THIRD TERM SCHEME OF WORK

JSS1
THIRD TERM

WEEK TOPICS

1. Plane shapes: (a) Identification of common plane shapes (b) Properties of circles and triangles. (c)
Properties of quadrilaterals: square, rectangle, trapezium, rhombus, parallelogram, kite. (d)
Identification and naming of polygon. (e) Similarities and differences between regular
quadrilaterals.
2. Plane shapes: (a) Perimeter of circles and triangles. (b) Perimeter of regular quadrilaterals and
polygon. (c) Perimeter of irregular shapes.
3. Area of regular plane shape: (a) Area of circles and triangles. (b) Area of regular quadrilaterals. (c)
Area of irregular shapes.
4. Three dimensional shapes (Solids): (a) Identification and naming of solids. (b) Basic properties of
Prism (cubes, cuboids and cylinders). (c) Basic properties of pyramids and cones. (d) Basic
properties of spheres (e) Volume of cube and cuboids. (f) Net of shapes: drawing and making nets
of shape.
5. Construction: (a) Construction of parallel and perpendicular lines (b) Bisection of given line
segment (c) Construction of angles 90° and 60°
6. Angles: (a) Naming of angles (acute, right, complementary, obtuse, straight, supplementary reflex
angles and angle at a point. (b) Units and measurement of angles (c) Angles between lines
(vertically opposite, angle on a straight line and angle at a point). (d) Angles between parallel lines
(adjacent, alternate and corresponding angles).
7. Mid-term break.
8. Need for statistic / Data collection and representation: (a) Purpose of statistics (ii) Need for
collecting data for planning purposes (b) Collection of data in class (c) Presentation of data (rank-
ordered list, frequency table; pictogram; bar chart and interpretation of pie chart.
9. Averages: (a) Mean (listed and tabulated data values) (b) Median (c) Mode of given set of data.
10. Revision
11. Examination
WEEK 1
TOPIC: PLANE SHAPES.
CONTENT
 Identification of plane shapes
 Properties of circles and triangles
 Properties of quadrilaterals: square, rectangle, trapezium, rhombus, parallelogram, and
kite
 Identification and naming of polygon
 Similarities and differences between regular quadrilaterals.
Identification of plane shapes
A flat surface, such as top of a table, a playing field, ceiling, wall, face of a tin and star board face is
referred to as a plane. It is a plane because it is two dimensional, i.e. it is measured in only two directions.
Figures drawn on flat or plane surfaces are called plane shapes. Examples include rectangle, square,
triangle, parallelogram and trapezium.
All these shapes are referred to as a regular shape, i.e. they have definite length and breadth.
There are also irregular shapes (they do not have definite length and breadth), e.g. leaves, stones, etc.
Circle
The shape traced out in which every point of it is same distance from a fixed centre point is called circle.

The outer –boundary of the circle is called the circumference. The curved part of the circumference is
called arc. The radius is the straight line joining the centre to any part on the circumference.
The straight line that divides the circle into semicircles is called the diameter. The line that divides the
circle into two segments is called the chord.
The region bounded by the diameter and the arcs of a circle is called the semi- circle. The sector is the
region bounded by two radii and the arc of the circle. The segment is the region bounded by the chord
and the arc of the circle. A circle has infinite number of lines of symmetry
CLASS ACTIVITY
1) How many lines of symmetry have a circle?
2) Describe the following parts of a circle a) radius b) sector c) segment d) chord e) diameter.
Triangles

Definition: A triangle is a closed figure made up of three line segments.

A triangle consists of three line segments and three angles.

Basic properties of triangles

 The sum of the angles in a triangle is 180°. This is called the angle-sum property.
 The sum of the lengths of any two sides of a triangle is greater than the length of the third side.
Similarly, the difference between the lengths of any two sides of a triangle is less than the length
of the third side.
 The side opposite to the largest angle is the longest side of the triangle and the side opposite to
the smallest angle is the shortest side of the triangle.

In the figure above, ∠B is the largest angle and the side opposite to it (hypotenuse), is the largest
side of the triangle.

Types of triangles based on sides

Equilateral triangle: A triangle having all the three sides of equal length is an equilateral triangle.
Since all sides are equal, all angles are equal too. It has three lines of symmetry.

Isosceles triangle: A triangle having two sides of equal length is an Isosceles triangle.

The two angles opposite to the equal sides are equal. It has one line of symmetry.

Scalene triangle: A triangle having three sides of different lengths is called a scalene triangle.

It has no line of symmetry.

Types of triangles based on angles

Acute-angled triangle: A triangle whose all angles are acute is called an acute-angled triangle or acute
triangle.

Obtuse-angled triangle: A triangle whose one angle is obtuse is an obtuse-angled triangle or Obtuse
triangle.
Right-angled triangle: A triangle whose one angle is a right-angle is a Right-angled triangle or Right
triangle.

Triangle tree

1. How many lines of symmetry have a) an equilateral triangle b) a scalene triangle?

2. List three basic properties of triangle.

PROPERTIES OF QUADRILATERALS

SQUARE
Properties
(i) All the four sides and angles are equal.
(ii) All corners of a square are identical and each equal to right angle.
(iii) Each pair of opposite sides of square is parallel and equal.
(iv) The diagonal of a square are equal and they bisect each other at point of intersection.
(v) A square has four lines of symmetry. They are line passing through the point of intersection of the
diagonals.

RECTANGLE

Properties
(i) The two opposite sides of a rectangle are equal
(ii) All corners of a rectangle are identical and each equal to right angle
(iii) Each pair of opposite sides of rectangle is parallel and equal
(iv) The diagonal of a rectangle are equal and they bisect each other at point of intersection
(v) A rectangle has two lines of symmetry. They are line passing through the point of intersection of the
diagonals.
Trapezium
A trapezium is a quadrilateral having two opposite sides parallel while the others are not .

Properties
(i) The two opposite side are parallel while the other two are not
(ii)The total angle in a trapezium is add up to 360°
(iii) It has no line of symmetry
Parallelogram has no line of symmetry.
CLASS ACTIVITY
1) How many line of symmetry do the following have?
(a) a rectangle (b) a circle (c) a square
2) How many triangles are there in the diagram below?

Identification and naming of polygon

CLASS ACTIVITY
1. A four-sided polygon is called --------
2. A plane shape with nine sides is called --------
PRACTICE EXERCISE
1. How many sided polygon is an icosagon?
2. List two similarities between a rectangle and a square
3. A triangle with each of its angles less than 900 is called ---------
4. A triangle having equal base angle is called ---------
5. The face of a square is ----------
ASSIGNMENT
1. Draw a circle of radius 3cm and indicate the following parts:
a) Diameter b) chord c) sector d) segment.
2. State two properties each of:
a) isosceles triangle b) parallelogram c) rhombus
3. State two differences between square and rhombus
4. A polygon which has equal angles and sides is called -----------
5. Name 3 things in the kitchen that is circular in shape.
Week 2
TOPIC: PLANE SHAPES
CONTENTS:
 Perimeter of circles and triangles.
 Perimeter of regular quadrilaterals and polygon
 Perimeter of irregular shapes.

MEASURING PERIMETERS
Perimeter is the outside boundary or edge of a plane shape. For example, the boundary fence of your
school compound is its perimeter. We also use the word perimeter to mean the length of the boundary.

For example, if you take 200 paces to walk your school boundary, you could say its perimeter is 200
paces.
CIRCLE

The Perimeter of a circle is called its CIRCUMFERENCE = 2∏r Where r = radius of a circle and
∏ = 22/7 or 3.14.
EXAMPLE:
The circumference of a Circle is 44cm. Find its diameter.
SOLUTION
Circumference = 2πr
2∏r = 44cm
2 x 22/7 x r = 44
44/7 x r = 44
Divide through by 44/7
r = 44 ÷ 44/7
r = 44 x 7/44
r =7cm
The diameter of a circle = 2 x
radius, r.
= 2 x 7cm
= 14cm.
2. The circumference of a Circle is 44cm. Find its diameter.
SOLUTION
Circumference = 2πr
2∏r = 44cm
2 x 22/7 x r = 44
44/7 x r = 44
Divide through by 44/7
r = 44 ÷ 44/7
r = 44 x 7/44
r =7cm
The diameter of a circle = 2 x
radius, r.
= 2 x 7cm
= 14cm.
TRIANGLE
EXAMPLE: Find the perimeter of these triangles:

5cm 5cm 12cm 13cm

Solution 5cm
i. Equilateral triangles has equal sides.
Perimeter = 5cm x 3 sides = 15cm
ii. Perimeter of the triangle = 12cm + 5cm + 13cm
= 30cm
PERIMETER OF A REGULAR/IRREGULAR POLYGON
The simplest way to find a perimeter of any regular shape is to measure it directly with a ruler. Or tape
measure.
Examples:
1. Find, in cm the perimeter of the regular hexagon ABCDEF in Fig. 1.0.
A B

C D
E F
Length of side AB = 1.6 cm.
There are 6 equal sides, so
Perimeter = 6 × 1.6cm
=9.6 cm
If a shape has a curved side, use a piece of thread to get the shape of the curve. Make the thread to get
the shape of the curve. Make the thread straight and measure its length against a ruler.
2. Measure the Perimeter of the shape in fig 2.0
A

B C

Straight edges: AB = 14 mm =1.4 cm

BC =14 mm =1.4 cm
Curved edge: CA =22mm approximately
=2.2cm
Perimeter (tota)l = 50 mm approximately
= 5.0 cm

Evaluation:
Use a ruler to measure the perimeters of the shapes. Give your answers in cm.
(a) (b)

(c) (d)

PERIMETER OF A SQUARE
A square is a regular four- sided shape. If the length of one side of a square is l, then,
Perimeter of square = l × 4 = 4l
As perimeter of square =4l ,
Length of side of square = perimeter of a square/4
Examples
(1) Calculate the perimeter of a square of side 12.3cm.
Solution
Perimeter = 12.3cm × 4
Perimeter = 49.2 cm
(2) A square assembly area has a perimeter of 56m. Find the length of the assembly area.
Solution
Length = 56
4
= 14m.
Note: The formulae for perimeters of rectangles and squares can be useful. However, if you find it difficult
to remember formulae, always sketch the given shape and work from that.
PERIMETER OF RECTANGLES
The longer side of a rectangle is called length , and the shorter side is called breath . We use the letter l
and b to stand for the length and the breath.

length

breath breath

lenght

Perimeter of rectangle = l + b + l + b this formula can be used to

= (l + b) + (l + b) calculate the perimeter of
= 2 × (l + b) a rectangle.
= 2(l + b)
Example:
Calculate the perimeter of a football field which measures 80m by 50m.
Solution
Perimeter of field = 2(l+ b)
= 2 × (80 + 50) m
= 2 × 130m
= 260m.
(3) A rectangular piece of land measures 57 m by 42m. What is the perimeter of the perimeter of the
land?
Perimeter of land = 2(l+ b)
= 2(57+ 45)m
 = 2× 99m
= 198m.
TRAPEZIUM
EXAMPLE 7: Find the perimeter of the Trapezium below.

2cm 5cm

4cm
Solution:
Perimeter of the rectangular bottom
= 2(L + B)
=2 (4 + 2)
=2X6
= 12cm
Perimeter of the triangular top
Solution:
Let the unknown side be x. By Pythagoras’s rule;
x² = 3² + 4²
X² = 9 +16
X² = 25
X = √25cm
X = 5cm

PARALLELOGRAM

Perimeter of a parallelogram = x + y + x + y = 2 (x + y)
EXAMPLE 5: The perimeter of a parallelogram is 48cm. If one side is 15cm, find the adjacent side.
Solution
Perimeter = 48cm, x = 15cm, y= adjacent side.
Perimeter = 2(x+y)
48 = 2( 15 + y). Divide both sides by 2:
24 = 15+y
24 – 15 = y
 Y = 9cm
Therefore the adjacent side = 9cm.
CLASS ACTIVITY
1
1. Calculate the perimeter of a circle of radius 70cm. (use the value 3 for π )
7
2. Two sides of a parallelogram are of lengths 5cm and 8cm. calculate the perimeter of the
parallelogram.
PRACTICE EXERCISE
1. Calculate the circumference of a circle of radius 70m (3⅟7 for π)
2. Find the perimeter of a rectangle of length 8.5cm and breadth 4.5cm
3. What is the perimeter of a square shaped field of sides 6m?
4. Two sides of a parallelogram are of lengths 7cm and 3cm. Calculate the perimeter of the parallelogram.
5. A rectangle has a perimeter of 120m; find the length of the rectangle if its breadth is 15m.
ASSIGNMENT
1. A rectangular courtyard has a perimeter of 100m. If the side is 30m long, find the length of the other
side.
2. The length of a rectangle is 10cm greater than its width. Its perimeter is 70cm. Find a) its width b) its
length.
3. Calculate the circumference of a circle whose diameter is 14cm
4. The diameter of a circular wheel is 60cm. how far will the bicycle travel in 140 turns of the wheel?
5. Calculate the perimeter of an equilateral triangle of side 7cm.

WEEK 3
TOPIC: AREA OF SHAPES
CONTENTS:
 Area of circles and triangles
 Area of regular quadrilaterals
 Area of irregular shapes
AREA OF CIRCLES
 Area of a circle = πr2
Where π = 22/7

Diameter

Diameter = 2r, where r = radius

Example:
1. Find the area of a circle whose radius is 3½m. (Taken ∏to be 22/7)
Solution:
Area of a circle = πr2
= 22/7 × (3½)2 = 22/7 × 7/2 × 7/2
11 x 7
=
2
= 77/2 m2 = 38.5m2
2. The area of a circle is 126.5cm2. Find its radius correct to 2 decimal places.
Solution
Area of circle = πr2
 126.5 cm2 = 22/7 r2
253/2 = 22/7 r2
253 X 7 = 22 X 2 X r2
r2 = 161/4
r = √161/4
r = 12.689/2
r = 6.345
r = 6.35 (2 d. p.)
AREA OF TRIANGLES
Any diagonal of a rectangle divided it into two equal right- angled triangles forms a right angled triangle.
Thus:
Area of a right – angled triangle
= ½ × product of sides containing the right angle.
Area of triangle = ½ × base × height.
Example:
Calculate the area of the triangle shown below;

9cm

12cm
The two sides containing the right angle measure 9 cm and 12cm.
Area of triangle = ½ × 9cm × 12cm
= 54cm2
(2) Calculate the height of a triangle whose base and area is 8cm and 20cm 2 respectively.

8cm

8cm
Solution:
Area of triangle = ½ ×base × height
20cm2 = ½ x 8cm x h
20cm2 = 4hcm
h = 20cm2/4cm
h = 5cm.
Therefore, height of the triangle = 5cm.

CLASS ACTIVITY
1. Using π = 22/7, calculate the area of a circle whose diameter is 21m.
2. Find the base of a triangle whose area is 270cm2 and height 18cm.
AREA OF A SQUARE
A square is a shape whose length and breadth are equal
Area of a square = L ² = (length of side)2
Therefore
LENGTH OF SIDE = √ AREA OF SQUARE
Example
1. Find the area of a square whose side is 5cm.
Solution:
Formula for area of a square = L2
= 5cm× 5cm
= 25cm2.
2. The area of a square field is 100m2, find the length of its side.
Solution:
LENGTH OF SIDE = √ AREA OF SQUARE
= √100m2
 = 10m.
AREA OF A RECTANGLE
A rectangle 5cm long by 3cm broad can be divided into squares of side 1cmas shown below:
5cm

3cm

By counting, the area of the rectangle = 15cm2 .

Notice also that 5×3 = 15. Thus in general:
Area of rectangle = length× breadth.
Also notice that 5 = 15 ÷ 3 and 3 = 15 ÷ 5
Hence,
Length of rectangle = area ÷ breadth
Breadth of rectangle = area ÷ length.
EXAMPLES:
1. Calculate the area of rectangle 6cm by 3.5cm
Solution:
Area of a rectangle = length × breadth
= 6cm× 3.5cm
2. The area of a rectangle is 224cm2. if its length is 16cm, calculate the breadth.
Solution:
area
Breadth =
length
224
= cm
16
= 14cm.
AREA OF A PARALLELOGRAM

The Area of the parallelogram, P = area of rectangle, R

=bxh
In the diagram above, the height of the parallelogram is h and its base is b.
In general,
Area of parallelogram = base x height
Base of parallelogram = area÷ height
Height of parallelogram = area x base

AREA OF TRAPEZIUM
A B

E D C

ABCD is a trapezium in which AB is parallel to DC. The diagonal AD divides the trapezium into two
triangles. The height, h, is the same for both triangles.
area of trapezium ABCD
= area of ABD + area of BDC
= ½ AB × h + ½ DC × h
= ½ (AB + DC)h
Example:
Calculate the area of the trapezium ABCD in figure below;

The diagonal AC divides the trapezium into two triangles. The height of each triangle is 8 cm.
Area of ACB = ½ × 13cm × 8cm =52cm2
Area of ACD = ½ × 6cm × 8cm = 24cm2
Area of trapezium = 52cm2 + 24cm2 =76cm2

CLASS ACTIVITY
1. Copy and complete the tables of rectangles below.
length Breadth Area
A 3cm 2cm
B 5cm 4cm
C 5m 5m2
D 3m 12m2
E 5.2m 3m
F 6cm 48cm2
G 14cm 84cm2
 1
2. A floor 4m long and 3 m wide is to be concreted. Find the
2
(a) The area of the floor
(b) The cost, if concrete cost N200 per m2.
Area of irregular shapes.
(c) Example:
(d) Calculate the area of the shape below. All measurements are in meters and all angles are in right
angles. 3
3
7

2
Solution: 4
The shape can be split into a 3x3 square and 6x10 and 2x4 rectangles
3x3
6 x 10

2x4

Area = area of square + area of the 2 rectangles = (3 x 3 +6 x 10 + 2 x 4 )m 2

= (9 + 60 + 8)m 2
= 77m 2
PRACTICE EXERCISE
1. The area of a parallelogram is 20cm2, the base is 16cm. Find its height.
2. Ada has a small square garden of 250cm. What is its area in m2?
3. Find the area of a circle whose circumference is 154cm
4. The area of a trapezium is 81cm2 and its height is 6cm. Find the longer side if the shorter side is 11cm.
5. Find the area of a tank which measures 25cm by 10cm.
ASSIGNMENT
1. Find the area of a circular disc of diameter 28cn
2. Calculate the area of parallelogram whose base is 6cm and height is 2.5cm
3. Obtain the area of trapezium whose lengths of parallel sides are 3cm and 7cm and height is 6cm.
4. Find the area of the figures below: 9cm

a)
-----8cm------- b) 5cm
6cm
5. The adjacent sides of a parallelogram are 16cm and 12cm. If the height corresponding to the base
12cm is 8cm, calculate: a) the area of parallelogram;
b) The height corresponding to the base 16cm.
WEEK 4

TOPIC: Three dimensional shapes (solids)

Content:
(a) Identification and naming of solids.
(b) Basic properties of prism (cubes, cuboids and cylinders)
(c) Basic properties of pyramids and cones
(d) Basic properties of spheres
(e) Net of shapes: drawing and making the models of solids
(f) Volume of cubes and cuboids
IDENTIFICATION AND NAMING OF SOLIDS

Solid figures are often called 3 – dimensional shapes or 3 – D shapes. A solid figure is simply anything that
occupies space and also has a definite shape. Most solids, or 3 – D shapes, such as stones and trees, have
rough and irregular shapes. However, some solids, such as boxes, tins, football, etc. have regular shapes.
These are often called geometrical solids.
 Examples of 2-D and 3–D shapes

BASIC PROPERTIES OF PRISMS

A Prism is a solid figure with ends. It has base and top (opposite) faces that are parallel and are of the
same size and shape. Its sides have opposite edges that are equal and parallel. The common prisms are
cubes, cuboids and cylinders. Other are named after the shape of their top and bottom faces e.g. a prism
with a triangle as its base is a triangular based prism, etc.

A face (f) is any plane surface that makes up prism.

An edge(E) is a line where two faces meet. it may be straight or curved.

A vertex(V) is a point or corner where three or more edges meet. The plural of vertex is vertices.

A prism with n-sides has the following properties:

(i) n + 2 number of faces

(ii) 3n edges
(iii) 2n vertices

CUBE

Examples: a cube of sugar, maggi cube, dice, etc.

Vertices (or corners)

faces square

Edges (or sides)

Properties

(i) A cube is a special cuboids which has all its edges (sides) equal in length.
(ii) They have 6 equal faces in the shape of a shape.
(iii) Cubes have 12 edges.
(iv) They have 8 vertices.

Cuboid

Examples: toothpaste box, Desk (locker), etc.

Rectangle

Cross section
 (i) A cuboid has 6 plane faces in the shape of a rectangle.
(ii) At least two opposite faces are equal.
(iii) Cuboids have 12 edges.
(iv) They have 8 vertices.

CYLINDER

Examples: Milk tin, water drum, etc.

(i) A cylinder is a prism whose cross-section is a circle

(ii) Three faces: Two circular flat faces and one curved face.
(iii) Two circular edges.
(iv) No vertex.

CLASS ACTIVITY

3- D Shape No. of faces No. of edges No. of vertices V–E+F

Triangular prism
Heptagonal prism
Decagonal prism
Cylinder

BASIC PROPERTIES OF PYRAMIDS AND CONES

A Pyramid is a solid figure whose base is a polygon and whose lateral faces (surfaces) are triangles with a
common vertex called a pyramid. Pyramids are classified according to their bases and named after the
shape of their bases e.g. a pyramid with a triangle as its base is a triangular based pyramid, etc.
CONE

Examples: Sharpened point of a crayon or pencil, mound of groundnut, ice-cream, etc.

(i) A cone has only one vertex

(ii) A circular edge.
(iii) One vertex
(iv) One curved surface
(v) A circular flat face
(vi) A cone has two faces

CLASS ACTIVITY

3- D Shape No. of faces No. of edges No. of vertices V–E+F

Cone
Square-based pyramid
Hexagonal prism
Tetrahedron

PROPERTIES OF SPHERES

Sphere

Examples: a Ball, table tennis egg, etc.

 A tennis ball

Sphere

Properties of a sphere

(i)It has only one spherical face in its entire surface

(ii) It has no edges and no vertex

3- D Shape No. of faces No. of edges No. of vertices V–E+F

Sphere
CUBES

BASE BASE

TOP TOP

CUBOIDS

BASE

TOP

CLASS ACTIVITY

Mention two properties each of the solids which have the following nets:
VOLUME OF CUBES AND CUBOIDS
The volume of a solid is a measure of the amount of space it occupies. The cube is used as the basic shape
to estimate the volume of a solid. Therefore, volume is measured in cubic units.

CUBES

If one edge of a cube is s unit long, then

Volume of a cube = side x side x side

i.e. V = s x s x s

= s3

WORKED EXAMPLES

1. Calculate the volume of a cube of an edge 4cm.

Solution

Volume of a cube = length x height x width

=sxsxs

=4x4x4

= 64cm3

NOTE: The above formula can be used to find the edge of a cube when the volume is given.

S3 = V

S = √3 V

e.g. A cube of volume of 27cm3 has an edge of

s = √3 s= √3 27=√3 3 x 3 x 3 = 3cm

2. A container in the shape of a cube is used to store a liquid. One edge of the container is 25cm
long. The depth of the liquid in the container is 15cm as shown in the diagram below.
a. calculate the volume of liquid in the container
b. calculate the volume of the container not filled with liquid.

15cm

25cm

25cm
 Solution

a. Base area of the container = 25 x 25

= 625cm 2
Depth of liquid in the container = 15cm
Volume of liquid in the container = 625 x 15 = 9375cm3
b. Volume of the cube = S3 = 25 x 25 x 25
= 15 625cm 3
Volume of the container not filled liquid
= 15 625 – 9 375
= 6 250cm 3

CUBOIDS

A cuboid is also called a rectangular prism. It has length, width (breadth) and height (thickness).

The volume of a cuboid = length x breadth x height

V = l x b xh

The volume of the above solid is

V = 6 x 4 x 2 = 48cm 3

Note: In the above formula, l x b = A. Where A = base area of the cuboid.

Hence: Volume of a cuboid = Area of base x height

= Area of any face x thickness of the face.

WORKED EXAMPLES

1. A box has a square base of side 9cm. Calculate the volume of the box if it is 10cm deep.

Solution

Volume of the box = Area of Square base x depth of the box

Area of Square base = 9cm x 9cm

= 81cm2

Volume of the box = 81 x 10

= 810cm3

2. A cuboid is 12cm long and 8cm wide as shown in the diagram below. If the volume of cuboid is
624cm3, find the height of the cuboid.

v = 624cm3
 h

8cm
12cm

Solution

Length x width x height = volume

i.e lxwxh=V

Substituting V =624cm3, l = 12cm and w = 8cm

12 x 8 x h = 624

96h = 624
624
h= = 6.5cm
96

Hence, the height of the cuboid = 6.5cm.

CYLINDER

CLASS ACTIVITY

1. A book measures 18cm by 12cm by 3cm. Calculate its volume.

2. The volume of a cube is given as 512cm3
a. What is the length of one edge of the cube?
b. How many small cubes of edge 2cm can be placed together to make this cube?
3. The base of a cuboid has one side equal to 10cm, and the other side is 5cm longer. If the height of
the cuboid is 7cm, find the volume of the cuboid.
4. Calculate the volume of air in a dormitory 10cm long, 5m wide and 3m high.

ASSIGNMENT
PRACTICE QUESTIONS
WEEK 5
TOPIC: CONSTRUCTION
CONTENT:
 Construction of parallel lines and perpendicular line
 Bisection of a given line segment
 Construction of angles 90 and 60 degrees
Construction
To construct a figure in geometry implies to draw it accurately. The proper use of measuring and drawing
instruments such as protractor, ruler, sets square, pencil, etc will enhance accurate construction.
NOTE:
 Always make a rough sketch of what you are going to draw before starting construction questions.
 The teacher should introduce all the instrument of geometric construction to the students and
students should be able to identify each and know their uses.
CONSTRUCTION OF PARALLEL LINES
Parallel lines are lines that do not meet. They always have the same distance apart and are in the same
direction.

Examples
1. Construct accurately a line through O so that it is parallel to line MN.
O

M N
Solution
a. Place one edge of the set-square along the given line (i.e. MN) as shown in the diagram below.

M Slide the set-square N

Hold the ruler firmly with one hand.

b. Place a ruler along one of the other edges of the set square as shown in the diagram.
c. Hold the ruler firmly with one hand and then slide the set -square with the second hand along the edge
of the ruler until you reach point O.
d. Draw the line with a sharp pencil.

Final position

M N

Initial position

Note: the above example can be done using compasses and a ruler.

Solution
a. Mark off any two points A and B at a reasonable distance from each other on line MN.

M A B N
b. Open the compasses to radius AB. Then, place the compasses at O and draw an arc above B.
c. Open the compasses to radius AO. Then, place the compasses at B and draw an arc to cut the first one
at P.
 M N
A B

d. Draw a straight line passing through O and P. Thus OP MN.

O P

M N
A B
CLASS ACTIVITY
1. Draw accurately a line through C parallel to AB in the diagram below.
C
B

A
2. Draw lines parallel to each of the following lines using the given distances.
a. RS = 7 cm, 4cm apart
b. EF = 6.5 cm, 3 cm apart.
CONSTRUCTION OF PERPENDICULAR LINES
Two lines are said to be perpendicular to each other if they intersect at right angles (i.e. 90⁰ )
A
P 90⁰ S
90⁰
B C R Q

AB BC PQ RS
EXAMPLE 1
Using ruler and set-squares only, construct a rectangle of sides 6cm by 4cm. Measure the diagonals. It is
obtained by drawing the line AB and CD

perpendicular to AD and equal to 4cm each. The diagonals are 7.3cm long each as shown below
A D

B C

TO DRAW A PERPENDICULAR LINE FROM A POINT ON A LINE

 a. Place one edge of the right angle of the set-square along the given line (i.e. XY).
b. Place a ruler along the hypotenuse as shown below.
c. Hold the ruler firmly with one hand and then slide the set-square with the second hand along the
edge of the ruler until the required position Z is reached as shown in the diagram below. Then draw
a line through R.

X Y

X 90⁰ Y
Z

TO CONSTRUCT A PERPENDICULAR TO A LINE FROM A POINT OUTSIDE THE LINE

To draw a line through O perpendicular to XY in the diagram below

X
Y

X
P Y Thus, OP XY.
 a. Place a ruler along line XY.
b. Place one edge of the right angle of the set-square along XY.
c. Hold the ruler firmly and then slide the set-square along the ruler until the vertical edge reaches
the point O.
d. Hold the set-square firmly and use a pencil to draw a line through O to meet XY at P.
EVALUATION QUESTIONS
1. Draw a line RS = 6cm.
a. Mark three points A, B and C at the same distance apart on the line.
b. Using a ruler and set-square, draw a perpendicular to the line RS at each of these points.
c. What do you notice about the three lines?
2. a. Construct a rhombus of sides 5cm with an obtuse angle of size 100 .
b .Measure the diagonals and the angles between them. What do you notice?

Bisection of a given line segment

A B
The line segment AB is the part of the line between A and B, including the points A and B.
To bisect the line segment AB means to divide it into two equal parts.
Steps to bisect a straight line segment
(i) Open a pair of compasses using a convenient radius of the length of AB
(ii) Place the sharp point of the compasses on A. Draw two arcs, one above, the other below the
middle of AB.
(iii)Keep the same radius and place the sharp point of the compasses on B. Draw two arcs so that
they cut the first arcs at P and Q.
(iv) Draw a straight line through P and Q so that it cuts AB at M

A M B

Q
Construction of angles 90 and 60 degrees
 Angle 90 degree
Given a point B on a line AC

A B C
It is required to construct a line BR through B such that R ^BA =R ^BC =90°
(i) With Centre B and a radius draw arcs to cut AC at P and Q
(ii) With centre P, Q and equal radii, draw arcs to cut each other at R
(iii) Join BR

A P B Q C
BR is perpendicular to AC .Thus R ^BA =R ^BC =90°. Use a protractor to check this result.
Angle 60 degree
Given a straight line B

A C
To construct a point A such that A ^BC = 60°
(i) With centre B and any radius, draw an arc to cut BC at X .
(ii)With centre X and the the same radius as in (i), draw an arc to cut the first arc at A.
(iii) Join AB

B X C

˂ABC = 60°. Use a protractor to check that A ^BC

PRACTICE EXERCISE
1. Which mathematical set instrument is used for drawing arcs, curves and circles?
2. Draw the following angles using your set squares: a) 300 b) 1500 c) 1350
3. Use a ruler and set square to construct a pair of parallel lines that are 4cm apart
4. Construct <BAC = 600
5. Construct <XYZ = 900
WEEK 6.
TOPIC: ANGLES
CONTENTS
 Naming of angles (acute, right, complementary, obtuse, straight, supplementary reflex angles
and angle at a point
 Units and measurement of angles
 Angles between lines (vertically opposite, angle on a straight line and angle at a point).
 Angles between parallel lines (adjacent, alternate and corresponding angles).

Names of Angles

As the Angle Increases, the Name Changes:

Type of Angle Description

Acute Angle an angle that is less than 90°

Right Angle an angle that is 90° exactly

an angle that is greater than 90° but

Obtuse Angle
less than 180°

Straight Angle an angle that is 180° exactly

Reflex Angle an angle that is greater than 180°

SUPPLEMENTARY ANGLES

Two Angles are Supplementary when they add up to 180 degrees.

They don't have to be next to each other, just so long as the total is 180 degrees.
Examples:
60° and 120° are supplementary angles.
93° and 87° are supplementary angles.

COMPLEMENTARY ANGLES

Two Angles are Complementary when they add up to 90 degrees (a Right Angle).
They don't have to be next to each other, just so long as the total is 90 degrees.
Examples:
60° and 30° are complementary angles.
5° and 85° are complementary angles.

CLASS ACTIVITY

1. Find the angle that is complementary to a) 750 b) 1050.

2. Classify each of the following angles into its appropriate type:

a) 1250, b) 1980 c) 860

Measurement of angles
The protractor is a mathematical instrument used for measuring and drawing angles. Angles are
measured in degrees.

Outside scale to
measure
clockwise
rotation
 Inside scale
to measure
anticlockwise
rotation

Centre
point

A Base or
zero line

protractor may be semicircular (i.e. 180 protractor) or circular (i.e. 360 protractor)in shape. There are two
types of scales shown on a protractor, one is clockwise scale and the other is anticlockwise scale as shown
above.
Example
Measure angle AOB with your protractor

O
SOLUTION
a. Place the centre point, O, of the protractor on the vertex (i.e. where the two arms of the angle
meet) in such a way that the zero line of the protractor coincides with line OA of the angle. You
may need to extend lines OA and OB.
 b. Count round the numbers from point B as shown above.
c. Read off the measurement from the inner scale to obtain 20 .
CLASS ACTIVITY
1. Draw an angle 110 with a protractor.
2. Write down the sizes of these angles.
a.

c)

IDENTIFICATION OF ANGLES: When two lines meet at a point, they form an angle. An angle is defined as
the amount that one line turns through to meet the other line.
C
A

B
The point B where two lines AB and CB meet is called the vertex. Lines AB and BC are called the arms of
the angle. If the direction (turning) of a line is same as the direction of a clock then such rotation is called
clockwise rotation. If the direction is in the opposite direction it is called as anti-clockwise or counter -
clockwise rotation. In the drawing above, the angle at point B can be expressed as A ^ BC or
^B or ‹ ABC∨‹ CBA .(teacher to explain these notations ).
(ii). Properties of angles.
Definitions:
(i) Any line drawn across set of parallel lines is referred to as a transversal.
 (ii) Angles are said to be supplementary if their sum gives two right angles ( 1800 )
(iii) Angles are said to be complementary if their sum gives one right angle ( 90 0 ) .
When a transversal cuts across a set of parallel lines we have the following three principles or
laws of angles in display: Corresponding angles, Alternate angles, Co-Interior or Allied angles.
Notes: Corresponding angles are equal. Alternate angles are equal, but Co-interior or allied
angles are supplementary. These three laws require parallelism.

Vertically opposite angles

When two straight lines intersect, they form four angles; two angles opposite to each other are said to be
vertically opposite.

X V

O
U
Y
Vertically opposite angles are equal. Hence, <XOV = <UOY; <XOU = <VOY.
CLASS ACTIVITY
a. Use your protractor to measure the following angles; <XOU, <XOV, <UOY and <VOY.
b. What do you notice?
Adjacent angles on a straight line
In the diagram below, <XOY is a straight line, <XOZ and <YOZ lie next to each other, and they
are referred to as adjacent angles on a straight line. In other words, when two angles lie beside each
other and have a common vertex, we say they are adjacent to each other.
Z
a b
X Y
Since the sum of angles on a straight line is 1800, <XOZ + <YOZ = 1800 . i.e. a + b = 1800
The sum of adjacent angles on a straight line is 1800 .
CLASS ACTIVITY
a. Use your protractor to measure angles labeled a and b.
b. Add angles a and b. What do you notice?
NOTE: Adjacent angles are said to be supplementary.
Alternate angles
Alternate angles are equal.

a
r
b s
 In the diagram drawn above a is alternate to b and r is alternate to s

CLASS ACTIVITY
a. Use your protractor to measure the angles labeled a, b, r and s.
b. What is your observation?

Corresponding angles
Corresponding angles are equal.

Y q
X
p

CLASS ACTIVITY
Use your protractor to measure the angles labeled x and y and then p and q in the in the diagram above.
What do you notice?
NOTE: Angles x and y are called corresponding angles. Also angles p and q are called corresponding
angles.
Therefore, when a transversal cut parallel lines corresponding angles formed are equal.
IDENTIFICATION OF ANGLES AT A POINT AND ANGLES ON A STRAIGHT LINE AND SUM OF ANGLES IN A
TRIANGLE.
IDENTIFICATION OF ANGLES AT A POINT
The sum of angles at a point is 3600.
In the diagram below all the lines intersect at a point O.

q
P Os

CLASS ACTIVITY
a. Use your protractor to measure angles labeled p, q, r and s.
b. Add angles p, q, r and s. what is your observation?
Note: From the activity above, your result should add up to 3600.

IDENTIFICATION OF ANGLES ON A STRAIGHT LINE.

R S T

When a straight line stands on another straight line, two adjacent angles are formed. The sum of two
adjacent angles in the case shown above is 1800 .

Worked Example
Find the value of the unknown angle in the diagram below

B
0
35
A P
Solution
350 + P = 1800 (angles on a straight line)
0 0
P = 180 - 35
P = 1450
CLASS ACTIVITY
(i). what do you understand by the following principles?
 Corresponding angles
 Alternate angles
 Co-Interior or Allied angles
 Vertically opposite angles
 Sum of angles on a straight line
 Angles at a point.
(ii) Make rough sketches to explain them.
THE SUM OF ANGLES IN A TRIANGLE IS 1800 .
To show this, draw line LM through the top vertex of the triangle, parallel to the base BC. Label each angle
as shown in the diagram below.

L d e M
a
b c
B C
From the above diagram:
b=d (alternate angles)
c=e (alternate angles)
But d + a + e = 1800 (sum of angles on a straight line)
Since d + e = b + c
Hence: a + b + c = d + a + e = 1800
Thus, the sum of angles of a triangle = 1800 .
Worked Example
Find the size of angle x in this triangle
x

640 880

Solution
x + 640 + 880 = 1800 (sum of angles in a triangle)
x + 1520 = 1800
x = 1800 – 1520 = 280

PRACTICE QUESTION
ASSIGNMENT
1.
2.
WEEK 8
TOPIC: INTRODUCTION TO STATISTIC
CONTENT:
(a) Purpose of statistic
(b) Collection of data in class
(c) Presentation of Data : Rank-ordered list, Frequency tables, pictogram, bar chart, interpretation
of pie chart
PURPOSE OF STATISTICS

Definition

Statistics is a branch of science that is concerned with the methods of collecting, organizing, presenting
and analyzing data for a specific purpose.

Information in raw or unorganized form (such as alphabets, numbers, or symbols) that refer to, or
represent, conditions, ideas, or objects. Data is limitless and present everywhere in the universe.

Statistics is the branch of mathematics, which deals with the study of data. It involves:

a. Gathering (i.e. collecting) data

b. Sorting and tabulating data
c. Presenting data visually by means of diagrams (charts, tables and graphs)
d. Interpreting results.

Statistics is known to provide useful information in our everyday life:

a. For record keeping

b. To forecast or predict future events
c. For decision making
d. For planning purposes
e. To gather useful information this can be passed from one source to another.

Collection of data for planning purposes

Planning is one of the reasons for collecting data.

Examples include

1) The Daily Export Report of barrels of petrol enables the government of Nigeria to plan the
budgets. This is called economic planning.
2) Statistics about the availability of potable drinkable water can inform State and District planners
whether or not to budget for pumps and pipelines.
3) Statistics about the trend in school enrolment could inform the school management about the
schools where urgent expansions are needed.
4) Statistics about the prevalence of HIV/AIDS among the citizenry could inform the relevant agency
as to how to arrest the spread of the virus/disease.
Class Activity:

A shop keeper makes record of his sales for the day. The records are as shown in the table below. This is
an example of statistics used for planning purpose/decision making.

Size Number bought Number sold Profit (N)

Big size 20 10 7.50
Medium size 21 15 10.30

Which size sells more than the other?

Which size gives more profit for the day?

If you were the shop keeper, which size would you plan to buy more on the following day? Give reasons.

Need for Collecting Data for Analysis Purpose

Collection of data from time to time helps to analyze situations. For example, statistics shows that malaria
is responsible for about half the deaths of African children under the age of five. The minister of health in
Nigeria revealed that the number of tuberculosis in Nigeria increased from 31 264 in 2002 to 90 307 in
2008. The number of people who died of Aids in South Africa in 2007 is about 350 000. This means Aids
claimed nearly 1000 lives every day.

Example 2:

The table below shows a survey of the favorite subjects of students in basic 2.

English Math Science

Boys 25 30 20
Girls 35 25 15

i. What subject do the girls like most?

ii. How many more boys than girls like Math?
iii. What fraction of the girls like Math?
iv. What percentage of the students are girls?

Solution:

i. From the table above, English is the favourite subject of the girls.
ii. 30 boys like maths, while 25 girls like maths. Therefore, 5 more boys than girls like maths.
iii. The total number of girls = 35 + 25 + 15 =75
The fraction of the girls that like maths = no of girls who like maths
The total number of girls
25 1
= =
75 3
X 100
 iv. The percentage of the students that are girls = total number of girls
total number of students

Total number of boys = 25 + 30 + 20 = 75

Total number of students = 75 boys + 75 girls

= 150 students

75 1
The percentage of girls = x 100= x 100=50 %
150 2

CLASS ACTIVITY

The table below shows the distribution of Science teachers in a particular private senior secondary school
in the suburb of Abuja.

AGRIC. HOME
SUBJECT MATHS PHYSICS CHEMISTRY BIOLOGY
SCIENCE ECONS
No. of
10 3 7 11 6 5
Teachers

(a) Which subject has the highest number of teachers?

(b) Which subject has the least number of teachers?
(c) What is the total number of science teachers in the school?
(d) What is the average number of teachers per Science subject in the school?

Need for Collecting Data for Prediction Purposes

The statistical charts and tables we do see on television and in the newspapers (or magazines), provide
useful information which can be used to make forecast and predictions for the future. For example, the
number of students enrolment in secondary and post secondary schools this year can help the
government plans the number of new jobs to be created in five years’ time.

Example 3:

A food seller collects the following sales data for the week.

Type Number of plates sold Profit N

Rice and Beans 100 200
Tuwo 150 100
Gari 60 50
Yams 70 40

Will you support her decision to stop selling tuwo and yam? On what prediction do you think she based
her decision?
CLASS ACTIVITY:

1. If your village played with another village 10 times in the past, with 9 wins and 1 loss, what is your
prediction for the next match?
2. Give some reasons why you think a school principal should know the number of students in
his school?

COLLECTION OF DATA IN CLASS

Since statistics cannot exist without data, you will need to collect data first. Collection of data involves
counting and recording data clearly in a way that is useful.

EXAMPLE

Teacher should write down the names of students in his/her class against their individual ages.

CLASS ACTIVITY

1. Find out the number of students in your school. Make a table to show the number of students in
each level.
2. How many males and female students do you have in your school?
3. How many male and female teachers are in your school?

DATA PRESENTATION

RANK-ORDERED LIST

Rank order means arranging data values from the highest to the lowest.

EXAMPLE

Some JCSE students scored these grades in a revision test: C, B, D, A, C, C, E, B, D, F, B, D, E, C, A, C, D, B.

Represent the data in rank order.

Solution

Here is the rank order list from A to F:

A, A, B, B, B, B, C, C, C, C, C, D, D, D, D, E, E, F

FREQUENCY TABLE

A frequency table shows the number of times a value appears. A frequency table can be prepared for a
give data set data either vertically or horizontally.

EXAMPLE

In a class of 30 students seated in six rows of five students each, the class monitor records the following
dates of births, row by row.
Wed. Thur. Sun. Tue Fri.

Mon. Wed. Tues. Fri. Sun.

Sun. Wed. Mon Tues. Sat.

Fri. Sat. Sun. Thur. Wed.

Mon. Sat. Sun. Fri. Mon

(a) Represent the above data in a frequency table.

(b) How many students were born on Tuesdays?
(c) In what date were most students born?
(d) In what date were the least number of students born?

Solution:

DAYS TALLY FREQUENCY

MON. |||| 5
TUES. |||| 4
WED. |||| 4
THURS. || 2
FRI. |||| 5
SAT. |||| 4
SUN. |||| | 6

Rank Ordered list versus Frequency Tables

Two students were asked to collect data about the type of vehicles, as they passed by. The data collected
were presented in two different ways, as follows:

A. Car, Lorry, Lorry, Motorcycle, Car, Motorcycle Bicycle, Bus, Lorry, Car, Bus, Bus, Bus.

B. Vehicle Tally Total

Bus 1111 4

Bicycle 1 1

Lorry 111 3

Car 111 3

Motorcycle 11 2

13
The first student presented his data by listing the vehicles as they pass by. This method is not very
reliable. The method adopted by the second student is the best because he cannot miss any vehicle in his
recording, especially by ‘TALLY’.

GRAPHS: a graph is a pictorial representation of statistical data clearly. Graphs are often more helpful
than list or tables. For this stage, Graphs include:

a) Pictogram
b) Bar Chart
c) Pie chart

PICTOGRAM

In a pictogram, pictures
represent the frequency of
data values

Example:

Study the frequency below

and represent the information
in a Pictogram

GRADE A B C D E F
FREQUEN
2 4 5 4 2 1
CY
A

BAR CHART

In a bar chart, the height (or length) of a bar represents the frequency of the data values.

Examples:

Study the frequency below and represent the information in a Pictogram

GRADE A B C D E F
FREQUENCY 2 4 5 4 2 1

0
A B C D E F

PIE CHART

In a pie chart, a circle represents all the data, and the sizes of its sectors are proportional to each
item.

Examples:

A farmer has 120 animals as shown in the pie chart below:

 Sales

Cows
Goat
Sheep

a) Using a protractor, measure the angles representing each animal

b) Find the number of (i) Cows (ii) Goats (iii) Sheep

Solution

a) Cows = 180o
Goats = 120o
Sheep = 60o
180
b) Number of cows = ×120=60 cows
360
120
Number of Goats = ×120=40 cows
360
60
c) Number of Sheep = ×120=20 cows
360

CLASS ACTIVITY

1. From the list of scores given below, create a (i) rank ordered list (ii) frequency table
29, 75, 36, 70, 37, 66, 39, 64, 47, 63, 47, 47, 58, 52, 54

2. Represent the information below in (i) pictogram (ii) bar chart

SHOE SIZE 6 7 8 9 10
FREQUENCY 4 5 9 4 2

ASSIGNMENT

3. The instruments played by240 members of a school choir is represented in the pie
chart below
 Sales
violin
keyboard
clarinet
saxophone

a) How many choristers played the violin?

b) What percentage of the choristers plays the saxophone?
c) What fraction of the students plays the keyboard?
d) Which instrument is played by the least number of choristers?
e) How many are they?
f) If more instrumentalists are to be trained, what do you think they will be selected to
play?

PRACTICE QUESTIONS

1. From the list of scores given below, create a (i) rank ordered list (ii) frequency table

9, 5, 6, 7, 7, 6, 3, 4, 7, 6, 4, 4, 8, 2, 3

2. Represent the information below in (i) pictogram (ii) bar chart

VEHICLE Car Lorry Bus Taxi Other

FREQUENCY 4 9 1 6 4

3. The table below was used to draw the pie chart that follows:

GRADE A B C D E F
FREQUENCY 2 4 5 4 2 1

Sales
A
B
C
D
E
F
WEEK 9
TOPIC: STATISTICS
CONTENT:
 Mean (listed and tabulated data values)
 Median
 Mode of given set of data
DETERMINING THE MEAN OF A GIVEN SET OF DATA
The mean sometimes called the arithmetic mean is the most common average.
If there are n numbers in a set, then
Mean = sum of numbers in the set/n.
When the set of data is tabulated, we use the formula: Ʃfx/Ʃf
Example: In a class test, a student had the following marks:
13, 17, 18, 8, 10. What is the average mark?
Solution:

Average (mean) =
∑ of numbers∈a set
n
13+17+18+8+ 10
=
5
66
=
5
= 13.2
Example 2: A hockey team has played eight games and has a mean score of 3.5 goals per game. How
many goals has the team scores?
Solution:
No of goals
Mean score =
No of games
no of goals
1.5 =
8
Multiply both sides by 8
3.5 ×8 = total number of goals
28 = total number of goals
MEAN: Mean simply refers to the middle item when the set of data is arranged in the right order.
When the number of item is odd, the median will be a single item. When the number of items is
even, two items will fall in the middle. In such case, the sum of the two items is obtained and divided
by two.
Example 1:
Find the median of these numbers:
13, 15, 14, 12, 13, 15, 16, 10, 12, 14
Solution
Arrange the numbers in order of magnitude starting with the smallest value:
10, 12, 12, 13, 13, 14, 14, 15, 15, 16
4 value middle values 4 values
Add the two middle numbers and divide the result by 2
Median = sum of the two middle number
2
1
= 13 + 14 = 13
2
2
Example 2:
Find the median of 8.4, 7.8, 6.2, 13.4, 12.6, 10.5
Solution
Arrange the set of numbers in order of size
6.2, 7.8, 8.4, 10.5, 12.6, 13.4
There are 6 numbers. The median is the mean of the 3rd and 4th numbers.
Median = 8.4 + 10.5 = 18.9 = 9.45
2 2
MODE
The mode is the most frequent score in our data set. On a histogram it represents the highest bar in a
bar chart or histogram. You can, therefore, sometimes consider the mode as being the most popular
option. An example of a mode is presented below:

Example1: Find the mode of the numbers 6,6,8,9,9,9,10

Solution: The most occurred item is 9, hence, the mode is 9.
Example 2: The chart shows the different means by which students of DLHS come to school. Find the
modal means of transportation.
We can see above that the most common form of transport, in this particular data set, is the bus.
However, one of the problems with the mode is that it is not unique, so whenever a set of data has
two most occurring items, we pick both items. Such frequency is called bi-modal frequency.
PRACTICE EXERCISE
1. Find the median of these numbers:
a. 5.5, 8.6, 4.8, 10.5, 6.8, 7.5, 8.2
b. 50%, 55%, 60%, 70%, 65%
c. -30C, -20C, 00C, 40C, -40C, -10C, 20C, -20C, 10C, -10C.
d. 2, 8, 9, 12, 7, 5, 6, 4, 5, 10, 11, 3, 6.
2. The table below gives the ages and frequencies of girls in a choir. Find
a. the number of girls in the choir;
b. the modal and median ages of the choir;
c. the mean age of the choir.
Age in years 14 15 16 17
Frequency 3 4 5 3

ASSIGNMENT
1. Find the mean, mode and median of the following set of numbers
a) 6,2,3,5,2,4,1,6,2
b) 1,3,2,4,5,3,3,2
2. The table below shows the marks of students in a mathematics test.
Marks 1 2 3 4 5 6 7 8 9 10
Frequency 2 4 2 3 4 5 3 2 2 3
Find:
a) The number of students who took part in the test;
b) The number of students who scored at most 6;
c) The median mark;
d) The median mark;
e) The modal mark.
END OF THIRD TERM.