MATHEMATICS GRADE 8

PREPARED NOTES FOR GRADE 8 LEARNERS, BASED ON THE SPECIFIC

OBJECTIVES OF THE REVISED SYLLABUS. 2020

When Excellence Becomes A Tradition, Greatness Will Sky-Rocket

Topic 1: Numbers
(a) Whole numbers
Specific Objectives: find the factors of a number and list multiples of numbers smaller than 10
___________________________________________________________________________

A factor is a number that divides exactly into a given number. Example, the factors of 20
are [1, 2, 4, 5, 10, 20]. These set of numbers divides 20 without a reminder.
20 20 20 20 20 20
= 20, = 10, = 5, = 4, = 2, =1
1 2 4 5 10 20

Factors of 18 are[1, 2, 3, 6, 9, 18]. These set of numbers divides 18 without a reminder. E.g.
18 ÷1, 18÷2, 18÷3, 18÷6, 18÷9, 18÷18
18 9 6 3 2 1 these are all factors of 18

A multiple of a whole number is the product of that whole number with other whole number. Example, the
multiples of 4 are [4, 8, 12, 16, 20, . . ]

[4x1], [4x2], [4x3], [4x4], [4x5],

=4 , 8 , 12 , 16 , 20 these are 1st five multiples of 4.

Activity
Specific Objectives: find the factors of a number and list multiples of numbers smaller than 10

1) List the first five multiples of the following:

a) 5 [ ___; ___; ___; ___; ___ ]
b) 7 [ ___; ___; ___; ___; ___ ]
c) 5 [ ___; ___; ___; ___; ___ ]
d) 9 [ ___; ___; ___; ___; ___ ]
2) Find the first three multiples of 8.
[ ____; ____; _____]
3) List all factors of 15.
4) List all factors of 24.
5) Find the missing factors.
a) 7 × ___ = 56
b) 5 × ___ = 30
c) ___ × 3 = 24
d) ___ × 9 = 72
e) 6 × ___ = 48

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(b)Whole numbers

Specific Objectives: determine if any number in the range of 1 – 100 is prime or composite
__________________________________________________________________________

A factor is a number that divides exactly into a given number.

A prime number is a number with exactly 2 factors 1 and itself. Example: [2, 3, 5, 7, 11, . . ](not 1)
Factors of:
a. 2 [1, 2] two has only two factors, 1 and itself.
b. 3 [1, 3] three has only two factors, 1 and itself.
c. 5 [1, 5] five has only two factors, 1 and itself.
d. 7 [1, 7] seven has only two factors, 1 and itself.
Composite number is a number with more than 2 factors. Example: [6, 9, 8, . . ]

a. 6 [1, 2,3,6] six has more than two factors.

b. 9 [1, 3,9] nine has more than two factors.
c. 8 [1, 2,4,8] eight has more than two factors.

Activity

1) Write all the prime numbers between the following numbers:

a) 31 and 50 ( _____________________________________ ) [1]
b) 50 and 90 ( _____________________________________ ) [1]
c) 61 and 80 ( ______________________________________ ) [1]
d) 91 and 100 ( ______________________________________ ) [1]

2) Write all the composite numbers between the following:

a) 40 and 50 ______________________________________________ [1]
b) 75 and 90 ______________________________________________ [1]
c) 25 and 35 ______________________________________________ [1]
d) 50 and 70 ______________________________________________ [1]
3) Encircle prime numbers. [2]

21, 31, 49, 59, 63, 73, 91, 97, 40, 56, 37

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Investigation: Prime numbers less than 100- Sieve of Eratosthenes
Name: ______________________________________________ Date: ______________
Grade: ____________________________ Marks: 15
Specific Objectives: determine if any number in the range of 1 – 100 is prime or composite
___________________________________________________________________________
1. Do as follow
a) Cross out 1
b) Circle 2 and then cross out all the multiples of 2
c) Circle 3, cross out all the next multiples of 3
d) Circle 5, cross out all the multiples of 5
e) Repeat this process until all the numbers have either been circled or crossed out.

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

2. Answer the following questions.

a. What is the special name for the circled numbers ?
Answer :_____________________________________
b. How many prime numbers are less than or equal to 100 ?
Answer :_____________________________________
c. Is every odd number a prime number ? Explain your answer.
Answer :_____________________________________

d. Is every even number a composite number ? Explain your answer.

Answer :_____________________________________
3. Write down all the prime numbers .
Answer :____________________________________________________________

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Specific Objectives: find prime factors of numbers and express numbers as products of their prime factors in
index notation
__________________________________________________________________________

Prime factors are factors of a number which are also prime numbers. Example, prime factors of 20: factors of
20[1, 𝟐, 4, 𝟓, 10,20], prime numbers from the factors are only 2 and 5, therefore prime factors of 20 are 2, 5.
To express a number as a product of its prime factor, we use prime factorisation. Prime factorisation is finding
which prime numbers multiply together to give the original number. Example, express the following numbers as
product of their prime factors:
a. 12
b. 20
c. 36
Solutions
d. 12 2 b. 20 2 c. 36 2
6 2 10 2 18 3
3 3 5 5 9 3
1 1 3 3
1
22 x 3 22 x 5 2 x 33

Class work
1. a. List all factors of 30
b. From the list of factors of 30, find the prime factors.
2. Find prime factors of 12.
3. Express the following numbers as products of their prime factors:
a. 60
b. 256
c. 675
Activity
1) Decompose the following numbers using any method of your choice and write them as a product of their
prime factors in index form. [10]

a) 12 b) 90

c) 48 d) 330 e) 144

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 (b) Powers and Roots

Specific objectives:
o Distinguish between power, base, exponent or index
In mathematical relationships, power refers to the number of times a number is multiplied by itself meaning the
number you get raising a number to an exponent whereas an exponent is the number of times the number is used
in a multiplication. Exponents are often called powers or indices.

In the mathematical expression 2 4 , 2 is the base number with an exponent of 4 meaning 4 is the subscript of 2 and
the form is called exponential form. Power id synonymous with exponent, but is used in a different context. In 2 3
, 2 is the base and 3 is the exponent and the expression says 2 to the power of 3or 2 to the third power.

Example 1
Identify a base, power/ indices in the following terms

(a) 5 4 4 is the power or indices

5 is the base

(b) 102 2 is the power or indices

10 is the base

(c) 83 3 is the power or indices

8 is the base

Example 2
Write the following as powers of numbers indicated in brackets
(a) 49(7)
Note: express the number as a product of its prime factor in index form.

Answer: 49  7  7  7 2

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 (b) 16(2) Answer: 16  2      24

Activity
(a) Identify base and power in the following

(i) 310 (ii) 122 [2]

(b) Write the following as powers of numbers indicated in brackets

(i) 25(5) (ii) 81(3) (iii) 100(2  5) [3]

Specific objectives:
𝟑
o Use the notation of squares, cubes, square roots and cube roots e.g. 𝟓𝟐 , 𝟑𝟑 , √𝟔𝟒, √𝟏𝟐𝟓
o Recall and use square numbers from 𝟏𝟐 𝒕𝒐 𝟏𝟎𝟐
Powers and Roots
Squares and square roots Cube and cube roots
Symbols used Symbols used
Square: 𝑥 2 : any number Cube: 𝑥 3 : any number
raised to the power of raised to the power of
2 is a square 3 is a cube
A perfect square is a number whose square A perfect cube is a number whose cube root is
root is a whole number a whole number
Square root: √ Cube root: ∛

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Squares and cube numbers including its roots

Number Square 𝒙𝟐 Square Cube 𝒙𝟑 𝟑

Cube roots √𝒙
roots √𝒙
1 12 = 1 × 1 = 1 √1 = 1 13 = 1 × 1 × 1 = 1 3
√1 = 1
2 22 = 2 × 2 = 4 √4 = 2 23 = 2 × 2 × 2 = 8 3
√8 = 2
3 32 = 3 × 3 = 9 √9 = 3 33 = 3 × 3 × 3 = 27 3
√27 = 3
4 42 = 4 × 4 = 16 √16 = 4 43 = 4 × 4 × 4 = 64 3
√64 = 4
5 52 = 5 × 5 = 25 √25 = 5 53 = 5 × 5 × 5 = 125 3
√125 = 5
6 62 = 6 × 6 = 36 √36 = 6 63 = 6 × 6 × 6 = 216 3
√216 = 6
7 72 = 7 × 7 = 49 √49 = 7 73 = 7 × 7 × 7 = 343 3
√343 = 7
8 82 = 8 × 8 = 64 √64 = 8 83 = 8 × 8 × 8 = 512 3
√512 = 8
9 92 = 9 × 9 = 81 √81 = 9 93 = 9 × 9 × 9 = 729 3
√729 = 9
10 102 = 10 × 10 = 100 √100 = 10 103 = 10 × 10 × 10 3
√1000 = 10
= 1000

Specific objectives:
o Determine the square and roots of real numbers by decomposing numbers into prime factors
(without the use of a calculator)
Decompose is the process of separating numbers into their components.
Steps in decomposing square and cube root numbers
o Express the number as the product of its prime factor in index form
o Divide each power with the specific root

Example
Determine the following by decomposition method without a calculator

(a) √25

25  5  5  52
2
25  5  5 2 2

 25  5

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 (b) √4 × √16

4  2    22 16  2      24
2 4
4  22  2 2 16  24  2 2
 42  16  22  4

 4  16  2  4  8

3
(c) √27 + √36

27  3  3  3  33 36  2  2     2  32
3 2 2
 27  27  3  3
3 3 3
 36  2  3  2  3  2  3  6
2 2 2 2

3
27  36  3  6  9

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Activity
Evaluate the following by decomposition method without a calculator

(a) 81 [1]

125
(b) 3 [2]
27

(c) 32  3 1000 [2]

Comparing and ordering

 use =, <(strictly less than) and >(strictly greater than) to compare integers and/or fractions
Examples:

Note: use number line to compare negative and positive integer

𝑒, 𝑔 − 𝟖 ∗ −𝟒 On a number line −4 is closer to positive numbers and zero compared to −8. That means – 4 is
bigger than -8.

= −𝟖 < −4

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 3 4
Fractions e,g ∗ Note: convert all fractions to percentage
7 5
3 4
× 100 and × 100
7 5
= 42.9% 𝑎𝑛𝑑 = 80%
𝟑 𝟒
= <
𝟕 𝟓
Convert all to decimal fractions, compare units, tenth, hundredth to determine the smaller one.

Note: All are equal on unit but the digit at

tenth is smaller then digit on second fraction
at the same position. Means the first number
is smaller than the second.

Ascending order – arranging from the smallest to the biggest

Descending order – arranging from the biggest to the smallest

Activities
1. Use =; <; > to compare the following integers and fractions. One mark each. [12]
a) -211 ∗ −201
15
b) −4010 ∗ 4010 k) 1 ∗
17
c) 10100 ∗ 10010 7 (7×3)
d) −151 ∗ −115
l) ∗ (9×3)
9
e) 5 ∗ −1000
1 7
f) ∗
4 8
3 1
g) 1 ∗ 2
5 3
1 3
h) − ∗ −
2 4
1
i) 0.47 ∗
4
3
j) 2.75 ∗ 2
4

 order integers and/or fractions in ascending and descending order

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 2. Write the following in ascending order
a) −7 ; −27 ; −3 ; −100 [1]

b) −5; 4; 211 ; −211; −1 [1]

c) 0.55 ; 1.45 ; 0.511 ; 0.5011; 0.348 [1]

1 2 3 4 1
d) ; ; ; ; [2]
4 3 7 5 2

3 1 1
e) ; ; −0.25 ; 0.25; − 2 [2]
4 5

3. write the following in descending order

a) −3011 ; −2; −3101 ; −1001 [1]

b) 0.334; 0.341 ; 0.314 ; 0.343 ; 0. 333 [1]

1 3 1 2
c) ; ; ; [2]
2 4 3 5

7 2 7
d) ; 0.31 ; ; ; 0.25 [2]
8 3 20

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 1
4. a) Which is the smallest of these quantities? 1.1 ; 11%; ; 0.011 [1]
11

b) arrange the numbers according to the order below. [2]

… … … <. … … … . <. … … … . <. … … … . <

9
5. a) Which is the largest of these quantities? 0.081; 81%; ; 0.812; 8.1 [1]
11

b) arrange the numbers according to the order below. [2]

……….> … … … . >. … … . >. … … . . >. … … ….

6. Put each of the sets of numbers below in order of size, smallest first
a) 3.1, 0.31 , 3.01, 0.031, 0.301 [1]

3
b) 40%, 0.401, [2]
8

2
c) , 66%, 0.667 [2]
3

7. Put the fractions below in order of size starting with the largest
a) [2]

b) 0.301, 3.01, 0.31, 0.031, 0.03 [1]

c) 175, 17.5, 17.05, 1.75, 0.175 [1]

8. Put these numbers in ascending order

7.05, 7.5, 0.075, 0.705 [1]

 round numbers to the nearest whole number and power of 10

 round decimal fractions up to two decimal places
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Example: round up numbers{5 ,6 ,7, 8 , 9}, round down {0 , 1 , 2 , 3 , 4 }
Rounding up changes the digit to the next one while rounding down the digit does not change.

Rounded to nearest (hundred) 100. 3

is at position 100, the next digit is 6,
= 547400 it changes 3 to 4 .

Rounded to nearest (thousand) 1000.

7 is at position 1000, the next digit is
= 547000 3, it does change 7.

1 d.p your answer must have one digit after

the decimal point. 1 is the first decimal, we
= 𝟑. 𝟏 look at the next digit if it round up or down.
2 rounds down.
=3.1

2 d.p your answer must have two digit after

the decimal point. 0 is the second decimal, we
look at the next digit if it round up or down.
9 rounds up.
=0.32 =0.32

3 d.p your answer must have three digit after

the decimal point. 6 is the third decimal, we
look at the next digit if it round up or down.
=3.127 7 rounds up.
=3.127

Activities
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1. Complete the table below, .leave out the shaded cells. [24]

2. Fill in the table below by rounding the numbers to given decimal places. [21]
Number 1d.p 2d.p 3d.p

3.1415926536

1.4142135624

137.035999139

0.0582139642

0.0490239887

5.4772255751

1.6180339887

3. The square root of √4700 = 68.556546004010441 round to the nearest whole number.[1]

4. The population of Namibia in 2019 was found to be 2494530. Round this to the nearest hundred thousand.
[1]

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5. The number of learners in Namibian schools recorded in 2017 was found to be 733636. Round this to the
nearest ten thousand [1]

6. round the following to the nearest 1000 [3]

a) 4725
b) 92184
c) 30571
7. Round off 1 decimal place [5]
a) 4.12

b) 0.367

c) 1.915

d) 0.999

e) 2.489

8. Round off two decimal places [5]

a) 5.1052

b) 0.3141

c) 2.7537

d) 3.0729

e) 23.6887

9. Workout without using a calculator

a) The sum of 5.354 and 7. 654, correct to 2 decimal places. [2]

b) The difference between 8.9562 and 5. 3002, correct to 3 decimal places. [2]

c) The product of 23. 45 and 2.38, correct to the nearest thousandth. [2]

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 10. Calculate without using a calculator and round off answers to 3 decimal places.
a) 0.4567 + 0.1803 [2]

b) 9. 673 × 4.64 [2]

c) 0. 89332 − 0. 265 [2]

Ratio
Specific Objectives: interpret and use ratio notation
___________________________________________________________________________

Ratio is a comparison of two or more numbers (quantities) with the same units. Example, ratio of boys to girls,
ratio of goats to pigs to sheep.
Notation of ratio, Boys: Girls, and Goats: Pigs: Sheep.

Reads as Boys to Girls

Read as Goats to Pigs to Sheep

𝟐
Ratio can be written as fraction. Example, 2 : 3 = .
𝟑
Ratio should always be written in simplest form. Example, 4:12 = 2:3.

Interpretation and use of ratio

1. The ratio of boys to girls in my class is 4:5.
This basically means, for every four boys in my class, there are five girls in my class.
2. The ratio of teachers to learners in my school is 1:35.
This means for every teacher in my school, there are 35 learners in my school.
3. On a map, 1 mm represent 750 m. Write the scale as ratio.
(1m = 1 000 mm), 750 m = 750 x 1 000 = 750 000 mm.
1 mm:750 000 mm
1: 750 000
4. The ratio of apples to oranges in a fruit basket is 5:7.
This means for every 5 apples in a basket, there are 7 oranges.

Activity
1. Explain the meaning of the following ratios:
a. The ratio of boys to girls taking part in a 10km run is 25 : 17.
b. A plastic bottle of oros concentrate must be diluted in the ratio 1 : 4.
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 2. Represent the following scales as ratios:
a. 1 cm represents 50 m
b. 1 mm represents 10 m
c. 1 cm represents 50 km

Specific Objectives: express quantities as ratio

___________________________________________________________________________

1. There are 18 boys and 19 girls in 9A class. Express the following quantities as ratios and explain the
meaning of each ratio.
a. Boys to girls
= B:G
= 18: 19
This means for every 18 boys in 9A, there are 19 girls in 9A class.

b. Boys to learners
= B:L ( 18+19 = 37 learners in 9A)
= 18: 37
This means for every 18 boys in 9A, there are 37 learners in 9A in total.

c. Learners to boys
= L:B
= 37:18
This means, out of 37 learners in 9A, there are 18 boys in 9A class.

d. Girls to boys
= G:B
= 19:18
This means for every 19 girls in 9A, there are 18 boys in 9A class.

e. Girls to learners
= G:L
= 19:37
This means for every 19 girls in 9A, there are 18 boys in 9A class.

f. Learners to girls
= L:G
= 37:19
This means, out of 37 learners in 9A, there are 19 girls in 9A class.

Activity
1. During the school`s interhouse athletic competition, a tuckshop sold 23 Fanta cool drinks and 25
Sprite cool drinks. Express the following quantities as ratios:
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 a. Fanta to Sprite
b. Sprite to Fanta
c. Sprite to total cool drinks sold
d. Total cool drinks sold to Fanta
2. The diagram below shows a necklace made of round and square beads:

Write down the ratio of square beads to round beads in its simplest form.

Specific Objectives: simplify ratios

___________________________________________________________________________

To simplify ratios, is to write ratios in simplest form (lowest term).

Ratios with different units, make the units to be the same.

1. Simplify the following ratios:

a. 4 : 12 b. 25 : 30 c. 48: 60 d. 15 : 20 : 35 e. 4 cm : 2 m

÷4 ÷4 ÷5 ÷5 ÷12 ÷12 ÷5 ÷5 ÷5 x100

(1m = 100cm)

=1:3 = 5:6 = 4:5 = 3 : 4: 7 = 4 cm : 200 cm

= 1 : 50

𝟐 𝟑
f. 2,5 : 3 g. :𝟒 h. 3 days : 60 hours
𝟑

x 10 x 10
(to remove the comma) (make denominators the same ) (1 day is 24 hours, 3days is 72 hours)
8 9
= 25 : 30 : 12 = 72 hours: 60 hours
12
÷5 (HCF) ÷5 ÷12 ÷12
=5:6 = 8: 9 = 6 :5

Activity

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Specific Objective: simplify ratios

1. Simplify the following ratios:

a. 16 : 20 [1]
b. 55 : 143 [1]
c. 24 : 78 : 114 [1]
d. 500g : 1,25kg [1]
e. 15 minutes : 1 hour [1]
2 1
f. : [1]
3 4
2. Fifteen teachers are appointed to teach all 255 boys and 285 girls in a school. Simplify each of the
following ratios:
a. teachers : boys [1]
b. teachers : girls [1]
c. boys : girls [1]
d. teachers : learners [1]
3. A mother gives N$4 200 to her sons in the ration of their age. Peter receives N$1 800, Robert receives
N$2 700. Write down the ratio of money received by Peter to the money received by Robert in its
simplest form. [1]
4. A sponsor donates a total of N$150 000 to Young Western Fighters FC, N$250 000 to Kahenge Chelsea
FC, and N$350 000 to K.K. United FC. Simplify the following ratios of the allocated amounts:
a. Young Western Fighters FC : Kahenge Chelsea FC [1]
b. Kahenge Chelsea FC : K.K. United FC [1]
c. Young Western Fighters FC : Kahenge Chelsea FC : K.K. United FC [1]
d. Young Western Fighters fc : total donation [1]
e. (Young Western Fighters FC + Kahenge Chelsea FC) : K.K. United FC [1]

5. An irrigation project near Rundu harvested onions, wheat and pumpkins in the ratio
25 hectares: 50 hectares : 5 hectares. Write down the ratio 25 : 50 : 5 in its simplest
form. [1]

Topic 2: Algebra

Algebraic liner equations and inequalities

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A linear equation can also be referred as an equation for a straight line

 Solve simple linear equation where the unknown appears on one side of the equation an equation
consist of two equivalent expressions.

𝑥
Example Coefficient is a number in front c) 3 + 6 = −9
1. Solve for 𝑥 of a letter 𝑥
(a)2𝑥 + 3 = 7 3
+ 6 = −9(Collect the like terms)
2𝑥 + 3 = 7 (Collect the like terms) 𝑥
3
= −9 − 6
2 x + 3 – 3 = 17-3 𝑥
3
= −15
2𝑥 = 7 − 3 (Work out the like terms) 𝑥
3
× 3 = −15 × 3

𝑥 = −45
2𝑥 = 4(Divide both side by the
coefficient of x to remain with x only)
2𝑥 14
=
2 2

𝑥=7

(b) 3(𝑥 + 9)

3(𝑥 + 9) = 24 (Work out the brackets first)

3𝑥 + 27 = 24 (Collect the like terms)

3𝑥 = 24 − 27

3𝑥 = −3(Divide both sides by the co-efficient

to remain with x)

3𝑥 −3
=
3 3

𝑥 = −1

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Activity

1. Solve the following equations

(a) 𝑥 + 2 = 8

𝑥 =……….(1)

(b) 4𝑥 + 7 = 15
𝑥 =……….(1)

(c) 2𝑎 = 6

𝑎 =……….(1)
𝑛
(d) 2 = 15

𝑛 =……….(1)
3𝑛
(e) − 2 = 13
2

𝑛 =……….(1)

(f) 8 − 4𝑥 = 24

𝑥 =……….(2)
𝑥+2
(g) =4
3

𝑥 =……….(2)

(h) 4(𝑥 − 5) = 20

𝑥 =……….(2)

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 77
(i) =7
𝑛

𝑛 =……….(1)
𝑥
(j) = −16
−6

𝑥 =……….(1)

(k) −6𝑦 = 42

𝑦 =……….(1)

(l) −7𝑥 + 10 = −60

𝑥 =……….(2)
𝑥
(m) + 6 = −9
3

𝑥 =……….(2)

(n) 8(𝑥 + 3) = 64

𝑥 =……….(2)

(o) 4x – 10 = 14

𝑥 =……….(1)

(p) 7𝑧 + 1 = −27

𝑧 =……….(1)

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Word problem

Terminology
Addition Subtraction Multiplication Division

Add Take out Multiply Divide

Increase Decrease Times Halve (÷2)

Sum Less Double (x2) Quarter (÷4)

More than Minus Triple (x3) Quotient

Plus Less than Product

Difference

Example

1. A number increased by 8 and equal to 32. Find the number

Solution Write down the equation first
Let the number be x

x + 8 = 32(increased means added)

x + 8 = 32(collect the like terms)

x = 32 – 8 (work out the like terms)

x = 24

2. A number decreased by 2 equals 52 find the number.

Solution
Let the number be a
a – 12 = 52(decrease means subtract)

a – 12 = 52 (collect the like terms)

a = 52 + 12 (work out the like terms)

a = 64

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Activity

1. A number increased by 8 number is increased by 8 equals 32 find the number

Answer:………………………..(2)
2. A number decreased by 12 equals 52. Find the number

Answer:………………………..(2)

3. Four times a number is 48, find the number

Answer:………………………..(2)
4. The sum of a number is fourteen.

Answer:………………………..(2)
5. The difference between the square of a number and four is twelve.

Answer:………………………..(2)
6. One quarter of a number is ten

Answer:………………………..(2)
7. Double a number less one hundred is sixty.

Answer:………………………..(2)

8. The product of seven and a number equal fifty-six.

Answer:………………………..(2)

9. Ten less than half a number equals fourteen

Answer:………………………..(2)

10. A number divided by eight is nine.

Answer:………………………..(2)

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 represent a given simple inequalities on a number line and vice versa

Signs
= equal to

≠ Not equal to

> greater than

< 𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛

≥ greater than or equal to

≤ less than or equal to

Notations
𝑥<

𝑥>

𝑥≤

𝑥≥

Meaning the given number is not included in the solution

Meaning the given number is not included in the solution

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 1. Represent the following in equalities on a number line.
(a) x > 3
Means the solution must be greater than 3 and 3 is not included.
List all the number which greater than 3
Don’t shade 3, since it is
Solutions: {4; 5; 6; 7; 8; 9;… } not part of the solution

b) 𝒙 ≤ 𝟒
Meaning the solution must be less than 4 and 4 is included.
List all the numbers which are less than and equal to 4
Solution: {4; 3; 2; 1; 0; −1; −2} Shade 4, since it is part
of the solution

Notes
 More than or greater than we move forward our right
 Less than or smaller than we move toward our left.

Activity

Represent the following the following inequality on a number line and for each inequality writes
down 5 least numbers of the solution

A) 𝒃 < 𝟒

(1)

B) −𝟑 ≤ 𝒏

(1)

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 C) 𝟐 < 𝒌

(1)

D) 𝒌 ≤ −𝟓

(1)

E) 𝒙 < −𝟓

(1)
F) −𝟒 ≥ 𝒂

(1)

2. Write an inequality for each graph

a)

(1)

b)

(1)

c)

(1)

d)
(1)

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TOPIC 3 : Money & Finance
Buying and Selling
Specific objectives:
o Calculate the different between cost and selling price and classify this as profit or loss
o Calculate the profit and loss as a percentage of the cost price

Cost price (CP) is the price at which goods are or have been bought by customers while selling
price (SP) is the price at which a good or service is sold by the seller to the buyer. Profit or gains
may be defined as the scenario when the selling price is greater than cost price while loss is a
scenario when the selling price is less than cost price.
Formulas to know:

 𝑝𝑟𝑜𝑓𝑖𝑡 = 𝑆𝑒𝑙𝑙𝑖𝑛𝑔 𝑝𝑟𝑖𝑐𝑒(𝑆𝑃) − 𝐶𝑜𝑠𝑡 𝑝𝑟𝑖𝑐𝑒(𝐶𝑃)

If profit % is required to find then,
𝑝𝑟𝑜𝑓𝑖𝑡
 𝑝𝑟𝑜𝑓𝑖𝑡 % = × 100
𝑐𝑜𝑠𝑡 𝑝𝑟𝑖𝑐𝑒
 𝑙𝑜𝑠𝑠 = 𝑐𝑜𝑠𝑡 𝑝𝑟𝑖𝑐𝑒 − 𝑠𝑒𝑙𝑙𝑖𝑛𝑔 𝑝𝑟𝑖𝑐𝑒
If loss % is required to find then,
𝑙𝑜𝑠𝑠
 𝑙𝑜𝑠𝑠 % = × 100
𝑐𝑜𝑠𝑡 𝑝𝑟𝑖𝑐𝑒

Example

1. John bought a radio that cost 𝑁$ 160 and sells it for 𝑁$ 200.

(a) Did he make a profit or loss?

= Profit, since his selling price is more than the cost price

(b) Calculate the amount of profit or loss he made.

profit  SP  CP
profit  N $200  N $160
profit  N $40

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 (c) Calculate the percentage profit or loss
profit
% profit  100
CP
N $40
% profit  100
N $160
% profit  25%

2. Tom buys a cellphone for 𝑁$ 200 and sells it for $ 150 .

(a) Did he make a profit or loss?

= Loss, since his selling price is less than the cost price

(b) Calculate the amount of profit or loss he make.

loss  CP  SP
loss  N $200  N $150
loss  N $50
(c) Calculate the percentage profit or loss

loss
%loss   100
CP
N $50
%loss   100
N $200
%loss  25%

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Activity
1. Emma bought a dress costing 𝑁$ 300 and later sold it for 𝑁$ 450.
(a) Find the profit made by Emma.

Answer:𝑁$________________________________ [1]
(b) Calculate the percentage of profit made by Emma.

Answer:________________________________% [2]

2. Sarah bought a smartphone for 𝑁$ 10 000, after two years she sold it for 𝑁$ 8 000.
Calculate:

(a) The difference between the cost price and the selling price.
Answer:𝑁$________________________________ [1]
(b) The percentage profit or loss.
Answer:________________________________% [2]
3. Marianne buys a bread toaster for 𝑁$ 259.95 and later decided to sell it for 𝑁$ 189.95.

(a) Find the loss she made.

Answer:𝑁$________________________________[1]
(b) Calculate her percentage loss.

Answer:________________________________% [2]

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 4. Selma bought a second hand car for 𝑁$50 000. She later sold the car for 𝑁$75 000.

(a) Calculate the profit Selma made on the car.

Answer:𝑁$________________________________ [1]

(b) Calculate the percentage profit Selma made on the car.

Answer:________________________________% [2]

o Calculate the selling price if the profit or loss is stated as a percentage

Profit is calculated as a percentage of the cost price. The profit or loss is calculated as a fraction of
the cost price which is changed to a percentage. Remember: a percentage is a fraction given in
15
hundredths, for example 15% = . it can also be written as a decimal fraction, 0.15.
100

Note
o 𝑖𝑛𝑐𝑟𝑒𝑎𝑠𝑒𝑑 𝑣𝑎𝑙𝑢𝑒 = 𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑣𝑎𝑙𝑢𝑒 + (𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 × 𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑣𝑎𝑙𝑢𝑒)
Profit
Cost price (CP) is original value

o 𝑑𝑒𝑐𝑟𝑒𝑎𝑠𝑒𝑑 𝑣𝑎𝑙𝑢𝑒 = 𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑣𝑎𝑙𝑢𝑒 − (𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 × 𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑣𝑎𝑙𝑢𝑒)

Loss
Cost price (CP) is original value

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Example
1. A profit of 15% is made on radios which cost N$ 634. What is the selling price of the
radios?
𝑖𝑛𝑐𝑟𝑒𝑎𝑠𝑒𝑑 𝑣𝑎𝑙𝑢𝑒 = 𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑣𝑎𝑙𝑢𝑒 + (𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 × 𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑣𝑎𝑙𝑢𝑒)
N $634
profit  CP  ( Percentage  CP )
0.15
15
profit  N $634  (  N $634) 
100

profit  N $634(0.15  N $634)
634
profit  N $634  N $95.10
000
profit  N $729.10

 N $95.10

2. A builder bought a house for N$ 105 000. He sold it at a loss of 5%. At what price did he
sell the house?
𝑑𝑒𝑐𝑟𝑒𝑎𝑠𝑒𝑑 𝑣𝑎𝑙𝑢𝑒 = 𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑣𝑎𝑙𝑢𝑒 − (𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 × 𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑣𝑎𝑙𝑢𝑒)
loss  CP  ( Percentage  CP )
5
loss  N $105000  (  N $105000)
100
loss  N $105000  (0.05  N $105000)
loss  N $105000  N $5250
loss  N $99750

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Activity
1. A clock which cost N$ 22.50 is sold at a profit of 20% on the cost price. Find its selling
price.

[2]
2. A car which cost N$ 78 000 is sold at a loss of 6% on the cost price. Find its selling price.

[2]

o Solve problems involving mark – up and discount expressed as percentage

A discount is an amount which is taken off the price of something. Discounts are usually stated
as percentages. While mark – up is a term used, mainly in the retail trade to indicate what has to
be added onto the cost price of an article to find the selling price. It is usually expressed as a
percentage of the cost price.

Example
1. In a video store, a DVD that sells for N$150 is marked “15% off”.

(a) How much is the discount?

First workout 15% 15

Discount   150
of N$150 100
15 150
Discount  
100 1
15 15
Discount  
10 1
Discount  1.5  15
Discount  N $22.50

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 (b) What is the sale price of the DVD?
𝑆𝑎𝑙𝑒 𝑝𝑟𝑖𝑐𝑒 = 𝑂𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑝𝑟𝑖𝑐𝑒 − 𝐷𝑖𝑠𝑐𝑜𝑢𝑛𝑡
 N $150  N $22.50
 N $127.50
2. A school trouser labelled at N$ 110 is sold for N$ 88. Find the percentage discount.
Use the method: Percentage Decrease
Change  N $110  N $88
Change  N $22

𝐶ℎ𝑎𝑛𝑔𝑒
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑑𝑒𝑐𝑟𝑒𝑎𝑠𝑒 = × 100
𝑂𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑣𝑎𝑙𝑢𝑒
22
  100
110
22 100
 
110 1
22 10
 
11 1
 2  10
 20%
𝑇ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒, 𝑡ℎ𝑒 𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑑𝑖𝑠𝑐𝑜𝑢𝑛𝑡 𝑜𝑛 𝑡ℎ𝑒 𝑡𝑟𝑜𝑢𝑠𝑒𝑟 𝑖𝑠 20%.
3. Maria bought a dress priced at N$ 400 is sold for N$ 300. Find the percentage discount.

Use the method: Percentage Decrease

Change  N $400  N $300
Change  N $100

𝐶ℎ𝑎𝑛𝑔𝑒
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑑𝑒𝑐𝑟𝑒𝑎𝑠𝑒 = × 100
𝑂𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑣𝑎𝑙𝑢𝑒
100
  100
400
100 100
 
400 1
100 1
 
4 1
 25%

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 4. On a sale, the price of a boat was reduced from N$ 21 000 to N$ 16 800. Calculate the
reduction as a percentage of the original price.

Use the method: Percentage Decrease

Change  N $21000  N $16800
Change  N $4200

𝐶ℎ𝑎𝑛𝑔𝑒
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑑𝑒𝑐𝑟𝑒𝑎𝑠𝑒 = × 100
𝑂𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑣𝑎𝑙𝑢𝑒
4200
  100
21000
4200 100
 
21000 1
4200 1
 
210 1
420

21
 20%
Activity

1. Mrs. Hausiku is buying a TV set costing 𝑁$ 6 500. She is given a discount of 10%.
(a) Calculate the discount amount offered.

Answer:𝑁$________________________________ [2]
(b) How much will she pay for the TV set?

Answer:𝑁$________________________________ [1]

2. On a sale, the price of a bike was reduced from N$ 17 000 to N$ 15 300. Calculate the
reduction as a percentage of the original price.

Answer: _________________________% [3]

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Simple interest
Specific objectives
 calculate interest earned or interest paid on an amount of money, given the rate of interest
and the time (in full years and /or months)

Simple interest
 Is when the interest on the loan or investment is calculated only on the amount
invested or loaned.
𝑝×𝑟×𝑡 𝐼 = 𝑖𝑛𝑡𝑒𝑟𝑒𝑠𝑡
Simple interest formula : 𝐼 = 100
𝑃 = 𝑝𝑟𝑖𝑛𝑐𝑖𝑝𝑎𝑙(𝑎𝑚𝑜𝑢𝑛𝑡 𝑏𝑜𝑟𝑟𝑜𝑤𝑒𝑑 𝑜𝑟 𝑖𝑛𝑣𝑒𝑠𝑡𝑒𝑑)
𝑟 = 𝑟𝑎𝑡𝑒(𝑖𝑛𝑡𝑒𝑟𝑒𝑠𝑡 𝑟𝑎𝑡𝑒 %)
Worked example 𝑡 = 𝑡𝑖𝑚𝑒(𝑦𝑒𝑎𝑟𝑠 𝑜𝑟 𝑚𝑜𝑛𝑡ℎ𝑠)

1. Nangurohi deposited N$ 4 000 at the bank at an interest rate of 3.5% per year.
How much interest will she earned at the end of 3 years.

𝑝×𝑟×𝑡 4000×3.5×3 42 000

𝐼= = = = 𝑁$ 420
100 100 100

2. Thikongo borrowed N$ 6 500 from the bank at an interest rate of 12% per year for 2 years.
How much interest does he has to pay the bank at the end of 2 years.

𝑝×𝑟×𝑡 6 500×12×2 156 000

𝐼= = = = 𝑁$ 1 560
100 100 100

3. Kandjimi got a loan of N$ 5 300 to buy goats. The bank charges 7% interest.
Calculate the interest he will pay back after 18 months.

convert 18 months into years =

18 (𝑚𝑜𝑛𝑡ℎ𝑠) 𝑝×𝑟×𝑡 5 300×7×1.5 55 650
12(𝑚𝑜𝑛𝑡ℎ𝑠)
= 1.5 𝑦𝑒𝑎𝑟𝑠 𝐼= = =
100 100 100
= 𝑁$ 556.50

4. Ndayi invested N$ 8 000 in her saving account that pays 5% simple interest.
(a) How much interest will she earned for a period of 3 years.

𝑝×𝑟×𝑡 8 000×5×3 120 000

𝐼= = = = 𝑁$ 1 200
100 100 100

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 (b) Calculate the total amount she will get after 3 years.
Total amount = Principal +
= 8 000 + 1 200 = 𝑁$ 9 200
interest
total amount

Activities

1. Ben deposited N$ 9 500 in a simple interest account that pays 2.8% interest annually.
If Ben leaves the money in the account for 2 years, how much interest will he earn?

Answer N$ ……………………. [2]

2. Namutenya borrowed N$ 4 800 from the bank to buy a motorbike at 5% interest per
year for 3 years .Calculate the interest to be paid for 3 years.

Answer N$ ……………………. [2]

3. Haingura took out a simple interest loan of N$30 000 that charges 8% interest per
year.
(a) How much interest does he has to pay the bank at the end of 2 years.

Answer N$ ……………………. [2]

(b) Calculate the total amount he will pay back after 2 years.

Answer N$ ……………………. [1]

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 4. Sisindi invested N$10 700 in the bank at 8% simple interest per year.
(a) How much interest will he earn at the end of 3 years.

Answer N$ ……………………. [2]

(b) Calculate the total amount he will get after 2 years.

Answer N$ ……………………. [1]

5. Nayipafu took out a small loan of $900 for 6 months. The simple interest rate on the
loan was 10.5%. How much will she pay in interest on the loan?

Answer N$ ……………………. [2]

6. Ms. Paulinus has N$ 2 000 to invest for 8 months. She invest the money at simplest
interest at the rate of 6.5% per year.
(a) How much interet will she have at the end of 8 months.

Answer N$ ……………………. [2]

(b) Calculate the total amount she will receive after 2 years.

Answer N$ ……………………. [1]

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 7. Laurensia borrowed 𝑁$𝑃 for 2 years at 5% simple interest per year.she pays N$ 120
interest. Calculate the value of 𝑃.

Answer N$ ……………………. [2]

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TOPIC 4: MENSURATION
Perimeter

 calculate perimeters of parallelograms, rhombus and irregular two-dimensional shapes

Perimeter – sum of all measurements or length surrounding a shape.
(distance around the shape) . Add all length around a shape

Example: calculate the perimeter of the shape below.

the shape has four sides , opposites are equal. We add all the four sides.
𝑃 = 40𝑚𝑚 + 20𝑚𝑚 + 40𝑚𝑚 + 20𝑚𝑚
𝑃 = 120 𝑚𝑚

Activity
1. i) Calculate the perimeter of the shapes below.
ii) Write down the special name of the shapes below.

a) [2]

b) [2]

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 c) [2]

d) [2]

Combined shapes: identify the shapes combined e.g square and parallelogram.

Note: The joining line of the

two shape is not part of the
perimeter. Because it is in the
middle of the shape(inside
length).

𝑃 = 15 𝑐𝑚 + 10𝑐𝑚 + 10𝑐𝑚 + 10𝑐𝑚 +

15𝑐𝑚 + 10𝑐𝑚

𝑃 = 70𝑐𝑚

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Activity:
1. Calculate the perimeter of the shapes below.
a)
[2]

b) [2]

Example:
Irregular shape: identify the
missing measurements, work them
out before calculating the perimeter.

Length M and B is not given on the diagram. B it belongs to the horizontal length
of 15𝑐𝑚, to get the measurement of B 15 𝑐𝑚 – 7 𝑐𝑚 = 8 𝑐𝑚. Length M is
vertical, part of 20𝑐𝑚 , to get the measurement we will subtract 4cm which is also
part of 20𝑐𝑚.We can now calculate the perimeter. 𝐵 𝑖𝑠 20 𝑐𝑚 − 4 𝑐𝑚 = 16𝑐𝑚
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Activities
1. The diagrams below show to plots used for planting vegetables. Calculate the perimeter of
each plot.
a)
[2]

𝑷𝒍𝒐𝒕 𝑨

b)

𝑷𝒍𝒐𝒕 𝑩

[2]

c)
𝑷𝒍𝒐𝒕 𝑪

[2]

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 find the length of an unknown side of two-dimensional shapes when the perimeter and
other sufficient information is given
1. A rectangle has a perimeter of 150𝑐𝑚, its breadth is 25 𝑐𝑚. How long is the length of
the rectangle? [2]

2. The perimeter of a rhombus is 100𝑚. How long is the side length? [1]
3. A crop field that has a shape of a parallelogram has a perimeter of 118𝑐𝑚; one side
length is 27𝑐𝑚. Calculate the side marked 𝑋. [2]

4. The perimeter of a square is 80 𝑐𝑚. How long is each side of the square? [1]

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 find the approximate value of  as the ratio between the circumference and the
diameter of a circle .

The value for 𝑝𝑖, 𝜋 = 3.1415926535897932, 𝑜𝑛 𝑦𝑜𝑢𝑟 𝑐𝑎𝑙𝑐𝑢𝑙𝑎𝑡𝑜𝑟,

=3 (Rounded to nearest whole number)

Note: That means the ratio between circumference and diameter of a circle is called 𝜋 ( 𝑝𝑖 ).
Activities:
1. Use four circular objects to investigate the ratio between circumference and diameter of
a circle. Record in the table.
Object Circumference Diameter 𝑪𝒊𝒓𝒄𝒖𝒎𝒇𝒆𝒓𝒆𝒏𝒄𝒆
𝑫𝒊𝒂𝒎𝒆𝒕𝒆𝒓
(Write your answer in full and
round to
(1d.p) ).

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Calculate the circumference of a circle when the diameter or radius is given
22
(For mental arithmetic practice purpose and when learners are asked to use for the
7
value of a  , the diameter should be given as a multiples of 7)

Examples:
22
Calculate the circumference of the shapes below. 𝜋 = 3.14 𝑜𝑟 , 𝐶=𝑑×
7
𝜋 𝑜𝑟 𝐶 = 2𝜋𝑟 (𝑑 𝑓𝑜𝑟 𝑑𝑖𝑎𝑚𝑒𝑡𝑒𝑟 , 𝑟 𝑓𝑜𝑟 𝑟𝑎𝑑𝑖𝑢𝑠)
22
.𝐶 = 343 × 𝑜𝑟 343 × 𝜋( 𝑐𝑎𝑙𝑐𝑢𝑙𝑎𝑡𝑜𝑟 𝑠𝑦𝑚𝑏𝑜𝑙 𝑓𝑜𝑟 𝑝𝑖)
7

𝐶 = 1078 𝑚 𝑜𝑟 𝐶 = 1077.6 𝑚

22
𝐶 = 2𝜋𝑟 -------- 𝐶 = 2 × 𝜋 × 28 𝑜𝑟 𝑐 = 2 × × 28
7

= 175.9𝑐𝑚 Or 176 𝑐𝑚

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Activities
22
b) The circle below has a radius of 14 𝑐𝑚. Calculate the circumference (𝜋 = ). [2]
7

14 𝑐𝑚

c) The diagram below shows a circle with diameter 49 𝑐𝑚. Calculate the
22
circumference(𝜋 = ). . [2]
7

49 𝑚

22
d) The radius of a circle is 21𝑐𝑚 (𝜋 = ).
7
a) Write down the value of the diameter. [1]

b) Calculate the perimeter of the circle. [2] 21 𝑐𝑚

e) The shape below shows a semi-circle and a parallelogram. Calculate the perimeter of the
shape. [3]

14𝑐𝑚
10 𝑐𝑚

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find the length of an unknown radius and diameter when sufficient information is given
Example:
The circumference of a circle is 196 cm.
a) Diameter b) radius
22 𝑑
Substitute the values in the formula and workout.𝜋 = 𝑟 = 2 𝑜𝑟 𝑟 = (𝐶 ÷ 𝜋) ÷ 2
7

62.4
𝐶 =𝑑×𝜋 𝑟= or
2

196 = 𝑑 × 𝜋 𝑜𝑟 𝑑 = 𝐶 ÷ 𝜋 𝑟 = 31.2 𝑐𝑚
𝑑 = 196 ÷ 𝜋 or 𝑟 = (196 ÷ 𝜋) ÷ 2

= 62.4 𝑐𝑚 = 31.2 𝑐𝑚

Activities
f) The circumference of a circle is 175.9 cm as shown below.
a) Calculate the value of the diameter. [2]

b) Calculate the radius.[2] 𝐶 = 175.9 𝑐𝑚

g) The diagram below shows a circle

a) Give the name of length DE. [1]

b) DE=16 𝑐𝑚, how long is OE. [1]

c) What is the special name of line OD? [1]

d) Calculate the perimeter of the shape. [2]

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 h) Use the information in the diagram to calculate the value of 𝑟. [2]

𝑟 =?

𝐶 = 78.5 𝑐𝑚

Area

Specific Objectives: calculate areas of triangles, squares, rectangles, parallelograms and

rhombus using the formula
_________________________________________________________________________
Area is the size of a flat surface.
Useful formulae:
Triangle Square Rectangle Parallelogram Rhombus
𝟏
A=𝟐 xbxh A=sxs A=lxb A=bxh A=bxh

1. Calculate the area of each of the following shapes:

Isosceles triangle
Two sides equal. Perpendicular lines determine base and height. Perpendicular lines are
lines that meet a point to form angle 90°.

.
1
A=2 xbxh
1
= x 9 cm x 4 cm
2

36 𝑐𝑚2
= 2
= 18 cm2

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Parallelogram
Opposite sides are equal. Perpendicular lines determine base and height. Perpendicular lines are
lines that meet a point to form angle 90°.

A=bxh

= 12 cm x 4 cm

= 48 𝑐𝑚2

height

base

Rectangle
Has length and breadth/width. To calculate area, multiply the value for length and breadth/

width. (m x m = 𝑚2 , cm x cm = 𝑐𝑚2 )
A=lxb

Not to scale

breadth/width

A=lxb
= 12 cm x 2 cm
= 24 cm2

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Activity
1. The square with a side 7 cm is given below.

Calculate the area of the square.

2. Below is triangle. Calculate the area of the triangle.

3. Calculate the area of the triangle below

4. Calculate the areas of the following shapes:

Not to scale

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Specific Objectives: calculate areas of simple combined shapes made from combining
squares, rectangles and triangles only
_________________________________________________________________________

Combined shapes are irregular shapes made from combining different shapes such as squares,
rectangles, triangles, etc. Example:
1. Calculate the area of the shape below.

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Step 1. Divide/ cut shapes in order to form basic shapes which you can use the formula to
calculate area.

Step 3: Apply the correct formula of area of each shaped formed.

A=Ixb A=lxb A=lxb
=15 cm x 2 cm = 3 cm x 6 cm = 6 cm x 9 cm
= 30 𝑐𝑚2 = 18 𝑐𝑚2 = 54𝑐𝑚2
Area of the shape: 30 𝑐𝑚2 + 18 𝑐𝑚2 + 54𝑐𝑚2 = 𝟏𝟎𝟐 𝒄𝒎𝟐
2. Calculate the area of the unshaded region

6 cm

\Step 1: Calculate area of rectangle ACDF.

A=lxb
= 12 cm x 4 cm
= 𝟒𝟖𝒄𝒎𝟐

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Step 2: Calculate area of a triangle (shaded region) or step 2: calculate the area of one small
unshaded triangle
1 1
A=2xbxh A=2xbxh
1 1
= 2 x 12 cm x 4 cm = x 6 cm x 4 cm
2

48 𝑐𝑚2 24 𝑐𝑚2
= =
2 2

= 𝟐𝟒 𝒄𝒎𝟐 = 𝟏𝟐 𝒄𝒎𝟐
Step 3: Area of the unshaded region or step 3: Area of the unshaded region is a rea
= Area of rectangle – Area of triangle for the two unshaded triangle
= 𝟒𝟖𝒄𝒎𝟐 - 𝟐𝟒 𝒄𝒎𝟐 𝟏𝟐 𝒄𝒎𝟐 + 𝟏𝟐 𝒄𝒎𝟐
= 𝟐𝟒 𝒄𝒎𝟐 𝟐𝟒 𝒄𝒎𝟐

Activity
Specific objectives: calculate areas of simple combined shapes made from combining
squares, rectangles and triangles only

1. Peter has a garden that he fenced off.

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 Calculate the area of the garden.

2. The diagram shows simple combined shapes. Calculate the area of the shape.

3. Based on the diagram below:

4m

2m i. Calculate the area of the outside rectangle

ii. Calculate the area of the inside rectangle
iii. Find the area of the shaded region
7m
5m

Not to scale

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Specific Objectives: find the length of a side or the height when the area and sufficient other
information is given (only for squares, rectangles and triangles)
_________________________________________________________________________

Square Rectangle

Useful formulae: A=sxs or A = 𝑠2 A = lb or A = l x b

Note: A is for area, s is for side, l is for length, and b is breadth.

Triangle

1
A=2xbxh

Examples:
1. The area of a square is 64 cm2. Find the length of its sides.
A = s x s or A = 𝒔𝟐 first write the formula for Area of a square

64 𝑐𝑚2 = 𝑠 2 replace A with 64 cm2

√64 𝑐𝑚2 = √𝑠 2 introduce √ on both sides to remove index of 2

8 cm = s √64 𝑐𝑚2 = 8 cm, √𝑠 2 = s

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 2. The area of a rectangle is 433,5 m2. It has a length of 25,5 m. Find the breadth of the
rectangle.
A = lb or A = l x b write the formula for area of rectangle

433,5 m2 = 25,5mb replace A with 433,5 m2, l with 25,5 m

433,5 𝑚2 25,5 𝑚 𝒃
= divide both sides with 25,5 m
25,5 𝑚 25,5 𝑚

17 m = b

3. The area of a triangle is 𝟒𝟐 𝒄𝒎𝟐 . The base is 7 cm. What is the height of the triangle?

1 1
A = 2bh or A = 2 x b x h write the formula for area of a triangle

1
𝟒𝟐 𝒄𝒎𝟐 = 2 x 7 cm x h replace substitute A with 42 𝑐𝑚2

𝟕 𝒄𝒎𝒉
𝟒𝟐 𝒄𝒎𝟐 = 𝟐

𝟒𝟐 𝒄𝒎𝟐 = 3.5cmh 7cmh ÷ 2 gives 3.5cmh

42 𝑐𝑚2 3,5 𝑐𝑚 ℎ
= divide both sides by 7 cm.
7 𝑐𝑚 7 𝑐𝑚

12 cm = h (note 𝒄𝒎𝟐 ÷ cm = cm)

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Activity
Specific Objectives: find the length of a side or the height when the area and sufficient other
information is given (only for squares, rectangles and triangles)
_________________________________________________________________________
1. The area of a right-angled triangle is96 𝑚2. The base of the triangle is 16 m long.

Calculate x, the height of the triangle.

Answer______________________ m [1]
2. The area of the rectangle shown below is 𝟒𝟎 𝒄𝒎𝟐 , and its length is 8 cm.

Calculate the breadth, b.

Answer_____________ m [1]

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 3. The area of a triangle ABC is 30 cm2. One side is 5 cm. Calculate the height (h).

Answer______________________ cm [1]
4. Three square tiles are arranged as in the drawing alongside. Their areas are given in the
drawing.

B
A
A = 25m2
m2

A = 16 m2

A = 9 m2
C

a. What is the length of each tile ?

A ________ m
B ________ m
C ________ m [3]

b. Calculate the area of the triangle formed by the three squares.

Answer______________________ 𝑚2 [1]

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 5. A rectangle has area 456 𝑐𝑚2 and breadth 24 cm. What is its length ?

Answer______________________ cm [1]
6. The diagram shows a right angled triangle. The area of the triangle is 30 cm2.

13 cm
height

12 cm

Calculate its height.

Answer______________________ cm [1]

7. Below is a triangle.

The triangle has an area of 30 cm² and a base of 10 cm.

Calculate the perpendicular height h of the triangle.

Answer (a): h = cm [1]

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TOPIC 5: GEOMETRY

b. Angles properties

 Identify pairs of angles as supplementary and complementary angles

Complementary angles

Complementary angles are two angles with a sum of 90 degrees, they form a right angle.

Complementary angles

25°+65°=90°

̂ And 𝐵𝑂𝐷
Therefore 𝐴𝑂𝐷 ̂ are complementary angles

Supplementary angles

Supplementary angles are two angles with a sum of 180 degrees; they lie on the same side of a
straight line.

Supplementary angles

120°+60°=180°

̂ and 𝐴𝑂𝐶
Therefore 𝐴𝑂𝐵 ̂ are supplementary angles

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 Example 3. What is the measure of angle z in the figure?

1. What is the measure of the angle that is Angles on a straight line

complementary to

a) 35°
Let the unknown be 𝒂°
Complementary they add up 35° + 𝑧° = 180°
to 90°
𝑧 = 180° − 35°
𝑎° + 35° = 90° 𝑧 = 45°
Collect the like terms
𝑎° = 90° − 35° 4. If ∠𝐴𝐵𝐶 and ∠𝐷𝐸𝐹 are complementary angles.
If ∠𝐴𝐵𝐶 = (5𝑥 + 7)° and ∠𝐷𝐸𝐹 = (3𝑥 +
𝑎° = 55°
3)°, find the value of 𝑥
2. What is the measure of the angle that is
supplementary to 40° Complementary angle
Let the unknown angle be 𝒙° they add up to 90°

Supplementary add up to
180° ∠𝐴𝐵𝐶 + ∠𝐷𝐸𝐹 = 90°

40° + 𝑥° = 180° Step1: Write the equation

Collect the like terms (5𝑥 + 7) + (3𝑥 + 3) = 90°

𝑥° = 180° − 40° Step 2: Add up the like terms

𝑥 = 140° 8𝑥 + 10° = 90°

Step 3: collect the like terms
8𝑥 = 90° − 10°
8𝑥 = 80°
Step 3: get rid of the coefficient
8𝑥 80°
=
8 8
𝑥 = 10°

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5. Solve for 𝑥

Complementary angles

Step 1: write the equation

(6𝑥 + 2)° + 40° = 90°
Step 2: add up the like terms
6𝑥 + 42° = 90°
Step 3: Collect the like terms
6𝑥 = 90° − 42°
Step 4: get rid of the coefficient
6𝑥 90°
=
6° 6°
𝑥 = 15°

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Activity 1

1. What is the measure of the angle that is complementary to

a) 18°

______°(1)

a) 25°

______°(1)
b) 82°

______°(1)
c) 75°

______°(1)
2. What is the measure of the angle that is supplementary to

a) 77°

______°(1)
b) 45°

______°(1)
c) 63°

______°(1)
d) 75°

______°(1)

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3. What is the measure of angle w in the figure?

w°=…………………………(1)

4. What is the measure of angle x in the figure?

𝑥°=…………………………(1)

5. What is the measure of angle y in the figure?

𝑦°=…………………………(1)

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5. If ∠𝐴𝑂𝐵 and ∠𝐵𝑂𝐶 are supplementary angles. If ∠𝐴𝑂𝐵 = (9𝑥 + 7) ° and
∠𝐵𝑂𝐶 = (13𝑥 − 3) °, what are the measures of the two angles?

∠𝐴𝑂𝐵 =……………….(2)
∠𝐵𝑂𝐶 =………………..(2)

7. Solve for 𝑥.

𝒙 =…………..°(2)

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Calculate unknown angles by applying the following angle properties

Angles properties
Angles formed on a straight line  They are
formed on a
straight line
 They add up
to 180°

Angles at a point  They are

formed
around the
point
 Add up to
360°

Angles formed at intersecting lines  They are

formed
when two
straight line
meets
 The
opposite
angles are
equal when
they are
formed at
intersecting
angles

 Angles formed within parallel lines intersected by transversal

Alternate angles Alternate angles are

formed inside the
parallel line and

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 they form Z shape
which can also be
back to front. They
are always equal

Corresponding angles Corresponding

angles are equal.
The lines form an F
shape

- Co-interior angles Co-interior angles

add up to 180°, they
form a “C” shape
angle

Properties of triangles
Interior angles of triangles Interior angles of a
triangle always add
up to 180°

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 - Equilateral triangle All the interior
angles are equal;
each interior angle
is equal to 60

- Angles in isosceles triangle The two base angles

are always equal

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 Example

1. Determine the size of the unknown angles and b)

give your reasons (show all your work)
a)

81°+92°+100+a=360
Step 1: identify the angles
a°=360°-(81+92+100)°
Angles formed on a straight line
Step 2: write the equation
a°=87°
27°+n°=180°
Reason: angles on a point add up
Step: Work out the missing angle by solving
to 360°
the equation
n°=180°-27°
n°=153°
Reason: angle on a straight line add up to
180°

c)

105°+42°+d°=180°

d°=180°-(105+42)°

d°=33°
Reason: sum of interior angle of a triangle is 180°

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Activity

1. Determine the size of the unknown angles and give your reasons (show all your
work)
a)

d° =………°(1)

Reason:
………………………………………………………………………………………….(1)

b)

𝑎 =…………°(1)

Reason:
……………………………………………………………………………………………...(1)

𝑏 =…………°(1)

Reason:
……………………………………………………………………………………………...(1)
 b)

𝑎 =…………°(1)

Reason:
……………………………………………………………………………………………...(1)

2. Find the missing angles

a)

𝑥 =……..……°(1)

𝑢 =……………°(1)
b)

𝑢 =………°(1)

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 c)

𝑢 =………°(1)
d)

𝑎 =…………..….……°(2)
𝑏 =…………….………°(2)
𝑐 =………………………°(1)
𝑑 =………………….……°(1)
𝑒 =………………………°(1)

3. Are line AB and CD are parallel? Give your reason

a)

Reason:…………………………………………………………………………(2)
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 b)

Reason:…………………………………………………………………………(2)

4. In the figure, AB is parallel to CD , angle DCE= 144° and angle CAF= 76°
Calculate the value of

a) X

Answer:………………….(2)
b) Y

Answer:………………….(2)

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 5. In the diagram, line PQ and RS are parallel. ABC is a right angled triangle.

Find the value of

a) X

Answer:………………….(2)

b) y
Answer:………………….(2)

6. In the figure ABCD is a quadrilateral and BCE is a straight line. Angle DBC=22°
and angle DCE=58°

a) Write down the geometrical name for the quadrilateral ABCD

Answer :……………………..(1)

b) Calculate the value of

i) X
Answer :………………….( 2)

ii) Y

Answer :………………….( 2)

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Symmetry
Specific objectives:
o identify and draw lines of symmetry for any given shapes

Line Symmetry
The line of symmetry divides a shape into two equal matching halves. When a shape with a
line of symmetry is folded along the line of symmetry, the two equal parts fit exactly onto each
other. The center line of a symmetrical shape is called its line of symmetry. In other words,
the line cuts the shape in the middle in such a way that on both sides of the line the parts are
identical and matching. Some shapes have more than one line of symmetry.
Regular polygons lines of symmetry is equal to the number of sides it has. The dotted line
represent the line of reflection and the numbers represent the number of line of symmetry in
the examples below.

Example
1. Draw the line(s) of symmetry on the figures below.

(a) (b)

(c)
(d)

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 Activity
Draw the line (s) of symmetry in the figures below

(a) (b)

(c) (d)
[4]

Transformation
Specific objectives:
o identify reflections from given diagrams
o draw and describe reflections of simple shapes limited to horizontal and vertical
lines of reflection

In mathematics, a transformation is an action that moves all points on a given shape according
to a specified rule. During a transformation, the shape is transformed into an image of the shape.
We will focus on reflection on plane figures in this grade.

Reflections is a transformation in which a shape is reflected in a line of reflection also called

a mirror line. The line of reflection can be inside or outside the shape. In a reflection the
orientation of a shape changes but not its shape and size.
Note: When describing reflection you must identify or write that it is reflection and name the
line of reflection, e.g. y – axis or x – axis.

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Example 2
1. Reflect figure A in the y – axis. Label the image B.

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 2.
(a) Reflect triangle E in the y – axis and label it F.

(b) Reflect triangle E in the x – axis and label it G. +

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 3. Draw the image of figure A under reflection in the y – axis and label it H.

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 4. Draw the image of triangle ABC under a reflection in the line 𝑥 = −1 and label
PQR.

The vertical line 𝑥 = − 1 is now

the line of reflection/ mirror line
and you count the blocks to this
line and not to the 𝑦 – 𝑎𝑥𝑖𝑠

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 Example 2

1. The grid shows triangle A and triangle B.

Describe fully a single transformation which maps triangle A onto triangle B.

Note: When describing reflection you must identify or write that it is reflection and name the
line of reflection, e.g. y – axis or x – axis.

Answer: Reflection; in the y - axis

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 2. Describe the single transformation that maps triangle A onto triangle M.

Answer: Reflection; in the x - axis

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 3. Study the grid below.

(a) Fully describe the transformation that maps figure A onto figure B.
Answer: Reflection; in the x - axis

(b) Fully describe the transformation that maps figure B onto figure C.

Answer: Reflection; in the y – axis

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 4. Describe the single transformation that maps shape A onto shape B.

Answer: Reflection; in the 𝒙 = −𝟏

The line 𝒙 = −𝟏 represents the

reflection line (mirror line).

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Activity
1. Reflect triangle A in line M and label the image B.

[2]

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 2. The following graph illustrates the transformation that maps figure A onto image B.

(a) Fully describe the transformation that maps figure A onto figure B.
[2]

(b) How many lines of symmetry does figure A have?

[1]

3. Reflect figure A onto the 𝒚 − 𝒂𝒙𝒊𝒔 and label it figure R.

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 [2]

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 4. Describe fully the single transformation that map triangle A onto triangle T in the
diagram.

[2]

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Topic 6: Coordinate Geometry
Specific objectives
 draw and label the four quadrants of a Cartesian plane
 label axis and plot given points on the Cartesian plane
 plot given co-ordinates in all the four quadrants and join them accordingly to form
different shapes
 describe the location of a given point in terms of its coordinates

1. Cartesian plane

2. Plotting point on Cartesian plane.

(𝒙, 𝒚)

𝑥 − coordinate 𝑦 − coordinate

Location of a given point

Write in the form of coordinates
Example:
Point A (4, 3) Point B (2, -2)
Point C (-3, 0)

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 3.
(a) On the grid paper plot the given points.

𝐴 (−2, 2) 𝐵 (2, 2) 𝐶 (4, −3) 𝐷 (−4, −3)

(b) Give the geometrical name of shape 𝐴𝐵𝐶𝐷

When the shape is formed

identify the name

Which is a trapezium

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Activity

1. Plot the given points on the grid.

𝐴(−2, 5) 𝐵(−4, 0) 𝐶(1, 1) 𝐷(4, 3) 𝐸(5, −4) 𝐹(0, −2) 𝐺(−3, −3)

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 2. Write down the coordinate of points

(a) A ( , )

(b) B ( , )

(c) C ( , )

(d) D ( , )

(e) E ( , )

(f) F ( , )

(g) G ( , )

(h) H ( , )

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 3. Study the coordinate system.

(a) Write down the coordinate of points

𝐴(… … .. , … … . . ) 𝐵(… … .. , … … . . ) 𝐶(… … .. , … … . . )

[3]

(b) Plot the points 𝑊( −3, 1) 𝑋(0, 3) 𝑌(3, 1) 𝑍(0, −3) [3]

(c) Join the points 𝑊𝑋𝑌𝑍 and state the geometrical name of the shape [2]

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Topic 7: Statistics & Probability

Data representation

 collect, classify and tabulate discrete data obtained from questionnaires, surveys or
secondary sources
1

Tally 5

10
Frequency: the number of times a quantity or number appears or seen in a group or set.
Classify: group according to similarity.
Tabulate: Put data in a table.
Example: a learner in grade 8, collected data about domestic farm animals owned by
different household. Classify and tabulate the following data.
Cattle , goats , donkeys , pigs , horse , goats , horse , pigs , pigs , donkeys , cattle ,
Cattle , pigs , donkeys , cattle , horse , goats , goats , cattle , pigs , donkeys , cattle
,cattle
goats, donkey , goats , goats , horse , cattle , cattle , cattle , donkeys , cattle

Type of animal Tally Frequency(household)

Cattle 11

Goat 7

Donkey 6

Pig 5

Horse 4

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Activities
1. Amorn has done a survey of fruit preferences in the café. Each person's favorite fruit is
shown below. Represent this information using a suitable table. [3]
Banana, Melon, Banana, Banana, Apple, Banana, Orange,
Melon, Banana, Apple, Apple, Apple, Banana, Banana, Orange,
Melon, Banana, Melon, Apple, Orange, Melon, Banana, Apple,
Apple, Banana, Melon, Apple, Orange, Orange, Apple, Banana, Banana
.
Fruit Tally Frequency
Apple
Banana
Melon
Orange

2. Alisa is collecting data about eye colour at her school. She finds the following colors.
Classify and tabulate the data below. [3]

Colour Tally Frequency

Blue
Brown
Green
Hazel

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Measure of central tendency and dispersion
Specific objectives
 calculate the arithmetic mean of small sets of discrete data
 compare two sets of similar data by calculating the arithmetic mean

Measure to summarise data

Measure of central tendency Measure of depression

Mean: The average sum of all Median: The middle Range

values value of an ordered
The highest value – the
sample of numerical
𝑠𝑢𝑚 𝑜𝑓 𝑣𝑎𝑙𝑢𝑒 lowest value
= values
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑣𝑎𝑙𝑢𝑒𝑠

Mode: The value that

appears most frequency

Worked example
8 ,6, 3, 7, 1, 6, 4
Example 1: 8, 6, 3, 7, 1, 6, 4
𝑠𝑢𝑚 𝑜𝑓 𝑣𝑎𝑙𝑢𝑒
𝑴𝒆𝒂𝒏 = 1 ,3, 4, 6, 6, 7, 8 (arrange in order)
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑣𝑎𝑙𝑢𝑒𝑠
8+6+3+7+1+6+4 Median= 6
=
7 Example 2: 6, 2, 3, 8, 1, 4, 9, 5
35
= 1, 2, 3, 4, 5, 6, 8, 9 (arrange in order)
7
4+5 9
𝑚𝑒𝑎𝑛 = 5 𝑀𝑒𝑑𝑖𝑎𝑛 = = = 4.5
2 2
Example 1: 8 ,6, 3, 7, 1, 6, 4 10, 8, 11, 12, 9, 10, 11, 13, 10, 11
1 ,3, 4, 6, 6, 7, 8 Range = higherst value - lowerst value
Mode = 6 (8, 9, 10, 10, 10, 11, 11, 11, 12, 13)

Example 2: 8, 9, 10, 10, 10, 11, 11, 11, 12, = 13 – 8

13 Mode = 10 and 11
Range = 5

Example 3: 13, 14, 16, 18, 21

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Activities
1. Six grade 8 learners wrote a mathematic test out of 20. Their test marks are:

19, 8, 10, 3, 12, 6

(a) Find
(i) The median

Answer ………………………………. [2]

(ii) The range

Answer ………………………………. [1]

(b) Calculate the mean.

Answer ………………………………. [2]

2. The length of 10 strings are 100 cm, 110 cm, 95 cm, 60 cm, 20 cm, 50 cm, 110 cm, 88
cm, 102 cm, and 120 cm.
Find the modal length.

Answer …………………………….. [1]

3. The store sold 8 pair of shoes in a day The selling price in Namibian dollars (N$) are
listed below.

N$250 N$270 N$255 N$200 N$285 N$200

(a) Work out the range

Answer ………………………………. [1]

(b) Find the mode.

Answer ………………………………. [1]

(c) Find the median

Answer ………………………………. [2]

(d) Calculate the mean.

Answer ………………………………… [2]

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 4. records the midnight temperature in the table from Monday to Friday.
Days Monday Tuesday Wednesday Thursday Friday
Temperature 5 -2 -3 3 7
(℃)

(a) On which day was the lowest temperature recorded?

Answer …………………………………… [1]
(b) On which day was the highest temperature recorded
Answer …………………………………… [1]
(c) Calculate the difference between the highest and the lowest temperature recorded.

Answer ……………………………….℃ [2]

(d) Calculate the mean midnight temperature for the week.

Answer ………………………………..℃ [2]

5. Nkurenkuru town took a traffic survey on a number of people in each car that passes
Kahenge road block. The result are shown below.

Number of cars
Number of people
1 10
2 12
3 6
4 9
5 3
6 2

(a) How many cars passed Kahenge road block?

Answer …………………….. [1]

(b) Calculate the mean number of people in the car.

Answer ……….………... [2]

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Specific objectives:
o compare two sets of similar data by calculating the arithmetic mean

In statistics two methods are frequently used to describe data. They are often called descriptive
statistics because they describe data with numerical values that reveal the characteristics of the
data set. They are three common measures of central tendency namely, mean, median and
mode.
The mean is the arithmetic average of the score or the typical score. The mean is the most
widely used measure. The mean is the number found by adding all the values in the data set
and dividing by the total number of values in that set.
𝑆𝑢𝑚 𝑜𝑓 𝑎𝑙𝑙 𝑣𝑎𝑙𝑢𝑒𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑑𝑎𝑡𝑎 𝑠𝑒𝑡
𝑚𝑒𝑎𝑛 =
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑣𝑎𝑙𝑢𝑒𝑠
Example
1. In the table are two sets of data. Find the mean for the combined set of data.
Set A Marks: 3 ; 1 ; 6 ; 8 ; 2
Set B Marks: 12 ; 10

𝑇𝑜𝑡𝑎𝑙 𝑜𝑓 𝑠𝑒𝑡 𝐴 +𝑇𝑜𝑡𝑎𝑙 𝑜𝑓 𝑠𝑒𝑡 𝐵

𝑇ℎ𝑒 𝑚𝑒𝑎𝑛 𝑓𝑜𝑟 𝑡ℎ𝑒 𝑐𝑜𝑚𝑏𝑖𝑛𝑒𝑑 𝑠𝑒𝑡 𝑖𝑠 = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑚𝑎𝑟𝑘𝑠 𝑖𝑛 𝑠𝑒𝑡 𝐴+𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑚𝑎𝑟𝑘𝑠 𝑖𝑛 𝑠𝑒𝑡 𝐵

(3  1  6  8  2)  (12  10)

(5)  (2)
20  22

7
42

7
6

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 2. In the table are two sets of data. Find the mean for the combined set of data.

Set A Marks: 4 ; 3 ; 7 ; 9 ; 2 ; 5 ; 2
Set B Marks: 10 ; 8 ; 6 ; 2

𝑇𝑜𝑡𝑎𝑙 𝑜𝑓 𝑠𝑒𝑡 𝐴 +𝑇𝑜𝑡𝑎𝑙 𝑜𝑓 𝑠𝑒𝑡 𝐵

𝑇ℎ𝑒 𝑚𝑒𝑎𝑛 𝑓𝑜𝑟 𝑡ℎ𝑒 𝑐𝑜𝑚𝑏𝑖𝑛𝑒𝑑 𝑠𝑒𝑡 𝑖𝑠 = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑚𝑎𝑟𝑘𝑠 𝑖𝑛 𝑠𝑒𝑡 𝐴+𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑚𝑎𝑟𝑘𝑠 𝑖𝑛 𝑠𝑒𝑡 𝐵

(4  3  7  9  2  5  2)  (10  8  6  2)

(7)  (4)
32  26

11
58

11
 5.27272727273  5.27(3s. f )

3. The mean of 7 numbers is 11. Five of the numbers are 3, 17, 20, 4, 𝑎𝑛𝑑 15. The
remaining two numbers are each equal to 𝑥. find:

(a) The sum of the 7 numbers

𝑠𝑢𝑚 𝑜𝑓 7 𝑛𝑢𝑚𝑏𝑒𝑟𝑠
𝑆𝑖𝑛𝑐𝑒 𝑚𝑒𝑎𝑛 = 7

𝑡ℎ𝑒𝑛 𝑡ℎ𝑒 𝑠𝑢𝑚 𝑜𝑓 7 𝑛𝑢𝑚𝑏𝑒𝑟𝑠 = 7 × 𝑚𝑒𝑎𝑛 = 7 × 11 = 77

(b) The value of 𝑥
3  17  20  4  15  x  x  77
59  2 x  77
2 x  77  59
2 x  18
2 x 18

2 2
x9

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 4. The mean of 7 kg, 15 kg, 12 kg, 5 kg, m kg and 13 kg is 10 kg. Find the value of m.

𝑆𝑢𝑚 𝑜𝑓 𝑎𝑙𝑙 𝑣𝑎𝑙𝑢𝑒𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑑𝑎𝑡𝑎 𝑠𝑒𝑡

𝑚𝑒𝑎𝑛 =
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑣𝑎𝑙𝑢𝑒𝑠
7  15  12  5  m  13
10 
6
52  m
10 
6
10 52  m

1 6
1(52  m)  10(6)
52  m  60
m  60  52
m  8

Substitute the right information

Collect like terms in the right places and solve for
the unknown Cross multiply

Activity
1. The frequency table shows the marks obtained (out of 60) by two classes in a
mathematics test.
Marks (out of 60) obtained in a Mathematics test
Marks 28 34 37 41 45 48 49 52 55 60
(out of
60)
Class 2 1 4 3 2 0 0 2 0 1
A
Class 1 2 2 0 5 2 1 1 2 0
B

(a) Calculate the arithmetic mean of each set of data.

[4]
(b) Write arithmetic means as percentages and compare them.

[2]

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 2. The water consumption of Haingura’s family is given in the table below.
Haingura’s family water consumption in kilolitres over two years
Month Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec
2014 54 54 46 54 28 28 25 28 28 46 58 58
2015 59 59 51 51 26 26 26 20 34 26 26 34

Find the arithmetic mean for both years and compare the results.

[5]

3. The mean of 4 numbers is 20.5. Three of the numbers are 17, 23, 𝑎𝑛𝑑 29. The remaining
number is equal to 𝑥. Find the value of 𝑥.

[3]

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