SS2 Further Maths 1ST Term E-Note

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2023
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SCHEME OF WORK
WEEKS TOPICS CONTENT

Roots of quadratic equation 1. : (a) Quadratic equation (completing the square and
1 1 formula method). (b) Sum and product of roots of
quadratic equation (c) Finding quadratic equation given
sum and product of roots, x2 – (sum of roots) +
(product) = 0 (d) Condition for quadratic equation to
have: (i) Equal roots (b2 = 4ac) (ii) Real roots b2 > 4ac
(iii) No roots b2 < 4ac
.
Roots of quadratic equation (a) Conditions for given line to: (i) intersect a curve, (ii) be
2 2 tangent to curve, (iii) not intersect a curve (b) Solution of
problems on roots of quadratic equation. (c) Maximum and
minimum values.
Polynomials 1 (a) Definition of polynomials (b) Basic operations on
polynomials. (c) Remainder and factor theorem. (d) Zeros of
3 polynomials..
Polynomials 2 (a) Roots of cubic equation: Sum of roots; Sum of products of

two Roots; Products of roots. (b) Graphs of polynomial
4 function
Permutations (a) Permutation (arrangement) (b) Cyclic permutation (c)

Arrangement of identical objects. (c) Arrangement in which
repetitions are allowed.
5
Combination (a) Combination (selection). (b) Conditional arrangements and

selection. (c) Probability problems involving arrangement and
6 selection.
7 MID-TERM BREAK
Binomial Expansion 1 (a) Pascal triangle (ii) Binomial expansion of (a+b)n , where n
8 can be positive integer, negative integer or fractional value.
Binomial Expansion 2 1. (a) Finding nth term (b) Application of binomial
expansion
9

WEEK: ONE (1)
TOPIC: Roots of quadratic equation 1
LESSON OBJECTIVES:
By the end of the lesson, students should be able to :
(i) Solve quadratic equations by using completing the square method and quadratic formula.
(ii) Solve world problems that involve quadratic equations.
(iii) State the condition for real root, no root and equal root.
ENTRY BEHAVIOUR: The students must have these basic skills and knowledge:
(i) Knowledge of square roots and factoring.

(ii) Knowledge of solving quadratic equation using factorization method.
(iii) Basic knowledge of solving linear equations and simplifying expressions
SUB-TOPIC 1: Quadratic equation (completing the square and formula method)
CONTENT:
(a) Quadratic equation (completing the square and formula method).
(b) Sum and product of roots of quadratic equation.
(c) Finding quadratic equation given sum and product of roots, x2 – (sum of roots) + (product) = 0.
(d) Condition for quadratic equation to have: (i) Equal roots (b2 = 4ac) (ii) Real roots b2 > 4ac (iii) No roots
b2 < 4ac
SUB-TOPIC 2: Quadratic equation (completing the square and formula method).
A quadratic equation (trinomial) in one variable is a three termed equation in which the highest power of the
variable is two. The general quadratic equation in variable x is of the form ax2 + bx + c = 0 where a ≠ 0.

In general, a quadratic equation has two solutions which may or may not be equal and it can either be a negative
or positive integer.
There are four major methods of solving quadratic equations. They are:
 factorisation method;
 completing the square method;
 formula method;
 graphical method.
Factorization
Examples (i) Product of 1st and 3rd term (i.e 𝑥 2 × −8) = -8x2
(ii) sum = −2𝑥
Solve the following by factorization
𝑤𝑒 𝑛𝑒𝑒𝑑 𝑡𝑤𝑜 𝑓𝑎𝑐𝑡𝑜𝑟𝑠 𝑜𝑓 − 8𝑥 2 𝑠𝑢𝑐ℎ 𝑡ℎ𝑎𝑡
(a) 𝑥 2 − 2𝑥 − 8 = 0
∶ 𝑤ℎ𝑒𝑛 𝑤𝑒 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑦 𝑡ℎ𝑒 𝑓𝑎𝑐𝑡𝑜𝑟𝑠, 𝑖𝑡 𝑤𝑖𝑙𝑙 𝑔𝑖𝑣𝑒 𝑢𝑠
(b) 15𝑥 2 + 14𝑥 − 8 = 0
− 8𝑥 2 𝑎𝑛𝑑 𝑤ℎ𝑒𝑛 𝑤𝑒 𝑎𝑑𝑑 𝑖𝑡, 𝑖𝑡 𝑤𝑖𝑙𝑙 𝑔𝑖𝑣𝑒 𝑢𝑠
Solution − 2𝑥. 𝑈𝑠𝑒 𝑝𝑟𝑖𝑚𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑚𝑒𝑡ℎ𝑜𝑑. 𝑇ℎ𝑒 𝑓𝑎𝑐𝑡𝑜𝑟𝑠 𝑎𝑟𝑒
− 4𝑥 𝑎𝑛𝑑 + 2𝑥
𝑇ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒: Replacing the middle term with the two factors, we have:
𝑥 2 − 4𝑥 + 2𝑥 − 8 = 0 15𝑥 2 + 14𝑥 − 8 = 0
𝑥(𝑥 − 4) + 2(𝑥 − 4) = 0
15𝑥 2 + 20𝑥 − 6𝑥 − 8 = 0
(𝑥 − 4)(𝑥 + 2) = 0
5𝑥(3𝑥 + 4) − 2(3𝑥 + 4) = 0
𝑡ℎ𝑒𝑛 𝑥 − 4 = 0 𝑜𝑟 𝑥 + 2 = 0
(3𝑥 + 4)(5𝑥 − 2) = 0
𝑇ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒, 𝑥 = 4 𝑜𝑟 − 2
3𝑥 + 4 = 0 𝑜𝑟 5𝑥 − 2 = 0
4 2
In example (b), Product = -120x2Sum = 14x 𝑥=− 𝑜𝑟
3 5
Factors = -6x and +20x
Completing the square method
Given ax2 + bx + c = 0, a ≠ 0
Write the equation as ax2 + bx = -c
Divide each term by the coefficient of x2. Find half of the new coefficient of x, square it and add this to both sides
of the equality sign. This makes the expression on the LHS a perfect square.
Take the square root of both sides and determine the values of x to the desired accuracy.
𝑏 𝑐 𝑏 𝑐 𝑏2
𝑥2 + 𝑥 = − (𝑥 + )2 = − + 2
𝑎 𝑎 2𝑎 𝑎 4𝑎
2
𝑏 𝑏 𝑐 𝑏
𝑥 2 + 𝑥 + ( ) = − + ( )2 𝑏 𝑏 2 − 4𝑎𝑐
𝑎 2𝑎 𝑎 2𝑎 𝑥+ = ±√
2𝑎 4𝑎2
𝑏 𝑏 2 − 4𝑎𝑐 −𝑏 ± √𝑏 2 − 4𝑎𝑐
𝑥=− ±√ 𝑥=
2𝑎 4𝑎2 2𝑎
The above is the process of solving quadratic
𝑏 √𝑏 2 − 4𝑎𝑐 equation using the method of completing the square.
𝑥=− ±
2𝑎 2𝑎
Quadratic formula
The formula derived above is the quadratic formula.
−𝒃 ± √𝒃𝟐 − 𝟒𝒂𝒄
𝒙=
𝟐𝒂
Example: −7 ± √169
Use the quadratic formula to solve 2𝑥 2 + 7𝑥 − 15 = 𝑥=
4
0 −7 ± 13
Solution: 𝑥 =
4
a = 2; b = 7; c = -15 −7 + 13 −7 − 13
𝑥 = 𝑜𝑟
−𝑏 ± √𝑏 2 − 4𝑎𝑐 4 4
𝑥= 6 −20
2𝑎 𝑥 = 𝑜𝑟
−7 ± √72 − 4 × 2 × −15 4 4
𝑥= 3
2×2 𝑥 = 𝑜𝑟 − 5
−7 ± √49 + 120 2
𝑥=
4
PRACTICE EXERCISE:
(A) Use the method of completing the square to solve each of the following:
(i) 𝒙𝟐 + 𝟓𝒙 − 𝟐𝟒 = 𝟎
(ii) 𝟐𝒙𝟐 − 𝟑𝒙 + 𝟓 = 𝟎
(iii) 𝟓𝒙𝟐 + 𝟔𝒙 − 𝟖 = 𝟎
(B) Use formula method to solve the following
(i) 8𝒙𝟐 + 𝟑𝟒𝒙 + 𝟐𝟏 = 𝟎
(ii) 𝟔𝒙𝟐 − 𝟏𝟕𝒙 − 𝟏𝟎 = 𝟎
(iii) 𝒙𝟐 + 𝟒𝒙 − 𝟑𝟐
(C) Use factorization method to solve the following
(i) 𝒙𝟐 + 𝟒𝒙 − 𝟐𝟏 = 𝟎
(ii) 𝟐𝒙𝟐 − 𝟏𝟕𝒙 − 𝟗 = 𝟎
(iii) 𝒙𝟐 + 𝟐𝒙 − 𝟏𝟓 = 𝟎
(iv) 𝒙𝟐 + 𝟒𝒙 − 𝟏𝟐
SUB-TOPIC 2: Sum and product of roots of quadratic equation
−b±√b2 −4ac
Recall the completing the square method and general formula x = ‘ of the general equation ax 2 +
2a
bx + c = 0
−b+√b2 −4ac −b−√b2 −4ac
In this case the two roots of the equation are = x = or x =
2a 2a

It is possible to represent the two roots by ∝ and β then we have
∝=
−b+√b2 −4ac
and β=
−b−√b2 −4ac b2 − b2 + 4ac 4ac c
2a 2a = 2
= 2=
4a 4a a
Let D = b2 − 4ac Then we have α = c
∴ αβ = a
−b+√D −b−√D
and β =
2a 2a
−b+√D −b−√D From the above, if we have ax 2 + bx + c = 0
then α+ β= +
2a 2a b c
−b+√D−b−√D We can rewrite this as x 2 + a x + a = 0.
= 2a
α+β=
−2b
=
−b Also, if α and β are the roots of the quadratic
2a a equation, then;
b
sum of the roots α+β = −a
(x − α)(x − β) = 0
(−b+√D)(−b−√D)
Product of roots αβ = 2ax2a ∴ x 2 − βx − αx + αβ = 0
2
b −D
∝β= x 2 − (α + β)x + αβ = 0
4a2
b − (b2 − 4ac)
2
−b
= Therefore, (α + β) =
4a2 a
c
and αβ = a
Given a quadratic equation, we can find the sum and product of the roots using the above information.
Example 1: if the roots of the equation x 2 − 8x + c 12
(b) αβ = a = 1 = 12
12 = 0 are α and β, 1 1 β+α α+β α+β
(c) + = = =
∝ β αβ αβ αβ
From (a) α + β = 8 αβ = 12
1 1 1 1 8 2
Find (a)α + β (b)αβ (c) + (d)α2 + β2 ∴ + β = 12 = 3
α β α
Solution: In the equation x 2 − 8x + 12 = 0 (d)∝2 + β2 = (α + β)2 − 2αβ

∴ (α + β)2 = 82 = 64
a = 1 b = −8 c = 12 −2αβ = −2(12) = −24
The roots of the equation are α and β. = 64 −24
= 40
−b −8
Then (a) α + β = = −( 1 ) = 8
a
Example 2:- if the roots of the equations

(i) 5x 2 − 11x + 10 = 0 (ii) x 2 + 5x − 1 = 0 are ∝ and β find (a) ∝ + β (b)αβ (c) α2 - β2
Solution:- (i) The equation is 5x 2 − 11x + 10 = 0 But (∝ −β) has no expression, then
a=5 b = −11 c = 10 (α − β)2 = α2 + β2 − 2αβ
(a) ∝ + β = − = − (− ) =
b 11 11
or 215 = (α − β)2 − 2αβ − 2αβ
a 5 5
c 10 = (∝ +β)2 − 4αβ But we want (∝ −β)
∝β=a= =2
5
∴ √(α − β)2 = √(∝ +β)2 − 4αβ
2 2 11
(c) ∝ − β = (α + β)(α − β) (∝ +β) =
5
∴ α2 − β2 = (α + β)(√(∝ +β)2 − 4αβ) 11
= (5)[
√121− 200
]
5
11 11 2 This cannot be determined

= (√( 5 ) − 4(2)
5
11 121
= [√ 25 − 8] (d) 𝜶𝟐 + 𝜷𝟐 = (𝜶 + 𝜷)𝟐 − 𝟐𝜶𝜷
5
Example3: x 2 + 5x − 1 = (a)α2 + β2 (b) ∝3 + β3 (c) ∝3 − β3

0 with roots α and β a = 1 , b = 5 c = −1
Solution:-
−b −5
(a) ∝ +β = = = −5 (𝑎) ∝2 + β2 = (α + β)2 − 2αβ.
a 1
c −1
(b) αβ = = = −1 (𝑏)α3 + β3 = (α + β)(α2 − αβ + β2 )
a 1
(c) ∝2 − β2 = (α + β)(α − β) = (α + β)(α2 + β2 − αβ)
Following example I (c) we can express this as = (∝ +β)[(∝ +β)2 − 2 ∝ β − αβ]
) = (α + β)[(α + β)2 − 3 ∝ β].

( ∝2 − β2 = (α + β)√(α + β)2 + 4αβ
= (𝛼 + 𝛽)3 −3𝛼𝛽(𝛼 + 𝛽)
= (−5)√(−5)2 − 4(−1)
( 𝑐 )α3 − β3 = (α − β)(α2 + αβ + β2 )
= (−5)(√25 + 5)
= (√(α + β)2 − 4αβ)(α2 + αβ + β2 )
= (−5)√30
= √(α + β)2 − 4αβ [(α + β)2 − αβ]
Example 4:- Express the following in terms of
(∝ +β) and αβ.
Class activity
(1) ∝ and β are the roots of the equation 2x 2 + 7x + 3 = 0
Find (a) ∝ +β (ii)α2 β2 = (∝ β)2

∝β
(b)
2
(c) ∝2 + β2 (iii) α4 + β4 = (α2 + β2 )2 − 2α2 β2

(2) Given α + β and αβ , prove that = [(α + β)2 − 2αβ]2
− 2(αβ)2
1 1 α+ β
(i) + =
∝ β αβ

SUB-TOPIC 3: Find quadratic equation given sum and product of roots
We have been able to establish that given α and β as the roots of a quadratic equation ax 2 + bx + c = 0 where a,
b and c are constant and a ≠ 0, then,
b c
x 2 + a x + a ≡ x 2 − (α + β)α + αβ;
b c
Also, α + β = − a and αβ = a.
Therefore, given the roots of a quadratic equation, the equation can be gotten this way:
𝒙𝟐 − (𝒔𝒖𝒎 𝒐𝒇 𝒓𝒐𝒐𝒕𝒔)𝒙 + (𝒑𝒓𝒐𝒅𝒖𝒄𝒕 𝒐𝒇 𝒓𝒐𝒐𝒕𝒔) = 𝟎
Example 1:-
Given that the roots of equation are 3 and 7, find the The equation is x 2 − (−6)x + (−16) = 0
equation.
= 𝑥 2 + 6x − 16 = 0
Solution:
Example 3: If the roots of the equation
Roots of the equation are 3 and 7 −3
are 2 and
−5
, find the equation.
6
Sum of roots (∝ +β ) = 3 + 7 = 10 −3 −5
Solution: Roots are and
2 6
Product of roots (αβ) = 3 X 7 = 21
−3 −5 −3 5
∴ The equation is x 2 − (10)x + 21 = 0 sum of roots ∝ +β = +(6)= −6
2 2
−7
= x 2 − 10x + 21 = 0 = 3
Example 2:- Find the equation whose roots are -8 −3 −5 5
product of roots ∝ β = ( 2 ) ( 6 ) =
and 2. 4
7 5
Solution: Roots of the equation are -8, 2 ∴ The equaton is x 2 + 3 x + 4 = 0
sum ∝ +β = −8 + 2 = −6 Multiply through by 12
product αβ = −8 X 2 = −16 12x 2 + 28x + 15 = 0
Class activity
1. Construct and simplify equations whose roots are given below:
(a) − 3,1 (b) √3 − 2, √3 + 2 (c) − 5, −6
1 −1
2. if ∝ +β = 6 and αβ = , write out the equation whose roots are α and β. Find the values of α and β
3
from your equation.
SUB-TOPIC 4: Condition for quadratic equation to have:

(𝐢) 𝐄𝐪𝐮𝐚𝐥 𝐫𝐨𝐨𝐭𝐬 (𝒃𝟐 = 𝟒𝐚𝐜) (𝐢𝐢)𝐑𝐞𝐚𝐥 𝐫𝐨𝐨𝐭𝐬 (𝐛𝟐 > 𝟒𝐚𝐜) (𝐢𝐢𝐢)𝐍𝐨 𝐫𝐨𝐨𝐭𝐬 ( 𝐛𝟐 < 𝟒𝐚𝐜)

In this section, we want to see some properties of roots. We can determine the type of roots that a particular
equation will have.
−b+√b2 −4ac
The quadratic equation of ax 2 + bx + c = 0 has two roots i. e 𝑥1 = and 𝑥2 =
2a
−b−√b2 −4ac
2a
The part of the roots under square root sign is called the discriminant (i.e.b2 − 4ac) of the roots of the quadratic
equation. This is because it can be used to determine the nature of the roots.
(i) 𝑬𝒒𝒖𝒂𝒍 𝒓𝒐𝒐𝒕𝒔. if b2 − 4ac = negative. The equation is said to have two distinct
0 then b2 = 4ac real roots.
This means that whatever is contained inside the Example 2: Solve the equation 2x 2 − 4x − 5 = 0
square root.
Using formula a = 2, b = 4, c = −5
−b
x= twice −4±√42 −(4 X 2 X−5)
2a
x= b2 − 4ac , 16 −
2X2
The quadratic is said to have coincident roots. This (4 X2 X − 5)
happens when the quadratic equation is a perfect
square. , 16 + 40 = 56
−4±√56 −4±7.49
Example 1:- Consider the equation x 2 − 6x + x= =
4 4
9=0
−4+7.49 −4−7.49
x= or
SOLUTION: By factorization 4 4
3.49 −11.49
x 2 − 6x + 9 = 0 = 4
or 4
(x − 3)(x − 3) = 0 (iii) Imaginary roots: When b2 is less than 4ac then

the value under the root sign is a negative number i.e
∴ x = 3twice .
b2 < 4ac or b2 − 4ac < 0. This shows that the root
Using the formula method a = 1; b = −6; c is not a real number. We say that the equation has
= 9 Then, imaginary roots.
−b ± √b 2 − 4ac Example 3: Find the roots of the equation x 2 + 2x +

x= x 5=0
2a
6 ± √36 − 36 Solution: a=1 , b=2 c=5
= x
2
6+0 6−0 −2±√4−(4X1X5)
= or ∴ x Then x = 2
2 2
= 3twice −2±√4−20
x= 2
(ii)Real roots: When b2 is greater than 4ac then the
−2±√−16
value under the roots sign is a positive number that = The roots are imaginary roots
2a
is b2 − 4ac > 0 . The square root of such number
will have two real values, one positive and other

Example 4:- Without solving the equation determine Rewrite the equation
whether the equation 5x − 5x 2 = 1 has two different
6x 2 − 13x = −6 or 6x 2 − 13x + 6 = 0
roots, coincident roots or imaginary roots.
To find the nature of the roots
Solution:- Rewrite the equation
a = 6 , b = −13, c = 6
5x − 5x 2 = 1 as 5x 2 − 5x + 1 = 0
b2 − 4ac = (−13)2 − 4 X 6 X 6
Then a=5, b=-5, c=1
= 169 − 144 = 25
Then b2 = 25
b2 − 4ac > 0
4ac = 4 X 5 X1 = 20
The equation has two distinct real roots.
∴ b2 − 4ac = 25 − 20
(ii) 3x(1 − x) = 1 => 3x − 3x 2 = 1
Since b2 − 4ac > 0
3x 2 − 3x + 1 = 0
Then the equation has two real different roots.
Example 5:- Determine the nature of the roots a =3, b = −3, c=1
equations without solving them. b2 − 4ac = 9 − 12 = −3
−6
(i)6x − 13 = (ii)3x(1 − x) = 1 b2 − 4ac < 0 The equation has no real roots.
x
−6
Solution: (i) 6x − 13 = x
Class activity
Determine the nature of the roots of the following equations without necessarily solving them:
14y
(a)2x 2 + 3X = +10 = 0 (b)2y − +1 =0 (c)(2x + 3)2 + 12 = 0
y+3
(d)6t 2 − 13t − 13 = 0.
4 3
For what value of k does the equation k + x + x2 = 0
(i) Two real and different roots?

(ii) Coincident and real roots
(iii) No roots
PRACTICE QUESTIONS
1. Given that ∝ and β are the roots of an equation such that ∝ +β = 3 and αβ = 2, find the equation.(a) x 2 −
3x + 2 = 0 (b) x 2 − 2x + 3 = 0 (c) x 2 − 3x − 2 = 0(d) x 2 − 2x − 3 = 0.
−1 1 1
2. If the equation x 2 − x + p = 0 has coincidental roots, find the value of P. (a) 2 (b) (c) (d)1.
4 2
2
3. If 2𝑥 − (𝑏 − 4)𝑥 − 4(𝑏 + 2) = 0 ℎ𝑎𝑠 𝑒𝑞𝑢𝑎𝑙 𝑟𝑜𝑜𝑡𝑠, 𝑓𝑖𝑛𝑑 𝑡ℎ𝑒 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑣𝑎𝑙𝑢𝑒𝑠 𝑜𝑓 𝑏.
4. If (2𝑥 + 𝑝)(𝑥 + 𝑞) = 2𝑥 2 − 𝑥 − 15, where p and q are constant, find the possible values of q.

5. The roots of the equation 4𝑥 2 − 12𝑥 + 7 = 0 are α and β, with α greater than β. Find the values of: (i) α – β
(ii) α2 – β2.
6. If the roots of the equation 4 x 2 − 6x + 1 = 0 are ∝ and β. Find the equation whose roots are
1 1
(∝ + β) and (β + α)
7. What is the value of p if 4𝑥 2 + 20𝑥 + 𝑝 𝑖𝑠 𝑎 𝑝𝑒𝑟𝑓𝑒𝑐𝑡 𝑠𝑞𝑢𝑎𝑟𝑒?
8. If 𝛼 𝑎𝑛𝑑𝛽 𝑎𝑟𝑒 𝑡ℎ𝑒 𝑟𝑜𝑜𝑡𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 𝑥 2 − 2𝑥 − 5 =
0, 𝑓𝑖𝑛𝑑 𝑡ℎ𝑒 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 𝑤ℎ𝑜𝑠𝑒 𝑟𝑜𝑜𝑡𝑠 𝑎𝑟𝑒𝛼 2 𝛽 𝑎𝑛𝑑 𝛼𝛽 2
9. One of the roots of the quadratic equation 𝑥 2 − (4 + 𝑝)𝑥 + 12 = 0 𝑖𝑠 𝑡ℎ𝑟𝑒𝑒 𝑡𝑖𝑚𝑒𝑠 𝑡ℎ𝑒 𝑜𝑡ℎ𝑒𝑟, 𝑓𝑖𝑛𝑑:
(i) The roots of the equation,
(ii) The possible values of p.
ASSIGNMENT
1. The roots of the equation 2x 2 + kx + 5 = 0 are ∝ +β where k is a constant. if ∝2 + β2 = −1, find the
value of k(a) ± 16 (b) ± 8 (c) ± 4 (d) ± 2.
2. Find without necessarily solving the equation, the nature of the roots of the equation 3 x 2 − x + 3 = 0. The
equation (a) distinct two roots. (b) has no roots (c) coincident real roots (d) none of the above
3. If α and β are the roots of the equation 8x 2 − 2x − 3 = 0, find (a) (∝ +β)2 (b)α2 +
β2 (c) the posiive difference of (α + β)2 and α2 + β2 .
4. Form the equation whose roots are -4 and 9.
5. The roots of the equation x 2 + mx + 11 = 0 are ∝ and β, where m is a constant. If ∝2 + β2 = 27, find
the value of m.
6. If the sum of the squares of the roots of the equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 is 1, show that 𝑏 2 = 2𝑎𝑐 + 𝑎2 .
MOTIVATIONAL QUOTE
I can’t give you a sure-fire formula for success, but I can give you a formula for failure: try to please everybody all the
time. ……….Herbert Bayard Swope

WEEK: TWO (2)
TOPIC: ROOTS OF QUADRATIC EQUATIONS 2
LESSON OBJECTIVES:
By the end of the lesson, students should be able to:
(i) Solve any question related to the topic

(ii) Describe the connection between the roots of a quadratic equation and the graph of the equation.
(iii) Apply the knowledge of quadratic equation to solve real life problem.

(iii) Basic knowledge of solving linear equations and simplifying expressions
CONTENT:
 Quadratic functions (Simultaneous Equations: One linear, One quadratic)

 Solution of problems on roots of quadratic equation.
 Maximum and minimum values
SUB-TOPIC 1: Quadratic functions (Simultaneous Equations: One linear, one quadratic)

We have discussed different ways but we need to mention that graphical solution is very important aspect of
solving quadratic equations. This is because with graphical solution a lot of other problems can be solved.
The graph of the quadratic equation called parabola. Some call it cup or cap. The quadratic expression is equated
to y and it is called a quadratic function. The example below show the graphical solution of quadratic function.
Example 1: Solve graphically, the equation 𝑦 = 3𝑥 2−𝑥 − 2
Solution: Draw the table of values for the equation 𝑦 = 3𝑥 2−𝑥 − 2

𝒙 −𝟑 −𝟐 −𝟏 0 1 2 3 4
𝟑𝒙2 27 12 3 0 3 12 27 48
Choose a convient scale, on 𝑥 − 𝑎𝑥𝑖𝑠 and 𝑦 − 𝑎𝑥𝑖𝑠, on
−𝒙 3 2 1 0 -1 -2 -3 -4 𝑥 − 𝑎𝑥𝑖𝑠 let 2𝑐𝑚 represents 1𝑢𝑛𝑖𝑡 and on 𝑦 − 𝑎𝑥𝑖𝑠
2𝑐𝑚 represents 10𝑢𝑛𝑖𝑡𝑠.
−𝟐 -2 -2 -2 -2 -2 -2 -2 -2
𝒚 28 12 4 -2 0 8 22 42
50
40
y= 3x2-x-2 30
y-Axis
20
Y-Values
10
0
-4 -3 -2 -1 0 1 2 3 4 5
-10
x-Axis
From the graph we find the point here the curve relationships between the straight line (linear) and
intersects 𝑥 − 𝑎𝑥𝑖𝑠 𝑎𝑡 𝑥 = −7 𝑎𝑛𝑑 1. the parabola (quadratic). They are:
 Line intersecting with curve
The graph is also useful to determine the minimum  Line touching curve at a point (tangent)
value of 𝑦. the minimum value of 𝑦 = −3. we have  Line not intersecting the curve.
minimum point when 𝑎 > 0 and maximum point
when 𝑎 < 0. Example 2: Solve the simultaneous equations:
9𝑥 2−4𝑦2 = 44 𝑎𝑛𝑑 3𝑥 + 2𝑦 = 2
Simultaneous Equations Solution: By substitution:
When solving simultaneous equation (you are 9𝑥 2−4𝑦2 =
already used to solving it graphically). In situation 44 … … … … … … … (𝑖)
where one equation is linear and the second is 3𝑥 + 2𝑦 = 2 … … … … … … … (𝑖𝑖)
quadratic, it can be solved by substitution as well as 9𝑥 2−4𝑦2 = 44 ⇒
solving graphically. (3𝑥 − 2𝑦)(3𝑥 + 2𝑦) = 44
In graphical solution of one linear-one quadratic Since 3𝑥 + 2𝑦 = 2, then (3𝑥 − 2𝑦) ×
simultaneous equation, there are three possible 2 = 44 … … … … 𝑖𝑖𝑖
Hence, adding (𝑖𝑖) 𝑎𝑛𝑑 (iii) together we Solution:
get 𝑦 = 𝑥2+5𝑥 + 6
6𝑥 − 24 ⇒ 𝑥 = 4 𝑦 = 2𝑥 + 3
From (ii) 3(4) + 2𝑦 = 2 ⇒ 𝑦 = −5.
Example 3: Given the simultaneous equations: Table of values for 𝑦 = 𝑥2+5𝑥 + 6 and 𝑦 =
𝑦 = 𝑥2+5𝑥 + 6 and 𝑦 = 2𝑥 + 3 2𝑥 + 3
Show on the graph the points of interest. Hence write
out the values of 𝑥 𝑎𝑛𝑑 𝑦.
𝑦 = 𝑥2+5𝑥 + 6 𝑦 = 2𝑥 + 3
𝒙 −𝟔 −𝟓 −𝟒 −𝟑 −𝟐 −𝟏 𝟎 𝟏 𝟐 𝒙 −𝟒 −𝟐 𝟎 𝟏 𝟐
𝒙2 36 25 16 9 4 1 0 1 4 𝟐𝒙 −𝟖 −𝟒 𝟎 𝟐 𝟒
+𝟓𝒙 −𝟑𝟎 −𝟐𝟓 −𝟐𝟎 −𝟏𝟓 −𝟏𝟎 −𝟓 𝟎 𝟓 𝟏𝟎 +𝟑 +𝟑 +𝟑 +𝟑 +𝟑 +𝟑
+𝟔 +𝟔 +𝟔 +𝟔 +𝟔 +𝟔 +𝟔 +𝟔 +𝟔 +𝟔 𝒚 −𝟓 −𝟏 𝟑 𝟓 𝟕
𝒚 𝟏𝟐 𝟔 𝟐 𝟎 𝟎 𝟐 𝟔 𝟏𝟐 𝟐𝟎
Y-Values
22
21
20
19
18
17
16
15
14
13
x -axis 12
y -axis
11
10
9
8
7
6
5
4
3
2
1
0
-7 -6 -5 -4 -3 -2 -1 -1 0 1 2 3

From the above, there was no intersect of the curve and the straight line. The solutions to the two equations
cannot be determined because there is no point of intersection.
The points of intersection give the solution.
Example 3: On the same axes, plot the graph of y = 2x2-5 + 4 and y = 2x + 3. Hence find the points of intersection
of the two graphs.
Solution:
Prepare the table of values for the functions given above.
y = 2x2-5x + 4
X -4 -3 -2 -1 0 1 2 3 4 5 6
2x2 32 18 8 2 0 2 8 18 32 50 72
-5x 20 15 10 5 0 -5 -10 -15 -20 25 -30
+4 +4 +4 +4 +4 +4 +4 +4 +4 +4 +4 +4
Y 56 37 22 11 4 1 2 7 16 29 46
Choose a convenient scale.
60
50
40
30
Axis Title
20 Y-Values
Linear (Y-Values)
10
0
-10 -5 0 5 10 15
-10
-20
Axis Title
The points of intersections x = 0.2 and 3.3 Solution:

The above example shows the case of the line Eliminate y to obtain: x2-2x + 2 = 4x -7 ⇒ x2 – 6x +
intersecting with the curve. 9=0
Example 4: solve the simultaneous equation y = x2- By factorisation:
2x + 2 and y = 4x -7. Interpret your result
geometrically. (x – 3)(x – 3) = 0⇒x = 3(twice).

From y = 4x – 7 = 4(3) -7 = 5. The solution is x = 3 Table of values for y = x2 – 2x + 2.
and y = 5. y = 4x - 7
Draw the graphs of the two equation to interpret it
geometrically.
x -2 -1 0 1 2 3 4 x 0 2 3 4
x2 4 1 0 1 4 9 16 4x 0 8 12 16
-2x 8 2 0 -2 -4 -6 -8 -7 -7 -7 -7 -7
+2 +2 +2 +2 +2 +2 +2 +2 y -7 1 5 9
y 14 5 2 1 2 5 10
20
15
10
Axis Title
5 Y-Values
Linear (Y-Values)
0
-3 -2 -1 0 1 2 3 4 5
-5
-10
Axis Title
The line y = 4x -7 intersects the curve y = x2 + 2x + 2 at only one point. Therefore, the solution to the equations
is at the point x = 3 and y = 7.
Class activity
1. Solve the simultaneous equations y = 4x – 1 and y =2x2 graphically and interpret your result geometrically.
Solve 𝑦 = 2𝑥 2 − 9𝑥 − 1 for -1≤ 𝑥 ≤ 6. Using a scale of 2cm to 1 unit on the x-axis and 2cm to represent 5
units on the y-axis
SUB-TOPIC 2: Solutions of problems on roots of quadratic equation
Mathematics is important of life situation In order to solve such problems, you must take
because of its application. You are used to note of the following:
problems leading to simple equations. We want
to see the word problems leading to quadratic a. Express the ideas involved in mathematical
equations. symbols.
b. Write out the equation using the symbols.
c. Solve the equation.
d. Interpret your result. travel 10km per hour faster than the one going
through Ikorodu and Epe and arrive Ijebu-Ode 5
Example 1: the product of two consecutive whole minutes earlier as well. What is the time spent on the
numbers is 506. Find the numbers. journey to Ijebu Ode by the motorist travelling
Solution: through the express way?
Let the numbers be x and (x + 1). Solution:
Then, x(x+1) = 506 ⇒ x2 + 1 = 506 (this is now Let x be the speed of motorist going through
quadratic equation) Ikorodu/Epe and the speed of the one going through
express way is x + 10.
X2 + x - 506 = 0
Time taken by Ikorodu/Epe = 80/x.
Solve by formula to find the values of x using the
parameters below Time taken by express way = 100/ (x + 10)
a=1 b=1 c = -506 Hence, 80/x – 100/(x+10) = 1/12.

80(𝑥+10)−100𝑥 1 80(𝑥+10)−100𝑥 1
Example 2: There are two possible routes from 𝑥(𝑥+10)
= 12 ⇒ 𝑥(𝑥+10)
= 12 ⇒
Lagos to Ijebu Ode. One route is through 12(80 − 20𝑥) = 𝑥(𝑥 + 10) … … … … … . 𝑖
Lagos/Ibadan express way which is 100km and the
other is through Ikorodu-Epe covering a distance of Form a quadratic equation from (i) above and solve
80km. A motorist going through express way can it using formula and conclude.
Class activity
1. The length of a rectangular field is 6m more than the width. If the area of the field is 72m 2, find the
dimensions of the field.
8
2. Two consecutive odd integers are such that the sum of their reciprocals is 15. Find the odd integers.
SUB-TOPIC 3: Maximum and Minimum values

The graph of 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 as we have seen is a parabola. We have minimum point when 𝑎 > 0 and
maximum point when 𝑎 < 0.
If f(x)= a𝑥 2 + 𝑏𝑥 + 𝑐. 𝑈𝑠𝑖𝑛𝑔 𝑡ℎ𝑒 𝑚𝑒𝑡ℎ𝑜𝑑 𝑜𝑓 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑖𝑛𝑔 𝑡ℎ𝑒 𝑡ℎ𝑒 𝑠𝑞𝑢𝑎𝑟𝑒 𝑤𝑒 ℎ𝑎𝑣𝑒:
𝑏 𝑏 2 −4𝑎𝑐
F(x)= a[(x+2𝑎)2 − ( 4𝑎2 ) ]
The maximum or minimum value (y) is
4𝑎𝑐 − 𝑏 2
4𝑎
𝑏
The curve is symmetrical about the line 𝑥 = − which is called the axis of symmetry.
2𝑎
If f(x) = 0, then,
i. the curve cuts the horizontal axis if 𝑏 2 − 4𝑎𝑐 > 0
ii. the curve touches the horizontal axis if 𝑏 2 − 4𝑎𝑐 = 0
iii. the curve does not cut the horizontal axis if 𝑏 2 − 4𝑎𝑐 < 0
Example 1:Find the minimum value of 𝑦 = 3𝑥 2 + 5𝑥 − 2 and the corresponding the value of x for which y is a
minimum.
Solution: 𝑦 = 3𝑥 2 + 5𝑥 − 2

5 5 25
= 3 [𝑥 2 + 3 𝑥] − 2 = 3[(𝑥 + 6)2 − 36] − 2
5 25 5 49
3(𝑥 + 6)2 − 12 − 2 = 3(𝑥 + 6)2 − 12
When x = -5/6, the expression in the brackets will be zero, hence the minimum is -49/12.
The corresponding value of x for which y is minimum is -5/6.
Note that x = -5/6 is the axis of symmetry of the parabola. Alternative, let the minimum value of y be ym then
4𝑎𝑐−𝑏 2 49
𝑦𝑚 = 𝑓𝑜𝑟 𝑎 = 3, 𝑏 = 5, 𝑐 = −2 ∴ 𝑦𝑚 = − 12
4𝑎
Also the equation of the line of symmetry is X = -b/2a = -5/6.

General evaluation:
1. Solve the equations simultaneously and show the points of intersections
Y = 4 – 11x and y = 2x2-19
2. Find the maximum value of y = 5 + 4x – x2 and the coordinates at the point where the curve y = 5 + 4x -
x2, cuts the coordinates axes.
1
3. The formula 𝑆 = 2 𝑛(𝑛 + 1) gives the sum of 𝑛 consecutive whole numbers. If 𝑆 = 325, 𝑓𝑖𝑛𝑑 𝑛.
4. A father got his first son at 31 years. If the product of their ages is 816. Find the ages of the father and his
son.
5. Find the possible values of the constant k for which the equation 𝑥 2 − 4𝑥 + 1 = 𝑘(𝑥 − 4) has equal roots.
6. One root of the equation 𝑥 2 − 𝑝𝑥 − 𝑞 = 0 𝑖𝑠 𝑡ℎ𝑒 𝑠𝑞𝑢𝑎𝑟𝑒 𝑜𝑓 𝑜𝑡ℎ𝑒𝑟. 𝑆ℎ𝑜𝑤 𝑡ℎ𝑎𝑡 𝑝3 − 𝑞(3𝑞 + 1) − 𝑞 2 =
0.
7. 𝑠𝑘𝑒𝑡𝑐ℎ 𝑡ℎ𝑒 𝑐𝑢𝑟𝑣𝑒 𝑦 = 2𝑥 2 − 11𝑥 + 12. 𝑓𝑖𝑛𝑑 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒𝑠 𝑜𝑓 𝑥 𝑓𝑜𝑟 𝑤ℎ𝑖𝑐ℎ 2𝑥 2 > 11𝑥 − 12.
8. 𝑠𝑜𝑙𝑣𝑒 𝑡ℎ𝑒 𝑠𝑖𝑚𝑢𝑙𝑡𝑎𝑛𝑒𝑜𝑢𝑠 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛: 𝑥−𝑦 =1
𝑥 2 + 𝑥𝑦 − 𝑦 2 = −1
1 1
9. If ∝ 𝑎𝑛𝑑 𝛽 𝑎𝑟𝑒 𝑡ℎ𝑒 𝑟𝑜𝑜𝑡𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 2𝑥 2 − 5𝑥 − 1 = 0, 𝑓𝑖𝑛𝑑 𝛼 3 + 𝛽 3 𝑎𝑛𝑑 𝛼3 + 𝛽3
10. 𝑢𝑠𝑒 𝑞𝑢𝑒𝑠𝑡𝑖𝑜𝑛 9 𝑡𝑜 𝑓𝑖𝑛𝑑 𝑡ℎ𝑒 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 𝑤ℎ𝑜𝑠𝑒 𝑟𝑜𝑜𝑡𝑠 𝑎𝑟𝑒 𝛼 3 𝑎𝑛𝑑 𝛽 3
PUZZLE/BRAIN TEASERS

MOTIVATIONAL QUOTE

WEEK: THREE (3)
TOPIC: POLYNOMIALS 1
LESSON OBJECTIVES:
By the end of the lesson, students should be able to :
(i) Define and identify polynomial perfectly.

(ii) Add, subtract, multiply and divide polynomials correctly.
(iii) Use polynomial functions to model and solve real-world problems.

(iii) Basic knowledge of solving linear equations and simplifying expression.
(iv) Knowledge of solving quadratic equation using the four methods.
SUB-TOPIC 1: Definition of Polynomials

A polynomial is a mathematical expression which is Examples of polynomials include:
a sum of terms, each term consisting a variable or  3x2 – 2x + 4
variables raised to a power and multiplied by a  2x3 + 3x2 + 5x + 3
coefficient. A polynomial of one variable x A function whose values are given by a polynomial
(univariate) has the following as its general form: is called a polynomial function. E.g.:
f(x) = 2x3 + 3x2 + 5x + 3
n n-1 2
anx + an-1x + … + a2x + a1x + a0
An equation that is obtained when we set a
polynomial equal to zero is called a polynomial
where the highest power of the variable n is the equation. E.g.: 2x3 + 3x2 + 5x + 3 = 0
degree of the polynomial; the numerical constants an,
Equality of polynomials
an-1, … a2, a1 are called the coefficients of the
polynomial, while a0 is called the constant term. Two polynomials,
P(x) = anxn + an-1xn-1 + … + a2x2 + a1x + a0 and a2 = b2
Q(x) = bnxn + bn-1xn-1 + … + b2x2 + b1x + b0 a1 = b1
Are said to be equal if: a0 = b0
an = bn The value that is obtained by substituting a for x in a
an-1 = bn-1 polynomial P(x) is denoted by P(a).
SUB-TOPIC 2: Basic operations on polynomial

Addition and Subtraction of Polynomials
Given
P(x) = anxn + an-1xn-1 + … + a2x2 + a1x + a0 and
Q(x) = bnxn + bn-1xn-1 + … + b2x2 + b1x + b0
Then,
P(x) + Q(x) = (an + bn) xn + (an-1 + bn-1) xn-1 + … + (a2 + b2) x2 + (a1 + b1) x + a0 + b0
Similarly,
P(x) + Q(x) = (an - bn) xn + (an-1 - bn-1) xn-1 + … + (a2 - b2) x2 + (a1 - b1) x + a0 - b0
Examples:
1. Given P(x) = 5x3 – 3x2 + 4x + 7; Q(x) = 6x2 + 5x – 4; R(x) = 8x3 + 5x – 2.
Find, (a) P(x) + Q(x); (b) R(x) – P(x); (c) P(x) + 2Q(x) – 3R(x).
2. If F(x) = 3x3 + 4x2 – 5x + 9, find: (a) F(-1). (b) F(1). (c) F(0). (d) F(3).
Solution:
1. (a) P(x) + Q(x) = (5x3 – 3x2 + 4x + 7) + (6x2 + 5x – 4)
= 5x3 + (– 3x2 + 6x2) + (4x + 5x) + (7 + (-4))
= 5x3 + 3x2 + 9x + 3
(b) R(x) – P(x) = (8x3 + 5x – 2) – (5x3 – 3x2 + 4x + 7)
= (8x3 - 5x3) + (0 – (-3x2)) + (5x - 4x) + ((-2) -7)
= 3x3 + 3x2 + x – 9
(c) P(x) + 2Q(x) – 3R(x) = (5x3 – 3x2 + 4x + 7) + 2(6x2 + 5x – 4) – 3(8x3 + 5x – 2)
= (5x3 – 3x2 + 4x + 7) + (12x2 + 10x - 8) – (24x3 + 15x - 6)
= 5x3 – 3x2 + 4x + 7 + 12x2 + 10x - 8 - 24x3 - 15x + 6
= 5x3 - 24x3 - 3x2 + 12x2 + 4x + 10x - 15x + 7 – 8 + 6
= - 19x3 + 9x2 – x + 5
2. F(x) = 3x3 + 4x2 – 5x + 9 (b) F(1) = 3(1)3 + 4(1)2 – 5(1) + 9
(a) F(-1) = 3(-1)3 + 4(-1)2 – 5(-1) + 9 = 3(1) + 4(1) – 5 + 9
= 3(-1) + 4(1) – 5(-1) + 9 =3+4–5+9
= -3 + 4 + 5 + 9 = 11
= 15 (c) F(0) = 3(0)3 + 4(0)2 – 5(0) + 9
=9 = 81 + 36 – 15 + 9
(d) F(3) = 3(3)3 + 4(3)2 – 5(3) + 9 = 111
= 3(27) + 4(9) – 15 + 9
Class activity
1. Given that P1(x) = 2x2 + 3x + 4; P2(x) = 4x2 – 6x + 8; P3(x) = 5x3 – 3x2 + 5x + 6. Find 4 P1(x) + 5 P2(x) -
2 P3(x).
2. If f(x) = x4 – 3x3 + x2 + 3x – 2, show that f(1) = f(2).
Multiplication of Polynomials
The multiplication of two polynomials is obtained by 7x3 – 4x2 + 3x +4
using every term of one polynomial to multiply each
term of the other polynomial and collecting together X 5x2 + 6x + 1
like terms. 7x3 – 4x2 + 3x +4
When a polynomial of degree m is multiplied by 42x4 – 24x3 + 18x2 + 24x
another polynomial of degree n, another polynomial
of degree m + n is obtained. 35x5 – 20x4 + 15x3 + 20x2
Examples 35x5 + 22x4 – 2x3 +34x2 + 27x +4
1. Given P(x) = 7x3 – 4x2 + 3x +4 and Q(x) =

5x2 + 6x +1. Find PQ. 2. Given that P(x) = 5x3 + 3x2 – 2x + 4 and Q(x)
Solution: = 2x2 + 1, find P(x).Q(x)
Method 1: Solution
Method 1:
PQ = (7x3 – 4x2 + 3x +4)(5x2 + 6x +1)
PQ = QP = (2x2 + 1) (5x3 + 3x2 – 2x + 4)
3 2 2 2
= 7x (5x + 6x +1) – 4x (5x + 6x +1) +
3x(5x2 + 6x +1) +4(5x2 + 6x +1) = 2x2(5x3 + 3x2 – 2x + 4) + 1 (5x3
2
+ 3x – 2x + 4)
= 35x5 + 42x4 + 7x3 – 20x4 – 24x3 – 4x2 +
= 10x5 + 6x4 – 4x3 + 8x2 + 5x3 +
15x3 + 18x2 + 3x + 20x2 + 24x + 4 2
3x – 2x + 4
Rearrange = 10x5 + 6x4 + x3 +11x2 – 2x + 4
= 35x5 + 42x4 – 20x4 + 7x3 – 24x3 + 15x3 Method 2:
– 4x2 + 18x2 + 20x2 + 24x + 3x + 4
5x3 + 3x2 – 2x + 4
= 35x5 + 22x4 – 2x3 + 34x2 + 27x + 4 2x2 +1
5x3 + 3x2 – 2x + 4
10x5 + 6x4 - 4x3 + 8x2
10x5 + 6x4 + 2x3 +11x2 - 2x +4
Method 2: (Long Multiplication)

Class activity
1. If f(x) = 3x2 – 2x + 3, g(x) = x2 – 3x + 4 and h(x) = x2 + 5, find f(x).g(x).h(x).
2. Given that P1(x) = 5x3 + 3x2 – 2x + 6; P2(x) = x3 + 4x2 – 3x + 1 and P3(x) = 2x3 – 3x2 + 3x + 2, find
(i) (P1 + P2)P3 (ii) (P2 – P3)P1.
Division of polynomials
A polynomial f(x) can be divided by another Step 3: Subtract the product obtained in step 2 from
polynomial g(x), provided the degree of g(x) is not the dividend.
greater than that of f(x). X2
So, we could divide say x3 + 3x2 – x + 1 (3rd degree), X-2 x3 + 3x2 – x + 1

by x-2 (1st degree), but not x – 2 by x3 + 3x2 –x + 1.
x3 – 2x2
If n ≥ m, the result of dividing a polynomial of degree 5x2 – x + 1
n by a polynomial of degree m is another polynomial
of degree n – m. Step 4: Repeat steps 1, 2, and 3 with x2 – 5x + 1 as
the new dividend. x
Suppose we want to divide x3 + 3x2 – x + 1 by x-2,
the polynomial x3 + 3x2 – x + 1is called the dividend
while the polynomial x-2 is called the divisor. The X2 + 5x
result of the division is called the quotient and what X-2 x3 + 3x2 – x + 1
is left after the division is called the remainder. x3 – 2x2
Examples 5x2 – x + 1
1. Find the quotient and remainder when x3 + 5x2–10x
3x2 –x + 1 is divided by x – 2. 9x + 1
2. Find the quotient and remainder when 4x3 –
x2 + x – 5 is divided by x2 + x – 1. Step 5: Repeat stepsx1, 2, and 3 with 9x + 1 as the
new dividend.
Solution 1.
X2 + 5x + 9
Step 1: Divide the first term of the dividend by the
first term of the divisor to Xobtain
2 the first term of the X-2 x3 + 3x2 – x + 1
quotient. -(x3 – 2x2)
5x2 – x + 1
X-2 x3 + 3x2 – x + 1 -(5x2–10x)
9x + 1
Step 2: Multiply thexdivisor
+ 1 by the first term of the -(9x -18)
quotient gotten and write the result under the
dividend.
X2 19
Note: x3 + 3x2 – x + 1 is the dividend.
X-2 x3 + 3x2 – x + 1 x
x – 2 is the divisor.
2
X + 5x + 9 is the quotient.
x3 – 2x2
19 is the remainder. 4x – 5
We can combine the quotient, divisor and remainder x2 + x – 1 4x3 – x2 + x – 5
to get the polynomial as follows:
-(4x3 + 4x2 – 4x)
x3 + 3x2 –x + 1 = (x - 2) x (x2 + 5x + 9) + 19
Polynomial (P) = Divisor (D) x Quotient (Q) + - 5x2 + 5x – 5
Remainder(R)
-(-5x2 - 5x + 5)
10x – 10
Note that in each of the examples above, the degree
of Q = degree of P – degree of D and that the degree
of R is one less than the degree of D. The degree of
Solution 2
a remainder is one less than that of the divisor.
Class activity
1. Find the quotients and remainders when P(x) = 6x3 + 4x2 – x + 5 is divided by:
(a) 3x2 + 2x +1
(b) x3 – 3x + 2
2. A polynomial is divided by x + 1. The quotient is 2x – 3 and the remainder is 3, find the polynomial.
SUB-TOPIC 3: Remainder and factor theorem

The long division method used in the previous sub- P(2) = (2)3 + 3(2)2 – (2) + 1 = 8 + 12 – 2 + 1 = 19.
topic helps us to determine, not only the quotient
From the above, you would have observed that
but also the remainder.
when p(x) is divided by x – a, the remainder is f(a).
Consider the example 1 of the previous sub-topic: This forms the basis of Remainder theorem.
Find the remainder when x3 + 3x2 –x + 1 is divided
by x – 2. 2
The Remainder theorem states that if
X + 5x + 9
a polynomial p(x) is divided by x – a,
the remainder is p(a).
X-2 x3 + 3x2 – x + 1
More generally, if p(x) is divided by
-(x3 – 2x2)
5x2 – x + 1 −𝐛
ax + b, then the remainder is p( 𝐚 ).
-(5x2–10x)
9x + 1
A special case of the remainder theorem is when
-(9x -18)
p(x) leaves no remainder when it is divided by x –
19 a. when this happens, we say x – a is a factor of
p(x).
Hence when P(x) is divided by x – 2, the remainder
is 19 x
Now find P(2).

=2+p–1+q
This modified theorem is called factor theorem
and it is states that if p(a) = 0 then x – a is a =p+q+2–1
factor. =p+q+1
p+q+1=0
…. (1)
Examples
If x + 2 is a factor of f(x), then
1. Find the remainder when 2x – 5x + 6 is
2
F(-2) = 0
divided by x – 3. F(-2) = 2(-2)3 + p(-2)2 – (-2) + q
2. Determine the values of p and q if (x - 1) = 2(-8) + p(4) – (-2) + q
and (x + 2) are factor of 2x3 + px2 – x + q. = -16 + 4p + 2 + q
= 4p + q -14
Solution:
4p + q -14 = 0
1. Let f(x) = 2x2 – 5x + 6 … (2)
Let R be the remainder when f(x) is divided Solving simultaneously…
by x – 3 Subtract (1) from (2)
Then, 3p – 15 = 0
R = f(3) 3p = 15
F(3) = 2(3)2 – 5(3) + 6 P=5
= 2(9) – 15 + 6 Substitute the value of p into (2)
= 18 – 15 + 6 q = 14 – 4p
=9 q = 14 – 4(5)
2. Let f(x) = 2x3 + px2 – x + q q = 14 – 20
If x – 1 is a factor of f(x), then q = -6
F(1) = 0 Hence p = 5, q = -6
F(1) = 2(1)3 + p(1)2 – (1) + q
Class activity
1. Find the remainders without performing long division when
(a) x3 +5x2 – 3x + 1 is divided by x + 1
(b) 2x3 – 4x2 + x – 3 is divided by x + 2
2. If (3x – 1) is a factor of the polynomial f(x) = 4x3 – 4x2 – x + p, find the value of the constant p.
SUB-TOPIC 4: Zero polynomials

Given a polynomial function f(x), the value x = a such that f(a) = 0 is called the zero of the polynomial.
A zero of the function f(x) is a root of the equation f(x) = 0.
To obtain the zeros of a polynomial f(x), set f(x) = 0 and solve the equation.
Examples: (a) F(x) = x2 – 7x + 12
(b) G(x) = x2 – 16
1. Find the zeros of the following polynomials:

2. 𝐼𝑓 𝑥2 −𝑥 − 6 is a factor of 𝑓(𝑥) = If 𝑥2 −𝑥 − 6 is a factor, it means the zeros of 𝑥2
𝑥3+𝑝𝑥2+𝑞𝑥 + 6, find the values of the −5𝑥 + 6 when substituted into 𝑓(𝑥)will give the
constants 𝑝 𝑎𝑛𝑑 𝑞and state the zeros of complete value of 𝑓(𝑥).
𝑓(𝑥).
∴ From 𝑥2 −𝑥 − 6 = 0
Solution 1:
𝑥2 + 2𝑥 − 3𝑥 − 6 = 0
(a) Set f(x) = 0
x2 – 7x + 12 = 0 𝑥(𝑥 + 2) −3(𝑥 + 2) = 0
x2 – 3x – 4x + 12 = 0 (x + 2) (x – 3) = 0
x(x – 3) – 4(x – 3) = 0
x = -2 or x = 3
(x – 3)(x – 4) = 0
x = 3 or x = 4 ∴ 𝑓(3) = 3(3)3 +𝑝(3)2+𝑞(3) = 0 ⇒ 81 + 9𝑝 +
Hence the zeros of f(x) are 3 and 4. 3𝑞 + 6 = 0 ⇒ 9𝑝 + 3𝑞 = −6 − 81
(b) Set g(x) = 0 9𝑝 3𝑞 87
x2 – 16 = 0 9𝑝 + 3𝑞 = −87 ⇒ + =−
3 3 3
(x – 4)(x + 4) = 0
⇒ 3𝑝 + 𝑞 = −29 … … … … (𝑖)
x = 4 or x = -4
Hence the zeros of g(x) are 4 and -4. 𝑓(−2) = 3(-2)3 +𝑝(−2)2+𝑞(−2) + 6 = 0
⇒−24 + 4𝑝 − 2𝑞 + 6 = 0 ⇒ 4𝑝 − 2𝑞 = −6 +
Solution 2: 4𝑝 2𝑞 18
24 ⇒ 2 − 2 = − 2
⇒ 2𝑝 − 𝑞 = 9 … … … … … . (𝑖𝑖)
From equation (i), 𝑞 = −29 − 3𝑝
Substitute −29 − 3𝑝 𝑓𝑜𝑟 𝑞 𝑖𝑛 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛(𝑖𝑖) 𝑖. 𝑒.
⇒ 2𝑝 − (−29 − 3𝑝) = 9,
⇒ 2𝑝 + 29 + 3𝑝 = 9,
⇒ 5𝑝 = 9 − 29
5𝑝 20
⇒ =−
5 5
⇒ 𝑝 = −4.
Hence, 𝑞 = −29 − 3(−4)
𝑞 = −29 + 12
𝑞 = −17
∴ 𝑓(𝑥) = 3𝑥3+(−4)𝑥2+(−17)𝑥 + 6 = 3𝑥 3−4𝑥2−17𝑥 + 6
To get the third factor of 𝑓(𝑥),divide 𝑓(𝑥) by 𝑥2 −𝑥 − 6
3𝑥 − 1

𝑥2 −𝑥 − 6 3𝑥 3−4𝑥2−17𝑥 + 6
−(3𝑥3−3𝑥2−18𝑥)
- −𝑥2 + 𝑥 + 6
−(−𝑥2 +𝑥 + 6)
0 0 0
1 1
The third factor is 3𝑥 − 1 ⇒ 3𝑥 − 1 = 0, hence, 𝑥 = . Hence the zeros of 𝑓(𝑥)𝑎𝑟𝑒 3, −2 𝑎𝑛𝑑 3.
3
More generally, an nth degree polynomial will have n zeros while an equation of degree n will have n roots.
Class activity
Given that a and b are the zeros of the polynomial f(x) = x2 – x – 6 with a˃b, and that g(x) = f(x + 2),
find: (a) g(a) + g(b)
(a) g(a) – g(b)
(b) g(a) x g(b)
PRACTICE QUESTIONS
1. Given that P(x) = ax2 + bx + 1, P(1) = 6 and P(-1) = 2, determine the values of a and b.
2. In the identity ax2 + bx + c = x2 – 2, find a, b, c.
3. Given that f(x) = x3 + 3x2 + 3x + 1 and g(x) = x3 +- 3x2 + 3x -1, find (a) f(x) + g(x) (b) f(x) – g(x)
(c) f(x) x g(x)
4. Given that p(x) = ax2 + bx +1, p(1) = 6 and p(-1) = 2, determine the values of a and b.
5. Find the quotients and remainders when P(x) = 6x3 + 4x2 – x + 5 is divided by:
(c) 3x2 + 2x +1
(d) x3 – 3x + 2
6. A polynomial is divided by x + 1. The quotient is 2x – 3 and the remainder is 3, find the polynomial.
TOPICAL TEST
Objectives
1. The remainder when 𝑥 3 − 𝑥 + 𝑚 𝑖𝑠 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑏𝑦 𝑥 − 1 𝑖𝑠 𝑒𝑞𝑢𝑎𝑙 𝑡𝑜 𝑡ℎ𝑒 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 𝑤ℎ𝑒𝑛 𝑥 3 − 𝑥 + 𝑚
7 3 1 5
is divided by 2x + 1 𝐴. − 8 𝐵. − 8 𝐶. 8 𝐷. 8
2. The polynomial 𝑔(𝑥) = 2𝑥 3 + 3𝑥 2 + 𝑞𝑥 − 1, has the same remainder when divided by (x+2) and (x-
1). Find the value of constant q. (A) -11 (B) -9 (c) -3 (D) -1
3. The polynomial 2𝑥 3 + 𝑥 2 − 3𝑥 + 𝑝 has a remainder 20 when divided by (x – 2). Find the value of
constant P. (A) 8 (B) 6 (C) -6 (D) -8
4. Find the remainder when 3𝑥 5 − 4𝑥 3 − 5𝑥 + 2 is divided by x-2 (A) 28 (B) - 28 (C) - 56 (D) 56
ESSAY

1. The expression 2𝑥 2 − 𝑘𝑥 + 𝑘 leaves a remainder of 6 when divided by x-k. The positive value of k is (A)
1 (B) 2 (C) 3 (D) 4
2. Given f(x) = ax3 + 2x2 + bx + c, and f(0) = f(1) = 4 and f(-2) = 8, find the values of a, b and c.
3. When 𝑓(𝑥) = 𝑥 3 + 𝑝𝑥 2 + 𝑞𝑥 + 𝑟 is divided by (x-1), (x+2) and (x-3) the remainders are -14, 16 and 36
respectively. Find the values of the constants p, q and r and hence determine the quotient and remainder
when f(x) is divided by x-4.
4. Show that (2x-1) is a factor of the polynomial f(x) =8𝑥 3 − 8𝑥 2 + 1 𝑎𝑛𝑑 𝑓𝑖𝑛𝑑 𝑡ℎ𝑒 𝑞𝑢𝑎𝑑𝑟𝑎𝑡𝑖𝑐 𝑓𝑎𝑐𝑡𝑜𝑟.
5. If p(x)= 𝑥 4 − 3𝑥 3 + 𝑥 2 + 3𝑥 − 2, 𝑠ℎ𝑜𝑤 𝑡ℎ𝑎𝑡 𝑝(1) = 𝑝(2). 𝐻𝑒𝑛𝑐𝑒, 𝑓𝑎𝑐𝑡𝑜𝑟𝑖𝑠𝑒 𝑝(𝑥) 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑒𝑙𝑦.
6. The expression p𝑥 2 + 𝑞𝑥 + 6 𝑖𝑠 𝑑𝑖𝑣𝑖𝑠𝑖𝑏𝑙𝑒 𝑏𝑦 𝑥 − 3, 𝑎𝑛𝑑 ℎ𝑎𝑠 𝑎 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 𝑜𝑓 20 𝑤ℎ𝑒𝑛 𝑖𝑡 𝑖𝑠 𝑑𝑖𝑣𝑖𝑑𝑒𝑑
𝑏𝑦 𝑥 + 1. 𝑓𝑖𝑛𝑑 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒𝑠 𝑜𝑓 𝑝 𝑎𝑛𝑑 𝑞.
7. 𝐺𝑖𝑣𝑒𝑛 𝑡ℎ𝑒 𝑝𝑜𝑙𝑦𝑛𝑜𝑚𝑖𝑎𝑙 𝑝(𝑥) = 3𝑥 2 + 4𝑥 + 5, 𝑤𝑟𝑖𝑡𝑒 𝑝(𝑥)𝑖𝑛 𝑡ℎ𝑒 𝑓𝑜𝑟𝑚 𝑎(𝑥 + 𝑏)2 + 𝑐, 𝑤ℎ𝑒𝑟𝑒 𝑎
𝑎𝑛𝑑 𝑏 𝑎𝑛𝑑 𝑐 𝑎𝑟𝑒 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡. 𝐻𝑒𝑛𝑐𝑒, 𝑓𝑖𝑛𝑑 𝑡ℎ𝑒 𝑙𝑒𝑎𝑠𝑡 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝑝(𝑥)𝑎𝑛𝑑 𝑡ℎ𝑒𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝑥 𝑓𝑜𝑟 𝑤ℎ𝑖𝑐ℎ 𝑡ℎ𝑖𝑠 𝑜𝑐𝑐𝑢𝑟𝑠.
MOTIVATIONAL QUOTE
Striving for success without hard work is like trying to harvest where you haven’t planted. …………David Bly

WEEK: FOUR (4)
TOPIC: POLYNOMIALS 2
LESSON OBJECTIVES: By the end of the lesson, students should be able to :
(i) Define and identify polynomial perfectly.

(ii) Add, subtract, multiply and divide polynomials correctly.
(iii) Use polynomial functions to model and solve real-world problems.
(v) Knowledge of square roots and factoring.

(vi) Knowledge of solving quadratic equation using factorization method.
(vii) Basic knowledge of solving linear equations and simplifying expression.
(viii) Knowledge of solving quadratic equation using the four methods.
CONTENT:
(a) Roots of cubic equation: Sum of roots; Sum of products of two Roots; Products of roots.
(b) Graphs of polynomial function
SUB-TOPIC 1: Roots of cubic equation: Sum of roots; Sum of products of two Roots; Products of roots.
The general cubic equation takes the form: 𝑎𝑥3+𝑏𝑥 2 + 𝑐𝑥 + 𝑑 = 0, 𝑎 ≠ 0 (because if 𝑎 = 0, it becomes a
quadratic equation).
𝑎𝑥3+𝑏𝑥 2 + 𝑐𝑥 + 𝑑 = 0 …(1)
Dividing through by a,
𝑏 𝑐 𝑑
𝑥 3+ 𝑎 𝑥 2 + 𝑎 𝑥 + 𝑎 = 0 …(2)
Let the roots of this equation 2 be 𝛼, 𝛽 and 𝛾. Then 𝑎𝑥3+𝑏𝑥 +

𝑐𝑥 + 𝑑 ≡ (𝑥 − 𝛼)(𝑥 − 𝛽)(𝑥 − 𝛾).

(𝑥 − 𝛼)(𝑥 − 𝛽)(𝑥 − 𝛾) = 0 …(3)
(𝑥2−𝛽𝑥 − 𝛼𝑥 + 𝛼𝛽)(𝑥 − 𝛾)
𝑥(𝑥2−𝛽𝑥 − 𝛼𝑥 + 𝛼𝛽) - 𝛾(𝑥2−𝛽𝑥 − 𝛼𝑥 + 𝛼𝛽)
𝑥 3 − 𝛽𝑥 2 − 𝛼𝑥 2 + 𝛼𝛽𝑥 − 𝛾𝑥 2 + 𝛽𝛾𝑥 + 𝛼𝛾𝑥 − 𝛼𝛽𝛾
Collect like terms
𝑥 3 − 𝛼𝑥 2 − 𝛽𝑥 2 − 𝛾𝑥 2 + 𝛼𝛽𝑥 + 𝛽𝛾𝑥 + 𝛼𝛾𝑥 − 𝛼𝛽𝛾
𝑥 3 − (𝛼 + 𝛽 + 𝛾)𝑥 2 + (𝛼𝛽 + 𝛽𝛾 + 𝛼𝛾)𝑥 − 𝛼𝛽𝛾 …(4)
By comparing coefficients of equations (2) and (4)
𝑏
i. The sum of roots 𝛼 + 𝛽 + 𝛾 = − 𝑎
𝑐
ii. The sum of product of roots 𝛼𝛽 + 𝛾𝛼 + 𝛾𝛽 = 𝑎
𝑑
iii. The product of roots 𝛼𝛽𝛾 = − 𝑎
Example 1:
3 3 7
The roots of a cubic equation 𝛼, 𝛽, 𝛾 are such that 𝛼 + 𝛽 + 𝛾 = 2, 𝛼𝛽 + 𝛾𝛼 + 𝛾𝛽 = 2 𝑎𝑛𝑑 𝛼𝛽𝛾 = − 2.
obtain the equation the roots of which are 𝛼2, 𝛽 2, 𝛾2.
Solution:
The three ways of obtaining 𝛼 2, 𝛽 2 and 𝛾2 include.
(a). Expanding (𝛼 + 𝛽 + 𝛾)2= (𝛼 + 𝛽 + 𝛾)(𝛼 + 𝛽 + 𝛾)
= 𝛼 2+𝛼𝛽 + 𝛼𝛾 + 𝛽𝛼 + 𝛽 2+𝛾𝛽 + 𝛾𝛼 + +𝛾𝛽 + 𝛾2
= 𝛼 2+2𝛼𝛽 + 2𝛾𝛼 +2𝛾𝛽 + 𝛽2+𝛾2
= 𝛼2+𝛽 2+𝛾2+2(𝛼𝛽 + 𝛾𝛼 + 𝛾𝛽)
⇒ (𝛼 + 𝛽 + 𝛾)2 – 2(𝛼𝛽 + 𝛾𝛼 + 𝛾𝛽) = 𝛼 2+𝛽 2+𝛾2
∴ 𝛼 2+𝛽 2+𝛾2 = (𝛼 + 𝛽 + 𝛾)2 – 2(𝛼𝛽 + 𝛾𝛼 + 𝛾𝛽)
3 1 9 1
𝛼2+𝛽 2+𝛾2= (2)2−2 (− 2) = 4 + 1 = 3 4.
(b). Expanding (𝛼𝛽 + 𝛾𝛼 + 𝛾𝛽)2 we have:

𝛼2𝛽 2+𝛼2𝛾2+ 𝛽2 𝛾2= (𝛼𝛽 + 𝛾𝛼 + 𝛾𝛽)2−2𝛼𝛽𝛾(𝛼 + 𝛽 + 𝛾)
1 7 3 1 21 1+42 43 3
= (− 2)2−2 (− 2) (2) = 4 + = = = 10 4
2 4 4
7 49 1
(c). 𝛼 2𝛽 2𝛾2= (𝛼𝛽𝛾)2= (2)2 = 4
= 12 4.
The required equation is 𝑥3+(𝛼2+ 𝛽2+ 𝛾2)𝑥2+[𝛼 2𝛽 2+𝛾2(𝛼 2+ 𝛽2)]𝑥 − (𝛼𝛽𝛾)2 = 0

13 43 49
𝑥 3+ 𝑥 2+ 𝑥− =0
4 4 4
4𝑥 3+13𝑥 2+43𝑥 − 49 = 0
Example 2:
One of the roots of the cubic equation 𝑥 3 − 9𝑥 2 + 23𝑥 − 15 = 0 𝑖𝑠 5.
Find the:
(a) Sum of the two other roots;
(b) Product of the two other roots.
Hence or otherwise, find the other two roots.

Solution
Let α, β and γ be the roots of the equation such that γ = 5, then
𝑏 𝛼𝛽 = 3 … (2)
𝛼+𝛽+𝛾 =−
𝑎
From equation (1) we have 𝛽 = 4 − 𝛼
𝑑
𝛼𝛽𝛾 = − Substituting 4 - 𝛼 for 𝛽 𝑖𝑛 (2), 𝑤𝑒 ℎ𝑎𝑣𝑒
𝑎
Given that 𝑥 3 − 9𝑥 2 + 23𝑥 − 15 = 0 𝛼(4 − 𝛼) = 3
a = 1, b = -9, c = 23, d = 15 4𝛼 − 𝛼 2 = 3
hence: 𝛼 2 − 4𝛼 + 3 = 0
(−9) (𝛼 − 1)(𝛼 − 3) = 0
𝛼+𝛽+𝛾 =− =9
1 𝛼 = 1 𝑜𝑟 𝛼 = 3
𝛼+𝛽+5=9
If α =1, then β =3 and
𝛼+𝛽 =4 … (1)
If α = 3, then β = 1
Also,
Hence:
(−15)
𝛼𝛽𝛾 = − = 15 α=1; β=3,γ=5.
1
5𝛼𝛽 = 15
Class activity
1. The equation 2𝑥 3+5𝑥2−𝑥 − 1 = 0 has roots 𝛼, 𝛽, 𝛾. Find the equation whose roots are 𝛼 3, 𝛽 3,𝛾3.
14
2. Write down the cubic equation with solutions 𝛼, 𝛽, 𝛾 such that 𝛼 + 𝛽 + 𝛾 = − 5 𝛼𝛽 + 𝛾𝛼 + 𝛾𝛽 =
6 13
− 5, and 𝛼𝛽𝛾 = 5
.

SUB-TOPIC 2: Graphs of polynomial function
The shape of a polynomial graph depends on the degree of that polynomial.
Polynomials of degree one
The straight line is the graphical representation of polynomials of degree one. The coefficient of x gives us a
measure of the gradient or slope of the line.
If a ˃ 0, the straight line rises as y increases when x also increases. If a ˂ 0, the straight line falls as y decreases
when x increases. If the graphs below, the points A and B on the straight line are called the x and y intercepts
respectively.
y
y
B Y = ax – b
Y = ax +b
a˂0
B a˃0
A A
x x
Determining x- and y-intercept

To find the x-intercept, put y = 0 and solve for x in the equation. The x-intercept is identified as the zero of the
corresponding polynomial.
To find the y-intercept, put x = 0 and solve for y.
From the knowledge of the intercepts, one can easily sketch the graph of a polynomial of degree 1.
Polynomial of degree two
The parabola is the graphical representation of polynomials of degree two. It has two shapes which depends on
whether the coefficient of x2 is positive or negative.
Determining x- and y-intercept
To find the x intercept, put y = 0 and solve for x. the values of x for which y = 0 are the zeros of the polynomial.
To find y-intercept, put x = 0.
Turning points
The lowest point A on the curve in graph 1 is a turning point and it is called Minimum point.
The highest point B on the curve in graph 2 is also a turning point and it is called Maximum point.
Polynomials of degree three
The curve of polynomials of degree 3 is usually called cubical parabola and it has two shapes depending on
whether a ˃ 0 or a ˂ 0.
Examples:
1. Sketch y = 2x -1 by first finding the slopes and intercepts on the axes
2. Sketch y = x2 +2x – 3 showing the intercepts and turning points.
3. Sketch the curve represented by y = 12 + 4x -3x2 – x3.
Class activity
1. Show that (2x-1) is a factor of the polynomial f(x) = 8x3 – 8x2 + 1 and find the quadratic factor.
2. Sketch the graphs of the following: (i) y = -3x + 2. (ii) y = 8 – 2x – x2. (iii) y = x3 + 2x2 - 5x – 6.
PRACTICE QUESTIONS
1. The expression px2 + qx +6 is divisible by x-3, and has a remainder of 20 when it is divided by x + 1. Find
the values of p and q.
2. When the polynomial f(x) = px3 + qx + r (where p, q and r are constants) is divided by (x + 3) and (x – 2),
the remainders are -12 in each case. If (x + 1) is a factor of f(x), find: (i) f(x); (ii) the zeros of f(x).
3. Given that x – 2 is a factor of 2x3 – x2 – 8x +4, find the other two factors.
4. The equation 2𝑥 3+5𝑥2−𝑥 − 1 = 0 has roots 𝛼, 𝛽, 𝛾. Find the equation the roots of which are 𝛼 3,𝛽 3,𝛾3.
5. Factorise completely 4x3 – 8x2y – 9xy2 + 18y3.
EVALUATION
1. If the polynomial x3 + px2 + qx – 6 has a factor (x – 1) and leaves a remainder of -24 when divided by (x
+ 1):
(i) find the constants p and q.
(ii) factorise the polynomial completely and find its zeros.
2. Factorise 𝑧4−12𝑧3+6𝑧2+12𝑧 + 9 and 18𝑦3−9𝑦2−17𝑥 − 4 completely.
14
3. Write down the cubic equation with solutions 𝛼, 𝛽, 𝛾 such that 𝛼 + 𝛽 + 𝛾 = − 5 𝛼𝛽 + 𝛾𝛼 + 𝛾𝛽 =
6 13
− 5, and 𝛼𝛽𝛾 = 5 .
4. The remainders when f(x) = x3 + ax2 + bx + c is divided by (x – 1), (x + 2) and (x – 2) are respectively 2,
-1 and 15, find the quotient and remainder when f(x) is divided by (x + 1).
5. If the polynomial f(x) = ax2 + 13x = b and g(x) = 4x2 + px + q are divided by x – 1, the remainders are
12 and 16 respectively. It they are divided by x – 2, the remainders are 40 and 20 respectively. Find the
values of the constant a, b, p and q and hence determine the values of x for which f(x) = g(x).

MOTIVATIONAL QUOTE
Striving for success without hard work is like trying to harvest where you haven’t planted. …………David Bly

WEEK: FIVE (5)
TOPIC: PERMUTATIONS
(i) Use permutation to solve problems involving counting or probability.

(ii) Use permutation to calculate the number of possible outcomes in a given situation.
(iii) Explain the concept of permutation perfectly.
(i) Knowledge of sets and the terminology used to describe them (e.g elements, subsets, cardinality)
(ii) Knowledge of arithmetic
(iii) Basic knowledge of the concept of order and difference between ordered and unordered arrangements.
CONTENT:
(a) Permutation (arrangement).
(b) Cyclic permutation.
(c) Arrangement of identical objects.
(d) Arrangement in which repetitions are allowed
SUB-TOPIC 1: Permutation (Arrangement)

Suppose we are interested in the different arrangement of two people in a line. If these two people are labelled a
and b then the problem is the same as finding the different arrangement of the letters a and b.
The number of arrangement will be two i.e. ab and ba.
Suppose there are three people in the line labelled a, b, and c. finding the different arrangements will be the same
as finding the arrangements of the letters a, b and c.
From the above, we see there are six different arrangements.
We can get the number of different arrangement of an arbitrary n terms.

N No. of different Formula
arrangements
1 1 1
2 2 2x1
3 6 3x2x1
4 24 4x3x2x1
5 120 5x4x3x2x1
Based on the above pattern, the number of different arrangement of n objects will be:
𝒏 × (𝒏 − 𝟏) × (𝒏 − 𝟐) × (𝒏 − 𝟑) × … × 𝟑 × 𝟐 × 𝟏. This product can be written as n! for short. n! is read n-
factorial.
The factorial of a positive integer is the product of all integers less than or equal to that given number.
I have four balls of different colours: Blue (B), Green (G), Red (R) and Yellow (Y). If I pick three of the balls,
the following are the possible results of picking in order:
BGR BRG BGY BYG BRY BYR
GBR GRB GBY GYB GRY GYR
RBG RGB RBY RYB RGY RYG
YBG YGB YBR YRB YGR YRG
TOTAL = 24
Each of these arrangement is called a permutation. For the above, we obtained 24 permutations of four (4) colours
taking three at a time. The way this is done is as follows:
The 1st ball could be any of the four balls available;
The 2nd ball could be any of the three colours remaining;
The 3rd ball could be any of the two colours remaining.
Thus, we have 4 × 3 × 2 = 24. This is called the arrangement of 4 balls taking 3 at a time.
If we have five colours to arrange, taking 5 at a time, we will obtain 5 × 4 × 3 × 2 × 1 = 120 permutations.
We apply the basic counting principle that: ‘‘If an activity ‘A’ can be performed in m 𝑤𝑎𝑦𝑠 and another activity
‘B’ can be performed in 𝑛 𝑤𝑎𝑦𝑠, then, the two activities can be performed one after the other in 𝑚 × 𝑛 𝑤𝑎𝑦𝑠.
Permutation can therefore be defined as each of several possible ways in which a set or number of things can
be ordered or arranged. It is also all possible arrangement of a collection of things where the order is important.
Suppose we are only interested in the number of The first position can be taken in four ways by any
ways, the first and second positions can be taken by of the four athletes. The second position can be taken
4 people in a race, assuming there is no tie. in 3 ways by any of the remaining 3 athletes.
So, the number of ways the first and the second 3. Evaluate each of the following: (a) 10𝑃2 (b)
positions can be taken by four people in a race is4 × 100𝑃2
3. This arrangement is called permutation of 4 people 4. Find the number of ways of arranging the letters
taking 2 at a time and is denoted by of the word, EIGHT.
4𝑃2 = 4 × 3
Solution:
Also, the number of permutations of 8 objects taking 1. (a) 7! = 7 × 6 × 5 × 4 × 3 × 2 × 1 = 5040
3 at a time is denoted by (b) 0! = 1
8𝑃3 = 8 × 7 × 6 (c) 1! = 1
7! 7×6×5×4!
2. = 3×2×1×4! = 35
4! 4! 4×3×2×1 3!4!
𝐻𝑒𝑛𝑐𝑒, 4𝑃2 = = = =4×3=
(4−2)! 2! 2×1
8! 8! 8×7×6×5! 10! 10! 10×9×8!
12 𝑎𝑛𝑑 8𝑃3 = (8−3)! = 5! = = 336 3. (a) 10𝑃2 = (10−2)! = = = 90
5! 8! 8!
Thus, the general formula is (b) 100𝑃2 = (100−2)! =

100! 100!
=
100×99×98!
=
98! 98!
𝑛!
𝑛𝑃𝑟 = (𝑛−𝑟)! 9900
This is the permutation of n objects taking r at a time. 4. EIGHT has five different numbers. Hence,
the number of permutation is
Examples
5𝑃5 = 5! = 5 × 4 × 3 × 2 × 1 = 120
1. Evaluate the following: (a) 7! (b) 0! (c) 1!
7!
2. Simplify 3!4!
Class activity
1. Evaluate each of the following: a) 5𝑃4 b) 11𝑃9
2. In how many ways can five bulbs of different colours be arranged in five socket in a row?
3. In how many ways can the letters of the word ENGLISH be arranged?
SUB-TOPIC 2: Cyclic permutation

In cyclic permutation, we are concerned about arrangement of this about a circular object.
If the letters A, B, C, D are arranged in that order in a circle, and then A is moved to B’s position and B to C’s
position, C to D’s position, and D to A’s position, we obtain the same arrangement. i.e.,
A D
B D A C
C B

To obtain different arrangement, we fix one of the letters and arrange the remaining three in the remaining spaces.
This gives 3! Arrangements of the 4 letters.
A
A A
B D
C D
B C
C
D B
A
D C A A
C B D B
B
D C
In general, the number of ways of arranging ‘n’ objects in a circle is given by:
No. of ways = 1 x (n-1)!
When beads are threaded in a ‘ring’ the clockwise and the anticlockwise arrangements are not distinguishable and
the ring can be turn over.
Thus, the number of distinct arrangements of ‘n’ objects round a circular ring which can be turned over is:
(𝒏 − 𝟏)!
𝟐
Examples:
1. In how many ways can 8 boys be arranged at a round table?
Solution:
Total number of arrangements = 1 x (8-1)! = 7! = 5040
2. Seven beads of different colours are threaded in a ring. How many different arrangement is possible?
Solution:
(𝑛−1)! (7−1)! 6! 6×5×4×3×2×1
No. of arrangements = = = = = 360
2 2 2 2
Class activity
1. In how many ways can eight boys be arranged around a circular table?
2. A family of seven is to be seated round a table. In how many ways can this be done if the father and the
mother are to sit together?
3. In how many ways can eight men be seated at a round table if two particular men refused to sit together?
SUB-TOPIC 3: Arrangements of identical objects

Consider the arrangement of 8 bulbs (4 red, 3 blue and 1 In how many ways can the letters of the following words
yellow) in a row, there are 8! Possible permutations be arranged ?
(arrangements). Out of these permutations, 4!
a. ABAKALIKI
Permutations involving changes in position of the red
bulbs are not distinguishable and the 3! Permutations of b. MATHEMATICS
the blue bulbs are also not distinguishable.
SOLUTION
Thus, the number distinct permutations of the 8 bulbs (4
8!
a) ABAKALIKI 9 letters; letter A appears 3 times, K
red, 3 blue and 1 yellow) = 4!3!1! twice, I twice, B&L once each.
In general, the number of distinct permutations of the ‘n’ No. of permutation =
9!
=
9×8××7×6×5×4×3!
=
3!2!2!1!1! 3!2!2!1!1!
objects containing p of one type of q of a second type and
756 𝑤𝑎𝑦𝑠
r of a third type is given by:
b) MATHEMATICS = 11letters ( 2 M’s, 2 T’s, 2 A’s, &
𝑛!
others once)
𝑝! 𝑞! 𝑟!
11!
Example ∴ 𝑁𝑜. 𝑜𝑓 𝑝𝑒𝑟𝑚𝑢𝑡𝑎𝑡𝑖𝑜𝑛 = 2!2!2!1!1!1!1!1! = 4989600
Class activity
1. Find the number of ways the letters of the words FURTHER can be permuted.
2. In how many ways can the letters of the word STRANGE be arranged so that the vowels occupy only the odd
places?
3. Find the number of arrangement in the letters of the word CONGRATULATIONS if the letter A must be placed
next to each other. (Leave your answer in terms of factorial).
SUB-TOPIC 4: Arrangements in which repetitions are allowed
Examples 5, 6, 7 can be a 3-digit number, 4-digit number, 5-

digit number or 6-digit number.
(a)How many numbers greater than 600 can be
formed from the digits 2, 3, 4, 5, 6, 7? For a 3-digit number to be greater than 600, the first
digit must be any of the 2 digits (6 or 7)
(b)How many four-digits even numbers can be
formed from the digits 1, 2, 3, 4, 5, 6 if The 2nd digit, any of the remaining 5 digits ( i.e, after
choosing one digit from 6 or 7)
i. No repetitions are allowed
ii. Repetitions are allowed. The 3rd digit, any of the remaining 4 digits.
SOLUTION Therefore,
(a) Without repetition: Numbers greater than 600 For 3-digits numbers we have 2 × 5 × 4 = 40
that can be formed from the option of 6 digits 2, 3, 4, For 4-digits numbers, we have 6 × 5 × 4 × 3 = 360

For 5-digits numbers, we have 6 × 5 × 4 × 3 × 2 = Therefore, total numbers that can be formed =
720 72+1296+7776+48656 = 57,800
For 6-digits numbers, we have 6 × 5 × 4 × 3 × 2 × (b) For an even number, the last digit must be 2 or 4
1 = 720 or 6.
Total = 40 + 360 + 720 + 720 = 1840 Without repetition: The last digit can be any of the 3
digits.
With repetition: the numbers of digits greater than
600 that would be formed with 2, 3, 4, 5, 6 and 7 will The 1st digit can be any of the remaining 5 digits
be:
The 2nd digit can be any of the remaining 4 digits
For 3 digits numbers, there will be 2 × 6 × 6 = 72
The 3rd digit can be any of the remaining 3 digits.
For 4 digits numbers, 6 × 6 × 6 × 6 = 1296
Therefore number required = 3 × 5 × 4 × 3 = 180
For 5 digits numbers, 6 × 6 × 6 × 6 × 6 = 7776
With repetition: the number required = 6 × 6 × 6 ×
For 6 digits numbers, 6 × 6 × 6 × 6 × 6 × 6 = 3 = 648
48656
Class activity
1. How many 4-digits numbers can be formed from the digits 0, 1, 2, 3, …9
If: (a) repetitions are allowed (b) the last digit must not be zero and repetitions are not allowed.
2. How many 4-digit odd numbers can be formed with the digits 1, 2, 3 and 4 if: (a) repetition is allowed (b)
repetition is not allowed.
3. How many numbers less than 3000 can be formed from the digits 1, 2, 3, 8 and 9, if no digit is used more
than once?
PRACTICE QUESTIONS
4!4!
1. Simplify2!2!2!. (a) 24 (b) 42 (c) 72 (d) 27
2. Five students are lined up in a row. How many arrangement could be made if the position of the last boy
remains unchanged? (a) 120 (b) 12 (c) 21 (d) 24
3. Find the number of ways in which the letters of the word STATISTICS could be arranged. (a) 15120 (b)
5120 (c) 2020 (d) 1512
4. Seven students were late to a class. In how many ways can they occupy: (a) three available vacant seats?
(b) Nine available vacant seats?
5. In how many ways are there of arranging 3 different jobs between 5 men where any man can only do one
job?
EVALUATION
1. In how many ways can 8 people be seated on a bench if only 3 seats are available?
2. If the mathematics department of a particular college has 5 members of staff and they are to pose for a
photograph by standing in a row. How many different arrangements are possible?

3. Five people are to have a dinner jointly. In how many ways can they sit round a table if a couple must sit
together?
4. How many numbers greater than 4000 can be formed using some or all the digits 6, 5, 4, 3 and 2 without
repetition? How many of these will be even?
5. How many words can be formed from the letters of VALEDICTORY provided the letters A, E, I, O, Y
are not to be separated at all?
6. Find the number of arrangements of the letters of the word PRESIDENT.
7. In how many ways can a committee of 3 boys and 2girls be chosen from 6 boys and 4 girls?
8. A man intends to visit 5 towns. In how many ways can he plan his journey?
9. In how many ways can the first 4 places be filled by 10 horses in a race assuming there are no ties?
10. In how many ways can the letters of the word OBASANJO be arranged such that the vowels will not be
together?
MOTIVATIONAL QUOTE
If you don’t value your time, neither will others. Stop giving away your time and talents. Value what you know and
start charging for it…….. Kim Garst

WEEK: SIX (6)
TOPIC: COMBINATION
(i) Solve real-world problem using combinations.

(ii) Distinguish between permutation and combination.
(iii) Recognize the relationship between combination and probability.
(i) Knowledge of sets and the terminology used to describe them (e.g elements, subsets, cardinality)
(ii) Knowledge of arithmetic
(iii) Basic knowledge of the concept of order and difference between ordered and unordered arrangements.
CONTENT:
(a) Combination (selection).
(b) Conditional arrangements and selection.
(c) Probability problems involving arrangement and selection.
SUB-TOPIC 1: Combination (Selection)

In many situations, we make selection without regard to the order. If a committee of 4 members is to be formed
from 7 members of staff of DLHS, the order in which the numbers of the given committee are selected is not
important.
Combination is therefore a way of selecting items from a collection such that (unlike permutation) the order
of selection does not matter.
In selecting three colours from 5 colours: (B, G, R, Now, the number of the permutations of 5 colours
W, Y), BGR, BRG, GBR, RBG, RGB, are counted as 5!
taking 3 at a time, i.e, 5𝑃3 = (5−3)!
6 different arrangements (permutations), although
they consist of the same 3 colours. The 6 The number of combinations of 5 colours taking 3 at
permutations thus represent one combination. Thus, 5!
a time, i.e, 5𝐶3 = 3!(5−3)!
each combination of three objects yields 3!
Permutation.
5𝑃3 2. The chemistry teacher can be selected in 6C3
∴ 5𝐶3 =
3! ways and the mathematics teacher can be
𝑛𝑃𝑟 𝑛! selected in 10C5 ways.
In general, 𝑛𝐶𝑟 = = (𝑛−𝑟)!𝑟! = 𝑛𝐶𝑛−𝑟
𝑟! Total number of ways = 6C3 x 10C5
6! 10!
Examples = 3!3! × 5!5!
6×5×4×3!
1. Out of the five science club members of a = ×
3×2×1×3!
school, A, B, C, D and E, just three are to be 10×9×8×7×6×5!
chosen to represent the school in an 5×4×3×2×1×5!

=5×4×9×4×7
exhibition. In how many ways can this be
= 5040𝑤𝑎𝑦𝑠.
done?
2. In how many ways can a committee of 3 Class activity
chemistry teachers and 5 mathematics
teachers be formed from 6 chemistry teachers 1. In how many ways can a disciplinary
and 10 mathematics teachers? committee of 3 be formed from 10 members
of staff of a college?
Solution 2. A man travels from Nigeria to Ghana by air
and from Ghana to Liberia by ship. He
1. The three representatives can be selected in
5! 5! 5×4×3! returns by the same means. He has 6 airlines
5𝐶3 = (5−3)!3! = 2!3! = = 5×2=
2×3! and 4 shipping lines to choose from. In how
10𝑤𝑎𝑦𝑠. many ways can he make his journey without
using the same airline or shipping line twice?
SUB-TOPIC 2: Conditional arrangement and selection
When restrictions are placed on arrangements or committee can be chosen if: (i) everyone is equally
selection, then, the permutation or combination is eligible; (ii) the committee should include at least
said to be conditional. one woman.
Example 1: Solution:
Find the number of ways 6 people can be seated in a i) 5 married couples includes 5 men and 5 women.
round table if two particular friends must sit next to Since everyone is equally eligible, then, the possible
each other. ways of selecting 4 people for the committee are:
Solution: 4 men and 0 women or
If two people must seat next to each other, the 3 men and 1 women or
number of ways these friends can sit is 2!
2 men and 2 women or
Therefore, the number of ways six people can sit in a
1 man and 3 women or
round table with two friends that must be together is
2! × (6 − 2)! = 2! × 4! = 48 0 men and 4 women.
Example 2: i.e, 5𝐶4 × 5𝐶0 + 5𝐶3 × 5𝐶1 + 5𝐶2 × 5𝐶2 + 5𝐶1 ×
5𝐶3 + 5𝐶0 × 5𝐶4 =
A committee of 4 people is to be chosen from 5
married couples. Find how many ways the
5! 5! 5! 5! 5! 5! 5!
× 5!0! + 2!3! × 4!1! + 2!3! × 2!3! + 1!4! × 3!2! +
5! 3 men and 1 woman or 2 men and 2 women or 1 man
4!1!
5! 5! and 3 women or 4 women
× 4!1! =
5!0!
i.e, 5𝐶3 × 5𝐶1 + 5𝐶2 × 5𝐶2 + 5𝐶1 × 5𝐶3 + 5𝐶4 =
5 × 1 + 10 × 5 + 10 × 10 + 5 × 10 + 1 × 5 = 5! 5! 5! 5! 5! 5! 5!
× 1!4! + 2!3! × 2!3! + 1!4! × 3!2! + 4!1! =
3!2!
5 + 50 + 100 + 50 + 5 = 210
10 × 5 + 10 × 10 + 5 × 10 + 5 = 50 + 100 +
ii) If at least one woman must be in the committee,
50 + 5 = 205
then, the possible ways of selecting 4 members of the
committee from the couples (5men & 5women) are:
Class activity
1. An excursion group of 4 is to be drawn from among 5 boys and 6 girls. Find the number of ways of
choosing the excursion group if the group:
(a) is to be made up of an equal number of boys and girls;
(b) is to be either all boys or all girls;
(c) Has no restrictions on its composition.
2. A candidate is expected to attempt 12 out of 15 questions. In how many ways can this be done if:
(a) the candidate is to attempt any 12 question;
(b) the first 8 questions are compulsory;
(c) a question is outside the syllabus and hence cannot be completed.
SUB-TOPICS 3: Probability problems involving arrangement and selection

Example 1: 10𝐶1 ×3𝐶1 ×7𝐶1
(c) P(1 red, 1 blue & 1 black) = =
20𝐶3
A box contains 10 red, 3 blue and 7 black balls. If 10×3×7 210
= 1140 = 38
7
1140
three balls are drawn at random, what is the
probability that: (a) all 3 are red, (b) all 3 are blue, Example 2:
(c) one of each colour is drawn?
Three-digit numbers are formed from the digits 1, 2,
Solution: 4, 5 and 6. If repetition is not allowed and a number
is picked at random, find the probability that it is a
Number of ways of selecting any 3 balls from 20
multiple of 5 or an odd number.
balls = 20𝐶3 =number of element in the sample
space. Solution:
Number of ways of selecting 3 red balls out of 10 = Since probability is involved, we find the sample
10𝐶3 space for 3-digit numbers formed from 5-digits i.e
5P3.
(a) P(all the 3 balls are red) =
𝑛𝑜.𝑜𝑓 𝑠𝑒𝑙𝑒𝑐𝑡𝑖𝑜𝑛𝑠 𝑜𝑓 3 𝑜𝑢𝑡 𝑜𝑓 10𝑟𝑒𝑑 𝑏𝑎𝑙𝑙𝑠 10𝐶3 120 5! 5×4×3×2!
= 20𝐶 = 1140 = n(sample space) = 2!! = = 60𝑤𝑎𝑦𝑠.
𝑛𝑜.𝑜𝑓 𝑠𝑒𝑙𝑒𝑐𝑡𝑖𝑜𝑛𝑠 𝑜𝑓 3 𝑜𝑢𝑡 𝑜𝑓 20 𝑏𝑎𝑙𝑙𝑠 3 2
2
9 (a) To get multiple of 5, the last digit must be 5. That
implies that
(b) P(all 3 are blue) =
𝑛𝑜.𝑜𝑓 𝑠𝑒𝑙𝑒𝑐𝑡𝑖𝑜𝑛𝑠 𝑜𝑓 3 𝑜𝑢𝑡 𝑜𝑓 3 𝑏𝑙𝑢𝑒 𝑏𝑎𝑙𝑙𝑠 3𝐶3 1
= 20𝐶 = 1140 The 1st digit can be any of the remaining 4 digits.
𝑛𝑜.𝑜𝑓 𝑠𝑒𝑙𝑒𝑐𝑡𝑖𝑜𝑛𝑠 𝑜𝑓 3 𝑜𝑢𝑡 𝑜𝑓 20 𝑏𝑎𝑙𝑙𝑠 3

The 2nd digit can be any of the remaining 3 digits No. of ways = 2 x 4 x 3 = 24ways.
No. of ways = 1 x 4 x 3 = 12 ways. Pr(odd number) = 60
24
12
Pr(multiple of 5) = 60 12 24
Hence, pr(multiple of 5 or odd number) = + 60 =
60
36
(b) To get odd number, the last digit will be any of 1
60
and 5
3
=5
The first digit can be any of the remaining fourThe
second digit will be any of the remaining three.
Class activity
1. How many committee of size 5 consisting of three men and 2 women can be selected from 8 men and 6 women
if a certain man must not be in the committee?
2. A bag contains 5 white, 2 black and 3 green balls. If three ball are drawn at random, find the probability that:
a) All three are green
b) All three are white
c) 2 are white and 1 is black
d) At least, one is black
e) 1 of each colour is drawn.
PRACTICE QUESTION
1. How many committee of size 5 consisting of 3 men and 2 women can be selected from 8 men and 6 women if
a certain man must not be in the committee? (a) 315 (b) 525 (c) 840 (d) 1287
2. In how many ways can 9 bulbs be selected from 4 red, 5 green and 6 yellow bulbs if 3 of each colour are to be
selected? (a) 800 (b) 120 (c) 40 (d) 27
3. The number of ways of arranging 9 men and 8 women in a row, when the women occupy the even places is --
17! 17!16! 9!8!
- (a) 9!8! (b) (c) 9!8! (d)
2! 2!
4. A panel consists of 5 men and 4 women. What is the probability of 4 men and 2 women?
10 1 5 5
(a) 81 (b) 6 (c) 14 (d) 9.
5. Five digit numbers are formed from digits 4, 5, 6, 7 & 8

a) How many of such numbers can be formed if repetition of digit is (i) allowed (ii) not allowed?
b) How many of the numbers are odd if repetition of digits is not allowed?
EVALUATION
1. Find the number of ways of arranging 9 men and 8 women in a row, if the women occupy the even places.
𝑛𝑃
2. If 𝑛 3 = 6, find the value of n.
𝐶4

3. A panel of 5 jurist is to be chosen from a group of 6men and 7 women. Find the number of different panels
that could be formed if: (a) a particular man must serve on the panel (b) there is no restriction.
4. A business man intends to give a dinner party for 6 of his 10 friends. If 2 of them will not attend the party
together, in hoe many ways can he select his guests?
5. A family of 7 is to be seated round a table. In how many ways can this be done, if the father and the mother
are to sit together?
6. Four delegates are to be chosen from 8 members of staff of a college. If 2 of them are senior members of
staff, how many different delegations are possible if: (i) only one of the senior members of staff must be
in the delegation? (b) the two senior member of staff must be included?
7. In how many ways can 9 bulbs be selected from 4 red, 5 green and 6yellow bulbs if 3 of each colour are
to be included?
8. Three boys and four girls are to be seated in a row. How many ways can this be done if one of the boys is
to sit in the middle.
9. In how many ways can 8 men be seated in a row, if two particular men must occupy the ends?
10. A panel of 5 jurists is to be chosen from a group of 6 men and 7 women. Find the number of different
panels that could be formed if:
(a) A particular man must serve on the panel
(b) There is no restriction
11. 𝐼𝑓 18𝐶 𝑟 = 18𝐶 𝑟+2 , 𝑓𝑖𝑛𝑑 𝑟𝐶 5
MOTIVATIONAL QUOTE
Before anything else, preparation is the key to success………. Alexander Graham Bell

WEEK: SEVEN (7)
MID – TERM BREAK

WEEK: EIGHT (8)
TOPIC: BINOMIAL EXPANSION 1
CONTENT
(a) Pascal triangle.

(b) Binomial expansion of (a+b)n , where n can be positive integer, negative integer or fractional value.
LESSON OBJECTIVES:
Students should be able to use the binomial expansion formula to solve simple problems.
ENTRY BEHAVIOUR: Learners are familiar with expansion of quadratic expression.
SUB-TOPIC 1: Pascal triangle
The Pascal’s triangle is a format for getting the By ordinary expansion of algebraic terms, we have:
coefficients of expansions. It applies to binomial and
(a+b)0 = 1
binomial formed from a reduced polynomial.
(a+b)1 = 1a + 1b
Consider the expansion of each of the following:
(a+b)2 = 1a2+2ab+1b2
(a+b)0
(a+b)3 = 1a3+3a2b+3ab2+1b3
(a+b)1
(a+b)4 = 1a4+4a3b+6a2b2+4ab3+1b4
(a+b)2
(a+b)5 = 1a5+5a4b+10a3b2+10a2b3+5ab4+1b5
(a+b)3
Consider the array of coefficients of a and b. We can
(a+b)4
display it as follows:
(a+b)5

n (power)
(0 ≤ 𝑛 ∈ 𝑍 + )
1 0
1 1 1
Row 1 2 1 2
1 3 3 1 3
1 4 6 4 1 4
1 5 10 10 5 1 5
We call the array of coefficients displayed above Pascal triangle named after the celebrated French Mathematician
and Physicists Blaise Pascal (1623-1662) noted for his essay on conic section in 1640 and first invention of
calculating machine in 1642.
Note the following:
 A general binomial is of the form (a + b)n .
 There are n + 1 terms.
 The expansion is homogenous i.e. the sum of the powers of a and b in each term of the expansion is n.
 As the power of a descends (starting from n till it reaches 0), the power of b ascends (starting from 0 till it
reaches n) and vice versa.
Examples:
1. Using Pascal’s triangle, expand (3𝑥 − 𝑦)4
Solution: Let n=4

∴ 𝑡ℎ𝑒 𝑟𝑜𝑤 𝑓𝑟𝑜𝑚 𝑡ℎ𝑒 𝑃𝑎𝑠𝑐𝑎𝑙 ′ 𝑠 𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒 𝑡𝑜 𝑢𝑠𝑒 𝑖𝑠:
1 4 6 4 1
Understand that the index (power) of 3𝑥 descends as that of −𝑦 ascends.
(3𝑥 − 𝑦)4 = 1 × (3𝑥)4 (−𝑦)0 + 4 × (3𝑥)3 (−𝑦)1 + 6 × (3𝑥)2 (−𝑦)2 + 4 × (3𝑥)1 (−𝑦)3 + 1 × (3𝑥)0 (−𝑦)4
= 81𝑥 4 − 108𝑥 3 𝑦 + 54𝑥 2 𝑦 2 − 12𝑥𝑦 3 + 𝑦 4
2. Use Pascal’s triangle to obtain the value of (1.025)4, correct to three decimal places.
(1.025)4 = (1 + 0.025)4
= 1 × (1)4 (0.025)0 + 4 × (1)3 (0.025)1 + 6 × (1)2 (0.025)2 + 4 × (1)1 (0.025)3 + 1
× (1)0 (0.025)4
= 1 + 0.1 + 0.00375 + 0.0000625 + 0.000000390625
= 1.1038
= 1.104 (3 𝑑. 𝑝)
PRACTICE EXERCISE:
1. 𝑊ℎ𝑎𝑡 𝑖𝑠 𝑃𝑎𝑠𝑐𝑎𝑙 ′ 𝑠 𝑇𝑟𝑖𝑎𝑛𝑔𝑙𝑒?

2. 𝑊𝑟𝑖𝑡𝑒 𝑏𝑟𝑖𝑒𝑓𝑙𝑦 ℎ𝑜𝑤 𝑝𝑎𝑠𝑐𝑎𝑙 ′ 𝑠 𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒 𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑡𝑒𝑑
3. 𝑈𝑠𝑒 𝑃𝑎𝑠𝑐𝑎𝑙 ′ 𝑠𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒 𝑡𝑜 𝑒𝑥𝑝𝑎𝑛𝑑 𝑎𝑛𝑑 𝑠𝑖𝑚𝑝𝑙𝑖𝑓𝑦: (4𝑥 + 3𝑦)3
SUB-TOPIC 2: Binomial Expansion of (a + b)n
Binomial Theorem
𝐵𝑖𝑛𝑜𝑚𝑖𝑎𝑙 𝑡ℎ𝑒𝑜𝑟𝑒𝑚 𝑔𝑖𝑣𝑒𝑠 𝑡ℎ𝑒 𝑒𝑥𝑝𝑎𝑛𝑠𝑖𝑜𝑛 𝑓𝑜𝑟 (𝑎 + 𝑏)𝑛 . 𝐼𝑡 𝑠𝑡𝑎𝑡𝑒𝑠 𝑡ℎ𝑎𝑡 𝑖𝑓 |𝑎| > |𝑏| 𝑡ℎ𝑒𝑛
𝑛(𝑛 − 1) 𝑛−2 2 𝑛(𝑛 − 1)(𝑛 − 2) 𝑛−3 3
(𝑎 + 𝑏)𝑛 = 𝑎𝑛 + 𝑛𝑎𝑛−1 𝑏 + 𝑎 𝑏 + 𝑎 𝑏
2! 3!
𝑛(𝑛 − 1)(𝑛 − 2) ⋯ (𝑛 − 𝑟 + 1)
+⋯ × 𝑎𝑛−𝑟 𝑏 𝑟 + ⋯ 𝑏 𝑛
𝑟!
𝑇ℎ𝑒 𝑏𝑖𝑛𝑜𝑚𝑖𝑎𝑙 𝑡ℎ𝑒𝑜𝑟𝑒𝑚 𝑖𝑛𝑣𝑜𝑙𝑣𝑒𝑠 𝑡ℎ𝑒 𝑢𝑠𝑒 𝑜𝑓 𝑐𝑜𝑚𝑏𝑖𝑛𝑎𝑡𝑖𝑜𝑛, ncr
n 𝑛!
cr = (𝑛−𝑟)!𝑟! 0 ≤ 𝑟 ≤ 𝑛 ≤ 𝑍 +
𝑛(𝑛 − 1) 𝑛−2 2 𝑛(𝑛 − 1)(𝑛 − 2) 𝑛−3 3

(𝑎 + 𝑏)𝑛 = 𝑎𝑛 + 𝑛𝑎𝑛−1 𝑏 + 𝑎 𝑏 + 𝑎 𝑏
2! 3!
𝑛(𝑛 − 1)(𝑛 − 2) ⋯ (𝑛 − 𝑟 + 1)
+⋯ × 𝑎𝑛−𝑟 𝑏 𝑟 + ⋯ 𝑏 𝑛
𝑟!
n
∴ cr = ncr
The Binomial Theorem for a positive Integral Index
If a and b are any numbers and n is a positive integer, then
(𝑎 + 𝑏)𝑛 = nC0an+nC1an-1b+nC2an-2b2+…+nCran-rbr+…nCnbn
Note:
1. The number of terms in the expansion (𝑎 + 𝑏)𝑛 is n+1. That is one more than the index of binomial.
2. The (r+1) term in the expansion of the binomial is called the general term and denoted by Tr+1 =nCran-rbr
The Binomial Theorem for Negative and Fraction

When n is not a positive integer, the expansion becomes
𝑛(𝑛−1)𝑎2 𝑛(𝑛−)(𝑛−2)𝑎3 𝑛(𝑛−1)(𝑛−2)⋯(𝑛−𝑟+1)𝑎𝑟
(1 + 𝑎)𝑛 = 1 + 𝑛𝑎 + + + ⋯+ + ⋯+ ∞
2! 3! 𝑟!
Provided a is numerically less than unit. That is -1< 𝑥 < 1. This means that the various coefficients cannot be
expressed as nC0, nC1, nC2 etc because they have no meaning when n is not a positive integer.

Again, the theorem can be applied only when the first term of the binomial is unity. If not, the binomial must first
𝑎 𝑛
be reduced to this form. For example, to expand (t+a)n has to be put in this form 𝑡 𝑛 (1 + 𝑡 ) .
Examples:
2 4 𝑥2
1. 𝐸𝑥𝑝𝑎𝑛𝑑 (3𝑥 + 𝑦) 𝑎𝑛𝑑 𝑑𝑒𝑡𝑒𝑟𝑚𝑖𝑛𝑒 𝑡ℎ𝑒 𝑐𝑜𝑒𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑡 𝑜𝑓 𝑦2
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:
2 4 2 2 2 2 3 2 4
(3𝑥 + 𝑦) = 4C0 (3𝑥)4 + 4C1 (3𝑥)3 (𝑦) + 4C2 (3𝑥)2 (𝑦) + 4C3 3𝑥 (𝑦) + 4C4(𝑦)
2 4 8 16
= 81𝑥 4 + 4(27𝑥 3 ) (𝑦) + 6(9𝑥 2 ) (𝑦 2 ) + 4(3𝑥) (𝑦 3 ) + (𝑦 4 )
𝑥2
∴ 𝑡ℎ𝑒 𝑐𝑜𝑒𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑡 𝑜𝑓 2 𝑖𝑠 216
𝑦
1
2. Expand (1−5𝑥)3 to five terms.
Solution:
1
= (1 − 5𝑥)−3
(1 − 5𝑥)3
𝑛(𝑛−1)𝑥 2 𝑛(𝑛−)(𝑛−2)𝑥 3
Recall: (1 + 𝑥)𝑛 = 1 + 𝑛𝑥 + + +⋯
2! 3!
n = -3, 𝑥 = −5𝑥 2
−3
−3(−3 − 1)(−5𝑥)2 −3(−3 − 1)(−3 − 2)(−5𝑥)3
(1 − 5𝑥) = 1 + −3(−5𝑥) + +
2! 3!
−3(−3 − 1)(−3 − 2)(−3 − 3)(−5𝑥)4
+
4!
= 1 + 15𝑥 + 150𝑥 2 + 1250𝑥 3 + 9375𝑥 4
1
3. Expand (4 − 9𝑥 2 )2 to four terms.
Solution:
Note the first term of the binomial is not unity. Let’s reduce to the form (1 + 𝑥)𝑛
1⁄ 1⁄
2
1 9𝑥 2 9𝑥 2 2
(4 − 9𝑥 2 )2 = (4 (1 − )) = 2 (1 − )
4 4
9𝑥 2
n= ½, 𝑥 = 4

2 3
1 1 9𝑥 2 1 1 1 9𝑥 2
( − 1) (− ) ( − 1) ( − 2) (−
1 −9𝑥 2 2 2
4 2 2 2 4 )
=2 1+ ( )+ +
2 4 2! 3!
[ ]
9𝑥 2 81𝑥 4 729𝑥 6
= 2 [1 − − − ]
8 128 1024
9𝑥 2 81𝑥 4 729𝑥 6
=2− − −
4 64 512
PRACTICE EXERCISE
1. Determine the coefficient of 𝑥 5 from the expansion of (2𝑥 − 3)7.

1
2. Expand (1−2𝑥)3 to five terms.
1
3. Expand (25 − 9𝑥 2 )2 to three terms.
𝟏 𝟓
4. Using the binomial theorem to expand (𝟐 − 𝟒 𝒙) and simplify all the terms. Using your expansion, obtain
an estimate of (𝟏. 𝟗𝟕𝟓)𝟓 correct to 5 significant figure.
CONCLUSION
TOPICAL TEST
1. Using the binomial theorem, expand (1 + 2x)5, simplifying all the terms. Hence calculate the value of
(1.02)5 correct to six significant figures.
2. If the first three terms of the expansion of the expansion of (1+px)5 in ascending powers of x are
1+20x+160x2 find the values of n and p.
3. (a) Write down the binomial expansion of (1+y)8, simplifying all the terms.
(b) Using the substitution y = x – x2 in (a), deduce the expansion of (1+ x – x2)8 in ascending powers of x
as far as the term in x4.
(c) Find, by inspection, a value of x such that 1+ x – x2 = 1.09. Hence, evaluate (1.09)8 correct to three
decimal places.
1
4. Write down the binomial expansion of (1 + 4 𝑥)5 , simplifying all its coefficients.
1
5. Obtain the first five terms of the expansion of (1 − 2 𝑥)7
6. Obtain the first four terms of the expansion of (𝑝 + 𝑞𝑥)𝑛
1 1 1 6
7. Use the binomial theorem to expand (𝑥 − 𝑥)6. Hence or otherwise, show that (𝑥 − 𝑥)6 − (𝑥 − 𝑥) =
1 10
12 (𝑥 4 + 𝑥 4 + )
3
8. Given that (1 + 5𝑥)4 = 1 + 𝑃𝑥 + 𝑄𝑥 2 + 𝑅𝑥 3 + ⋯ 𝑓𝑖𝑛𝑑 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒𝑠 𝑜𝑓 𝑃 − 2𝑄 + 3𝑅

ASSIGNMENT
1. The _______ triangle is a format for getting the coefficient of expansions. (a) Binomial (b) right-angled
(c) Pascal’s (d) array.
2. Pascal’s triangle was named after the French Mathematician and Physicists called_________ (a) Newton
(b) Blaise Pascal (c) Cramer (d) Laplace
3. The general binomial is of the form ______ (a) (a+b)n (b) (a+b)r (c) (a+b)! (d) aCb
4. The (r+1) term in the expansion of the binomial is called the ________ term. (a) Simple (b) Difficult
(c) Binomial (d) General.
5. Expand (2𝑥 − 3)5 .
6. Expand(1 + 2𝑥 + 2𝑥 2 )3 .
PUZZLES / BRAIN TEASER:
INSPIRATIONAL QUOTES:
The best way to succeed in this world is to act on the advice you give to others ………………….. Anon

WEEK: NINE (9)
TOPIC: BINOMIAL EXPANSION 2
CONTENT
(a) Finding nth term.

(b) Application of binomial expansion
LESSON OBJECTIVES: Students should be able to use the binomial expansion formula to solve simple problems.
ENTRY BEHAVIOUR: Learners are familiar with expansion of quadratic expression.
SUB-TOPIC 1: Finding the nth term

1 1
The binomial expansion of (1 + )𝑛 is given as: the limit of as n→∞ is 0.
𝑛 𝑛
1
(1 + 𝑛)𝑛 =
1
1 + 𝑛 (𝑛 ) +
𝑛(𝑛−1) 1 2
(𝑛 ) + Also, as n→∞, the closer the expansion above
1
2! becomes to the sum of terms:
𝑛(𝑛−1)(𝑛−2)( )3 1
𝑛
+ … + (𝑛 )𝑛 1 − 0 (1 − 0)(1 − 0)
3!
1+1+ + + …
𝑛 𝑛(𝑛 − 1) 𝑛(𝑛 − 1)(𝑛 − 2) 2! 3!
=1+ + + + … 1 1
𝑛 2! 𝑛2 3! 𝑛3 =1+1+ + …
1 2! 3!
+ 𝑛
𝑛 1 1 1 1
= + + + +⋯
1 1 2 0! 1! 2! 3!
(1 − 𝑛) (1 − 𝑛) (1 − 𝑛) 1
=1+1+ + + …+ 𝑛 Here the ellipsis (...) at the end of the expansion
2! 3! 𝑛 means that the expansion never ends, that is it has
This expansion is true for any natural number value infinite number of terms.
of n, large or small, but when n is a large natural
1 Now we can use the sigma notation and write:
number then 𝑛 is small. Indeed, the larger the value
1 1 1 1 1
1 = 0! + 1! + 2! + 3! + ⋯ = ∑∞
of n, the closer 𝑛 becomes to zero. The n notation for 𝑟=0 𝑟!
this, Notice the symbol for infinity (∞) at the top of the
lim 1 sigma, this denotes the fact that the sum is a sum of
( ) = 0; an infinite number of terms.
𝑛→∞ 𝑛
Examples:
1. How many terms will there be in the Solution:
3𝑦
expansion of (2𝑥 − 4𝑥 )11 . Find the fourth (a) The general term is 𝑛𝑐 12−𝑟 (−1𝑥)𝑟
𝑟𝑥
term. 2
Solution: 12𝐶 12−𝑟 (1 𝑟) = 𝑥 12−𝑟−𝑟 = 𝑥 12−2𝑟

𝑟 (𝑥) 𝑥
𝑛𝑐𝑟 𝑥 𝑛−𝑟 𝑦 𝑟 (𝑔𝑖𝑣𝑒𝑛 𝑓𝑜𝑟𝑚𝑢𝑙𝑎) When it is x2, then 12-2r = 2

3𝑦 r=5 (i.e. the sixth term)
n=11, x=2x and 𝑦 = (− 4𝑥 )
Hence,
(a) Number of terms = n+1 = 11+1 =12
(b) From the formula, = 12𝐶 12−5 (− 1 )5
5 (𝑥) 2𝑥
11𝑐𝑟 (2𝑥)11−𝑟 (3𝑦)𝑟 (4𝑥)−𝑟
= 12 1 5
𝐶5 𝑥 7 (− 𝑥)
11-3r = 2 2
792
-3r =2-11 = 𝑥2
32
-3r = -9; ∴ 3r = 9 ; hence r=3 (i.e. the 4th term) =

99
𝑥2
4
11𝑐3 (2𝑥)11−3 (3𝑦)3 (4𝑥)−3 (b) If the term is to be independent of x, then 12-
= 11𝑐3 (2𝑥)8 (3𝑦)3 (4𝑥)−3 = 2r = 0
165 𝑥 256𝑥 8 𝑥64−1 𝑥 27𝑥 −3 ∴ r =6 (i.e. the 7th term)
256 8+−3 924
= 165 𝑥 𝑥 𝑥 27𝑥 −3 = 12𝐶 12−6 (− 1 )6 = 12𝐶 6 (− 1 )6 = 𝑥 6+−4 =
6 (𝑥) 6𝑥 64
64 2𝑥 2𝑥
924 231
𝑥 2 = 16 𝑥 2
= 165 𝑥4𝑥 27𝑥 5 𝑦 3 64
231
= 17820𝑥 5 𝑦 3 ∴ The independent term of x is 16
2
2. Find the term x and then term independent
1
of x in the expansion of (𝑥 − 2𝑥)12 find the
fifth term:
PRACTICE EXERCISE
1
1. Find the term independent of x in the expansion (2𝑥 − 𝑥)6
𝑦
2. How many terms will there be in the expansion(2𝑥 − )8 ?
3
SUB-TOPIC 2: Application of Binomial expansion in approximation

If x is very small, we can take 1 + nx as an Solution: (a) (1.01)5
approximation of (𝑥 − 𝑥)𝑛 is taken as 1-nx.
Expansion of (1+x)n = 1+nx= (1+0.01)5=1+5x0.01=
Examples: 1+0.050= 1.050
Find the linear approximation of the following: (a) (1.02)4
(a) (1.01)5 (b) (1.02)4 (c) (1.05)3 (d) (0.98)5 Solution: Expansion of (1+x)n = 1+nx

(1.02)4 = (1+0.02)4≈1+4x0.02 (d) (0.98)5
= 1+0.080= 1.080 Solution: Expansion of 1+xn = 1+nx
(c) (1.05)3; Expansion of (1+x)n = 1+nx (0.98)5 = (1-0.02)5≈1-5x0.02= 1-0.1= 0.09
(1.05)3 = (1+0.05)4≈1+3x0.05= 1+0.15= 1.150
PRACTICE EXERCISE
Find the linear approximation of the following:

(i) (1.002)15 (ii) (0.99)8 (iii) (2.004)7
CONCLUSION
TOPICAL TEST
1
1. How many terms will there be in the expansion of (𝑥 + 4 𝑥)6
1
2. Find the terms in the expansion of (2𝑥 2 − 𝑥)9. Find the fift term.
3. Expand (1 + 2𝑥)7and hence evaluate (0.98)7 correct to three decimal places.
1 3
4. Find the linear approximation of the following (a) (2.004)7 (b) (1.003)11 (c) (d) √1.006.
√4.004
5. Using the binomial theorem, write down and simplify the first seven terms of the expansion of (1+2x)10
in ascending powers of x. use your expansion to show that 1.210˃6.19.
WEEKEND ASSIGNMENT:
3𝑦
1. Find the number of terms in the expansion of (𝑥 − 4𝑥 )11. Find the third term.
1
2. Find the term x2 and independent of x in the expansion(2𝑥 − 𝑥)8 .
1
3. Find the coefficient of x-4 in the expansion(𝑥 − 2𝑥)12 .
4. Determine the coefficient of 𝑥 5 from the expansion of (2𝑥 − 3)7.
1
5. Expand (8 − 3𝑥)3 to four terms.
PUZZLES / BRAIN TEASER:

INSPIRATIONAL QUOTES:
I'm a success today because I had a friend who believed in me and I didn't have the heart to let him
down…………. Abraham Lincoln

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©Deeper Life High School.

WEEKS TOPICS CONTENT

Polynomials 2 (a) Roots of cubic equation: Sum of roots; Sum of products of

Permutations (a) Permutation (arrangement) (b) Cyclic permutation (c)

Combination (a) Combination (selection). (b) Conditional arrangements and

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TOPIC: Roots of quadratic equation 1

By the end of the lesson, students should be able to :

(i) Knowledge of square roots and factoring.

SUB-TOPIC 1: Quadratic equation (completing the square and formula method)

(a) Quadratic equation (completing the square and formula method).

(b) Sum and product of roots of quadratic equation.

SUB-TOPIC 2: Quadratic equation (completing the square and formula method).

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SUB-TOPIC 2: Sum and product of roots of quadratic equation

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Solution: In the equation x 2 − 8x + 12 = 0 (d)∝2 + β2 = (α + β)2 − 2αβ

Example 2:- if the roots of the equations

11 11 2 This cannot be determined

Example3: x 2 + 5x − 1 = (a)α2 + β2 (b) ∝3 + β3 (c) ∝3 − β3

(c) ∝2 − β2 = (α + β)(α − β) = (α + β)(α2 + β2 − αβ)

Following example I (c) we can express this as = (∝ +β)[(∝ +β)2 − 2 ∝ β − αβ]

) = (α + β)[(α + β)2 − 3 ∝ β].

Find (a) ∝ +β (ii)α2 β2 = (∝ β)2

(c) ∝2 + β2 (iii) α4 + β4 = (α2 + β2 )2 − 2α2 β2

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SUB-TOPIC 4: Condition for quadratic equation to have:

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(x − 3)(x − 3) = 0 (iii) Imaginary roots: When b2 is less than 4ac then

−b ± √b 2 − 4ac Example 3: Find the roots of the equation x 2 + 2x +

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(i) Two real and different roots?

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TOPIC: ROOTS OF QUADRATIC EQUATIONS 2

By the end of the lesson, students should be able to:

(i) Solve any question related to the topic

(i) Knowledge of square roots and factoring.

 Quadratic functions (Simultaneous Equations: One linear, One quadratic)

SUB-TOPIC 1: Quadratic functions (Simultaneous Equations: One linear, one quadratic)

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+𝟓𝒙 −𝟑𝟎 −𝟐𝟓 −𝟐𝟎 −𝟏𝟓 −𝟏𝟎 −𝟓 𝟎 𝟓 𝟏𝟎 +𝟑 +𝟑 +𝟑 +𝟑 +𝟑 +𝟑

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-5x 20 15 10 5 0 -5 -10 -15 -20 25 -30

Choose a convenient scale.

The points of intersections x = 0.2 and 3.3 Solution:

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Let the numbers be x and (x + 1). Solution:

a=1 b=1 c = -506 Hence, 80/x – 100/(x+10) = 1/12.

SUB-TOPIC 3: Maximum and Minimum values

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Also the equation of the line of symmetry is X = -b/2a = -5/6.

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By the end of the lesson, students should be able to :

(i) Define and identify polynomial perfectly.

(i) Knowledge of square roots and factoring.