D C
(i) ADEF = ABFE,
(ii) AABE = ACDF.

A B

(a) Is APAQ congruent to AQBO? Give reason.

(b) Show that
(i) APOR= AORQ,
(ii) APDR = ARCO.

In the figure, DE // BC and AD = AE. Show that A

(jab = CE.
(bh) SE= ED.

D E

B G

181
Chapter 8

8.2 SIMILAR TRIANGLES

Example

These two triangles have the same shape. We say that they are similar triangles. Similar triangles are
If you measure the angles, you will find that the angles of AABC are equal to the triangles which have
the same shape but not
corresponding angles of APQR, i.e.
the same size.

PAASO = 6 andar = C.

If you measure the sides, you will find that

POA ici, OR = 45cm, AP =6 cm,

AB=72.8 cm, BC =3 cm and CA =4 cm.

Notice that

PO do edo 93
OV) ey eo
ORueaAS
| 45. 3
Rois: «2
and RP _ 6 _ 3
Ch a 8
LO OR. RE 9
Thus = =a Si
AB BG CA D)
A scale factor is the
ratio of the distance
Note: 1. The ratio of any side of APQR to the corresponding side of AABC between two points
is the same for all the three sides. We say that the corresponding on an image of
sides of these two triangles are proportional. We refer to the an object and the
distance between the
» es)
constant ratio as the scale factor. corresponding points
on the actual object.

182
 Congruent and Similar Triangles

2. When making statements about similar triangles such as ‘APQR is

similar to AABC’, make sure that the letters P, OQ and R match the
letters A, B and C in the correct correspondence.

In general:

If two triangles are similar,

¢ their corresponding angles are equal and
¢ their corresponding sides are proportional.

Tests For Similar Triangles

To test whether two triangles are similar, you need not test all the three sides and
all the three angles. The following class activity will help you discover some
rules for testing similar triangles.

Class Activity 2

1. AABC is a given triangle.

You can draw a AXYZ such that X = A and Y = B by following the steps
given below.

(a) Copy AABC. Draw XY of any length. In this case, take XY = 3 cm.
Through X, draw a line such that ee Through Y, draw a line such
that Y = 104°, letting this line meet the first line at Z as shown. Then
AXYZ is the required triangle.
(b) Is 7;equal to Cc?

183
Chapter 8

(c) Measure YZ and ZX.

Is each side of AXYZ : times the corresponding side of AABC?

; pew, Gee OX
(d) Write down the ratio
AB
F
BC
and
CA
,

NOW WIE, LX 3
Ss — = — = — = — true?
AB BC CA 2

(e) Do you agree with the statement below?

In AXYZ and AABC, if X ="A’and Y = By then AXYZ and AABC
are similar.

2. AABC is a given triangle.

You can draw AXYZ such that ae Se by following the steps
AB BC CA
given below.

4cm —
3cm on

a 2cm z

x Y
4cm

(a) Copy AABC.

To draw AXYZ, any scale factor may be used. In this case, take : as

the scale factor. So pias A

AB l
iMeretore AY =2AB =2 x2 cm =4 cm.
Similarly, YZ=2 x3 cm = 6 em and ZX =2 x 4’cni =.8 cm:
Now draw AXYZ as shown above on the right.
Then AXYZ is the required triangle.
(b) Make the necessary measurements to find out if the following state-
ments are true.
ww

Y= Aly = Bb om. 7 = Cc

184
 Congruent and Similar Triangles

(c) Do you agree with the statement below?

In AXYZ and AABC, if ©AB = *4

BC
= &,
CA
then AxYZ and AABC are
similar.

AABC is a given triangle.

You can draw AXYZ such that X = A = = = by following the steps

given below.

em

(a) Copy AABC.

To draw AXYZ, any scale factor may be used. In this case, take : as

ROL 5)
the scale factor. So — A
AB

Therefore XY = >AB = : SS Cili=a) 2c:

Similarly, ZX = 2 4 om =sL.0icm:

Now draw a line XY, 7.5 cm long.

Draw a line ZX, 10 cm long such that X = 29°. Join YZ. Then AXYZ
is the required triangle.
(b) Make the necessary measurements to find out if the following state-
ments are true.

ie (he € ad =
BC

(c) Do you agree with the statement below?

In AXYZ and AABC, if = : =< and X = A, then AXYZ and AABC

are similar.

185
Chapter 8

Remember these:

In AXYZ and AABC, if

(a) X=Aand
Y=B or
(hye ee

(c) aT. = 2X and X =A,

CA
then AXYZ and AABC are similar.

Worked Example 1
if A = D, AB-= 3 units; C F
AC = 4 units. BC = 2 wnits. : 5
DE = 6 units and DF = 8 units. yi z g
Calculate the length of EF. 3

wie E
Solution: 6

es = il = Z and D = A
AB AC ]
Therefore ADEF and AABC are similar.

Then Lal = a
BC 1
But BC = units
; EF =2 <2 units
= 4 units

Worked Example 2
I ED // AB. EC = 2 units.
BC =3 units and AB = 9 units,
find the length of DE.
ee ae

Solution:
ED // AB
Then D= A and Ee B.
Therefore ACDE and ACAB are similar.

Then DE aaa EC = 2
AB BC 3
But AB = 9 units

DE = ; x 9 units

= 6 units

186
 Congruent and Similar Triangles

' Worked Example 3

In the given figure, if AB // DE,
AB = 12 units, AD = 5 units and
DC =3 nis tind DE.

Solution:
AB // DE
Then DEC = ABC (corr. Zs) and C is common to both triangles.
Therefore ACDE and ACAB are similar.

Then DEO. 2, 2 ae
AB CA 3+5 8
But AB = 12 units

DE = -x 12 units

= a units
p)
1 :
= 4— ynits
2

Exercise 8.3 4s answers on p. 435

1. For each part, state whether the two triangles are similar.

(a) (b)

10
Z\ lee Cc] 8
4 5

6 3

(d) \
{\
50° 60°

ih ars

187
Chapter 8

(e) (ff) pA /\
~x 5 8 6 x

6 7
50°

2. Study each figure carefully, then copy and complete the following.

(a) 4. B (b) Me

C N

D = E a2 gins .

/SABC is sumilar'to-A.= APOR is Sinitlar to 7.

(c) S (d) A

B ee

D E

AoLU 15 sigilar.to-7) 23, AADE is similar to A ____.

(f) A

B se C
60°S p

ARST is similar to 2 = 4 AABC is similar to A ____.

188
 Congruent and Similar Triangles

AUVW is similar to A ____. LRST is:similar to 2X =

3. (a) Are the two triangles (AAED and A

AABC) in the figure on the right E
ate sya IE, AD
similar if —— = ——? If so, state D
AB AC
why and name the pair of similar
triangles in the correct order.

(b) C In the figure on the left, AC = 18 units,

BC =y24 vnits, DC = 6-unts and
. E EC = 8 units. Are ACDE and ACAB
similar?

A B

4. (a) Are any two equilateral triangles similar?

(b) If two isosceles triangles have equal vertex angles, are the triangles
similar?
(c) If two isosceles triangles have equal base angles, are the triangles
similar?

5. In each case, name the pair of similar triangles, then copy and complete the
statements. @) iP

(a)
PA
—= = —_ "7 gp
P = oe
A OP
QP = A

BAS <CA’ CR PA

L MIS APXMA YX XM _
XZ NX. OME SX XZ

xY | XM 2X _ ML _ XL
XZ TE OMY VR

x M Y

189
Chapter 8

6. Given that ee a write down the values of x, y and z.

(a) A (b)

(d)

7. Inthe figures, if A = X,AB=6 units,

AC = 8 unitsalBGrest nits.
AY = 12 units and XZ = 16 units,
calculate YZ.

8. In the figures, APQR and ASTU

RO 3
are similar such that —= = — and
(Uh 2,
PQ = 6 units. Calculate ST.

190
 Congruent and Similar Triangles

In the figure, if AB // PQ, AX =5 units, B

OX = 2 nits and AB = 6 units,
Q
calculate OP.

In the figure, if XY // MN, 72 = 3

>

10.
MZ
and XY = 5 units, calculate NM. Z

1
IL In the figure, MN // PQ, = ;and . N

PQ = 16 units. Calculate MN. s

12. In the figure, if XY // BC, AX = 2 units, A

KD OTinitssanG pe =). Units.
calculate XY.
X Vi

CG

13. In the figure, all measurements are in C

centimetres.
(a) Explain why the figure contains 4.4
two similar triangles.
(b) Write a correct statement of
similarity and state the test used. 2
(c)y Galeulate PAG. correct {to 2.4
1 decimal place.
2 1.9 D 3.2 B

191
Chapter 8

14. In the figure, all measurements are in

centimetres. Calculate the values of x,
y and z. Give your answers correct to
1 decimal place.

15. O In the figure, OE // FB and CD // AB.

E.
E Show that ED = oe
FD AC

Chapter Review =~

1. In AABC and ADEF if AB = DE, B = E and BC = EF, then

AABC = ADEF.
‘Two Sides and the included Angle’ test (SAS)

A D

. ae

>, In AABC and ADEF if B = E, C = F and BC = EF, then

AABC = ADEF.
‘Two Angles and a corresponding Side’ test (AAS)

A D

LX C Loe F

192
 Congruent and Similar Triangles

In AABC and ADEF if AB = DE, BC = EF and CA = FD, then

ABC. = DEF.
‘Side-Side-Side’ test (SSS)

B CG E F

In AABC and ADEF if B = E = 90°, AB = DE and AC = DF, then

AABC = ADEF.
‘Right angle Hypotenuse and Side’ test (RHS)

A D

Fe

in peAXYZ -and, AABG sii~(a) X= A and My 2k ploy

(b) ee
¥Z—) oe
Ze or (c) 2 ee and X = A, then AXYZ and
AB BC ‘A AB CA
AABC are similar.
Examples:

193
Chapter 8

CHALLENGER @
1. In the figure, PRCQ is a parallelogram.
Show that AQ: QC = CR: RB.

Find x in terms of y.

In the figure, AM = MB, BCN = ACN

and ANC = 90°. Show that BCNMis a
trapezium.
(Hint: Make a suitable construction.)

In the figure, ABCD is a parallelogram. D G

AM = MB and BP = 2PC. Find the
ratio BO: QD. P
(Hint: Make a suitable construction.) Q

A B

In the figure, XYZ is a straight line and Cc

CX : XY = CA: AB. Show that ABYZ
is an isosceles triangle. x
(Hint: Make a suitable construction.) Y

A B 4

194
 Congruent and Similar Triangles

6. In the figure, ABCD is a square. A D

EAD = EDA = 15°. Show that
ABCE is an equilateral triangle.
(Hint: Consider the converse of
the problem.)

Problem Solving s
Visiting the Supermarket

On his way to the supermarket shortly after 6.00 p.m., a boy observed that the
hands of his watch formed an angle of 110°. On returning home before
7.00 p.m., he noted that the hands of his watch again formed an angle of 110°.
For how long had he been away?

The strategies to use are use a diagram and use an equation.

Suppose the hour hand turns x°.

Then the minute hand turns 110° + x° + 110° i.e. 220° + x°.
But the minute hand turns 12 times as fast as the hour hand.
So 22.0 x Li 12
56 1
tite 20
The hour hand turns 30° in | h.
It turns 20° in 40 min.
So the boy had been away for 40 min.

195
Chapter 8

Watching TV Abu was watching a soccer match on the TV. Before the
start of the match, he looked at the clock. After the match, he looked at
the clock again and noticed that the two hands on the clockface just
interchanged positions. If the match lasted more than | hour but less than
2 hours, how long did the soccer match last? Give your answer correct to
the nearest minute.

Cubes and Squares

(a) Copy and complete the following two sets of calculations.
l = ig =
Le = to =
14243 = Pee es =
fe 3 4 = [Pettee
(b) How are the two sets of results related?
(c) Find the value of

Woy bed eek 6) A 48. 420%

(d) Given that the sum of the first 25 numbers, 1+2+3+...... + 25,
is 325, find the value of

ieeeSea tay oe (C)

Round Table A group of students sat round a table. A plate of

50 biscuits was passed round. Each student took 1 biscuit each time the
plate came to him and then passed it round again. When the plate was
empty, the majority received 6 biscuits each and the rest received less. How
many students were there?

Cross-roads What do the letters represent to make the addition

correct?

CROSS
+ ROADS
DANGER
Rule: The same letter represents the same digit. Different letters represent
different digits.

196
 REVISION EXERCISE 2
Revision 2A (answers on p. 435)

1. Solve the following equations.

(a) 3x+4y=3 (b) S5x+2y=7
x+4y=6 15x
+ 6y =8

2. I think of two numbers. Twice the first number plus three times the second is 42. Three times the
first minus twice the second is 24. Find the two numbers.

3. Solve the following inequalities.

(a) 5-7x <-18 (b) 3(x - 3) < 4(2x + 3)

4. Use your geometrical instruments to copy the following figures and for each, construct a similar
figure according to the given scale factor.

(a) (b)

Scale factor 2 Scale factor :

5. Ali bought a watch and 7 identical pens for $200. The watch cost $50 more than 5 pens. How
much did he pay for the watch?

6. Using suitable scales, plot the graph of y = 2x* + x—5.

(a) Find y when x = 1.5. (b) Find x when y = 11.5.

7. A man bought some oranges at 20 cents each. He found that more than 15.6% were bad and he
threw them away. He sold the remaining oranges at 35 cents each, thus making a profit of exactly
$19. How many oranges were bad?

8. In AABC, DE // BC. A
(a) If AB =6 cm, AE = 2 cm and AC = 9 cm, find AD.
(b) If AB = 12 cm, AD =5 cm and DE = 4 cm, find BC.
(¢c) IFAC =14 cm, AB= 5 cm and BC = 9 cm, find DE. D E
(d) bACH15.cm,AE=7 cm and AD = 6 cm, find DB.
(e) If AB = 16cm, DB =6cm and AC = 18 cm, find AE.
(f) If AB=18 cm, BC = 14 cm and DB = 4 cm, find DE. B C

197
Revision Exercise 2

9. Draw the graph of each of the following equations using two ordered pairs of your choice. On
your graphs,
(a) find the value of x in each case when y = 8,

Ging 2 *(1 = 5x) Gi) 4y27¥=

25 =0
(b) find the ordered pair (x, y) satisfying both the equations in (a).

10. A packet of 120 g of tea contains about 26 teaspoonfuls. If Mary uses 5 teaspoonfuls a day for
making tea for her family, for about how many days will a packet of 400 g of tea last?

Revision 2B (answers on p. 435)

1. Solve the following equations.

(a) x+2y=12 (Dig 38+
Z2y = 2
2x+y= 16 6x — 4y = 20

2. In a two-digit number, the units digit is three times the tens digit. Four times the units digit is 3
less than the given number. Find the number. (Hint: The number is 10x + y.)

3. If A = P, AB =3 units, AC = 4 units, BC = 2 units, eG R

PQ = 6 units and PR = 8 units, calculate OR. wa
A B

r Q

4. Solve the following inequalities.

Oe5 (LS)
(b) 4x-2>5-3x

5. Use your geometrical instruments to copy the following figures and for each, construct a similar
figure according to the given scale factor.

as

3 1
Scale factor = Scale factor 5

198
 Revision Exercise 2

6. Using suitable scales, plot the graph of y = x — 10x + 9.

(a) Find y when x = 1.5.
(b) Find x when y = 10.5.

7. Three years ago, a man was 5 times as old as his son, but in 2 years time, he will be only 3 times
as old as his son. How old is each of them?

8. Anew machine costing $8 000 depreciates (i.e. decreases) by 20% of its original value during the
first year. During the second year, it depreciates by 15% of its value at the beginning of that year.
Find the value of the machine at the end of the second year.

9. Mingfa bought 150 ballpoint pens for $348 and he sold x of them at $2.90 each and the rest at a

discount of 50%. If he made a profit of 12% on the whole, find the value of x.

10. (a) Ali drives for x km at an average speed of 60 km/h. He returns by a different route, which
is 5 km shorter, at an average speed of 50 km/h. The total time for both journeys is | hour
33 minutes.
: : , : 3 —5 il
(i) Form an equation in x and show that it reduces to ; aa 2 ~ a

(ii) Solve the equation in part (a) to find the value of x.

(b) Ifu+v=mand = + a = find a formula m in terms of u andf.

u Vv

Revision 2C (answers on p. 435)

1. Solve graphically the following equations.

(a) 4x+3y=12 (b) 4x+5y=6
14x + 8y = 37 12x + Sy = -2

2. A two-digit number is four times the sum of its digits. If 27 is added to the number, the digits will
be reversed. Find the number.

3. Figure ABCD is a parallelogram. A B

Copy and complete the following.
(a) AABD=A
(b) AAOB=A Y
(c) AADC=A
(d) AAOD=A

D a

199
 & 80 ad
& oo

reece sear f
2
—_
oN Sw ae
P
S 40 : Si

Ais+30 y yi de 8 er

0 T == T = T
10 30 10 50 11 10 11 30 11 50 12,10

- graph shows car A travelling from point P to point Q. Car B travels from Q by the same route
)

What is the total distance travelled by car A?

What is the average speed of car A for the whole journey?
How long does car B take to complete its journey?
What is the average speed of car B for the whole journey?
When and where does car B stop and for how long?
Where and when do the two cars pass each other?
During which periods of time does car A travel at the same speed?

ve the following inequalities.

Orie 25 (b) =>(2x 3) = a(x+2)

an and her sister shared some money in the ratio x : y. Susan received $45 more than her sister.
ne amount to be shared was $315, find the ratio x : y in its simplest form.

he figure, EF // AC and FG // BD.

IWAr=3 cm, EB =4 cm and CG =5 cin, find GD:
HAL =.5.cm,£B =3cm and GD = 5 cm, find.CG.
If AB = 10 cm, CD = 8 cm and EB = 3 cm, find GD.
If AB = 12 cm, AE = 5icm and CD = 16 cm, find GD;

iry bought 2 storybooks and 10 greeting cards for $24. Paying the same price for each item, |
er bought 20 greeting cards and | storybook for $27. Find the price for each item.
 Revision Exercise 2

9. (a) Copy and complete the table of values for y = x° — 2x given below.

(b) Using 2 cm along the x-axis to represent | unit and 2 cm along the y-axis to represent 5 units,
draw the graph of y = x° — 2x and use it to answer the questions in (c) and (d).
(c) Find the value of y when x = 5.2.
(d) Find the value of x when y = 31.

10.

Health-Care Eating House

10% off all vegetarian dishes
Free rice and tea
i

GST at 3% is to be added after the discount (if applicable) has been deducted from the list price
on the menu.
(a) How much must a customer pay if he has ordered 3 vegetarian dishes costing $8 each and
2 non-vegetarian dishes costing $12 each.
(b) Ifthe GST is added by mistake before the discount is given, will the customer have to pay
more or less? Give reason for your answer.

Revision 2D (answers on p. 435)

1. Solve the following equations.

(a) 7x + 3y
= 40 (b) 5Sy+3x=-10
5x + 6y = 26 —-5x+2y
=9

2. If the numerator and the denominator of a fraction are each increased by 2, the fraction becomes
; ' 4
= and if the numerator and the denominator are each decreased by |, the fraction becomes =

Find the fraction.

201
Revision Exercise 2

3. Ineach of the following figures, AOD and BOC are straight lines. Name a pair of similar triangles,
if any.

(a) (b)

(c) A fi (d)
O
B

(e) A E

O
B
D

4. Solve the following inequalities.

(a) reise (b) 6x <-14 (c) 5x-2>6-3x

5. Represent the set of values on a number line such that x = —2 and x < 3
(a) if x represents integers, (b) if x represents real numbers.

6. It takes (20x + 17) minutes to cook x kg of green peas.

(a) Find the time it takes to cook 5 kg of such peas.
(b) If the peas are to be cooked by 13 30, find the time at which the cooking must start.

car B

co s
from
Distance
in
P
km

T ‘ie

10 40 11 00 12.0 11 40 12 00
Time

202
 Revision Exercise 2

At 10 40, car B is at point P.

(a) What is the average speed of car A?
(b) What is the average speed of car B?
(c) When and where does car A overtake car B?
(d) When and where does car B overtake car A?

All 40 students in a class have at least 2 $1 notes each, 29 students have at least 3 $1 notes each,
21 students have at least 4 $1 notes each and no student has more than 4 $1 notes.
(a) How many students have exactly 3 $1 notes each?
(b) How many $1 notes are there among the 40 students?

It is given that 1 kg of sugar costs $1.80.

(a) If x kg of sugar cost y dollars, write down the equation connecting x and y.
(b) Copy and complete the table:

(c) Plot a straight line graph for the table with the following scale: 2 cm represents | kg along
the x-axis and 1 cm represents $1.00 along the y-axis. Use your graph to answer the questions
in (d).
(d) Copy and complete. (Give your answers correct to the nearest 10 cents or 0.1 kg.)
(i) 2.6 kg of sugar cost $
(ii) 7.2 kg of sugar cost $_____.
(iii) 5.8 kg of sugar cost $
(iv) kg of sugar cost $10.10.
(v) ____ kg of sugar cost $11.50.
(vi) _____ kg of sugar cost $8.30.

10. A man is paid $5.00 per hour for normal working hours. He is considered to have worked
‘ ‘ 1 1
overtime if he works more than 7 a hours on weekdays and more than Me hours on Saturdays.

: : Le , é
The overtime rate is | 7mtimes the normal rate. On Sundays, the man is paid double the normal

rate. During a certain week, the man works the following number of hours:

Se aa
If his deduction for CPF is 20% of his earnings, calculate his take-home pay for that week.

203
Revision Exercise 2

Revision 2E (answers on p. 436)

1. Solve the following equations.

(a) 3x+4y=4 (b) 3x-9y=-7
6x + 8y=9 4y-x=8

2. Five years ago, Meiling was one-third as old as her mother. Ten years from now, her mother will
be twice Meiling’s age. How old are they now?

3. Solve the following inequalities.

(a) kt D> =>1 (iy toe 4186

4. In AABC, DE // BC.
(a) If AE =7 cm, EC =4 cm and DB =5 cm, find AD.
(b) If EC = 3 cm, AC = 9 cm and AD = 5 cm, find DB.
(ce) TAD =4.cm, DB =5 cmiand DE = 6 cm, imd BC,
(d) If AD =5 cm, DB =4 cm and AC = 10 cm} find EC.

5. Cyclist X and cyclist Y are 50 km apart on the same stretch of road. They start their journey at the
same time. If they travel in opposite directions, X will meet Y after 2 hours and if they travel in
the same direction, X will catch up with Y after 5 hours. Find their speeds.

6. With $7.00, I can buy either 15 ballpoint pens and 10 pencils or 50 pencils and 5 ballpoint pens.
Find the price of each ballpoint pen and pencil.

ae a The curve y = (x + 3)(x — 2) cuts the x-axis at the points

A and C, and the y-axis at B.
(a) Write down the coordinates of the points A, B
and C.
x (b) Find the equation of the line of symmetry of the
curve. (C)

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

8. (a) Copy and complete the table of values for y = x* — 2x + 2.

x —3 —2 | 0 1 || % 3 a] s

y 17 sae? mae 5 iz

204
 Revision Exercise 2

(b) Using 2 cm along the x-axis to represent | unit and 1 cm along the y-axis to represent | unit,
draw the graph of y = x° — 2x + 2.
(c) Find from your graph, the value of y when x = 3.5 and the value of x when y = 12.
(d) Does your graph have a line of symmetry?

A sales representative is given a choice of a basic monthly salary of $500 plus 10% commission
on sales, or $1 000 plus 8% commission on sales.
(a) Ifhe sells, on an average, $20 000 worth of goods per month, calculate his monthly earnings
under each scheme.
(b) Ifhe sells x dollars per month, find the value of x for which his earnings under both schemes
are the same.

10. A piece of elastic 12 cm long hangs from a nail N, as shown in diagram (1).
When a mass of m grams is attached to the lower end, the length of the elastic increases to L cm,
as shown in diagram (il).

N N

| Lem

diagram (i)

y
m

diagram (ii)

For every 100 grams which is attached, the length of the elastic increases by 3 cm.
(a) Calculate the length of the piece of elastic when a mass of 700 grams is attached to it.
(b) If the length of the elastic is 48 cm, calculate the mass that is attached to it.
(c) Write down a formula connecting the length of the elastic, L cm, and the mass, m grams,
which is attached to it.
(d) Use your formula to check your answers to parts (a) and (b). (C)

205
 MISCELLANEOUS EXERCISE 2
(answers on p. 436)

iF State whether each of the following statements is true or false. Illustrate each answer with an
example.
(a). Jix,>1. then
x >< >a >.
(b) Ifx< 1, thenx<x <x <x.
(ce), lin <= 0a thenus x >i Se.
(d) IfO0<x<1, thenx>x>x >’.

(a) Express 0.72 as a fraction in its lowest terms.

(b) A number lies between 90 and 100. When it is divided by 7 there is a remainder of 5. What
is the number?
(c) Find the largest prime number k for which 2k + 1 S 21. (C)

If r is an integer such that 100 < a < 150, find the value of r.

Given that 3 = x = 5 and5 < y S7, find

(a) the smallest value of 2x — y, (b) the greatest value of es

y

It is given that 3 = x < 11 and-5 < y S 8. Find

(a) the largest possible value of x — y,
(b) the smallest possible value of Beeay

A triangle ABC has sides of length

AB = 2x —-3y + 14,
BC =5y — 4x,
CA = 4x — 6.
(a) In any triangle the sum of the lengths of any two sides is greater than the length of the third
side. For example AB + BC > CA. Use this inequality to show that 3x — y— 10 < 0.
(b) Deduce a second inequality involving x and y from the statement CA + AB > BC, simplifying
your answer as far as possible.
(c) Using these inequalities, and given that y = 5, find the range of possible values of x. (C)

York is 110 km from Sheffield. A goods train leaves Sheffield at 10 00 and travels towards York
at 40 km/h. After travelling 60 km the train stops for 45 minutes. The train completes the journey
to York at 80 km/h.
(a) (i) Draw the distance-time graph for this journey. Use a scale of 4 cm to represent | hour
for times from 10 00 to 14 00 on the horizontal axis. Use a scale of 2 cm to represent
10 km for distances from Sheffield from 0 km to 110 km on the vertical axis.
(ii) By adding another line to your graph find the time at which the train would have arrived
in York if the whole journey had taken place at 40 km/h without stopping.

206
 Miscellaneous Exercise 2

(b) A passenger train leaves York at 10 30 and travels at a constant speed to Sheffield, arriving
71a D8 be
(i) On the same axes draw the distance-time graph for this journey.
(ii) Use your graph to find the distance from Sheffield at which the trains pass each other.
(C)

8. The diagram shows the graph of y = x° — 4x. y

The graph passes through the origin and crosses
the x-axis again at the point A.
(a) Calculate the coordinates of A.
(b) (i) Write down the equation of the line of
symmetry of the graph.
(ii) Find the coordinates of the lowest point
on the graph.
(c) There is a point on the graph, other than the
point (0, 0), where the x and y coordinates are O A
— wk

equal. Find the coordinates of this other point.

(C)

9. (a) Mary and Nancy went shopping together.

Apples 45¢ each

Oranges 50¢ each

(i) Mary bought some apples and oranges for $6.70. This information can be expressed as
45x + 5O0y = 670.
What do the letters x and y stand for?
(ii) Nancy bought twice as many apples and half as many oranges as Mary for $7.40. Write
down an equation to represent this information.
(iii) Use the two equations in (a) and (b) to find the number of apples and the number of
oranges bought by Mary.
(iv) Calculate the total number of fruits bought by Nancy.
b- 1 2 3 ‘ , Lee:
(b) a=
+
= and b= = ui express a in terms of c and reduce the expression to its simplest
c-
form. (Hint: Express b in terms of a first.)

10. (a) John and his sister, Mary, are at the stadium to practise running. If John starts 2 seconds later
than Mary, he will take 8 seconds to catch up with her. If John starts to run only when Mary
is 8 metres ahead of him, he will take 5 seconds to catch up with her. If John’s speed is
x m/s and Mary’s speed is y m/s, form two equations in x and y and solve them to find the
value ofx and of y.
(b) If each of p men is paid m dollars for x hours of work and each of g men is paid n dollars for
y hours of work, find the average payment per man per hour, in terms of p, g, m, n, x and y.

207
Miscellaneous Exercise 2

11. A

6 yo ee
; 10
>
\ S

In the diagram, AXB, WYB, XYZD and AWZC are straight lines. AB is parallel to DC and XD is
parallel to BC.
Nearorcine ) 2 ="S cn. 21) =10-em and Ze =19..cm.
(a) (i) Name a triangle similar to triangle ZDC.
(ii) Calculate AZ.
(b) (i) Name the triangle similar to triangle WYZ.
(ii) Calculate WZ. (C)

12. In the figure, AABC and ACDE are equilateral triangles. Explain why AE is equal to BD.

we
13. In the figure, AB = AC and AD = AE. Explain why BD is equal to CE.

208
 Miscellaneous Exercise 2

14. In the figure, AD = BD and AEB = ADB = 90°. Show that CD = HD.
iG
D
E

A B

15. In the figure, AQ = BO, ANB = ARP = 90°. Show that SN = SR.

209
 INVESTIGATION 2 |
t. Take any two-digit number, say 17, as your Ist number.
Add the tens digit to twice the ones digit of your Ist number to get your 2nd number.
Add the ‘tens digit’ to twice the ones digit of your 2nd number to get your 3rd number and so on.
When the resulting number is a one-digit number such as 3, treat it as 03, etc.

For example, 17, ae Le, Us ee ca Sige eee

aT T Al 4)
14+2(7) 1+4+2(5) 142d) O0O+2(3)

Investigate using other numbers and describe your observations.

A number is a palindrome if it remains unchanged when its digits are arranged in the reversed
order, for example: | 247 421, 62 826 and 434 are palindromes. Take a 2-digit number, say 79.
Reverse the digits and add. Repeat this process until you get a palindrome.

Example:
19 9] = 176
176 + 671 = 847
847 + 748 = 1 595
1 595 45 951 =7 946
7 546 + 6 457 = 14 003
14 003 + 30 041 = 44 044 = (stop)

(a) Take another 2-digit number, say 78.

Reverse the digits and add. Repeat the process.
Do you get a palindrome?
If so, what is the palindrome you get?
(b) Investigate for other 2-digit numbers.
(c) If you start with 98, will you get a palindrome? If so, what is it?

Start with a list of the first ten prime numbers and form a second list by taking the difference
between each pair of adjacent numbers listed. Repeat this to form the third list and so on.

(a) Complete the triangular pattern. What number does the pattern end with?
(b) Repeat (a) by starting with a list of the first fifteen prime numbers. Describe your
observation.
(c) Will you get the same result if you start with the first twenty prime numbers? Investigate.

210
 Investigation 2

4. Lines joining pairs of points which are not adjacent to each other are called diagonals of a
polygon. For example, AC, AD, BE, BD and CE are diagonals of the polygon ABCDE.

(a) Copy and complete the table below.

No. of points No. of sides of | No. of diagonals

on the circle a polygon

ree a ae
10

(b) What pattern do you observe?

(c) Is there a relationship between the number of diagonals and the number of sides of a
polygon? Write down an expression for the number of diagonals of a polygon with n sides?

211
Chapter 9

Mensuration

Hey! Let’s ne
start painting No, it’s not. It’s the
the props. I'll same amount of work.
paint the es :
cylinder. You'll i
paint the cone,
Wait a minute! How Oh yeah! Let’s
come I always get to ee see.
do more work? The
cone is bigger.

Surface area of cone mee Surface area of cylinder

= srl + er a et = 2nrh + 2(rPr’)
= 7(2)(4) + m2) — m= 2@(2)(1) + 270 14)
127 m* = 2am

Chapter Highlights

° Expressing arc length as fraction of circumference, including finding arc length

e Expressing sector area as fraction of area of circle, including finding sector area
° Solving problems involving arc length and sector area
* Recognising that volume of a cone or pyramid is one-third the product of base area and height
° Finding the volume and surface area of a pyramid or cone
° Solving problems involving volume and surface area of a pyramid and cone
e Finding the volume and surface area of a sphere
e Solving problems involving volume and surface area of a sphere and cone
° Using the relationships between areas of similar figures
e Using the relationships between volumes of similar solids

212
 Mensuration

9.1 SECTORS

Fig. 9.1 shows a circle with centre O. The

shaded region is called a sector of the circle.
It is bounded by the minor arc APB and the B
radii OA and OB. We refer to this as a minor
sector of the circle. The unshaded region
bounded by the major arc AQB and the radii A
OA and OB is referred to as a major sector of
the circle. major arc
Fig. 9.1

Examples
(a) Consider the sector OAPB in Fig. 9.2.

The area of sector OAPB = ; the area of the circle. B

The length of arc APB = - of the circumference.

Fig. 9.2

(b) Consider the sector OAPB in Fig. 9.3. The arc APB
subtends an angle of 37° at the centre of the circle.
The length of the arc is 37 of 360 equal parts of the
circumference.
Ny ,
Thus length of arc APB — xX circumference
360
length of arc APB jf
or —
a
circumference 360 Figo
30 :
Also area of sector OAPB = oer x area of circle

area of sector 37
or —__—_—_—_—<— = —.
area of circle 360

In general, we have:

Length
of Arc_ 9 RE. Sap
2nr 360 b
| O<)
Area of Sector _ 0 ie ;
e 360 en Cee

213
Chapter 9

Note: 1. The Greek letter @ is read as theta.

2. We can also use these formulae if OAB is a major sector
(ise: BO >180%,

Worked Example 1
In the given figure, find P
(a) the length of the major arc,
b) th the area of the majajor sector
(b) tor. 5 280°
22
Take 7 = af Goal
Q

Solution:
(a) Let the length of the major arc be x cm. You may take 2 ~ 3 to
estimate x first. So
280 ~ 23x 6x 280
a eoN 360
27(6) 360 =e

. ¢ = 2 (6) x 280
360
Ds 6 x 280
=2 xX — xX
7 360

_ 88
= 29 —

Thus the arc length is 29 cm.

(b) Let the area of the major sector be y cm’. Can you find y mentally?

y= 280
m(6) 360
2 7 (6) x 280
“2 360
_ 22 ,, 36 x 280
4 360
= 88

Thus the area is 88 cm’.

214
 Mensuration

Worked Example 2
In the figure, AOB = 75°. Find
(a) the perimeter of the minor sector if the radius OA is 3 cm,
(b) the radius if the area of the minor sector is 24 cm’.
Ips :
Take 7 to be rs and give your answers correct to the nearest
centimetre.

Solution:
(a) Let the length of the minor arc AB be x cm.

Se WS
2n(3) 360
Ss er ee x 270(3)
360
5
= —7
4

Thus the perimeter [fr+3 43) cm

4

5
a + 6)cm or 10 cm, correct to the nearest cm.

(b) Let the radius be r cm.

mr _ 360
2A Rat
2 _ 24 x 360
Us
af = OUD
Thus the radius is 6 cm, correct to the nearest cm.

Worked Example 3
The figure shows a sector of a circle with arc length acm % sre
and radius r cm. Find the area of the sector of the circle / \
Waal SS andi = 4:
d\ /
Solution:
Let the area be A cm’.
Cae & heel a
We have
2nr 360
i:ancd
mr 360
a. «@
Then
Qar mr

215
Chapter 9

> Il x y BS

Thus the area is 31 cm’.

Notice that the relationship between the area of a sector A, its arc length a and
its radius r is given by:

A=2
Zz

_ Exercise 9.1 ai answers on p. 436

1. It is given that the circumference of a circle is 176 cm. Calculate, giving

each answer correct to the nearest centimetre, the length of the arc which
subtends an angle @ at the centre when @ 1s:
(a) 45° (b) 152° (c)iae3 10°
(d) 76° (e) 184° (fe 320°

It is given that the area of a circle is 616 cm’. Calculate, giving each answer
correct to the nearest square centimetre, the area of the sector of which the
arc subtends an angle of @ at the centre when @ is:
(a) 84° (b) 210° (ce) %315?
(d) 110° (e) 270° (f) 280°

Find (i) the perimeter, (ii) the area of the minor sector of each of the
following circles with centre O. Give each answer correct to the nearest
centimetre and square centimetre respectively. (Take 7 = 3.14.)

(a) (b)

216
 Mensuration

4. Find (i) the perimeter, (ii) the area of the major sector of each of the
following circles with centre O. Give each answer correct to the nearest
: : : ; Za
centimetre and square centimetre respectively. [Take = =|

(a) (b)

5. If the radius of a circle is 21 cm, find the central angle subtended by each
of the arcs whose lengths are given below. Give each answer correct to the
nearest degree.
(a) 6cm (b) 5.5 cm (c) 8.2 cm
(d) 15.6 cm (e) 120 cm (1)? 110-6m

6. The radius of a circle is 6 cm. Find the central angle subtended by the arc
of each of the sectors whose areas are given below. Give each answer
correct to the nearest degree.
(a) 20.5 cm’ (b) 67.3 cm’ (c) 58.6 cm’
(d) 100.4 cm’ (e) 5.6cm @) 75 cn

7. Find the radius of each of the following circles with centre O. Give each
answer correct to the nearest centimetre.

(a) (b)

B nh v

Area of OAPB = 66.6 cm’ Area of OLMN = 325.5 cm*

217
Chapter 9

8. Find the radius of each of the following circles with centre O. Give each
answer correct to the nearest centimetre.
Q
(a) (b)

Length of arc ACB = 59.4 cm Length of arc POR = 132.3 cm

The figure on the right shows a sector of a circle with arc

length a cm and radius r cm. Calculate, giving each
answer correct to the nearest square centimetre, the area sg
of the sector when:
(ara Oe =-5 (b) a= 6,7 = 7.
(Cy Gell. Fy =5,1 (iva 25.5), Fae
(eng = 100) 77=9 (fiya= 50, 7r=6)

A circular saw is used to saw timber. A

portion of the saw is illustrated in the
figure. Every time the saw turns through
an angle @, the next tooth is in position. If
there are 40 teeth on the saw, find the value
e of @.

11. (a) A circular pizza weighs 1 kg. A wedge-shaped piece with a central
angle of 90° is cut out. How much does this wedge weigh?
(b) Ifaslim wedge with a central angle of 20° is cut out, how much does
this piece weigh?

ee

en
12. Ahmad ties 4 circular tins with a piece of
string as shown in the figure on the left.
The radius of each tin is 5.5 cm. He uses
3 cm of string for the knot. How much
string does he use? Give your answer

a correct to the nearest centimetre.

13. The figure on the right shows a paper fan

which is fully opened. If the shaded part
represents the portion covered with paper,
find the area of paper used, correct to the
nearest cm’.

218
 Mensuration

14. (a) How many minutes does it take for the minute hand of a clock to turn
through 216°?
(b) The tip of a minute hand moves in a circle of radius 14 cm. Taking

7m to be = calculate the distance moved by the tip of the hand in

15 minutes. (©)

9.2 CONES AND PYRAMIDS

V
Volume

Fig. 9.4 A cone has a circular

base, a curved surface
and a vertex.
Fig. 9.4 shows two containers A and B. Container A has the shape of a cone and
vertex
container B has the shape of a cylinder. Notice that a cylinder has uniform
curved
cross-section while the cone does not have. It is given that both containers have surface
the same height and same base area. base

If you fill the containers with sand to compare the volumes, you will discover
how the volumes are related.

Class Activity

1. (a) Draw a full size copy of each net on a piece of cardboard. Then make
a cylindrical container and an open cone.
28.3 cm

6cm

ay

ee

219
Chapter 9

(b) Compare the heights of your cylinder and cone. Are they equal?
(c) Compare the base areas of your cylinder and cone. Are they equal?
(d) Use sand or rice grains to compare the volumes of your cylinder and
cone. What do you notice?

(a) Use cardboard to make an open cone of a size of your choice.

(b) Measure the height of the cone and the diameter of the base of your
cone.

(c) Make a cylindrical container with the same height and same base area
as your cone.
(d) Use sand or rice grains to compare the volumes of your cone and
cylinder. What do you notice?

The above suggests that the volume of a cone is given by the following rule.

Volume of Cone = 2 x Base Area X Height

Similarly, it can be shown that the volume of a pyramid is:

Volume of Pyramid = z x Base Area X Height

Worked Example 1
Find the volume and the total surface area of a square pyramid given that an A pyramid is a solid
edge of the base is 10 cm, the slant height of a triangular face is 13 cm and the whose base can be any
polygon but all other
height is 12 cm.
faces are triangles.

Solution:

Volume of pyramid = :x Base area x Height

= 5 x 100 x 12 cm’
= 400 cm*
Thus the volume of the pyramid is 400 cm’.

Total surface area = Area of base + 4(Area of A)

J 100 + 4[> x 10 x 13)Cae

10 cm
= (100 + 260) cm?
= 360 cm’

Thus the total surface area of the square pyramid is 360 cm’.

220
 Mensuration

Surface Area of a Cone

The surface area of a solid cone is the sum of the area of the lateral (or curved)
surface and the area of the base.

Example
Let us find the lateral surface area of a cone. \4
Consider the cone shown in Fig. 9.5. Imagine the
lateral surface of the cone is opened as shown in
Bioe 916:

Then the arc ACA’ is equal to the circumference ee

of the base of the cone which is 27rr.

Fig. 9.6

arc length
Now a
circumference
MAGE
2al
area of sector
Also a
area of circle
area of sector
nl?

Equating (1) and (2), we have

area of sector 27r
nl* 271

2nr x al?
Thus area of sector
271
trl

We see that the lateral surface area A of a cone of radius r and slant height / is
given by the rule:

221
Chapter 9

Worked Example 2
The figure on the right shows a solid made up
of a cone and a cylinder. The radius of
the cylinder is 8 cm and its height is 7 cm. The = 13cm
height of the solid is 13 cm. Find the volume
of the solid. Give your answer correct to the i los
, ; DD
nearest cubic centimetre. [Take = =|

Solution:
Volume of cylinder = 2r°h

= (2x 8x8 x7) om

1 408 cm?

Volume of the cone = ;x mrh

[5 x 2 x 8x8 x6] em
3 if
= 402.3 cm?
Volume of the solid = (1 408 + 402.3) cm°*
= 1 810.3 cm*

Thus the volume of the solid is 1 810 cm’.

Worked Example 3
Find the lateral surface area and the total surface area of id
a right circular cone whose slant height is 13 cm and
radius of the base is 5 cm. Give each answer correct to
: pip 13 cm
the nearest square centimetre. |Take 7 = oe

Solution: m
Area of lateral surface = 77/1

= [Fx 5x13) cm

= 204.29 cm? A A’
Thus the lateral surface area of the cone is 204 cm’.

Area of base of cone = mr

= [S x 25)cm?

= 78.57 cm’

“. total surface area of cone = (204.29 + 78.57) cm’

= 282.86 cm’

Thus the total surface area of the cone is 283 cm’.

222
 Mensuration

Worked Example 4
A solid stands on a rectangular base as E F
shown. EG and FH are perpendicular to
the base. If AB = 16 cm, BC = 12 cm,
EG = FH = 11 cmand EF = 10cm, find C
the volume of the solid.

Solution:
Take two points X and Y on the base as Penny x ONC
shown. Divide the solid into a triangular |

prism EADFYX and a pyramid FBCXY |

|
by cutting through the points F, X and Y. G H 12

Now volume of the solid = volume of triangular prism + volume of pyramid Recall:
Volume of prism is
~ 5 X12 x11 x 10 + 6 x 12) x I cm’ base area X height, that
is, area of AADE x EF.
= (660 + 264) cm*
= 924 cm*
Note: The strategies used are to draw a diagram and to use spatial
visualisation.

Exercise 9.2 & answers on p. 436

1. Calculate the volume of each of the following solids. [Take T= =.

(a) (b)

(c) (d)

223
Chapter 9

Zz lakine w= =, find (i) the volume, (ii) the total surface area of a right

circular cone whose altitude is h cm, slant height / cm and base radius r cm
if:
(a) tient ain= Sha 1S (by) A= 7, A= 24, be25
(ee c= 15, he 20. be 25 (dd) r=a9°h=12,.=145
(fe) £28, h= 15,7 =17 (f)..-] 6. = 3, t= 10

3. One edge of the base of a square pyramid is 6 cm long. The slant height of
a triangular face is 5 cm and the height of the pyramid is 4 cm. Find the total
surface area of the pyramid. Find also its volume.

4. The volume of a square pyramid is 120 cm’ and its altitude is 5 cm. What
is the area of its base? Find the length of a side of the base.

5. A triangular pyramid ABCD is cut from the corner

of a cube. Given that AB = AC = AD = 6 cm, find
the volume of the pyramid.

[Volume of a pyramid = ;area of base x height

6. A cone is contained in a cylinder so that their

bases and heights are the same, as shown in the
figure on the right. Calculate the volume of the
space lying in between the cylinder and the cone
(that is, inside the cylinder but outside the cone).

[Take jp =. |
7

7. The slant height of a cone is 8.5 cm, the altitude is 7.5 cm and the radius of
its base is 4 cm. Find the area of the lateral surface of the cone and its
volume in terms of 7.

8. The radius of the base of a cone is 12 cm and its volume is 7202 cm’. Find
its height.

9. The solid is made up of a cone and a cylinder. The &

radius of the cylinder is 6 cm. If the height of the ©
cylinder is 5 cm and the height of the solid is
13 cm, find the volume and the total surface area }
of the solid. Give your answers correct to the uae
nearest square centimetre or cubic centimetre.

224
 Mensuration

10. vi O The solid is made up of a triangular

prism and a pyramid. VL and OR are
M perpendicular to the base.
ly NO = 20 cm2oN.= 16ticm:
VO = 15 cm and Vi=:OR =12'em:
N Q find the volume of the solid.

+11, The figure on the right is made up of a prism, whose v

base is a right-angled triangle and a pyramid. Find
the volume if VP = 16cm, MN = 10cm, ON=6cm,
NP
= 8 cm and OP = 10 cm. 16cm M

Pp 10cm

% N

As A right circular, conical vessel of altitude 21 cm and base radius 11 cm is

kept with its vertex downwards. If 2 litres of water is poured into it, how
high above the vertex will the level of the water be?

713. A cone is divided into parts A and B. The

vertical heights of A and B are equal. The
volume of cone A is x cm’.
(a) Express the volume of the whole cone
> in terms of x.
(b) If the volume of part B is 3 500 cm’,
calculate the volume of cone A.

9.3 SPHERE

The volume V and surface area S of a sphere of radius r are given by the A sphere is a round
formulae: solid shape like a ball.

There is no easy way of establishing the above rules at the elementary stage.
One way to prove these is to use calculus, which is a branch of advanced
mathematics.

225
Chapter 9

Worked Example 1
Find (a) the volume, (b) the surface area of a sphere of radius 4.2 cm. Give
your answers correct to the nearest cubic centimetre and square centimetre

respectively. [Take iS =]

Solution:

(a) Volume of the sphere = -tr

= E celal? (4.2)"| cm’

5 i
= 310.464 cm’
Thus the volume of the sphere is 310 cm’.

(b) Surface area of the sphere = 477°

= 4 x = x (4.2)° |cm?
= 221.76 cm’
Thus the surface area of the sphere is 222 cm’.

Worked Example 2
A thin hemispherical bowl which has a radius of
6 cm is filled to the brim with water. Find (a) the CS
volume of water, (b) the outer surface area of the
bowl. Give your answers correct to the nearest cubic
centimetre and square centimetre respectively. (Take
w= 3.14.)

Solution:

(a) Volume of water = a(4ar

e [5 x $x 3.14 x 6 x 6 x 6)em’
W455
(6 Cae
Thus the volume of water is 452 cm’.

] 9
(b) Outer surface area of the bowl —(4nr°
5 Ar)

= (5 x 4% 3.14 x6 x6) ang

= 226.08 cm?
Thus the outer surface area of the bowl is 226 cm’.

226
 Mensuration

Worked Example 3
The solid is made up of a cone and a hemisphere as
shown. Find its volume.

Solution:
Ob => cm, VO-=\(17-—
>) emia). cm:

Volume of the solid = volume of cone VAB + volume of hemisphere ACB

1
1 aPrh+ (Sar? |
3 NGS

1 D ] 4 3
3) (12) + 5 |Sas )|

alae

~ an em? or 576 cm°

Thus the volume of the solid is 576 cm’.

Exercise 9.3 £ answers on p. 437

1. Find the volume and surface area of a sphere of radius r cm when r is:
(a) 4.6 (b) 8.7 (c) 16.8
(d) 9.5 (e) 11.8 (ff); 15.2
Give your answer correct to the nearest cubic centimetre or square
centimetre. (Take 7 = 3.14.)

2. Find the radius and volume of each of the spheres whose surface areas are

given below. [Take = =.)

(a) 616'em? (b) 50 =eu (c) 113— ee

(d) 5 544 cm? (e) 2464 cm? (f) 201 -cme

3. A spherical tank has a radius of 3 m. How many litres of water can it

contain?

227
Chapter 9

4. A hemispherical bowl, diameter 14 cm, full of water, is emptied into an

empty cylindrical mug, diameter 10 cm, both measurements being internal.

If the mug is now -filled, find the depth of the mug, correct to 1 decimal

place.

The radius of a sphere is twice the radius of another sphere. What is the
ratio of their (a) volumes, (b) surface areas?

The earth’s radius is approximately four times the radius of the moon.
Compare (a) the volumes, (b) the surface areas of the moon and the earth.

About a quarter of the earth’s surface is land. How many millions of square
kilometres of the earth’s surface are covered by water? (Use 6 300 km as an
: : : Ips
approximation for the earth’s radius and a for 7.)

In a hemispherical solid, a conical part is

removed as shown. Find the volume of the
resulting solid.

If the radius of a sphere is doubled, what effect does this have on its volume
and its surface area?

10. If the diameter of a sphere is halved, what effect does this have on its
volume and its surface area?

11. The paint used to cover the outer surface of a ball of radius 10 cm costs
2 cents. What is the cost of the paint used to cover the outer surface of a
spherical storage tank of radius 10 m?

iz. The figure below shows a spherical shell. Find the volume and surface area
of the solid.

C8

228
 Mensuration

13. The solid is made up of a hemisphere and a cone. Find its surface area and
its volume.

Se fe ten
10 cm

14. In this question, take 2 to be 3.142. The volume of a sphere of radius r

is =r. The volume of a cone is 7base area X height. A child’s toy is

formed by joining the plane face of a solid hemisphere of radius 6 cm to the

base of a solid cone of radius 6 cm, as shown in the diagram.

(a) Find the volume of the hemisphere.

(b) The volume of the cone is 408 cm’. Find its height.
(c) The hemisphere is made of a metal alloy, and | cm’ of the alloy weighs
1.1 g. The cone is made of wood, and 1 cm’ of the wood weighs
0.8 g. Find the total mass of the toy.
(d) The hemispherical bases of a number of these toys are formed by
melting down a solid cylinder of the alloy, of radius 8 cm and length
24 cm. Find the number of complete hemispheres that can be made
from the cylinder.

229
Chapter 9

9.4 AREAS OF SIMILAR FIGURES

Examples

Xx ¥

Fig. 9.7

Fig. 9.7 shows that AXYZ and AABC are similar such that ~ = =,What

area of AXYZ 9
area of AABC |

Fig. 9.8 shows that AXYZ is divided into four equal parts and each part has the
same area as AABC.

area of AXYZ 4
SS
area of AABC 1

4 Ne
Notice that i can be written as oa

f AXY. ;
So we see that pcb! Z (=) ;
areaof AABC \ AB

230
 Mensuration

Again, Fig. 9.9 shows that ASTU and APQR are similar such that a - -.

areaof ASTU _ 9 _ (2)

area of APOR mie way

P Q
S T

Fig. 9.9

areaof ASTU _ [( ST ‘
So we see that
area of APOR PQ)

This relationship applies to any pair of similar figures.

If the ratio of the corresponding lengths of two similar figures is <

pA
then the ratio of their areas is | ;

Worked Example 1
A and B are two similar figures. One side
of A is 2 units long and the corresponding
side of B is 3 units long. Find the ratio of
the area of A to that of B.

Solution:
AreaofA _ (2)
Area of B 3

231
Chapter 9

Worked Example 2

If — = - and area of AAED = 9 cm’, find A = D

the area of ACEB. E

Solution:
Area of ACEB _ [5) A
Area of AAED 3 B £ C

_Ba25
But area of AAED = 9 cm?

area of ACEB = = x9 cm?

= 25cm’

Worked Example 3
The scale of a map is 3 cm to | km. Find the area of a piece of land represented
1
by an area of A cm’ on the map.

Solution:
3° cm’ on a map represents 1* km’ on the ground, i.e. 9 cm’ represents | km’.
Ae.1
1
fe Le cm’ on the map represents ae x 1 km’ = : x

oO OU
| Exercise 9.4 &y answers on p. 437

1. Find the ratio of the areas of each pair of similar figures. The measures of
the corresponding lengths for each pair are given.

232
 Mensuration

Ae pe
(c)

Two triangles are similar. The side of one is 2 units long. The corresponding
side of the other is 5 units long. What is the ratio of their areas?

Two triangles are similar. The sides of one are three times as long as the
sides of the other. What is the ratio of their areas?

The ratio of the areas of two similar triangles is 25 : 1. What is the ratio of
the lengths of their corresponding sides?

Two polygons are similar. A side of one is 3 cm long. The corresponding

side of the other is 7 cm. The area of the first polygon is 25 cm’. What is
the area of the other?

A side of one of two similar polygons is 3 cm long. The corresponding side

of the other is 5 cm long. The area of the first polygon is 2 cm’. What is the
area of the other?

Two polygons are similar. A side of one is 2 cm long. The corresponding

side of the other is 3 cm long. The area of the first polygon is 15 cm*. What
is the area of the other?

. A piece of land has an area of 55 km’. Find the area of this land on a map
whose scale is | cm to | km.

On a plan, a piece of land is represented by an area of dimensions

4) cm X 3 cm. If the scale is 2 cm to 100 m, what is the actual area of the

land?

10. In the diagram, the points D and E are such A

AD phoatirs s Given that the area of

ABu (AGz tS D E
triangle ABC is 36 cm’, find the area of
AADE.

233
 Chapter 9

iW 2cm The bigger shaded area is 6 cm’. Find the

area of the smaller shaded area.

A B
12. If ae = as and the area of
GE 3
ADEC = 27 cm’, find the area
of AAEB.

a eS A rectangle has length 12 cm and breadth 8 cm. A second rectangle,

geometrically similar to the first, has adjacent sides 4 cm and x cm long.
Calculate the two possible values of x.

*14, Cc In the diagram, which is not drawn to scale,

ABD = ACB and AB = BC.
(a) Explain why AD = BD.
(b) Copy and complete the two statements:
D
@des ==—
(6)
AB AD

B (ii) Area of AABD a AB

Area of AACB

=15. In the figure, MN // AB and the measurements O

are in cm.
ON MN
(a) Calculate — and —. 3
NB AB
(b) What is the ratio of the area of AOMN to
quadrilateral MNBA?

15

234
 Mensuration

*16. In the diagram, P is the point on AC C

such that AP = 2PC, R is the point on
BP such that BR = 3RP and QR is P
parallel to AC. Given that the area of
ABPA is 32 cm’, calculate the area of
(a)-e/ABPC,
(b) ABRQ. (C)

17. The size of an ordinance survey map is 30 cm by 25 cm and has a scale of

1 : 10 000. Find, in square kilometres, the actual area this map represents.

18. It costs $5.00 to mow a rectangular field 40 m long and 25 m wide. How
eae ee : 1 ;
much will it cost to mow a similar field 67 5 m wide at the same rate?

19. A map is drawn to a scale of | : 20 000.

(a) On the map, the perimeter of a reservoir is represented by a length of
185 cm. Calculate the actual perimeter of the reservoir, giving your
answer in kilometres.
(b) The actual area of a plantation is 3.2 km’. Calculate the area on the
map which represents the plantation, giving your answer in square
centimetres. (C)

20. As a homework exercise, a boy has to draw a plan of his bedroom using a
scale of 1 cm to represent 20 cm.
(a) His bed is 92 cm wide. What will be the width of the bed on his plan?
(b) On the plan the area represented by his room is 140 cm’. What is the
actual area of his room? Give your answer in square metres. (C)

21. All the lengths on a scale drawing are one sixth of their true length.
(a) Calculate the actual length of a line represented on the scale drawing
by a length of 15.5 cm.
(b) Calculate the area on the scale drawing which represents an actual area
ONs22'emi-. (C)

22. Two photographs, of different sizes, show exactly the same picture. The
smaller photograph measures 10 cm by 14 cm and the larger photograph
measures 15 cm by 21 cm.
(a) Given that the height of a tree in the larger photograph is 12 cm, find
the height of the same tree in the smaller photograph.
(b) Given that a wall covers an area of 8 cm’ in the smaller photograph,
find the area the same wall covers in the larger photograph. (C)

235
Chapter 9

9.5 VOLUMES OF SIMILAR SOLIDS

Example
Two prisms are said to be similar when their bases are similar and the ratio of
their heights is the same as the ratio of any two corresponding sides of their
bases.

ip

E
Ss
A

Q
B

Cc
R
Fig. 9.10

Fig. 9.10 shows that the prism PORSTU and the prism ABCDEF are similar such

that usu = iy
AB 1
volume of PORSTU 9
What is !
volume of ABCDEF

Fig. 9.11 shows how the prism PQRSTU is divided into eight equal parts and
each part has the same volume as the prism ABCDEF.

fs

E
s
A
D
" Q

G
R
Fig. 9.11

236
 Mensuration

Thus volume of PORSTU _ 8

volume of ABCDEF_1-
8 ‘
Notice that 5 can be written as @ :

volume of prism PORSTU _ (PQ )

So we see that
volume of prism ABCDEF AB)

We also observe that each face of the bigger prism has an area four times as large
as the corresponding face of the smaller prism.

It follows that 20a! surface area of PORSTU _ (2) .

total surface area of ABCDEF RAB

These relationships apply to any pair of similar solid figures.

If the ratio of the corresponding lengths of two similar solids is 5, then

3
e the ratio of their volumes is ¢|;
2
e the ratio of their total surface areas is ¢}‘

Worked Example 1
X and Y are two similar cylinders. The eS
radius of X is 3 units and the corresponding
radius of Y is 4 units. Find the ratio of the ae
volume of cylinder X to that of cylinder Y.

Solution:
Volume of cylinder X _ (3)
Volume of cylinder Y 4
pag
~ 64

Worked Example 2
A model water tank is made to a scale of 1 : 20. The actual water tank has a
volume of 1 000 m°. Calculate the volume of the model.

Solution:
Volume of the model tank i
Volume of the actual tank . [55]

1
~ 8.000
237
Chapter 9

But volume of the actual tank = 1 000 m°

volume of the model tank = ( al 000 m

8 000
= 0.125 m?

Worked Example 3
If the base areas of two similar cones A and B are in the ratio 4 : 9, find the ratio
of their volumes.

Solution:
Let the radii of cones A and B be r, and r,.

We have [| =

volume of cone A ie 8
Thus
volume of cone B27

Exercise 9.5 AD answers on p. 437

1. Find the ratio of the volumes of each pair of similar solids. The measures
of the corresponding lengths for each pair are given.

(a) (b)
4 5
3
2

238
 Mensuration

(d)

2. Each pair of the following figures are similar. Find the desired volume.

(a)

D120

(b)

(c) e— 1.5d —+

e— d—+|

239
Chapter 9

(d)

a: Two steel keys have the

same shape. One is 4 cm
long and the other 6 cm
long. If the smaller key
weighs 30 g, how much
does the larger key weigh?

Oranges of diameter 6 cm cost 15 cents each. Oranges of diameter 8 cm

cost 30 cents each. Which is a better buy? (Assume that they are of the same
variety.)

€> 8m
1

A gas company has a storage tank in the shape of a cylinder surmounted by

a hemisphere. The company decides to build a new tank with a cylinder of
the same height but with a hemisphere of twice the diameter.
(a) What is the volume of the old cylinder?
(b) What is the volume of the old hemisphere?
(c) What is the volume of the old tank?
(d) What is the volume of the new cylinder?
(e) What is the volume of the new hemisphere?
(f) What is the volume of the new tank?
Give your answers in terms of 7.

A model of a tower is made to a scale of 1 to 100. The tower has a volume

of 900 m*. Calculate the volume of the model in cubic metres. Give your
answer in standard form. (C)

240
 Mensuration

Find (i) the ratio of the surface areas, (ii) the ratio of the volumes of the
following.
(a) Two similar spheres of radii 3 cm and 5 cm.
(b) Two similar solid cones of heights 6 cm and 8 cm.
(c) Two similar solid cylinders with base radii 2 cm and 6 cm.

. The base areas of two similar cones are in the ratio 4: 9.

(a) Find the ratio of their heights.
(b) If the volume of the smaller cone is 200 cm’, find the volume of the
larger cone.

The volumes of two similar glasses are in the ratio 8 : 27.

(a) Find the ratio of their base radii.
(b) Ifthe smaller glass has a base area of 36 cm’, what is the base area of
the bigger glass?

10. A solid cube whose edge is 4 cm long weighs 192 g. How heavy will a
similar cube be if its edge measures 9 cm?

: 2 el
11. The surface area of a sphere is 50 cm’. Its volume is . of that of another

sphere. What is the surface area of the bigger sphere?

12. The area of the wind screen of a model of a car is 5 that of the car. Find

the ratio of the volume of the model to the volume of the car.

; aoe, , i tae
Le Two toy boats are geometrically similar and one is 2 5 times as long as the

other.
(a) Given that the height of the mast of the smaller boat is 14 cm, calculate
the height of the mast of the larger boat.
(b) Write down the ratio of the surface area of the smaller boat to that of
the larger boat, expressing your answer as a fraction. a)

241
Chapter 9

14. A woman buys two cylinder tins of beans in her local supermarket. The tins
are geometrically similar to each other. The height of one tin is 8 cm and the
height of the other tin is 12 cm.

Sees bl

(a) The radius of the small tin is 5 cm. Calculate the radius of the large tin.
(b) Calculate the ratio volume of small tin : volume of large tin, giving
your answer in its simplest terms.
(c) The cost of a small tin of beans is 80 cents. Calculate the cost of a large
tin of beans, assuming there is no reduction for buying the larger tin.
(C)

Chapter Review

1. Sector of a Circle ese Pts

Lengthofarc 0 s/ B
Pip 360 oe oe |Minor
= arc
, Areaofsector 6 oe 7A
mr? 360 ee

e Area of the sector of circle A gteataibil

A = ar i -

O
where A is the area of the sector, a is the O hss
length of the arc and r is the radius of re ig: S
the circle.
a

2. Cone
1 ;
Volume of a cone = A x Base Area x Height

242
 Mensuration
<= —————

3. Pyramid

Volume of a pyramid = ;x Base Area x Height

4. Surface Area of a Cone

A = @rl, where A is the lateral surface area of the cone of radius r and
slant height /.

5. Sphere
The volume, V, and surface area, S$, of a sphere of radius r are given
by the formulae

V= sar
3
S=4nr

6. Areas of Similar Figures

If the ratio of the corresponding lengths of two similar figures is =~

2:

then the ratio of their areas is (<) Y

7. Volumes of Similar Solids

If the ratio of the corresponding lengths of two similar solids is

then
3

(a) the ratio of their volumes is (¢) :

(b) the ratio of their total surface area is (< ‘

243
Chapter 9

CHALLENGER @@
1. The figure ABCD is the net of a lampshade. Find the width AB.
20 eur

30 cm

30 cm

2. The figure shows a sealed

plastic container which is - D

filled with water. Its shape is a

triangular prism. If ABC = 90°,
AB = 30.cm, BC = 40 em and
AC = 50 cm, find the height of
the water level A
(a) if the container stands on
the face ABED,
(b) if the container stands on
the face ACFD.

3. Two circles have a common

centre O and radii a and b
(a < b). If the total area of the

shaded part is : of the area of

the bigger circle, find the ratio

a to be

4. An insect wishes to get from

A to B along the curved surface \
of a solid circular cone of 30 cm
diameter 20 cm. Find the
shortest distance of its path. ‘

244
 Mensuration

5. In the figure, sector AOB is a

quadrant. AP = PO = OB and
PR // QS // BO. What fraction P
of the circle is shaded?
(Note: AP means arc AP.)
A a

6. The shaded region is bounded A

by two arcs of the same radius
7 cm. Find the perimeter of the

shaded region. [Take j= =.

Problem Solving 9
Hidden Clue

If x is a positive integer, find a value of x for which (x° + 2)(x° + 1) = 2 550.

An obvious strategy to use is guess and check, So we can try x = 1, 2,3,....

However if the solution is a large number, we may have to make many trials. Let
us study the equation again to look for hidden clue. We observe that the two
factors on the left side are consecutive integers. This suggests we should try
values close to the square root of 2 550 for the factors (x° + 2) and (x° + 1). As
2 550 = 50.5 (by calculator) and 51 x 50 is indeed 2 550, we write

aid 2x of Wn=.1nX50
x+2=51
te=\ Jeo AS positive)

What if the condition that x is a positive integer is removed?

We observe that the given equation is of the form (y + 2)(y + 1) = 2 550 where
y = x’. So, we can solve for y first and then find x. If we let z = x’ + 1, we can
also solve the equation (z + 1)(z) = 2 550 for z and then find x.

245
Chapter 9

So Z +922 550.=0
(z-50)@ 451) =0
z= 50 of <5! (rejected)
x +1=50
foe.

1. Make an Intelligent Guess If x is an integer, solve the equation:

(x + 1)\(x + 2)(x + 3)(x + 4) = 3 024

a Length and Breadth

Perimeter
(in cm)

A sequence of rectangles was drawn. In each case the length and the
width were exact numbers of centimetres and the length was always one
centimetre more than the width. The area and the perimeter of each of
the first four rectangles were calculated and the results were recorded in the
table as shown.
(a) Calculate the width and length of a rectangle in the sequence which
has an area of 132 cm’.
(b) Calculate the width and length of a rectangle in the sequence which
has a perimeter of 50 cm. (CG)

Age Problem When Abu’s age is equal to Bala’s present age, Bala will
be twice as old as Caihui. Find the ratio of Caihui’s age to Abu’s age now.
Famous Men What do the letters represent to make the addition
correct?

NEWTON
+ KLEIN
je BI IE
Rule: The same letter represents the same digit. Different letters represent
different digits.

246
Chapter 10

Pythagoras’ Theorem and

Trigonometry

Dad, how come Son, we owe it to

you’re measuring Pythagoras. It is because
the ground if you of his brilliance that we
want to find the Well, I know the can solve every day
; length of the ladder. ; “ot
BORING We aN And it is easier for me | ln
to measure the ground. |
Then, I can calculate
the height of the wall.

Chapter Highlights

* Demonstrating an understanding of the Pythagoras’ Theorem, including stating the theorem

* Recognising the hypothenuse
* Determining whether a triangle with given sides is a right-angled triangle, including
identifying the right angle
e Applying the Pythagoras’ Theorem to find a side of a right-angled triangle
* Solving problems using the Pythagoras’ Theorem
¢ Solving problems involving heights and distances by scale drawing, including using the terms
angle of elevation and angle of depression
¢ Recognising that the sine, cosine or tangent ratio for a given angle depends on the angle
irrespective of the size of the triangle
e Recognising the hypothenuse, side opposite and side adjacent to a given angle
e Stating the sine, cosine and tangent ratios in terms of the sides of a right-angled triangle
e Using a calculator to find the sine, cosine or tangent ratio of a given angle
¢ Using a calculator to find the angle given the sine, cosine or tangent ratio for an unknown
angle
¢ Using the sine, cosine or tangent ratio to find a side or an angle of a right-angled triangle or
a related figure
¢ Solving simple trigonometrical problems in two dimensions
Chapter 10

10.1 PYTHAGORAS’ THEOREM

Pythagoras’ theorem is
Ancient Egyptian surveyors knew that a triangle with sides 3, 4 and 5 units arule that describes the
contains a right angle. They used this fact to mark out right angles on farm relationship between
lands. the lengths of the sides
of any right-angled
triangle.

The following class activity will help you discover the relationship between the
sides of a right-angled triangle.

Class Activity 1

1. ABC is aright-angled triangle drawn on a grid of 1 cm. The longest side AB

of the right-angled triangle is called the hypotenuse.

248
 Pythagoras’ Theorem and Trigonometry

Study the figure below and answer the questions that follow.

(a) Notice that the square on the hypotenuse AB is divided into four
triangular parts and a square part.

(i) Is the area of each triangular part equal to * sod 5-eme?

(ii) Is the area of the square part equal to 1 x 1 cm’?
(iii) Is the total area of these parts equal to

[43 x4x5) 1x1) cm’?

(iv) Is the area of the square on AB equal to 41 cm”?

(b) (i) Is the area of the square on BC equal to 4 x 4 or 16 cm’?
(ii) Is the area of the square on AC equal to 5 x 5 or 25 cm’?
(iii) Is the sum of their areas equal to 41 cm’?
(c) Is AC? + BC’ = AB’?

249
Chapter 10

2:

Fig. (a) Fig. (b)

Fig. (a) shows a square of side a + b covered by four cut-outs of a

right-angled triangle.
(a) Is the total area of the uncovered parts equal to (a’ + b’) square units?
(b) If the four triangles are rearranged as shown in Fig. (b), is the area of
the uncovered part equal to c” square units?
(c) Do you agree that a + b° = c”?
(d) Do you agree with the statement below?
If a right-angled triangle has sides of lengths a, b and c, where c is the
length of the hypotenuse, then a + b’ = c’.

3. (a) Copy and complete the table.

Is a*oa
+ b* = c’ true?|

(b) Using the values of a, b and c as lengths in each case, draw a triangle.
You may use | cm as a unit or 5 mm as a unit where appropriate. State
whether each of the triangles is a right-angled triangle.
(c) Do you agree that in AABC if A
a +b =’, then the angle
opposite the side c is a right
angle?

250
 Pythagoras’ Theorem and Trigonometry

Remember this:

Worked Example 1
In AABC, C = 90°. Find B
(a) ell a.=9
and b= 12;
(b) bifa=4andc=8.5.

Solution:
(a) Cz=at+bh
= 04 i
= 81 + 144
= 225
c= 4225
= 15

(b) @+b=c
bacea
2857-4?
S92 2 16
— sla i25)
b= \/ 56.25
al ke

251
Chapter 10

Worked Example 2
Find x and y in the figure.

10 17
x

aes y C

Solution:
In AABD, 10° = 6? +x In ABDC. 1 =x ey
Me eNO 6 a ee
= (10 + 6)(10 —- 6) = 289 — 64
= (16)(4) = 225
= 64 Hh 520)
x= 64 Zl)
=8

Worked Example 3
The perimeter of a right-angled triangle is 40 cm. If its shortest side is 8 cm, find
the difference in lengths between the other two sides.

Solution:
We have:

x+y+8 =40
a=

Also mV a 8 7
vs
(x + y)(x — y) = 64
peek Sy) 8
=e

The difference between the other two sides is 2 cm.

Note: The strategy used is to think of a related problem:

a’ —b =(a+ b)(a-b)

If a’ — b’ and a + b are knowns, the unknown a — b can be found.

252
 Pythagoras’ Theorem and Trigonometry

Exercise 10.1 }4 answers on p. 437

1. In each of the following triangles, name the hypotenuse.

oo

= i
e
C
e Xx

2. In AXYZ, Y = 90°. Find x

Fo
(a) yif z=6 and x= 8, mi
ea
(b) zif y= 20 and x= 16, cb
eh
(C)P sar 10 and y= 26.

Xx

3. In APOR, O = 90°. Find P

(a) pll = 25 and 7 = 7.
.g
(Db): gitp = 8 andy = 15, 4
(c) or it g =65,a p 10,
nd =
Pp

4. In ATUV, V = 90°. Find V

(Q)o7 it y=3) and y= 37,

(b) wif v=41 and ¢ = 40, u t
(Cyan Uden and ih = 9) 2
fF : U

5. Determine which of the following triangles are right-angled and state the
right angle.
(a) In AABC, AB = 8 cm, BC = 9 cm and AC =7 cm.
(b) iAP ORAPO}= 15/cint OR= 25 cm and PR=20 cm.
(ec). Ina = 36 cm, YZ = 39 cm and XZ = 15.cm.
(Q) InmASTUSSTia9 emai =15 emand SU-=20 em.
(ec) MN ACDECDES em.DE=dA5 cm and, CE = 17\cm.
(f) In ALMN, LM = 20 cm, MN = 21 cm and NL = 29 cm.

253
Chapter 10

6. A

b a
Be
In AABC, C= 00° Find, correct to 3 significant figures, the value of
(a) aut G) b=33 and c= 6:8.
(ii) b=19.6 and c= 32:3,
(ili), b= 1.2 and c= 10:8,
(iv) b = 144 and c = 300,
(b) bif @) a=19.9 and c = 38,
(ili) a= 44.4 and c = 62,
(inl) <a ="3.6 and ‘ce =19"1,
(iv) @= 28 2-and ¢=32.3,
(ce), cat (i) a= 24.8 and b = 268,
GD, @= 59.9 and b= 319:
(iii) a = 100 and b = 40,
(iy) a= 24 and’) = 3:82.

7. A window-cleaner has a ladder which

is 5 metres long. He places it so that it
reaches a windowsill 4 metres from
the ground. How far from the wall is
the foot of the ladder?

0.8 m

A ladder leans against the wall and reaches a height of 3 m. If the foot of
the ladder is 0.8 m from the wall, find, in metres, the length of the ladder.
Give your answer correct to | decimal place.

254
 Pythagoras’ Theorem and Trigonometry

P and Q are on the opposite sides of a pond. i Pond

M is a point such that PM and QM can be ¢
measured. It is found that PM = 24 m,
QM = 26 mand OPM = 90°. Calculate the ohm Pon
distance between P and Q.

10. In the figure on the right, find h and a. C

15 a

A = B
9 16

11. 20 In the figure on the left, find x

and a.
a x

39

12. Calculate the length of QR in APQR.

P

26 30

|
Q 5 R

13. A bridge AB with supports MC 4 M B

and MD is built across a river.
He AB-= 15 m.AC = 4.1m” and
AM = MB, find the length of the
support MC. Cc D

14. The rectangular solid on the right HG

has edges with measurements
indicated.
(a) Which angle of AHFB is a D Ff
right angle?
(b) Calculate the length of es
diagonal BH. (Hint: Calculate EE:
the length of HF first.)

255
Chapter 10

15. The shortest side of a right-angled triangle is 6 cm. If the difference

between the other two sides is 2 cm, find the perimeter of the triangle.

16. The longest side of a right-angled triangle is 13 cm. If the perimeter of the
triangle is 30 cm, find the shortest side.

17. In AABC, if AC = 17 cm, CB = 10 cm, ms

AD =x cm, DB =y-cm and
AB = 21cm, ere i\
find the value of (x — y). ene ! \ 10

1 4
a Dey B

10.2 INDIRECT MEASURE

When we measure the width of a table or a room with a ruler or a tape, we

call this direct measurement. Sometimes, it is impossible, dangerous, or
inconvenient to make direct measurement, for example, in finding the height of
a building. Then we use a method called indirect measurement.

Examples

(a) A

angle of
elevation A

@
» D

Fig. 10.1

In Fig. 10.1, CA is the line of sight from your eye to the point A of the
flagpole and CB is a horizontal line at your eye level. ACB is called the
angle of elevation of A from C. To find the height of the flagpole AD, you
first measure the angle of elevation. (The method will be explained later.)
Then find CB by direct measurement.
 Pythagoras’ Theorem and Trigonometry

Suppose ACB = 60° and CB = 4 m.

at

You then make a scale drawing, using

1 cm to represent | m, to construct
a similar right-angled AA’B’C’.
Measure A’B’ which is about 6.9 cm.
Thus the height of the flagpole is
6.9 m plus the distance of your eye
level from the ground.

Note: To make calculations simpler,

the distance between the eye
level and the ground level is
often ignored; thus sentences
such as ‘. . . the angle of
elevation of the top of a tree
from a point on the ground
bee aoe Ol eer Ae anoles OF
Fig. 10.2
elevation of a flagpole is...’
are often seen in textbook
problems. angle of depression
eyeye level
level

(b) Let us study Fig. 10.3.

If your eye level is at a
known height AD and
you wish to find the
distance DC, you measure
angle a, which is called
the angle of depression Fig. 10.3
of C from A.

Since AEF is parallel to 40°

DC, we have a = b. You
can find CD by drawing a
triangle similar to AACD
with a scale of your choice.

Suppose a = 40° and

AD =-30 m. You then use a
scale | cm to 5 m and draw
AA’C’D’ as shown. By
measurement, C’D’ is about
40°
7.2 cm. Thus the distance
GD 1s*about a 72 ni Or
36 m. Fig. 10.4

257
Chapter 10

Remember these terms.

Angle of Elevation Angle of Depression

object horizontal line

horizontal line

To measure the angle of elevation (or angle of depression), you can use a
homemade instrument as shown in Fig. 10.5.

eye level string

heavy object

Fig. 10.5

This instrument consists of a protractor fixed to a straight edge which is

perpendicular to the base line of the protractor. One end of a string is fixed to the
midpoint of the base line of the protractor and a heavy object is tied to the other
end. To use this instrument, place the straight edge near the eye, making sure that
it falls on the line of sight with the object as shown. Read off the angle made by
the string with the protractor. Notice from Fig. 10.6 that:

b + ¢=90° b
a+c=90°
=)

Fig. 10.6

Thus @, the angle of elevation which is equal to b , can be read off directly from
the protractor.

258
 Pythagoras’ Theorem and Trigonometry

Exercise 10.2 } 4 answers on p. 438

By means of scale drawings, solve the following problems. Give each answer in
the appropriate unit correct to the nearest whole number unless otherwise stated.
(You may choose your own scale.) For questions 1 to 3;
you may first use
1. A ladder, 5 m long, leans against a the given diagrams to
wall and makes an angle of 70° with estimate the answers.
Then draw appropriate
the ground. How high up the wall does Nn diagrams to find more
the ladder reach? How far from the accurate answers.
wall is the foot of the ladder? Give
Ls
SS)
SSS
your answers correct to | decimal
place.

A man starts at O and wishes to reach North North-east

a point P, 500 metres northeast of O.
If he gets to P by first walking due
north and then due east, how far will
he have to walk in each direction?

From the top of a building 30 m high,

a man watches people walking along
the street. If the angle of depression
of the foot of a pedestrian is 50°, how
far is the pedestrian from the foot of
the building? pedestrian

Find the height of a tower if the angle of elevation of the top is 40° at a
point 50 metres from its foot.

Use a homemade instrument for measuring angle and a measuring tape to

estimate the height of
(a) the school building,
(b) the flagpole,
(c) the school hall.

10.3 TRIGONOMETRICAL RATIOS

We have seen in the earlier sections how we can apply the useful property of Trigonometry is
similar right-angled triangles in practical situations. This leads us to the study of mathematics that is
concerned with the
a branch of mathematics called Trigonometry. The word trigonometry comes measurement of
from the two Greek words Trigonon, meaning triangle, and metron, meaning triangles.
measure.

259
Chapter 10

Class Activity 2

angle of elevation of the sun

A group of students wanted to find the angle of elevation of the sun at a

certain time of the day as well as the length of a vertical flagpole. Having
set up a stick of known length in a vertical position, they measured the
shadows of the stick and the flagpole at the same time. Then they made a
scale drawing of the stick and its shadow to find the angle of elevation of
the sun. Having found the angle of elevation of the sun, they made another
scale drawing of the flagpole and its shadow to find the length of the
flagpole.

Suppose that the stick was 2 m, its shadow 1.5 m and the shadow of the
flagpole 4.5 m long.
(a) Using 2 cm to represent | m, make a scale drawing of the stick and its
shadow to find the angle of elevation of the sun.
(b) With the same scale and the same angle of elevation as in (a), make a
scale drawing to find the length of the flagpole.

Study AABC and AXYZ. (They are B

not drawn to scale.) Then answer the
following questions.

Y flagpole

stick

% A
shadow shadow “

260
 Pythagoras’ Theorem and Trigonometry

(a) It is given that A= X.

(i) Are AABC and AXYZ similar?
(ii) Are the following true?

BCYZ _ AC
1xZ
BC _ YZ
AC XZ

(b) Refer to question | and find the length of the flagpole by calculation,
using the relation hoe nee
AC XZ
(c) If the shadow of the flagpole was not measured at the same time as the
shadow of the stick, would you still be able to calculate the length of
the flagpole this way? Do you agree that, for any vertical pole, the
length of pole
ratio depends on the angle of elevation of the sun?
length of shadow
(d) In any triangle ABC with a B
right angle at C, we refer to
AC as the side adjacent to A,
BC as the side opposite A and (3)
Ss
AB as the hypotenuse. Do you Sy
SS

agree that each of the ratios S

S
SUE URU A
S
side opposite A
side adjacent to A
id opposite
side ite A ae A
hypotenuse adjacent side

side adjacent to A MATHSTORY

hypotenuse S_-”
Although the word
depends on A?
trigonometry is from
the Greek word
trigonon (triangle) and
In any triangle ABC where C= 90°, we define me’tron (measure),
it was first used by
id e“
ap ite A as the sine
y of A,
(eos
written as sinne.A, European mathematicians
the ratio
hypotenuse around 1590. The term
sine originated with the
side adjacent to A A as ' A

(ii) the ratio sree

aoyacem
so “as the cosine of A, written as cos A, Hindus who referred to
hypotenuse it as jya, meaning
chord. Newton first
side opposite A
(iii) the ratio ~ as the tangent of A, written as tan A. used the term cosine in
side adjacent to A 1658.

These three ratios, sine, cosine and tangent of a given angle, are called
trigonometrical ratios. Trigonometry is the study of the relationships between
the measures of sides and angles in triangles.

261
Chapter 10

Remember these:

“ _ side opposite A
sinA =
hypotenuse
A ) :
A
side adjacent to A opposite
cos A = side
hypotenuse

fe mire side opposite A

side adjacent to A adjacent side

Exercise 10.3 }4 answers on p. 438

1. Foreach diagram, name (i) the hypotenuse, (ii) the side opposite p, (iii) the
side adjacent to p.

(a) A (b) Y R

joer ‘e

|
Q

(c) Xx (d) *® fé
ga
Pony

S)
fae Zz

~ In AXYZ, Xx is a right angle.

(a) In terms of XY, YZ and ZX, find sin Y gOS Y and tan y 2
(b) In terms of XY, YZ and ZX, find sin Z, cos Z and tan Z.

Sod Find sin A, cos A and tan A in terms of p, g and m in each case.

262
 Pythagoras’ Theorem and Trigonometry

(c) B a 6 (d) A

A B G

10.4 TRIGONOMETRICAL RATIOS BY

USING A CALCULATOR

Example
Let us determine the trigonometrical ratios for an angle of 25°. We can draw,
using any length of your choice as the base, an accurate diagram of a
right-angled triangle in which one of the angles is 25° as shown below. We can
then measure the sides of the triangle and find the trigonometrical ratios as
follows:

sin 25° = —

COS 257 =) —— 28cm

= 0.91

ian. = Ac
BC

2.8
6
= 0.47

You can also find the values of trigonometrical ratios by using a calculator.
(Refer to the instructions in the booklet that comes with your calculator.)

Thus sin 25° = 0.4226 (4 sig. fig.)

cos 25° = 0.9063 (4 sig. fig.)
tan 25° = 0.4663 (4 sig. fig.)

263
Chapter 10

Exercise 10.4 } “ answers on p. 438

Use a calculator to do the following. For trigonometrical ratios, give your

answers correct to 4 significant figures. Answers in degrees should be given to
1 decimal place.

1. Find the following trigonometrical ratios.

(a) sin 20° (Db) asin Zs.) (c) sin 42.7°
(d) cos 20° (e) cos 20.4° (f) cos 28.4°
(g) tan 45° (h) tan 64.4° (i) tan 50.5°
(j) sin 46° (kK) tal 35° ()~ nos 28%
(m) sin 24.5° (n) tan 43.4° (0) cos 54.8°
(p) sin 4.2° (q) tan 3.1° (r) cos 86.1°
(s) sin 23° x cos 43° (t) tan 42° x sin 57° (u) cos 44° x tan 26°

2. Find a if:
(a) sin a@=0.0105 (b) sin a =0.245 (c) sin a = 0.353
(d) cos a = 0.996 (e) cos a = 0.956 (f) cos a = 0.0137
(g) tan a = 0.019 (h) tan a = 0.997 (i) tan a = 1.23

3. Find a if:
(a) cos a = sin 52.1° x tan 22.4° (b) sin @ = tan 46.2° x cos 47.1°
(c) tan a = sin 36.5° x cos 53.5° (d) cos a = tan 35.4° x sin 23.6°

4. Calculate the following.

(a) sin 25.4°°x cos 22.6° (bys tan 36.7° < sin 42° x cos. 10:2"
(ce), cos 41.2° x fan 242° « sin 29.2°
(d) sin 42.5° x tan 27.9° (e) tan 66° x cos 73°
cos 45.8° sin 82°

10.5 SOLUTION OF RIGHT-ANGLED

TRIANGLES

Worked Example 1
The right-angled triangle DEF has hypotenuse DE, 35 cm long, and D = 40°.
Find EF and FD. Give your answers correct to 2 significant figures. E

Solution:

We have sin 40°

EF
DE
d
35

264
 Pythagoras’ Theorem and Trigonometry

Then C6 eee
aS
d = 35 x 0.642 8
= 22,498
=22 (2 sig. fig.)

Similarly, cos 40° = —

35
e = 35 cos 40°
= 35 x 0.766
= 26.81
= 20) (2:sig. fie)

Worked Example 2
Find the angles and sides indicated by the letters in the following diagrams. Give
your answers correct to 2 significant figures or the nearest degree.

(a) (b)
h
a pe
pees)
Se Se ea

Solution:
h must be taken as 5.595 6 and
(a) h=12 tan 25° tan a =
not 5.6 or accuracy may be lost.
= 12 x 0.466 3
= 5,595 6
=.6°) @ sig. tig:)

(nearest degree)

(b) g=55 tan 30°

=< 01577'4
=e heal8
= 527 i2 sid 1ie:)

”. p = 55 — 26.64
=28 (2 sig. fig.)

265
Chapter 10

Exercise 10.5 |“ answers on p, 438

1. In the given right-angled triangles, find the values of x. Give your answers
correct to 2 significant figures.

(a) (b) fA

2. Inthe right-angled triangles, find the values of x. Give your answers correct
to 4 significant figures.

(b)

20

(c) oO (d) 15

>

266
 Pythagoras’ Theorem and Trigonometry

. las .
3. Find a. Give each answer correct to the nearest degree.

(a) (b) |

10
9
9

(c) (d) © 7

es

15 20

4. Find p. Give each answer in degrees, correct to 1 decimal place.

(a) (b)

9 20

(c) | (d ) 25

21
LS

5. A diagonal of a rectangle is 10 cm long and makes an angle of 60° with one

of the sides. Find the lengths of the sides of the rectangle. Give each answer
correct to the nearest centimetre.

6. A diagonal of a rectangle makes an angle of 39° with its longer side. Find
the width of the rectangle if its length is 50 cm. Give your answer correct
to the nearest centimetre.

267
Chapter 10

7. Triangle ABC has AB = AC = 10 cm,

and BAC = 82°. Find BC. Give your
answer correct to the nearest
centimetre. (Hint: AN is the axis of
symmetry.)

8. In triangle XYZ, Y = Z = 50°, XNis Xx

perpendicular to YZ and YZ = 20 cm.
Find XY and XN. Give each answer
correct to the nearest centimetre.

Y /\ a (\ Be
20 cm

9. The sides of the triangle are 6, 6 and A

8 units long. Find the angles of the
triangle. Give each answer correct to 6 : 6
the nearest degree. .
|
|

B = Cc
8

10. Find the angles and sides indicated by the letters in the following diagrams.
Give each answer correct to the nearest whole number or degree.

(a) eS (b)

(c) (d)

268
 Pythagoras’ Theorem and Trigonometry

(e) (f)

ya i x
————12 > — 10

11. In triangle KLM, KL, KM and K are

given. By considering the right-angled 24
triangle KPM, find MP and the area of
the triangle KLM. Give each answer
correct to the nearest whole number.

12. ABC isatriangle in which BAC =90°,

AC = 40 cm and BC = 41 cm. AB is
produced to P and AC is produced 41
to Q.
(a) Showing your working clearly,
explain why AB = 9 cm.
(b) Calculate
(i) tan BCA,
(ii) PBC,
(iii) BCO.

*13. In the figure, AD is perpendicular

to BC and DE is perpendicular to
AC. The angle ABD is 70° and
AB = DC = 1 m. Calculate the value
of x. Hence, calculate the length
of CE.

*14, (a) Calculate CN.

(b) Calculate the area of AABC.
(c) If Dis the midpoint of BC and E
is the midpoint of AC, state the
area of quadrilateral ABDE.

269
 Chapter 10

*15, In the triangle ABC, the side AB = 5 cm, B

AC = 10 cm, BC = 3x cm and BAC = 27°. 68 St om
(a) Write down, without simplification, " 27°
the equation satisfied by x. 10cm
(b) Find x.

10.6 APPLICATIONS OF TRIGONOMETRICAL

RATIOS TO SIMPLE PROBLEMS

Let us have the following agreement:

If the degree of accuracy is not specified in the question and if the answer
is not exact, the answer should be given to three significant figures. Answers
in degrees should be given to one decimal place.

Worked Example 1
A tree casts a 10 m shadow when the angle of elevation of the sun is 25°. How
tall is the tree?

Solution:

We have fan 25° = ft

10

"eh ope ee
10
h = 10 x 0.466 3
= 4,663

Thus the tree is 4.66 m tall (correct to 3 sig. fig.).

Worked Example 2
A kite in the air has its string tied to the ground. If the length of the string is
58 m, find the height of the kite above the ground when the string is taut and its
inclination to the horizontal is 65°. Give your answer correct to the nearest
metre.

270
 Pythagoras’ Theorem and Trigonometry

Solution:
In the diagram, K represents the kite, which is h m
above the ground level HG. KG is perpendicular to
HG. Consider the right-angled triangle HGK.

sin 65°
58
Le RR
= 58 x 0,906 3
= 52.565
Thus the kite is 53 m high (correct to the nearest metre).

Worked Example 3
A ladder 3 m long rests against a vertical wall so that the distance between the
foot of the ladder and the wall is 0.75 m.
(a) Find the angle the ladder makes with the wall.
(b) Find the height above the ground at which the upper end of the ladder
touches the wall.

Solution:
Let AB represent the ladder, AC the horizontal ground and BC the vertical wall.

(a) sinentes 2S B
AB

_ 0.15
3
=05
* B= 14.5" ‘(correctto 1 deé.{pl.)
3m
Thus the ladder makes an angle of 14.5° with the
wall.

(b) cos B pike

3 O"sam

BG = 3e60s B
=3 cos 145°
= 3 x 0.9681
= 2.90

Thus the ladder reaches 2.90 m (correct to 3 sig. fig.) up the wall.

(An alternative way to find BC is to use Pythagoras’ Theorem. Do this and

compare your answer with the one we found by trigonometry.)

271
Chapter 10

Worked Example 4
From the top of a tower, the angle of depression of a point on the ground 10 m
away from the base of the tower is 60°. How tall is the tower? What is the angle
of elevation of a point M half-way up the tower?

Solution:
T is the top of the tower, B is the point on the ground =L- - r
and TL is a horizontal line in the plane of ATGB. 60

B = LTB
= 60°

tan B= 2BG
-. GT = BG tan B i
= 10 tan 60° B a G
= 10 x 1.732 a
=a

Thus the tower is 17.3 m high (correct to 3 sig. fig.).

In AMBG,
1 r
GM = 9 617.32)
= 5.00

ie
BG M
_ 8.66
ie 8.66 m
= 0.866 .
-- a =40.9° (correct to 1 dec. pl.) B ‘gta ee

Thus the angle of elevation is 40.9°.

Exercise 10.6 }“ answers on p. 438

1. A ladder, 6 m long, leans against a wall and makes an angle of 60° with the
ground. How high up the wall does the ladder reach? How far from the wall
is the foot of the ladder?

A man starts at O and wishes to reach a point P, 300 m northeast of O. If

he gets to P by first walking due north and then due east, how far will he
have to walk in each direction?

272
 Pythagoras’ Theorem and Trigonometry

From the top of a building 20 m high, a man watches people walking along
the street. If the angle of depression of the foot of a pedestrian is 60°, how
far is the pedestrian from the foot of the building?

The shadow of a pole is 4 m long when the angle of elevation of the sun is
60°. Find the length of the shadow when the angle of elevation of the sun
is 45°.

Find the height of a tower if the angle of elevation of the top is 34° at a
point 50 m from its foot.

The length of the shadow of a 16 m tall tree is 8 m. What is the angle of

elevation of the sun?

A 5-m ladder leans against a vertical wall with its top at a height 4 m from
the ground. What is the approximate size of the angle that the ladder makes
with the horizontal?

A hill slopes upwards at an angle of 14° with the horizontal. What height
does a man reach when he has travelled 100 m up the slope? Give your
answer correct to the nearest metre.

A man whose eye is 1.5 m above the ground is standing 15 m from a tree
which is 12 m high. What is the angle of elevation of the top of the tree
from his eye? Give your answer correct to the nearest degree.

10. (a) Find the height of the top of

the ladder above the ground.
(b) Calculate the angle between
the ladder and the ground.

11. The diagram shows part of the roof A

support in the form of an isosceles
triangle ABC. Given that the beam
BC is of length 5.4 m, calculate paoi26° 26° C
(a) the length of the beam AB,
(b) the area of AABC.
Chapter 10

12. (a) > Romeo stands 3.5 metres away

from the wall of Juliet’s house.
WS Juliet is standing on a balcony.
By raising his eyes 50° from the
horizontal, Romeo can gaze into
Juliet’s eyes. Romeo and Juliet
are the same height as each other.
Calculate the height of the balcony
above the ground, giving your
answer in metres correct to one
Ground decimal place.

(b) In part (a), the distance 3.5 metres was given to the nearest half metre,
and the angle 50° was given to the nearest 10°. Write down the limits
between which
(i) the distance, and
(ii) the angle must lie. (C)

The ropes of a swing are 4 metres long,

and the seat is 30 cm above the ground
when it is at its lowest point. When Roberta
uses the swing, the seat reaches a height of
2 metres above the ground on each side of
the vertical.
Calculate the angle APB through which
she swings. (C)

14. (a) The height and width of a television screen

are in the ratio 3 : 4. Find the height and width
of a screen with a diagonal of length 60 cm.

(b) A B
In the diagram, AB represents the width of the
television screen in part (a). P is the position
of a TV viewer. If APB = 12° and AP = PB,
how far away is the viewer P from the screen

le

274
 Pythagoras’ Theorem and Trigonometry

1, The road leading out of a school runs

in a direction 40° to the west of North
before joining a major road at a point
440 m away from the school as
shown. If this major road runs in a
north-south direction, find its shortest = 40
distance from the school. Give your
answer correct to the nearest metre. ‘ ie aa |
Major Road School

*16. A see-saw consists of a plank 4.8 m long which is supported by a pivot at

its centre and rotates in a vertical plane about the pivot. If the height of the
pivot pillar above the ground is 1.0 m, through what maximum angle can
the see-saw beam rotate? Give your answer correct to the nearest degree.

ATs When a plot of land was marked off,

the boundary pegs L, M, N and P
were as shown in the figure, with PL
parallel to NM. The measures of PN,
NM, P and ie are shown. Find the
distance between the parallel sides
PL and NM. Give your answer correct
to the nearest metre.

*18. An observer is at A on the bank of a

river and a coconut tree is at P
directly across on the opposite bank.
A distance AB of 40 m is measured
along the bank so that BAP is a right
angle. ABP is found to be 42°.
(a) Find the width of the river.
(b) If the angle of elevation of the
top of the coconut tree is 22°
from A, find the height of the
coconut tree.
(c) Find the angle of elevation of the top of the coconut tree from B.
(d) Find the distance from B to the top of the coconut tree.

= 19; From the top of a building, the angle of depression of a point on the ground
32 m away from the base of the building is 58°.
(a) How tall is the building?
(b) What is the angle of elevation of a point (i) half-way, (ii) three-quarter-
way up the building?

275
 Chapter 10

*20. (a) Using the notation in the

diagram, find an expression
for the side b in terms of the
side c and the angles B and
ECA.
(b) Given that ¢ ='33.3 ¢m:
B = 20° and ECA = 50°,
calculate b.

Chapter Review

1. Pythagoras’ Theorem
A A

6s CJB A B
In AABC, if B = 90°, then In AABC, if AB? + BC’ = AC’,
AB EBC ZAC. then B = 90°.

Angle of Elevation 3. Angle of Depression

aa
Object Horizontal line
Eye

Eye
Horizontal line Object

Trigonometrical Ratios B
ae ee = side opposite A
hypotenuse
* _ side adjacent to A &
s g
* __
hypotenuse
side opposite A S
‘J 52.
oO
side adjacent to A

A C
adjacent

276
 Pythagoras’ Theorem and Trigonometry

CHALLENGER @®>
1. A water-lily originally 10 cm above
the water surface is blown 50 cm
sideways by a strong wind as
shown. Find the depth of the pond.

The figure shows a cross-section

of a cylindrical pipe of diameter
75 cm. The pipe is laid horizontally
to carry away water. Find the depth
of water if the breadth of the water
surface is 60 cm. What will be the
breadth if the depth is doubled?

A pagoda stands on a hill 100 m

above the sea level. If ACD = 60°
and BCD = 30°, find the height,
AB, of the pagoda.

When the sun is directly above a Parallel sun rays

point A, a tower CB 190 km north
of A casts a shadow BN as shown.
If the tower is 100 m tall and the
shadow is 3 m long, estimate the
radius of the earth. Give your
answer correct to 3 significant
figures. (Hint: Assume that ABNC
is a right-angled triangle.)

AX
Chapter 10

5. David wanted to know the height of a pylon. He made use of his pocket-
book to estimate the angles of elevation, a and b, at two points as shown.

Explain how to estimate the height of the pylon using the information
shown in the diagram.

6. ABCD isasquare of side 10 cm. With

the vertices as centres, four arcs are
drawn as shown. Find the area of the
shaded part. |

wee
A B

Problem Solving 10
Investment at Risk

Mr Tan Ah Teck invested an amount of money on a high-risk project. He lost

20% of the money in the first month and 30% of the remaining money in the
second month. In the third month, he again lost $20 000. In the fourth month, he
made a gain and recovered 75% of his earlier total loss. By then, he actually lost
$9 000 less than 25% of the original amount of money invested. Find the
original amount of money.

The strategies to use are use arrow diagram, use equations and work
backwards.

278
 Pythagoras’ Theorem and Trigonometry

Keys: x = money ($) invested

y = money left after the 3rd loss
x — y = total loss ($) in 3 months

x |S
x 0.8 (|
x 0.7 jas“
— 20 000 + 0.75(x — y) 0000.4 0.75x

So y + 0.75(x — y) = 9 000 + 0.75x

0.25y = 9 000
“. y = 36 000
Now let us work backwards from y to find x.

100 000. 80.000 56 OOO _36 000

- x = 100 000
So the original amount of money = $100 000

1. Generosity A philanthropist, Mr Li, donated a sum of money to start

off a fund-raising campaign. Through the support of the public, the amount
collected after one month was 20% of the sum donated by Mr Li. In the
second month, the increase of the fund was $12 800 more than 25% of the
fund. In the third month, the increase of the fund was double the two
increases in the earlier months put together. Meanwhile Mr Li had agreed
to top up the fund to $168 000 by making a second donation which would
be twice the amount of his first donation. How much was Mr Li’s first
donation?

2. TeamWork Two jobs can be done effectively if the workers are divided
into two teams A and B in the correct ratio. If 5 workers in team A are
absent, 2 workers have to be transferred from team B to team A to maintain
the correct ratio of workers in the two teams. What is this correct ratio?

3. Perimeter Study the following sequence of areas of certain squares:

49, 4489, 444 889, 44 448 889,...

What is the perimeter of the square whose area is 444 444 888 889?

279
Chapter 10

4. Triangular Pattern

Row 7

Row 8

The diagram shows the first eight rows of a continuing pattern of black and
white triangles.
(a) Find a formula for each of the following:
(i) the number of triangles in the n™ row,
(ii) the total number of triangles in the first n rows,
(iii) the total number of white triangles in the first n rows,
(iv) the total number of black triangles in the first n rows.
(b) Show algebraically that your answer to (a) (11) 1s the sum of your
answers to (a) (ii1) and (iv). (cy

280
Chapter 11

Motion Geometry

Ali, what is a Don’t try to be funny, Ali!

reflection? ; Su Mei, what is a translation?

A translation is the
A reflection is Vs changing of words
a deep thought.) ~ into another language.

Are you all dreaming.

This is a Maths lesson!!!

Sorry, teacher!
According to our
timetable, it’s
supposed to be

Chapter Highlights

¢ Drawing the reflection of a simple plane figure

° Exploring reflection in the environment
¢ Drawing the rotation of a simple plane figure, about any point in the plane through angles
which are multiples of 90° .
¢ Exploring rotation in the environment
e Drawing the translation of a simple plane figure in the x-y plane
¢ Exploring translation in the environment
e Drawing an enlargement of a given plane figure
¢ Exploring enlargement (including reduction) in the environment
¢ Identifying reflection, rotation, translation and enlargement of a given plane figure
¢ Drawing the image of a figure involving combined movements

281
Chapter 11

11.1 REFLECTION

If you write the letter R on a piece of paper Reflection is a mirror

and place a mirror upright on the piece of image

paper as shown, you will see the reflection

of the letter R in the mirror. We say that the
reflection ‘ A’ in the mirror is the image
under reflection of the letter R.

The reflection of a snow-capped mountain on a glacial lake and the mirror image
of another vehicle in the rear-view mirror of a car are examples of reflection in
the environment.

Class Activity 1

1. (a) Fold a piece of tracing paper into half.

Unfold it and draw a line XY along the
crease. Then draw a AABC on the right
side of XY.

(b) Fold the paper again along XY so that x

the left side of the paper is on top of
AABC as shown.

(c) Trace AABC on to the reverse face of

the paper.

(d) Unfold the paper (you will see through x A

the paper the triangle you have just ‘
drawn). This will help you trace the ee a
mirror image of AABC. ‘

282
 Motion Geometry

(e) Trace the mirror image of AABC and name the vertices A’, B’ and
C’. Then join AA’, BB’ and CC’ as shown. We say that AABC is
transformed under a reflection in the line XY to AA’B’C’.

(f) The line XY is called the line of reflection (or mirror line). Is XY a
perpendicular bisector of AA’, BB’ and CC’?

(g) A transformation is also known as a mapping. Do we also say that

AABC is mapped onto AA’B’C’ under a reflection in the line XY?

(a) Quadrilateral ABCD is mapped onto quadrilateral A’B’C’D’ by a

reflection in XY. Copy the quadrilateral ABCD on a piece of tracing
paper. Use your geometrical instruments to draw the points A’, B’, C’
and D’ which are the mirror images of A, B, C and D, i.e. draw A’, B’,
C’ and D’ such that XY is the perpendicular bisector of AA’, BB’, CC’
and DD’. Then complete the quadrilateral A’B’C’D’.
(b) Fold your paper along the mirror line to find out whether
(i) each line segment of the original figure is equal to the
corresponding line segment of the image figure,
(ii) each angle of the original figure is equal to the corresponding
angle of the image figure,
(iii) the original figure is congruent to its image figure.

283
Chapter 11

3. (a) M’ is the image of M when

the y-axis is the mirror line.
M” is the image of M when
the x-axis is the mirror line.
Write down the coordinates of see vateSt
M’ and M”.

(b) A’B’ is the image of AB when

; uy
Ms as is the mirror line. A A(1,2)
A”B” is the image of AB when 2
the x-axis is the mirror line. WA
Write down the coordinates of 1
A’, B’, A” and B”. B' B (2, 1)

Spe eee 1 x
= B"

24 Val

(c) Compare the coordinates of M, A and B with the coordinates of M’, A’

and B’. What do you notice?

(d) Compare the coordinates of M, A and B with the coordinates of M”, A”

and B”. What do you notice?

4. Give some examples of reflection in daily life.

Remember these:

¢ Reflection carries segments into equal segments.

¢ Reflection carries angles into equal angles.
¢ Reflection carries whole figures into congruent whole figures.

284
 Motion Geometry

Exercise 11.1 } “4 answers on p. 438

1. Copy and draw on graph paper the reflection of each figure with respect to
the mirror line XY.

(a) (b)

7 Xx zi if

(c) (d)

cz
x

(e) (f)

i if

285
Chapter 11

2. The following figures are transformed under reflection in XY. Trace a copy
of each figure. Using geometrical instruments, construct the image of each
figure. Label the image.

(a) x (b) 4
A

B
Y Y

(d) A D

oy, x
| Cy

(e) x (f)

[\
(g) X Y (h) , D
x y

==
The points A, B, C, D, E and F are mapped onto A’, B’, C’, D’, E’ and F’ by
a reflection. Plot the following points on a piece of graph paper. Then plot
their images when reflected in (a) the y-axis, (b) the x-axis.

A(-2, 1), B(3, 1), C(2, 4), D(-2, -5), E(3, 0), F(O, 3)

Without plotting the points, write down the coordinates of the images of the
following points when reflected in (a) the y-axis, (b) the x-axis.

(—4, 2), (1, 3), (3, 4), (5, -2), 3, 0), (4, 0)

286
 Motion Geometry

11.2 ROTATION

Draw a letter R on a sheet of paper. Copy it onto a piece of tracing paper. Rotate —_ Rotation is turning a
the tracing paper clockwise about a fixed point O through a certain angle as —_—point or figure about a
shown. The letter R in the new position is called the image of R under a = "*°4 Pot
rotation.

We observe rotations in daily life. Examples of rotation are foot drills involving
left turns, right turns and about-turns, the turning of the minute and hour hands
of a clock, and turning the knobs of equipment.

Class Activity 2

1. (a) Copy the figure OABC.

(b) Trace the figure onto a piece of tracing
paper.
(c) Fix the point O with a sharp point and
rotate the traced figure through an angle
of 90° clockwise as shown. Name the
image under rotation as OA‘B’C’.
(d) OA is transformed to OA’ under rotation
through 90° clockwise.
Is OC transformed to OC’ under the
same rotation?
Is OB transformed to OB’ under the RB’
same rotation also?
How do you find out?

2. State whether each of the following statements is true or false.

If a figure is transformed under rotation, then
(a) each line segment of the original figure is equal to the corresponding
line segment of the image figure,
(b) each angle of the original figure is equal to the corresponding angle of
the image figure,
(c) the original figure is congruent to its image figure.

287
Chapter 11

5. ‘(a): Aladseorotateds 90"

anticlockwise about
ae : A’
the origin O. Its image ®
is A’.
Wate’ down. the
coordinates of A’.
a ae T
—2 —|

(b) AB is rotated 90° <a)

clockwise about the ;
ne A (1,2)
origin O. Its image 58
is A’B’.
Write down the a :
coordinates of A’ and A ee BEB)
BR. ee
EP aE OP SA se.

Ann
uf ; wan
B

(c) AABC is rotated "

through 180° about
ce A (3,4)
the -orpeim “O.- Its 4
image is AA’B’C’. os
. V5iM OG)
Write down the a) i » (4,2)
coordinates of A’, B’ di daee
and C’. 1 irSaas T ae
ogalo cia fet |
Cal ep vieyOlrole earl then ata fa
Ce Ber)

A’
; 4

288
 Motion Geometry

4. Give some examples of rotation in daily life.

Remember these:

A rotation carries segments into equal segments.

A rotation carries angles into equal angles.
A rotation carries whole figures into congruent figures.

Worked Example

A\ABC is mapped onto AA’B’C’ under a rotation. Draw and label the image of
AABC under a clockwise rotation
(a) through 90° about A,
(b) through 270° about M.

Solution:
(a) y (b)
B'

A(A')

Ct C

O x

A\A’B’C’ is the required image. A\A’B’C’ is the required image.

Note: 270° clockwise rotation is equivalent to 90° anticlockwise rotation.

289
Chapter 11

Exercise 11.2 }“ answers on p. 438

1. Copy the following figures on graph paper. Draw and label the image of
each figure under rotation about the origin through an angle as indicated.

(a) (b)
y

a
B Cc

O e

Through 90° clockwise. Through 90° anticlockwise.

(c) (d)

Through 180°. Through 270° anticlockwise.

(e)

Through 90° clockwise. Through 180°.

290
 Motion Geometry

2. Copy the following figures on graph paper. Draw and label the image of
each figure under rotation as instructed.

(a) (b)

Cc

Through 90° clockwise Through 90° anticlockwise

about A. about D.

(Cc) yt (d) y 4
D

€ A B

B
Eanes
D €

O Y oir are

Through 180° about B. Through 90° anticlockwise

about D.

(f)

Through 270° anticlockwise Through 180° about D.

about D.

291
Chapter 11

3. Copy the following figures on graph paper. Draw their images under
rotation about the origin O. The angle of rotation is shown in each case.
Give the coordinates of the images of the vertices in each case.

(a) (b)
y ya
D
3 2 Bid

2 e244

1 A = I

C|MMRGs eommu shaw ened’ Geers labrsnes(lexer.

Through 90° anticlockwise. Through 90° clockwise.

(c) (d) y4
ya

Se Ba] SSS aS SS aS aa Se

g 1 jai se eee:

4
=27 paces tf
—G 7

34

Through 180°. Through 90° clockwise.

4. (a) Draw on graph paper, the AABC, where A is (2, 1), B is (3, 1) and
C is (1, 2). Rotate this triangle through 90° clockwise about the
origin O. Draw its image AA’B’C’ and write down the coordinates of
A> Band 6.
(b) On graph paper, draw the letter T by joining the points (1, 4), (2, 4),
(2, 2) and (3, 4). This letter is rotated through 180° about the origin O.
Draw its image and give the coordinates of the images of the four
given points.

292
 Motion Geometry

11.3 TRANSLATION

The letter T on the sheet of paper is copied on to a sheet of tracing paper. The two Translation is the
sheets of paper are folded and the tracing paper is slid as shown. Notice that the movement of a point or
figure by a sliding
letter is moved without turning. We say that the letter J is translated. The letter
motion.
in the new position is called the image under a translation.

A concrete block sliding along a flat surface in a straight line and an aeroplane
flying along a linear course are examples of translations in the environment.

Class Activity 3

Copy the figure OABC on a sheet of paper and trace the figure on to a
tracing paper. Fold the two sheets of paper and slide the tracing paper as
shown. Denote the figure on the tracing paper as O’A’B’C’. The points O, A,
B and C are translated to O’, A’, B’ and C’.
(a) Are the line segments OO’, AA’, BB’ and CC’ equal in length?
(b) Are these line segments parallel?

2. State whether each of the following statements is true or false.

If a figure is transformed under translation, then
(a) each line segment of the original figure is equal to the corresponding
line segment of the image figure,
(b) each angle of the original figure is equal to the corresponding angle of
the image figure,
(c) the original figure is congruent to its image figure.

293
Chapter 11

3. (a) A is translated 2 units in the x-direction and 3 units in the y-direction

to its image A’. Write down the coordinates of A’.

(b) AB is translated
1 unit in the
x-direction and
—3 units in the
y-direction to
its image A’B’.
Write down the
coordinates of
A’ and B’.

(c) AABC is translated —4 units in the x-direction and 4 units in the

y-direction to its image AA’B’C’. Write down the coordinates of A’, B’
and C’.

=} A(Qt=1)

B (1, -2) C (3, —2)

294
 Motion Geometry

4. Give some examples of translations in daily life.

Remember these:

¢ Translation carries segments into equal segments.

¢ Translation carries angles into equal angles.
¢ Translation carries whole figures into congruent figures.

Exercise 11.3 | “4 answers on p. 439

1. Copy the following figures on graph paper and do the translation of each
figure as instructed. Draw and label each image.

(a) (b) :
A x

: AL

B C. is

2 cm to the right. 1 cm up and 3 cm to the left.

(c) (d)
P S E H

Q R F G

1 cm to the right and | cm up. 1 cm down and 2 cm to the right.

(e) (f)
WwW xX y A D

yd B &

2 cm up and | cm to the right. 2 cm to the right and 1 cm to

the left.

295
Chapter 11

2. Copy the following figures on graph paper and do the translation as

instructed. Draw and label each image. Then write down the coordinates of
its vertices.

(a) y (b) y
A (+, 2) C (-2, 2)

1 unit in the x-direction and —3 units in the y-direction and

—2 units in the y-direction. 4 units in the x-direction.

(c) (d)

3 4 Xi

D (3, -1)

B(2,-2) C(4,-2)

3 units in the y-direction and 4 units in the x-direction and

—3 units in the x-direction. —4 units in the y-direction.

(e) y (f)

B(-3,-1) A(-I,-l)

la
C (-3,-2) D(€1,-2)

4 units in the x-direction and —4 units in the x-direction and

3 units in the y-direction. —4 units in the y-direction.

296
 Motion Geometry

11.4 ENLARGEMENT

From what we have learnt so far, we notice that reflection, rotation and
translation are rigid motions, that is, a figure does not change its shape and size
after it has been transformed by these motions.

We shall learn another transformation which is not a rigid motion. Under this
transformation, a figure does not change its shape but it changes its size. We call
this transformation an enlargement.

The projection of a diagram on a screen from an overhead projector and an

enlarged copy of a photograph are examples of enlargement in the environment.

Class Activity 4

1. ABC is a given triangle. AA’B’C’ is an enlarged copy. The scale used is

SP ae

The following steps are used to construct AA’B’C’.

Step 1: Draw a line XY through C.

Step 2: Mark points O and C’ on XY such that OC = 2 cm and OC’ =5 cm.

(Note that OG.. OC =5); 2.)

Step 3: From O, draw straight lines through B and A. Construct points B’

and A’ such that C’B’ // CB and B’A’ // BA and join A’C’ as shown.

We say that AA’B’C’ is the image of AABC under an enlargement with

scale factor =.The point O is called the centre of enlargement.
(a) Make the necessary measurements to find out whether

(i) each side of the image is ; times the corresponding side of the
given figure,

297
Chapter 11

(ii) each angle of the image is equal to the corresponding angle of the
given figure.
(b) Draw a triangle ABC such that AB = 2 cm, BC = 3 cm and AC = 4 cm.
Construct the image of AABC under an enlargement with scale
3
factor —.
Z

2. When the scale factor is a proper fraction, the image under enlargement is
smaller than the given figure. The following example shows a reduced copy
of the given APOR. AP’Q’R’ is the image of APQR under an enlargement
: 1
with scale factor = centre at O.

The following steps are used to construct AP’Q’R’.

Step 1: Draw a line XY through P.

Step 2: Mark points O and P’ on XY such that OP = 6 cm and OP’ = 3 cm.

(Note: that OP OP = 12 2.)

Step 3: From O, draw straight lines to R and Q.

Step 4: Construct points R’ and Q’ such that P’R’ // PR and P’Q’ // PQ.
Join O'R’ as shown.

(a) Make the necessary measurements to find out whether

(i) each side of the image is ;of the corresponding side of the given
figure,
(ii) each angle of the image is equal to the corresponding angle of the
given figure.
(b) Draw a triangle XYZ such that XY = 6 cm, YZ = 4 cm and XZ = 8 cm.
Construct the image of AXYZ under an enlargement with scale
2
factor, —.
3

298
 Motion Geometry

x (a) AA’B’C’ is an enlargement of AABC with scale factor 2. The centre of

enlargement is at the origin O. Write down the coordinates of A’, B’
andiGs

era 9 i
meta; a
my ) B' jae C’

' y as é.

BUD Ge)

(b) Quadrilateral A’B’C’D’ is an enlargement of quadrilateral ABCD with

scale factor : The centre of enlargement is at the origin O. Write

down the coordinates of A’, B’, C’ and D’.

A (3, 6) D (9, 6)

299
Chapter 11

Exercise 11.4 } “4 answers on p. 439

of
1. Copy the following figures. With X as the centre of enlargement, enlarge
each figure with the scale factor given.

ox

Enlarge by factor 2. Enlarge by factor 3. Enlarge by factor a

Pi] OO
eX
ox

Enlarge by factor a Enlarge by factor =. Enlarge by factor Ae

Use the origin O as the centre of enlargement in each of the following cases.

2. Aline segment AB, where A is (1, 1) and B is (3, 3), is enlarged with scale
factor 2, centre at the origin. Draw the enlarged segment and give the
coordinates of its vertices.

3. Atriangle, whose vertices are (3, 3), (1, 1) and (4, 2), is given an enlargement

with scale factor >,centre at the origin. Draw the image figure and give the
coordinates of its vertices.

4. Enlarge a square, whose vertices A, B, C and D are (1, 3), (1, 1), (3, 1) and
4 ; 2 ve
(3, 3) respectively, with scale factor 5 centre at the origin.

5. Describe how to find the coordinates of any point on the image figure under
an enlargement if the coordinates of the corresponding point of the original
figure and the centre of enlargement are given.

6. ABCDE is a polygon whose vertices are (1, 3), (1, 2), (3, 1), (4, 2) and
(5, 4) respectively. Find the image of the figure under an enlargement with

(O, 0) as centre and scale factors (a) 2, (b) >,(c) 7 In each case, sketch

the image of the figure.

300
 Motion Geometry

11.5 COMBINATION OF TRANSFORMATIONS

ena”

Worked Example 1 Transformation is the

changing of a figure’s
position, shape or size.

AABC is mapped onto AA‘B’C’ under a certain transformation P. AA”B’C”

is the image of AA’B’C’ under another transformation Q. Describe fully
transformation P and transformation Q.

Solution:
Transformation P is a reflection in the y-axis.
Transformation Q is a clockwise rotation through 90° about the origin O.

Worked Example 2

pal 1 Rsk
G B B" ae
$4 tt -+ pon fa 4 ~
Aig Oe hata de 1 2 3 4 x
ne B ¢
mS A’

301
Chapter 11

AABC is given a transformation P followed by a transformation Q. Its two

successive images are AA’B’C’ and AA”B”’C” respectively.
(a) Describe fully transformation P and transformation Q.
(b) Describe a single transformation equivalent to the combined
transformations, P followed by Q.

Solution:
(a) Transformation P is a rotation through 180° about the origin.
Transformation Q is a reflection in the x-axis.
(b) The single transformation is a reflection in the y-axis.

Worked Example 3
The vertices of AABC are A(-1, 2), B(—2, 1) and C(-1, 1). It is transformed
under translation, 3 units in the x-direction, to AA’B’C’. Then AA’B’C’ is given
an enlargement with centre O and scale factor 3 to AA”B’C”. Draw the two
image figures and write down the coordinates of the vertices.

Solution:

A iS (252), B 18) 1) and (© 16,271),

AC ISG, (6) RB" 18:8) Scand C” 18: (6.3).

302
 Motion Geometry

Exercise 11.5 }4 answers on p. 439

1 In each of the following diagrams, AA’B’C’ is the image of AABC under

a transformation P. AA”B”C” is the image of AA’B’C’ under a
transformation Q. Describe fully transformation P and transformation Q.

(a)

(b)

303
Chapter 11

(c)

y ry
5 =a Ue

A’ pie A

3+

A a+

B' @ ; (Gig Br

| aS

B Cc

pt
=) —4 a =? {pore | i S 4 S) x

(d)

y
5

A ¢ 4 @ JAN

2+ (G A

a
B B'

t t t t t = t see t + hee
=> Al 3 2 (rt 1 2 3 4 5) x

2. In each of the following diagrams, AABC is given a transformation P

followed by a transformation Q. Its two successive images are AA’B’C’ and
AA” B’C” respectively.
(i) Describe fully transformation P and transformation Q.
(ii) Describe a single transformation equivalent to the combined
transformations, P followed by Q.

304
 Motion Geometry

(a)

(b)

305
Chapter 11

(c)

i ‘
y

(d)

+ =
6 5

The vertices of AABC are A(2, 1), B(4, 1) and C(4, 2). AABC is mapped
onto AA‘B’C’ under a clockwise rotation through 90° about the origin.
Then AA’B’C’ is given another rotation through 180° about the origin to
AA”B’C”. Draw the two image figures and write down the coordinates of
the vertices.

The vertices of AABC are A(—1, 3), B(—2, 1) and C(-1, 1). AABC is
mapped onto AA’B’C’ under a translation of —3 units in the y-direction.
Then AA’B’C’ is given a reflection in the x-axis to AA”B”C”. Draw the two
image figures and write down the coordinates of the vertices.

The vertices of AABC are A(-1, 2), B(—2, 1) and C(-1, 1). The triangle is
transformed under an anticlockwise rotation through 270° about the origin
to AA’B’C’. Then AA’B’C’ is enlarged with centre O and scale factor 2 to
AA”B’C”. Draw the two image figures and write down the coordinates of
the vertices.

306
 Motion Geometry

Points are reflected in the line x = 3 and then their images are reflected in
the line y = —2.
(a) Find the coordinates of the final image of the point (1, 2).
(b) If the point (a, b) remains as (a, b) under these combined reflections,
write down the values of a and b.

A(-1, 2) is mapped onto A, by a reflection in the line x = 2. A, is mapped

onto A, by a reflection in the line x = 4.
(a) Find the coordinates of A, and A,.
(b) Given that A, is the reflection of A in the line x = k, find the value
of k.

Two transformations M and T are defined as follows:

M is a reflection in the x-axis and 7 is a translation of +3 units parallel to
the y-axis. ;
Find the image of P(—2, 5) under the combined transformation
(a) M followed by 7,
(b) T followed by M.

Chapter Review

Reflection
¢ Reflection carries segments into equal segments.
¢ Reflection carries angles into equal angles.
¢ Reflection carries whole figures into congruent figures.

Rotation
e Rotation carries segments into equal segments.
* Rotation carries angles into equal angles.
¢ Rotation carries whole figures into congruent figures.

Translation
¢ Translation carries segments into equal segments.
e Translation carries angles into equal angles.
¢ Translation carries whole figures into congruent figures.

Enlargement
¢ Enlargement carries segments of figures proportionately into
corresponding segments of figures.
¢ Enlargement carries angles into equal angles.
¢ Enlargement carries whole figures into similar figures.
aod
307
Chapter 11

CuaLLenceR GP
1. (a) In the figure, AB is 3 cm and O is 4cm
directly below A. Copy the diagram and
draw the image of A’B’ of AB under a
clockwise rotation of 90° about O.
Join AA’ and BB’. Then draw the
perpendicular bisectors of AA’ and BB’.
What do you notice?
(b) A’B’ is the image of AB under a rotation
through 90° anticlockwise. Copy the
diagram and find the centre of rotation
by construction.

In the diagram, OABC is a rectangle such

that OA = 3 cm and OC =4 cm. R represents
a clockwise rotation of 90° about O. OA,B,C;,
is the image of OABC under R. OA,B,C, is
the image of OA,B,C, under R and OA,B,C,
is the image of OA,B,C, under R.
(a) Copy the diagram and draw these
images on it. Join the points A, A,, A,,
A, and A. Then join the points B, B,, B,,
B, and B.
(b) Find the ratio of the area of AA,A,A, to
the area of BB,B,B,.

This pattern is made up of a basic picture and its images under successive
transformations. Can you identify the transformations?
Abu says : Reflection followed by reflection followed by reflection.
Bala says : Rotation followed by rotation.
Christina says: Rotation followed by reflection followed by rotation
followed by reflection and so on.
Do you agree with what they say? Give reasons.

308
 Motion Geometry

4. The figure shows eight slung chairs equally A

spaced on a ‘big wheel’ with centre O. How
can ‘chair A’ be transformed to occupy the G
position of chair C?
Study each of the following answers
given by four students. If you think an
answer 1s correct, improve on it by giving full .
description of the transformations required.
Draw diagrams to illustrate your answers.
(a) Ali’s answer : Translation followed
by translation.
(b) Samy’s answer: Rotation followed by
rotation.
(c) Lihua’s answer: Reflection followed by reflection.
(d) Mary’s answer: Enlargement followed by enlargement.

5. The figure shows two pieces of cardboard;

one is a regular pentagon and the other a
square with vertices A, B, C and D. The
pentagon is given a clockwise rotation round
the square with centre of rotation at A and
then at B and so on until the letter R is
formed again. Find the sum of all the angles
of rotation.
INA 3

one
G B

As
6. In the figure, AABC is an equilateral é
triangle. AA’B’C’ is its image under an
enlargement with centre O. The circle
touches the sides of AABC. Find the scale
factor of the enlargement.

Problem Solving 11
Chess Club

In a school, 25% of the girls and 60% of the boys join the school chess club. In
the school chess club, 20% of the members are girls. What percentage of the
students of the school join the chess club?

309
Chapter 11

The strategies to use are make connection and use tabulation with the concept
of ratio.

Keys: Bc = Boys who are members of the chess club

Bn = Boys who are not members of the chess club
Gc = Girls who are members of the chess club
Gn = Girls who are not members of the chess club

Let Bc = 12k and Gc = 3k. Then Bn = 8k and Gn = 9k. Hence complete the table
as shown.

Be _ 80% 4. 12 Not in
fe 0 8 chess club

Be _ 60% _ 3 _ 12
Ba 40% 2 8
ee e
Gn 715% 3 9

we
Percentage of students who join the chess club = EAS
12k + 3k
12k 4+ 3k + 8k + 9k

_ 15
By
= 46.9%

Savings Alan, Betty, Carrie and Dolly earned the same amount of
money per month. Find the ratio of Betty’s savings to Dolly’s savings using
the following information.
Alan spent three times as much as Betty. Dolly spent twice as much as
Carrie. Carrie saved three times as much as Dolly. Betty saved twice as
much as Alan.

Square within a Square The area of the shaded part is 15 cm’. If x and
y are integers, find the possible values of x and y.

310
 Motion Geometry

2: Black and White

oe.
lcm —— 2 cm— =——§
3 cm ——>

The diagram shows 3 squares, the sides of which are 1 cm, 2 cm and 3 cm
respectively. Each of the small squares on the diagram has a side of length
1 cm and alternate squares are coloured black and white.
(a) The number of small squares of each colour used is shown in the
following table. Copy and complete the table.

(b) G) How many small white squares will there be when a square of
side 11 cm is drawn?
(ii) Find the length of the side of a square when | 681 small black and
white squares are needed to cover it.
(c) Write down a formula connecting 7 and L.
(d) Write down a formula connecting 7 and B when,
(i) Bis an even number,
(ii) Bis an odd number. (C)

Tea Mixture The table shows that proportions of Grade A, Grade B and
Grade C tea in three brands of tea mixtures P, Q and R. If the cost per kg
of Brand P and Brand Q tea mixtures are $8 and $9 respectively, find the
cost per kg of Brand R tea mixture.

311
 REVISION EXERCISE 3
Revision 3A (answers on p. 439)

An aircraft leaves a runway at a point P and climbs in

a straight line at an angle of 20° to the horizontal.
Calculate the height of the aircraft when it is directly P 202 N

over a point N, 2 000 m from P. 2 000 m

Find the values of a and b. Is AXYZ a right-angled Xx

a
triangle?
576
‘75
168

ye Z
b

Copy the figures and with X as the centre of enlargement, enlarge each figure with the scale
factor given.

(a) (b)

ee
Enlarge by factor 2. Enlarge by factor =.

Find (i) the perimeter, (ii) the area of the minor sector A
of a circle with centre O, radius r and central angle
0 if
(a) 7 = o°em, 6 = 20°,
(Db)?r= 95cm, 6 = 43%. € B
Give your answers correct to the nearest cm or cm’.
(Take 2 = 3.14.)

312
 Revision Exercise 3

Plot the points A(—4, 2), B(—2, 2) and C(—2, 1) on squared paper. Draw AABC. Translate the figure
—3 units in the y-direction and then 4 units in the x-direction.
Draw its image and write down the coordinates of the vertices of the image.

AOP@Q is an enlargement of AOAB with scale factor Q

3 and centre O. If the area of AOAB = 15 cm’, find the
area of quadrilateral APQB. B

O P

The diagram shows two concentric circles of radii

8 cm and 6 cm. Calculate the area of the shaded

part. [Take t= =. eS

Find (i) the volume and (ii) the total surface area of a cone whose height is / cm, slant height
1 cm and base radius r cm if
(A) aa ie 426.41 = 5.
(Db) mea 2 ee 12a = 7.
: 22
Give your answers correct to the nearest cm’ or cm’. [Take c= =)

The triangle BDC is right-angled at D and AD is parallel to

BC. Given that BC = 20 cm, CD = 12 cm and BE = 11 cm,
calculate
(a) BD,
(b) CE,
(c) AD.

10. The diagram represents a circular cone standing on a

horizontal base of radius 5 cm. V is the vertex of the
cone, O is the centre of the base, P is a point on the
circumference of the base, and OVP SoU:
Calculate
(a) VP,
(b) the circumference of the base of the cone, taking 7 to
be 3.142,
(c) the curved surface area of the cone.

313
Revision Exercise 3

Revision 3B (answers on p. 439)

Find the volume and surface area of a sphere of radius r cm when r is

(a) 6.4, (b) 7.8.
: 2)
Give your answers to the nearest cm’ or cm’, [Take I = =]

In the triangle ABC, AB = 8 cm, ABC = 90° and ACB 45° A

The point D on BC is such that BD = 6 cm. Calculate |
(a) DC,
(b) AD,
(c) ADB.

B 6cm D c

Two polygons are similar. The side of one is 3 cm long and the corresponding side of the other
is 7 cm long. If the area of the first is 2 m’, find the area of the other.

Plot the points A(3, 6), B(3, 3) and C(6, 3) on graph paper. Enlarge AABC with scale factor :

Draw the image figure and give the coordinates of its vertices.

Trace the figures. Using geometrical instruments, construct the image of each figure under
reflection with respect to XY and label the image.

(a) ‘i (b) | Cc
A

Find (i) the perimeter, (ii) the area of the major sector of a ie
circle with centre O, radius r and central angle 0, if
(a) = bcm. o.= 210:
(by) = 5 Cio = 300..
Give your answers correct to the nearest cm or cm’. =

[Take i= =. A B

314
 Revision Exercise 3

7. Acircular pizza of diameter 24 cm costs $2.75; the same variety of pizza of diameter 32 cm costs
$3.75. They have the same thickness. Which has the better value? Show working to support your
answer. (C)

8. A wheel of radius 30 cm is turning about a fixed axis at a rate of | s revolutions per minute.
Calculate
(a) the angle through which the wheel turns in 30 seconds,
(b) the distance moved by a point on the rim in 30 seconds. (Take 7 to be 3.14.)

9. x In the diagram, AB is parallel to DC and

10cm
BAD = CDX. = 90°. Given that XC = 10 cm,
AB = 12 cm and DC = 8 cm, calculate
(a) XD,
(b) BC.

12cm

10. 4m The diagram, which is not to scale, shows the plan

of a room. All the angles on the diagram are right
1.6m angles.
(a) Draw an accurate plan of the room using a scale
of 1 : 40.
2.4m
A fitted carpet, without a pattern, is to be laid to
cover the floor completely. The carpet is supplied in
a roll 80 cm wide, to be laid in a series of parallel
56m strips.

(b) Draw lines on your plan to show how you would lay the strips.
(c) Find the total length of carpet required.
(d) The carpet costs $8.50 per metre length. Calculate the total cost of the carpet. (C)

Revision 3C (answers on p. 439)

1. The diagram shows a circular wooden reel with a hole

H of radius 4 cm in the middle. If the shaded part P is
8 cm wide,
(a) express in terms of 7, the area of H,
area of P
(b) find the value of
area of H

315
Revision Exercise 3

2. A circular piece of cake with radius 14 cm weighs 2.5 kg. A wedge-shaped piece with central
angle 72° is cut out. Find the mass and area of the sector of this wedge-shaped piece.

A river 20 m wide flows due east between parallel x rE

banks. Two points P and Q are 50 m apart on the south |

bank.
20 m
(a) X is a point on the north bank such that XP = XQ. |
|
Calculate PXO.
(b) Y is another point on the north bank such that P 50 m Q
YOP = 90° Calculate YP,

Copy the figures on graph papers and do the translation as instructed. Draw and label the images.

(a) (b)

2 cm to the right and 2 cm up. 1 cm to the left and 2 cm down.

S Plot the points A(—4, 1), B(—3, 3) and C(—2, 2) on graph paper. Draw AABC. Rotate the figure
through 90° clockwise about the origin O. Draw its image and write down the coordinates of the
vertices of the image.

The figure APQR is a rectangle such that AP is parallel to

the x-axis. The vertices of AABC are A(2, 1), B(4, 2) and
C(3,. 4);
(a) Write down the coordinates of the points P, Q and R.
(b) Calculate the total area of the shaded parts.
(c) Calculate the area of AABC.

A scale model of a church is made. The ground area of the model is one hundredth of the actual
ground area.
(a) Given that the length of the model is 4 m, calculate the length of the church.
(b) Given that the volume of the church spire is 3 000 m’, calculate the volume of the spire on
the model. (C)

316
 Revision Exercise 3

ABCD represents a building with a vertical flagpole AP on the roof. The point O is on the same
level as C and D. The angle of elevation of A from O is 15°, OA = 60 metres and POA pret
(a) Calculate
(i) the height AD of the building, (ii) the height of the flagpole, AP.
(b) Given also that AB = 10 metres, calculate the angle of elevation of P from B. (C)

The diagram, which is not to scale, represents a

baseball field.
Outfield
The “diamond” is a square, of side 27.4 m.
2nd
(a) Using a scale of | cm to represent 5 m, make a
scale drawing of the baseball field.
Fe ee en ee Se as (b) Calculate, for the whole field,
(i) the perimeter, (ii) the area,
Diamond giving your answers correct to 3 significant
(C)
Base figures.

Home
Base

10.

12cm

A cylindrical tin of dog food has a radius of 5 cm and a height of 12 cm, as shown in the diagram.
(a) Taking 7 to be 3.14, calculate
(i) the area of the circular top of the cylinder,
(ii) the volume of the cylinder.
(b) The mass of each tin when full is 1.25 kg and when empty is 150 g. Calculate the mass, in
grams, of the contents of a tin.
(c) The tins are packed into rectangular cartons 50 cm long, 30 cm wide and 24 cm high. Find
the maximum number of tins each carton will hold. (C)

317
Revision Exercise 3

Revision 3D (answers on p. 439)

The diagram represents a framework of girders in a

vertical plane. PQ is horizontal and R is vertically
above Q. OR = 8 m, QS = 11 m, RPQ = 58° and
ROS = 37°. Calculate
(a) FO;

(b) SN, the height of S above PQ.

(Give your answers correct to the nearest m.)

(a) Calculate the angle turned through by the hour hand of a clock as the time changes from
07 00 to 11 00.
(b) Calculate the angle turned through by the minute hand during the same period of time.
(c) Calculate the acute angle between the hour hand and the minute hand at 08 30. (Cc)

A solid metal cube has a volume of 125 cm’.

(a) Given that 1 cm’ of the metal has a mass of 9 grams, calculate the mass of the cube,
expressing your answer in kilograms.
(b) Calculate
(i) the length of each edge of the cube,
(ii) the total surface area of the cube.
(c) The cube is melted down and made into a solid cylinder of length 6 cm. Calculate the radius
of the cylinder. [Take z to be 3.142.] (@)

(a) Plot the points (1, 2), (2, 4) and (3, 3) on graph paper. Plot the images when reflected about
the x-axis.
(b) Without plotting the points, write down the images of the points in (a) when reflected about
the y-axis.

The solid is made up of a hemisphere and a cone. Find

(a) the volume of the cone,
(b) the volume of the hemisphere.
Give each answer correct to 2 decimal places and take a = =.

The length, breadth and height of a cuboid are 8cm

8 cm, 5 cm and 3 cm respectively. Sem
(a) If the measures of the length and breadth are
doubled, how many times is the new volume
as large as the original volume?
(b) If the measures of length, breadth and height
are tripled, how many times is the new
volume as large as the original volume?

318
 Revision Exercise 3

7. The vertices of AABC are A(1, 1), B(2, 1) and C(2, 2). Transform the figure under a clockwise
rotation of 90° about the origin to its image AA’B’C’. Then AA’B’C’ is given a reflection in the
y-axis to AA”B”C”. Draw the two image figures and write down the coordinates of the vertices.

8. D In the diagram, DAB = CBA = 00° (EC-= 3 cm and

ED = 10 cm. The point F is the reflection of C in the line AB,
and DF intersects AB at E.
(a) State the length of DF.

. (b) Given that the area of ACED is 12- cm’, show

that DEC = 30°.

(c) Hence calculate the length of CD.
7 4 (d) Prove that ADAE is similar to ACBE. (You may use any
A E appropriate method. If transformations are used, they
must be precisely described.)
(e) Calculate the numerical values of the ratios
(i) area of ACBE
F area of ADAE ’
es area of ACDE
ll ——————
(it) area of ACDF (©)

9,

Bi

48

A teacher has a rectangular piece of paper which is 48 cm long and 37 cm wide.

(a) Calculate the perimeter of the piece of paper, giving your answer in metres and centimetres.
(b) The teacher wishes to cut the paper up into squares each of which measures 5 cm by 5 cm.
What is the largest number of whole squares she can cut out? (G)

10. The diagram represents a box, in the shape of a cuboid.

Its internal dimensions are: length 2 m, width 10 cm, height 10 cm.

(a) Calculate the internal volume of the box
(i) in cubic centimetres, (ii) in cubic metres.
Revision Exercise 3

A cylinder fits exactly into the box.

(b) (i) Write down the radius of the cylinder.
(ii) Calculate the volume of the cylinder, in cubic centimetres. (7 is approximately 3.142)
(c) Express the volume of the cylinder as a percentage of the internal volume of the box. (C)

Revision 3E (answers on p. 440)

1. (a) Find the surface area of a cube whose volume is 27 cm’.

(b) Find the central angle subtended by an arc of 6 cm of a circle whose radius is 14 cm.

[Take = =.
if

2. Aman stands at a window in a building and observes another building which is 150 m away. He
observes that the angle of elevation of the top of the second building is 50° and the angle of
depression of its foot is 20°. Calculate the height of the second building.

3. An office building is an enlargement of a model such that the height of the building is 30 times
the height of the model.
(a) If the volume of the model is v m’ and that of the building is V m’, express V in terms of v.
(b) If the floor area of the building is 540 m’, calculate in m’ the corresponding area of the
model.

320
 Revision Exercise 3

4. Copy the following figures on graph paper. Draw and label the image of each figure under rotation
about the origin through an angle as indicated.

(a)

Through 90° clockwise. Through 90° anticlockwise.

5. Find the volume of the prism.

08segrrea cm ——+1

. 20 cm

6. The vertices of AABC are A(2, 2), B(2, 1) and C(3, 1). Transform the figure under 180° rotation
about the origin to AA’B’C’. Then AA’B’C’ is given a reflection in the y-axis to AA”B’C”. Draw
the two images. Describe a single transformation equivalent to the combined transformations.

A glass is in the shape of an inverted cone of radius 6 cm and

height 18 cm.
(a) Calculate the capacity of the glass. [The volume of
} ; Le Lee .
a cone of radius r and height h is Be and 7 is

18 cm approximately 3.142.]
(b) Milk is poured into the glass to a height of 9 cm.
Calculate the volume of milk in the glass.
(c) If the height of milk in the glass is x cm,
(i) find the radius of its surface, in terms of x,
(ii) find a formula for the volume of milk, in terms of 7
and x,
(iii) show that, when x = 9, your formula gives the same
answer as in part (b). (C)

321
Revision Exercise 3

8.

WHITE

RED

GREEN

The diagram above shows a new logo, designed in red, white and green, for a car company. The
radius of the circle is 5 cm. The three red sectors each have an angle of 30° at the centre of the
circle. The three white triangles each have a right angle at the centre of the circle.
Taking the value of 7 to be 3.142, calculate
(a) the length of an arc of a red sector,
(b) the area of a red sector,
(c) the area of a green segment. (©)

A model of a triangular prism is shown in the diagram. The edges are made from drinking straws
and the corners are held together with pieces of wire. Each of the short straws is 3 cm long and
each of the long straws is 9 cm long.
(a) Find the total length of straw used to make the triangular prism.

(b) If 2- cm of wire are needed to hold the straws together at each corner, find the total length

of wire required.
(c) Given that the area of the triangular end of the prism is approximately 4 cm’, calculate the
approximate volume of the prism. (C)

322
 Revision Exercise 3

. In the diagram, RQ is parallel to BC and RP is parallel to AC. Explain why AARQ is similar to
2 AR 3 ‘ :
ARBP. Given that ah = e calculate the numerical value of the ratios

area of AARO (b) RQ

area of ARBP ” BC’

(c) P
area of trapezium BROC
area of AABC
oe ciaVE
RX

323
 MISCELLANEOUS EXERCISE 3
(answers on p. 440)

1. AABC and AA’B’C’ are drawn on the same sheet of paper. State whether each of the following
statements is true or false. If the statement is false, explain why.
(a) If AA’B’C’ is an image of AABC under an enlargement, then AA’B’C’ is similar to AABC.
(b) If AA’B’C’ is similar to AABC, then AA‘’B’C’ is an image of AABC under an enlargement.
(c) If AA’B’C’ is an image of AABC under an enlargement, then AA’B’C’ is similar to AABC
and the lines AA’, BB’ and CC’ all pass through the centre of enlargement.
(d) If AA’B’C’ is similar to AABC and if the lines AA’, BB’ and CC’ all pass through a point O,
then AA’B’C’ is an image of AABC under an enlargement with centre O.

(a) Under reflection in the line x = k, the point (—1, 9) is mapped onto the point (5, 9). Find the
value of k.
(b) Under a rotation of 180° about the point (p, q), the point (11, 0) is mapped onto the point
(0, 9). Find the value of p and of g.

3 000m

A mountaineer climbed to the top of a mountain along two straight paths AB and BC. He started
from point A, at sea level, and climbed the gentle slope to B. He then climbed the steeper section
from B to the top of the mountain C.
(a) Given that AXB = 90°, AX = 3 000 m and that B is 400 m above sea level, calculate
(i) BAX,
(ii) the actual distance he walked from A to B, giving your answer correct to the nearest
10 metres.
(b) The point C is 1 250 metres above sea level. Given that CYB = 90° and that CBY = 42°,
calculate the distance from B to C.
(c) Write down the angle of depression of B from C. (C)

324
 Miscellaneous Exercise 3

[In this question take 7 to be 3.142. 1 hectare = 10 000 m*.]

On a still day, a helicopter hovers at a height of 200 m and sprays the ground with fertilizer. The
shaded part of the diagram shows the circular area sprayed.
(a) If the “angle of spray” is 32°, calculate the sprayed area in square metres. Give your answer
correct to three significant figures.
(b) The farmer wants to spray a circular area of 3 hectares from the same height. What “angle
of spray” should he use? (C)

A —— B The diagram shows a bucket with a top diameter AB of

36 cm and a base diameter CD of 24 cm. The depth EF of
the bucket is 30 cm.
(a) If FG = x cm, show that

C D OG 2

\
men So
(b) Calculate the value of x.
(c) Calculate the capacity of the bucket in litres.
|

325
Miscellaneous Exercise 3

6. The figure shows a frustum. It is the remaining part of a ae rT

cone after a smaller cone is removed. The parallel faces are
referred to as its bases. Find the volume of the frustum if its
height is 15 cm and the diameters of its bases are 30 cm and
20 cm respectively. Give your answer correct to the nearest
cubic centimetre.

The diagram shows the cross-section of a swimming pool. The pool is 25 m long, | m deep at one
end and 2 m deep at the other end. The bottom slopes uniformly from one end to the other. Water
enters the pool at a constant rate and, from empty, the time taken to fill the pool completely is
3 hours.
(a) Find the area of the cross-section of the pool.
(b) Find the time taken to fill the pool to a depth of one metre at the deep end.
(c) Find the depth of the water at the deep end after 2 hours.
(d) Copy the diagram and draw a sketch graph to represent how the depth of water at the deep
end of the pool changes with time.

|
2

Depth of
water in ]
metres

0 -
l 2 3

ay.
Time in hours (C)

The diagram shows two cones, A and B. The radius of A is 5 cm and its slant height is 13 cm.
The radius of B is 4 cm and its slant height is 5 cm.

326
 Miscellaneous Exercise 3

(a) Calculate the vertical height of

(i) cone A, (ii) cone B.
(b) Find the ratio
(i) volume of A : volume of B,
(ii) curved surface area of A : curved surface area of B.

A firm which manufactures golf balls is experimenting with the packaging of its product. 3 golf
balls, each of radius 2.15 centimetres, are packaged in a rectangular box, a cross-section of which
is shown in the diagram below. The box is 12.9 centimetres long, 4.3 centimetres wide and
4.3 centimetres high.

666;
12.9 cm

(a) Given that the volume of a sphere of radius r is SAP, calculate the amount of space within

the box which is unfilled.

The marketing department suggests that an equilateral triangular box of side 11.75 centimetres
and height 4.3 centimetres might be more attractive. The diagrams show a plan and side view
of the new box.

4.3 cm

11.75 cm 11.75 cm

(b) Calculate the amount of space within this new box which is unfilled. [7 is approximately
3.142.] (C)

In the figure, ABCD is a trapezium. AD = 12 cm, D C

AB = 24 cm, A = 60° and B = 45°. Find the area of
the trapezium. Give your answer correct to the nearest
square centimetres.

327
Miscellaneous Exercise 3

area of ACDX 7 hem Fn le 2eeta B

11. Find the ratio ——————__—_——__.
area of parallelogram ABCD
ems 2cm

D CG
3cm

12. In the figure, AOB is a quadrant of radius 7 cm, C is the B

midpoint of arc AB and CD is perpendicular to AO. Find 2

the area of the shaded part. [Take = =.

A D O

13. In the figure, BD is the bisector of ABC and AB: BC =2 : 3. Calculate

(a) the ratio of the area of AAED to the area of ACEB,

(b) the lengths of BE and ED if BD = 7. cm.

A D

14. Two similar rhombuses have one diagonal in common and their other diagonals are in the ratio
3 : 2. Find (a) the ratio of their areas, (b) the ratio of their perimeters.

15. In the shaded figure, AB is parallel to DC. M and N are points on AB and CD respectively such
that MN = 10 cm and NMB = 80°. If AB = 14 cm, calculate the shaded area.

D s C

328
 INVESTIGATION 3
1. Think of a 2-digit number.
Add the tens digit to 3 times the ones digit to form the second number and repeat this to get the
third number and so on.

For example, 27, ae Lf... Odi Mrs

il , il T
stat 2+3(7) 24+3(3) 1+3(1)

(a) Continue this sequence until you get 30 terms in all. What do you observe?
(b) Use other numbers as your starting numbers to form sequences. What do you observe?

2. Each of the following palindromes is expressed as a product of two numbers.

2 a Od
25'492-="256D
21945 452 BZ C
294.545 45322 7 Kd
25 454 545 452 =z xe

(a) If z=4, find the values of a, b, c, d and e.

(b) If z= 7, find the values of a, b, c, d and e.
(c) Investigate for other values of z. What do you observe?

3. Take three consecutive numbers, say 5, 6 and 7. Find their product and add the middle number.
What do you notice?
Investigate for three other consecutive numbers. Describe your observation.

4. A 2 by 2 square grid has 1 big and 4 small squares, i.e. a total of 5 squares of all sizes.

|gel neat

329
Investigation 3

(a) Copy and complete the following table.

Dimension of square grid Total number of squares

14
30

(b) How many squares of all sizes are there in a 20 by 20 square grid? Investigate.

330
Chapter 12

Statistics I

Hey! Mr Ticks!
Oh, no! How am I going Can you teach me
to present all these data. statistics?
They’re all in a mess! I’m out of tactics.
Uf J

: Don’t mention it, Mr Ram.

Your presentation needs to be Now you know what’s a
simple but appealing. Use a pictogram.
pictogram... you know... ; So scram!
represent your data using i
pictures like this...

Chapter Highlights

° Collecting, classifying and tabulating data and representing the data by bar graphs and pie
charts, including choosing the appropriate statistical method to represent the data
° Reading and interpreting bar graphs, including interpreting tables and drawing the
corresponding bar graphs
¢ Reading and interpreting pie charts, including interpreting tables and drawing the
corresponding pie charts
° Reading and interpreting line graphs, including interpreting tables and drawing the
corresponding line graphs
* Reading and interpreting pictograms, including interpreting tables and drawing the
corresponding pictogram
* Becoming aware of the misuse of statistical displays

331
Chapter 12

12.1 COLLECTION AND PRESENTATION

OF DATA

People who work in government, commercial and industrial establishments

need statistical information to help them plan their work. For example, the
priority in building schools depends on data such as the number of children who
are likely to seek admission, the population densities in various regions, etc.
Data is a collection of
The data collected are usually presented in tables or charts. facts or information.

Ty

CVV VAALSVN
Peake Let ma .

Examples
(a) One morning, four students — Albert, Betty, Carol and Donald — were
stationed at a certain point along a road. They worked in pairs to gather

information about the flow of traffic for 1 -hours. They recorded the data
they have collected as follows:

332
 Statistics |

Data Recorded by Albert and Betty

MATHSTORY
Time intervals (a.m.)
=_-”
The father of modern
Statistics was an
8.00-8.15 8.15-8.30 8.30-8.45 | 8.45-9.00 9.00-9.15
Englishman, John
Graunt (1620-1674).
ee Y VC MIC BeiCle Viel Bsa Nebel Cae Graunt studied birth
and death records and
BMG CU NEP
T TG MINE CEG WIM TV CtC discovered that more
boys than girls were
iM GUL IW VAAL LG Gi GC GV RPM Mi
born. He also found
CG CUE. NG et Bw By ICG ll a Ge ay that because men were
more subject to death
Veo CAC al MO CLC CV TG VV aan from occupational
accidents, diseases and
Ved SIG EL Vi Vb MC. Cae iM war, the numbers

Cal MAC.
MiG RGer
ne CW Cae WV. of men and women
of marriageable age
were about equal. His
CT CAE er Ge Cita Deyn. Bev
results were published
VIC
T | CONC..C Vane! GENT in a book entitled
Natural and Political
CG LAC VS. “Cy VA Ver TM Observations Upon the
Bills of Mortality. His
EV COMEL el (CVE M work was the first to
analyse statistics and to
CoC IG Ce Wi. C draw conclusions on
the basis of such
Bede biGCO G analysis. Graunt’s work
led to the development
UV ale eB allt M
inliiye
of actuarial science
eely eal 1G, Sit C. which is used by
insurance companies.
Cr CM.
\ Claes C
MaC 3G oe C
TN fitGoarad Rm Cita odfsa ile
COM
C, © \MuG
(Ge
aie
Se
Cy
ae
MeO
ee
ES
eS
eG eRe GC) B:
GY
Qe Cl
Oye)
eames
aOR
Sor
Gos
=<
ay
Se
Gr
ee
SGae
(Oar
Mee)
Geos
Be
SSS
oS
SS
SS Ole
Cee
TAG
GY
wee
Gee:
SS
Se
a Ole
OU
mete
hae
kaa
eas
es
oC)
Bey
A)
iy
eS Css
at Care:
tL -C
a CAG
Gl
Tee
eae
Sy
Oe
Chaar
Sa
ey
Rh
SO
es
SC
Gy

104 113 74 39 30
vehicles vehicles vehicles vehicles vehicles
a

B for buses C for cars L for lorries

M for motorcycles V for vans T for taxis

333
Chapter 12

Data Recorded by Carol and Donald

Comparison of vehicle types through a place

Number
(a.m.) |8.00-8.15 |8.15-8.30 |8.30-8.45 | 8.45-9.00 |9.00-9.15 of
vehicles

Vans
Motorcycles

Number of
vehicles

The students recorded their data in different ways.

* Albert and Betty recorded the vehicles they observed without much
organisation.
¢ Carol and Donald recorded their data according to the type of vehicles
and in groups of five for easy counting.
¢ The method used by Carol and Donald is more systematic.
(b) The data in (a) can be organised, classified and tabulated as follows:

The traffic flow at a certain place

Buses
Lorries
Cars
Taxis
Vans
Motorcycles

Subtotal Total = 360

Generally, a table has a title and includes subtotals and the total.
(c) The organised data in (b) can be presented in various pictorial forms.

334
 Statistics |

Pie Chart
In a pie chart, the angle of each sector is Proportion of traffic flow
proportional to the number of items

in
represented.

Before the pie chart is drawn, the angle of each sector is calculated as follows:
85
Busco 00 oe eric 227 3602= 85°
360 360

Ponies S360" 20° Wats g820 3836922308

360 360

Cars: sae sO es Oa Motorcycles: ae 500" =o)"

360 360

Bar Chart

Comparison of vehicle types passing through a place

1805

vehicles
of
Number

Buses Lorries Cars Taxis Vans Motorcycles

Type of vehicles

335
Chapter 12

In a bar chart, the bars drawn are of equal width. The values of the various items
are represented by the lengths of the bars. For example, the total number of
buses recorded as read off from the vertical scale is 25.

A bar chart can be presented in a vertical or horizontal form. A vertical bar chart
is also known as a column chart.

Pictogram
Type of vehicles passing through a place

Buses RA) PRE

Lorries i—

Cars ceckgn coten coben oben ole ete ete ete a

Taxis CES BES GES CE a

Vans Zz fel

Motorcycles doB bo

Each picture stands for 20 vehicles.

Line Graph
The traffic flow at a certain place
120

Et 100
=
—
3 80
Gey
ie)
tH

5 60
==}
Z
40

20

T or ial
0 8.00 a.m. 8.15 a.m. 8.30 a.m. 8.45 a.m. 9.00 a.m.
to to to to to
8.15 a.m. 8.30 a.m. 8.45 a.m. 9.00 a.m. 9.15 a.m.
Time of the day

336
 Statistics |

The line graph shows the total number of vehicles recorded at the end of each
interval of 15 minutes. The points are joined by line segments to show how the
number increases or decreases with time. It tells us that the peak period is from
8.15 a.m. to 8.30 a.m.

However, the intermediate points between the end points of each line segment
do not have any meaning in this example.

Comparison of Presentations of Data

Let us examine the advantages and disadvantages of the following
presentations.

Tabulation
* It allows comparison of data.
° Accuracy of data is not lost.
° It is less appealing to the readers owing to a lack of visual impact.

Bar Chart
° It is fairly accurate.
e It is easy to draw.
° The values can be easily estimated from the scales.
° The lengths give clear comparison of values with respect to each other.

Pie Chart
* It is not as easy to draw as a bar chart.
° It is not easy to read as the values of the items are represented by the angles
of the sectors.
° It gives a good comparison of each part with the whole.

Pictogram
° It is not easy to draw.
¢ It is not easy to read as the values of the items are sometimes represented by
a fractional part of the picture or symbol of the item.
° It is appealing to the readers because of its visual impact.
° It is designed for the layman.

Line Graph
° Itis easy to draw.
¢ The values can be easily read off from the grid lines.
° It is useful to show an upward or a downward trend, a peak or fluctuations.
° The values between the plotted points may not have meaning.

337
Chapter 12

Class Activity

Students are to work in groups for the following activities.

1. Measure the height and mass of each student in the group.

Name:
Height:
Mass:
Construct a table to organise the data collected.
Represent the data by a column graph. (Represent the measurements of the
height and mass of each student in two columns, side by side.)

Collect the following data.

Number of students who choose red as their favourite colour.
Number of students who choose blue as their favourite colour.
Number of students who choose green as their favourite colour.
Number of students who do not choose any of these colours as their
favourite colour.
Construct a table to organise the data collected.
Draw a pie chart to represent the data.

Find out the month of birth of each student in the group.

Number of students who were born in the months of January, June and July.
Number of students who were born in the months of March and May.
Number of students who were born in the months of April and August.
Number of students who were not born in these months.
Construct a table to organise the data collected.
Draw a pie chart to represent the data.

Exercise 12.1 }“

1. Select 5 types of books of your choice (for example, mathematics, science,

second language, fiction and ghost story) from the school library. For each
type, pick 5 books and record the number of times each book has been
borrowed in a year. Construct a table to organise the data collected. Use an
appropriate display method to present your findings.

(a) Copy and use this survey form to collect the data.

How I Come to School

Name of student: Date:

Please put a tick (/) in the appropriate box.

Walk is Bus L] Car LJ

Motorcycle [1] MRT L] Others L]

338
 Statistics |

(b) Design a similar form to collect data for each of the following surveys.
e My favourite TV programme.
e Places of interest I like to visit.
e My favourite subject in school.
e My favourite game.
(c) Construct a table of your survey. Present your findings with an appro-
priate display method.

12.2 READING AND DRAWING OF BAR GRAPHS

Worked Example ;
The bar graph below shows the yearly enrolment in the educational institutions Bar graph uses a
of a certain city from 1995 to 1997. series of horizontal
or vertical bars of
differing lengths to
show information.

eal Primary schools ee Secondary schools ee Universities

of
Number
students

Study the graph and answer the following questions.

(a) Give the total enrolment in each institution from 1995 to 1997.
(b) Give the total enrolment in all the institutions
(i) in 1996,
(ii) in 1997.

339
Chapter 12

(c) Find the percentage increase of the total enrolment in all the institutions
from 1996 to 1997. Give your answer correct to the nearest per cent.
(d) What percentage of the student population in 1995 was enrolled in
(i) Primary schools,
(ii) Secondary schools,
(iii) Universities?
Give each answer correct to the nearest per cent.

Solution:
(a) Total enrolment in Primary schools from 1995 to 1997
= 150 000 + 130 000 + 140 000
= 420 000

Total enrolment in Secondary schools from 1995 to 1997

= 100 000 + 110 000 + 120 000
= 330 000

Total enrolment in Universities from 1995 to 1997

= 40 000 + 35 000 + 50 000
= 129 O00

(b) (i) Total enrolment in all the institutions in 1996

= 130 000 + 110 000 + 35 000
= 215 GOO

(ii) Total enrolment in all the institutions in 1997

= 140 000 + 120 000 + 50 000
= 310 000

: a1 — 275 000
(c) The percentage increase = we : x 100%
275 000
= 13% (correct to the nearest per cent)

(d) Student population in 1995 = 150 000 + 100 000 + 40 000 = 290 000
150 000
(i) Percentage enrolled in Primary schools = x 100%
290 000
= 52% (correct to the nearest per cent)
100 000
(ii) Percentage enrolled in Secondary schools = x 100%
290 000
= 34% (correct to the nearest per cent)
40 000
(iii) Percentage enrolled in Universities x 100%
290 000
14% (correct to the nearest per cent)

340
 Statistics |

Exercise 12.2 | answers on p. 440

1. The following bar chart shows a survey on the types of books borrowed by
80 students from a school library in a certain week.

Science

Classics

Detective

Others

Number of books

(a) How many books on classics were borrowed?

(b) How many books on science fiction were borrowed?
(c) How many books were borrowed altogether?
(d) What per cent of the books borrowed were detective storybooks?
(e) If every student borrowed at least | but not more than 2 books, how
many borrowed exactly 2 books?

300

200

100
students
of
Number

Sec-1 Séec2 See3 Sec 4

Secondary class

341
Chapter 12

The bar chart shows the student enrolment in a secondary school for a
certain year. Study the bar chart and answer the following questions.
(a) How many students were there in Sec 3?
(b) What was the total student population in the school?
(c) Which level had the most students?
(d) Which levels had fewer than 200 students?
(e) What was the percentage of students in Sec 4? Give your answer
correct to the nearest per cent.

The bar chart below shows the rainfall (in centimetres) in a certain city for
each month of the year. Study the bar chart and answer the following
questions.
(a) What was the total rainfall, in centimetres, for the year?
(b) How many centimetres of rainfall were there in the wettest month?
(c) Which months had no rainfall?
(d) Which months had more than 10 cm of rain?
(e) Which months had less than 9 cm of rain?

(cm)
Rainfall

4. A certain school conducted a survey of the three games which both boys
and girls played. The following bar chart shows the result of the survey.
Study it and answer the following questions.
(a) How many students played softball?
(b) How many boys played table tennis?
(c) How many girls played basketball?

342
 Statistics |

(d) Assuming that each student played only one of these games,
(i) how many boys played these games,
(ii) how many girls played these games,
(iii) what per cent of the students who played these games were girls?
Give your answer correct to the nearest per cent.

ae Boys Pee Girls —

200

150

100
of
Number
students

50

Basketball Softball Table tennis

Game

5. The following bar chart shows the daily water consumption for a week in
a certain city. Study the bar chart and answer the following questions.
(a) What was the total water consumption for the week?
(b) On which day of the week was the water consumption the highest and
how much water, in cubic metres, was consumed?
(c) Which day of the week had the lowest water consumption and how
much water, in cubic metres, was consumed?
(d) On which days of the week did the water consumption exceed
782 000 m°*?
(e) On which days of the week was the water consumption less than
780 000 m’?
(f) What was the difference in the water consumption between Thursday
and Friday?

343
Chapter 12

800

790

780

770

760
m?
000
)1consumption
(Water
x

750

Day of the week

6. Below is a bar graph showing the number of aircraft landings in a certain

airport from 1994 to 1997.

1994

1995

Year

1996

1997

2 4 6 8 10 12 14 16
Number of landings ( x 1 000 )

Study the bar chart and answer the following questions.

(a) Find the number of aircraft landings for each year from 1994 to 1997.
(b) If the landing fee for each aircraft was $250, calculate the total fee
collected by the airport in 1994.
(c) What is the percentage increase of landings from 1996 to 1997? Give
your answer correct to the nearest per cent.

344
 Statistics |

7. Ina certain university, the yearly student intake for the various courses is
shown in the bar graph below.

ease Science

students
of
Number

Study the graph and answer the following questions.

(a) Give the total intake for each course from 1995 to 1997.
(b) Give the total intake for the three courses in (i) 1995 and (ii) 1996.
(c) Give the percentage increase of the total intake for the three courses
from 1995 to 1997. Give your answer correct to the nearest per cent.
(d) What percentage of the student intake in 1997 attended the following
courses?
(i) Science (ii) Arts (iii) Commerce
Give your answers correct to the nearest per cent.

8. Below is the result of a survey to find out how | 040 students go to school.

275 go to school by car 500 go to school by bus

105 go to school by MRT 160 walk to school

(a) Represent the data using a bar chart.

(b) What percentage of the students go to school by bus? Give your
answer correct to one decimal place.

345
Chapter 12

9. In a school, the number of boys taking part in each game is shown in the
table below.

Soccer |Basketball} Hockey) Badminton} Rugby | Chess

Number of boys 2h, 74 63

Show these data in a bar chart.

10. The table below shows the number of cars serviced by a motor company
during a one-month period.

Suzuki | Hyundai

Number of cars

Draw a bar chart to show this information.

11. The table below shows the number of students in a school band who play
a particular musical instrument.

Number of students

A new member joined the band and chose to play the French horn and three
students decided to change from playing the trumpet to beating the drum.
(a) Construct a new table to show the changes using the information
given.
(b) The bar chart below is drawn based on the new information. Only two
bars are drawn. Copy the bar chart below onto graph paper and draw
the other four bars.

10

of
Number
students

,(0) i= ie :i a zx

Trumpet Frenchhorn Cymbals Drum Flute Clarinet

Musical instrument

346
 Statistics |

12.3 READING AND DRAWING OF PIE CHARTS

Worked Example
The pie chart represents the number of students and teachers in a certain school.
(a) Measure the angles of the sectors for
boys, girls and teachers.
(b) If the total number of students and
teachers in the school is | 800, how
many (i) boys, (ii) girls, (iii) teachers
are there in the school?

(c) If - of the girls are above 12 years

old, find the angle of the sector that

represents this.
(d) What percentage of the students are
boys? Give your answer correct to the
nearest per cent.

Solution:
(a) For boys, the angle of the sector is 240°.
For girls, the angle of the sector is 110°.
For teachers, the angle of the sector is 10°.

(b) (i) Number of boys = = x 1 800

= 1 200
(ii) Number of girls = U® x 1 800
360
= 550
(iii) Number of teachers = 5 x 1 800

=e)

(c) Angle of the sector for girls above 12 years old = < x 110°

= 44°

(d) Number of students = 1 200 + 550

= 1750
Percentage of boys ee 100%
il WO
= 69% (correct to the nearest per cent)

347
Chapter 12

- Exercise 12.3 }4 answers on p. 440

1. The pie chart below represents the sales of fruits by a fruiterer. If the total
sales amounted to $5 400, calculate the amount collected for each type of
fruits sold.

oranges

145°

Sw
is
bananas

apples

mangoes

2. The pie chart below shows the number of different types of books loaned
out by a library in a week. If the total number of books loaned out was 180,
find, by making the necessary measurements, the number of each type of
books borrowed from the library.

science fiction

348
 Statistics |

3. A man earned $1 080 a month. He spent 15% of it on rent, 50% on food,

10% on transport, 20% on others and saved the rest. Copy and complete the
pie chart below for the given information.

food

50%

4. A family with an income of $1 800 spent it as follows:

Food $700 Transport $150
Rent $250 Savings $200
Others $500
(a) Represent these data on a pie chart.
(b) What percentage of the income was spent on food? Give your answer
correct to one decimal place.

5. The pie chart below represents the number of students and teachers in a
certain school.
(a) Measure the angles of the sectors for boys, girls and teachers.
(b) Ifthe total number of students and teachers in the school is 3 600, how
many (i) boys, (ii) girls, (iii) teachers are there in the school?

(c) If = of the boys are above 12 years old, find the angle of the sector
that will represent this on the same pie chart.

girls

SSS
349
Chapter 12

6. A survey of a certain school showed that out of 720 students, 400 preferred
pop music, 200 semi-classical and 120 classical.
(a) Represent this information using a pie chart.
(b) What percentage of the students preferred semi-classical music?

. It was estimated that in a certain city, the number of registered vehicles at

the end of 1997 was as follows:

Cars 10 500 Buses 1 800

Taxis 4 200 Motorcycles 5 100
Represent the data on a pie chart.

1 080 students of a certain school

named the subject they like best. The
pie chart shows the result of the survey.
By measuring the angle of each sector,
find the number of students belonging
to each group. Then express the
number in each group as a percentage
of the total number of students.

The table below shows the number of periods allotted to each subject in a
class timetable per week.

Subject Number of periods

English
Second Language
Mathematics
Science
Literature
Geography
History WW
AO
OC
OW
WW

Show this information on a pie chart.

10. The table below shows the different countries where 180 students spent
their school holidays.

Number of students 86 41

Represent the data on a pie chart.

350
 Statistics |

11. The table below shows how 240 students travelled to school from their
homes.

Draw a pie chart to illustrate the information.

12. Visitors to a National Park were asked

to vote for their favourite animal. The
results are shown on the given pie chart.
(a) Calculate
(i) the value of x,
(ii) the percentage of visitors who
voted for giraffes. tS
(b) Calculate the number of people who Elephant
took part in the survey, given that
elephants obtained 20 more votes
than lions. (C)

The girls in a school were asked to choose

their favourite form of entertainment from
television, cinema and radio. Their replies are
Television Cinema represented in the pie chart.
160° (a) Calculate the value of x.
(b) 400 of the girls chose the cinema. Find
the total number of girls in the school.
(c) Find the percentage of girls who chose
the radio. (C)

Each member of a class of 40 girls was asked

to name her favourite colour. Their choices
are represented on the given pie chart.
(a) If 15 said they liked blue, calculate the
value of x.
(b) Find the number who said they liked
green.
(c) Find the percentage of the class who said
they liked red. (@)

351
Chapter 12

Ann, Mary and Ruth have 3 000 stamps

between them. Ruth has 800 stamps. The pie
chart represents the number of stamps each
girl has.
(a) (i) How many stamps does Ann have?
(ii) Calculate the value of x.
(b) Ruth has 500 more used stamps than
unused stamps. How many used stamps
does she have? (C)

16. A pie chart is made to show how Mr Brown’s total salary is spent. Income

tax takes up 20% of his total salary, and he pays 12 ;% of the remainder in
rent. Calculate the angles of the sectors used to represent
(a) the amount he pays for income tax and
(b) his rent. (@)

17. A firm sells 90 kg of commodity A and (x + 90) kg of commodity B. When

these sales are represented on a pie chart, commodity A is represented by a
sector of angle 45°. Find x. (C)

18. A sum of money is divided in the ratio 1 : 3 : 5. Draw a pie chart to illustrate
this division. Indicate the angles of the sectors clearly.

19. Draw a pie chart to represent the sales of three commodities A, B and C,
given that the angles of the sectors representing A, B and C are 90°, 120°
and 150° respectively. If the total sale is 480 tonnes, calculate how many
tonnes of each commodity are sold.

20. (a) The sales of two commodities A and B are 7 kg and 11 kg respectively.
If these sales are represented by a pie chart, find the angle of the sector
representing the sale of A.
(b) The sales of three commodities P, Q and R are in the ratio 1 : 4: x.
When these sales are represented by a pie chart, the angle of the sector
representing the sale of P is 10°. Find x. (C)

12.4 READING AND DRAWING OF LINE

“GRAPHS AND PICTOGRAMS
Worked Example 1
The following table shows the number of people alighting from the buses at a
certain bus terminal at 15-minute intervals on a working day.

Time (a.m.)|7.45~8.00 8.00-8.15 |8.15-8.30 |8.30-8.45 |8.45-9.00 9.00-9.15

40
people
i

352
 Statistics |

Represent this information using a line graph and answer the following
questions.
(a) Which is the busiest period?
(b) In your opinion, suggest one explanation in general terms for any trend of
the line graph.

Solution:

300

200

Number
people
of
100

O T At aS Sea Ses Se +e ee T Es

7.45 a.m. 8.00 a.m. 8.15 a.m. 8.30 a.m. 8.45 a.m. 9.00 a.m.
to to to to to
8.00 a.m. 8.15 a.m. 8.30 a.m. 8.45 a.m. 9.00 a.m. 9.15 a.m.
Time of the day

(a) The busiest period is from 8.45 a.m. to 9.00 a.m.

(b) The big rush between 8.45 a.m. and 9.00 a.m., and the trickle after
9.00 a.m. suggests that work begins at 9.00 a.m. for the majority of the
people and they work at places within 15 minutes of walking distance from
the bus terminal.

Worked Example 2
The table below shows the profit made by a trading firm in a six-month period.

January | February | March

$20 000 | $25 000 | $12 500 | $7 500 | $30 000 | $22 500

Illustrate these figures on a pictogram.

353
Chapter 12

Solution:

mm OOOO
wn OOOO
we OOC
m OC
Ma
4666666
<a

m OOOG?
P< = $5 000

Exercise 12.4 }“ answers on p. 441

1. The table below shows the population (to the nearest 100) of a town for the
given period 1945-1990.

Population Population

(a) Draw a line graph to show the population growth of the town.
(b) At which period did the population increase most rapidly?

354
 Statistics |

2. The table below shows the number of people visiting the zoo each day for
one particular week.

Tuesday |Wednesday | Thursday | Friday | Saturday

1 250 1 895 2 360 2 565

people

(a) Draw a line graph to show this information.

(b) Describe in general terms any peculiar features of the line graph.

3. Examine the rough graphs below, and suggest an explanation in general

terms of any trends which you may have observed in each line graph.
(a) Taxi fares for a journey

Fare ($)

1e%)

—_

O T T Pvctergi te Perera dal etter nd

i 2 3 4 5 Distance (km)

(b) A man’s yearly expenditure from 22 to 62 years old

Expenditure
$30 000

$20 000

$10 000

ri' T -

20 30 40 50 60 Age (years)

355
Chapter 12

(c) Number of vehicles passing a certain point along a road in Singapore

on a working day

400

300

200

vehicles
of
Number
100

Tam 8 SOI pam a2 3 4 5 6 i

noon
Time of the day

(d) Time taken to travel in a lift

20

level
Floor

10; . 20: 30: »-40;:-50-:-60}-70)-} 80-90: 100.: 410-1204 .130

Time (seconds)

356
 Statistics |

4. The table below shows the number of ‘O’ level passes obtained by
115 students of a school.

Number of passes

Number of students

Draw a pictogram to illustrate the above data.

5. The table below shows the size of T-shirts worn by a class of Sec 2 students.

-Extra large

Number of students 1

Illustrate these figures using a pictogram.

6. The table below shows the sale of rackets and bats at a shop during a
one-month period.

Type of racket or bat | Tennis |Badminton | Squash | Table Tennis

Number sold 90

Represent the above data using a pictogram.

7. The pictogram below is meant to show the sale of hot drinks in a coffee
house for a day.

Coffee Tea
oOthers
350 200 170

(a) Write in general terms your comments on the pictogram.

(b) If you were asked to improve on it, show how you would draw it.

357
Chapter 12

8. Here are the sketches of four line graphs.

A 4 B

D o
3 3
3 3
eal Ge
fo) °

= =
2fot) 2on
a6, ; a8)

Time Time

Cc D

3oe}
8oj
3 3
Ga eel
iS) o
= =
-lott) 2tot0)
pa ae

Time Time

(a) Choose the correct graph to describe

the following situation.
Water is added steadily into a tub in
which a tin of milk is placed in its
upright position. The height of water is
recorded at regular time intervals and a
height-time graph is plotted.

(b) Choose the correct graph to describe the

new situation where the tin is made to lie
on its side instead of standing upright.

358
 Statistics |

9. (a) Water is added steadily to the container on the

right and the height of water is recorded at
regular time intervals. Sketch a graph to show
the height-time relationship for the situation.

(b) Repeat (a) for each of the following containers.

IOC (ii) (iii) é (iv)

10. (a) Aconical flask with a piece of plasticine

in it is placed in a tub as shown. Water
is added steadily into the tub and the
height of water is recorded at regular
time intervals. Sketch a graph to show ifeeee

the height-time relationship for this Ss

situation.

(b) Sketch a graph to show the new situation

where a bowl is used to replace the
conical flask.

Chapter Review

Presentation of Data

The statistical data collected can be presented in various ways.

Examples:
Tabulation

Soccer Basketball Hockey Chess

Number of boys 50 50 |

359
Chapter 12

Pictogram

Number of boys who play the following games

Each picture represents 20 boys.

Pie Chart

Proportion of boys who play these games

Basketball
80°

360
 Statistics |

Bar Chart

Number of boys who play these games

200

160

boys
of
No.

0 Soccer Basketball Hockey Chess

Line Graph

Boys who failed the Physical Fitness Test

boys
of
No.

361
Chapter 12

CHALLENGER @2
1. The following is a component bar chart showing the records of uniform
groups.

Uniform groups 1994 — 1997

180

160
| St. John
140

17120
raoO
mo)
2 100
—
°

35 80
S=
Z

1994 1995 1996 1997

State whether each of the following statements is true or false. If it is false,

explain why.
(a) The total number of students in these uniform groups is increasing
every year.
(b) The number of students in NPCC is increasing every year.
(c) The number of students in NCC is increasing every year.
(d) The number of students in the St. John is increasing every year.

362
 Statistics |

2. Referring to question 1 above, complete the following table to show the

breakdown of club membership for each year on a percentage basis.

St. John

3. Referring to question 2, draw a component bar chart in percentages (i.e. the

vertical axis is in percentages instead of in actual quantities).

4. Referring to question 1, draw a pie chart of radius 6 cm to show the number

of students in the three uniform groups for 1997. Draw the corresponding
pie chart for 1994 using an appropriate radius so that the total number of
students in the uniform groups for these two years may be compared.

5. The pie chart shows how

120 workers are divided into
various salary groups.
(a) How many more workers
belong to the group ‘$2 000 $2 000 to $3 000
to $3 000’ than the group
‘Below $2 000’?

(b) LE : of the workers

belonging to the group

‘Below $2 000’ earn more
than $1 000 a month, how
many workers do not earn
more than $1 000 a month?
(c) If 15% of the workers
belong to the sector “$3 001 Monthly income
to $4 000’, how many
workers earn more than
$4 000 a month?

363
Chapter 12

6. The following dual bar chart shows the number of boys and girls in a school
choir from 1994 to 1997. Notice that a line graph is drawn in the same
diagram.
Students
80

70

60

50

40

30

20

10

1994 199 1996 1997

School choir members

ieee boys | girls

Lily, who added in the line graph, claims that it shows how the total number
of choir members varies.
(a) Do you agree with Lily? If so, state whether or not the total number of
choir members is increasing every year. .
(b) Can you read off the total number of choir members for each year
directly from Lily’s line graph? If not, can you suggest how this may
be done?

Problem Solving 12
Double Mistakes

Samad was asked to solve a problem. He was given two positive integers and
asked to find the sum of their squares. He misinterpreted the question and found
the square of their sum. His answer was 240 more than the correct answer. His
classmate Ali used the same wrong method to solve the same problem but he got
the right answer, because he mistakenly wrote one of the given numbers as 2. Do
you have enough information to find the two given numbers?

The strategies to use are use equation and guess and check.

364
 Statistics |

Let us denote the two given numbers as x and y.

Then x+y =(x + y= 240

eye =x + 2xyt y — 240
fh 1120 A), WO 2 (1)
Also Ho Way a(t):
ey earl (Xtal tree
ete ee (2)

Now find x for which 4(x + 1) is a square number.

Si ecoet he ae a a

Since equations (1) and (2) are satisfied by taking x = 15 and y = 8.

“. the given numbers are 15 and 8.

1. Two Squares The perimeter and

area of the smaller square are P, cm
and a, cm’ respectively. The perimeter
and area of the bigger square are
P, cm and a, cm’ respectively. Given
that P,, a,, P, and a, are integers and
that .P, + a, = 153 and P, + a, = 108,
find the sides of the two squares.

2. Possible Routes A man walks — North

from X to Y. He is allowed to walk
along the path in East and North
directions only. How many different
ways can he take to reach Y from
xX?

East
xX

3. Lucky Number Chee Keong’s lucky number is SIX. To him SIX means
LUCK. Can you find a solution for his puzzle below? (There are many
solutions. If you are lucky, you may find six.)

fe be Rules:
Te ONE e Replace each letter by a digit to make
ee SS the addition correct.
Ll. GK ¢ Use the same digit for the same letter
and different digits for different letters.

365
Chapter 12

4. Chess Tournament Ali, the reporter for his school’s newsletter, asked
five teachers to forecast the results of a chess tournament. The following is
the gist of the interview.
Ali : Which one of the five teams, do you think, will be the
champion?
Mr Wong imec.ZB
Mr Lin peo ZC
Ali : What about the 2nd place?
Mr Wong nee
Mr Lin see 2D
Ali : What about the 3rd place?
Mr Bala : Sec 2A
Mr Chen Eee. 2E
Ali : What about the 4th place?
Mr Bala pec ZC
Mr Osman : Sec 2B
Ali : What about the 5th place?
Mr Wong : Sec 2A
Mr Chen ppec 2D

(a) Complete the following table.

Chess Tournament Forecasts

Placing
Teacher

Mr Bala

Mr Chen

Mr Lin 2

Mr Osman
4

Mr Wong 2A
|

(b) After the tournament, the newsletter reported that each teacher had
made at least one correct forecast, but did not publish the tournament
results. Do you now have enough information to work out the results
by reasoning? If so, complete the table below.

Placing Ist 2nd 3rd 4th Sth

Team

366
Chapter 13

Statistics II

Don’t waste your

time, Lili. They
always put the
mean price to
attract customers.
Hey! Susan! Let’s What do you mean?
go into that shop. Anyway, I’m going
The leather bags are in there. You wait
very cheap! for me.

No! Many of the bags cost

more than $70. Only a
few pieces cost less than Now, you know
$20 and they are old- what I mean?
fashioned.
Well, manage
to get
anything?

Chapter Highlights

¢ Making frequency tables and reading, interpreting and drawing histograms, including
presenting the information from a histogram in the form of a frequency table
¢ Finding the mean, median and mode of a frequency distribution
e Distinguishing the purpose for which mean, median and mode are used

367
Chapter 13

13.1 FREQUENCY DISTRIBUTION

The following table shows the respective height, body mass, age and daily
pocket money of Students A to J. Each measure is corrected to the nearest unit.

Pocket money in $
7 130 4% 14 7
B 131 42 15 5
G 130 [ay ia 5
D 132 =: 14 5
E ec rer, 6
i 133 43 oe 8
G 130 he 5
H 134 42 13 7
l 134 43 14 4
i 131 45 14 7
Table 13.1

If you study the list, you will notice that it contains four sets of numerical data. A frequency distribu-
We shall call these data scores. Frequency is a term used to indicate the number tion is a table or graph
of times a particular score occurs. The four sets of scores can be presented as that shows how often
a value or an event
frequency distributions as follows: occurs.

(a) |Height to the nearest cm | 130 | 131 132 133° 134-7 lao
|Number of students 5 2 ] 1 2 1
Table 13.2(a)

(b) | Mass to the nearestkg | 40 | 41 | 42 | 43 | 44 |45

Number of students 1 1 4 2 |1
Table 13.2(b)

(c) “Age at the last birthday |13 | 14 | 15 |16 7

|Number of students 1 1
Table 13.2(c)

(d) |Pocket money in$ |4

Number of students | |

Table 13.2(d)

368
 Statistics II

Tables such as these are called frequency tables. The numbers in the top row of MATHSTORY
each table represent the scores and the numbers in the bottom row represent the
corresponding frequencies. be
Not only are statistics
frequently used, they
are also frequently
abused. Benjamin
Disraeli (1804-1881),
A frequency table is one which shows all the values obtained in order
an English prime min-
of size and the frequency of each value. ister, once remarked,
‘There are 3 kinds of
lies: lies, damned lies
and statistics’. People
sometimes deliberately
use Statistics to mislead
others. This has been
seen in advertising.
More often, the misuse
Histogram of statistics is the
We can draw diagrams to represent the frequency tables of the ten students’ —"es/t_ of misinterpret-
heights, masses, birthdays and amounts of pocket money. The most appropriate pase anita. ae
diagrams in such cases are histograms. ]

To draw a histogram to represent a frequency distribution of scores, e.g.

students’ heights, mark intervals of equal length on a horizontal number line and
mark each score in order of size at the centre of each interval. Then, with each
interval as base, draw a rectangle whose area represents the frequency of the
corresponding score.

(a) Histogram for the heights of the ten students

i)

Frequency
—

13042151 132) aisser tos 4135

Height to the nearest cm

369
Chapter 13

(b) Histogram for the masses of the ten students

Frequency

Mass to the nearest kg

(c) Histogram for the ages at the last birthday of the ten students

Frequency

Age at the last birthday

(d) Histogram for the amounts of pocket money of the ten students

Frequency

1 2 3 4 5 6 7 8
Pocket money in $

370
 Statistics ||

Worked Example
Below are the scores awarded in a test to a class of 40 students.

Re
RWNNr OO
na
~] Nn nsb
Ne WD
~)
— wWRAaAN
NS
=
CoyBAHN
Nb
WN hwWAWN

Draw (a) a frequency table, (b) a histogram for the data.

Solution:

(a) |Marks scored Wee 35 ASO.

Number of students |7 |6|6'9/5/3 |4

(b)

10

ron
Frequency

Marks scored

Note: Use tally marks to help you construct the frequency table like this:

371
Chapter 13

Exercise 13.1 |&y answers on p. 441

1. Construct a frequency table for each of the following sets of data.

(a) The number of correct answers obtained by 40 girls in a Mathematics
test.

1 B) 2 3 - ~ 2) 8 2 5
5 1 7 6 3 4 8 10 5 6
6 1 6 7 5 8 5 2 5
6 > i 4 é) 8 = 10 10 9

(b) The times clocked by 30 boys during a school athletics heat in the
100-metre race. (Time is recorded in seconds.)

vO 2 212.60 Pei Oe llAr Osa deel als

ES LOO 12.0 WS elds S109) OIow 1 hGee 120682S
L027 TO 1S Is Aor iLos 4A Ra 2 iy

(c) The number of mistakes made in an objective test given to a class of

40 students.

eR oO
AN
BwWN Orns
NnBDN WO
©= wWwRAN
1)
te
Oi RAHN
RwWOhN
BN
hw

(d) The scores of 20 throws of two dice.

2 11 3 5 9 6 8 y 4; s
a 12 6 - 10 8 7 6 8 6

Answer these questions by studying the following histogram for the masses
of 14 students.
(a) What is the smallest mass?
(b) How many students weigh 58 kg?
(c) What is the most common mass?
(d) How many students weigh
(i) at least 60 kg,
(ii) more than 60 kg,
(ili) less than 60 kg,
(iv) not more than 60 kg?

372
 Statistics ||

Frequency
_

0 5S | 5911160 | pOka 62rd63

Mass
in kg

3. The histogram below shows the marks scored by the students in a class test.

_Frequency

UBGOEgES CeCCE DURE toner Guns Leceg( SECS CEBEEC LaGE (TERE)
esas ane Marksscored |
}
|
1 : i ;
; i | | |

(a) How many students scored 15 marks?

(b) What was the most frequent score?
(c) What was the frequency in (b)?
(d) How many students were there altogether?

373
Chapter 13

4. Here is a list of points scored by a class of 40 students during a physical

fitness test.
1 2, ys 3 4+ ms) 6 v 8 10
2 + 3 + | 6 " a 9 8
5 5 6 6 @| 5 6 6 10 2
+ 6 Bs) g} “ 5 6 7 8
Construct the frequency table and draw a histogram.

13.2 MEAN, MODE AND MEDIAN OF

FREQUENCY DISTRIBUTIONS

When all the statistical data have been collected and presented as a frequency
distribution, the statistician then starts to analyse the data. An important aspect
of data analysis is to find the average score, the middle score or the most
frequent score.

Mean
Let us refer to our ten students in Table 13.1 on page 368. If we collect all the
money from the ten students and divide it equally among them, a sum of
59 dollars will be collected and each student will get 5.9 dollars. The number
5.9 is called the arithmetic mean (or simply the mean) of the number of dollars
the students have.

The mean can be calculated in two ways.

(a) From Table 13.1, mean = woe

=e

(b) From Table 13.2(d), mean = SHARS+S43x748

ps Bee

Similarly the mean height, the mean mass and the mean age can be calculated
from Table 13.1 or Table 13.2(a) to (c). The mean values are 132 cm, 42.4 kg and
14.8 years respectively.

The mean of a set of scores is the number obtained by adding the

scores and dividing the sum by the total number of scores.

374
 Statistics |]

Mode
Let us look at Table 13.2(a) to (d) again and find out which height, mass, age and
amount of pocket money occur most frequently. We observe that 130 cm, 42 kg,
14 years and $5 occur most frequently in their respective tables.

The score that occurs most often in a distribution is called the mode.

A frequency distribution may have more than one mode.

Example
In histogram X, the mode is 3. In histogram Y, the modes are 2 and 4.

(a) Histogram X

NO

Frequency

(b) Histogram Y

i)

Frequency

375
Chapter 13

Median
Sometimes we are interested in the middle score of the distribution.

Suppose we list the members of a class in ascending order of the scores they
obtained in a test as follows:

|Pupils | TestScores |
K 58
63
64
75
79

almwlolwlol/z/zio

We observe that the score 79 is in the middle of the list which has been arranged
in an ascending order. We say that 79 is the median of the distribution.

What happens if the number of scores is an even number? In this case, the
median is the average (half the sum) of the two middle scores in the list.

Let us look at Table 13.2(a) to (d) again. We observe that:

(a) median height is eee Bikey Peers!

(b) median mass is 42 kg

14
+ 15
(c) median age is = 14.5 years

(d) median sum of pocket money in dollars is ot:

If a set of scores is arranged in an ascending (or descending) order,

the median is defined as:
The middle score in the list, if the set has an odd number of
scores; or the average (half the sum) of the two middle scores in
the list, if the set has an even number of scores.

376
 Statistics ||

Worked Example 1
Find the mean, mode and median of each of the following sets of scores.
(a) 2.27 2. 405, 1..6
(D)=2267 55842 2S

Solution:
Dt tae POF tO o28
(a) The mean is
i ey:
ee

The mode is 2.

The median is 4.

Note: 2,2, 2,4), 5, 6, 7.

(b) The mean israepres ocoeeease e *

The modes are 2 and 5.

The median is oe =3.5

Note: 1, 2, 2, 2, GB), 4), 5, 5, 5, 6.

Worked Example 2
The following frequency table represents the points scored by a group of boys
in a game.

Number
porseoral]
ot 112[3][56
(a) Draw a histogram for the data.
(b) What is the mode of the distribution?
(c) What is the median of the distribution?
(d) How many boys played the game?
(e) What is the mean of the distribution?

377
Chapter 13

Solution:
(a)

we
£
Frequency
i)

0 1 2 3 4 5 6
Points scored

(b) 3 is the mode of the distribution.

(c) 3 is the median of the distribution.

(d) The total number of boys who played the game is 2+4+5+4+2+3= 16

(e) The mean of the distribution is

(2x 1)+ (4x 2)+(5 x 3)+@x 4) +@6 x5) ae
16

Note: For (c), we list the points scored by all the boys like this:

foleta2 3) 35 4, Ae SS
and take the average of the two middle scores, which is 3.

Exercise 13.2 |“ answers on p. 441

1. Find the mean, median and mode of the following sets of scores.
(a) 1 2 1 ae Ss
(b) 4 a oo te)
(c) 2 6 as alaerai oy)
(d) 2 4 Pot ol pice ertls)
(ce) 46°" 7/8 97 45. 67 99 UST” 46 65
(ff) TEP 10) 9.8977" 9:9 TET 10:2" “105 Seamer prs

378
 Statistics II

2. Below is a list of grades obtained by a class of 40 students in a Mathematics

test.

Nr
ee NY
WWNWwWwn TS)
US
US)
FS
WwWwn HW
A A
RAHA
n
Nan
nn
NM EON
IGN
NON

(a) Present the results in a frequency table.

(b) Draw a histogram of the distribution.
(c) What is the mode?
(d) What is the median?
(e) What is the mean?

3. 3 coins were tossed 20 times. The list below shows the number of heads for
each toss.

i) ies) N — Oo _ — So — —

(a) Present the data in a frequency table.

(b) Draw a histogram of the distribution.
(c) What are the mode and median of the distribution?
(d) Find the mean number of heads per toss.

4. A test is conducted on a sample of 20 gas lighters in order to find out how

long each lighter, when filled with gas, would continue to remain lighted.
The following data are recorded to the nearest minute.

127 130, 127 1284ul2ow 12s0Ai2o8 U2i7pl2o eas

L290 12899129 MAI23 aS2s Wii26m 1h ied 26

(a) Construct a frequency table for the data.

(b) Draw a histogram of the distribution.
(c) What are the mode and median of the distribution?
(d) Find the mean burning life of the gas in the lighters.

5. The beads in 20 boxes were counted. The number of beads in each box is
given below.

= 58 61 58 oy) 62 58 60 58 56
60 61 a 60 60 56 aD 61 63 58

(a) Construct a frequency table.

(b) Draw a histogram of the distribution.
(c) What are the mode and median of the distribution?
(d) What is the mean number of beads per box?

379
Chapter 13

6. In an objective test, the students were asked to answer ten questions. The
histogram below shows the number of questions attempted by the students.

NY
WwNn
N j=)
So

— Nn
Frequency

Nn

: ft
1 2 3 4 5 6 7 8 9 10
Number of questions attempted

(a) Present this information in a frequency table.

(b) (i) How many students attempted 6 questions or less?
(ii) How many students attempted 8 questions or more?
(iii) How many students attempted exactly 7 questions?
(c) How many students took the test?
(d) Find the mean, mode and median of the number of questions
attempted.

7. Two dice were thrown together and the two numbers were added together
to arrive at a score. This was repeated for 30 throws. The results are given
below.

A 2|3 4/5 /6|7| 8/9 |10 11] 12

ig (01 4) 718 (52 io
(a) Draw a histogram of the distribution.
(b) What are the mode and median of the distribution?
(c) What is the mean score?

380
 Statistics II

8. Every member of a group of

women was asked how many
children she had. The bar chart
illustrates the results of this
survey.
Number Find
Pinas (a) the number of women in
the group,
(b) the modal number of
children,
(c) the median number of
children. (C)

0 1 2 S| 4
Number of children

ah

Days of the week

The bar chart shows the number of telephone calls made by a businessman
on each day of a week.
(a) Calculate the total number of calls made during the week.
(b) On which day was the modal number of calls made?
(c) Calculate the mean number of calls made per day during the week.
Give your answer correct to one decimal place. (C)

10.

The frequency table above represents the points scored by a group of

students in a physical fitness test.
(a) Draw a histogram to represent the data.
(b) (i) What-is the median? (ii) What is the mode?
(c) Find the mean score of the students in the physical fitness test.

381
Chapter 13

11. A class register was taken to check the number of days on which each
student was absent in a year.

Number of days Se OO tLPlo ao

Number of students Be 21 ieee 1 OF) OO

(a) Present the data in the form of a histogram.

(b) What is the total number of students in the register?
(c) (i) What is the mode of the distribution?
(ii) What is the median of the distribution?
(iii) What is the mean of the distribution?

12. A survey on 50 families in a block of flats regarding the number of children

in each family is recorded here.

[Nanaberofcarena tefamily]0
Neatecothemie ee] hole|s|icle
(a) Draw a histogram to represent the information.
(b) How many children are there in the block?
(c) What is the (i) median, (ii) mode, (iii) mean of the number of children
in a family?

13.3 TYPES OF AVERAGES

The term ‘average’ is commonly used in the same sense as the term ‘arithmetic
mean’. In statistics however, the arithmetic mean is one type of averages. The
median and the mode are other types of averages. Thus, it is necessary to state
quite clearly which type of average we are referring to.

Often, an average is chosen as a typical value for some purpose as the following
problems show.

Class Activity

1. Suppose a tailor was asked to make sports caps for a class of 28 students,
and the head measurements were given as follows:

Measurement in cm 54 54.5 |55 |55.5 |56

Frequency

382
 Statistics ||

(a) What is the mean head measurement of these students?

(b) Suppose only one size is to be made. Would the tailor choose the
mean?
(c) What is the modal head measurement?
(d) Will the mode represent the group better? Why?
(e) When we say the ‘average’ student wears a certain size, are we
referring to the mode or the mean?

The monthly salaries earned by the employees of a small firm are as

follows:

2 executive officers earn $850 each

2 clerks earn $700 each
4 typists earn $650 each
1 office boy earns $600
(a) What is the mean salary paid by the firm?
(b) Is the mean a good ‘representative’ of the data on salaries for this
firm?
(c) If the money available for salaries was evenly distributed, how much
would each employee of the firm get?

Suppose the firm mentioned in question 2 above employs a manager and

pays him $2 000.
(a) What is the mean salary of the employees then?
(b) Is the mean affected by the value $2 000?
(c) Is the mean salary a good ‘representative’ of the earnings of these
employees?
(d) What is the median salary?
(e) Does the median give a better indication of the average salary of these
employees?
(f) What is the mode of the salaries?
(g) A unionist says that the ‘average’ salary of the employees is $650. For
what purpose is $650 chosen as a representative salary? (Note: Ask
your teacher to explain the responsibilities of a unionist.)

Exercise 13.3 } answers on p. 441

1. Tony went into a shop. He noted that

there were 6 pairs of BR shoes and
their prices were $10, $56.80, $58, $58, Renovation
$58 and $58.80. SALE!
(a) What type of averages did Tony
think was used in the poster BR Shoes
before entering the shop? Average Price
(b) What type of averages did the Less Than
shopkeeper actually use for his $50
poster?

383
Chapter 13

(c) Did the shopkeeper lie? Was his poster misleading? Write down what
you think.
(d) Tony did not buy any shoes from the shop. Was he short of money?
What do you think?

2. The salaries of 7 employees of a firm are as follows:

$2 100, $2 400, $2 550, $2 600, $2 800, $2 850, $3 000
The employer gives each employee a raise and their respective new salaries
are:
$ 2 200, $2 520, $2 700, $2 860, $2 920, $3 000, $3 200
The employer claims that his employees’ salaries have been given an
average increase of 10%.
(a) Which type of average is used by the employer when he makes his
claim?
(b) What is the actual percentage increase of the total salaries?
(c) What is the actual percentage increase of the mean salary?

3. Which statistical averages (mean, mode or median) are being referred to in

the following questions about daily pocket allowance.
For each question, if your answer involves more than one of the averages,
rank them from ‘most likely’ to ‘least likely’.
(a) The average pocket money of the students in class A is $3.47.
(b) The average student in class B has $5.00 pocket money.
(c) The average student in class C has pocket money exceeding $3.00.
(d) On the average, Samy has $4.00 pocket allowance.
(e) One half of the students in class D each has more than $3.00 pocket
money.
(f) Peter has $4.00 pocket money; this is the average pocket money for
his class.

Chapter Review

1. A frequency table is one which shows all the values obtained in

order of size and the frequency of each value.
Example:

Number of students

384
 Statistics ||

2. A histogram is used to represent a frequency table.

Example: From (1)

Pa
Q 3
oO
=}
a
RS y)

1 2 3 4 5
Points
The mean of a set of scores is the number obtained by adding the
scores and dividing the sum by the total number of scores.
Example: From (1)
(LX Lj 4X2) 2X3) 4-24) Ch 3) —— 28
10 a0.
oe)

The mean number of points is 2.8. The mean may not always be a
whole number.

The mode is the score that occurs most often in a distribution.

Example: From (1)

The mode of the distribution is 2.

A frequency distribution may have more than one mode.

If a set of scores is arranged in an ascending (or descending) order,

the median is defined as
(i) the middle score in the list, if the set has an odd number of
scores,
(ii) the average (half the sum) of the two middle scores in the list, if
the set has an even number of scores.

Example: From (1)

Ea
SRN
2
The median of the distribution is 2.5.

385
Chapter 13

CHALLENGER @B>
1. The distribution of the number of ‘O’ level passes gained by a group of 120
students is shown in the following table.

_ Number of ‘O’ level passes 3 4 5 6 7 8

Number of students 2d 19 IZ L720) | 25

(a) Draw a histogram for the distribution.

(b) Draw a pie chart for the distribution.

(a) Using the information given in question 1, complete the following

table.

Number of ‘O’ level passes Number of students

6 and above

(b) Draw a pie chart to illustrate the information given in the table in (a).
(c) Draw a histogram to illustrate the information given in the table in (a).
(d) Which feature of the information is more apparent on the pie chart
than on the histogram?

Compare the two histograms in question | and question 2. Describe briefly

in what way they are alike and in what way they are different.

A survey of weekly pocket money received by 30 students in a class

revealed that exactly one third received less than $10 and exactly one third
received $30 or more. Assuming that each student received less than $40,
draw a histogram to illustrate this information.

(a) The mean of three numbers a, b and c is 7 and the mean of five
numbers a, b, c, d and e is 13. Find the mean of d and e.
2
(b) Find, without using the calculator, the mean of 1 *:1 7 2=, 3 7 3 ;

yy oes Lara
2 4 6

386
 Statistics ||

6. 11 students took a test consisting of only 5 questions. The frequency

distribution of the number of questions correctly answered had a mode of
3, a median of 4 and a mean of 3.6.
(a) Do you have enough information to complete the following table? If
so, complete it.

Number of correct answers

Number of students

(b) Is there more than one possible answer for (a)? If so, give the other
answer(s).

Problem Solving 13
Soccer League Cards

John and Peter had 32 Soccer League cards each. They were admiring each
other’s cards. They then decided to play a game with their cards. The rules are
as follows:

e They would play four games.

e They would put all the 64 cards on the table and would not keep any cards
until all four games are played.
e After each game, the loser would give half of what he has to the winner.

Although they each won two games and lost two games, John found that he lost
6 cards to Peter. Explain why.

The strategies to use are use tabulation and guess and check.

lost/24

lost/28 won/44

lost/14 lost/22 lost/26

So John lost 6 cards as in Case (3).

Note: Under the same condition that ‘they each won two games and lost two
games’, there should be 3 more cases in which Peter lost cards to John.

387
Chapter 13

Mother and Daughter When Mary’s age was x years, her mother’s age
was 13 years more than twice her age. Mary’s age is now 2x years. Find an
expression for her mother’s present age. If the mother is twice as old as the
daughter now, find the daughter’s present age.

Two Squares The figure is made up of two

squares whose areas are in the ratio 4 : 1. If the
shaded area is x cm’ and its perimeter is x cm, find
the value of x.

Winning Strategies. Two players play a game of ‘picking rubber bands’.

Some rubber bands are placed on a table. Each player takes turns to pick up
either 1 or 2 rubber bands at a time. The player who picks up the last lot
wins the game. Play this game with a friend using 40 rubber bands. How
can you win the game if you are given the chance to start first?

Matches
Soccer

The above table shows some data for three soccer matches played between
teams A, B and C.

Using the above information, complete the table given below.

388
Chapter 14

More Algebraic Manipulations

Hey! Big Bro! Since

you’re so good at
manipulating algebraic
expressions, can you Sure, little Bro! But
help me with this one?/Z
Cy this time it’s going to
|
cost you money.

sa

Man, he really knows

how to manipulate.

Chapter Highlights

° Identifying like terms in a polynomial, including stating the degree of an algebraic term
e Adding and subtracting polynomials
° Multiplying polynomials, including simplifying expressions involving multiplication
addition and subtraction of polynomials
° Dividing polynomials
* Distinguishing between equations and identities
° Finding unknown coefficients of terms and constant terms in identities
* Expressing one variable of an algebraic expression in terms of another variable, including
forming an algebraic expression from two given expressions by elimination of one variable

389
Chapter 14

14.1 ADDITION AND SUBTRACTION OF

POLYNOMIALS

Expressions such as x° — 2x” + 7x — 12 are known as polynomials. Each term of A polynomial is an

a polynomial has a degree which is the index of the variable of the term. For expression made up
of more than one
example in x° — 2x°+ 7x-12, algebraic term.
x has degree 3,
—2x° has degree 2,
7x has degree 1,
—|2 is a constant and is said to have degree 0.

The degree of a polynomial is the highest degree of all its terms. In this example,
the degree of the polynomial is 3. A polynomial is usually arranged in descending
order but it can also be arranged in ascending order. For example,
EO eS ae

Worked Example 1
Add (3x* = 2x7 + 237 + 1) to @? — 2x7 + 7x — 12).
Solution:
(1 ey Se ek eee a a x 1
oe ee ee a

Alternative solution:
ir ey 43x 6=12
0 OS ee tw + 1

By aie £78 =

.. the answer is 3x* — x + 7x — 11.

Worked Example 2
Subtract (74 —3x(45.=35 trom (x = 3x. + 5x),
Solution:
(eo = 3x HON Oe Br Ox Oye Hoe ore tr ee 5
= HIxt x 5
Alternative solution:
By) BES
be onli 43am Sx +45
1k EX +5

.. the answer is —7x* + x + 5.

Note: Instead of doing subtraction, we change the sign of each term of

7x* — 3x° + 5x — 5 and do addition.

390
 More Algebraic Manipulations

Exercise 14.1 }4 answers on p. 442

1. Write down the degree of each of the following terms.

(a) 3x (b) -5x° (c) 8x
(d) Ox (e) 12 if) al?

2. Pick out the ‘like’ terms in each of the following polynomials.

(a) X + XYZ 4x + xyv
(b) Ut Didite 2G ua 3D a
(c) 3xy + Tx’y + xy + 2xy
Tar rs Gyr y7 a xy? > xyz:
(d)
(e) ab’c’ + abc? + a’b’c + (-l)abic’
(f) Ai + Oxy +37xry +4250
(g) 2°a°b + 2*a’b + 2a’b + 2'ab’

3. (a) Add @ = Sv 4 3x — 8) to(y +27 4% — 4x 4-5).

(b) Add (x* + 4x — 3) to + 8x + 4).
(c) Subtrack( =2x-# 2x 24% — ih) trom (2) 48x 4.5),
(d) Subtract (Ox. = 2x 41x +5) from (° +5x 4:04.— 1):

4. Rewrite each of the following polynomials in its simplest form.

(a) Cr iar Sey)
(b) (2p + 4q) — (p - 79)
(c) (3x — 2y + Sz) + (7x — 3z) + (-2y + 72)
(d) (Qa? = 64 44d —3) ede cb 2)
(e) Casey Owe sya)
(f) eon = 2) 10n iit
(g) (2x + 3y) — (5x — 2y) + (3x - 7y)
(h) Olav + 4 Oy +S)

5. What polynomial must be added to (3a’ — a) to give (4a - 3)?

6. From what polynomial must (3x° — 2x + 1) be subtracted to give (x + x’)?

7. Subtract the sum of (3x’ — 2xy + 3y’) and (-5x* + 4xy —- 2y’) from
yy 2:

8. From the sum of (2a? + 3a — 1) and (-Sa’ — 3), subtract the sum of
(3a? + 3a + 4) and (4a + 5).

391
Chapter 14

14.2 MULTIPLICATION OF POLYNOMIALS

Worked Example
Multiply: .
(a) Axe = 2% +h by Ba
(Dust =x by.5x4 3
(c) 3x =a42 byx- 4

Solution:
(a) 3x°(4x° — 2x + 1) = (3x)(4x’) + (3x’)(—2x) + (3x°)(1)
Sl PS cae so Sa
= 12% 6% 43x

(hie oe ee a Ot Ae 0 ae ee
= 15x — 10x 00x 4 9x — Ox— 12
= x= = 26x 2 19

Note: Multiplication of polynomials is the same as expansion of the product of

polynomials.

Alternative method:
a Dy = at
x 5x+ 3
Bax ayes) =O = Ox 12
BAGy =e A) 15x tO 2 20
(5x + 3)(3x° — 2x — 4) ——————+ 15x - x - 26x - 12

(c) 3x aM?
x x-4
aioe +4x-8
3x4 = ye ON
3x92 12x? -r7er6x8

a Sx PO ae or Sy ax tO 8

Note: In the first line, a blank space between 3x° and —x is left for the term Ox’,
but since 0x° = 0, it is usually omitted.

From the preceding examples, we should be able to conclude that to multiply

two polynomials, we multiply each term of one of the polynomials by each term
of the other, and simplify the results.

392
 More Algebraic Manipulations

Exercise 14.2 } “ answers on p. 442

1. Multiply:
(a) Ta +1 by 3a’ (b) 2d’ + 3d—1 by (-5)
(c) bb 4. by- 2p) (d) y-y+lbyy
(e) 7 —n + 2n’ by (-n’) (f)) 3a Qt bet

2. Expand the following. Show your working either in a horizontal or in a

vertical arrangement.
(a) Die Oy e3) (b) (3x + 2)(2x — 3)
(c) (5m — n)(3m + 2n) (d)’ GC sexi) i= 3)
(e) (a’ —2a + 4)(a + 3) (Dyes ae axe)
(g) (Sa + 3a—2)(2a@ -3a+1) (h) 3m -—4)Qm’ +m +1)
(i) Gi On 43n = 1)Gn on +2)
(j) (Gio Cr te ee)

3. Simplify the following expressions.

(a) C= l)@ +O iGH = lat a4xeb 3)
(b) (Ust.by= (ai by
(c) (8y' + 3y°— y+ I(y- 3) - 4 + HO" - DD
(d) (Axe = 2x 4 ae ral ae saree Koll)
(e) (Cele or br ae Ly a)
(f) (oer se) (erly ac etal) Oneal)

14.3 DIVISION OF POLYNOMIALS (OPTIONAL)

Examples
(a) Consider the division of 19 by 5.

3. — Quotient
Divisor < 5)19 — Dividend
iS
4 - > Remainder

The dividend, divisor, quotient and the remainder are related as follows:

aera
1f=
5.x 3+ 4.

Dividend Divisor Quotient Remainder

393
Chapter 14

(b) Consider the division of 2x° + x*° — x — 4 by x —2.

5 eae ye — Quotient
Divisor «< x-2)2¢4+ 2- x- 4 —> Dividend
Oa dt
Sy OX
5c = 10x
Ox- 4
9x — 18
14. — Remainder

As in (a), we have the following relationship.

Oy oad = (xy 2x 45149) + 14

Dividend
a: Quotient
Divisor
oe Remainder

Note: The procedure is as follows:

1. To get the first term of the quotient, use this relationship: 1st term
of quotient x Ist term of divisor > Ist term of dividend i.e.
(?) x x > 2x°. Thus we have 2x’.
2. Multiply 2x’ by (x — 2) to get 2x° — 4x’.
3. Subtract 2x’ — 4x° from the dividend, ignoring the term —4 for the
time being, to get 5x — x.
4. To get the 2nd term of the quotient, use this relationship: 2nd
term of quotient x lst term of divisor — Ist term of the resulting
expression from step 3 i.e. (?) X x > 5x’.
5. Similarly, the last term of the quotient can be obtained.

Worked Example
Find the quotient and remainder when x* + x° — 2x + 1 is divided by x — 3.

Solution:
Se Ax 12x +34
r—3) xe 2 es 3 al |
x= 3x

4x?
ay = 10x

One a sx
12x — 36x

34x + 1
34x -— 102
103

The quotient is x° + 4x° + 12x + 34 and the remainder is 103.

394
 More Algebraic Manipulations

Exercise 14.3 }|“4 answers on p. 442

1. Divide each of the following by x — 2. Give the quotient and remainder for
each division.
(ay) ACH 2x or er Sl (b)” 22a Bx
(Chee ea (Doty alee 3

2. Divide each of the following by x + 2. Give the quotient and remainder for
each division.
(ayrex — or +2 (Dyn age
a ee.
(CP ax = 2D (yee oe ox

3. Divide each of the following by 2x — 1. Give the quotient and remainder for
each division. :
(aya ear ore (b) Sor
Sr Bae
(c) 6x*- 3x + 2x°+ llx-6 (d) —2x° — 3x’ + 8x +5

4. Divide each of the following by x° + x + 2. Give the quotient and remainder

for each division.
(a) 4x4 +3x°+9x°+4 (b) 3x + 2x* -—8x - 11x = 6
(Cee oe et (d) 3x Ove Ova 2x 4110

14.4 ALGEBRAIC FRACTIONS AND

FRACTIONAL EQUATIONS

Examples
(a) Consider the division of 704 by 184.

704 + 184

152 >
or 704 + 184 Ora 184) 704
aes
==6 sor
Ore=— 152
23 ie)

Notice that when dealing with real numbers, we may express the quotient
as an improper fraction or a mixed number using either method as shown
; : : 19 88
above. In arithmetic, we customarily prefer se to mi as the answer.

395
Chapter 14

(b) Consider the division of x° — 2x — 3 by x° - 1.

(Geoua3) se ee
x°- 1
Se De 2)
(eal
)@e 11)
mn dk
es
ioe ore Or eS x°- 1 yon = 23
r 2(x + 1) e —]
% a Cr) i

buss: smaite
x-1

Note that we can show

es 2
x-1 x- 1

using either of the following methods.

e.g. aS x-1
Mea 2.
x-1

= | — é
x-1
= RHS

or RHS = 1 - x-1
—
tx le
a,
rae
2S
= LHS

In algebra, we customarily accept “ae :as the answer for

x —

the simplest form.

Worked Example 1
Simplify:
x $x = 6 3x+9
a) ————— b) ———_—
(a) ia a? (b) Axtor Ag 24

396
 More Algebraic Manipulations

Solution:

OF are (x — 2) om
ee oe
Sere
(b) et
Se dy 2 te)
Be oO ee (x # -3,x
# 2)
An” Ax 2A A(x + 3)(x
- 2)
= 3
TGS 2)
Note: For (a), when the denominator of the expression is factorised, the product

(2x + 1)(x — 2) tells us that if x = -5 or 2, the denominator is zero and

the expression is undefined. Since the possibility that x — 2 = 0 is to be

excluded, we are allowed to divide the numerator and the denominator of
the expression by (x — 2) to simplify it. Similarly for (b), we are allowed
to simplify the expression by cancelling (x + 3).

Worked Example 2
Solve the following equations.
x? + x -6 tm = 6 6
—__—_——— =0 b) —————_-
= —
a} Di? et aX aD (b) Oy = oy) 7

Solution:
x x "6
a —___—_——.
= 0)
(3) ph | ace ee
(ae er oN es
(2x + 1)(x
- 2)

Se My (x # 2)
2x+1

CH 3 =D [x4 -2)
2
Sat ==3

Alternative method:

ake eal ae)

2x° —3x-2
x 4x—6.=0
(x — 2)(x + 3) =0
x=? or x= 3

Check: Put x = 2 in original equation

Oye $26 0
(Indeterminate)
20 =O) 0
So x=? (rejected)

397
Chapter 14

Put x = —3 in original equation

(-3)° +C3)-6 0.
2(-3)* — 3(=3) = 2 25
So x =-3 (accepted)

Note: The given equation is undefined if the denominator 2x° — 3x — 2, ie.

(2x + 1)(x — 2), is zero. So, the possibility that x = -< Of X= 218
automatically excluded. But, in this alternative method, we have not
factorised the denominator and so, we do not know that the root
x = 2 needs to be rejected. Thus, the ‘checking stage’ is most
important as this tells us that x = 2 is to be rejected.

oe
ieee ay ee 6
(b) ii wes
ie ge
(x-2)(x+3) _6
Opeiiee>) Fy

ets 2 (ns) @ #2)

yee
7x.+21 =12x+6
[5
= 5x
x=3

Alternative method:
c4.% —6 _ 6
ee
a as
Tn 21x42 = 129 — 18x— 12
5x — 25x + 30 =0
R= 56 a0
(x -—3)\%—-—2)
=0
Ae ae
or Kea

Check: Put x = 3 in original equation

be ae
26) 250 7
So x =3 (accepted)

Put x = 2 in original equation

par ap eat G fs 0
20) 230) =o. 0
So x= 2 @ejected)

398
 More Algebraic Manipulations

Exercise 14.4 } “4 answers on p. 442

1. Find the quotients as algebraic fractions of the following divisions.

(a) Divide x’ - 1 by (x + 1)’.
(b) Divide x + 2x + 1 by x*- 1.
(ye Divide 4y =8x 4 3 by 40-42% — 12.
(d)' Divide 2x° + 8x 4 8 by x° — 3x + 2.

2. Simplify the following algebraic fractions.

Z 2
(a) (x + p (b) PESTO
1-x°* 1- x"
x2 — JA 404 8 = 18x"
(c) =Xe Seer Agee Oye
Sct 1S Oe? = Wee se aie

, ‘ 65-26 10
3. (a) Simplify —~—————_..
(a) oat 6x 1248 = 270
(b) Solve the following equations.
:
(i) 6x"
z = 28x —— 10 =(0 bs
(ii) eaLT 8x — 10 S ae
6x° + 24x -— 270 6x° + 24x — 270 33

: : Ay? = Aye 45
Aula), Simplity =< —_—_——.
Cs Na = 8x = 10
(b) Solve the following equations.
, Bx> — Dax 4-45 et BRO ea a 3
ai) ——— =0 ee
Dye = ee = NG) De pe NY 4

: : 6xF ge. 79
ae Simplify —~—————..
ne EPY Ae Ta 9
(b) Solve the following equations.
66 6% y—-al2
1 —_ = 0 i).
wi) Ae ae m Ax? = 12% 9

a tex= 2
6. (a) Simplify oy
ne, _

(b) Solve the following equations.

ge
(i) a2 (di).
es
= 3

6x° — 19x + 8
7. (a) Simplify
4x7 + 10x-6—
(b) Solve the following equations.
:
(i) a> — 19x +8 =) -
(ii) onSony | 9x+8 fe
10
Ax- + 10x= 6 Aye LOX — 6

399
Chapter 14

5 l
8. (a) Simplify = A
Mee 3) 7x +1
(b) Solve the following equations.

Gj S22 0: Bh ee ee
2x =D 7x + 1 2x -—5 Nioees Al 36

6, esi Se
: ae x+3 fi Se
(b) Solve the following equations.

: 1 s D, a6 * és 1 Z 2 = a5)
w) x+3 1 — 3x uD x+3 L = 3x 7

10. ta) “Sitnphityae’ ts, eee

KBE x°— 1
(b) Solve the following equations.
(i) ce F. sie -0 *(ii) mane . oad af ug
eos x -—1 X°- +X Ke il »

14.5 ALGEBRAIC MANIPULATION

Identities
Study the following equations.
TRS yeas SAN AO AGoevccue husbeansehviar (1)
DUPE nie St rr) ceasecavesnaaseanene
Sass (2)
SSO Ne es Ce (3)

Notice that if both sides of equation (1) are multiplied by = we obtain

equation (2). If —8 is added to both sides of equation (2), we obtain

equation (3). Thus the three equations above are equivalent equations. Notice
also that these equations are true sentences for all values of x. Equations which
are true for all values of the variable involved are called identities.

Examples
Gyelx =14+ 3 >1ax —1 +b
(bj 3e ae ort a or 4a + by + I
(c) (x+1)@—-—1)=ar
+ bx-1
If the algebraic sentences in (a), (b) and (c) are identities, find the values of a
and b.
(a) By comparing the coefficients and the constant terms, we have a = 2,
pas.
(b) Similarly a= 1, b=-1.
(c) By expanding the left hand side, we have 2x° — x — 1 = ax’ + bx — 1. Hence,
a=72,.b=-=1,

Note: For emphasis, we sometimes use ‘=’ to mean ‘is identically equal to’.

400
 More Algebraic Manipulations

Worked Example
Find a and b for the following identities.
(a) xox 1 Slr part
(b) x°-3x+2=(x- 1)(ax-b)

Solution:
(ay ea 1) = er aD
2 = Ca
Hence, a =-1, b= 0.

(b)) 302374 2 (7 fiar 2d)

Vee Ore 2 Sax ay bx eb
Nee 2S ay ae )x + 2
Hence.d =, bp=Z.
Check —(a + b) = —(1 + 2) = —3 which is correct.

Alternative solution:
(ayer 1) = 2r ay
Piece 0:
‘Puen.Oc=_p.
Pat xe.
Then 1=2+a+b
l=2+a+0
a=-l

(Dyke oat 2S — 1a —b)

Put =:0.
Then 2 = —1(—b)
be?
Put & =,Z:
Then 4-—6+2=2a—-—b
0=2a-2
Mig |

Exercise 14.5 }4 answers on p. 442

1. State whether the following equations are identities.

(a) 3x+5=2x-7
(b) x-24=8x—- 192
(c) 5x + (86—x)
= 86+ 4x
(d) 6y+7=3y+7
(e) 4(18t- 7) + 40 = 3(4 + 240)
(f) 7m —3 = (6m — 24) + 8m
(g) (4t-6) + 6¢=-6+ 101
(h) (8u — 21) +54 = 4u + (5 + 6u)

401
Chapter 14

2. Find the values of a and b for each of the following identities.

(a) 3x° + 2x-1l=ax + bx-1
(Db) 20 aA ee eH oy a a ee
(Cc) 4y oN =x —-3 ea or =e
@) Be 442553"
tar axe P

Find the values of a and b for each of the following identities.

(a) (ra)
Sa ee
(Dl Gr = 1 ie ax are
(ce) (4x =3)@ + 2) av + bx — 6
(d) y+ 8)Cx = Die 2x tax+5

Find the values of a and b for each of the following identities.

(a) x65) =3x° ax 4b
(b) WOx = 1) = ar —2—
(C) or ar 3S (N= ie +)
(d) 2x =5%=3= Gx 4.D\G— 3)

14.6 MANIPULATION OF EXPRESSIONS

Worked Example |
If y= 2x — 1 and x = 2z — 1, express y in terms of z.

Solution:
5 ea |
= 2(2z-1)-1
=47-2-1
= 47-3

Worked Example 2

If y= 3x41 and y= 2—! express

(a) xin terms of y, (b) x in terms of z.

Solution:

(a) yee eal (b) x=

y-1l=3x ay
ee eee Tues
3 3
oeaaa!
: - (25+ -4)x+
3 5 3
z-1-3 1
= Sai
3 3
_ 24
9

402
 More Algebraic Manipulations

Exercise 14.6 }4 answers on p. 442

1. Express x in terms of y if:

(a) y=x+1 (b) y=2x+1

(nee (d) yo
Zz (a) Ify=3% —2and x =37'— 2,-express yam'terms. of z:
(b) If y=4x+ 1 and x = 4z + 1, express y in terms of z.
(c) If y=3x+4 and x = 3z + 4, express y in terms of z.
(d) If y=6-—7x and x = 6 — 7z, express y in terms of z.

z+5
s, liva2x—)
and y= , express
(a) xin terms of y,
(b) x in terms of z.

4" Miya 7-and y= a express

(a) xin terms of y,
(b) x in terms of z.

z+6
2D. ly = =.6 and. = , express

(a) xin terms of y,

(b) x in terms of z.

Chapter Review

1. Polynomials
¢ Expressions such as x° + 3x° + 5x — 3 are known as polynomials.
e When we subtract a polynomial Q from a polynomial P, we
change the sign of each term of Q and do addition.

ig Q
Oe 3x sn Sala — 2x 4:52:— 6)
Sy on ay ON = ON 6

e Multiplication of polynomials is the same as expansion of the

product of polynomials.

403
Chapter 14

* The dividend, divisor, quotient and remainder are related as

follows:

ay ean +t 5 — Quotient
Divisor <— x—1)2x°+ °+2x-1 — Dividend
ee
3x° + 2x
3x° — 3x
5x'~1
Sy tee:

4 -—» Remainder

¢ When dividing one polynomial by another, the ‘quotient’ may be

given as an algebraic fraction.
2
Baa (xe = 03) SG S29)= O°
gg ae

erhoe)
Laisa
MiG 2G =3)
Le
7 55 S

Identities
Equations which are satisfied by all values of x are called identities.
Example: x —4 = (+ 2)@—2)

Manipulation of Equations
Given an equation relating x and y and another equation relating y
and z, we can express x in terms of z.

Example: y=2x—) and y= fa)

Pe ie cee
D,
Cour
pa 2;
> 2
ek 1
re: m3
Ore
=

404
 More Algebraic Manipulations

CHALLENGER @®
c
Ls Ate , express C in terms of r and k, assuming that
CeCe Raa
Of C <'land
k= 1,

2. 2A BL ay atc
Express 2 — as a single fraction.
a-c 2(c
— a)

3. Solve hee + Z =a);

2G SD x+1

: j 1 1 2 4
4. Simplify —— - + — tie,
x+ 1 x — 1 xe +l pees |

5. (a) If(x+1)(x+2)= v, express x(x + 3) in terms of v. Hence find the value

of (x + 1)(x + 2) when x(x + 1)(x + 2)(x + 3) + 1=0.
(b) Find the value of (x — 1)(x + 2) such that

x(x + 1)(x- I(x t+ 2) 4+1=0.

Problem Solving 14
Square Roots

If x and y are integers, solve

Vx + ./y = V1 996.

The strategies to use are use equations and guess and check.

The strategy of using equations includes using algebraic skills to manipulate an

equation.
Chapter 14

Vx + Jy = V1 996
Jx = 41996- Jy
(vx = (1 996 - Jy)
x= 1996-21996Jy +y
4 x 1996y = 1996+ y-x
J4x 4x 499y = 1996+ y-x

Try y = 499, 4 x 499 = 1 996 + 499 - x

oo ¥ = 499
So x and y are both equal to 499.

Trapezium and Parallelogram H

ABCD is a rectangle. E and G are
midpoints of AB and DC respectively.
If the area of the trapezium FCDH is
20 cm’, find the area of parallelogram =
EFGH.

Hot and Cold Drinks At aclass gathering, the boys took cold drinks
and the girls took hot drinks. The total amount spent on cold drinks was
44% more than the amount spent on hot drinks. If the boys took hot drinks
and the girls took cold drinks instead, the total amount spent on cold drinks
would be equal to that spent on hot drinks. What fraction of the pupils were
boys?

Forecasts Four matches were played between eight soccer teams: A, B,

C, D, E, F, G, H. The following forecasts were made by three men:
Forecast X: Winners — A, B, F, G
Forecast Y: Winners — B, C, E, F
Forecast Z: Winners — E, F, G, H

If each of these forecasts is exactly 75% correct, which four teams won?
Find out also which team was beaten by which team in each match.

Two Unknowns If x and y are integers, solve

Vx + Jy = 1998.
406
 REVISION EXERCISE 4
Revision 4A (answers on p. 443)

1. Taking the hours of daylight on a certain day to be from 07 20 to 20 40, calculate the angles of
a pie chart designed to show the periods of daylight and of darkness on that day.

2. (a) Find the mean of each of the following sets of numbers.

(i) 5, 6275107 12
(ii) 305, 306, 307, 310, 312
(b) Given that 9 is the mean of 2, x, 10, 12 and 15, find x. (C)

3. A pie chart is drawn to represent three values. The angles of two of the sectors are 146° and 160°.
Express the third sector as a percentage of the whole pie chart.

4. The mean of three numbers is 13.

(a) Calculate the sum of the three numbers.
(b) Seven other numbers have a mean of 23. Calculate the mean of the ten numbers. (C)

5. For a certain question on a mathematics examination paper, a candidate could score 0, 1, 2, 3, 4

or 5 marks. The marks scored for this question by 40 candidates are shown in the table below.

Number of candidates

Find (a) the mode, (b) the median and (c) the mean. tC)

6. The pie chart shows how a bus driver divides up the 24 hours of
Sleep
his day between working, sleeping and leisure activities.
(a) Express his sleeping time as a fraction of his day, giving
120° your answer as a fraction in its lowest terms.
(b) Ifhe has 7 hours of leisure time each day, calculate the value
of x.
(c) He works for 9 hours each day. What percentage of each day
does he work? (C)

7. (a) Multiply (8a’ + 3) by 4a’.

(b) Divide (4x° — 5x — 9) by (2x — 3).

Se (ay Add (=x Fox = 8)'t0 (ier — 2427 4)

(b) Subtract (3x° — 2xy + 2y’) from (4x + 5xy —y’).

407
Revision Exercise 4

9. If y= 3x —5 andy= <=> express

(a) x in terms of y, (b) x in terms of z.

: : Oy 2 be
10. (a) Simplify Rn

(b) Solve the following.

aso ice
a a si Oi uaa
ine Bek
° 4 my mw re

Revision 4B (answers on p. 443)

1. (a) The mean of the five numbers x, 2, 3, 5 and 9 is 3. Find x.

(b) A pie chart is drawn to represent three commodities. The angles of two of the sectors are
107° and 208°. Express the third sector as a percentage of the whole pie chart. (C)

The mean of the three numbers p, g and r is 9, and the mean of the five numbers p, q, r, x and y
is 11. Find the mean of x and y. (C)

The distribution of the number of examination passes gained by a group of 100 students is shown
in the following table:

Number of examination passes 1

Number of students is

For this distribution, find (a) the mode, (b) the median and (c) the mean. (C)

State which type of diagram you would use to illustrate each of the following and give brief
reasons for your choice.
(a) The examination results of the various subjects for your class.
(b) The exports of a country for 5 different years.
(c) The number of students buying different types of food in the school canteen in a week.

A survey of weekly pocket money received by the 30 students in a class yielded the following
results:

Amount of pocket money

(in cents)

: Number of students
receiving this amount

408
 Revision Exercise 4

(a) Write down the mode of this distribution.

(b) Find the median.
(c) Calculate the mean. (C)

6. The sale of 3 commodities A, B and C are 68 kg, 25 kg and x kg respectively. The total sales
amount to 100 kg.
(a) Find the value of x.
(b) Express the sale of A as a percentage of the total sales.
(c) If the sales are represented by a pie chart, find the angle of the sector representing the sale
of B. (C)

7. (a) What polynomial must be added to (4a’ — a) to give (3a — 4)?

(b) From what polynomial must (4x* — 2x + 1) be subtracted to give (x° + x)?

8. (a) Multiply (2x + 3) by (-3x° + 2x’).

(b) Divide (6x* + 13x° + 12x? + 11x + 8) by (2x + 3).

Mi Sere wandiae , express

(a) bin terms of a, (b) b in terms of c.

oe gS = LOVEE Sy"
10. Simplify —_——————..
SU ina is FEES a
(b) Solve the following.
‘ Ox, — 38a 3) cave § Oe Sa Oe 29
a) ——— =0 qi) ————__ = - —
6x? + 30x — 36 6x? + 30x — 36 39

Revision 4C (answers on p. 443)

1. A teacher asked 24 children to name their favourite fruit. Their replies are illustrated by the bar
chart below. Illustrate the same information on a clearly labelled pie chart.

10

ON

4
of
No.
children

0
apple orange banana
Fruit

409
Revision Exercise 4

2. Find
(a) the mode,
(b) the mean and
(c) the median of the set of numbers 1, 4, 5, 8, 9, 8, 8, 7, 4.

3. x 1 2 12

Frequency 12 6

In a game, the score x occurs with the frequency shown in the table.
(a) Find the mean score.
(b) If the different values of the frequencies are represented on a pie chart, calculate the number
of degrees in the sector representing x = 6.

4. Write down five different positive integers whose median is 8 and whose mean is 6. it

5. The pie chart illustrates how the expenditure of a certain family

is divided among various items. Food
(a) Find what percentage of the total expenditure is spent on
180°
(i) food,
SES
(ii) rent.
L\/63°
(b) Given that 12% of the total expenditure is spent on xe Rent

heating, find x. Heating

6. (a) The median of a set of 6 numbers is 2-. Given that five of the numbers are 8, 1, 2, 11 and

1, find the sixth number.

(b) The mean of a set of 8 numbers is 3 and the mean of a different set of 12 numbers is x. Given
that the mean of the combined set of 20 numbers is 9, calculate x.

7. From the sum of (2a* + 5a — 2) and (—3a’ — 4), subtract the sum of (3a’ + 3a + 5) and (4a + 3).

8. (a) Multiply (3x° — x + 8) by (-2x° + x — 3).

(b) Divide (4x° — 2x* + 6x° — x° + 3x — 6) by (2x - 1).

9, If p=3—7m
and p = z —" , express
(a) min terms of p,
(b) m in terms of n.

Sy 3y
10. (a) Simplify
2x-S5y si lee oy
(b) Solve the following.
: 10 1 1 eli
1 =f = (ii) + =
w) Alse— iQ) 71x +1 7x+1 a2

410
 MISCELLANEOUS EXERCISE 4
(answers on p. 443)

1. A six-sided dice is thrown 29 times. The results are shown in the table below.

Number shown on dice 3 4 5 6

Frequency 5 2 3 +

(a) For these results, write down

(i) the mode,
(ii) the median.
(b) The dice is thrown one more time. Find the number shown on the dice if the mean of the
30 throws is to be exactly 3. (C)

2. Number of goals scored per match

Number of matches 2 6 8 10 | 4

The number of goals scored by a football team during each of 30 matches is shown in the table.
(a) Write down the modal number of goals scored per match.
(b) Write down the median number of goals scored.
(c) Calculate the mean number of goals scored, giving your answer correct to one decimal place.
(d) Copy the diagram. Represent the data in the table by drawing a bar chart on your diagram,
shading it clearly. (G)

Number
of 6 +
matches

0 l Z 3 oh 5
Number of goals per match

411
Miscellaneous Exercise 4

3. A man proposes to plant 500 trees. Of these, 200 are

to be Mango trees, 175 are to be Palm trees and the
rest are to be Rubber trees.
The pie chart illustrates the distribution.
(a) Calculate y.
(b) Following a change in government grants, the
man decides to increase the number of Rubber
trees by 80%, keeping the numbers of Mango
and Palm trees the same as before.
(i) Calculate the new number of Rubber trees.
(ii) What fraction of the new total number of trees will be Mango trees?
Give your answer in its lowest terms. (C)

4. (a) The distribution of 100 values of a variable x is shown in the table.

For this distribution, find

(i) the mode, (ii) the median, (iii) the mean.
(b) A newsagent recorded the number of requests for a certain weekly magazine over a period
of 100 successive weeks. The results are shown in the table below.

No. of requests per week iw 18 19 20 21 72 23

Frequency 20 30 OS te 2 yD

(i) Using your result from (iii) above, state the mean number of requests per week.

The newsagent bought these magazines for 10¢ each and sold them for 20¢ each. He thus
made a profit of 10¢ on each magazine he sold, and he lost 10¢ on each magazine which
remained unsold.
Calculate the profit he made on these magazines
(ii) for the 20 weeks when he had 17 requests per week,
(iii) for the whole period of 100 weeks. iC)

5. (a) A Mathematics test was given to the 30 students of Secondary 2A. Their marks were shown
in the following table:

Number of students |

412
 Miscellaneous Exercise 4

(i) Draw a histogram to illustrate this information.

(ii) Draw a vertical line to mark the position of the median.
(iii) State the mode.
(iv) Calculate the mean.
(b) The same Mathematics test was given to the 20 students of Secondary 2B.
(i) These students’ marks had a mean of 4.6. Calculate the mean of the marks obtained by
the 50 students from the two classes as a whole.
(ii) The mode of the marks obtained by Secondary 2B was 4. Do you now have enough
information to find the mode for the whole group of 50 students?

. Simplify:

Oe rail
a ie
. Simplify:

wy te ae ty fetes
. Simplify:
(\pegeleaaab
gl Sea aa (b) ($=?) (=£)(1- S$)
ab be ca c-a/)\a-—b a”

. Solve the following equation.

6x 2s = 8 -
Bx eB 4

10. If x= — ; and y = nas _ express y in terms of a and b.

(a) —

11. If = ;ss and y = 3(1 — f), express y in terms of x.

—t

m— | 3m — 1 :
12. Li and y = , express y in terms of x.
m+ 1 A 3m+ 1

13. ye cla. and z = ==

y —
express z in terms Of

14. If oe Fe anda + y = b, find the following in terms of a and b.

Xx y a

(a) xy (b) x + y

lL — 3m 4s ;
15. Lien , find m + n in terms of
n+3
(a) n only, (b) m only.

413
1. Take any two-digit number, say 23, as your starting number.
Write down the product of the digits of your starting number to get your Ist number.
Write down the product of the ones digits of your starting number and Ist number to get your
2nd number.
Write down the product of the ones digits of your lst number and 2nd number to get
your 3rd number.
Similarly get your 4th number and so on. For example, start with 23. Then
lst number 6 <¢ 2 x3
2nd number 18 — 3 x6
3rd number 48 < 6 x 8
4th number 64 < 8 x 8

(a) Continue your sequence. What do you observe?

(b) Using 32 as your starting number, form another sequence, compare the patterns in (a) and
(b).
(c) Investigate using other numbers as starting numbers. Describe your observation.

2. If today is Monday, in 7 days’ time it will be Monday again. What day of the week will it be in
10'° days’ time? Investigate. Explain your strategies.

3. (a) John has discovered some ‘crazy fractions’ which can be reduced to the lowest terms in a
peculiar way. For example,

Pei ane 1a ees 13 1331313, 215)

BIBT 37 373737 37 B395747 137
Can you find other ‘crazy fractions’?
(b) Ali has also discovered another type of ‘crazy fractions’ which can also be reduced to the
lowest terms in a peculiar way. For example,
egg 199 1 1999 1
1 ioala 995 5 9995 5
Can you find other ‘crazy fractions’? Investigate.

4. Accircle can be drawn to divide the inside of a square into 2 parts.

Ist part

414
 Investigation 4

(a) Copy and complete the following table.

were
Maximum number of parts
[P+ [sf
| 2 | 4 | 8

(b) How many parts will you get if 20 circles are drawn? Investigate.

415
 ASSESSMENT 1

Paper I (answers on p. 443) 50 marks Lh

Answer all the questions without using the calculator.

1. Factorise 12 + 2a — 4a’. [2]

2. Solve the simultaneous equations.

See, =X
4xy — 4=5 [2]

; ; 3 2,
Solve the inequality ax -7)s ek + 5). [2]

Solve the equation 21x* + 14 = 3x + 32. [2]

AAPOR has vertices P(—1, 2), Q(-1, 4) and R(-2, 4). Draw this triangle on graph paper. Then draw
the image of APQR under [1]
(a) a clockwise rotation of 90° about the origin O. Label the image P’Q’R’. [1]
(b) a reflection in the line y = 0. Label the image P’Q”R”. [1]

Express the following in standard form A x 10” correct to 3 significant figures.

200 Oe Ot 21 34107
33.5¢ 10775 101 22107
[3]

Solve the equation.

4(2a—1) | 23-4) _ 3 _ 2a [3]
) 4 10 s

A and B shared a sum of money in the ratio 7 : 5. If B gave A $8, then A would have twice as much
as B would have. How much money did each have at first? [3]

20% of a class of 40 students were girls. When some new girls joined the class, the percentage of
girls increased to 36%. How many new girls joined the class? [3]

10. The solid shown is made up of a rectangular prism and

two identical right square pyramids. Find the volume JAN
of the solid if the rectangular prism measures 2 cm by
2 cm by 6 cm and the height of the solid is 24 cm. |

VJ [3]

416
 Assessment 1

11. Using a scale of 2 cm to 1| unit on each axis, draw the graphs of the following equations for values
of x from —3 to 3.
3x — Ty = -2
Sy- uke
Use the graphs to solve the equations. [4]

12. C In the diagram, BA = BD = BC, DBC = 86° and AB

86° is parallel to DC. Calculate the value of
(a) x,
(b) y. [4]

A oO
X

V
D

13, 4cm Q In the figure, ABCD 1s a rectangle and PQRA is made

B Cc : ;
2cm up of straight lines such that the marked angles are
iB x*cm equal. Given that BP = 2 cm, BQ =4cm, DR=7 cm
R and Caco.
(a) write down QC in terms of x, [2]
(b) find the value of x. [2]
72cm

A D

14. Acar took 6 hours to travel from town P to town Q. A bus took 9 hours to travel from town Q to
town P. Both the car and the bus started their journey at noon. At what time would they pass each
other along the same road? [4]

15. A boy who could run x km/h carried a message for 3 km from A to B and passed it to another boy
who could run | km/h faster than the first boy. The second boy carried the message for 5 km from
B to C. The second boy took 50% more time than the first boy to deliver the message. How fast
did each boy run? [4]

16. A shopkeeper sold 2 articles at $150 each. He made a profit of 20% for one article but a loss of
20% for the other. Find the overall profit or loss from the two sales. [4]

Paper II (answers on p. 444) 50 marks 1h 15 min

Answer all the questions. You may use the calculator.

Section A (22 marks)

1. The areas of the bases of two similar mugs are in the ratio 9 : 16.
(a) Find the ratio of the heights of the mugs. [2]
(b) Given that the volume of the larger mug is 640 cm’, find the volume of the smaller mug.
[2]
2. Find the volume and the total surface area of a solid circular cone whose height is 8.4 cm and base
radius is 6.3 cm. Give your answers correct to the nearest cm’ or cm’. Take 7 = 3.14. [4]

417
Assessment 1

3. The figure shows an inverted cone of height 30 cm. If 1 cup of water is added into the cone, the
water level rises to 10 cm.
(a) How many more cups of water must be added
into the cone to bring the water level to 20 cm?
[2] 30 cm
(b) How many cups of water are needed to fill the
cone to the brim? [2]

4. Find the area of a quadrilateral whose vertices are

Al, 3), BS, 2), Clo, 9) and DZ.'6):

[5]

5,

No. of students

[2]

[1]

Calculate r if the mean is 2 points. [2]

Section B (28 marks)

6. The monthly expenditure of Mr Li’s family was $1 200. 20% of this amount was spent on
transport and $800 on food. The rest was miscellaneous expenditure.
(a) Draw a pie chart to represent the expenditure. Indicate the angles of the sector clearly. [4]
(b) If his miscellaneous expenditure made up 8% of his monthly salary, find his salary. [2]
 Assessment 1

7. The diagram represents a step ladder standing on

horizontal ground. ABCD and ADFF are rectangles,
AB= AF =3m, AD=0.5 m, BE = 1 m apart and G is
a point on the ground such that DG | CE. Calculate
(a) CDE, [4]
(b) DG. [3]

8. Samy bought 100 apples at x cents each and 80 pears at y cents each. He put 5 apples and 4 pears
in each bag and sold the bags for (8x + 6y) cents each.
(a) Write down, in terms of x and y, an expression for
(i) the amount of money he spent on the fruit, ; [1]
(ii) the total amount of money obtained from the sale of the bags of fruit. [2]
(b) Given that his cost was $40 and his profit on the transaction was 55%, find the value of x and
of y. [4]

9. (a) p=3x7
q=7x7
b= SG
Express
(i) 37 x7 in terms of p and g, [1]
(ii) 73 x 37 in terms of p, g and r. [2]

(b) to {———4 | $-———-} t—-|

0 2) 10

——+ wp
i yf
0 = 10 15 20 25

The diagram shows that

joins to

(i) The rule for joining numbers on the two lines is:
‘Divide by 3 and then add x.’
Write down the value of x. [1]

(ii) On the diagram, draw a line showing where joins to. [1]

(iii) Find the number to which |{8 |joins to. [1]

(iv) Find the number which joins to| 9|. [2]

419
 ASSESSMENT 2

Paper I (answers on p. 444) 50 marks Lh

Answer all the questions without using the calculator.

1, epee » ee3 ee
4
[2]

2. Solve the inequality Le [2]

3 3 3 5

3. Factorise the following.

(a) 25x° - 16y [1]
(b) 9a + 12ab + 4b° [1]

4. Solve the simultaneous equations.

—x-——-y=7 [2]

5. Evaluate the following expressions, given that m = —2 and n = 3.

(a) m'
(b) n”

(c) (m+njr"" [3]

6. The mean of three numbers is 12.

(a) Calculate the sum of the 3 numbers. [1]
(b) Five other numbers have a mean of 18. Calculate the mean of the 8 numbers. [2]

7. Find the coordinates of the image of (1, 3) under

(a) a translation which moves the point 2 units in the x-direction and 4 units in the y-direction,
[1]
(b) an anticlockwise rotation of 90° about (0, 0), Py
(c) areflection about the line y = 2. [1]

8. The ratio of the breadth to the perimeter of a rectangle is 1 : 6. If the area is 32 cm’, find the
breadth of the rectangle. [4]

9. A pie chart is drawn to represent the quantities of five commodities. The angles for four of the
sectors are 85°, 96°, 48° and 77°. Express the fifth sector as a percentage of the whole pie chart.
[3]
420
 Assessment 2

10. A worker is paid $5 an hour during the usual working hours and $7 an hour for overtime work.
He worked for 48 hours and received $248. How many hours of overtime did he work? [3]

11. Each wheel of Ali’s bicycle has a diameter of 56 cm.

(a) Calculate the circumference of each wheel of Ali’s bicycle. |Take bBo = [2]

(b) Calculate how far Ali has cycled when the rear wheel has rotated 125 times. Give your
answer in metres. [2]

12. At the beginning, the number of boys to the number of girls who wished to take part in a
walkathon was 3 : 1. Later, 15 new boys and 13 new girls joined the event so that the number of
boys was twice as many as the number of girls. How many boys joined the event at the beginning?
[4]
13. The distance between two towns X and Y is 210 km. Car A travels from X to Y at a uniform speed
of 75 km/h. Car B travels from Y to X at a uniform speed of 65 km/h along the same road. If both
cars start at noon, when will they pass each other? [3]

14. A man makes a profit of 20% by selling pineapples at 3 for $2.55. Find his gain or loss percent
if he sells them at $10.71 per dozen. [4]

15. In the triangles ABD and BCD, BAD c— CBD = 90°.

BDA = 40° and BCD = 50°.
(a) Write down a single word used to describe how the
triangles are related.
(b) Given that BD = 10 cm, calculate
(i) AD, (ii) BC.
[sin 40° = 0.64; cos 40° = 0.77; tan 40° = 0.84]
[4]

16. Calculate the length of a 12cm B

(a) CG, [2]
(b) GF. [2] p hens

421
Assessment 2

Paper II = (answers on p. 444) 50 marks 1hi15 min

Answer all the questions. You may use the calculator.

Section A (22 marks)

1. John and Michael had $370 altogether. If John spent : of his money and Michael spent $50 of
his money, then they would have the same amount of money left. How much did each have at the
beginning?
[4]
2. In the figure, ACD is a straight line, calculate the length of
(a) CD, [2]
(b) AN. [2]

3. ABCD isarectangle. If AB = 10cm and AED = 120°. A D

find the area of the rectangle. oe a
10 i

B C [4]

4. From the top of a high rise apartment block, the angle of depression of a point A on the ground
20 m away from the base of the apartment block is 60°.
(a) How tall is the apartment block? [1]
(b) What is the angle of elevation from A of a point X which is halfway up the block? [2]
(c) What is the angle of depression from X of a point Y on the ground 10 m away from the base
of the apartment block? [2]
Give your answers correct to the nearest metre or degree.

5. In the figure, AB is parallel to ED, FA is parallel to A B

DC, EF = CB and EFCB is a straight line. Show that
(a) ABF = DEC, [1] .
(b) AFB = DCE, [1]
(c) AABF is congruent to ADEC. [3] F

J; D

422
 Assessment 2

Section B (28 marks)

6. A map is drawn to a scale of | : 40 000.

(a) Calculate the actual distance, in kilometres, represented by 1 cm on the map. [1]
(b) Two towns are 25 km apart. Calculate, in centimetres, their distance apart on the map. [2]
(c) On the map, a housing estate has an area of 30 cm’. Calculate, in square kilometres, the
actual area of the estate. [3]

| PAL eaagWe 0) 12 40 | 13 00

Distance 5 10

The table above is a distance-time table of a journey taken by a car.

(a) Represent the journey by a travel graph.
(Use 1 cm to represent 5 minute-interval along the horizontal axis and 1 cm to represent
5 km along the vertical axis.) [3]
(b) Use your graph to answer the following questions.
(i) What is the average speed of the car for the whole journey? [2]
(ii) Describe briefly what happens between 12 10 and 12 20. [2]

Samy assists his uncle as a barber on Sundays. He gives some of his earnings to his uncle. The
table below shows part of his records.

Date Samy’s earnings Earnings given to

Samy’s uncle

$50

(a) Describe in words the rule that decides the amount that Samy gives to his uncle? [3]
(b) Ifthe amount Samy earns is S dollars and his uncle’s share is U dollars, write down a formula
connecting S and U. [2]
(c) On the average, what percentage of Samy’s earnings was given to his uncle? [2]

423
Assessment 2

9: On New Year Day, Mary put some money into an empty money box. Each week after that, she put
a fixed amount of money into the box. She did not take any money out.
The following table shows how much money is in the box.

Bee
Number of weeks after New Year Day eas cb

(a) Calculate
(i) the value of p, (ii) the value of g. [2]
(b) Calculate how much money Mary put into the box on New Year Day. [2]
(c) Write down the formula which gives y in terms of x. [2]
(d) Ifm weeks after New Year Day, Mary’s savings are 13 times as much as her savings n weeks
after New Year Day, express m in terms of n. [2]

424
 ANSWERS
1 1 8
Chapter 1 Sas (Mars oO ee
I 81
Exercise 1.1 (p. 6) ca =¥ fh xe
fy 7 776 (e) 16 (f) 250

— (a) 11’ (b) 18" e.. i) 1728 000

(d) 6’ (e) 13* (8) 1728 (h) 243 (i)
(g) 2" (h) 6fe 1 a
(j) Fie 54 (j) Sod (k) 9 (1) foo
(k)
3" 4. (a) -3’ (b) 2? (c) -4°
(m) 7° x 11’ (n)
2° (d) “; (e) 5 (Os
(p) 17°x 11° (q) Tio
5. (a) 1- (b) 1
a 3

~ (a), 12° (b)

(5)
éj Exercise 1.3 (p. /3)
(d) 6° (e)
sp i; ) faye (b) p” (c) x”
(h) o (d) bh? (e) y" (f) ab’

(k) Pa (g) xy? (h) mn'4 (i) Pg

(n) a (j) pig ilp0 (k) a (1) 2
(q) 3 (m) a” (n) ¢ (0) ab?
(p) mn (q) a (r) b?

> =
—_
| (b) (s) x'! (t) y" (u) m’°

2i(abaie a
(b) 6’ @ = (2

(d) p (e) Fa (f) -

| i ; 1
(D) ee = (a (h) = Olas

7 (j) = (k) = (a) 4

(h) Ree
38 i)
1
(n) ai
ae
(0)
y>
an
12
(I) (p) :: CD) ees (r) wv"
:
Pq
8

: (pe (wes Ww
(u) x"
=: (v) y"4 (w) 2 Cn
ill

:s Exercise 1.4 (p. /8)

5? 1. (a) 500.000 (b) 0.000 428

SKT (c) 1 690 000 000 000 000 000
(d) 501 000 000 (e) 238 600
\ (f) 7750 (g) 0.000 000 001 2
Feupqie | (h) 0.000 002 01 (i) 35.000 000

425
Answers

2. (a) 1.231 x 10° (rr (g) 10p* + 25p (h) 4a’ — 32°
(c) 3.4x 10° (d) 3.212 x 10 (i) 7m? — 7m? = 21m
(e) 3.001 x 10° (f) 3.4 x 10° (j) 9v* + 27v’ — 18v° + 36v
(g) 3.40 x 10° (h) 3.400 00 x 10° (k) 2xp + 2yp + 3xq+3yq () 3a°-—a’b-3ab’ +b’
(a) 2.35 x 10° (b) 1.29 x 10° (m) 5m? — mn + 5m?n? — n(n) 2x° + 7x45
(c) 1.245 x 10° (d) 2.903 x 10° () 124 a6 (p) hoy 75 10
(e) 1.23 x 10° (f) 2.3 x 10 (q) 2x - 11x + 15 (r) 18x‘ — 48x’y + 14y
(g) 2.12 x 10° (h) 9.12 x 10° (a) a+a —2a+12 (bh) x — 2s —7=6
(i) 4.236 x 10° (iiss 804. 10> (ce) 2a%+ 9a + Ma+ 6 (d) x 46x +40 25
(k) 4.21 x10" Ql): 4250108 (e) 27a+ 182° — 12a —8 (f) -10a’ + 17a° +a—6
4.87 x 10° 5. 45.03 x 10° (g) 6x + Tx’y — Ixy’ - 6y (Bh) x -2x'y—20y"- 3y
(a) 1.38 x 10° (b) 1.81 x 10° (i) ax+bx+cx+ay+byt+cy+azt+bz+cz
(c) 5.00 x 10° (d) 8.93 x 10’ (j) ptaptrptpag+O+r¢+pr+qr+r
(e) 8.70 x 10! (f) 4.76 x 10° (Ky sex rey 22a?
(a) 29 979 000 000 cm/s (l) 3m‘+ 11m? + 7m?
+ 5m + 6
(b) 6.06 x 10” (co) 7 x10" my
(a) 1.7 x 10° (b) 2.91 x 10° Exercise 2.3 (p. 33)
(c) 1.75 x 10’ (d) 3.710"
(e) 7.9x 104 1. (a) m(n + p) (b) x(y — Z)
(a) 4.24 x 10° (b) 9.6 x 10° (c) p(q + 2) (d) r(3 -s)
(c) 5.43 x 10° (d) 7.29 x 10° (e) S5(x + 2) (f) T(a + 1)
(e) 6.344 x 10° (Py? 0645 10" (g) 2(6p - 1) (h) x(x + 1)
(g) 2.112 x 10° (h) 2.050 2 x 10’ (i) yd +x) (j) 3a(b + 3c + 2d)
(i) 1.41 x 10° (i) 2.52 107 (k) m(n + p + q) (I) pq+r+)
(m) y(3x + 4z — 5) (n) a(b+c+3d)
Chapter 2 (a) (3x + 2)(x + 1) (b) (7x + 2)(x — 2)
(c) 3(2x + 1)\(x + 4) (d) (2x + 3)(3x — 5)
Exercise 2.1 (p. 28) (e) (x — 3)(4x + 5) (f) (e+ 1) =—1)
(eine Vice 7) (h) (3x — 1)\(x- 1)
i (a) (i) (b) (ii) (e) (ii) = (d) Gi) (e) (iii) (a) (x + 3y)(a — b) (b) (x — 7y)(a + b)
(f) () (g) G@) (hy) (ii) (i) (ii) (c) (12a + d)(b—c) (d) (8a — d)(b —c)
2. (a) 9x° + 6x + 1 (b) 25x° + 30x +9 (e) (p + 2q)(4m + 3n) (f) 3(p — 3q)(2m — 3n)
(c) 36x + 48x + 16 (d) 4x° + 4xy + y’ (g) (Sx — y)Ga — 2b) (h) (11x — 3y)(Sa + 9b)
(e) 16x° + l6xy + 4y C257 = 10% a (i) (Sx — 8y)(8p — 3q) (j) 6(12x — 7y)(2a — b)
(g) 9x’ = 12x +4 (h) 49x’ — 70x + 25 (k) (a — 2b)(5Sx + 3y) (I) (2x + Sy)(m — 4n)
(i) 16x = Sxyey (j) 25x° — 30xy + 9y’ (a) (4x°) — 2(4x)y + y’ (b) (6y) + 2(6y)1 + 1?
(k) x =4 (yee = 36 (c) (3m) — (2n)y (d) S° + 2s(3t) + (30)?
(m) x - y’ (n) 9x - 1 (eo) 3x) =2601 + 17 (f) (2s)° — (6t)°
(0) 4x° — 9y (p) 25x° + 60xy + 36y (g) (4a) + 2(4a)b + b° (h) (7m) —2(7m)2n + (2ny
(q) 49x -— 126xy + 81ly (r) 64x’ - 80xy + 25y" @ 7 ~20)3 4 2° (j) (Sp)? + 2(5p)2q + (2q)°
(a) 400 (b) 1 600 (c) 9975 (k) 2vt—6F (I) (4x)° — (3b)
(d) 9 975 (e) 89 999 (f) 1997 (a) (4x -y)’ (b) (6y + 1)”
(g) 998 001 (h) 810 000 (i) 990 025 (c) (3m — 2n)(3m + 2n) (d) (s + 3t)
(j) 160 000 (k) 250 000 (1) 638 401 (e) Bxu—-1) (f) 4(s + 3t)(s — 3f)
(m) 1 (n) 1000000 (0) O (g) (4a + by (h) (7m — 2n)
(p) 1 001 (i) (y-3) (j) (Sp + 24)"
(a) 9 800 (b) 996 000 (c) 99 600 000 (k) 4(x + 3)(x — 3) (I) (4x + 3b)(4x — 3b)
(d) 10 000 (e) 10 000 (f) 1 000 000 (a) (Sa + 4b)(Sa — 4b) (b) (3m + 2n)
(g) 10 000 (h) i (c) (4p - 3) (d) (i 6)e
(e) (7x - 3yy (f) (6x + 7)(6x — 7)
Exercise 2.2 (p. 3/) (g) (Su —v)’ (h) (9 + 8H(9 — 8r)
(i) (1 + 15wy’ (j) (x + 4)(x — 2)
1. (a) 2xy + 2xz (b) 6mp
+ 3mq (k) —4x (I) (x +4)"
(d) y -y ry
(c) 4xw + 4xy + 8xz (m) (x + y)(x + Z) (n) (p+ 7\(s° +r’)
(e) nite ws Ww (f) 3a°+2la (0) (a+ b)(b— 1) (p) (a + 1)(1 + a)

426
 Answers

x*y* (i) Dog

(q) (a- 1b’ + 1) (r) (a—c)(d-a) (g) a°b® (h)
(s) @-)Da+y+1) (py rg—n(—p = g) (j) 9
(u) (1+ a(1 -—a-—b) (v) (3x + z)(y — 3x + z)
3. @) 6c¥ (b) 6b?
a
: (c)
8x
3y7z
Exercise 2.4 (p. 37)

2x+y 2a Sa+2
@—~ © =:
x
f
(f)
~ gt
1 (a)
a 7 - (b)
b) —e (c)
c e
8x(3)=— 2%)
(g) SESE) (h)
8a a 2a-—3 4yz(3 + 2x)
(d)
a) —; (e)
e) =; (f)
f €
2(a — 4b) 8x -9 Z oyGece) Exercise 2.6 (p. 42)
(g) ——__—
= (h)
h = (i) a
A Lx 12a-1 7x+2 1 ¥eds oe Ke—t6) Bh x=-9
(j) —5 (k)
k ce (I)
] 3 4.x=4 By a ee 6. ee
7. ea 5s 8 eo i 9, 36 I
iexy Fae es)
xy 4b 10; 22 6= Ul. xa = Ay eae
» i) 26
17 16 1 lla-—4b
(a4xy enea c) — Be 13, x==2 14. Cs 15. CAS
3 Di 5
3x+ 1 2(3x
— 5)
Z a) ——————_- b):=_—_—_—___——=
(a) (x — 1)(x + 3) (b) (x — 2)(x — 1) io te 17. eS) 18. ne
ily 5)
2-x 3(2x
— 3)
c) ————_ d) ——_—_ 19. x=10 20. =O PAAMes eee
©) (aS) er) ) (Ge= ees 2 6

10x — 1 —2x -5
e) ———___—_ f) ———_—— 9 23. so Ih 24. a
6(x — 1)(2x+ 1) (f) 2(x + 1)\(x-— 2) 15)

———
4x-5
h
7 ae ee 4 26. = ha D4 29
4
(8) 6(x + 1)(x — 2) (h) 18(x— 1) 2)

> 15x — 61 ; 2 yyae aes 29, a 30. | 2

3 3
@) 7(x — 3)(3x = 1) () 3x-—2

2ab a Si pens 32, = 3 33. Y= —

1
18
(k) eae
k) ———— (I)
1 ae
EL
ey ea 35, ae 36. y=
iby
=

es n) 0 3 iby
ey 3(3m+n) i 37: es 38. ee |l
Dee ey) —4ab
Exercise 2.7 (p. 45)
oO oe eS

(0) (x + y)(x -—y) (p) (b+ a)(b—-a)

3(2x + 7) 4x+3y
(q)
— ES

(x + 2)(x + 5)
ig

)
—————SS

6x — 10y ic é 2. 7,9 3. 3,—

4
3

3
(s) Qe bap (t) 3x?+ 14x+6 1
4. 9cm by
8 cm as 33°, a7’ 6. 1— kg
ab(a +b) x(x
— 3)(x + 2)

Exercise 2.5 (p. 40)

sha Se
5
6
8. Ayes 9, 30

10. 4.2 ul 5 Ae 12. 3}

1
(a) Z
*b
; (b)
b
x’y
ane
- (c) c
3 xy?
pa
Ste
5 13. 1 200 14 ~ (0)

5
(d) eS
- (e) =35 £US 2;
(f) Chapter 3
1
ay (b) a (c) a Exercise 3.1 (p. 53)

5 oO b?
(dy ) = ff) = 1, (a),.x 2-2"
a
(Db) ro4

427
Answers

fv v-u
DALY 3 a gp. a (q) u= ioe
— (r) t= ;:
Dee fa fe ap.

(b) x =—4.884 7 2Cs — ut) ne oy)

(s) f Sie
x t) s=
(t) ¥;
Sita) (b) x = 8.06
m—p
t= Une) Vv = ——

ie) ee ib) ee (u) (u— 1)(7, + rm) ae h+k

a—¢é

b-—cd+e
= Popeed SO
Or a+c
Exercise 3.3 (p. 59)
(eee —ab — cd —(ab + cd) ab + cd
7
a ey ee ee ae deeb 15 Sy 3) 2. 7,—-1 3 mil

6a a (b) ioeg Re tee

jeeerel ss 4. 5, -100 ==, 4! 6. 2

7 Mayer es (ee ee i O53} $0.7 9 ar

11
c+b a

6abc 30 abc
8. = b) x= 109 ee ji aoe 12. 5
GQ) 2a+3b Ns Dp sia
em a 4
9. (a) b= <—
a
-
(b)
bide.
b+c-e
: 1359255
16.°5,=5
14755
1723, 34
15. 3,—4
js eam gene
10:na) is (bye ee 19. 1.4 26: =e ae
(b= e) a 3 4° 4

Exercise 3.4 (p. 62)

Exercise 3.2 (p. 56)
1. (a) (x + 4)(x — 3) (b) @=7)@ +4)
1. (a) 528 cm? (tel en (c) (x — 16)(x + 2) (d) (x + 27)(x — 3)
Ge
(e) (x — 16)@ — 12) (f) (@&—10)@ — 12)
(h) (x — 36)(x + 8)
2. (a) 675 (b) F= =" 3 (g) (x — 17)(« + 7)
(i) (x + 10)(x — 15) (p) @—3)a 9)
3. (a) $115 (b) r= OE: (k) (x + 19)(x — 7) () (w~— 17) + 4)
25%
(a) (x — 48)(2x + 1) (b) ( + 48)(2x — 1)
4. (a) V=500+20T (b) 5801 (c) (x — 24)(2x + 2) or 2(x + 1)(x — 24)
(d) (x + 24)(2x — 2) or 2(x — 1)(x + 24)
(c) T= “OAs 75 min (e) (x — 16)(2x + 3) (f) (x + 16)(2x - 3)
A G
(g) (2x — 24)(x + 2) or 2(x — 12)(x + 2)
5 (a) w = —_— (b)
b r = s
—
(h) (2x + 24)(x — 2) or 2(x + 12)(x — 2)
(i) (2x + 6)(x — 8) or 2(x + 3)(x — 8)
(je 2 (ee (j) (2x — 6)(x + 8) or 2(x — 3)(x + 8)
h mr
(k) (x + 6)(2x — 8) or 2(x — 4)(x + 6)
(ey EOE=a) i ho (I) (x — 6)(2x + 8) or 2(x + 4)(x — 6)
a+b (a) (x + 1)(x — 2) (b) (2 + 3x)(1 — x)

(g) hice
h= = (h)ag = 5 -w (c) (2x — 1)(3x + 4)
P

(d) (2x — 4)(3x + 5) or 2(x — 2)(3x + 5)

(e) (3x — 3)(x + 5) or 3(x — 1)(x +5)
(i) h=—-r Tr
(j) S=2px4s (f) (3x — 2)(5x — 1) (2) G@—=2)Gx — 4)
(h) (2x + 1)(3x — 7) (i) (1 —4x)(3x + 2)
Dyfi ee eee (j) (4x — 1)(-2x + 6) or 2(x — 3)(—4x + 1)
ey (v + u) W 2ar a
(k) (x + 2)(—x + 3)
OI Ty,
(i) es (n) see CER (I) (2x + 3)(-2x + 4) or 2(2 — x)(3 + 2x)
2g
(m) (2x — 4)(2x + 5) or 2(x — 2)(2x + 5)
96 Ts (n) (3x + 4)(3x — 6) or 3(x — 2)(3x + 4)
(0) p = re
—— 5 (p) = ae
(0) (2x — 4)(3x — 5) or 2x — 2)(3x — 5)

428
 Answers

(p) (2x + 3)(3x — 2) (q) (1 - 2x)(1 + 5x) iE OCin Sa LEAS 9.7

(r) (2x + 1)(4x + 2) or 2(2x + 1)(2x + 1) 10. 70 m, 40 m 11. 7m 12. 9 days
(s) (6x + 1)(x - 3) 13. 60 km/h 14. $9
(t) (2x — 4)(6x + 3) or 6(x — 2)(2x + 1)
(u) (2x — 2)(x + 5) or 2(x — 1)(x + 5)
(v) (6x + 2)(2x — 6) or 4(3x + 1)(x — 3)
Chapter 4
(w) (2x + 8)(3x — 2) or 2(x + 4)(3x — 2)
(x) (x + 1)(3x + 3) or 3(x + 1)(x + 1)
Exercise 4.1 (p. 76)

Exercise 3.5 (p. 65)

« SoS 720 . $126
$684 . 38 1, $39.90
1
Lf (a) x=Oor a b) x«= 0\or
(b) or =—- 137.5 km - 600 km/h
5
17 00
(c) WI Go (d) x = 6 or -6
4 (a) 1s nen 25 m/s

(e) x=
q
— or—-—
qf
(f) 23 ore NM
ee
(a) 275 min 90
) 2 2 * 2
4 10. (a) Wot $319.83
(g) f=; (eee
oe 12
11. (a) 07 31 2 km
: »
4 e : 5 1 12. (a) 9 min 12 km/h
(i) p (j) ae alo
(c) 7.5 km/h

(k) x =3 or -3 | y Ot
9 4 13. (a) 1.5 x 10°km 2.59 x 10's
(l) Uae
14. (a) $96 a4
(m) y = —50 or —60 (n) pseeuorey
3 (c) $16 $103.55
1 15. (a) $1 260 $650
(0) c —— 5 or Ono, (p) a = 6 (repeated) 16. 27 km

(q) y= -- (repeated) (r)iee=06 3 17. (a) 250 km ny eee

2

2 11
18. (a) 100 km/h 16 00
(s) x = =; or ores t
(t)mex =——0r—: or 19. $36, $18, $9 FAN S88)8) Jé}2 $5535)
21. $250, $350, $450 . $8 000, $4 000, $2 000
(Un) ea
3
a (repeated) (v) opener 23. 2h 30 min
5 3 24. (a) $952 9 days
(w) x=1or a (x) x = ili or —F
1 25. $18
¥ 5 26. (a) 9.3 kg $330
D, 1
(y) x =| or =5 (z) x = 1 (repeated) Die Bi .7-d
7 days
3 10 29. (a) 282 000 340 000
(a) x=-3 or 4 b x =-— aii —5
(b)
30. (a) 150 85%
4 5 31. (a) 15 cm 324 cm?
(C)iev=2 On| d x =—=—oe =
(d)
3227 76
9
34. 22.2% - (a) 35% (b) 36
(e) x =] or =‘ (f) x= 1 or—2 36. 240 m/ . 30g
38. 500 kg, 1 000 kg BDAY
3 1 ”
(2) = ae or a h) x x=-—ae 1
(h) 40. 200

: eT eee2
(i) x or 5 () xe= : (repeated) Exercise 4.2 (p. 85)

Exercise 3.6 (p. 66) 1. $91.00 220% 3. 81 cents

4. 12% 5. Gain 20% 6. $80
i. 12 of =13 Zea laon 3. = 16 7. $220 8. 25% 9, 20%
4. 12 cm 5. 5 or -12 6. 8or4 10. $20.40 11. $138

429
Answers

12. (a) 13% (b) 34% (c) 17% 2. (a) 74 cents (b) $120
(d) 28% (e) 31% (f) 37% 3. (a) 4.5m (b). de 70 4. 93.17%
. $341.60 14. $61.50 5. (a) 25% (b) 20%
. (a) 18 baht (b) $57 2 4
6 (b) et ge
(c) 86 ringgit (d) $0.60
16. Electric oven $42, Refrigerator $180, Video recorder
$172 (By en) © ae ao Ta
60
17. (a) $15 (b) $70
pe te
18. (a) 30 Mm” (b) $750
PR
19. (a) $240 (b) $80 (c) 33 =% 10. 320 m

20. (a) 180 ml (b) 22.5 ml (c) 8 days

Revision 1C (p. 98)
21. (a) $15.50 (b) $3.50 (c) 23%
22. (a) $4 160 (b) $3 744
23. (a) $119 (b) 14% 730% 105 2. (a) aa ih) =
24. (a) $2 600 (b) $3 850
25. (a) 15% (b) $9 184 . 35 days
26. (a) 642.24 (b) 550.08 (c) 136.65 (a) 3(a — 3b)(a + 9b) (b) (6x — y)(6x + y + 2)
(d) 289 075.04 18} 6. 8 000
27. (a) $36 (b) $3 400 12x= 1
. (a)
28. (a) $40 (b) (i) $640 (ii) £500 eee;
29. (a) $1.50 (b) $630 yes il
30. (a) $41.85 (b) $85.93 (c) $324 Saye (b)
2a 2y
31. (a) $3.50 (b) $5.25 (c) $192.50
(d) $259.20 (e) $60 O(a) a= a (b) b=8>1
b+2
32. (a) 960 km (b) $864 (c) 768 km
10. $940.80
33. (a) $499.50 (b) $26.50 (c) $582.75
34. (a) 0.001 4
(b) (i) $6000 (ii) $21 000 Revision 1D (p. 99)
(iii) $12 500 (iv) 168%
35. (a) $187.50 (b) $95.63 (c) $27.40 1 - (a) 0.028 (b) 0.027 68 (c) 2.7684 x 107
(d) 11.3% 2 . (a) 20% gain (b) $150
3 . (a) m” (b) ap
(c) s°t?
Revision Exercise 1
4. 86 m, 72 m 5. (a) a (b) Ta+2

Revision 1A (p. 96) 6 . (a) 60% (b) 12

al. (a) 60x - 27xy — 60y" (bh) 2x8 + 24+ Qxy
1. 3:82.< 10
8. (a) («-y)x
+ y— 3) (b) 4 680 007
2. (a) $3 (b) 60% (rz
Sana) (b) x = 0.8
_ 100(d
— 1007) _ R=R,
a 2 abe > (a) tae Tyee (b) 23 a
ba od eee ee anes
5. (a) (7x — Sy) (b) x(x+ 4y) i ee RR,
3 1 R:.=R
6. (a) a (b) Sl ay 10. (a) (i) $5.72/1 (ii) 175 ml (b) $11
7. 10 cm, 4 cm (c) (i) 20% (ii) 4% (d) £12.80
8. (a) 15% (b) $178.50
9. (a) 155 min (b) 14 35 Revision 1E (p. 100)
10. $168
1. (a) 3(3m — 4t)(m + 21) (b) (k — h)(9x
- 4y)
Revision 1B (p. 97)
2. ay) 2m (b) 2(x4 =] nf
1. (a) x=2z4+y (yor
=
(c) y=x-2z
(c) 24m by — m

430
 Answers

. (a) $60 (b) $280 (c) $320 Exercise 5.2 (p. 115)
5) 5)
—4, 3) ee 5 5
(a) (b) Ag 2 3. (a) up-hill (b) up-hill
. (a) S$15 (b) US$17 (c) down-hill (d) down-hill
2 10 (e) up-hill (f) down-hill
Fes° (a)
Vue
Ap 6ab (b) “ab (c) 3ab + 2ab’ (g) down-hill (h) up-hill

ca (i) up-hill (j) up-hill

(d) “s (k) up-hill (1) up-hill
FP t= 26—1) (m) vertical (n) horizontal

. (a) 3x’y — Oxy’ + xy? = 3xy*

(b) 3xyz + 12xy' — 9x'y + 3xy
2. 2,
Exercise 5.3 (p. 1/7)
< ayrG=y+hG=y=1) (b)6
. (i) $14 (ii) $185
(iii) $579, $93.24, $91.20, $731.64 1. | No. of correct
answers

Miscellaneous Exercise 1 (p. 102)

Pe Baie yey
16
3. (a) (i) 1 (ii) 9 (iii) 1
(iv) 9 (v) 9
(b) 3

4. : or | 5. 2.60r 0.38 6. x=4a

1m 8. ytx+3
9. (a) —21 (b) (i) 49 (ii) 1
10. (a) 1
(b) @ x=13,y=4 Gi) x=7,y=3 2: Score Percentage
11. (a) a : (b) a (Marks)
De ar)-6 (ii) 3 (b) 2h 28 min
(c) 1611 (d) 3h 39 min
13. (a) 220 m/
(b) self-raising flour: 360 g, sugar: 273.75 g,
butter: 86.25 g
(c) 3%
14. (a) (i) $13 680 (ii) $380
(b) 9.6% (cys 3.125%
15. (a) Square with 12, 14, 26, 28 at corners.
(b) Square with 5, 8, 26, 29 at corners.
(c) Rectangle with 13, 17, 27, 31 at corners. a Chae

Chapter 5 (d) @ $$35 (ii) S$112 (iii) US$36

(iv) US$111
Exercise 5.1 (p. ///)
4. (a) y=0.3x
1. O. (2, 3), R: CL, 1), 8: (0, =2), T: 3, -3); U= ©; 4),
V: (1, 0), W: (-3, -1.5)
3 (a), (b), (c), (d), (e), (f)
4. (a) rhombus (b) parallelogram
(c) trapezium (d) rectangle

431
Answers

(d) (i) 2.7 km/h (ii) 2 km/h 9. (a) A (b) B overtakes A

(iii) 10.7 km/h (iv) 16 km/h (c) (i) 200m (ii) B
(v) 0.9 m/s (vi) 2.5 m/s (d) (i) The distance between the cars increases from
(vii) 3.4 m/s (viii) 4.7 m/s 200 km to 400 km.
(ii) equal
5) aoe 4 (e) 110s (f) 166.5 km/h
3
10. 15 13, 14 38
(b) | x (litres)

Exercise 5.5 (p. 130)

(d) (i) 128 km (ii) 192 km (iii) 267 km =e pve al ba IB ye te!

(e) (i) 91 (ii) 141 (iii) 26 7 a iS re = — OS aia

» ey Lm
6. (a) y=1.5x+ 50 ee Ol, oS 0) 2 exe de. Sy
ley 10.6 = On yi ON)
Sot
ES x=-0.1,y=-1.1 SeORDAhN
0 ye

Exercise 5.6 (p. 133)

(d) (i) $170 ~ (ii) $230 (iii) $272
(e) (i) 28km (ii) 52 km (iii) 144 km
(f) $282.80
7. (b) $20.80 (c) $21.50
8. (b) $1.38 (c) $62
9. (b) 6.3 kg (c) 18 lb

10. (b) 12.41 (c) 3- gal

Exercise 5.4 (p. 122)

1. (a) (i) 60 km/h (ii) 90 km/h

(iii) 60 km/h
(b) 11 20,20 km, 10 min (c) 100 km/h, Yes
(d) 20 km, 11 22 (e) 50 min
2. (a) 80 km (b) 80 km/h
(c) 50 min (d) 48 km/h
(e) 20 km line at 11 45 for 15 min
(f) 24 km line at about 11 42 (ii) x = 1.4
3. (a) 07 00, 11 00 (b) 4h (ii) 2.5, -3.5
(c) 20 km, 5 km/h (d) No (ii) 2.2, -5.2
(e) 2 times, 1 h (f) 5 km/h, Yes (ii) 1.8, -3
(g) starting (first 10 km) (ii) —0.6, —1.9
4. (a) 50 km/h, 75 km/h, 60 km/h; Yes, all the speeds are (ii) 0.8, —8.3
constant. (ii) 0.6, -1.9
(b) No (c) 50 km/h, 75 km/h
(d) 60 km/h (e) 09 49, 09 57
(f) 1020 (g) 60 km/h Chapter 6

5. 29 =.km/h, 322 km/h, 14 04 Exercise 6.1 (p. /4/)

6. (a) 9.15 (b) 15 km (c) 30 min
(d) 5 km/h (e) 40 km 5 SS, yet!
7. (a) 82.8 km/h (b) (ii) 68 km 2 yee
b WSS, YS
8. (a) 2h 42 min (b) 1500 km
(c) 556 km/h (e) 1h 33 min so 3s Vill
(f) 1857 asl, yess
— ae
oe NSonALN
> ce4h ves
peek
poh

432
 Answers

Exercise 6.2 (p. 144) 12. speed of boat: 15 km/h, speed of current: 3 km/h
13. apple: 35 cents, orange: 30 cents
lis oF S59), WS De 14. 10, -3
15. pencil: 5 cents, ruler: 15 cents
RE ie 8 ey 4. 16. B= 145° C= 15°
17. walking: 5 km/h, cycling: 18 km/h
Sh 6h
= ,y= ae 3 6 18. normal rate: $2 per h, overtime rate: $3 per h
19:37,
th Be, Vise 8. 20. 45 km/h, 60 km/h
21. 600 cm’, 400 cm’, 1 200 g, 1 200 g
Ceo
RE tee 10 : 22. 49 yrs old

Tite 12. Chapter 7

28 14

ee 1
ee 2
14, Exercise 7.1 (p. 159)
$ 3 y 3

1S3eG— 45—— 2 16. 1. (a)

17. No solution
18. Infinite number of solutions
(b)
19. No solution 20. =3 —2 =] 0 2 VOeB 8 eee one 8

Pile TiS
ily ips DD.
IBS; Gh SDSS} 24. (c)
32. = 1 (0a TS Pes Uae macs

(d) 3S
a SS
=3—Je—-1) 0123
4 OS
i eS, ye? Mp
3..4=2,y = 4 4.
Sy eal ya 6. (e) re
Pee oT RUE cess) 8. =3'-2,-1 Op 152 73, 4 S968 7 BS

9. x =6, y=4 10
(a)
Ly = 2. =3 12.

13x ye 14.
(b) SS SSS SSS
Isve= 1., y= 16. 6 5 4-32-10 1
Vox = =], y= 9 18.
1 p= gas 20. po
tt tt tH
(c)
(SdWE Pereyinl ll a
Exercise 6.4 (p. 150)
(d)
167 2. Seo oe 6 5 4-3 2-1 0 1
a lecents 4. $6.75, $8.25

2a or a 2 6. 58 (e) S@aSag
See eS 4 ae
ay Wey a6 -5 4 32-10 1
. 18 boys, 8 girls
. shorter piece: 9 m, long piece: DI Ata,
original piece: 36 m (a)
Peal BePs
10. length: 96 cm, width: 64 cm
y (b)
16
433
Answers

Exercise 7.2 (p. 162)

@) x2-— Wh) x>-> @ S
15 ; 9

1. (a), ©), @), @), (@), Gs ), @) ¥ rf .

2. (a) Add 3 to both sides. (b) Add —2 to both sides. (j) xs — (k) x> — (ll) ee aa
(c) Add 3 to both sides. (d) Add 4 to both sides. a ”
(e) Add 5 to both sides. (f) Add —2 to both sides. “ee Gea
(g) Add 4 to both sides. (h) Add —7 to both sides. 10 77
MP
(i) Add -- to both sides. (j) Add -= to both sides. |5 (a) > (b) 8
1 6. (a) 73 (b) 72
3. (a) Multiply both sides by me es 3S Oe y= Spe eS Ae = AO 55 \4l, vi a Selle
: ‘ : = 56
|
(b) Multiply both sides by = iand reverse the sign , 4
Svar, pel v= 2h os eee

(c) Multiply both sides by = yes

(d) Multiply both sides by = and reverse the sign.

; Chapter 8
(e) Multiply both sides by a
3 Exercise 8.1 (p. 174)
(f) Multiply both sides by = and reverse the sign.
2 1. (a) Yes, AABC = ACDA (SSS)
(g) Multiply both sides by 2. (b) Yes, AAOB = ADOC (SAS)
, : 3 (c) Yes, AABD = AACD (SAS)
h) Multiply
both sides by —.
ap peer boy (d) Yes, AABC =AEDC (AAS)
(i) Multiply both sides by 4. (e) No
. ; é 1 ! (f) Yes, AABC = ADEF (AAS)
(j) Multiply both sides by ee and reverse the sign. (g) Yes, AABO = ACBO (RHS)
(h) Yes, APOR = AQPS (RHS)
Exercise 7.3 (p. 164) (i) Yes, AABC = AFED (SAS)
(j) Yes, AABC = ABAD (RHS)
1. (a) x<5 (b) x <9 (c) x>0 (k) Yes, ALMN = AXYZ (SSS)
(d) x>19 (e) x <2 (f) x 2-19 (I) Yes, AABE = ACBD (SSS)
(g) x < 28 (h) x = 54 (i) x<9 (m) Yes, AALR = AQLR (SSS)
> 7 17 14 (n) No
7G eee eg POU ee ee eS , (0) Yes, AABC =ACDA (AAS)
19 15 1 (p) No
(d) x> mS (e) x< =o Oe me (q) Yes, AABD = ABCD (SAS)
5 3 s (r) Yes, AABD = ACBD (AAS or RHS)
(g) x= = (i) see = = — (s) Yes, AAOD = ACOB (SSS)
2 32 6 Me
3. (a) x> 8 (b) x< = (c) x= 19 (u) Yes, AABC = ABAD (AAS)
3 5 6 (v) No

Gees (oe iy a oee he

7 5 4 (x) Yes, ADEF = AEGD (AAS)
23 9 : 16 (y) No
(g) x= 9 (h) se (i) ee (z) No

: 3 7 2.° (a) x=4.8,

y =A? (b) x= lon
= 30
GO) = G (k) x<-2 (I) a ars (c) x = 69, y = 83 (d) x= 22, y=17
ie 5 (ce) x =86,y= 64
(m) x = — QO S=—= Ons —— 3. (a) Yes, AABC = AXPG (SAS)
ih 4 10 (b) No

4. (a) x= we (b) x>1 (c) x= 2 (c) Yes, AABC = AGPX (SSS)

U 3 (d) No
(d) x= 16 (e) x> _2t (f) x< ay (e) Wess AABC = APGX (AAS)
5 25 (f) No

434
 Answers

Exercise 8.2 (p. 180) Exercise 2B (p. 198)

1. (a) Robert is constructing an angle bisector of CAB.

@) x= S,y=> (b) x=2,y=2
(bD) §GAD=sBAD
39 3. 4 units
2. (a) Aperpendicular bisector of AB is being constructed.
(b) The four triangles formed are right-angled triangles. (a) x>-— (b) x51
6. (a) Yes, AAS (b) (i) SSS (ii) SAS
7. (a) Yes,SAS_ (b) (i) SAS (ii) SAS Cy e5 (b) 10.1, -0.1
RN
Ia
=. son — 8 years old
father — 28 years old
. $5 440 9. 120
Exercise 8.3 (p. 187)
10. (a) (ii) 45 km ib) n=.Ph
1. (a) Yes (b) Yes (c) Yes
(d) Yes (e) No (f) No
Exercise 2C (p. 199)
2. (a) AEDC (b) APMN (c) AWVU
(d) AABC (e) ARUV (f) AAED
3
(g) AXYW (h) AROP . (a) x =_,y=2
A (D) exe=— ley
3. (a) Yes, AADE and AACB (b) Yes
. 36
4. (a) Yes (b) Yes (c) Yes
. (a) ACDB (b) ACOD (c) ACBA
5. (a) AAPQO, AABC, QA; CA; co (d) ACOB
. (a) 72 km (b) 43.2 km/h (c) 1h 20 min
(b) AXLM, AXZY, XY; YZ, XY; XL; YX; XZ (d) 60 km/h
oa) ee —sO0 Mye= 0 ez = 10 (e) 11 10 to 11 30, 60 km from its starting point,
(D) ic s5 Oy 16592105 20 min
(CG) = 65, 7 =4057=75 (f) 32 km from A’s starting point, 11 02
(@) 2S 10; PSs, 4S 3S (g) 11 10 to 11 30, 11 50 to 12 10
. 8 units 8. 4 units 9. = units : (a) x === ;
5
(b)
b x = =;
5)
6. 4:3
20 ; ; . D 1 B
10. 7 units 11. 6 units 12. 2 units : (a) 6=; cm b) 8—5 cm
(b) (c) 7) = cm
1s: 3.6 cm 14 = OIC y 27 Chl —s leone
i
(d)
d) 9—a

. storybook — $7
Revision Exercise 2 greeting card — $1

Revision 2A (p. 197)

3 tS
(a) x= ay i:
(c) 16.6 (d) 6.7
(b) No solution
10. (a) $46.97
2 Le
(b) Same, since 3 x $8 x 103% x 90%
@) x= = (b) x>-=21 = 3 x $8 x 90% x 103%

$112.50 Revision 2D (p. 201)

(a) y=1 (by "x ="2,.65=3.1
34
(a) x=6,y=-5
mu,
(b) x= 22,3 y=-=DS
i (a)
Fe
Se
Ot
eS 1 oa (tb) 92 re Ge 3 on
13

(d) Ge7 cm
6
(e)
1
11=
i cm (f) 10 om 16
. (a) AOAB, AOCD (b) AOAB, AODC
(a) (i) -1.9 (ii) 1 (b) (-1, 4.5) (c) AOAB, AOCD (d) Not possible
about 17 days (e) AOAB, AOCD (f) AOAB, AODC

435
Answers

; 1
(d) T. Take any positive proper fraction say x = -
4. @) x< = (b) x<-2 (co red
5. (a) ~-¢—¢—¢—_¢—_
2
¢_+ +
th We. il 2» 3
ro leala) ale)
Se
2
|
2
a ate
2
|a
2
Sule

18
mrs (b) 96 (c) 7
25
+
}—_—_
+--+
4. (a) -l (b) 1
(Bye Oo fo 3
&
—_ —
16 (b) 9
6. (a) 1h 57 min (b) 11 33
5x-4y+4>0 (c) 32 <x<5
7. (a) 52.5 kin/h (b) 51 km/h
(c) 11 48, 56 km from B’s starting point (ii) 1245 (b) (ii) 55 km
(d) 11 06, 32 km from B’s starting point es
et (4, 0) (b) @ x=2 (ii) (2,-4)
8. (a) 8 (b) 130 (5, 5)
(i) x stands for the number of apples and y stands
9
9, (a) y —— a2 for the number of oranges.
(ii) 90x + 25y = 740
(iii) 6 apples, 8 oranges (iv) 16
S$ -c
(d) (i) $4.70 (ii) $13.00 (iii) $10.40 Rater go2 |
(iv) 5.6kg (v) 64kg (vi) 4.6 kg
10. $290 10. (a) x=8, y=6.4 o =
px + qy

11. (a) (i) AZXA (ii) 12.6 cm

Revision 2E (p. 204)
(b) (i) AWBC (ii) 40 cm
2} 17
. (a) No solution b) x x=14-;
(b) ney=
te —
ae
20550
Chapter 9
»
we(a) re ee b x
(b) a 5 Exercise 9.1 (p. 2/6)
12
33 1
: (a) 8— cm (b) 2 a cm ay 227em (b) 74 cm (c) 152 cm
(d) 37 cm (e) 90 cm (f) 156 cm
1 4
(c) 13 —7 cm d)
(d) 4—a. 2. (a) 144 cm’ (b) 359 cm’ (c) 539 cm
(d) 188 cm’ (e) 462 cm* (f) 479 cm?
5 AE AGLSVVio, VA Tes) wow 3. (a) (i) 13cm _ (ii) 8 cm’
. Pen: 40 cents, Pencil: 10 cents (b) (i) 1lcm_ (ii) 6 cm’

-BEBOuE
. (a) A(-3, 0), BO, —6), C?; 0) (b) 2x+1=0 4. (a) (i) 47cm (ii) 116 cm”
(b) (i) 27cm (ii) 80 cm’

HGDORE
5. (a) lly (b) 15° (C222
(d) 43° (e) 327° (f) 300°
6. (a) 65° (b) 214° (c) 187°
(d) 320° (e) 18° (f) 24°
(c) 7.3, 4.3, -2.4 (d) Yes 7. (a) 15cm (b) 12 cm
. (a) 1st scheme: $2 500; 2nd scheme: $2 600 8. (a) 68 cm (b) 36 cm
(b) $25 000 9, (a) 25cm’ (b) 21 cm’ (c) 49 cm’
3m (d) 141 cm’ (e) 450 cm? (f) 163 cm?
10. (a) 33 cm (b) 1 200g QoL 212.4)
—
(©) 100 10. 9° 11. (a) 0.25 kg (b) 0.056 kg
12. 82 cm 13. 67 cm’
14. (a) 36 min (b) 22 cm
Miscellaneous Exercise 2 (p. 206)

1. (a) F. Take x = 2,2>2?> 2’ > 2' is false. Exercise 9.2 (p. 223)
(b) F. Take x = 0,0 <0’ <0 < 0 is false.
(c) F. Take x =-1, -1 > (-1)? > (-1)’ > 1’ is false 1. (a) 15 cubic units (b) 600 cubic units
since —1 > (-1)’ is false. (c) 616 cubic units (d) 196 cubic units

436
 Answers

2. (i) (a) 754 cm? (b) 1 232 cm? 2

(c) 4714 cm’ (d) 1018 cm’ sides 9
(e) 1006 cm (f) 302 cm? ¥ . AB AB?
(ii) (a) 943 cm? (b) 704 cm? 14. (a) CAB = ABD (b) G) — (ii) a
(c) 1 886 cm? (d) 679 cm? gi
(e) 629 cm? (f) 302 cm? 15. (a) oe (b) =
3. 96 cm’, 48 cm’ 4. 72 cm’, 8.5 cm ae 2).
4 16. (a) 16cm (b) 18 cm
5. 36 cm’ 6. 188 — cm’ 17. 7.5 km? 18. $36.45
7. 34m cm’, 407 cm? 8. 15cm on i ee He pen
9. 867 cm’, 490 cm? 10. 1 760 cm* ee ek
21. (a) 93 cm
Dy Oey |
(b) 14.5 cm”
11. 288 cm’ 12. 19 cm 22. (a) 8cm (b) 18 cm’
3 3
13. (a) 8x cm (b) 500 cm Exercise 9.5 (p. 238)

1. (a) 408 cm’, 266 cm? ~—(b) 2.757 cm®, 951 cm? (c) 27: 64 (d) 27: 343
(c) 19 852 cm’, 3 545 cm? 2. (a) 12 cubic units (b) 7 cubic units
(d) 3 590 cm’, 1 134 cm? (c) 2.2 cubic units (d) 160 cubic units
(e) 6 879 cm’, 1 749 cm? (f) 14.703 cm’, 2902 cm? | 3. 101.25 g
1 iW 4. The orange with diameter 6 cm.
2. (a) 7cm, 1 437— cm’® = (b) 2 cm, 33 — cm’
3 21 5. (a) 800mm — (b) ~ = m (c) <n 3
I 3 3
(c) 3cm, 113— cm (d) 21 cm, 38 808 cm
7 (@) 32007m? (ce) omam fy 2 = xm:
(e) 14cm, 11 498 = cm? (f) 4cm, 268 — cm? 6. 9x 10 m?
3. 113 143 litres 4. 12.2 cm 7. (a) (i) pale (ii) tab
5. (a) 8:1 (b) 4:1 25 125
6. (a) 64:1
2 (b) 16:1a ; COR A
eS9 (ii) —Lk
cee
7. 374 million km 8. 1 047 cm 16 64
9. Volume increases to 8 times its original volume. Pratt Samer
Surface area increases to 4 times its original surtace (c) @ 9 (ii) a7
area. S$: (a) 2:3 (b) 675 cm?
1 ee OF (a) ee (b) 81 cm?
10. Volume decreases to Fiof the original volume. 10. 2 187g Ci 2500cu: 12. 1: 27000
4
Surface area decreases to - of the original surface | 13. (a) 35 cm (b) 5
area. 14. (a) 7.5 cm (b) Sea (c) $2.70

11. $200 12. 3 486 cm’, 1 408 cm?

13. 415 cm’, 754 cm’
14. (a) 452 cm’ (b) 10.8 cm Chapter 10
(c) 824g (d) 10
Exercise 10.1 (p. 253)
Exercise 9.4 (p. 232)
1. (a) AC (b) XZ
ee a weld) -9 © >
49
@s 25 2. (a) 10 (b) 12 (c) 24
= 3. (a) 24 (b) 17 (c) 63
pd, ON DIS) 3: 97241 imo) el 4, (a) a (b) 9 () 13
5. 136.11 cm’ 6. 5.56 cm’ Te SS.15 ei : A
5. (b) Right-angled triangle; P
8. 55 cm? 9. 33 750 m* (c) Right-angled triangle; Xx
: a , ' (e) Right-angled triangle; D
10. 4cm Il. _ = 12. 12cm (f) Right-angled triangle; M

437
Answers

6. (a) (i) 8.16 (ii) 25.7 = ili) 10.7 ~—— (iv) 263 Exercise 10.5 (p. 266)
(b) Gi) 32.4 (ii) 43.3 (iii) 8.36 ~— (iv) 15.7
(c) Gi) 26.0 (ii) 67.9 (iii) 108 (iv) 4.02 1. (a) 25 (b) 43 (c) 190 (d) 15
7 3x0 8. 3.1m 9. 10m ya ¢:) eeios (D128 (ee2ie23 (d) 10.39
LO wire a —20 Wi. x= 36) a= 25 3. (a) 64° (b) 42° (c) 58° (d) 70°
IO Ke 28 13. 8.5m 4 (ay 29 le (b) 36.9° (ce) 44.4° (d) 34.1°
14. BFH = ON). yah 1} 15. 24 cm 5,9 cm, 5) cm 6. 40 cm Js Seen
16. 5cm 17. 9cm 8. XY=16cm, XN=12cm 9. 48°, 48°, 84°
10. (a) = 10. a 6" (b) d= 23, t= 22
(CQ) (PSs jp ll (d) p=35, m= 24
: (ce) w= 4a = 350" (Gi) shes Ik
Exercise 10.2 (p. 259) 11. 10 units, 162 sq units
12. (a) By Pythagoras’ Theorem, AB = 9 cm
eA ml mn (Scale 2-emis iim) Fe
2.0355 my 355 mm (Scaleslxeni 50! m) (b) i) — Gne02 72 (iii) 167.3°
3. 25 m (Scale 1 cm: 5 m) 1s ee foal -
4. 42m (Scale 1 cm: 5 m) i ie es
14. (a) 4.24 cm (b) 21.2 cm* (c) 15.9 cm?
15, (a) 9x = 5? + 10° - 2x5 x 10 cos, 27°. (b), 20

Exercise 10.3 (p. 262) Exercise 10.6 (p. 272)

L faeAC, AB, BC (b) PR, PQ, OR: 1, 5.204023 me 2.1012 m1? m 3. 11.5m
(c) YZ, XZ, XY (d) RT, ST, RS 4.7m 5. 34m 6. 63°
De aan = EG ne tee ZX 1s De. le 8. 24m 95 852
YZ, WE SOF 10. (a) 4.58 m (b) 66.4°

(b) sin z= Bl Sy Te a as 3 oe ) Epc

YZ YZ ZX .
(b) (i) 3.25 m S distance < 3.75 m
3. (a) sinA= sk cos A = Ee Ena = (li) 45° S angle < 55°
# ? i 13. 109.8°
(b) sin A= eo oe i ea A 14. (a) 36cm, 48 cm (b) 228 cm
q q m 15. 283 m 16. 49° 17. 502m
18. (a) 36.0m b) 146m
(c) sin A= = C08 A = “tan A = a . 15.1° Hs 55 in
: ; : 19. (a) 51.2m (b) (i) 38.7° Gi) 50.2°
(d) sin
A = pee pas . 5). ia) Ee ous (hbsl Tage
sin ECA

Exercise 10.4 (p. 264)

Chapter 11
1. (a) 0.3420 (b) 0.4274 (c) 0.678 2
(d) 0.939 7 (e) 0.937 3 (f) 0.879 6 Exercise 11.1 (p. 285)
(g) 1.000 (h) 2.087 (i) 1.213
(j) 0.7193 (k) 0.7002 (I) 0.8829 4. (a) 452).Cl, 3), (23,4), (G52), 0) (410)
(m) 0.414 7 (n) 0.945 7 (0) 0.5764 (b) (4, —2), 1, -3), (3, -4), C5, 2), C3, 0), (4, 0)
(p) 0.073 24 (q) 0.05416 = (r)_ (0.068 02
(s) 0.285 8 () 0,755.9 (u) 0.3508 Exercise 11.2 (p. 290)
2. ‘) 0.67 (b) 14.2° (ce) 207°
(d) 5.1° (e) 17.1° (f) gon? 3. aed Gl. Bee)
(g) 1.1° (h) 44.9° (i) 50.9° (b) COv1), DGC, 2). FU. 3)
3. (a) 71.0° (b) 45.2° (c) 19.5° (c) F(-1, 1), GCI, 2), H’(-3, 2), ’(-3, 1)
(d) 73.5° (d) 7’, 0), KO; 2), V2, 0), GO =)
4. (a) 0.3960 (b) 0.4909 (c) 0.165 0 4... (aA 2) B's), CORD
(d) 0.5131 (e) 0.6631 (b) Gl 4) os), 3 eae)

438
 Answers

Exercise 11.3 (p. 295) Revision Exercise 3

2. (a) A’(2, 0), B’(3, -1), C’(4, -1) Revision 3A (p. 3/2)
(b) A’(0, -1), B’(2, -2), C’(2, -1)
(c) A’(-1, 2), B’-1, 1), CC, 1), D’(O, 2) 1. 728 m 2. a= 49, b = 600; Yes
(d) A’(1, -1), BY, -2), C’(2, -3), D’(2, -2) 4. (a) (i) 12cm (ii) 4 cm*
(©) FA,G; 2078, 2); CCE DRD'G, 1) (b) (i) 26cm (ii) 34 cm’
(f) A’(-2, -1), B’-3, -3), C’C1, -2) 5s A((OR— Bie) G(a—)
2
nN.120 cm’ 7. 88cm
Exercise 11.4 (p. 300) 8. (a) (i) 20cm (ii) 45 cm 2

(b) (i) 33 cm°* (ii) 63 cm?

2. A’(2, 2), B'(6, 6) 1
9. (a) 16cm (b) 13 cm (c) 9 —. cm
11
S (45.45).
oP ORS!
(15.
YB
I. (6, 3) 10. (a) 10 cm (b) 31.42 cm (c) 157.1 cm’

a(2.2},a(2,>),c(2,2),
3 Shires 3
0@2) Revision 3B (p. 3/4)
Se Multiply the coordinates by the enlargement factor.
1. (a) 1099 cm*, 515 cm’ (b) 1 989 cm’, 765 cm?
(a) A’(2, 6), BY(2, 4), C6, 2), D’(8, 4), E(10, 8) 24, (6) (OCS D in (b) AD = 10 cm
(b) ACD eSB 05S) pC 5925) 0) U0; 5);
E‘(12.5, 10) (c) ADB =53.1°
(¢) AOS 36025)58 (0, Sk) Css 20SMD’ O31), 3. 10.9 m’
E2572) 4. AC?) B41, 1) em)
6. (a) (i) 34cm (ii) 66 cm?
Exercise 11.5 (p. 303) (b) (i) 40cm (ii) 79 cm?
7. The circular pizza of diameter 32 cm.
1. (a) Rotation 90° clockwise about O followed by 8. (a) 270° (b) 141.3 cm
9. (a) 6cm (b) 5 cm
reflection in the x-axis.
(b) Rotation 90° clockwise about O followed by
10. (c) 24.8 m (d) $210.80
translation —3 units on y-axis.
(c) Enlargement by factor 2 followed by reflection in Revision 3C (p. 3/5)
the y-axis.
(d) Reflection on y-axis followed by enlargement of 1. (a) 167m? (b) 8
1
factor —. 20D kon 123 cm?
Sea) eO2 ie (b) 53.9m
(a) (i) P— Reflection in the x-axis.
S.A 4) bos o)ec ee)
Q — Reflection in the y-axis.
6. (a) P(4, 1), O(4, 4), R, 4)
(ii) Rotation 180° about O.
(b) (i) P-— Reflection in the y-axis. (b) 3 sq units (c) 2— sq units
QO — Rotation 180° about O.
(ii) Reflection in the x-axis. 7. (a) 40m (b) 3m
(c) (i) P -—Enlargement by factor 3. 8. (a) Gi) 15.5 m (ii) 7.89 m
(b) 38.3°
QO — Enlargement by factor cat
9. (b) (i) 231m (ii) 3 860 m?
(ii) Enlargement by factor 2. 10. (a) (i) 78.5 cm? (ii) 942 cm’
(d) (i) P-— Translation by 8 units in the x-axis. (b) 1 100g (c) 30
Q — Reflection in the y-axis.
(ii) Reflection at x = —4.
A’(1, -2), B’(, -4), C’(2, -4), A”(-1, 2), B’(-1, 4), Revision 3D (p. 3/8)
C”(-2, 4)
A’(-1, 0), B’(—-2, -2), C’(-1, -2), A’(-1, 0), B’C2, 2), 1. (a) Sm (b) 9m
C’(-1, 2) 2ea(ayeds (b) 1 440° (c) aoe
Ai21), Bil2); GU) pATA, 2) Bo Cray Gee) 3. (a) 1.125 kg
(a) G, -6) (b) (3, -2) (b) (i) Scm (ii) 150 cm?
(a) A, = (5,2), Ay =G;,2) (b) kaa (Cc) 2 5yacm
eI (a) (-2, -2)
AM (b) (-2, -8) 4. C1, 2), C2, 4), C3, 3)

439
Answers

5. (a) 37.7i cm’ (b) 56.57 cm Chapter 12

6. (a) 4 times (b) 27 times
7. A’(1, -1), B’(1, -2), C’(2, -2), Exercise 12.2 (p. 34/)
A’GC1, —1), B’ C1, —2), © C2, —2)
8. (a) 15 cm (c) 6.2 cm 1. (a) 10 (b) 70 (c) 155
om | At (d) 29.03% (e) 75
Ok ee, eS 2. (a) 190 (b) 870 (c) Sec |
9. (a) 1m70cm_ (b) 63 (d) Sec 3 and Sec 4 (e) 18%
10. (a) (i) 20000 cm® 3. (a) 107 cm (b) 32 cm
(ii) 0.02 m* (c) January, February, December
(b) G) Scm (d) June, July, August
(ii) 15 710 cm’ (e) March, April, October, November
(c) 78.55% 4. (a) 300 (b) 90 (c) 60
(d) (i) 415 (ii) 235 (iii) 36%
Revision 3E (p. 320) 5. (a) 5 500 000 m*
(b) Monday, 800 000 m
1. (a) 54 cm? (b) 24.5° 25 233 m (c) Friday, 762 000 m*
3. (a) V=27 000v (b) 0.6 m’ (d) Monday, Wednesday, Saturday, Sunday
5. 1 680 cm’ 6. Reflection in the x-axis. (e) Thursday, Friday
7. (a) 678.67 cm’® (b) 84.83 cm?’ (f) 10000 m*
% ee 6. (a) 1994 — 7 000, 1995 — 9 000, 1996 — 11 000,
(c) Gi) a cm (ii) a 1997 — 16 000

8. (a) 2.62cm —(b) 6.55cm?>—(@)_-7.14 cm? Or ne

9. (a) 45cm
f
— (b); ISem_—()-:
ie
36cm’ 5 7.
ye
(a) Science -2 200, Arts — 1 250, Commerce — | 000
10. (a) = (b) — (c) — (d) = (b) Gi) 1150 (ii) 1 500 (c) 57%
2 i 2 a (d) Science — 44%, Arts — 28%, Commerce — 28%
Miscellaneous Exercise 3 (p. 324) a
ey ie he

1. (a) T
(b) F. AA’, BB’ and CC’ may not intersect at the centre
of enlargement.
@ i
(d) F. The ratios a 4 has and bats! may not all be Exercise 12.3 (p. 348)
AO BO CO
equal.
1. Oranges — $2 175, Apples — $1 350, Bananas — $1 050,
Ds (a) 5 (b) (s=.4-| Mangoes = $825
2 2 2. Science fiction — 40, Short stories — 60, Classics — 30,
84 (ey) @) Ko? (ii) 3 030 m Others — 50
(b) 1 270m (c) 42° 4. (b) 38.9%
4. (a) 49 100m’ (b) 26.04° 5. (a) boys — 200°, girls — 145°, teachers — 15°
5. (b) 60 (c) 21.491 (b) Gi) 2000 (ii) 1 450 (iii) 150
6. 7461 cm’ (c) 150°
7, (ay ooo (b) Lh (Ces 6. (b) 27.8%
8. (a) (i) 12cm (ii) 3 cm 8.
(b) (i) 25:4 (ii) 13:4
9, (a) 113.62 cm’ (b) 132.16 cm*
3}
10. 164 cm’ 11. 7 12. 7 cm’

13. (a) - (b) BE =4— cm, ED'= 31cm

% of
14. (a) 3:2 (b) al : aD) student 42% 8.3% 12.5% 715%
15. 138 cm’

440
 Answers

IZ (ae de 15 (ii) 25% (b) 480 (b) mean = 6.2, median = 6, mode = 4
13. (a) 146 (b) 900 (c) 15% (c) mean = 5, median = 5, mode = 5
14. (a) 135 (b) 7 (c) 30% (d) mean = 6, median = 7, mode = 8
15. (a) (i) 1000 (ii) 96 (b) 650 (e) mean = 66.7, median = 65, mode = 46

at [2] ]8]
16. (a) 72° (b) 36° 17. 540 (f) mean = 10.1, median = 10, mode = 9.8
18. 40°, 120°, 200°

Sesame 7
19. A: 120 tonnes, B: 160 tonnes, C: 200 tonnes 2. (a)
20. (a) 140° (b) 31

Exercise 12.4 (p. 354)

(c) mode = 3 (d) median = 3.5 (e) 3.6
1. (b) 1985 — 1990
2. (b) From Monday to Friday, mostly tourists visit the 3. (a)
ZOO.
On Saturday and Sunday, the visitors include a
large proportion of locals because of weekend
family outings. (c) mode-= 1 and 2, median = 2
3. (a) A fixed fare was charged for the first kilometre. (d) mean = 1.65
After travelling 3 kilometres, there was a traffic 4. (c) mode = 128 min, median = 127.5 min
jam but the fare meter still kept on running. (d) mean = 127.45 min
(b) The man married at 28 years old. 5. (c) mode = 58, median = 59
From ages 35-40, his children went to school, (d) 59
therefore he spent more. 6. (b) i) 90 (ii) 30 (iii) 30
He bought a car at age 40 and paid it off 2 years (c) 150
later. (d) mean = 5.6, mode = 7, median = 6
From ages 44-55, his expenditure grew with the 7. (b) mode = 7, median = 7
cost of living. (c) mean = 6.73
He retired at age 55 and enjoyed his pension. 8. (a) 29 (b) 2 (c) 1
(c) Between 7.30 a.m. and 10.15 a.m., only cars with 9. (a) 34 (b) Friday (c), 4.9
a special label were allowed to pass this point to go | 10. (b) (i) median = 4
into the city. The same thing happened between (ii) mode = 2
4.30 p.m. and 6.30 p.m. (c) mean = 3.93
(d) The lift stopped at the 6th floor and 18th floor. 11. (b) 40
At the 2nd floor, the lift stopped for 30 sec before (c) (i) mode = 0 (ii) median = 0
someone at the ground floor summoned it. (ili) mean = 1.425
7. A poor and distorted representation. 12. (b) 143 children
The size is not proportional to the number. (c) (i) median = 3 (ii) mode = 4
It is better to represent it by different numbers of cups (iii) mean = 2.86
of the same size.
8. (a) C (b) B

Exercise 13.3 (p. 383)

Chapter 13
1. (a) mode or median (b) mean
Exercise 13.1 (p. 372) (c) No, not exactly; Yes, misleading; answer varies
(d) answer varies
2. (a) 58kg (b) one 2. (a) median (b) 6% (c) 6%
(c) 60 kg 3. (a) mean
(d) (12 (ii) 7 (iii) 2 (iv) 7 (b) mode, mean (correct to the nearest dollar)
3. (a) 5 students (b) 11 marks (c) Most students have more than $3.00. Although the
(c) 9 (d) 50 students idea of mode is implied, it is not exactly correct to
say that the mode is more than $3.00.
Exercise 13.2 (p. 378) (d) mode, mean (correct to the nearest dollar)
(e) mean
1. (a) mean = 2.83, median = 2.5, mode = 2 (f) median, mode

441
Answers

Chapter 14 Exercise 14.4 (p. 399)

Exercise 14.1 (p. 391) x-1 b xX + 1

1. (a) (b) a
x+1

1. (a) 2 (b) 3 (c) 1 236 =|

Fgh 2(x— 2)
cast
(d) ae2ete
(d) 6 (e) O (f) O (©) 2(x + 2)
Pe (EB) and x (b) a’ and 2a’ 1 x Ih == 5%
2. (a) a (b)
(c) 3xy and xy (d) 7x*y’z’ and x’y°z’ 1+x
(e) ab*c’ and (-l)ab’c’—s (f)-:3°x’y’ and 4°x’y’ 2(x
— 4) 2(2
+ 3x)
d ares ee
(g) 27a’b, 2'a’b and 2°a’b ig x-—5 ( ) (a= or)
3. (a) a tox = Ar Hr S
(Dp odeAx 3. (a)
3x4
rere;
1
(b) (i)
a
a )
(Caeser + 8i 40 ao
(Di a2 ea
4. (a) 5x =x (b) —3p + llg 4.@ 2(x
“22 we 3 (ii) 7
+ 1)
(c) 10x —4y + 9z (dyed = 5d 34 = |
(@) 2x = 3xy n2y (f) -16n? + 2n? —2n 5. @) ““— ) @ SS miu
(g) —2y (hy —24 = Cae 4
egg 5
S304 5S 6.140 xl
6. (a) ~— (b) (i) (ii) 5
Ty Ok 45K 3y S.. a6 —44a,-.13

7. (a) IG
3x — 8
(b) (i)
é
: Ga
Exercise 14.2 (p. 393) B70
cont (2x —5)(7x +1)
1. (a) 214° +30 (byr=100? = 154 5
(ce) =2b + 2b 8b @y 74% (b) (i) O (ii) 5, i
14
Can en Sie Gf) 26 —9F Sa
2. (a) 2x° + 4x + 6x (byt ex — 5x =—6 -5(x + 1)
(c) 15m? + 7mn — 2n? (dix =2r =x=6 eae (a3), = 3m)
(e) 4 +a —2a+ 12 5
(y= 40 6 Oe ey 4 Ore (b) @ -1 (ii)
3
(oe) 10g, = 9a = 8a + 94-2
(h) —6m* — 3m? — 11m? — 4m — 4 teen eee (b) (i) - (ii), 2,3
sso all)
Gi) 21n = 6n SI 25° —4n? on 4 6 +n — 2
GG) 30 4 A — 8 i
3. (a) 6x = llx + Sy 44x = 5 Exercise 14.5 (p. 401)
(b) 4ab
(c) Ay =21y — Gy — yo 4 yer ia(@) Yes (e) Yes (g) Yes
(Dies vey=a yy (EY @=3,
2 S2 (b) a=-4,b=1
(oe) = 30-2 (COega=ANb 3 (d) a=0,b=-—5
(G) P93ee oy ee at a6 (me?
b= sll (b) c= lh b=—2
(Q) aad bes (d) a=15,b=-8
f(a) ae lee) (b) 2@=2,.b50
(Ona) —s (d) a=2,b=1
Exercise 14.3 (p. 395)

Exercise 14.6 (p. 403)

1. (a) Av + 10x + 21x 440 RS)
y-1
(b) Die Ox P12 27 54 1. (a) x=y-1 (b) x=
(c) ee sta SR Id (d) 4x? + 10x
+ 22R 41
25. (a) 2g6% eal R22. (bh) oo eth yee) RS - y+3 (dye 3y+1
(OQiea— a
(c) $y. Ox +10,R, 22), (4) Ix 337" 3x3RG
3. (a) DG ta ot 0 R= |(Db). 4 ch Aad aoe (a) y=9z-8 (b) y= 162+ 5
(c) 2 et OR O (d) -x-2x+3R8 (c) y=9z+16 (d) y = 49z—36
4. (a) Age = 4 ORO (bys 3x =e —52 LR a4 (anne y+5 (b) x= z+ 15
(c) 2 = RG (dd) 3% =744R 2

442
 Answers

pes aes: 37 xy
4, (a) x = ;
aed (b) x — aie ; ae 10. (a) ————__—__—__
(2x -—Sy)(7x+y)

5. (a) x= 228 Hee

= (b) (i) — 10)
of
((i)) ae = Shore aes
5

Revision Exercise 4 Miscellaneous Exercise 4 (p. 41/)

Revision 4A (p. 407) 1. (a) (i) 1 (ii) 2 (b) 6

Zain (b) 2 (c) 2.3
1001608 3. (a) 126 (b) @) 225 ii) :
de (EY) (O) (ii) 308 (b) 6
3. 15% 4. (a) 39 (b) 20
4. (a) (i) 1 (ii) te (iii) 1.7
Saye (b) 4 (oes
(b) (i) 18.7 (ii) $34 (iii) $187
6. (a) (b) 105 (c) 37.5% 5. (a) (iii)5 (iv) 5.6
7a) 32a ia (Db) 2x 4235 OR 3 (b) (i) 5:2 (ii) No
82 (ale2y 2 30 — 4x 5x = 8 BO) or 4 x oy 6. —
1
be
1

(a) ab (b) ab
Oe ay a Oe 8x —3y 3x-1
I. : b
(a) xy (b) 2(3x+ 1)
10. (a) or
sais
8. (a) 2ac + Sab — 6be (b) Se
(b) @) y=3 (ii) y =-1 abc a

een Tis a+b

Revision 4B (p. 408) fie 12, yt
3 +x DAG
1. (a) -—4 (b) 12.5% Zemlct
Gu lix-1
3. (a) 4 (b) 3 (c) 3.41
Ss =)
4. (a) bar chart (b) line graph (c¢) pie chart
14. (a) xy =ab (b) x + y = hb? — 2ab
5 (A) WaKe (b) 50¢ (c) 55¢
6. (a) 7 (b) 68% (c) 90° iP ae 1 +m?
15. b
Talay4a + 4a—4 (esx. = xk (a) n+3 ( ) m+3

Satay or 5x 4 6x (bh) Ox + 2x4 3x4 1 R55

at+6 c+ 24
9.. (a) b = 5 (b)
b b = —
Assessment 1
3x-—8y
10. fe
OTA
on) 3(x+3y)
Paper I (p. 4/6)

(ee a ice : 1. (2a + 3)(—2a

+ 4) 2.x%=—),
y= ——

3s AY, je= Ors

Revision 4C (p. 409) 28

5 4
6. 7.33
x 10 Ik ea
Dead (b) 6 () 7
3 (a)e 2 (b) 30° Ph il, Be, ts, Os 10) 8. A: $56, B: $40 9. 10
5. (a) (i) 50% (ii) 17.5% (b) 45 10. 48 cm? ie — sey s5
6. (a) 3 (b) 13
Ted) 24 =— 14
12. (a) 47 (b) 66 ~
8. (a) —6x° + 2x + 137 S10 Lig = 24 ik (QQ) Des (b) 5
(b) 2x4 + 3x° +x+2R-4 14. 3.36 pm
15. First boy: 9 km/h, second boy: 10 km/h
an See=
n—-

(b) eS
14 16. $12.50 profit

443
Answers

Paper Il (p. 417) . (a) = (b) (c) 1

(a) 3:4 (b) 270 cm* . (a) 36 (b) 15.75
349 cm’, 332 cm’ . (a) (3,7) (b) (-3, 1) (cy G1)
(a) 7 (b) 27 4 cm 9. 15% 10. 4 hours
9 sq units . (a) 176 cm (b) 220 m
SAE(a) 10 5 13. 13:30 14. Gain: 26%
(b) 14 (or any integer > 13) . (a) similar (b) (i) 7.7 cm (ii) 8.4 cm
(c) 10 . (a) 2cm (b) 4cm
6. (a) Food: 240°; Transport: 72°; Miscellaneous: 48°
(b) $2 000
7. (a) 16.6° Paper Il (p. 422)
(b) 2.97 m
8. (a) (i) (100x + 80y) cents John: $200, Michael: $170
(ii) 20(8x + 6y) cents (a) 4.69 cm (b) 7.80 cm
(Di = 20S yi=225
100-/3 cm?
9. (a) (i) 10p+q (ii) 101p + 10q + 10r
(a) 35m (b) 41° (c) 60°
(b) @ 1 (ii) 5 (a) 0.4 km (b) 62.5 cm (c) 4.8 km?
(iii) 7 (iv) 24 Ce
GS
SEA
Ou (b) (i) 30 km/h
(ii) The car is not moving.
(a) Divide by 2 and then add 3.
Assessment 2
(b) Ue : ae (c) 55.6%
Paper I (p. 420)
(a) a) 115 (ii) 13
(b) $19
pli4 ResDS (c) y=12x+19
3. (a) (Sx + 4y)(5x - 4y) (b) (a + 2b) (d) m= 13n+ 19
4.% = 12, y==5

444
i NEWNV ELEMENTARY MATHEMATICS is a series of four course
Lee
Cs _ books specially written for students preparing ffor the G.C.E- ©
ce Level Examination. The first twobooks,follow closely the latest
aoH
i"Mathematics Sess forLower Se

a and 4 cover the‘Singaporean

br
Mathematicslesan a a |
‘gh

the
2

- pupils teiOey ei!

problem sowing’ section holinds at the bi every
chapter forpupils to practise their problem- solving skills _
| _*: ‘Mathstory’ relating a story or history of mathefnatics
- : i‘ given for enrichment purpose
__« ‘Chapter Review’ at the end of every chapter re}
auc revision, of concepts |learnt
fe a j

tl
ISBN 981-208-460-6