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GRADE 7
TERM 2 MATHS NOTES

DECIMAL FRACTIONS

Table of Contents
DECIMAL FRACTIONS .............................................................................................................................................3
WHAT IS A DECIMAL FRACTION?.......................................................................................................................3
DECIMALS AND PLACE VALUE ...........................................................................................................................3
EXERCISE 1................................................................................................................................................4
DECIMAL FRACTIONS AND ROUNDING OFF ......................................................................................................5
EXERCISE 2................................................................................................................................................5
COMPARING AND ORDERING AND SEQUENCING .................................................................................................5
EXERCISE 3................................................................................................................................................5
CONVERTING TO COMMON FRACTIONS AND PERCENTAGES ..........................................................................6
DENOMINATORS OF 10, 100 OR 1000...............................................................................................................6
EXERCISE 4................................................................................................................................................7
CONVERTING TO PERCENTAGES .......................................................................................................................7
EXERCISE 5................................................................................................................................................8
ADDITION AND SUBTRACTION OF DECIMALS ...................................................................................................8
EXERCISE 6................................................................................................................................................9
MULTIPLICATION OF DECIMALS ........................................................................................................................9
HORIZONTAL MULTIPLICATION .........................................................................................................................9
VERTICAL MULTIPLICATION ...................................................................................................................................9
MULTIPLYING BY 10, 100 AND 1000 ...............................................................................................................10
EXERCISE 7..............................................................................................................................................10
DIVISION OF DECIMALS. HORIZONTAL (SHORT) DIVISION ..............................................................................11
EXERCISE 8..............................................................................................................................................12
WHAT IS AN INTEGER? ....................................................................................................................................13
USING A NUMBER LINE ...................................................................................................................................14
RULES WHEN ADDING OR SUBTRACTING INTEGERS.......................................................................................14
CONCEPT: MULTIPLYING AND DIVIDING WITH INTEGERS ..............................................................................15
EXERCISE 9 ...........................................................................................................................................................15
EXERCISE 10 .........................................................................................................................................................16
EXERCISE 11 .........................................................................................................................................................17
EXERCISE 12 .........................................................................................................................................................17

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EXERCISE 13 .........................................................................................................................................................18
CONCEPT: CONSOLODATION OF INTEGERS ....................................................................................................18
EXERCISE 14 .........................................................................................................................................................19
NUMBER PATTERNS ............................................................................................................................................20
EXERCISE 15 .....................................................................................................................................................21
TRIANGULAR NUMBERS ..................................................................................................................................22
RECTANGULAR NUMBERS ...............................................................................................................................22
SQUARE NUMBERS ..........................................................................................................................................23
EXERCISE 16 - Interesting patterns ..................................................................................................................23
FIBONACCI SEQUENCE.........................................................................................................................................23
FUNCTIONS AND RELATIONSHIPS .......................................................................................................................24
EXERCISE 17 COMPLETING FORMULAS ...........................................................................................................24
EXERCISE 18 COMPILING FLOW DIAGRAMS....................................................................................................25
ALGEBRAIC EQUATIONS ......................................................................................................................................26
EXERCISE 19 .....................................................................................................................................................26
EXERCISE 20 ....................................................................................................................................................27
EXERCISE 21 .....................................................................................................................................................28
FUNCTIONS AND RELATIONSHIPS .......................................................................................................................28
Exercise 22 .......................................................................................................................................................28

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DECIMAL FRACTIONS

WHAT IS A DECIMAL FRACTION?

 A decimal fraction is a number that is written with a comma.

 Decimals are commonly used to indicate temperature, length, mass, money and other forms
of measurement.
 Proper (common) fractions can be expressed in decimal form
9
e.g. 4,9 = 4 10

DECIMALS AND PLACE VALUE

The place value table can be represented as follows:

M HTH TTH TH H T U , t h th

Example: 17 Tens + 14 thousandths

14
= (17 x 10) + 1000

= 170 + 0,014
= 170,014

 If we have 9 units and we add 1 more, we now have a Ten.

 Each place value on the left is 10 times bigger than the one on the right, e.g.

1 x 10 = 10 (T)
10 x 10 = 100 (H)
10 x 100 = 1 000 (TH)
10 x 1 000 = 10 000 (TTH)
10 x 10 000 = 100 000 (HTH)
10 x 100 000 = 1 000 000 (M)

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SO:
10 x 0,1 = 1 (U)
10 x 0,01 = 0,1 (t)
10 x 0,001 = 0,01 (h)
10 x 0,0001 = 0,001 (th)

EXERCISE 1

Use the place value table (if you need to) to complete the following:
1. Give the place value of the underlined digits:

a. 76 321, 94 d. 74 856 984, 253

b. 1 036 942, 375 e. 362, 125
c. 965 324, 217

2. Write as a decimal fraction:

a. 12 hundredths
b. 78 tenths
c. 5M + 2 TTH + 6 th
d. 85 thousandths
e. 2h + 1T + 16TH + 53t
f. 721 tenths
g. 4M + 3th + 12H + 16U + 4t

3. Fill in >, < or =:

a) 45 h 0,045
b) 7,23 7,321
c) 98,24 98,204
d) 712 th 7,12
e) 146,38 146,380

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DECIMAL FRACTIONS AND ROUNDING OFF

Remember:

1st decimal place = tenth

2nd decimal place = hundredth
3rd decimal place = thousandth

When rounding off a decimal, the rules for rounding off stay the same, i.e.
 If the number to the right of the number being rounded off is between 0 and 4, the number
being rounded remains the same.
 If the number to the right of the one being rounded off is between 5 and 9, the number being
rounded off moves up by 1.

EXERCISE 2

1. Round off to the nearest whole number:

a.0,751 d. 48,386
b.1298,3 e. 9 999 999,999
c.0,6

2. Round off to the second decimal place:

a. 796 125,324 d. 908,001
b. 18,961 e. 0,008
c. 0,423

COMPARING AND ORDERING AND SEQUENCING

EXERCISE 3

1. Arrange each of the decimal sequences below in descending order:

a. 74,302 74,23 74,203 74,3 74,32

b. 115,7 115,099 115,709 115,9 115,79

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2. Arrange each of the decimal sequences in ascending order:

a. 43,18 43,089 43,0 43,097 43,819
b. 734,9 734,099 734,090 743,99 734,909

3. Fill in the missing numbers to complete each sequence:

a. 0,3 0,6 0,9
b. 11,6 11,4 11,2
c. 3,25 3,5 3,75
d. 0,85 0,9 0,95
e. 6,5 6,25 6,0

4. Fill in >, < or =

a.
500,60 500,06

b. 12
0,120
100
c. 1
408 40,125

d. 6
21 1000 21,006

e. 37 0,72
50

CONVERTING TO COMMON FRACTIONS AND PERCENTAGES

DENOMINATORS OF 10, 100 OR 1000

 When studying common fractions, you discovered that the denominator must be 10, 100 or
1000 before it can be converted to a decimal fraction.
1 1 5 5
e.g. 132 = 132 x 5 = 1310 = 13,5

 When converting from a decimal to a common fraction, first give the fraction a denominator
of 10, 100 or 1000 and then simplify the fraction,
35 5 7
e.g. 28,35 = 28100 ÷ = 2820
5

 Remember: Always give the simplest form!

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EXERCISE 4

1. Convert the decimals below to common fractions in their simplest from:

a. 25,4 d. 12,09
b. c. 0,975 e. 1,125
c. e.101,58 f. 84,499

2. Convert the following fractions to decimals:

12 2
a. 64525 d. 169950
14 9
b. 6 e.
20 8
1 3
c. 128 f. 5

CONVERTING TO PERCENTAGES

 A percentage is always out of 100

 Percentages are closely linked to common and decimal fractions
 If you can, simply change the denominator to 100. What you do to the bottom, also do to the
top.
17 1
E.g. =* 325 = *
50
17 2 34 76 4 304
× = = 25 × =
50 2 100 4 100

= 34% = 304%
= 0,34 = 3,04
100
 If the denominator cannot be changed to 100, simply , multiply by 1
19
E.g. = *
30
19 100
= 30 × 1
190
= 3

= 63,3
19 63,3
∴ = = 63,3%
30 100
= 0,63

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EXERCISE 5

1. Convert to percentages and decimals and show your working out:

1
a. 2
3
b. 5
8
c. 25
7
d. 1 20
4
e. 18 5

2. Convert the percentages to decimals and then to common fractions in their simplest
form:
a. 80%
b.68%
c. 91%
d.8%
e.102%

ADDITION AND SUBTRACTION OF DECIMALS

When adding or subtracting decimals, remember the following:

 All the decimal commas must be in line with one another
 Use zero as a place holder if some numbers have more decimal places or values than
others
Example 1: Example 2:
142,7 + 6,395 + 12,42 15,8 – 2,345
142,700 15,800
6,395 - 2,345
+12,420 13,455
161,515

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EXERCISE 6

1. Complete the following:

a. 27,046 + 1436,2 f. 8,8 – 3,796
b. 0,789 + 65,7 g. 15,81 – 7,9
c. 41,2 + 2,704 + 715,437 h. 951,283 – 12,9
d. 99.875 + 2,1 + 112 i. 53,6 – 17,154
e. 0,006 + 1043,9 + 712,38 j. 71,947 – 3,26

MULTIPLICATION OF DECIMALS

HORIZONTAL MULTIPLICATION

This is a mental process that can be carried out without showing the method.
This should be used for basic probems only.

Example:
6 x 0,02 Ask what 6 x 2 is. Write the answer of 12, then count
= 12 how many spaces there are after the comma. Insert
= 0,12 the comma in the answer.

Other examples:

0,7 x 0,3 = 0,21 1,5 x 0,3 = 0,45

0,08 x 0,2 = 0,016 0,004 x 0,003 = 0,000012

Can you see how we arrived at these answers?

Discuss this is class.

VERTICAL MULTIPLICATION

 Follow the same method you would use to multiply whole numbers
 Ignore the decimal comma in your method

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 Once you have worked out the answer, check how many decimal places were after each
number. Count the amount of spaces in the answer (from the right) and insert the
comma.
 You need not line up the commas underneath each other.

Example 1: Example 2:
483,2 x 7 13,5 x 2,4
483,2 (1 place after the 13,5 (1 place after the
x 7 comma) x2,4 comma + 1 place comma)
3382,4 (1 place after the 540 (leave out the comma)
comma) +2700
32,40 insert comma after 2 comma

MULTIPLYING BY 10, 100 AND 1000

Study the examples below:

0,6 x 10 = 6 0,23 x 1000 = 230
0,145 x 100 = 14,5 0,002 x 104 = 20
You should see that when you multiply by 10, 100 or 1000 to make the number bigger, the
number of times the comma “moves” is in direct relation to the number of zeroes there are in
the number you are multiplying by:
i.e. x10 moves one space to the right
x100 moves two spaces to the right
x1000 moves three spaces to the right

EXERCISE 7

1. Complete the following:

a. 0,4 x 0,09
b. 4,3 x 0,007
c. 6,2 x 0,05
d. 32,6 x 0,8
e. 8,7 x 2,4

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2. Complete the following:

a. 23,7 x 2,5 d. 56,72 x 6,4
b. 6,7 x 8,6 e. 589,6 x 0,8
c. 432,54 x 1,7

3. Write down the answers to the following:

a. 14,06 x 1000 d. (0,2)2
b. 0,007 x 10 e. 4,59 x 103
c. 125,3 x 100

4. Complete the following:

a. 71,83 x 6000 d. 9,836 x 4000
b. 0,007 x 10 e. 98,6 x 500
c. 412,6 x 90

5. Select the best and easiest method to solve each of the following:
a. A tour to certain parts of South Africa costs R4698,35 per person. If 68 tourists go on the
trip, how much money will be collected?
b. A local deli sells cheese for R29,99 per kilogram. What will it cost me if I buy 3½ kg of
cheese?
c. Liane earns R54,75 for every 1 hour shift she works. If she works 8 hours a day over 100
days, what will her total earnings be?
d. A greengrocer sells peaches for R3,99 per kilogram. A customer selects some peaches
and is told that her fruit weighs 5,2 kg. How much money must she pay the greengrocer?
e. A money-lending business charges R68,75 interest per day on a loan that it made to a
client. How much interest does the client have to pay for the month of April?

DIVISION OF DECIMALS. HORIZONTAL (SHORT) DIVISION

This mental process can be carried out without showing the method. This should be used
for basic problems only.

Example:
85,635 ÷ 9 = 9,515

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DIVIDING BY 10, 100 OR 1000

Study the examples below:
21,795 ÷ 10 = 2,1795 469,837 ÷ 1000 = 0,469837
3,46 ÷ 100 = 0,0346 78 346,27 ÷ 104 = 7,834627
You will notice that when dividing by 10, 100 or 1000 to make the number smaller, the
number of times the comma “moves” is linked to the number of zeroes in the number you
are diving by.
 ÷ 10 : comma moves 1 space to the left
 ÷ 100 : comma moves 2 spaces to the left
 ÷ 1000 : comma moves 3 spaces to the left

Dividing by multiples of 10, 100 OR 1000

When you multiplied by numbers of 10, 100 or 1000, you did the following:
71,246 x 30
= 71,246 x 10 x 3
= 712,46 x 3
= 2137,38
When you divide by multiples of 10, 100 or 1000, you follow the same procedure. However,
this time you need to replace the X signs with ÷ signs because you are doing a division
sum.
Example:
493,64 ÷ 700
= 496,64 ÷ 100 ÷ 7
= 4,9664 ÷ 7
= 0,7052

EXERCISE 8

1. Complete the following:

a. 71,435 ÷ 7 d. 24,1 ÷ 4
b. 6,257 ÷ 5 e. 288,144 ÷ 12
c. 837,84 ÷ 6

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2. Write down the answers to the following:

a. 165,2÷ 1000 d. 143 725,811 ÷ 1000
b. 18,976 ÷ 10 e. 0,8 ÷ 100
c. 0,0731 ÷ 100

3. Use any method to complete the following:

a. 29,185 ÷ 50
b. 571,424 ÷ 700
c. 32,13÷ 9000
d. 146,5÷ 20
e. 8166,128 ÷ 400

WHAT IS AN INTEGER?

Integers are numbers made from natural numbers. On a number line, the
arrows on either side of it would extend in opposite directions to include
integers. Numbers to the right of 0 are positive integers. These may be written
with a plus sign or the plus sign can be left out.
Numbers to the left of the 0 are negative integers and are written with a
negative sign in front.
Zero is neither positive nor negative.
The symbol for integers is 𝒁 E.g. 𝒁= {-2; -1; 0; 1; 2}

Example:
-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

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USING A NUMBER LINE

a) 2+ 3 = 5 is shown on this number line, which means we start at positive

+2 and move the arrow to the right to positive +5. Indicated by the stars.

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

2+3=5
b) (-3) + (-4) = (-7) is shown on this number line. We now move the arrow to
the negative side.

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

(-3) + (-4) = (-7)

c) (+5) + (-11) =(-6) is shown on this number line, so we move the arrow to the
left or the negative side from positive +5 to negative -6.
-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

(+5) + (-11) = (-6)

RULES WHEN ADDING OR SUBTRACTING INTEGERS

From the above, we can conclude the following:

A positive integer + a positive integer = a positive integer
A negative integer + a negative integer = a negative integer
A positive integer + a negative integer = a positive or a negative integer,
depending on which number is greater.

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CONCEPT: MULTIPLYING AND DIVIDING WITH INTEGERS

You have already discovered the rules for adding and subtracting integers
i.e. + and + = +
- and - = -
+ and - = + or –
(Depending on the value of the numbers.)
Now, you need to learn the rules for multiplying and dividing integers
A positive multiplied by a positive gives a positive integer:
For example: (+) x (+) = (+)
A positive multiplied by a negative gives a negative integer.
For example: (-) x (+) = (-) or (+) x (-) = (-)
A negative multiplied by a negative gives a positive integer
For example: (-) x (-) = (+)

EXERCISE 9

1. Draw number lines and use them to answer the following:

a. 6 – 8
b. -4 + 8
c. 3 + 9
d. -2 – 6
e. -10 + 3

2. Complete the number sequences below:

a. 8; 6; 4; 2; ; ; .
b. 2 ½: 2; 1 ½; 1; ; ; .
c. -4; 3; 10; ; ; .
d. -64; -56; -48; ; ; .
e. 1; 2; 4; 7; ; ; .

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3. According to the weather report, the temperature today is 90 C.

What would the temperature be if it had to:
a. rise by 80?
b. drop by 120?
c. drop by 90?

4. If I climb into a lift on the 15th floor and I descend 20 floors to

the basement. What floor am I on?

5. A miner descends 48m from a depth of 13m below sea level. What is
his position?

6. Which is:
a. Lower: 50m above sea level or 25m above sea level
b. Higher: 100m below sea level or 200m below sea level?

EXERCISE 10

1. Fill in the missing numbers:

a. 16; 12; 8 ; ; ; .
b. -35; -20; -5 ; ; ; .
c. -35; -32; -29; ; ; .
d. 150; 100; 50; ; ; .
e. -49; -42; -35; ; ; .

2. Arrange the numbers below in ascending order:

412; 0; 389; -245; 50; -16; -19; 500

3. Arrange the numbers below in descending order:

10; -13; 15; -24; -2; 5; -12; 4

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4. Fill in ˃ ˂ or =:
a. 18  -18
b. -97  -101
c. -25 0
d. 38  -38

EXERCISE 11

1. Solve the problems below, without the use of a number line or a calculator:
a. -15 + 12 k. 0 – 1 500
b. 11 – 24 l. -101 + 250
c. -9 – 17 m. – 1 853 + 3 500
d. 104 – 39 n. 3 924 – 1 256
e. – 43 – 68 o. 9 043 – 12 432
f. – 107 + 325 p. 92 438 – 1 093
g. 205 – 614 q. – 92 000 + 92 000
h. 250 – 375 r. 72 431 – 100 000
i. 243 – 568 s. – 21 320 – +15 340
j. –99 + 204 t. – 40 390 – 2 711

2. Write the calculations and the answers for the following:

a. A diver descends 85m into the sea from a height of 55m above sea level.
b. The current temperature of 12 ° C will decrease by 14°C by midnight.

3. Lettie borrows R 1 075 from a bank. She makes a loan of a further R 2 389.
How much does she owe the bank?

EXERCISE 12

1. Complete the following:

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a. 6 x (-4) e. (-8) x 7 i. 25 x 5
b. (-5) x (-9) f. 12 x (-8) j. (-9) x 9
c. (-2) x 6 g. (-9) x (-7)
d. 11 x 12 h. (-6) x 7

2. Complete the following:

a. -24 ÷ (-2)
b. -56 ÷ 8
c.42 ÷ (-6)
d.132 ÷ 11
e.(-144) ÷ (-12)
f. -25 ÷ (-5)
g. -18 ÷ 9
h. 63 ÷ (-7)
i. 56 ÷ 7
j. (-32) ÷ (-4)

3. Is [(-3) x (-3)] + [(-4) x (-4) x (-4)] equal to (-5) x (-5)?

Show your working out.

EXERCISE 13

CONCEPT: CONSOLODATION OF INTEGERS

1. Complete the following on your own and without the use of a calculator
a. -107 + 243 f. -60 x 25

b. 714 + (-896) g. 13 x (-10)

c. (-14 328) + (-7210) h. (-750) ÷ 4

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d. 4 631 + (-298) i. 2 650 – (-5)

e. -416 + 324 j. (-1 040) ÷ (-8)

2. Complete the following on your own and without the use of a calculator.

EXERCISE 14

1. A golf score card looks as follows:

Par 4 Hole 6

Tina -1
Rajesh +1
Lucy 0
Themba -1
Cassie -2
a. Who got the best score at his hole?
b. What does -2 mean here?

2. How many times did Rajesh hit the ball for this hole?

3. If you have R 1 625 in your bank account:

a. What would your balance be if you withdrew R 2 450?
b. What would your balance be if you deposit R 625 after the withdrawal?

4. Temperature can be measured in degrees Fahrenheit (0F), degrees Celsius

(0C) or degrees Kelvin (K). The Kelvin scale is the international scientific
temperature scale, but Celsius is more commonly used. Kelvin temperature can
be converted to Celsius temperature by subtracting 273. i.e. Temperature in 0C
= K – 273

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Use this knowledge to complete the table and the questions below:

Temperature in
Temperature in °Celsius
Kelvin
Water (boiling or steam) 373 373 – 273 100
Earth (deserts) 343 343 – 273 70
The human body 310 310 – 273 A
Earth (at the Equator) B B – 273 25
Water (freezing or ice) 273 273 – 273 C
Earth (at the poles) D D – 273 -63
Moon (at night) E E – 273 -150

5. Which temperature is higher: the earth at the Equator or the earth at the
poles? Explain your answer.

6. What is the difference in temperature between the earth at the Equator and
the earth at the poles?

7. Write down:
a. The integer that is 4 smaller than -5
b. The integer that is 11 larger than -1
c. The integer that is 11 larger than -1
d. The integer that is 6 smaller than -2

NUMBER PATTERNS

Patterns are an arrangement of shapes and numbers.

Number patterns are a sequence in a series of numbers.
This pattern generally establishes a common relationship between numbers.
To solve the problems of a number pattern, we need to find the Rule being
followed first in the pattern.

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Example:
11, 17, 23, 29, 35, 41, 47, 53
Increased by 6

Rules are explanations of how a pattern is arranged.

Term is a number or combination of a number and variables in a numerical

pattern or mathematical expression.

Constant = a number only, e.g. 8, 16, 24, 32

9
7
6

Variable = Use a symbol/ letter e.g. 2 a + 4

3*+5=

Coefficient and variable = 5 x +9 =

EXERCISE 15

1. Write down the first 20 Natural Numbers.

2. Provide answers to the following:

a. What are the 4th, 5th, and 6th even numbers?
b. What relationship is between an even number and its numerical position?
(Describe the pattern)
c. What will the fifteenth even number be?
d. What are the 4th, 5th and 6th odd numbers?
e. What relationship is between the odd numbers and their numerical positions?
(Describe the pattern)
f. What will the 10th odd number be?
g. What will be the 25th odd number be?

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TRIANGULAR NUMBERS

1. Complete the table below by filling in the triangular numbers:

Sequence
1 2 3 4 5 6 7 8
of numbers
Triangular
Number

2. The triangular number is 28. What is the term?

3. The triangular number is 55. What is the term?

RECTANGULAR NUMBERS

1. Complete the table below by filling in the rectangular numbers:

Term
1 2 3 4 5 6 7 8 9 10 11 12

Rectangular
Number

2. Write down the rule you would apply to determine what any given rectangular
number would be.
3. Use this rule to determine:
a. The 20th rectangular number
b. The 25th rectangular number
4. a. What rule would you apply to work out the nth term?
b. Use the rule to determine what the term would be if the rectangular
number is:
i. 72
ii. 156

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SQUARE NUMBERS

1. Complete the table below by filling in the square numbers.

Term
1 2 4 6 8 10 14 15 20 25

Square
Number

2. Write down the rule you would apply to determine what any given square
number would be.
3. Use this rule to determine:
a. The 30th number
b. The 50th square number
4. a. The square number is 256. What is the term?
b. The square number is 1296. What is the term?

EXERCISE 16 - Interesting patterns

FIBONACCI SEQUENCE

Leonardo Fibonacci was an Italian mathematician who gave his name to a

special number sequence. This sequence occurs in nature. Complete the table
with Fibonacci numbers:
1 2 3 4 5 6 7 8 9 10 11

1 1 2 3 5 8 13

PASCAL’S TRIANGLE

This refers to a special number pattern arranged in a triangle that was

discovered by the mathematician Blaise Pascal.

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1. How does Pascal’s triangle work?

2. Complete up to row 10 of the triangle.

3. Use Pascal’s triangle to complete a table:

FUNCTIONS AND RELATIONSHIPS

EXERCISE 17 COMPLETING FORMULAS

1. The following formula is given: y = 5 x + 9.

Determine the value of:

2. The following formula is given: y = 3 x + 8.

Determine the value of: a) x if y = 14
a. x if y = 9
b. x if y = 34
c. x if y = 0

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EXERCISE 18 COMPILING FLOW DIAGRAMS

1. Compile and complete flow diagrams to match the following problems.

a. Carmen’s job is to sew buttonholes. If there are 9 buttonholes per shirt,
how many buttonholes will she sew if she is given 5, 10, 15, 20 shirts?
b. Tumi works for a clothing company and gets paid R25 for every collar she
makes. To determine her wages for the day, she has to deduct R15 for
expenses from wages for that day. How much does she earn if she makes
15, 24, 50, 65 collars?
c. Randal is able to make a sleeve with a cuff in 12 minutes. At the end of
each day, he has to add 15 minutes to the total time he worked for that
day for administration. How many minutes did he take throughout the day
to make 7, 18, 45, 68 sleeves?
d. Paddy is a taxi driver. He charges 90c p/km, plus a fixed amount of R4,75.
How much will the travelling cost for a distance of 12, 15, 60, 75 kms?
e. To cook a roast, the meat must be left in a hot oven for 30 minutes for
every kilogram of meat that there is, plus an additional 15 minutes to brown
it properly. How long will it take to roast if the meat weighs 2kg, 5kg, 7,5kg,
9kg?

n 60 80 100 225 500 750 902

n - 51

n 3 6 9 12 15 18 27

12n

n 2 4 6 8 20 50 100

6n +112

n 9 11 13 15 30 60 0

7n - 60

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In Algebra we use letters to represent numbers to help us solve problems. We

call the letters ‘variables’ because they can stand for any unknown number. In
an expression, the number on its own without any variable is the constant. In
the expression 5p + 3, the number 3 is the constant.
The number in front of the variable is called the coefficient. In this case, 5 is the
coefficient of p. The coefficient is a number by which to multiply a variable.

ALGEBRAIC EQUATIONS

WHAT ARE EQUATIONS?

• In an equation, we use letters to represent the value of a number. These
letters are called variables.
Example: Instead of saying
+ 7 = 12, we
say
x + 7 = 12
(Thus, letters of the alphabet are used to represent unknown
quantities/numbers)
• There are input and output variables.
Input variable: y+3=9
Output variable: 27 – 14 =
z

Number statements that contain variables are called equations.

EXERCISE 19

1. Write number sentences for each of the problems below:

a. Danny thinks of a number. He multiplies it by 6 and subtracts 4 to get an
answer of 26. What is the number?

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b. 25 increased by a number gives 60. What is the number?

c. Rose is 8 times older than her son. If Rose is 40, how old is her son?
d. I received R125 from my friend for my birthday. My parents also give me
money as part of my gift. If I have R550 altogether, how much did my
parents give me?
e. Seventeen pet owners each pay R235,50 for their animals to stay at a pet
care centre while they are away. If it cost the pet care centre R180,25 to
care for each animal, what is the total profit it has made?
f. Eleven times a number, decreased by 12, gives 120. What is the number?
g. A quarter of 12 times a number equals 36. What is the number?
h. 150 Grade 6 learners each contribute R20 towards the Grade 7 Farewell.
If the food costs R2 500 then how much money is left for the remaining
expenses?
i. Five more than 8 times a number is 53. What is the number?
j. If Jabu buys 12 chocolates at R4,50 per chocolate and 9 suckers at R2,25
per sucker, how much change will he get if he pays with R150?

EXERCISE 20

Solve the following equations

1. 10 + a = 24 10. 9 k = 117

2. b – 91 = 110 11.
3. 7c = 56 12. 10 m = 70

4. 13. 169 – n = 25
5. e + e = 100 14. p + 213 = 509

6. 250 – f = 197 15.

7. 12 g = 132 16. 640 – 138 = r

8. 17. 8 s = 88

9. 463 – j = 129 18.

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EXERCISE 21

1. 5 a + 3 = 38 7.

2. 9 b + 8 = 80 8.

3.11 + 12 = 111 9.
4.2 d – 2 = 26 10. j–4=6

5.4 e – 3 = 25 11.

6 f – 2 = 40 12.

FUNCTIONS AND RELATIONSHIPS

By using a description or a rule, you will be able to describe relationships

between numbers. A number sentence is a useful way to write a rule and solve
problems.
Recognition of variables and constants
A constant is something that never changes, e.g. the number of sides in a
triangle. A variable is something that can change in value, e.g. the daily
temperature.
A number sentence is an equation in Mathematics where we use a in the
place of a number, e.g. 12 + = 36.
Example:
a) 3 × b = 15, therefore the b = 5
b) e ÷ 4 +1 =13, therefore the e = 48.

Exercise 22

Determine the value of x if:

a. 5 + x = 33
b. x + 1 345 = 2698

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c. x – 1457 =26
d. 46,14 – x = 23,03
e. 2 x =10 135
f. 5 x = 212,5

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