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Form 1
Mathematics
ALGEBRAIC MANIPULATION
BY THE END OF THIS SUB-TOPIC, LEARNERS SHOULD BE ABLE TO:
Simplify algebraic expressions using the rules of basic operations
Substitute values in algebraic terms
Find H.C.F of linear algebraic expressions
Solve problems involving algebraic terms

Algebra
 In algebra we can use letters and symbols to represent numbers and
other unknown quantities.

 In algebra,4×b is a short way of writing b+b+b+b. This can be shortened

to 4b.

 An important point to note is that in arithmetic, 27 means 2 tens plus 7

units or 20 + 7. It does not mean 2 x 7 as in algebra where 4a is always 4
×a.

 In arithmetic, 2 apples plus 3 bananas can be shortened to 2a + 3b ,

where a represents apples and b for bananas.

Examples
1. a+a+a
=3×a
=3a

2. x+x
=2×x

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=2x

3. c+c+c+c
=4×c
=4c

4. m+m+m+m+m+m
=6÷m
=6m

Simplifying Algebraic Expressions - Addition and Subtraction

What number is?
Simplify The Following
1. 2x +x
2. 13h -h
3. 2f +n -f + 2n
4. 5m - 6m + 4m - 2m
Solutions
1. 2x + x
These expressions have like terms
So 2x + x
= 3x

2. 13h-h
These expressions have like terms
So 13h-h
=12h

3. 2f + n - f + 2n
Again, group like terms that is, isolate terms in f and those in n.
This gives us 2f- f + n + 2n
=f+3n

4. 5m - 6m + 4m - 2m
Like highlighted in example 1, this expression has got like terms so in this case
you group positive and negative terms and this gives 5m + 4m - 6m - 2m
=9m - 8m
=m

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Multiplication and Division with Algebraic terms

Letters stand for numbers in algebra.

Just as is a short way of writing 2×, so is short for

Let’s try the following:

What number is?

Simplify The Following
Three time 4
Five times f
One half of f

Solutions
A. The number three times 4
is 3 × 4 = 12

B.The number five times f

is 5 × f = 5f

C.
The number which is one half of f
is 12× f =f2

More Examples
1.3m × 5 =w215m

2. 4m × 2= 8m

3.5 × 2s = 10s

4.2a × 3b = 2 × a × 3 × b
=2×3×a×b
= 6 × ab = 6ab

Division of Algebraic terms

Examples
1. 20b4=5b
2.14of 40h =40h4=10h

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(Recall: of means multiply).

3. 3ab ÷b = 3abb=3a

Word problems in algebraic expressions

A bag costs and a shirt costs $12. The bag and the shirt have a total cost of
$20. What is the cost of the bag?A stick measures p cm. If the stick was cut into
two parts of and 6cm what was the length of the stick?

There are n cattle in the kraal. 17 of them went to the dip tank and 13 of them
did not. What is the value of n ?
Solutions
1.The cost price of the bag and the shirt is $20.
x + $12 = $20
x = $20 - $12
∴ x=$ 8

2.The stick is p cm The two parts measure 10cm and 6cm If we add the two
parts it should be like this:
10cm + 6cm = p cm
10cm + 6cm = 16cm
∴=16cm
The stick is 16cm.

3.There are n cattle in the kraal

17 cattle went to the dip tank and 13 cattle did not
17 cattle + 13 cattle = n cattle
17 cattle + 13 cattle = 30 cattle
∴n = 30

Substitution of Values
Substitution involves replacing an unknown value with an appropriate number.
Example 1
Simplify The Following
1. 2 + r
2. r - 7
3. 2 x r
4. r ÷ 2
5. 3r + 5

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Solutions - We substitute the value of r in each case.

A.2+ r
=2 +8
= 10

B. r-7
=8-7
=1

C.2 × r
=2×8
= 16

D.r ÷ 2
=8 ÷ 2
=4

E.3 (8) + 5
=24 +5
=29

Example 2 - Find the value of the following expressions when a = 5, b = 2 and c

= 1.
1. 4a
2. 2a+b
3. Abc

Solution
A.when a=5, b= 2 and c=1.
4a = 4 × a
= 4x 5 = 20

B.When a=5,b= 2 and c=1.

2a + b=2 ×a+2
= 2 x 5 + 2 = 12

Factors of algebraic terms

Note that a factor is a number or term that divides another number leaving no
remainder.

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Example 1
What are the factors of 2a?

Factors of 2 are 1 and 2

Factors of a are 1 and
Therefore factors 2a of are 1, 2, a, 2a,

Example 2
What are the factors of 7cy
Factors of 7 are 1 and 7
Factors of c are 1 and c
Factors of y are 1 and y
Therefore the factors of 7 cy are 1 ,7 ,c ,y ,7c ,7y ,7cy.

H.C.F of Linear Algebraic Expressions

H.C.F stands for Highest Common Factor.
The largest common factor of two or more numbers is the HCF.
It is the product of the common factors in a given expression.
Consider the following:

Example 1
Find the HCF of ax and ay.
We can observe that there is a factor which is contained in both expressions.
This factor is a.
x and y are not contained in both expressions.
Therefore is the HCF of ax and ay

Example 2
Find the HCF of 9a2b and 21ab2.
9a2 b=3 ×3 × a ×a ×b
21ab2=3 × 7 × a ×b ×b
We can also observe that there are factors which are contained in both
expressions.
Hence, the product of these common factors is the HCF of the expressions.
3 × a ×b
=3ab.
∴3ab is the HCF of 9a2 b and 21ab2

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HCF of algebraic expressions can be found without expanding each expression.

To do this, the lowest power of each common prime factor is selected.

Example 3
Find the HCF of 10a3 b2 c and 15ab3.
The HCF of the numerical terms 10 and 15 is 5.
The HCF of a terms is a
The HCF of b terms is b2
The c term is not found in other expression.
∴HCF is 5ab2

Solving Problems Involving Algebraic.

Examples
1. When a certain number is added to 7, the result is 15. What is the
number?
2. Two times a number plus 4 is 25. What is the number?
3. Thembelani is 2 times older than her sister. The sum of their ages is 24.
What is his age?

Solutions
1.Let the unknown number be equal to x
Adding 7 gives us x + 7
Result is 15 so we now have x + 7=15
Then solve x + 7=15
x=15-7 x= 8
∴ The number is 8

2.Let the unknown number be equal to x.

Two times the unknown number is 2x

Plus 4 gives 2x + 4
Sum of their ages is 24
2x + 4 = 24
Group likes terms that is isolate term with x.
2x=24-4
2x=20

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Divide 20 by the co efficient of x that is 2. x=10

∴ The number is 10.

3.Every word problem has an unknown number.

Always let x represent the unknown number.
In this problem it is the age of Thembelani’s sister.
So if the sister is x years it means that her Thembelani is 2x years old.
The sum of their ages 2x + x = 24
Then divide 24 by the co efficient of x that is 3. x=8 .
∴ Thembelani’s age is 16 years.

Algebraic-Manipulation-Exercise 1

Fill in the correct answer in the spaces provided.

Simplify
1) 3×a
2) 10x−5y−4x+10y
3) 3a×3b
4) 2b+b+3b
5) 4xy÷y
6) 2d+3d
7) 12f+2−2f+4
8) 3ab×2c
9) y×2x
10) 3xy÷3x

Algebraic-Manipulation-Exercise 2

Fill in the correct answer in the spaces provided.

1) Use the information below to answer questions 1 to 6.

Given that x=3 and y=2, find the value of the following expressions.

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2x
2) x+y
3) 4xy
4) 2xy−x
5) 3x+y
6) 4(x−1)y
7) Use the information below to answer questions 7 to 11.

Find the Highest Common Factor of the following.

2x and 2y
8) ax and ay
9) 2ab and 7abc
10) 4xyz and 16y
11) 2b2c and bc2
12) When a certain number is added to 5, the result is 8. What is that
number?

13) Two times a number plus 2 is 14. What is that number?

14) Tatenda is three times older than her young sister. If the sum of their
ages is 36, how old is Tatenda?

EQUATIONS
BY THE END OF THIS SUB-TOPIC, LEARNERS SHOULD BE ABLE TO:
 Solve linear equations where the unknown appears on one side
of the equation
 Solve linear equations where the unknown appears on both
sides of the equation
 Formulate linear equations from given information

Linear equations
 An equation says two expressions are equal indicated by the
use of an equal sign.

Example:

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x+1=6
The above example is an equation showing equality between an
expression (x+1) and a term (6).
The equation states that the left hand side is equal to what is on the
right hand side.
Linear equations are identified by having the unknown(s) with the
highest power of 1.

Examples Of Linear Equations

 2x = 18.
 This means that two times of an unknown number is equal to
eighteen.
 An equal sign is the one which makes it an equation.

 21 = y – 5
 The above linear equation is stating that 21 is equivalent to the
unknown term that is y minus 5.
 2x + 9 = 35
 Two times unknown plus 9 is equal to 35.
 Symbols or letters represents the unknown value in an
expression.

Solving linear equations

We are now finding the value of unknown terms such as x and y to
make the equation true.

Easy Examples
It is easy to identify the value of the unknown term in the following
examples;
x–5=5
The problem is to find a number which when we subtract 5 from it
we get 5.

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By looking at the equation, x = 10. If we substitute 10 for x, 10 – 5 =

5.
y + 50 = 100
The value of the unknown is easily visible, y = 50. That is, 50 + 50 =
100.

More Examples Using The Balancing Method

Solve the following linear equations.
Solve the following linear equations.
1. y + 11 = 48
2. x + 23 = 96
3. 2y – 34 = 16
4. 3x – 12 = 51
Answers
y + 11 = 48
Using the balance method, we subtract 11 from both sides.
y + 11 – 11 = 48 – 11
∴ y = 37
x + 23 = 96

Using the balance method, subtract 23 from both sides.

x + 23 – 23 = 96 – 23
∴x = 73
2y – 34 = 16

Using the balance method, add 34 to both sides.

2y – 34 + 34 = 16 + 34
2y = 50
2y2=502 (divide by 2 on both sides)
y = 25
3x – 12 = 51
Using the balance method, add 12 to both sides.
3x – 12 + 12 = 51 + 12

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3x = 63
3x3=633 (divide both sides by 3)
∴x = 21

Solving linear equations with unknowns on both sides

Examples
Solve the following equations.
x–5=7–x
Collect like terms that is terms with the unknown to one side and the
other terms to the other side.
x+x=7+5

Simplify
2x = 12
2x2=122
x=6
10 – y = y – 12
Collect terms with the unknown to one side (LHS).
-y – y = -12 – 10

Simplify
-2y = -22
−2y−2=−22−2
y = 11
2y + 9 = 3y – 1
Remember when a number or term crosses the equal sign its sign
changes.
2y – 3y = – 1 – 9

Simplify
- y = -10
−y−1=−10−1
y = 10
18c – 3 = 21 + 6c

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18c – 6c = 21 + 3
12c = 24
12c12=2412
c=2

Formulating linear equations

Equations can be used to solve real life situations in the form of word
problems.

Examples
Think of a number and multiply it by 7. Five is taken away from the
outcome and the result is 65. What is the number I thought of?
Answer
Let the number be y.
Multiplying y by 7 is 7y
Taking away 5 is 7y – 5
The result is 65, so 7y– 5 = 65

Simplifying;
7y – 5 = 65
7y – 5 + 5 = 65 + 5
7y = 70
Then divide both sides by 7
7y7=707
y = 10

2. Chipo and Batsi share $9, 21 such that Chipo gets double the
amount of Batsi. How much does Chipo get?

Answer
Let Batsi’s share be $x
Chipo’s share is double that of Batsi so it is $2x

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2x +x = 9,21
3x = 9,21
x = 3,07
Chipo’s share = 2x$3, 07
= $6,14

Equations-Exercise 1

Fill in the correct answer in the spaces provided.

Solve the following equations.

1) 24=30−y
2) 7x+2=30
3) 4x−12=8−x
4) 10=x+9
5) 4(y+3)=16y
6) x+2=7
7) 21−y=20
8) 3x=18
9) 2x−5=5
10) 9n=6n+9

Equations-Exercise 2

Solve the following word problems on a separate piece of paper and

compare with the suggested answers after submission.

1) What is the perimeter in terms of r of a triangle with two sides of

length 2r cm and the other side of length r cm?

2) The sum of two numbers is 96, and one of them is 16 more than
the other. What are the two numbers?

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3) A class of 90 students is divided into group A and group B; group

A has eighteen students less than the number of students in group B.
How many students are in each group?

4) Three times a number less five is 46. What is the number?

5) The perimeter of the rectangle is five times as long as its width.

Find the length of the rectangle if the perimeter of the rectangle is
60 cm.

INEQUALITIES
BY THE END OF THE SUBTOPIC LEARNERS SHOULD BE ABLE TO;
 Explain the meaning of inequality signs
 Represent linear inequalities on a number line
 Formulate linear inequalities
 Solve linear inequalies

Inequalities
Sometimes in mathematics quantities are not always equal. For
example a father’s age is always greater than a child’s age. In a case
like this we use inequality signs.
Symbols used in inequality expressions
< is ‘less than’ sign
> is ‘greater than’ sign
≤ is ‘less than or equal to’ sign
≥ is ‘greater than or equal to’ sign
≠ is ‘not equal to’ sign

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Examples Of Inequalities
1. X>2
2. y < -7
3. 12 ≤ x
4. c ≥ -5
Use the inequality signs to represent the following:
1. y is greater than 4
2. y is less than -2
3. 8 is greater than or equal to x
4. m is less than or equal to 8
Solutions

1. y>4
2. y < -2
3. 8≥x
4. m≤8

Representing inequalities on a number line.

An arrow with a sh aded rin g means the nu mber
is inclusive.
An arrow with an u nsh aded rin g means th e
n umber is not in clu sive.
Wh en th ere is < or > signs, th e rin g will be
u nsh aded but when th ese sign s contain ’or
equ al to’ sign it will be sh aded.

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Examples
A) Y < 3

B) X > -4

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C) Y ≥ 0

D) X ≤ 4

Solving inequalities

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Solving inequalities is done the same way as solving equations using

the balancing method except in division and multiplication.
The difference comes in when an inequality is divided or multiplied
by a negative number causing the inequality symbol to reverse.
Examples
Solving inequalities;
a) y + 8 ≥ 12
Answer
y + 8 ≥ 12

Subtract 8 from both sides

y + 8 – 8 ≥ 12 – 8
y≥4
The values that satisfy the above inequality are 4; 5; 6; 7; 8; 9…
Thus, y ∈ {4; 5; 6; 7; 8; 9…}

b) 4 < x – 2
Solution
4<x–2
Add 2 to both sides
4+2<x–2+2
6<x
x>6

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The values of x are 7; 8; 9; 10…

NB: 6 is not included, so x ∈ {7; 8; 9; 10…}

When you multiply or divide an inequality by a negative value, it

reverses the inequality sign.

Example
a) 4 – 2 a ≤ -16
Answer
4 – 2 a ≤ -16
Subtract 4 from both sides
4 – 4 – 2 a ≤ -16 – 4
-2 a ≤ -20
Divide both sides by -2

−2a−2≥−20−2 [notice the change of sign from ≤ to ≥]

a ≥ 10

b) 12 > 3 - 6 y
Answer
12 > 3 - 6 y
Subtract 3 from both sides
12 – 3 > 3 – 3 – 6 y
9 > -6 y
9−6<−6y−6[when dividing with a negative, change > to <]
-1, 5 < y
y > -1, 5

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Word problems involving inequalities

1. Twice a certain positive number is less than 50. Find the possible
values of the number.
Solution: Let the number be x
2x < 50
2x ÷2< 50 ÷2
x <25
Possible values of x = {24; 23; 22; 21...1}
2. Chipo subtracts 3 from a number y and the result is greater than
or equal to 18. Find the two smallest values of y.

Solution:
y - 3 ≥ 18
y - 3 + 3 ≥ 18 + 3
y ≥ 21
The two smallest values of y are 21 and 22.

Inequalities-Exercise 1

Answer the following questions on a separate sheet of paper

and compare with the suggested answers after submission.

1) In questions 1 to 3, identify the inequality represented by

each of the following graphs.

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2)

3)

4) From questions 4 to 13 solve the following inequalities.

y−4<6
5) 3+y>4
6) 2a−1≤5
7) 3x+5≥26
8) 7−2y≤35
9) 3−2c≥15
10) 5−3x<−1
11) −2(y−1)>8
12) 13−4u<−u+7
13) m+13≥6m−22
Inequalities-Exercise 2

Solve the following problems on a separate piece of paper and

compare with the suggested answers after submission.

In each question, first form an inequality and then solve.

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1) Taonga’s monthly salary is $x and her monthly expenditures

amounts to $600. Taonga is left with less than $900 after paying all
expenditures. What is the largest possible value of her salary to the
nearest cent?

2) On 1 June 2016 Mufadzi’s weight was 60 kg. She went on a diet

and reduced her weight by d kg where d is a whole number, so that
her weight on 31 August 2016 was below 55 kg. What are the
possible values of d if d<8?

3) An equilateral triangle has sides of length y cm each. Its

perimeter is less than 30 cm. What is the largest possible value of y if
y is a whole number?

4) If 7 is subtracted from three times a whole number x and the

result is greater than 14. Find the smallest possible value of x.

5) Kundai drives from Gweru to Harare a distance of less than 290

km at an average speed of 65 km/h and takes x hours. What is the
maximum possible time to the nearest hour she takes to cover the
journey?

6) A parallelogram has a base of 9 metres and a height of h metres.

Find the range of values of h if the area of the parallelogram is
greater than or equal to 72 m2.

Measure

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Standard international (S.I) units

Common Measures
 There are different units used to measure different quantities, e.g.
length, mass etc.

 Standard International (SI) Units are used throughout the world

though some countries may still use other units for the same
measures in their own country for example; miles, feet and inches
for length etc.

Time
Time is measured in seconds, minutes and hours.
The S.I. unit for time is a second (sec).

 1 minute = 60 seconds

 1 hour = 60 minutes

 1 day = 24 hours

 1 week = 7 days

 Fortnight = 2 weeks

 1 month = 4 weeks

 1 year = 12 months

The 12 Hour Notation

 In 12 hour notation, the clock has AM and PM.

 AM is the time from midnight to midday.

 PM is the time from midday to midnight

 The hours and minutes are divided by the dot (.).

Example 1
10 hours after midnight is written as 10.00 am..

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2 hours and 30 minutes after midnight is written as

2.30 am.
PI

The 24 Hour Notation

 It is where the time is told using the full 24 hours in the day.

 There is nothing separating the hours and the minutes.

For example

 8 hours after midnight is written as 0800 hours.

Addition and subtraction of time

 When adding or subtracting time, add hours and minutes
separately.

 If the sum of minutes exceeds 60, divide by 60, write down the
remainder under minutes and add the hours made to the hours.

Examples

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a. 3 hours 23 min + 1 hour 49 min

b.10 hours 12 min – 4 hours 34 min

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c. 23 hours 55 min – 12 hours 36 min

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Converting 12-hour to 24-hour time

 Here is what is done to convert time in 12-hour to 24-hour;

Add 12 to any hours from 1pm to 11pm.

Examples
1.15 pm = 1 + 12 = 1315
5.00 pm = 5 + 12 = 1700
10.30 pm = 10 + 12 = 2230
Examples
Convert the following 12 -hour times to 24-hour clock
12.05 am = 0005
12.59 am = 0059
12.27 am = 0027

Converting 24-hour to 12-hour time

 To change time in 24-hour to 12-hour do the following;

1. 1. Digits for times from 1000 to 1259 are the same on both clocks.
Add dots separating hours and minutes for 12-hour clock.
From midnight to 1159 time in 12-hour clock is prefixed by am
For 1200 write 12.00 noon.
Write pm. for time from 1201 to 1259.

Examples

a. 1005 = 10.05 am
b. 1149 = 11.49 am
c. 1201 = 12.01 pm
d. 1255 = 12.55 pm
e. 0100 = 1.00 am
f. 0715 = 7.15 am
g. 0959 = 9.59 am
h. 1301 = 1.01 pm
i. 2000 = 8.00 pm
j. 2305 = 11.05 pm

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NB Always remember to separate hours and minutes with a dot when converting 24-hour to 12-hour
time.

Days and time

There are seven days in a week.
There are 30 days in a month. February has 28 days and 29 days in leap year.
A day has 24 hours.
An hour has 60 minutes.
A minute has 60 seconds
A year has 12 months and 52 weeks
A decade has 10 years and a century has 100 years

Example 1
How many days are there in 2 weeks?
Solution:
2 x 7 = 14 days

How many weeks are there in 21 days?

Solution:
21 ÷÷ 7 = 3 weeks

How many weeks and days are there in 18 days?

Solution:
18 ÷÷ 7= 2 remainder 4
= 2 weeks 4days

Example 2
Giving your answer in weeks and days, calculate the sum of 1 week 4 days and 2 weeks 6 days?
Solution:

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In the days column, there are 10 days which makes up 1 week 3 days.
So the answer is 4 weeks 3 days.
OR
Change the weeks to days.
1 week 4 days = 7 days + 4 days = 11 days
2 weeks 6 days = 14 days + 6 days = 20 days
11 days + 20 days = 31 days = 4 weeks 3 days

b. What is the difference between 3 weeks 5 days and 2 weeks 6 days?

Solution:

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Notice: in the days’ column, 6 cannot be subtracted from 5. Therefore we borrow 1 week from the
weeks’ column which is 7 days.
OR
3 weeks 5 days = 21 days + 5 days = 26 days
2 weeks 6 days = 14 days + 6 days = 20 days

26 days - 20 days = 6 days

Example 3
Find the number of seconds in

I. 7 minutes
II. 3 minutes 23 sec
III. Convert 130 minutes to hours and minutes.

Solutions
There are 60 seconds in 1 minute.

7 minutes = 7 60 seconds = 420 seconds.

3 min = 3 60 sec = 180 sec

3 min 23 sec = 180 sec + 23 sec = 203 sec.

There are 60 min in 1 hour.

n = 1306013060 2 hours 10 mi

2. Themba started his test 2.05pm and completed at 3.08pm. How much time did he take to
complete the test?

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Mass
Mass is measured in milligrams (mg), grams (g),
kilograms (kg) and tonnes (t).

 1 g = 1000 mg

 1kg = 1000g

 1 tonne = 1000kg

Examples

Change 23 tonnes to a) kg b) grammes

Solution:
23 x 1000 = 23 000kg
23 x 1 000 000 = 23 000 000g
Evaluate and give the answer in kilogrammes.
7, 4t + 673 kg + 300g
Solution:
First change all masses to kg then add
7 400 + 673 + 0, 300= 8 073, 3kg

Length/ distance
Length/distance is measured in millimetres (mm),
centimetres (cm), metres (m) and kilometres (km);

 1 cm = 10mm

 1 m = 100cm

 1 km = 1000m

1. Change the following to metres

a. 200 cm

Solution:

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200 ÷ ÷100 = 2 m
b. 7,1 km

Solution:
7, 1 x 1 000 = 7100 m

c. 9 10 mm
Solution:
10 ÷ ÷ 1 000 = 0, 91 m
2. Change to kilometres

a. 2500 m = 2 5 0 0 1 0 0 0 25001000 = 2,5 km

b. 3790 cm
Change centimetres to metres 3 7 9 0 1 0 0 3790100 = 37, 9 m
Change metres to kilometres 3 , 7 9 1 0 0 0 3,791000 0, 0379 km
c. 490 m = 4 9 0 1 0 0 0 4901000 = 0,49 km

Temperature
We measure temperature in degree Celsius (˚C).
The instrument used to measure temperature is a
thermometer and temperatueres can be below 0˚C as
shown in the thermometer below.

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Example:

On a certain June day the early morning temperature in

Marondera was -4˚C. The afternoon temperature rose by
20˚C. What was the afternoon temperature?
Solution:

Afternoon temperautre = -4˚C + 20˚C

= 16˚C

Capacity
Capacity is the measure of an object’s ability to hold
substance.
Capacity is measured in millilitres (ml), litre (l), kilolitres
(kl) and cubic units.

 1 ml = 1c m 3 cm3
 1 litre = 1000 ml

 1 kl = 1000 litres

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Examples

1. How many millilitres of water did Taurai put in?

1 litre
Solution:
1 x 1000 = 1 000ml

5 kilolitres
Solution:
5 x 1 000 x 1 000 = 5 000 000ml

Measures-Exercise 1

Fill in the correct answer in the spaces provided.

1) In questions 1 to 10, convert the following times to 24 hour time notation.

12.01 am

2) 4.45 pm
3) 6.01 am
4) 8.14 pm
5) 1.30 am
6) 5.59 pm
7) 2.20 pm
8) 11.39 am
9) 10.08 am
10) 7.10 pm
11) In questions 11 to 20, convert the following time to 12-hour clock.

0808
12) 2330
13) 1717
14) 0043
15) 0101
16) 0600
17) 2202
18) 1845
19) 1225
20) 1855

Measures-Exercise 2

Fill in the correct answer in the space provided.

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1) In question 1 to 3, change the following seconds to minute. Use min for minutes.

120 seconds
2) 60 seconds
3) 180 seconds
4) From questions 4 to 8,convert the following minutes to seconds.
4 minutes
5) 7 minutes
6) 10 minutes
7) 15 minutes
8) 20 minutes
9) In question 9 to 13, express the following in minutes and seconds. E.g 100 sec = 1 min 40 sec

75 seconds
10) 90 seconds
11) 140 seconds
12) 190 seconds
13) 210 seconds
14) In question 14 and 15, find the sum of the following giving your answer in hours and minutes.

1 h 28 min
+ 52 min
__________________
15) 3 h 39 min
1 h 13 min
+ 13 min

Measures-Exercise 3

Fill in the correct answer in the spaces provided.

1) In question 1 to 5, express the following in days and hours.

24 hours

2) 30 hours
3) 51 hours
4) 45 hours
5) 74 hours
6) In question 6 to 10, express the following years in months.

2 years
7) 1/2 year
8) Quarter of a year
9) 3/4 of a year
10) One−third of a year
11) In question 11 to 13, write down the following in weeks and days.

8 days
12) 28 days
13) 59 days

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Mensuration
Area of plane shapes
Area is the space covered by a shape or object.

Area of a square
A square has four equal sides.

Calculate the area of squares with the following sides:

Area of a square = s × s = s2

a. Side = 2cm Area = 2 × 2 = 4 cm 2

b. Side = 4, 5 m Area = 4,5 × 4, 5 = 20,25 m 2

c. Side = 10 cm Area = 10 × 10 = 100 cm 2

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Area of a rectangle
A rectangle is a quadrilateral in which two opposite sides
equal and parallel. All angles in a rectangle are 90°.

The longer side is called the length and the shorter side
is called the width.

Area of a rectangle = l × w.

Examples:

1. Calculate the area of a rectangle with length 7 cm and

width 3 cm.
Solution:

Area of a rectangle = L x W = 7cm × 3cm = 21 cm 2

2. Calculate area of rectangles with the following

measurements:

LENGTH WIDTH AREA

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5 cm 3 cm 15 cm2

3,4 cm 2 cm 6,8 cm2

5,5 m 3,2 m 17,6 m2

Area of a parallelogram
Area of a parallelogram = base × perpendicular height

Example:
Calculate the area of a parallelogram with a base of 8 cm
and a height of 7 cm.

Solution:

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Area of a triangle
Area of a triangle = 1/2 base ×height

1.

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Area = 1/2 × 4cm× 6cm

= 12 cm2
2.

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Area = 1/2 × 14cm × 10cm

= 70 cm2

Area of a circle
Area = πr2

The value of π is 22/7.

Calculate Area Of Circles With The Following Dimensions:

Radius = 7 cm
Radius = 2,8 cm
Diameter = 4,2 m
Solutions
a. Area = πr2
= [Math Processing Error]227 × 7 cm × 7 cm
= 154 cm2
b. Area = πr2
= 22/7 × 2,8cm × 2,8cm

= 24, 64 cm2

c. Area = πr2

= 22/7 × 2,1m × 2,1m

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= 13, 86 m2

Perimeter of plane shapes

Definition Of Perimeter
Perimeter is the distance right round the shape.
To find perimeter of a shape we add the lengths of all the
sides.

Perimeter of a rectangle

Perimeter of a rectangle = 2(L + W)

Examples

1. Find the perimeter of the following rectangles

a.

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Perimeter = 5 cm + 3 cm + 5 cm + 3 cm
= 16 cm
Now let’s calculate the perimeter using the formula
Perimeter = 5 cm + 3 cm + 5 cm + 3 cm
= 5 cm 2 + 3 cm 2
= 2(5 cm + 3 cm)
= 2 (8 cm)
= 16 cm

b.

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Perimeter = 2(9 cm + 4 cm)

= 2(13 cm)
= 26 cm

c.

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Perimeter = 2(8 cm + 7 cm)

= 2(15 cm)
= 30 cm

Perimeter of a square
A square has all four sides equal.

Perimeter = 4 × side = 4s
Examples

2. Find the perimeter of the following squares:

a.

Perimeter = 4 cm + 4 cm + 4 cm + 4 cm
= 4 cm 4
= 16 cm

b.

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Perimeter = 4 times 7cm

= 28 cm

c.

Perimeter = 10 cm 4
= 40 cm

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Perimeter of triangles
An equilateral triangle has all three sides equal.
Examples:

3. Calculate the perimeter of the following triangles

a.

Perimeter = 7 cm ×3 = 21 cm

b.

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Perimeter of right-angled triangle = 13 + 12 + 5

= 30 cm

c.

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Perimeter of isosceles triangle = 11 + 11 + 13

= 35 cm

d.

Perimeter of scalene triangle = 7 + 8 + 12

= 27 m

Perimeter/Circumference of a circle

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 A diameter of a circle is a line that divides the circle into two equal
parts.

 A radius is a line from the centre to any point on the circle, it is

half of the diameter.

 A circumference of a circle is the distance around the circle

(perimeter).

 Perimeter or circumference of a circle = 2rπ or πd

 The symbol π is called pi.

 The value of π is [Math Processing Error]227

Examples

1. Calculate the circumference

of the following circles:

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a.

Radius = 7 cm
Circumference of a circle = 2 ×
π × r
= 2 × 22/7 × 7 cm
= 44 cm
b.

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Circumference = πd
= 22/7 × 28 cm
= 88 cm or
If d = 28cm then = 14 cm
Circumference = 2πr
= 2 × 22/7 × 14cm
= 88 cm
Mensuration-Exercise 2

Answer the following questions in the separate piece of paper and compare
with the suggested answers after submission.

1) Find the perimeter of the following rectangles.

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a)

b)

c)

d)

e)

2) Calculate perimeter of the following squares.

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a)

b)

c)

3) Find perimeter of the following triangles.

a)

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b)

c)

4) Calculate the circumference of the following circles.

a)

b)

Mensuration-Exercise 3

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Answer the following questions on a separate sheet of paper and compare

with the suggested answers after submission.

1) Find the perimeter of a rectangular room whose length is 4,2 m and width is 3,9
m.

2) How long is each side of a square whose perimeter is 64 cm?

3) What is the perimeter of a square with sides 31 cm?

4) Calculate the perimeter of an equilateral triangle with sides 19 cm.

5) What is the perimeter of the top of a circular tin whose radius is 35 cm?

6) A circular lid has a diameter of 35 cm. How many revolutions or complete turns
does the lid make in moving a distance of 99 m?

Graphs

The Cartesian plane

It is a plane surface with axis drawn on it which meet at
right angles.
The horizontal axis is called the x -axis and the vertical
axis is called the y -axis.
These two axes are number lines which intersect at zero.
The point where these two axis meet or cross is called
the origin.
The x and y values are displayed on the x and y axis
respectively.

The Cartesian plane

 Points on a Cartesian plane are identified by values put in the form
(x:y) where x is the x-coordinate and y is the y-coordinate.

 A coordinate is a number representing the position of a point.

 On a Cartesian plane, the x-axis has positive values from the

origin to the right up to infinite

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From the origin to the left x -axis has negative values

down to minus infinite.

 On the y-axis, positive values start from the origin going upwards
to infinite.

From the origin going downwards to minus infinite the

values are negative.

Points On The Cartesian Plane (Coordinates)

 The coordinates of point A below are shown below

 This means that A is in position 4 units to the right and 3 units

upwards from the origin.

 So we can write it shortly as A (4; 3) and this pair of numbers is

called the coordinates of point A.

 The first digit is the x-coordinate and the second digit is y-

coordinate.

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 Take note on the order of the pair of numbers, for example, point
(2; 5) is not the same as the point (5; 2).

Coordinates Of Point B Are Shown Below.

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Examples:
1. Write Down The Coordinates Of Points A, B, C And D.

image

Answers:
A (-8; 5)

B (1; 9)

C (-6; -4)

D (8; -4)

2. Write Down The Coordinates Of The Vertices Of The Triangle PQR On The
Cartesian Plane Below:

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image

Answers:
P (-3; 4)

Q (6; 4)

R (6; -3)

3. Plotting Points On The Cartesian Plane

Plot the following points on the Cartesian plane

A (-2; 3) B (3; 1) C (0; 4) D (2; -2) E (-3;-3)

Solution:

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image

Functional-graphs-Exercise 1

Answer the following questions on a separate piece of paper and

compare with the suggested answers after submission.

1) Write down the coordinates of the points, A, B, C, D, E, F, G, P and Q shown on

the Cartesian plane below.

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2) Write down the coordinates of the vertices of triangle DEF.

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3) Write down the coordinates of the vertices of triangle ABC.

4) Match the following coordinates to the points on the Cartesian plane below.

(-3; 0)

(-1; -1)

(0; -2)

(-3; -3)

(2; -3)

(0; 4)

(1; 3)

(-2; 2)

(5; -1)

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(3; 2)

Travel Graphs
Distance-time graphs
 The vertical axis on these graphs represents the distance
travelled.

 The horizontal axis is the time taken.

 We can represent journeys on a distance time graph.

 The following illustration shows a distance-time graph with

uniform speed.

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Average Speed = Total distance travel / ledTotal time taken

From the above equation, cross multiplication gives us:

Distance = Average speed × Time
On the illustration above the line on the graph is straight
meaning that the object is moving at a constant speed.
So when an object is moving at a constant speed it
follows a straight line.
When an object is not in motion, the line on the graph is
horizontal as shown below.

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On above graph note that time is moving whilst the

object is stationery.

As stated earlier on, gradient of the line represents the

speed of an object so in this case the gradient is zero.

For an object moving at a non -uniform speed, the graph

is as follows.

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Non uniform speed means an object covers unequal

distances in equal time intervals or covers equal
distances in unequal time intervals.

Interpretation of distance-time graphs

Example 1.

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PIC

T h e g r a p h a b o v e s h o ws t h e j o u r n ey s o f T i n a a n d
S i b o n g i l e. T h ey l ea v e h o me a t t h e s a me t i me t o
C o l l e g e wh i c h i s 5 km a wa y .
How long did Tina take to go to the College?
Solution
T i n a t o o k 4 0 m i n u t es t o wa l k t o t h e C o l l eg e
How long did Sibongile take to walk to the College?
Solution
S i b o n g i l e t o o k 8 0 mi n u t es t o wa l k t h e C o l l eg e

If Tina arrived at the College 20 minutes earlier before the

lectures started, how many minutes was Sibongile late for the
lectures
Solution
T i n a a r r i v ed i n 4 0 mi n u t es s o p l u s 2 0 m i n u tes w e g et
6 0 m i n u t es

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T h en w e s u b t r a c t t h i s t i m e f r o m 8 0 mi n u t es
( 8 0 – 6 0 ) m i nu t es = 2 0 mi n u t es
T h er e f o r e S i b o n g i l e wa s l a t e f o r t h e l ec t u r e wi t h
2 0 mi n u t es
.
Travel-Graphs-Exercise 1

Answer the following questions on a separate piece of paper and compare

with the suggested answers after submission.

1) Use the graph below to answer questions 1-6.

Bike A, Bike B and Bike C started the race at the same time to cover a distance of 150 km.
Their journeys are shown in the diagram above.
State with a reason the bike which came first.

2) From the diagram (Give your answers in minutes), how long did:

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a) Bike A took to complete a distance of 125 km.

b) Bike B to complete the race.
c) Bike C took to cover a distance of 75 km.
d) Bike C to complete the whole journey.
e) Bike A to complete the race.

3) When bike A completed the race, how far behind was bike C?

4) After 1 hour 20 minutes, how far was bike B from completing the race?

5) After two hours, how far apart were bike B and bike C.

6) How long did it take car B to travel the first 75 km.

7) For questions 7, 8, 9 and 10 use the graph below which shows the journeys of
Chido and Tatenda. They leave the shops at different times and travel 6km to their
homes. Chido follows line ABCD and Tatenda drove line DE.

When did Chido leave the shops?

8) For how long was Chido not walking?

9) How long did part CD take?

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10) How far was Tatenda from home at 11.45?

Real numbers

Number Types
Integers
 Integers are both positive and negative whole numbers including
zero. The symbol for integers is Z.

 Examples of integers: Z = {…;-5;-4;-3;-2;-1;0;1;2;3;4;5;….}

Integers on a real number line

Whole Numbers
 These are positive numbers including zero. These numbers
represent whole things without any decimals or fractional parts.

 The symbol for whole numbers is N0

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 Examples of whole numbers: N0= {0;1;2;3;4;5……}

Natural Numbers
 These are counting numbers. The symbol for natural numbers is N

 Examples of natural numbers: N = {1;2;3;4;5;……..}

Odd Numbers
 An odd number is an integer which when divided by 2 leaves a
remainder.

 Examples of odd numbers {…;-7;-5;-3;-1;1;3;5;7;9;…}

Even Numbers
 An even number is an integer which is divisible by 2 without
leaving a remainder. Zero is an even number.

 Examples of even numbers {…;-6;-4;-2;0;2;4;6;8;…}

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Prime Numbers
 A prime number is a whole number greater than 1 and has only
two factors, 1 and the number itself.

 Examples of prime numbers {2;3;5;7;11;13;17;…}

Factors and Multiples

Factors
 A factor is a number that can divide into another number without
leaving a remainder.

 Factors are the numbers you multiply together to get another

number.

 For example, 2 and 3 are factors of 6, because 2 3 = 6.

Examples
 30 ÷ 6 = 5

 30 ÷ 5 = 6

 Therefore, 5 and 6 are factors of 30.

A number can have many factors including one and itself.

 Factors of 30 = {1; 2; 3; 5; 6; 10; 15; 30}

 Factors of 18 = {1;2;3;6;9;18}

 Factors of 7 = { 1;7}

Common factors
A common factor is a number that can divide into two or
more numbers without leaving a remainder.

Worked Example

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Find the common factors of:

1). 8 and 10

2). 18; 27 and 36.

Solutions

1). 8 and 10

Factors of 8 = {1; 2; 4; 8}

Factors of 10 = (1; 2; 5; 10}

The common factors of 8 and 10 are 1 and

2.

2). 18; 27 and 36.

Factors of 18 = {1; 3; 6; 9; 18}

Factors of 27 = {1; 3; 9; 27}

Factors of 36 = {1; 2; 3; 4; 6; 9; 12; 18; 36}

The common factors of 18; 27 and 36 are

1; 3 and 9.

Highest common factor (HCF)

A highest common factor is the highest or largest number
in the list of common factors.

Worked Example

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If 1; 3 an d 9 are th e common factors of 18, 27,

an d 36.

Th e HCF of 18, 27, and 36 is 9.

More Examples
Find the HCF of:

1). 30 and 42

2). 36, 60 and 72.

Solutions

1). Factors of 30 = {1; 2; 3; 5; 10; 15; 30}

Factors of 42 = {1; 2; 3; 6; 7; 14; 21; 42}

The common factors of 30 and 42 are {1; 2; 3}

Th erefore the HCF is 3.

2). Factors of 36 = {1; 2; 3; 4; 6; 9; 12; 18; 36}

Factors of 60 = {1; 2; 3; 4; 5; 6; 10; 12; 15; 30;

60}

Factors of 72 = {1; 2; 3; 4; 6; 9; 12; 36; 72}

B y in spection HCF = 12

Using prime numbers to find the HCF

A prime number is a number whose factors are 1 and
itself, e.g. 2; 3; 5…

Prime factors of a number are the factors which are prime

numbers.

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Expressing a number as a product of its prime factors

using continued division.

Examples
1. 30

2. 156

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3. 27

Example

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Find the HCF of 36; 60 and 72.

Solution:

Express each number as a product of its

prime factors as follows:

36 = 2 × 2 × 3 × 3

60 = 2 × 2 × 3 × 5

72 = 2 × 2 × 2 × 3 × 3

The common prime factors are 2 × 2 × 3.

HCF = 12
2. Find the HCF of 156; 280 and 420.

Solution:

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Index notation of the prime factors:

156 = 22 × 3 × 13
280 = 23 × 5 × 7

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420 = 22 × 3 × 5 × 7
22 is the greatest power of 2 contained by all three numbers.
Hence the HCF will contain 22.
156 = 22 × 3 × 13
280 = 22 × 2 × 5 × 7
420 = 22 × 3 × 5 × 7
HCF = 2 × 2 = 4

Multiples
A multiple is a product of two integers.

Example
Multiples of 2 are 2; 4; 6; 8; …

Multiples of 7 are 7; 14; 21; 27; …

Notice that every number has an infinite/endless number

of multiples.

Common multiples
A common multiple is a multiple of two or more numbers.
Examples

1. Find the common multiples of 4 and 8.

Multiples of 4 = {4; 8; 12; 16; 24…}

Multiples of 8 = {8; 16; 24; 32; 40…}

The numbers 8, 16 and 24 are in both sets.

The multiples are infinity, meaning they are endless.

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2. Find the common multiples of 3; 6 and 9 between 1

and 40.

Multiples of 3 = {3; 6; 9; 12; 15; 18; 21; 24; 27; 30;

33; 36; 39}

Multiples of 6 = {6; 12; 18; 24; 30; 36}

Multiples of 9 = {9; 18; 27; 36}

The common multiples in the given range are 18 and 36,

the lowest common multiple being 18.

Lowest common multiple (LCM)

From the first example above 8; 16 and 24 are all
common multiples of 4 and 8.

8 is the lowest number that is divisible by both 4 and 8.

Therefore, 8 is called the lowest common multiple

(LCM) of 4 and 8.
Worked Example

Find the LCM of 4, 6 and 9.

Express the numbers as a product of prime factors.

4 = 2 × 2. Any multiple of 4 must contain 2 × 2

6 = 2 × 3. Any multiple of 6 must contain 2 × 3

9 = 3 × 3. Any multiple of 9 must contain 3 × 3

The lowest product containing all three numbers is 2 × 2

× 3 × 3

∴ LCM = 2 × 2 × 3 × 3 = 36.
Worked Example

Find the LCM of 20, 32, 40 and 60.

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Express the numbers as products of their prime factors

using powers where necessary.

20 = 22 × 5

32 = 25

40 = 23 × 5

60 = 22 × 3 × 5

The prime factors of the numbers are 2, 3 and 5.

The LCM should contain the highest powers of 2; 3 and 5.

∴ LCM = 25 × 3 × 5 = 480

Directed numbers
 Directed numbers are both positive and negative numbers.

 Positive and negative whole numbers including zero are also called
integers.

 Directed numbers can be represented on a number line which is

either horizontal or vertical.

 The numbers that are below or to the left of zero (0) on a number
line are the negative numbers.

 The numbers that are above or to the right of zero (0) on a number
line are the positive numbers.

 Zero is neither negative nor positive.

The number line

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 The numbers get smaller as one moves to the left side on the
number line and they become bigger as one moves to the right.

Addition and subtraction using the number line

Examples

1. 3 + 2
Solution:

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3 + 2 = 5

2). 3 – 1
Solution:

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3–1=2
3). -4 – 3
Solution:

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-4 – 3 = -7

More examples
Simplify the following without using the number line
Examples
1. (-1) + 4
(Subtract the two numbers and take the sign of the bigger number)
= + (4 – 1)
=+3
2. 3 – 7
(Subtract the two numbers and take the sign of the bigger number)
= - (7 – 3)
=-4
3. 3 – (-3)
{Minus followed by minus = plus that is –(-) = +}
= 3 – (-3)
=3+3
=6
4.– 5 + 5
(Rearrange the numbers starting with the positive number)
= -5 + 5
=5–5
=0
5. -3 – (-4) + 1

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First putting a + where two minuses are involved

= -3 – (-4) + 1
= -3 + 4 + 1
= -3 + 5
(Subtract the two numbers and take the sign of the bigger number)
= + (5 – 3)
= + 2 or 2

Practical examples involving directed numbers

1. The temperature around the school area in the afternoon was
20℃ but in the evening it fell by 23℃ . What is the temperature in
the evening?
Solution:
Temperature in the evening
= 20℃ - 23℃
= - 3℃
2. Chido was seated in a 6m deep ditch and she was watching a bird
on top of a tree which is 10m tall. How far is Chido below the bird?
Solution:
Vertical distance between Chido and the bird
= 10m – (- 6m)
= 10m + 6m
= 16m
3. A man was born in BC 21 and died in AD 62. How old was the man
when he died?

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Solution:
Age the man at death
= AD 62 – BC 21
= 62 – (- 21)
= 83years
4. Tatenda and Tanaka agreed to meet at 1245hrs. Tatenda arrived
at the meeting place 6 minutes before the meeting time. Tanaka was
15 minutes late. How long did Tatenda wait before Tanaka arrived?
Solution:
Time Tatenda waited for Tanaka
= 15mins – (- 6mins)
= (15 + 6) mins
= 21 minutes

Multiplication of directed numbers

 The multiplication of directed numbers can be summarized by the
table below

 Multiplying Integer Rules:

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Examples:
Simplify The Following:

1. (+3) × (-3)

= - (3 × 3)

= -9

2.(-4) × (-2)

= + (4 × 2)

= + 8

3.(+6) × (+5)

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= + (6 × 5)

= +30

4.(-7) × (+3)

= - (7 × 3)

= -21

Division of Directed Numbers

 When two numbers which are of the same sign are divided the
result will be positive.

 Division of two numbers which are of different signs give a result

which will be negative.

Examples:

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Simplify The Following:

1. (-18) ÷ ( -3)

= + (18 ÷ 3)

= + 6

2. (+10) ÷ (-2)

= - (10 ÷ 2)

= -5

3. (-5) ÷ (+2, 5)

= - (5 ÷ 2, 5)

= - 2

4.(+14) ÷ (+7)

= + (14 ÷ 7)

= + 2

Directed numbers involving fractions

Examples:

Simplify The Following

1. - (23) ÷ (+ 13)

= -( 23 ÷ 13)

= -(23 × 31)

= -2

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2. (-45 ) ÷ (-12)

= +(45 ÷ 12)

= +(45 × 21)

= + 85 o r 135

3. (+16 ) × (+ 13)

= +(16 × 13)

= + 118

4. (-9) × (+ 1/3)

= - (9× 1/3)

= -3

Fractions and percentages

 Fractions are grouped as proper and improper fractions.

 In a proper fraction the numerator is smaller than the

denominator.

 In an improper fractions the numerator is greater than the

denominator

 Mixed numbers are converted improper fractions. A mixed number

has two parts: the whole number and the fraction part.

Equivalent fractions
If both the numerator and the denominator are multiplied
or divided by the same number the fraction will not
change its value. The result of multiplying or dividing the

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numerator and denominator with the same number is an

equal fraction.

Equivalence Of Fractions By Multiplication

Multiply both the numerator and the denominator by the
same number.

2 7 27 × 8 8 88 = 1 6 5 6 1656

9 2 2 922 × 1 0 1 0 1010 = 9 0 2 2 0 90220

Equivalence Of Fractions By Division

2 1 6 2 7 0 216270 ÷ 5 4 5 4 5454 = 4 5 45

5 0 0 3 0 0 0 5003000 ÷ 5 0 0 5 0 0 500500 = 1 6 16

Mixed numbers

A mixed number is a combination of a whole number and

a proper fraction.

2 1/3 i s a m i x e d n u m b e r .
2 i s t h e w h o l e n u m b e r a n d 1/3 i s a p r o p e r f r a c t i o n .

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Converting mixed numbers to improper fractions

 A mixed number 2 3/4 can be expressed as an improper fraction.
 11/4 Is an improper fraction.

Addition and subtraction of fractions

Steps followed in addition of fractions

Make sure the denominators are the same by finding a

common denominator.

Add the numerators.

Simplify to the lowest terms.

Fractions with the same denominator

Fractions with different denominators

Steps followed in subtracting fractions

1. Make sure the denominators are the same by finding the lowest
common denominator (LCM).

2. Subtract the numerators.

3. Simplify to the lowest term.

Multiplying fractions
Multiplying A Fraction By A Whole Number
 When multiplying a fraction by a whole number, you just multiply
the numerator by the whole number.

 Do not change the denominator.

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 When the product is an improper fraction, convert it to a mixed

number.

Multiplying a fraction by a fraction/mixed number

When multiplying a fraction by a fraction:

 Change all mixed fractions to improper fractions

 Numerators multiply each other.

 Denominators multiply each other as well.

 Simplify the product.

Dividing fractions
Steps In Dividing With Fractions:
 Find the reciprocal of the number or fraction.

 The reciprocal of a fraction is the fraction turned upside down.

 Multiply the fraction by its reciprocal.

 Write answer in its lowest terms.

Percentages
Percent means out of 100.
That is to say it’s a fraction with a denominator 100.
The symbol for percentage is %.

Examples
75% = 75 out of 100
20% = 20 out of 100
2, 5% = 2, 5 out of 100

Expressing percentages as fractions

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 Percentages can be expressed as fractions and decimals.

 Fractions and decimals can be expressed as percentages.

When expressing percentages as a fractions the

denominator is always 100.
Reduce the fraction to its lowest terms.

Expressing percentages as decimals

When converting percentages to decimals, first express the percentage as a
fraction.
1. Reduce the fraction to its lowest term.

2. Then divide the numerator by the denominator, placing the comma

in its correct position.

Decimals and percentages

Examples Of Decimal Numbers
1. 1, 8
2. 0, 972
3. 27, 2

Addition and subtraction of decimals

When adding or subtracting decimal fractions it is
important to match the commas of the numbers. Example
24 - Simplify the following:

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Multiplication
 When multiplying by powers of 10 we move the comma to the right
as many times as the number of zeros in the number.

Powers of 10
10, 100, 1000, 10 000, 100 000, 1000 000, etc.

Examples:
2, 4 10 = 24

4, 92 100 = 492

0, 103 100 =10, 3

0, 006 10 = 0, 06

 When multiplying decimals e. g 10, 27 0, 2 we can arrange the

numbers as follows and ignore the commas for a while.

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Converting fractions to decimals and vice-versa

Converting fractions to decimals

Number-concepts-and-operations-Exercise 1
Answer the following questions on a separate sheet of paper and
compare with the suggested answers.

1) Copy and complete the table below by putting a tick √ in the

correct box. The first column has been done for you.

1.png (8 KB)
2) Use the signs > , < or = to complete the expressions below.

3.png (7 KB)

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3) Simplify the following using a number line.

a) 2-(-3)
b) -5+7
c) 3-7
d) 1-(-4)
e) -3-4
4) Simplify the following.

a) 376-(-200)
b) 100-201
c) -21+44
d) -33+22
e) +44-22
f) -99-(-1)
g) -27-10
h) -13-13
5) Simplify the following expressions.

a) 6x-(-3x)
b) -3y-11y
c) -30a+(11a-17a)
d) – 5℃ + 7℃
e) 540-(-230+120)
6) A boy jumped from a spring board which was 10 m above the
surface of the water into the swimming pool. He then swam to the
floor of the pool which is 2 m deep. What is the distance between
the spring board and floor of the pool?

Number-concepts-and-operations-Exercise 2

Fill in the correct answer in the spaces provided and express your
answers as decimal fraction where appropriate.

Simplify the following:

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1) (−1)3−4
2) (−4)×(+5)
3) (−3)×(−2)
4) (+5)×(+4)
5) (−3)×(−2)×(−9)
6) (−4)×(+12)×(−6)
7) (−9)÷(−3)
8) (+24)÷(−6)
9) (−24)÷(+6)
10) (+12)÷(+8)
11) (−7/8)÷(−1/4)
12) (−5)2×(−2)
13) 45÷20
14) (−3)×(−8)−5
15) (+3)×(−10)(−5)
16) (−3)3(−6)

Approximation and Estimation

What is an approximation or estimation?

 An approximation or estimation is something that is almost
correct but not intended to be exact.

 Rounding off is a quick way of estimating a number.

For example: 15 385 is 15 400 to the nearest hundred

and is 15 000 to the nearest thousand.

Rounding off numbers

 Numbers can be rounded up or rounded down.

 Numbers can be rounded to the nearest ten, hundred, thousand

etc.

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 We round down numbers in the range 0 to 4, i.e. a digit less than

5.

Steps To Follow In Rounding Off Numbers

Examples:

1. Round 14 536 To The Nearest

a. 14 536 = 14 540 to the nearest ten.

6 is greater than 5 so we round up 3 to 4 and put a

zero in place of 6.

b. 14 536 = 14 500 to the nearest hundred.

3 is less than 5 so we round down 5 and put zeroes

in place of 3 and 6.

c. 14 536 = 15 000 to the nearest thousand.

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4 is rounded up because the next digit is 5. We put

zeroes in place of 5, 3 and 6.

d. 14 536 = 10 000 to the nearest ten thousand.

4 is less than 5 so we round down 1 and put zeroes

in place of 4, 5, 3 and 6.

2. Round Off 9 505 To The Nearest

a. 9 505 to the nearest ten is 9 510

b. 9 505 to the nearest hundred is 9 500

c. 9 505 to the nearest thousand is 10 000

Decimal places
 When rounding off decimals to a give number of decimal places,
we count digits from the decimal comma to the right then round
up or down.

Examples

1. 12, 5087 = 12, 5 to 1 decimal place.

12, 5087 = 12, 51 to 2 decimal places.
12, 5087 = 12,509 to 3 decimal places.

2. 0, 0047 = 0, 0 to 1 decimal place.

0, 0047 = 0, 00 to 2 decimal places.
0, 0047 = 0,005 to 3 decimal places.

Rounding off decimals to the nearest whole number

 We just check if the first number on the right from the decimal
comma is less than 5 to round down or if it is 5 or greater to
round up.

Examples:

Round off the following to the nearest whole number

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1. 4,3 = 4 to the nearest whole number

2. 10,6 = 11 to the nearest whole number

3. 49,52 = 50 to the nearest whole number

4. 1,4 = 1 to the nearest whole number

5. 237,812 = 238 to the nearest whole number

Rounding off decimals to the nearest tenth, hundredth etc.

 We round digits on the right hand side of the decimal comma.
The first digit from the decimal comma represents tenths, the
second represents hundredth, the third represents thousandths
and so on.

Example:

Round off the 4, 735 9 to the nearest

a. 4, 735 9 = 4,7 to the nearest tenth

b. 4, 735 9 = 4,74 to the nearest hundredth

c. 4, 735 9 = 4,736 to the nearest thousandth

Approximation-and-Estimation-Exercise 1

Fill in the correct answer in the spaces provided.

1) Write down the value of the underlined digit in the following

questions;

27
2) 375

3) 0,294

4) 30,82

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5) 2,056

6) Round off the following numbers to the nearest whole number.

5,1
7) 13,09

8) 8,7

9) 29,9

10) 0,65

11) Approximate the following numbers to the nearest tenth.

0,08
12) 24,35

13) 0,51

14) 0,675

15) 9,954

Approximation-and-Estimation-Exercise 2

Answer the following questions on a separate piece of paper and

compare with the suggested answers.

Round off the following numbers to the nearest;

i) Ten
ii) Hundred
iii) Thousand

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1) 6 239

2) 567

3) 935

4) 34 792

5) 4 458

6) 27 075

7) 13 606

8) 3 350

9) 5 616

10) 24 667

Ratios
RATIOS

BY THE END OF THIS SUB-TOPIC, LEARNERS SHOULD BE ABLE TO:

1. Simplify ratios
2. Solve problems involving ratios

Ratios
 A ratio is the relationship between quantities of the same kind.
Example
The ratio of the width of a classroom 10 metres to its length 20 metres
10:20 = 1:2
Ratios are like fractions you can simplify them to their lowest terms.

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10:20= 1 / 2
 Ratios in their simplest form do not have units.
 Ratios are expressed using whole numbers for the parts in simplest form.

Examples:
1. What is the ratio of pink squares as to green squares in its lowest terms?

Solution:
10: 6
= 5: 3
1. What is the ratio of blue balls as to yellow balls in its simplest form?

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Solution:
8: 10
= 4: 5
1. Simply the following ratio.
40 as to 100
40:100 = 2:5

Sharing using ratios

 You share quantities using ratios.

Examples
1. Share 10 oranges in the ratio 2:3.

Total ratio = 2 + 3 = 5
First share = 2/5 x 10
= 4 oranges

Second share = 10 -4
= 6 oranges
2. A father gives money to Rutendo, Farai and Tapiwa in the ratio 2:3:5.
If Tapiwa gets $100, find the total amount and the money received by Rutendo and
Farai.

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Ratios-Exercise 2

Answer the following questions on a separate piece of paper and compare with the
suggested answers.

1) Share 20 litres of water in the ratio 3 : 2

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2) Share $50 in the ratio 7:3

3) Share 100 apples in the ratio 3:4:2:1

4) Share 180 metres in the ratio 1:3:5

5) Share 30 eggs in the ratio 2:3:1

6) Share 1 tonne in the ratio 4:5:1

7) The ratio of girls to boys in a class is 3:4. If there are 28 boys, how many;
a) Learners are in the class?
b) Girls are in the class?
8) A kennel has 60 dogs in total. Some are adults and some are puppies. The ratio of
puppies to adult dogs is 7:5. How many adult dogs are there in the kennel?

9) Two numbers are in the ratio 2:5. If the sum of the numbers is 63, find the numbers.

10) A basket contains apples, oranges and bananas in the ratio of 3:2:6. If there are 20
oranges in the basket how many are apples?

Ordinary form and standard form

Large and small numbers

Large Numbers

Large numbers are numbers with significantly higher

values as compared to numbers used in everyday life.

EXAMPLES OF LARGE NUMBERS IN DIGITS AND IN WORDS

DIGITS WORDS

1 000 One thousand

10 000 Ten thousand

100 000 One hundred thousand

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1 000 000 One million

10 000 000 Ten million

100 000 000 One hundred million

1 000 000 000 One billion

10 000 000 000 Ten billion

100 000 000 000 One hundred billion

1 000 000 000 000 One trillion

10 000 000 000 000 Ten trillion

100 000 000 000 000 One hundred trillion

1 000 000 000 000 000 One quadrillion

Other Large Numbers

 229 030

 3 310 002

 93 450 000

 7 890 643 000 000

Small numbers
Small numbers are numbers that are significantly small
as compared to numbers used in everyday life and
often occur in electronics and chemistry.

Digits Words

0,1 One tenth

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0, 01 One hundredth

0, 001 One thousandth

0, 000 1 One ten thousandth

0, 000 01 One hundred thousandth

0, 000 001 One millionth

0, 000 000 1 One ten millionth

0, 000 000 01 One hundred millionth

0, 000 000 001 One billionth

0, 000 000 000 1 One ten billionth

0, 000 000 000 01 One hundred billionth

Other Small Numbers

 0,7

 0,023

 0,005

 0,000 000 000 094 8

For easy reading of numbers with many digits, the digits

are divided into groups of three from the decimal comma.

Examples

a. 10000 = 10 000

b. 43794078 = 43 794 078

c. 5007915783 = 5 007 915 783

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d. 10,4798746 = 10,479 874 6

e. 0,24897 = 0,248 97

f. 2789,47352= 2 789, 473 52

Large and small numbers can be written in words

Example 1:

a. 229 030 is Two hundred and twenty nine thousand and thirty.

b. 3 310 002 is Three million three hundred and ten thousand and
two

c. 7 890 643 000 is Seven billion eight hundred and ninety million,
six hundred and forty three thousand.

Example 2:

a. 0, 7 is Zero comma seven

b. 0,023 is zero comma zero two three.

c. 0, 000 094 8 is zero comma zero zero zero zero nine four eight.

Large numbers can be written in a mixture of words and digits

Examples:

1. 3 245 600 = 3 million two hundred and forty five thousand six
hundred

2. 5 000 000 000 = 5 billion.

3. 250 000 = 1 4 14 of a million.

4. 750 000 000 = 3 4 34 of a billion.
5. 500 000 000 000 = 1 2 12 of a trillion
6. 250 000 000 000 000 = 1 4 14 of a quadrillion
7. $ 1 000 000 0000 = $1 billion

8. 79 000 000 = 79 million

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9. 52 000 000 people = 52 million people

Small numbers can also be written in a mixture of words and digits.

Examples:

a. 0, 02 = 2 hundredth

b. 0, 000 005 = 5 millionth

c. 0, 000 000 7 = 7 ten millionth

d. 0, 006 05 = 605 thousandth

e. 0, 000 000 008 9 = 89 billionth

Ordinary-and-Standard-form-Exercise 1

Answer the following questions on a separate sheet of paper and compare

with the suggested answers.

Rewrite the following numbers grouping the digits in threes from the decimal comma.

1) 101280

2) 34572986

3) 3472000

4) 193000321

5) 9172541660

6) 0,0000007

7) 0,00002547

8) 0,000000763

9) 0,000000089

10) 0,201003453

Ordinary-and-Standard-form-Exercise 2

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Fill in the correct answer in the spaces provided.

1) Express the following digits in words.

414 200
2) 3 478 000
3) 635 000 000
4) 5 215 000 042
5) 0,06

6) 0,103
7) 0,008 3
8) 0,000 763 8
9) 0,020 812 4
10) 56,203
11) Write the following numbers in digits.

Sixty nine thousand and fifty five

12) Five million two hundred and thirty nine
thousand four hundred and ten.

13) One billion and two hundred.

14) Zero comma one

15) Zero comma five zero eight.

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Scale
Scale definition:
 A scale is a specific ratio used to enlarge or reduce an object.

 The plan of a house or the map of a country can be drawn on

paper using a given scale.

 Scales make it easy to represent large objects or distances on

paper and also to produce the actual object from the scale
drawing.

 Scales are mostly used in maps, structural plans and images.

Ways of representing scales:

1. A scale is written as a ratio e.g.

1cm: 5km
=1: 500 000

2. A scale can be written as a fraction e.g.

1cm5km=1500 000 cm
5km=1500 000
3. A scale can be written in words e.g.

1 cm as to 5 km= 1 as to 500 000

 When solving problems scales need to be converted to the same

units to get the correct ratios.

1cm: 1km = 1cm: 100 000cm which is written as 1:

100 000.

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 If the numerator is not 1 the scale has to be simplified. For

example 5cm: 10km = 1cm: 2km or 1:200 000. In the case of a
reduction the denominator has to be reduced to 1.

 When the numerator is 1 then the denominator is the scale

factor.

Examples:

1. Express The Following Scales In Ratio Form

a) 1cm to 2m = 1cm to 200cm

= 1 to 200

b) 5cm: 1km = 5cm: 1 000 000cm

= 1: 200 000

c) 2m : 10km = 1m: 5km

= 1: 5 000

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4. A) What Scale Was Used To Reduce A To B

Fig 1.5.1

Solution: 12m: 4cm = 3m: 1cm

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5. What Scale Was Used To Enlarge Triangle C To Triangle D?

Fig 1.5.2

Solution: Scale: 13cm: 65m = 1cm: 5m

Scales-Exercise 1

Answer the following questions on a separate sheet of paper and compare with the
suggested answers after submission.

1) Given a scale on 1:50 000. Find the length on drawing in cm for the following distances.

a) 20 km
b) 8 km
c) 1,2 km
d) 0,5 km
2) Given a scale of 1100 000 . Find the actual distance in km from the given lengths.

a) 7 cm
b) 2,4 cm
c) 10,2 cm
d) 15 cm
e) 13,35 cm
3) The diagram below shows that cylinder A is a scale drawing of cylinder B.

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1.png (26 KB)

a) What scale was used?
b) If the diameter of cylinder B is 8 cm, what is the diameter of cylinder A?
4) The diagram below shows two diagrams.

a) What scale was used to reduce figure C to Figure D?

b) Calculate side x.
5) On a map the distance from point A to point B is 30 cm. Using a scale of 1:50 000,
calculate the actual distance in km.

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6) The actual distance of Chinhoyi to Mutare is 410 km. Using a scale of 1:1 000 000,
calculate the distance on the map in cm.

7) A bus is drawn to scale using a scale of 1:20. If the length of the bus on the drawing is 30
cm, how long is the bus in real life? Give your answer in meters.

Sets

Set
 A set is a defined collection of things for example cups, animals,
fruits, cars and many more.

 A set can be described or defined for example,

A = {oranges, apples, Bananas, avocados}

A = {Fruits}

 Capital letters represents the set and the curly brackets contains
the elements of a set.

 Members of the set are contained in special brackets called set

braces as shown in the given examples.

 Another way of representing a set is to show the members inside

the boundary as shown below

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The diagram above is called a Venn diagram

 A set must be clear for example { animals in the paddock}

 A member of a set is called an element.

 ∈ Sign means an element of.

 Oranges ∈ {fruits} means orange is an element of the set of

fruits.

Example 1

List th e elements of th e set

A = {networks u sed in Zimbabwe}
B = {Vowels}
Solutions

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A = {Econ et; Telecel; Neton e}

B = {a; e; i; o; u }

Note: semi colon is used between two elements.

 Where there are many elements only few are written and then use
dots to show that we have left some elements out.

 Those dots stand for and so on.

SYMBOLS USED IN SETS

NOTATION WHAT IT REPRESENTS WHAT IT MEANS

Is the element of complement

∉ x∉A→x is in the set A
of set A

∊ Is not an element of x∊ A⟶xIS not in the set A

All the other elements in the universal set

A’ Complement of a set
that are not in set A

ℰ Universal set A set which contains all elements

A∪B Union of two sets All elements which are in A and B

A∩B Intersection of two sets Elements in both A and B

n(A) Number of elements in a set Number of elements in set A

A⊆B Subset A is a subset of B

A⊂B Proper subset A is a proper subset of B

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A⊄B Not a proper subset A is not a proper subset of B

A=B Equal sets A and B Has equal elements

⍉or {} Null set or empty set A set without elements

The number of elements in a set

n(A) is short for the number of elements in a set A.

Example 2

I f B= Vo wel s f i n d n ( B)
T h en B= { a ; e; i ; o ; u }
S et B c o n t a i n s 5 el em en t s
H en c e n ( B ) = 5 .

Some sets has no elements in them and those sets are called
empty sets.

for example {number of dams with red water in Zimbabwe}

Such a set is called null set or empty set.

NB
{ 0 } i s n o t a n emp t y s et

Subset
{Car; ball; doll}

 If a child is asked to choose the toy from the set he or she can
pick in any of the following.

{Car}, {ball}, {doll}

{Car; ball}, {car; doll}, {ball; doll}
{} nothing
Each one of the above sets is a subset of the original set

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which is {car; ball; doll}.

 The original set is called the universal set ℰ.

 If A = {car; ball}, then A⊂ ℰ and ℰ ⊃ A.

 ℰ ⊃ A means ℰ contains A

 There is no train in the given toys so {train} is not a sub set of the
universal set. {train }⊄ℰ. Where ⊄ means ‘is not a sub set of’.

The diagram below shows the relationship between the

universal set and the subset.

The diagram below is called the Venn diagram

Sets-and-notation-Exercise 1

Answer the following questions on a separate sheet of paper and compare

with the suggested answers after submission.

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1) Write down the subsets of the following sets.

a) {baboon; elephant; lion; zebra}

b) {water; drinks; biscuits}

2) X is a set of multiples of 3 from 10 to 35. Write down the elements of set X.

3) Members of the set are contained in special brackets called________.

4) A ∩ B means----------.

5) A ∪ B means------------.

6) List the elements in the following sets:

a) Months of the year that have 31 days

b) Days of the week
c) Vowels.

7) What does the symbol ⊆ represent?

Types of sets
Empty sets
 An empty set is a set without elements in it.

 An empty set can also be called a null set.

 ⍉ or {} are the symbols used to represent the empty set.

 { a week with 9 days } is an example of an empty set

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Subset
 A subset is a set which is made up of elements from the
universal set for example ξ={a; b; c}

A= {a; c}

 So A is a subset of the universal set.

 Set A is made up of the elements from the universal set.

NB
The empty set and the whole set are also subsets

 The following are the subsets that can be extracted from the
universal set A

 A={a; b; c}

 {a; b}, {a; c}, {c; b}, {a}, {b}, {c}, {a; b; c}, {}

 If A = {a; c}, then A ⊂ ξ and ξ ⊃ A.

 ξ ⊃ A means ξ contains A

 {d} is not a subset of the universal set {a; b; c;}so we write {d} ⊄ ξ
where ⊆ means is not a subset of.

 The subset A of the universal set {a; b; c} is shown below.

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Example
Given that ξ = {goat; pig; chicken; lion; giraffe}
A= {Wild animals}
B= {Domestic animals}

List the members of A and B

Draw the Venn diagram showing the ξ, A and B.

Solution
A ={Lion; giraffe}

B = {Chicken; goat; pig}

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Finite set
 A finite set is a set that have definite number of elements.

 A finite set contains elements that can be counted for example

A = { colors of the Zimbabwean flag }

A = { yellow, green, white, red, black }

Infinite Set
 An infinite set is a set which has elements that are uncountable
for example set of all integers.

 If elements are many you just list a few then three dots for
example set of even numbers { 2; 4; 6; 8...}

Equal sets
 Sets that contain the same elements are called equal sets.
Example,

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If T = { goat; chicken; pig; lion }

W = { lion; chicken; goat; pig; chicken ;goat }

X = { Goat; chicken ;lion; giraffe }

Solution

W contains the same elements as T

W = T.
Elements which is repeated is counted once.
b) Giraffe ∊ x but giraffe ∉ T, hence giraffe ≠ T

≠ means is not equal to

Union and Intersection

Union (∪)

 The union of two sets is the set which contains all the elements
in both sets.

Example:
If P = {r; e; s; t} and Q = {p; l; a; y}
Then P ∪ Q = {r; e; s; t; p; l; a; y}
n(P ∪ Q) = 8
Diagrams:

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Intersection ( ∩ )
 The intersection of two sets is a set of elements that are common
to both sets.

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Examples:

Given that X = {3; 5; 7; 9; 11} and Y = {5; 7; 11; 17; 19}

Then X ∩ Y = {5; 7; 11}

n(X ∩ Y) = 3

Diagrams:

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In the diagram the region painted red represents the

intersection of the two sets whilst the regions painted
red, blue and purple put together represent the union of
the two sets.
Types-of-sets-Exercise 1

Solve the following questions on a separate sheet of paper and compare

with the suggested answers after submission.

1) Given that ℰ={a; b; c; d; e; f; g; h; I; j; k; l; m; n}

A = {letters of the word BANANA}

B = {first 5 letters of alphabet}
a) List members of R and X.
b) Draw a Venn diagram showing ℰ, R and X.

2) If X = {1; 3; 5; 7; 9; 11} and Y = {1; 4; 9; 16; 25}.

List all elements of;

a) X ∩ Y
b) X ∪ Y

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Find;
c) n(X ∩ Y)
d) n(X ∪ Y)

3) Study the Venn diagram below and answer the questions that follow.

Find:
a) n(ξ)
b) n(A ∩ B)
c) n(A ∪ B)
d) n(A)
Write the elements of the following sets:
e) A ∪ B
f) A ∩ B
g) ξ

4) Represent the following sets on a Venn diagram.

a) ξ = {r; s; t; u; v; w; x; y; z}
A = {t; u; v; z; w}
B = {v; w; y; z; r}

b) B = {11; 12; 13; 14; 15; 16; 17; 18; 19}

C = {12; 14; 16; 18}

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c) ξ = {a; b; e; d; f; c; g}
X = {a; d; e}
Y = {a; b; e; d; f}

5) Identify equal and unequal sets.

a) E = {Vowels in the word equal}

C = {Vowels in the word cause}

b) A = {Tuesday; Thursday}
B = {Saturday; Sunday}

c) F = {1; 3; 5; 7; 9}
G = {9; 7; 5; 3; 1}
d) E = {even numbers between 0 and 10}
D = {numbers between 0 and 10 that are divisible by 2}

6) Given that D = {a; b; c; d; e; f; g} and E = {1; 2; 3; 4; 6; 7}. State whether the

following are true or false.

a) D = E

b) D ≡ E

c) E ⊂ D

d) 1 ∈ E

e) n(D ∩ E) = 0

7) If ξ = {all whole numbers between 0 and 20}, X = {prime numbers between 0 and
20} and Y = {multiples of 3 between 0 and 20}.

a) i) Write down the elements of the sets

ii) ξ

iii) X

iv) Y

v) X ∪ Y

vi) ξ ∩ Y

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b) Write down the following statements using the set notation.

i) 9 is a member or element of set X.

ii) Y is a subset of ξ

iii) X is not equal to Y

iv) ξ contains X

v) The number of elements in Y is equal to 5

8) Use the Venn diagram below to answer the following questions.

a) List down the elements of the following sets;

i) ξ

ii) P

iii) S

iv) ξ ∩ S

b) Write down the following;

i) n(ξ)

ii) n(P ∪ S)

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iii) n(S ∩ P)

Geometry

Measurement of angles
 An angle is formed when two straight lines meet.

 Angles are also measures of an amount of turning about a point.

 Angles are measured in degrees.

 The symbol of degrees is °.

 A complete turn about a point which makes 360° is called

a revolution.

 Different types or sizes of angles can be seen on a clock as the

hands of the clock turn about the middle of the clock in the
clockwise direction.

 Looking at the clock above, from 12 to 1 there is a 30 angle.

 From 12 to 3, there are 90°, which is a right angle.

 There is a straight line from 12 to 6 which is 180.

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watch

Types of angles
There are about 6 types of angles which are given below;

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Types of angles

Examples Of Acute Angles

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Examples Of Obtuse Angles

Examples Of Reflex Angles

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Example 4

An example of a right-angled figure - It is any angle equal to 90o

An example of a straight angle - Any line that makes 180o

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Types of angles on clocks

Angles on clocks

Measuring angles
 A protractor is used to measure angles.

 A protractor with angles that range from 0 to 180 is commonly

used.

 Protractors usually have two sets of numbers going in opposite

directions.

 So it is easy to measure acute angles, right-angled, obtuse angles

and straight line angles.

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A protractor

Example
 When determining reflex angles we first measure the acute or
obtuse angles of the line and subtract the outcome from 360°. That
is the reflex angle.

 There is also a 360˚ protractor used to measure angles though it

is not so commonly used.

 A circular protractor is easy to use in calculating all angles from

acute to complete rotation angles.

 Below is the circular protractor;

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The angle = 120°

A circular protractor

Calculating sizes of angles

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 There are different types of angles in relation to position in a

shape which are;

 Adjacent angles

 Supplementary angles

 Complementary angles

 Vertically opposite angles

 Straight line angles

Adjacent angles
 Two angles are Adjacent when they have a common side and a
common corner point (vertex).

Example
 Angle labelled a is adjacent to the angle labelled b.

The angle = 120°

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Look carefully at the diagram below

Fig 7.1.13

i. Angle OAC is adjacent to angle CAB because of;

ii. They have a common side AC.

iii. They have a common vertex A.

Supplementary angles
 Supplementary angles are two angles that add up to 180°.

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The diagram above shows supplementary angles: 45° + 135°

Complementary angles
 Complementary angles are two angles if added they give a right
angle.

 This is to say they sum up to 90°.

 Even if the angles are separated, if they add up to 90° they are
complementary angles.

 They do not have to be next to each other; so long they add up to

90°.

 Look at the complementary angles below;

Example

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60˚+30˚

50˚+40˚

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30˚+ 60˚

Vertically opposite angles

 These are angles which are opposite to each other when two lines
cross.

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Example - Angle a° is equal to angle b°.

Straight line angles

 A straight angle is 180°.

 A straight line angle is 180° and is formed on a straight line

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A straight line

Parallel lines
 Lines are parallel if they lie in the same plane, and are the same
distance apart over their entire length.

 These two lines never meet and they are always the same distance
apart.

 Parallel lines are shown by the arrows on the middle of each line as
follows;

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Parallel lines

Parallel lines

Points-lines-and-angles-Exercise 1

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Answer the following questions on a separate piece of paper and compare

with the suggested answers.

1) Complete the table below.

Revolutions Degrees

720°

1080°

9,5

2) Give four types of angles.

3) Use the diagram below to answer the questions that follow.

a) What time is it on the clock?

b) How many degrees are shown on the clock?
c) What name is given to an angle of that size?

4) How many degrees are recorded at 6 O’clock?

5) What name is given to an angle recorded at 10 O’clock?

6) Categorize the following angles in their correct boxes.

106°; 180°; 21°; 199°; 360°; 255°; 120°; 90°; 141°; 304°; 299°; 55°; 159°; 10°; 84°

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Acute Complete
Right angle Obtuse angle Reflex angle Straight line
angle revolution

... ... ... ... ... ...

... ... ... ... ... ...

7) What is the angle shown on the protractor below?

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8) Measure the angle on the protractor;

Polygon
 A polygon is a plane shape.

 Polygons are named according to the number of sides.

 The table below shows some of the polygons and their number
of sides.

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POLYGON NUMBER OF SIDES

Square 4

rectangle 4

Triangle 3

quadrilateral 4

pentagon 5

Hexagon 6

Heptagon 7

Octagon 8

Nonagon 9

Decagon 10

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Types of quadrilaterals

 Sum of angles in a quadrilateral is 360°.

Parts and lines of a Circle

 Centre is a point at the middle of a circle.

 Circumference is the distance right round the circle.

 A radius is a line from center to the circumference.

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 A chord is a line which joins two points of the circumference.

 A segment is a region between the chord and the circumference.

 A diameter is the line which divides the circle into two equal
parts.

 An arc is a curved part of a circumference which is formed by two

radii.

 A sector is a region between two radii and the circumference

A tangent is a straight line which touches the circle and

does not cut the circumference.

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Polygons-and-circles-Exercise 1

Answer the following questions on a separate piece of paper and compare

with the suggested answers.

1) From the diagram below, identify the following;

a) Diameter
b) Radius
c) Chord

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2) A polygon with 7 sides is called?

3) What name given to a 9-sided polygon?

4) What name given to a quadrilateral with opposite sides which are equal and
parallel?

5) What name given to a shape which has two pairs of equal adjacent sides?

6) Draw a circle and label radius, segment, chord and sector.

Construction and Loci

 To construct is to draw accurately

 A line should be constructed using a ruler.

 For example draw a straight line AB of length 8cm.

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Constructing angles
Example 1

Construct an angle of 50˚

Step1:
draw a line and mark a point O on it.

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Step 2:
place a protractor on the line. The Centre of the protractor
should be on the top of O and its base should be exactly over
the line.

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Step 3:
count the degrees on the protractor until 50˚is reached.

Step 4:
mark the point on paper opposite to 50˚

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Step 5:
remove the protractor and join the marked poi nt with point O.

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Example 1
Construct an angle of 50˚

Step 1:
draw a line and mark a point O on it.

Step 2:
place a protractor on the line. The Centre of the protractor
should be on the top of O and its base should be exactly over
the line.

Step 3:
count the degrees on the protractor until 60˚is reached.

Step 4:
mark the point on paper opposite to 60˚

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Step 5:

remove the protractor and join the marked point with point O

Step 6:
Step 6: the opposite angle is 300˚

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Constructions-and-loci-Exercise 1

Answer the following questions on a separate piece of paper and compare

with the suggested answers.

1) Use the protractor to construct angles of :

a) 30°
b) 70°

2) Use the protractor to construct the following obtuse angles:

a) 100°
b) 150°

3) Use a protractor to construct the following reflex angles :

a) 285˚
b) 315˚

4) Say whether the following angles are acute, obtuse, reflex, right angle or straight
line.

a) 95˚
b) 170˚

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c) 82˚
d) 190˚
e) 75˚
f) 90˚
g) 180˚

5) In the diagram below RYˆZRY^Z = 70˚.What is the value of angle XYˆZXY^Z.

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6) In the diagram below AD^B is 30˚ what is BDˆC?

Statistics
Data Collection

 Data collection is a systematic method of gathering information.

 Data is unorganised information

 Raw data is information that has not yet been processed for use.

Examples Of Data Collection

 Shoe sizes in a Form 1A class.

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 Colours of cars passing at a certain bus stop.

 Means of transport used by pupils to a certain school.

Example Of Raw Data

 The following data about shoe sizes was collected from 20 pupils
in Form 1A class.

5 4 7 3 5 4 6 7 6 5 5

5 4 4 7 5 4 5 4

The same information was collected by another person

using a different method called tally system.

 The data is not arranged in any order and we may not be able to
quickly tell the number of times a shoe size appears.

 For efficient use this data should be classified into categories for
example frequency table and graphical methods.

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Frequency table
The data above can be put together in a table as shown
below:

SHOE SIZE 3

NO. OF STUDENTS (FREQUENCY) 1

 Frequency shows how many times data appears.

 The total frequency is the total number of items (pupils) in the data
collected.

Example
 A girl was sitting on the bus stop observing types of vehicles
passing by. Below are the vehicles she observed and record in 20
minutes.

Car, lorry, lorry, lorry bus , lorry, car, lorry, lorry, car
,car, lorry, bicycle , car, car, lorry, car, bus, motorbike
,bicycle, lorry, motorbike , car, bus ,bicycle ,bus , car,
lorry , bus, car, lorry , lorry, lorry, lorry, car ,bicycle ,
lorry, car

Illustrate the information in a tally

Solution

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Use of case studies or questionnaire to collect data.

 A questionnaire is a set of questions used for study.

 It makes it easy to collect data because it is given to many people.

 When using questionnaires the person who is gathering

information or collecting data cannot be present.

 Questionnaires can be used in collecting information which is

sensitive.

 Below is a questionnaire given to people by Tavonga at her college

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Questionnaire
Data-collection-and-classification-Exercise 1

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Answer the following questions on a separate sheet of paper and compare with the
suggested answers after submission.

1) Shingirai counted the colours of cars that passed at a certain bus top in 10 minutes. The
following colours where recorded i.e. blue, red, white, silver, black, blue, blue, red, white,
black, blue, white, blue and silver.

a. Represent the data shown on a frequency table.

b. How many blue cars passed through the bus stop within those 10 minutes?
c. Which color has the least frequency?
d. How many cars passed at that certain bus stop in 10 minutes?

2) In a certain week, a tuck shop recorded the following sales of loaves of bread:

Day 1 2 3 4 5 6 7

No. of loaves 23 30 24 xx 29 27 20

Given that the tuck shop sold 180 loaves of bread:

a) Calculate the value of xx.

b) Which day had the highest sales of loaves of bread?

c) In which day were 29 loaves of bread recorded?

d) Find the total number of the highest and the lowest sales?

e) Represent the information on a tally.

3) The following are the sizes of shoes of 15 form one students.

4; 5; 6; 4; 5; 6; 4; 6; 4; 4; 5; 4; 5; 7; 4.

a) Copy and complete the frequency table below.

Shoe size 4 5 6 7

Frequency

b) Draw a bar chart showing the frequency of shoe size.

c) If the business person sells shoes, which size do you think she sells the most?

4) A business dealer has 10 buses, 5 lorries and 15 commuter omnibuses.

a) How many vehicles does the business man have altogether?

b) Use a protractor to draw a pie chart showing the vehicles a business man has.

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5) The diagram below shows student’s favourite sport bar graph.

a) How many people said soccer was their favourite sport?

b) Which sport did exactly 8 students say was their favourite?
c) What is the combined number of people who liked Hockey and Baseball?
d) Find the percentage number of students liked tennis.

Transformation

Definitions
 Transformation is changing position, size, and shape of an object.

Translation

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 It is the movement in a straight line without changing size.

 When translating every point of the object must move the same
distance as the other in the same direction.

 The original shape is called an object and the resultant shape is

called an image.

For example see diagram below

 Point A is translated to point A′ which means A has moved 9 points

to right and 4 points upwards.

 In a translation all points move the same distance.

Example 1
Draw triangle ABC with coordinates A (−2, 3), B (−2, 1), C
(−5, 1) on the Cartesian plane and translate it to triangle
A′B′C′ 6 points to the right and 4 points downwards.

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Solution

PIC

Example 2
From the diagram below describe the single transformation
which maps triangle,

A onto B

A onto C

B onto C

D onto E

A onto D

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PIC

Solution
Triangle A moves 6 steps to the right and 1 step downwards

Triangle A moves 4 steps to the right and 5 steps upwards

Triangle B moves 2 steps to the left and 6 steps upwards

Triangle D moves 1 step to the left and 6 steps downwards

Triangle A moves 6 steps to the left and 4 steps downwards

Translation-Exercise 1

Answer the following questions on a separate piece of paper and compare with the suggested
answers after submission.

1) Study the diagram below and answer the questions that follow:

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a) Which one of the following triangles is a translation of triangle ABC?

b) Describe the translation.

c) Write down the coordinates of point B in triangle ABC.

d) Write down the coordinates of the image of point B under this translation.

2) The diagram below shows a certain transformation.

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a) Define the single transformation which maps rectangle A onto rectangle A'.

b) Define the single transformation which maps rectangle A' onto rectangle A.

3) The diagram below represents a certain transformation.

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a) Describe fully the transformation that maps rectangle ABCD to rectangle A'B'C'D'.

b) Write down the coordinates of the image of rectangle ABCD.

4) From the diagram below, describe fully the single transformation that transforms shape A onto
B.

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5) From the diagram below describe the single transformation which maps triangle,

a) A onto B.

b) B onto C.

c) C onto D.

d) D onto E.

e) D onto B.

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Consumer arithmetic
Discount
 A discount is a reduction in the marked price of an item based on
certain condition e.g. upon the payment in cash or goods sold on
sale.

Example 1
 A bed is marked $350 and a 10% discount is given when buying in
cash. What is the cash price of the bed?

Solution
10% discount of $350

Cash price of the bed = $350 - $35 = $315

Example 2

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 What is the cash price of an item marked $48, given that a 5%

discount is given when paying in cash?

Solution
5% discount of $48

Cash price of item = $48 - $2, 40 = $45, 6

Profit and loss

Profit
 It is a positive gain remaining after business

Example 3
A trader buys a packet of potatoes for $8 and sells it at a
profit of 10%. Find his actual profit and the selling price.

Solution
Profit= 10 % of $8
Profit= of $8
=80cents
Selling price =$8+$0.80
=$8.80

Loss
A woman bought a packet of sweets for $3.25 and sold
them and get $2.80.what was her loss percent?

Solution
Actual loss=$3.25-$2.80
=$0.40
The ratio, loss: cost price
=40:325
Thus the loss = of the cost price.
Percentage loss = 100%
=12.3%

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Household bills
 Household bills include municipal bills for electricity, water and
telephone bills.

 A household bill will be received after using a service.

 The diagram below shows a bill for Miss F Mahlomuka.

 N.B. All amounts are in US$

Fig 3.1

 How many units were used by Miss Mahlomuka?

 How much was paid for refuse collection?

 How much was the road levy?

Answers
 Present reading – previous reading

158237 – 157132 = 1105

 Refuse collection = $20

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 Road levy = $3

Household budgets
 A household budget is a financial plan that shows all the needs at
home and how the income is going to be spent.

 The table below shows a household budget for Munemeri family

and Mr Munemeri is a bread winner.

Table 3.1

Example 4
 How much was Mr Munemeri net salary per month? $450

 What percentage of the salary was reserved for incidentals?

Solution
×100=15, 56%

 How much was the Munemeri family’s total annual salary if they
were given 110% of their net monthly salary as bonus in the month
of December?

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Solution
12×$450=$5400

× $450=$495

Total annual salary was $495+$5400=$5 895

Consumer-Arithmetic-Exercise 1

Calculate the following questions on a separate piece of paper and compare with
the suggested answers after submission.

1) A wardrobe is marked $247 and a 10% discount is given when buying in cash. Calculate:

a) The amount discounted.

b) The cash price of the wardrobe after the discount.

2) What is the purchase price of a laptop marked $400 given that the trader gives a 15%
discount on cash.

3) Calculate the cash price for an item marked $80 given that a 5% discount is given on
cash.

4) The selling price of a car is $2 300. The dealer gives a 30% discount for cash. What is
the cash price of the car?

5) Lebohang buys 10 sweets at 20c each. She sells all of them and makes a profit of 50c.
What was the total selling price of the sweets?

6) Tendai buys the same number of sweets as Lebohang in question 5 and sells them at
$1,80.

a) Did Tendai make a profit or loss?

b) By how much more or less did she make?

7) A shirt was bought at a price of $15 and it was sold at a profit of 10%. What is the
selling price of the shirt?

8) A trader buys apples at $5 and sells them for a profit of 20%. Calculate:

a) The actual profit made by the trader.

b) The actual selling price of the oranges.

9) If an item that costs $20 was sold at a loss of 15%, what was its actual selling price?

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10) A school boy orders chocolates for $8 and sells them at a loss of 25%. Calculate:

a) His actual loss.

b) The actual selling price of the chocolate.

11) A woman buys a dress for $25 and sells it for $20. Calculate her percentage loss.

12) Study the bill below and answer the following questions.

All amounts are in US$

a) What is the amount due?

b) How much extra money was paid the previous month?

c) Some of the water is free, if the unit price is 35c/unit. Find how many units are free.

d) What is the latest reading?

13) Mr Moyo works at Marova enterprises and earns $1 000 per month. Below is
Mr and Mrs Moyo’s household budget for the month of August 2016.

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a) What percentage of the salary was taken by the rentals?

b) If they maintained the same budget for the whole year how much was the savings?

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