WEEKS TOPICS CONTENT

1 LINEAR INEQUALITY  Definition

 Rules in solving
inequality
 Solving simple linear
inequality
 Representation in
number line
 Combining inequalities
and its
representation in
number line
 Graphical
representation
 Word problems
2 FACTORIZATION  (a) Factorizing Algebraic
Expressions –
3m + pq +3p +mp; a2 – b2;
a2 – 2ab + b2;
a2 + 2ab + b2
 (b) Factorizing Expressions
with a Common Factor,
Brackets and by Grouping
 (c) Special Cases of
Factorization
 (d) Using Factorization to
Simplify Calculation and
Coefficient of Term
 (e) Word Problems
Involving Factorization

3 SIMULTANEOUS EQUATIONS  ) Graphs of Linear

Equations
(Revision)
 (b) Compilations of Tables
of Values
 (c) Graphical Solution of
Simultaneous Linear in Two
Variables
 (d) Solving by Substitution
 (e) Solving by Elimination
 (f) Word Problems

4 EXAMINATION CAT 1

5 SIMILAR SHAPES  (a) Similar Figures

 (b) Similar Triangles
 (c) Enlargement and Scal
 (d) Scale Factor in
Calculating Lengths
  (e) Areas and Volumes of
Similar Figures

6 PROBABILITY
7 VARIATION  (a) Direct Variation
 (b) Inverse Variation
 (c) Joint Variation
 (d) Partial Variation

8 EXAMINATION  CAT 2

9 POLYGON  (a) Types of Polygons:

Convex, Concave,
Regular, Irregular
 (b) Sum of Interior
Angles in a Polygon
(Number of Triangles in
a Polygon)
 (c) Sum of Exterior
Angles of a Polygon

10 BEARING  Definition
 Identification of
position of object
 Find the distances
between object using
scale drawing and
Pythagoras
11 MENSURATION OF SOLIDS  Area of solids
 Total surface area of
cube & cuboids
 Cuved surface area of
cylinder & cone
 Volume of solids
12 REVISION/ EXAMINATION  FIRST TERM EXAMTION
12
ASSIGNMENT(20 MARKS)  In a 20 leaves solve the whole
cat 1 questions and cat 2
questions
PROJECT (20 MARKS)  Using an album draw 10 solid
shapes. Indicate it’s volume
and total surface are
TERM: SECOND TERM 2023/2024 ACADEMIC SECTION
WEEK:1
DATE:15th September 2024
SUBJECT: MATHEMATICS
TOPIC: LINEAR INEQUALITIES IN ONE VARIABLE
LEVEL: YEAR 9

Period 1: Inequality Symbols and Meanings

In mathematics, we use the equal sign, = to show that quantities are the
same. However, very often, quantities are different, or unequal. The
inequalities symbols are as follows:

Inequality Symbol Meaning

≠ Unequal to

< Less than

> Greater than

≤ Less than or equal to

≥ Greater than or equal to

Period 2: Solving Linear Inequalities in One Variable

Example:

Solve the inequality:

(a) y + 4 > 7

(b) 2x – 3 ≤ −8

Solution:

(a) y + 4 > 7

Subtract 4 from both sides

x+4–4>7–4

x>3
(b) 2x – 3 ≤ −8

Add 3 to both sides

2x – 3 + 3 ≤ −8 + 3

2x ≤ −5

x ≤ −5/2

x ≤ −2½

CLASS ACTIVITYu7

Solve the following inequalities

(i) 3x < 9

(ii) 2x – 3 ≤ x + 2

(iii) −7 < x + 2

Period 3: Multiplying and Dividing by Negative Numbers

Whenever we multiply or divide both sides of an inequality by a negative

number, we have to reverse the sense of the inequality.

Example:

1. Solve 19 ≥ 4 – 5x

Solution:

19 ≥ 4 – 5x

Subtract 4 from both sides

19 – 4 ≥ 4 –4 –5x

15 ≥ –5x

Divide both sides by –5 and reverse the inequality sign.

15−5≤−5x−5

–3 ≤ x

If –3 ≤ x, then x ≥ –3.

2. 4x + 5 ≥ 6x + 2
Solution:

4x + 5 ≥ 6x + 2

Subtract 5 from both sides

4x + 5 – 5 ≥ 6x + 2 – 5

4x ≥ 6x – 3

Subtract 6x from both sides

4x – 6x ≥ 6x – 3 – 6x

4x – 6x ≥ –3

–2x ≥ –3

x ≤ –3/–2

x ≤ 3/2.

CLASS ACTIVITY

Solve the inequalities:

(i) 6 < 1 – 2x

(ii) 5x + 2 > 11x − 10

Period 4: Graphs of Inequalities in One Variable

Examples:

1. The inequality x < 2 means that x can have any value less than 2. We can
show these values on the number line below:

2. The inequality x ≥ −1 means that x can have the value −1 or any value
greater than −1. From the illustration below, the shaded circle shows that
the value −1 is included.
EVALUATION

Sketch the graphs of the following inequalities:

(i) x ≥ 4 x > −3

(ii) x < 0 x≤5

Period 5: Word Problems on Inequalities

Examples:

1. The radius of a circle is less than 5 m. What can be said about?

(i) its circumference?

(ii) its area?

Solution:

r<5m

(i) Circumference = 2πr

Circumference < 10πm

(ii) Area = πr2

Area < 25πm2

2. A positive whole number is doubled and 9 is added to it. If the result is

less than 15, what is that number?

Solution:

Let the number be x. If it is doubled it becomes 2x. Therefore:

2x + 9 < 15

2x < 15 – 9

2x < 6

2x2<62

x<3

The number is less than 3

Hence, the possible values of x are 1 and 2.

PRACTICE EXERCISES

1. In Spidaworks Academy, no student is expected to spend more than

#150.00 in the cafeteria per day. Represent this statement with
inequality sign.

2. When five is subtracted from twice a whole number, the result is less
than 14. What is range of value of the number?

3. Solve this inequality and illustrate your solution on a number line.

(a) 7 ≥ 5x – 13

(b) 15 ≤ 3 – 4x

4. Sketch the graph of these inequalities

(a) x > –3

(b) x ≤ 4

5. Solve the inequality 4x−35≤3

ASSIGNMENT

1. Solve the following inequalities

(i) 4x – 1 ≤ 15

(ii) 3 – 2y > y – 5

2. The perimeter of a square is less than 40cm. Find the range of values
for the length x cm of a side

3. The circumference of a circle is not less than 12cm and not greater
than 50cm. What can we say about the radius r of the circle?

4. Solve and illustrate on a number line ½ x ≥ x – 2.

TERM: FIRST TERM 2024/2025 ACADEMIC SECTION

WEEK:2
DATE:15th September 2024
SUBJECT: MATHEMATICS
TOPIC: FACTORIZATION OR ALGEBRAIC EXPRESSION LEVEL: YEAR 9
CONTENTS:

 Factorizing algebraic expressions of the form (ax+ay)

 Factorizing expressions with a common factor bracket and by grouping (3m+pq+3p+mq)
 Special cases of factorization of the form (a2 – b2)
 Using factorization to simplify expressions and coefficient of terms (3m+pq+3p+mq) 
Word Problems Involving Factorization

REMOVING BRACKETS (REVISION) Example 1

Remove brackets from
a) 3(2u - v)
b) (3a+8b)5a
c) -2n(7y – 4z)

Solutions tv
a) 3(2u - v) = 3 x 2u - 3 x v
= 6u - 3v
b) (3a + 8b)5a =3a x 5a + 8b x 5a
=15a2 + 40ab
c) -2n(7y – 4z) =(-2n) x 7y – (-2n) x 4z
= -14ny + 8ny

FACTORIZATION BY TAKING COMMON FACTORS

To factorize an expression is to write it as a product of its factors Example
Factorize the following:
a) 9a – 3z
b) 5x2 + 15x
c) Factorize 2x(5a + 2) − 3y(5a + 2)

Solution:
a) The HCF of 9a and 3z is 9𝑎 − 3𝑧 = 3 (9𝑎−3 𝑧
)
33
= 3(3a – z)

b) The HCF of 5x2 and 15x is 5x 5𝑥2 + 15𝑥 = 5𝑥 (5𝑥2 +

15𝑥
)
5𝑥 5𝑥
= 5𝑥(𝑥 + 3)
c) Factorize 2𝑥(5𝑎 + 2) − 3𝑦(5𝑎 + 2)
In the given expression,
2𝑥(5𝑎 + 2) = 2𝑥 𝑡𝑖𝑚𝑒𝑠 (5𝑎 + 2) 3𝑦(5𝑎
+ 2) = 3𝑦 𝑡𝑖𝑚𝑒𝑠 (5𝑎 + 2)
 Hence the products 2𝑥(5𝑎 + 2)𝑎𝑛𝑑 3𝑦(5𝑎 + 2)
have the factor (5𝑎 + 2) in common. Thus, 2𝑥(5𝑎
+ 2) − 3𝑦(5𝑎 + 2) = (5𝑎 + 2)(2𝑥 − 3𝑦)

CLASS ACTIVITY
1. Remove brackets from the following:
i) 8(2𝑎 − 3𝑏) ii) −3(𝑎 − 𝑏) iii) (𝑟 + ℎ)2𝜋𝑟 2.
Factorize the following:
i) 5a +5z ii) 33bd-3de

FACTORIZATION BY GROUPING Example

Factorize the following:
a) 𝒄𝒙 + 𝒄𝒚 + 𝟐𝒅𝒙 + 𝟐𝒅𝒚.
b) 𝟑𝒂 − 𝟔𝒃 + 𝒂𝒙 − 𝟐𝒃𝒙.
Solution:
a) 𝒄𝒙 + 𝒄𝒚 + 𝟐𝒅𝒙 + 𝟐𝒅𝒚.

The terms 𝒄𝒙 and 𝒄𝒚 have c in common.

The terms 𝟐𝒅𝒙 and 𝟐𝒅𝒚 have 𝟐𝒅 in common.
Grouping in pairs in this way,
𝒄𝒙 + 𝒄𝒚 + 𝟐𝒅𝒙 + 𝟐𝒅𝒚 = (𝒄𝒙 + 𝒄𝒚) + (𝟐𝒅𝒙 + 𝟐𝒅𝒚)
=𝒄(𝒙 + 𝒚) + 𝟐𝒅(𝒙 + 𝒚)
The two products now have (𝒙 + 𝒚) in common.
∴ 𝒄(𝒙 + 𝒚) + 𝟐𝒅(𝒙 + 𝒚) = (𝒙 + 𝒚) + (𝒄 + 𝟐𝒅)

CLASS ACTIVITY
Factorize the following by grouping:
a) x2 + 5x + 2x + 10
b) 2ab – 5a + 2b -5
c15 – xy + 5y – 3x
d) t + 6sz + 3s + 2tz

EXPANDING ALGEBRAIC EXPRESSIONS Example

a) Find the product of (𝒙 + 𝟐) 𝒂𝒏𝒅 (𝒙 − 𝟓)
(The expression (𝒙 + 𝟐) (𝒙 − 𝟓) means(𝒙 + 𝟐) × (𝒙 − 𝟓).
The product of (𝒙 + 𝟐) 𝒂𝒏𝒅 (𝒙 − 𝟓) is found by multiplying each term in the first bracket by
each term in the second bracket.)
(𝒙 + 𝟐)(𝒙 − 𝟓) = 𝒙(𝒙 + 𝟐) − 𝟓(𝒙 + 𝟐)
= 𝒙𝟐 + 𝟐𝒙 − 𝟓𝒙 − 𝟏𝟎
= 𝒙𝟐 − 𝟑𝒙 − 𝟏𝟎
b) Expand (3a +2)2.

Solution
(𝟑𝒂 + 𝟐)𝟐 = (𝟑𝒂 + 𝟐)(𝟑𝒂 + 𝟐)
 = 𝟑𝒂(𝟑𝒂 + 𝟐) + 𝟐(𝟑𝒂 + 𝟐)
= 𝟗𝒂𝟐 + 𝟔𝒂 + 𝟔𝒂 + 𝟒
= 𝟗𝒂𝟐 + 𝟏𝟐𝒂 + 𝟒
CLASS ACTIVITY
Expand the following:
i. (𝑎+𝑏)2
ii. (𝑥-𝑦)2
iii. (1 + 2𝑓)2

FACTORIZATION OF QUADRATIC EXPRESSIONS

A quadratic expression is one in which 2 is the highest power of the unknown(s) in the expression. For
example, 𝑥2 − 4𝑥 − 12, 16 − 𝑎2, 3𝑥2 + 17𝑥𝑦 + 10𝑦2 are all quadratic expressions.
To factorize a quadratic expression is to express it as a product of its factors.
NOTE: A quadratic expression may not have other factors other than itself and 1. For example, 𝑥2 +
2𝑥 − 6, this type of quadratic expression cannot be factorized.

Example
1. Factorize the following quadratic expressions:
a) 𝑥2 + 7𝑥 + 10
b) 𝑑2 + 11𝑥 + 18

Solution
a) 𝑥2 + 7𝑥 + 10

1st step: 𝑥2 + 7𝑥 + 10 = ( 𝑥 )( 𝑥 )
𝑠𝑖𝑛𝑐𝑒 𝑡ℎ𝑒 𝑓𝑖𝑟𝑠𝑡 𝑡𝑒𝑟𝑚 𝑖𝑛 𝑡ℎ𝑒 𝑔𝑖𝑣𝑒𝑛 𝑒𝑥𝑝𝑟𝑒𝑠𝑠𝑖𝑜𝑛 𝑖𝑠 𝑥2.

2nd step: Find two numbers such that their product is +10 and their sum is +7.
Number pair which has a product of +10 sums of factors
i) +10 and +1 +11 ii) +5 and +2 +7
iii) -10 and -1 -11 iv) -5 and -2 -7

Of these, only ii) gives the required result; Thus,

𝑥2 + 7𝑥 + 10 = ( 𝑥 + 5)( 𝑥 + 2)
Note 1. The answer can be checked by expanding the brackets.
2. The order of the brackets is not important.
( 𝑥 + 2)( 𝑥 + 5) = ( 𝑥 + 5)( 𝑥 + 2)
b) 𝑑2 + 11𝑥 + 18

1st step: 𝑑2 + 11𝑥 + 18 = ( 𝑑 )( 𝑑 )

𝑠𝑖𝑛𝑐𝑒 𝑡ℎ𝑒 𝑓𝑖𝑟𝑠𝑡 𝑡𝑒𝑟𝑚 𝑖𝑛 𝑡ℎ𝑒 𝑔𝑖𝑣𝑒𝑛 𝑒𝑥𝑝𝑟𝑒𝑠𝑠𝑖𝑜𝑛 𝑖𝑠 𝑑2.
2nd step: Find two numbers such that their product is +18 and their sum is +11. Since the 18
is positive, consider the 11 is positive, consider positive factors only
Factors of +10 sums of factors
i) +18 and +1 +19 ii) +9 and +2 +11 iii) +6 and +3
+9

Of these, only ii) gives the required result; Thus,

𝑑2 + 11𝑥 + 18 = ( 𝑑 + 2)( 𝑑 + 9)
CLASS ACTIVITY
Factorize the following:
i) 𝒙𝟐 − 4𝑥 + 3 ii) 𝑝2 − 11𝑝 + 24

DIFFERENCE OF TWO SQUARES

The difference of the squares of two quantities is equal to the product of their sum and their
difference.
(𝑎 + 𝑏)(𝑎 − 𝑏) = 𝑎2 + 𝑎𝑏 − 𝑎𝑏 − 𝑏2 = 𝑎2 − 𝑏2
Hence 𝑎2 − 𝑏2 = (𝑎 − 𝑏)(𝑎 + 𝑏)

Example:
Factorize the following:
a) y2 – 4
b) 36 – 9a2
c) 5m2 – 45
d) 𝝅𝑹𝟐 − 𝝅𝒓𝟐

Solution
a) y2 – 4 = (y)2 – (2)2
= (y-2) (y+2)
b) 36 – 9a2 = (6)2 – (3a)2

= (6-3a) (6+3a)
2
c) 5m – 45 = 5(m2 – 9)
= 5(m2 – 32)
= 5(m+3)(m-3)
d) 𝝅𝑹𝟐 − 𝝅𝒓𝟐 = 𝝅(𝑹𝟐 − 𝒓𝟐)
= 𝝅(𝑹 − 𝒓)(𝑹 + 𝒓)

CLASS ACTIVITY
Factorize the following:
i) 𝒙𝟐 − 1 ii) 4𝑔2 − 4 iii) 100 – w2

Coefficients of terms
The number before a letter in an algebraic expression or an equation is called its coefficient.

Example: Find the coefficient of i) x2; ii) x in each of the following expressions. a) 4x2 -5x +

b) 1 + 4x – x2

Solution:

a) i) +4 ii) -5

b) i) -1 ii) +4

CLASS ACTIVITY
Write down the coefficient of i) x2 and ii) x in each of the following expansions:

a) (x + 1) (x + 2) b) (2x – 1)2

U
EXAMPLE:

1. Simplify 34 x 48 + 52 x 34

Solution:

34 is a common factor of 34 x 48 and 52 x 34.

Thus, 34 x 48 + 52 x 34 = 34(48 + 52)

= 34(100)

= 3400

2. Factorize the expression πr2 + 2πrh. Hence, find the value of πr2 + 2πrh when π = , r = 14 and h =
43.

Solution: πr2 + 2πrh = πr(r +

2h) When π = , r = 14 and

h = 43, πr2 + 2πrh = x

14(14 + 2 x 43)

= 44(14 + 86)

= 44 x 100

= 4 400

CLASS ACTIVITY

1. Simplify the following by factorizing:

a) 67 x 23 – 67 x 13
b) 𝑥1 + 𝑥2

2. Factorize the expression 2πr2 + 2πrh. Hence, find the value of the expression when π = , r =5, and
h = 16.

PRACTICE EXERCISE
1. Expand and find the coefficient of d in the expansion of the following expressions?
i) (d + 2) (d + 7) ii) (d – 8)(d + 3) 2.
Factorize the following:
i) s2 + 10s +16 ii) n2 -7n + 10 iii) 36a2 -49b2 iv)100𝒙𝟐 − 1
iv) 𝒙𝟐𝑦2 − 𝑧2
ASSIGNMENT
1. Factorize the following:

i) 10ax2 + 14 a2x ii) 3m – m(u – v) iii) h(2a – 7b) – 3k(2a – 7b)

2. Factorize by grouping:

i) ac – bd – bc + ad ii) 8a + 15by +12y +10ab

3. Find the product of the coefficient of a2 and ab in the expansion of (a – b) (3a – 2b)
4. Factorize: i) 25k2 – 16 ii) 5x2 – 45 c) y2 - 2y + 1

5. Use the difference of two squares to evaluate 962 - 42.

TERM: FIRST TERM 2024/2025 ACADEMIC SECTION

WEEK: 3
DATE:5th of SEPTEMBER 2024
SUBJECT: MATHEMATICS
TOPIC: SIMULTANEOUS EQUATIONS
LEVEL: YEAR 9

The Concept of Simultaneous Equations

Equations such as

x–y=−1 …………….. i
x+y=3 …………….. i
With two variables x and y to be solved at the same time are called
simultaneous equations.

Compilation of Table of Values

The above equations x–y=−1, x+y=3 are both linear equations with
two variables. For a certain value of x,y has a corresponding value. For
example, considering the equation
x–y=−1, making y the subject of the formula,
y=x+1
When x takes the value 0,y=0+1=1
When x takes the value 1,y=1+1=2
When x takes the value 2,y=2+1=3
When x takes the value 3,y=3+1=4
The result can be displayed in a table as shown below.

x 0 1 2 3

y 1 2 3 4

The table above is known as table of specification. The table can be

extended if we assign more values to x

CLASS ACTIVITY

1. Prepare table of specification for the equation y=3−x for x=0 to 2

2. Copy and complete the table for the relation y=12+x

x −2 −1 0 1 2
 −1.
y ? 0.5 ? ?
5

Graphical Solution to Simultaneous Linear Equations in

Two Variables

This method involves creating tables of values for both variables or

unknowns. y is usually made the subject of the formula and referred to as
the dependent variable while x is the independent variable. Simple values
can be assigned to x in order to determine the corresponding values of y.

Example 1:

Solve graphically

3x+2y=4 …………….. 1
2x+3y=1 …………….. 2 for −2≤x≤1

Solution:

Considering the equation, 3x+2y=4,

we make y the subject of the formula.

2y=4−3x
or y=4−3x2
When x=−2, y=4−3(−2)2=4+62=102=5
When x=−1, y=4−3(−1)2=4+32=72=3.5
When x=0, y=4−3(0)2=42=2
When x=1, y=4−3(1)2=12=0.5
Similarly, for 2x+3y=1, y=1−2x3
When x=−2, y=1−2(−2)3=1+43=53=1.67
When x=−1, y=1−2(−1)3=33=1
When x=0, y=1−2(0)3=13
When x=1, y=1−2(1)3=−13
Example 2:

Solve graphically the simultaneous equations subject of the formula.

Thus y=2x+1
When x=−1, y=2(−1)+1=−2+1=−1
When x=0, y=2(0)+1=0+1=1
When x=1, y=2(1)+1=2+1=3
When x=2, y=2(2)+1=4+1=5
When x=3, y=2(3)+1=6+1=7

Similarly, considering equation

x−2y=4,
y=x−42
When x=−1, y=−1−42=−52=−2.5
When x=0, y=0−42=−42=−2
When x=1, y=1−42=−32=−1.5
When x=2, y=2−42=−22=−1
When x=3, y=3−42=−12=−1

The results are tabulated below.

y=2x+1
x −1 0 1 2 3

y −1 1 3 5 7

y=x−42
x −1 0 1 2 3

−2.
y −2 −1.5 −1 −0.5
5

Using a scale of 1cm = 1 unit on y-axes and 2cm = 1 unit on x-axes, we

plot a graph of y against x for the two equations as shown in the graph
below.

PRACTICE EXERCISES

1. Solve using the graphical approach:

x−y=−1. x+y=3 for −2≤x≤3

2. Solve graphically the simultaneous equations

2x−3y=−7 and x−2y=4 for −1≤x≤3

TERM: FIRST TERM 2024/2025 ACADEMIC SECTION
WEEK:5
DATE:15th September 2024
SUBJECT: MATHEMATICS
TOPIC: SIMILAR SHAPES
LEVEL: YEAR 9

Similar Shapes

Similar Shapes as a topic in Mathematics is very important and its application can be
used to solve a wide variety of real life problems.

 Similar Shapes/Figures
 Similar Triangles
 Corresponding Sides

Similar Shapes/Figures

Similar shapes are the shapes that look the same but possess different sizes. For
instance, when you watch either motion or static pictures in two or more televisions of
different sizes, the figure in two or more different views will be of different sizes.
Consider the diagrams below.

We could see that the pictures look almost the same except for their sizes. Therefore,
when two or more pictures are the same but possess different sizes, we say they
are similar but when they look the same even including their sizes, we say they identical
or congruent.

There are two main conditions to be considered when dealing with similarities between
shapes. Thus:

 Corresponding sides are in proportion and

 Corresponding angles are equal

It must be noted that if either of the above conditions holds then, the shapes are said to
be similar.
Corresponding sides and corresponding angles are in proportion.

Corresponding Sides

In similar shapes, each side of the shapes that look the same should be put side by side
in such a way that the shapes stand the same. The sides that look the same are said to
be corresponding sides. Consider the above diagrams.

Similar Triangles

Similar Triangles are the triangles that look the same but possess different sizes. Similar
triangles are always equiangular but not always equilateral. Consider the triangles below.

Example:

Suppose in the diagrams below, Triangles ABC and XYZ are similar,
Then,

∠ A = ∠ X,

∠ B = ∠ Y,

∠ C = ∠ Z,

Moreover,

AB¯¯¯¯¯¯¯¯ corresponds to XY¯¯¯¯¯¯¯¯,

BC¯¯¯¯¯¯¯¯ corresponds to YZ¯¯¯¯¯¯¯,
CA¯¯¯¯¯¯¯¯ corresponds to ZX¯¯¯¯¯¯¯¯
The above triangles are equiangular. This means that the angles of one are equal to the
angles of the other. Equiangular triangles are always similar.

CLASS ACTIVITY

 Given that the triangles below are similar, list the corresponding angles and
sides.
Naming Similar Figures

It takes careful steps in naming similar figures. This is done with the letters in the correct
corresponding order.

Example:

From the diagram above, it should be noted that;

AB¯¯¯¯¯¯¯¯ corresponds to XY¯¯¯¯¯¯¯¯,

BC¯¯¯¯¯¯¯¯ corresponds to YZ¯¯¯¯¯¯¯,
CA¯¯¯¯¯¯¯¯ corresponds to ZX¯¯¯¯¯¯¯¯

Determining Similarity
Triangles ABC and DEC are similar. Why?

Angle ACB = angle ECD (Vertically opposite)

Angle ABC = angle DEC (Alternate angles)

Angle BAC = angle EDC (Alternate angles)

Since ABC is similar to DEC, we know that corresponding sides are in

proportion.

AB → DE BC → EC AC → DC

The order of the lettering is important in order to show which pairs of

sides correspond.

CLASS ACTIVITY

1. If BC is parallel to DE, explain why triangles ABC and ADE are similar.

(a)

(b)

(c)
2. The two triangles below are similar. Find the distance y.

ASSIGNMENT

1. John had a 4 m tall tree planted 5 m away from his house. The tree just
blocked from view a church spire 40 m away. Calculate the height (h) of
the spire.

2. Use similar triangles to determine the height (h) of the building.

Area and Volume of Similar Shapes

Area of Similar Shapes

If two 2D shapes are similar and the scale factor of enlargement that
maps one to the other is k, then the area factor is k2.

That is:

NOTE: The ratio of the volumes of similar shapes is the cube of the scale
factor of the two solids.

Scale Factor = k

Area factor = Square of the Scale factor = k2

2. Two similar cones have corresponding slant heights of 8cm and 12cm.

(a) Find the ratio of their areas

(b) The surface area of the smaller cone is 102cm2.

Volume of Similar Shapes

if two 3D shapes are similar and the scale factor of enlargement that
maps one to the other is k, then the volume factor is k3.

Scale Factor = k

Volume factor = Cube of the Scale Factor = k3.

NOTE: The ratio of the volumes of similar shapes is the cube of the scale
factor of the two solids.

Example:

1. Two pots similar in shape, are 21cm and 14cm high respectively. The
smaller pot holds 1.2 ltr. Find the capacity of the larger one.

Solution:

Scale factor = 14/21=2/3

Thus,
Volume factor = (23)2=8/27

Example:
Two similar cylinders are such that the height of the larger one is three times that of the smaller one.
The smaller one has surface area of 27cm2 and volume 6cm3.
What are the area and volume of the larger one?

Solution:

L.S.F = 3
A.S.F = (3)2 = 9
V.S.F = (3)3 = 27
Area of the larger one = 9 x Area of smaller one
Area of the larger one = 9 x 27 = 243cm2
Volume of larger one = 27 x volume of small one
= 27 x 6 = 162cm3
Example:
Two beakers of similar shapes hold litre and 2 litres respectively.
i) The smaller is 4cm high. What is the height of the larger one? ii) If the Larger one has surface area of
400cm2, what is the area of the smaller one? Solution:

i) The volumes are 2 litres and litres

V.S.F = = 8 = (2)3

3
L.S.F = 3√0. 1. 2 = √2 =2

Height of the larger one is 4 x 2 = 8cm.

ii) A.S.F = (L.S.F) = 2 = 4

2 2

!! 2

Area 0f small one = = 100cm

Exercise:

ASSIGNMENT

1. A pencil manufacturer makes a giant model pencil 3m long, as a factory symbol.

A real pencil is 18cm long and has a volume of 9cm 3. Find the volume in m3 of the
giant model.
2. A cost of beans cost N160. How much would a similar tin, three times the height
and diameter, full of beans cost.
3. The ratio of the areas of two circles is 49 (a) Find the ratio of their radii (b) The
smaller circle has the radius of 12cm, find the radius of the larger one.
4. Two similar rectangles have corresponding sides in the ratio 10:3. Find the ratio
of their areas.
5. A 1-litre beaker is 15cm high. Find the capacity of a 7.5cm high similar beaker.
6. Two similar rectangular cartons have bases 10cm long and 30cm. The smaller has volume
1200cm3. Find the volume of the larger one.
 7. The volume of two cubes are 12.5cm3 and 100cm3. Find their a. Linear ratio. B. Area ratio.
8. Two triangles whose bases are 7.5cm and 2.5cm are similar. What is the area of the smaller
triangle if the larger one has area 81cm2

TERM: FIRST TERM 2024/2025 ACADEMIC SECTION

WEEK: 6
DATE:5th of OCTOBER 2024
SUBJECT: MATHEMATICS
TOPIC: PROBABILITY
LEVEL: YEAR 9

Definition of Terms in Probability

Probability is a measure of the likelihood of an event happening, that is,

the likelihood of a required outcome. The required outcomes are the
required possibilities in an occurrence or happening.

In the form of a fraction, Probability = no. of required outcomesno. of

possible outcomes
The result (value) of this fraction ranges between 0 and 1.
Probability is 1 if it is certain that something will happen. Probability
is 0 if it is certain that something cannot happen.
Probability is ordinarily used to describe an attitude of mind towards
some proposition of whose truth we are not certain. The proposition of
interest is usually of the form “Will a specific event occur?” The attitude
of mind is of the form “How certain are we that the event will occur?”
The certainty we adopt can be described in terms of a numerical measure
and this number, between 0 and 1, is called probability. The higher the
probability of an event, the more certain we are that the event will occur.
Thus, probability in an applied sense is a measure of the likeliness that a
(random) event will occur.
If the probability of something happening is x
Then the probability of it not happening is 1−x.

Example 1:

1. A coin is tossed three times. The probability of obtaining at least one tail is?

Solution:
Probability of getting a head: 0.5

Probability of getting a tail: 0.5

The probability of not getting ANY tails = P (Head) × P (Head) × P (Head)

= 0.5 × 0.5 × 0.5

= 0.125

The probability of getting AT LEAST 1 tail = 1 − 0.125 = 0.875

Other examples of the probabilities of chance events include: probability

of getting rain is ½ (or 50%), probability of passing a competitive exam is
½ (or 50%), and probability of winning a football match is ½ (or 50%).

Example 2:

Find the probability of obtaining a 4 on a thrown die.

Solution :

Likely numbers to throw are: 1, 2, 3, 4, 5, 6

Event number is 4, i.e. number of required outcomes which occur once

While total number is 6 i.e. required outcomes

Probability of obtaining a 4 i.e. P(4) = 1/6

Example 3:

It is known that out of every 1000 new cars, 50 develop a mechanical

fault in the first three months. What is the of buying a car that will
develop a mechanical fault within 3 months.

Solution:

Required outcomes is number of cars developing faults = 50

Total number of outcomes is number of cars altogether = 1000

Probability of buying a faulty car = 501000=12

CLASS ACTIVITY

1. A coin is tossed twice. What is the probability of getting a head and a tail?
2. What is the probability of getting a 5 from a Ludo die?
3. Briefly discuss the importance of probability.
Theoretical Probability

Example 1:

Out of 200 buses, 40 were not involved in any accident in January. What
is the probability that a bus will not be involved in accident in January?

Solution:

Required outcomes = Numbers of buses not involved in accident in

January = 40

Possible outcomes = Number of buses altogether = 200

Probability of a bus not involved in accident in January = 40200=15

Example 2:

In a basket, there are two blue balls, three red balls and four green balls.
What is the probability that a ball picked at random is:

(i) Blue

(ii) Red

(iii) Green

(iv) Not Green

Solution:

Random means not picked carefully or selected anyhow.

(i) Probability of picking a blue ball = number of blue ballstotal number of

balls=29
(ii) Probability of picking red ball = number of red ballstotal number of
balls=39
(iii) Probability of picking green ball = number of green ballstotal number
of balls=49
(iv) Probability of not picking a green ball = 1− probability of picking a
blue ball
=1−59=9−49=59
Example 3:

A bucket contains 7 big mangoes and 21 small mangoes. What is the

probability that a mango selected at random is:

(i) Big

(ii) Small

(iii) Either

(iv) Neither

Solution:

(i) Probability of selecting a big mango

=number of big mangoestotal number of mangoes=77+21=728

Reducing the fraction to its lowest term,

=14
(ii) Probability of selecting a small mango

=number of small mangoestotal number of mangoes=217+21=2128

Reducing the fraction to its lowest term,

=34
(iii) Probability of selecting either a big or small mango = Probability of
selecting big mango + Probability of selecting small mango

=14+34=44=1
(iv) The mangoes are either big or small. It is therefore impossible to
select any other size apart from big or small.

Probability of selecting neither big nor small mango =07+21=028=0

CLASS ACTIVITY

1. A bag contains 5 white balls and 6 yellow balls. What is the probability
that a ball picked from the bag at random is:

(a) White (b) Yellow (c) Either White or Yellow (d) Neither White nor
Yellow
2. There are 7 red balls, 8 white balls and 5 blue balls in a box. A ball is
selected at random from the box. Find the probability that the ball is:

(a) White (b) Red (c) Blue or Red (d) Neither Red nor White (e) Green

ASSIGNMENT

1. A trader has 100 mangoes for sale. Twenty of them are unripe. Another
five of them are bad. If a mango is picked at random, find the probability
that it is:

(a) Unripe (b) Bad (c) Neither unripe nor bad?

If 20 of the mangoes were chosen at random, how many would you expect
to be:

(d) Unripe (e) Bad

2. A bag contains 4 white, 3 black, 2 blue and 1 red marbles. A man is

asked to pick a marble randomly from the bag. Find the probability that
the marble picked is:

(a) White (b) Black (c) Blue (d) Red (e) White or black (f) Blue or red

3. The probability of getting an even number from the throw of a fair die
is ……….

4. A bag contains 5 white balls and 6 yellow balls. What is the probability
that a ball picked from the bag at random is:

(a) Either White or Yellow (b) Neither White nor Yellow

5. A coin is tossed twice. What is the probability of getting a head and a

tail?

PRACTICE QUESTIONS

1. A bag contains 5 white, 3 black and 2 blue balls. If one ball is picked at
random from the bag. Calculate the probability that it is:

(a) White (b) Black (c) Blue (e) White or Blue (f) Blue or Black

2. Two fair coins are tossed together find the probability that:

(a) Two heads appear

(b) Two tails appear

(c) A head and a tail appear

3. If I have cards numbered 1, 3, 5, 7, 9, find the probability of

(i) Picking an even number

(ii) Picking a number less than 6

(iii) Picking 9

(iv) Picking a odd number

4. Shalom recorded the musical instrument played by each of 30 students

in the school orchestra. The table shows her results:

Violi
Musical Instrument Clarinet Flute Saxophone
n

Frequency 5 12 7 6

One of the students in the school orchestra is chosen at random. Find the
probability that the student plays

(i) Flute

(ii) Clarinet

(iii) Saxophone or clarinet

(iv) Violin and flute

(v) None of the musical instruments.

5. Sam, Kara and lee entered a race with 9 other people. Assuming that all
runners have equal chance of winning;

(a) What is the probability that Sam will be first, Kara will be second and
lee will be third?

(b) What is the probability that Sam, Kara and Lee will finish in the top
3?

(c) What is the probability that NONE of them will finish in the top 3?
TERM: FIRST TERM 2024/2025 ACADEMIC SECTION
WEEK:7
DATE:15th OCTOBER 2024
SUBJECT: MATHEMATICS
TOPIC: VARIATION
LEVEL: YEAR 9

Direct Variation

A football club gives a cash bonus ₦5,000 for each goal scored by the
players.

The table below shows the relationship between the number of goals
scored and the cash bonuses.

Table

No. of Goals (x) 1 2 3 4 5 6

Cash Bonus (y) - 5,00 10,00 15,00 20,00 25,00 30,00

₦ 0 0 0 0 0 0

Observe that the more goals scored, the greater the cash bonus
received.

We say that y varies directly as x.

The symbol of variation is ∝
Thus y varies directly as can be written in symbolic form as y ∝ x.
Thus if y ∝ x, then y=kx
Where k is called a constant of variation.
In this particular case; k=5000

Examples:

1. If y varies directly as x, write down the equation connecting y and x.

For y=10, and x=5, find the value of the constant, hence calculate the
value of y when x=16.

Solution:

y ∝ x (direct variation)
y=kx (k, constant of variation)
Substitute y=10,x=5 in the equation y=kx to obtain 10=5k.
∴105=k
∴2=k
Hence y=kx becomes y=2x.
The equation y=2x is known as the law, since the value of k is not known.
When x=16, y=2x becomes y=2×16 (putting x=16)
∴y=32

2. The commission (C) received by a vendor varies directly as the number

(N) of newspapers sold. A vendor receives ₦2,000 for selling 200
newspapers. Find:

(a) the commission per newspaper;

(b) the commission on 500 newspapers;

(c) the number of newspapers that would attract a commission of

₦10,000.

Solution:

(a) C ∝ N

Therefore,

C=kN
Where k is a constant.
When C=3000, N=200.

Thus:

2000=200kk=10
Hence, the c:ommission per newspaper is ₦10.
(b) C=10₦
When N=500C=10×500=5000
Thus the commission on 500 newspapers is ₦5,000.
(c) C=10N
If C=10000
Then 10000=10N
N=1000010N=1000
3. If y ∝ x and y=24 when x=8, find:
(a) the formula connecting y and x;
(b) the value of y when x=12;
(c) the value of x when y=48.
Solution:

If y ∝ x
Then y ∝ x
Then y=kx (where k is a constant)
When x=8,y=24

Thus:

24=8kk=3
(a) y=3x
(b) When x=12y=3×12=36
(c) When y=4848=3xx=483=16

4.

Note in general, when a quantity y varies directly as x, the graph

of y versus x is a straight line.

CLASS ACTIVITY

1. If P ∝ q and P=60 when q=5, find:

(a) the equation connecting P and q.
(b) the value of P when q=10.
(c) the value of q when P=80.
2. If y=12 when x=14, find y when x=16.

3. Study the table below:

B 2 4 6 8 10 12

A 6 12 18 24 30 36

(a) Does the quantity A vary directly as quantity B?

(b) What is the constant of variation?

(c) Plot the graph of A versus B.

Inverse Variation

Take a close study of the table below:

Length L (cm) 60 30 20 15 12 10

Breadth B (cm) 1 2 3 4 5 6

You will observe from the table that for constant area, as the length
decreases, the breadth increases and as the length increases the
breadth decreases.

We say that L varies inversely as B. In other words:

L ∝ 1B or L=kB
where k is the constant of variation.

Examples:

1. If A ∝ 1B and A=35 when B=3, find:

(i) A when B = 7;

(ii) B when A = 5.

Solution:

A ∝ 1B

Therefore,

A=kB
When A=35, B=335=k3k=105

Thus:

A=105B
(a) When B=7A=1057=15
(b) When A=55=105BB=1055=21

2. A pit can be dug by 5 men in 9 hours. How long will it take 15 men
working at the same rate to dig such pit?

Solution:
This is a case of inverse variation, since more men engaged in digging the
pit give rise to less number of hours in completing the digging of the pit.

Let n be the number of men and t the time in hours taken to do the work.
Therefore
n ∝ 1t or n=kt, where k is a constant.
If n=5 and t=9, then k=5×9=45
When n=15, t=4515=3
It will take 15 men 3 hours to dig the pit.

3. (a) Given that the volume of a right circular cone is constant, how does
the height vary with the radius.

(b) Given that a circular cone is 20cm high when the radius is 8cm, find
the height when the radius is 4cm.

Solution:

Let,

V = volume of the cone

r = radius of the base
h = height of the cone

Then:

V=13πr2h
Where π= constant

Thus:

3V=πr2h=3Vπr2=kr2
(where 3Vπ=k is a constant)

Thus:

h ∝ 1r2

Hence, the height of a cone of constant volume varies inversely as the

square of its radius.

(b) h ∝ 1r2h=kr2
(where k is a constant)
When h=20cm, r=8cm
20=k82=k64k=20×64=1280

Thus:
h=1280r2

When

r=4cmh=128042=128016=80cm

CLASS ACTIVITY

1. y ∝ 1x2, y=6 when x=144, find x when y is 133.

2. The current (I) in an electric circuit varies inversely with the

resistance (R). If a current of 10 amps is produced by a resistance of 20
ohms, what current will be produced by a resistance of 80 ohms?

3. Given that y ∝ 1z and y=15 when z=18cm

find:

(a) y when z=36;

(b) z when y=10.
4. If y=4 when x=3, find y when x=6, given that y varies inversely as x.

Joint Variations (Proportions)

If a quantity y is directly proportional to the product of some other

quantities p,q,r, we say that y varies jointly with p,q and r; and we write
y ∝ pqr or
y=kpqr, where k is a constant of variation.

Examples:

1. If A ∝ bh and A=25 when b=5 and h=10, find:

(a) the relationship between A,b and h;
(b) A when b=10 and h=15;
(c) b when A=170 and h=20.

Solution:

(a) A ∝ bh
A=kbh (k is a constant)
When A=25, b=5 and h=10

Therefore,
25=k×5×1025=50kk=2550k=2550=12
Thus: A=12bh
When b=10 and h=15
A=12×10×15=75
(c) When A=170 and h=20.
b=2Ah=2×17020=17
2. Given that y ∝ x2z and y=81 when x=6 and z=4,
find z when x=10 and y=15.

Solution:

y ∝ x2zy=kx2z
When y=81, x=6, z=4;
81=k×6×64=36k481=9kk=819k=9

Therefore,

y=9x2zzy=9x2z=9x2y
When x=10, y=15;
z=9×10×1015=90015=60
3. The heat H generated by a current in a wire varies directly as the
time t and as the square of the voltage v and inversely as the
resistance R of the wire. If the voltage is 90volts and the resistance
is 48ohms, the heated generated is 180J per second. Find the heat
generated in 15 seconds if the voltage is 110volts and the resistance
is 32ohms.

Solution:

H=ktv2R, where k is the constant of variation.

k=HRtv2
When H=180, R=48, v=90, t=1.
k=180×4890×90=1615
Therefore, the equation connecting H,t,v and R is
H=16tv215R
When t=15, v=10 and R=32;
H=16×15×110215×32=110×55=6050J

Partial Variations

If a variation is represented in the form y=a+bx,

where a and b are constants different fromzero and x and y are
variables, then such variation is called a partial variation. In such a
case y is said to be partly constant and partly varies with x.

Examples:

1. y is partly constant and partly varies with x. When x=3,y=26 and

when x=1,y=14,

Find:

(a) the relationship between y and x;

(b) the value of x when y=30;
(c) the value of y when x=7.

Solution:

y=c+kx (where c and k are constants)

When x=3,y=26

Thus:

26=c+3k

or

c+3k=26 ………………. (i)

When x=1,y=14

Thus:

14=c+k

or

c+k=14 ………………. (ii)

Subtracting equation (ii) from equation (i)

2k=12k=6

Substituting for k in equation (i) we have:

c+18=26c=26−18=8
(a) The relationship between y and x is
y=8+6x
(b) When y=30, we have
30=8+6x6x=30−8=22x=226=323
When x=7;
y=8+6×7=8+42=50

2. The cost of buying shirts is partly constant and partly varies with the
number of shirts bought. The cost is ₦240.00 when 5 shirts are bought
and ₦400.00 when 10 shirts are bought. Find the cost when 300 shirts
are bought.

Solution:

Let c be the cost of the shirts, x be the number of shirts

and a and b are constants.
a+bx=c

We substitute the two sets of values to get

a+5b=240 ………………. (i)

a+10b=400 ………………. (ii)

Solve (i) and (ii) simultaneously by subtracting equation (i) from equation
(ii),

We have

5b=160b=32
Substitute b=32 into equation (i)
a+5×32=240a=240−160=80
∴ c=80+32x is the formula connecting c and x.
When x=300c=80+32(300)=80+9600=N9680.00

CLASS ACTIVITY

1. The cost of buying some shoes is partly constant and partly varies
with the number of pairs of shoes bought. The cost is ₦10,000
when 12 pairs of shoes are bought and ₦8,000 when 10 pairs are
bought. Find the cost when 100 pairs are bought.
2. z is partly constant and partly varies directly as x and inversely
as y2. z=10 when x=8,y=4 and z=2, when x=6,y=3. Find the formula
connecting z,k and y. Find z when x=1,y=4.
3. The allocation given to schools is partly constant and partly varies
directly as the number (n) of students in the school. If ₦400,000
is released to a school of 1,000 students and ₦700,000 is released
to a school of 2,000 students:
(a) find the constant amount given to each school;

(b) find the amount per student given to each school;

(c) how much is released to a school with a student population of 3,000?

PRACTICE EXERCISES

1. y varies directly with x. If y=6 when x=3, find y when x=8.

2. If y varies inversely as x, if y=4 when x=7, find y when x=21.
3. Given that r ∝s and r=3.5 when s=10.5 find:

(a) the relationship between r and s;

(b) the value of r when s=31.5;
(c) the value of s when r=7.

4. The area A of a square surface varies directly with the square of

length l of a side of the surface. Find the area of surface with
length of side 512cm. Take the constant of variation to be 1.
5. y varies inversely as x2. If y=4 when x=3, find y when x=4.
6. z varies jointly with x and inversely with the square of y.
If z=10 when x=7 and y=3, find x when k=14 and y=34

ASSIGNMENT

1. If h ∝ 1r2 and h=9 when r=4, find:

(a) h when r=6;

(b) r when h=12

2. The time t (hrs) taken to cover a fixed distance varies inversely as

the speed s of the vehicle. If t=2 hours, the speed is 80km/hr,
find:

(a) the fixed distance;

(b) t when s=120km/hr;

(c) s when t=25 hours.

3. If P varies inversely as the square of Q, how does Q vary with P?

4. V ∝ 1T√, find the percentage change in V, if T increases by 15.
 5. The quantity y is partly constant and partly varies as x.
If y=25 when x=10 and y=15 when x=5, find:

(a) y when x=15;

(b) x when y=40

6. The area of a circle varies directly with the square of its radius. If
the area is 4πcm2 when the radius is 2cm, find the area when the
radius is 3cm.
7. Two variables x and y are related as in the following table.

X 4 6 70 15

Y 10 15 25 37½
(a) Find the variation rule that connects x and y.
(b) Find y when (i) x=7 (ii) x=40 (iii) x=−3.

8. The resistance of the motion of a car is partly constant and partly

varies as the square of the speed. At 50 km/hr the resistance is
600 N, and at 80 km/hr it is 950 N. What will be the resistance at
85 km/hr?

TERM: FIRST TERM 2024/2025 ACADEMIC SECTION

WEEK: 9
DATE:5th of NOVEMBER 2024
SUBJECT: MATHEMATICS
TOPIC: POLYGONS
LEVEL: YEAR 9

Definition of Polygons

A closed plane figure bounded by straight lines (edges) is called a polygon.

The number of sides of a polygon determines its names. The table below
describes the names of polygons according to the number of their sides:

No. of sides and

Polygon
angles

3 Triangle

4 Quadrilateral

5 Pentagon

6 Hexagon

7 Heptagon

8 Octagon

9 Nonagon

10 Decagon

11 Undecagon/Hendecagon

12 Dodecagon

15 Pentadecagon

20 Icosagon

Types Of Polygons

1. Convex Polygon:

A convex polygon has all its interior angles pointing outwards. No angle is
pointing inwards. Each internal angle of a convex polygon is always less
than 1800. A polygon is convex if any line segment joining any two points
on it stays inside the polygon itself. Examples of convex polygons are
shown below:
2. Concave (Re-entrant) Polygon:

If there is any internal angle greater than 180°, the angle points inwards
and the polygon becomes concave.

3. Regular Polygon:

This is a polygon with all its angles the same size and all its sides the
same length.

4. Irregular Polygon:

This is a polygon with at least two of its sides of different length and at
least two of its angles unequal.

CLASS ACTIVITY

For each of the polygons drawn below, state (i) whether it is concave or
convex (ii) whether it is regular or irregular (iii) its name according to the
number of sides.
Sum of Interior Angles in a Polygon

The sum of interior angles in a polygon is derived from the number of

triangle that can be drawn from the polygon. Consider the diagrams
below:

From the above diagrams;

4 sided Quadrilateral has 2 triangles, 5 sided Pentagon has 3 triangles

and 6 sided hexagon has 4 triangles. We can therefore say that a n-sided
polygon has n – 2 triangles.

Since sum of angles in a triangle is 180o;

A polygon with 4 sides having 2 triangles will have 2 × 180 o= 360o

A 5-sided polygon having 3 triangles will have 3 × 180 o = 540o

A 6-sided polygon having 4 triangles will have 4 × 180 o = 720o

In general, the sum of the interior angles of any convex n-gon (polygon
with n sides) is given by:

Sum of interior angles = (n − 2) × 1800 = (n − 2) × 2 × 90

Or Sum of interior angles = (2n − 4) × 900

Or Sum of interior angles = (2n – 4) Right angles

For a regular polygon that has all its sides and angles equal, the size of
each interior angle will be the average of the sum of all interior angles

Therefore each interior angle for a regular convex polygon

Each interior angle = sum of interior anglesnumber of sides

= n−2×180on

Example 1:

What is the sum of the interior angles of a pentagon?

Solution:

A pentagon has five sides, that is, n = 5.

Therefore, sum of interior angles = (n − 2) × 1800

= (5 − 2) × 1800

= 3 × 1800 = 5400

Example 2:

Calculate the size of each interior angle of a regular heptagon.

Solution:

A regular heptagon has 7 equal sides, that is, n = 7.

Each interior angle = sum of interior anglesnumber of sides

= (n−2) ×180/on
= (7−2×18) o7 = 5×180/o7
= 900/7
= 128

CLASS ACTIVITY

1. What is the sum of interior angles of a: (a) hexagon (b) nonagon

2. The sum of six of the interior angles of a nonagon is 920 0. The other three
angles are all equal. Find the size of each of the other three angles.
3. If the angles of a quadrilateral are x, 2x and 3x, what is the value of x?
Calculate the size of the largest angle.

Sum of Exterior Angles in a Polygon

Sum of exterior angles in any polygon = 3600

Example 1:

The sum of the interior angles of a regular polygon is 10 right angles.

(i) How many sides has the polygon?

(ii) What is the sum of the exterior angles of the polygon?

(iii) Calculate the size of each exterior angle of the polygon.

Solution:

Sum of interior angles = (n − 2) × 1800

= (n − 2) × 2 × 900

Sum of interior angles = (2n − 4) × 900

Sum of interior angles = (2n − 4) right angles

2n – 4 = 10

2n = 10 + 4

2n = 14

Therefore, n = 7 sides

(i) Sum of exterior angles = 3600

(ii) Each exterior angle = sum of exterior angle / number of sides

= 360/7
= 51

CLASS ACTIVITY

1. Calculate the size of each exterior angle in a regular: (a) octagon (b) decagon

Is the sum of exterior angles of a triangle equal to the sum of exterior angles of an
Icosagon

TERM: FIRST TERM 2024/2025 ACADEMIC SECTION

WEEK: 10
DATE:5th of NOVEMBER 2024
SUBJECT: MATHEMATICS
TOPIC: MENSURATION OF SOLIDS
LEVEL: YEAR 9

Period 1: Mensuration of Solids

Example of solids are: cube, cuboid, sphere, cone, pyramid, etc. Length,
breadth, and height are the three dimensions of solid objects.
Volume of Solids

The total space occupied by a solid is called its volume. Volume is

measured in cubic units such as cubic millimetres (mm 3), cubic
centimetres (cm3), cubic metres (m3) etc.

Cube

Definition of a cube
A cube is an object which looks like solid box-shaped that has six
identical square faces.

A cube has 6 equal and plane surfaces. All the faces of a cube are square
in shape.

In a cube there are 6 plane surfaces. There are 8 vertices and 12 edges.

Two adjoining plane – surfaces meet at an edge. There are 12 edges in a

cube and all the 12 edges are equal in length. These edges are straight
edges.

The meeting point of two edges is called a vertex. In a cube there are 8
such vertices.

U789

Parts of a Cube
(i) Face

Face is also known as sides. A cube has six faces and all the faces of a
cube are square in shapes. Each face has four equal sides.
(ii) Edge

When two edges meet each other a line segment formed. There are 12
edges in a cube. All the 12 edges are equal in length because all faces are
squares. These edges are straight edges.

(iii) Vertex

When three edges meet each other a point formed. There are 8 vertices
in a cube.

(iv) Face Diagonals

Face Diagonals of a cube is the line segment that joins the opposite
vertices of a face. There are 2 diagonals in each face so altogether there
are 12 diagonals in the cube.

(v) Space Diagonals

Space diagonals of a cube are the line segment that joins the opposite
vertices of a cube, cutting through its interior. There are 4 space
diagonals in a cube.

Properties of a Cube
(i) Volume

s3 where s is the length of one edge.

The volume of a cube is
Volume of a Cube = l×b×h

(ii) Surface Area

The surface area of a cube is 6s2, where s is the length of one edge.
Area of a Cube
Since a cube has 6 square faces and each square face has an area of l2,
∴ Surface area of cube = 6×l2=6l2

Cuboid

Definition of Cuboid
The cuboid has 6 rectangular faces. The opposite rectangular plane
surfaces are identical (equal in all respects). It has 8 vertices and 12
edges.

In a cuboid there are 6 rectangular plane surfaces. There are 8 vertices

and 12 edges.

A cube is also a cuboid having all its 6 faces equal and square. Thus, a
cube has all the six faces identical, whereas a cuboid has the opposite
faces identical.

Properties of a Cuboid
Formulas for the Above Rectangular Box
Volume

The volume of a cuboid is l×w×h=lwh, where l is the length, w is the

width and h is the height.
Volume of Cuboid = Area of base × height

Lateral Surface Area

The lateral surface area of a cuboid is 2lh+2wh, where l is the

length, w is the width and h is the height.
Surface Area

The surface area of a cuboid is 2lw+2lh+2wh, where l is the

length, w is the width and h is the height.

Area of Cuboid

Area of top and bottom faces = lb+lb=2lb

Area of side faces = bh+bh=2bh
Area of front and back faces = lh+lh=2lh
∴ Surface area of cuboid = 2lb+2bh+2lh=2(lb+bh+lh)

Total Surface Area of Cube and Cuboid

Examples:

1. Find the total surface area of a cube with edge 20 cm.

Solution:

Surface area means the area of all six square faces of the cube added
together.

Recall that: Area of a square

= l2=(20cm)2=20cm×20cm=400cm2

Since there are six of such areas of squares,

Total surface area = 400cm2×6=2400cm2

2. Find the total surface area of a cube of side xcm

Solution:

Each face of a cube is a square

Area of a square = l2=xcm×xcm=(xcm)2

There are total of 6 such faces of a cube

6×(xcm)2or(xcm)2+(xcm)2+
Thus, total surface area =
(xcm)2+(xcm)2+(xcm)2+(xcm)2=6x2cm2
CLASS ACTIVITY

1. Find the total surface area of a cube of side 6cm.

The Surface Area and Volume of Cylinders and Cones

The surface area is the area that describes the material that will be used
to cover a geometric solid. When we determine the surface areas of a
geometric solid, we take the sum of the area for each geometric form
within the solid.

The volume is a measure of how much a figure can hold and is measured in
cubic units. The volume tells us something about the capacity of a figure.

Cylinder

Definition of Cylinder
A cylinder stands on a circular plane surface having circular plane
surfaces on its top and bottom. Thus a cylinder has two circular plane
surfaces, one at its base and another at its top. It has a curved surface
in the middle.

It has two edges, at which the two plane surfaces meet with the curved
surface. These edges are curved edges.

In a cylinder there are 2 plane surfaces and 1 curved surface. There are
2 edges and no vertices.

A cylinder is a tube and is composed of two parallel congruent circles and

a rectangle which base is the circumference of the circle.
The base and top of a cylinder are of the same shape (circular) and size.
Thus, both are identical.

To find the volume of a cylinder we multiply the base area (which is a

circle) and the heighth.
Volume of a cylinder = circular area×height
= πr2h
The curved surface area of a cylinder = 2πrh
The total surface area of a cylinder = 2πr2+2πrh
= 2πr(r+h)

Cone

Definition of Cone
A cone has one plane circular surface, i.e. its base and only one curved
surface. In a cone there is 1 plane surface and 1 curved surface. There
are 1 edge and 1 vertex.

It has one edge which is formed by the circular plane surface meeting
with the curved surface. The edge of a cone is a curved edge.

The base of a cone is a circle and that is easy to see. The lateral surface
of a cone is a parallelogram with a base that is half the circumference of
the cone and with the slant height as the height. This can be a little bit
trickier to see, but if you cut the lateral surface of the cone into
sections and lay them next to each other it’s easily seen.

The surface area of a cone is thus the sum of the areas of the base and
the lateral surface:

Abase=πr2 and ALS=πrlA=πr2+πrl=πr(r+l)

Curved surface area = πrl
Examples:

1. A cylinder of height 14 cm and radius 7 cm is made of cardboard. Calculate the

area of cardboard needed to make a (a) closed cylinder (b) cylinder open at one
end.

Solution:

(a) Surface area of closed cylinder

= 2πr2+2πrh=2πr(r+h)=2×22/7 ×7(7+14)cm2=924cm2
∴ area of cardboard = 924cm2
(b) Surface area of cylinder open at one end
=πr2+2πrh=227×49+2×22/7×7×14=(154+616)cm2=770c
m2
2. A strip of thin paper 10cm wide is wound 12 times round a cylindrical
pencil of diameter 14mm. calculate the (a) length of the paper (b) area of
the paper. (Neglect the thickness of the paper).

Solution:

(a) Length of the paper = 2πr×12mm, where r is the radius of the

pencil.
=2×22/7×7×12mm=528mm
(b) Area of the paper = area of curved surface of cylindrical paper ×12
= 2πrh×12, where h is the width of the paper.
= 2πr×12×h
= length of the paper × width
= 528×10mm2
= 5280mm2

3. A solid cone has base radius 3.5cm and slant height of 14cm. Calculate
the (a) curved surface area of the cone (b) total surface area of the
cone.

Solution:
(a) Curved surface area of cone = πrl
= 227×3.5cm×14cm
= 154cm2
πr(r+l)
(b) Total surface area of cone =
= 22/7×3.5cm(14cm+3.5cm)
= 192.5cm2
4. A cone has a base radius of 6cm and a height of 8cm. Calculate (a) slant
height (b) total surface area. Leave your answer in terms of π.
Solution:

(a) Let l be the slant height. Using Pythagoras’ theorem,

l2=(6cm)2+(8cm)2=100cm2l=100cm2−−−−−−√l=10cm
∴ the slant height is10cm.
(b) Total surface area = πr(r+l)
= π×6(10+6)cm2
= 96πcm2

CLASS ACTIVITY

1. A closed cylinder has radius 7cm and height 9cm. Calculate its total surface
area.
2. Calculate the height of a closed cylinder whose total surface area is 88cm 2 and
its radius is 1cm.
3. Calculate the surface area of a solid cone whose radius is 7cm and slant height is
8cm.
4. A cone has a slant height of 15cm and base diameter of 12cm. Find the total
surface area of the cone.

Relationship between Volume and Capacity

1. The volume of an object is the amount of space taken up by the object,

while capacity is the measure of an object’s ability to hold a substance, like a
solid, a liquid or a gas.
2. Volume is measured in cubic units, while capacity can be measured in almost
every other unit, including liters, gallons, pounds, etc.
3. Volume is calculated by multiplying the length, width and height of an object,
while capacity’s measurement is geared more towards cc or ml.
TERM: FIRST TERM 2024/2025 ACADEMIC SECTION
WEEK: 11
DATE:5th of NOVEMBER 2024
SUBJECT: MATHEMATICS
TOPIC: BEARING AND DISTANCES
LEVEL: YEAR 9

Period 1: The Compass Directions

Major Compass/Cardinal Directions

There are four major directions used to describe locations. These

cardinal directions are:

North (N) South (S) East (E) West (W)

The four main directions, North, South, East and West, divide the angle
at a point (360o), into four equal parts and each is 90o or a right angle.

Minor Cardinal Directions

Other minor cardinal directions are those that lie in the midpoints as
follows:

North and East called North-East (NE)

South and East called South-East (SE)

South and West called South-West (SW)

North and West called North-West (NW)

These minor cardinal directions subdivide each right angle into two equal
parts such that the angle between each major cardinal and minor
direction is 45o. The eight cardinal points are illustrated below:

Bearing and its Types

In simple terms, bearing is the direction of one point with respect to a

given point.

If a line which points due North of a compass is fixed, the direction of

any other line on the surface of the earth is given as the angle which it
makes with the North-pointing line, this angle is called bearing. In
particular, we must note that the bearing is measured from the line due
North in a clockwise direction. Since bearings involve mainly finding
directions, we use a compass to find them.

The Compass and Compass/Directional Bearing

The Compass is an instrument used in finding directions. It is also used in

erecting a wind-vane in the correct position. A wind vane is an instrument
used in detecting the direction of the wind. It can, therefore be used in
place of a compass to determine cardinal directions.
Compass bearing is the direction of one point with respect to a given
point given in terms of the major or minor cardinal direction of the
relative point.

Consider the points X and Y in the diagram below:

The Acute Angle or Simple Bearing

This method involves using the acute angle which the line XY makes with
the North or South (in the diagram above, the South Pole is appropriate)
direction at X, Eastwards or Westwards. For example, in the diagram
below, the bearing of Y from X is written as S 30o E or (or South
30o Eastwards) and is called the acute-angle bearing of Y from X.

In general, acute angle bearings are measured in relation to the North or

South Pole and must therefore be greater than 0 o but less than 90o as its
name implies. If an angle related to the East or West pole is given, its
complementary angle is used to give the acute-angle bearing.
The Three-figure or Surveyor’s Bearing

This method involves reading on the compass, the angle which the line XY
makes with the North direction. This angle is the bearing of the object Y
from the reference point X, and it is called the surveyor’s bearing of Y
from X. The surveyor’s bearing is written with three digits known
as three-figure bearings. When the angle is between 0o and 90o inclusive,
say 7o, the bearing is written as 007o, that is, two zeros are added before
the angle. Suppose the angle is 55o, we write it as 055o.

Directional versus Three-figure versus Acute Angle Bearing

Examples:

1.

Directional Three-figure Bearing Acute-Angle Bearing

North 000o/360o −

North East 045o N45oE

East 090o −

South East 135o S45oE

South 180o −

South West 225o S45oW

West 270o −

North West 315o N45oW

2. Directional/Compass = NE

The three-figure bearing = 037o

Acute Angle bearing = N37oE

3. The three-figure bearing = 117o

The Acute-angle bearing = S63oE

The compass/directional bearing = SE

4. The three-figure bearing = 246o

The Acute-angle bearing = S66oW

The compass/directional bearing = SW

5. The three-figure bearing = 344o

The Acute-angle bearing = N16oW

The compass/directional bearing = NW

6. The table below shows the angles when the turning is clockwise from
the South direction to the other cardinal directions.

S
Direction N E W NE NW SE
W

Clockwise Turning from 180 270 90 225 135 315

45o
South o o o o o o

CLASS ACTIVITY

1. Complete a table showing the angles when the turning is clockwise from
the North-East direction to the other cardinal directions.

S
Direction N S E W NW SW
E
 Clockwise Turning from South 315o 225o

2. The three-figure bearing =

The Acute-angle bearing =

The compass/directional bearing =

3. Directional/Compass =

The three-figure bearing =

Acute Angle bearing =

4. The three-figure bearing =

The Acute-angle bearing =

The compass/directional bearing =

5. The three-figure bearing =

The Acute-angle bearing =

The compass/directional bearing =

6. The three-figure bearing = 344o

The Acute-angle bearing = N16oW

The compass/directional bearing = NW

Period 2: Reciprocal/Back Bearing

The bearing of B from A is 075o, while the bearing of A from B is 255o.

255o is called the back/ reciprocal bearing of 075o.

In general, if the bearing is less than 180o we add 180o to get the back
bearing and if the bearing is greater than 180owe subtract 180o.

Example:

Find the bearing whose reciprocal/ back bearing is?

(i) 033o

33o is less than 180o

So we add 180o to 33o

180o + 33o = 218o

So the back bearing of 033o is 218o

(ii) 220o

220o is greater than 180o

So we subtract 180o from 220o

220o – 180o = 40o

So the back bearing of 220o is 40o

CLASS ACTIVITY

Find the bearing whose reciprocal/back bearing is? (i) 24o (i) 135o (iii)
260o (iv) 195o

ASSIGNMENT
1. Draw an accurate diagram for each of the following bearings:

(a) An aircraft flying on a bearing of 075o. (b) A submarine travelling on a

bearing of 150o. (c) A rocket travelling on a bearing of 200o.

(d) A car travelling on a bearing of 048o. (e) A helicopter flying on a

bearing of 310o.

2. Directional/ Compass =

The three-figure bearing =

Acute Angle bearing =

3. The three-figure bearing =

The Acute-angle bearing =

The compass/directional bearing =

4. The three-figure bearing =

The Acute-angle bearing =

The compass/directional bearing =

5. The three-figure bearing =

The Acute-angle bearing =

The compass/directional bearing =

6. A woman travels 3km south, then 4km south-west and finally 5km west.
Make a scale drawing to find the distance and bearing from her starting
point.

PRACTICE QUESTIONS

1. Convert these three figure bearings to equivalent acute-angle bearings

(a) 060o (b) 242o 1 (c) 117o (d) 343o

2. Find the bearing whose reciprocal/back bearing is? (a) 24 o (b) 135o (c)
260o (d) 195o

3. Convert these acute-angle bearings to equivalent acute-angle bearings

(a) S6oW (b) N78oE (c) N53oW (d) S60oE

4. Each diagram shows the bearing of B from A. Calculate the bearing of

A from B.
5. Determine the shaded angle ABC in each diagram. You do not need a
scale drawing or protractor.

6. In each diagram, a boat sails from A to B, then turns through the

marked angle and sails to C. When the boat is at B, calculate:

(i) the bearing of A from B.

(ii) the bearing of C from B.