LESSON PLAN FOR WEEK ONE

TERM: ALPHA TERM

DATE: Sept 9 – Sept 13, 2024

CLASS: SS 1

SUBJECT: Further Mathematics

TOPIC: Basic Concepts of Sets

PERIOD: 4

DURATION: 40 minutes per period

GOAL: Introduce students to set theory and various notations in set theory

REFERENCE MATERIALS: New Further Mathematics For Senior Secondary School 1. By

Tuthu- Adigun Etal.

INSTRUCTIONAL MATERIALS: Charts of different element of sets.

BEHAVIOURAL OBJECTIVES: Students should be able to:

(1) Define a set

(2) Represent given items in set notation

(3) Write out the types of sets.

(4) Carry out set operation.

PREVIOUS KNOWLEDGE: Students know what a mathematical set is

DURATI ACTIVITY WORKING

ON MODE
5 MINS STARTER INDIVIDUAL
The teacher calms the class and writes the new topic on the board
5 MINS CONNECT
The teacher asks the student to list the constituents of a mathematical set and
give other examples of sets.
5 MINS ACTIVATE
The teacher introduces topic by defining and explaining Sets
15 MINS DEMONSTRATE
A. IDEA OF SET, NOTATIONS, APPLICATIONS.
Definitions:

A set can be defined as a group or a collection of well defined objects or numbers

e.g collection of books, cooking utensils.

A set is denoted by capital letters such as P, Q, and R e.t.c while small letters are

used to denote the elements e.g. a, b, c

Elements of a set: These are the elements or members of a given set. The elements are

separated by commas and enclosed by a curly bracket {}

e.g M ={ 1, 3 ,5, 7, 11}, 1 is an element of M.

Example: Write down the elements in each of the following sets.

A = {Odd numbers from 1 to 21}

F = {factors of 30}

M = {Multiples of 4 up to 40}

Solution:

A = { 1,3,5,7,9,11,13,15,17,19,21}

F = {1, 3, 5, 6, 10, 15, 30}

M = {4, 8, 12, 16, 20, 24, 28, 32, 36, 40}

POWER SET: is the set of all the subsets of a given set. Its denoted as
p(A) . Note that in every set there is always an empty set of Ø in addition
to the given elements in the set.
Cardinality of a set: This is the number of elements in a set.

Example: Given that µ= {all the days of the week}, B= {all days of the week whose letter

begin with s}

1. List all the elements of µ

2. List the members of B
 3. What is n (µ) 4. What is n(µ) + n(B)

Solution:

1.µ = {Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday}

2. B = {Sunday, Saturday}

3. n (µ) = 7

4. n (µ) + n(B) = 7 + 2= 9

Set notation: A set can be described algebraically using inequality and other symbols. E.g

B = {x: -10≤x ≤ 3, x is an integer}

1. THE SET BUILDER/PROPERTY SET: this is the set that describes the
elements of the set by referring to their common properties. Example,
W = , Y = {x: x is even numbers between 0 ≤ x ≤ 10}
2. THE ROSTER/LISTING METHOD: This is the actual listing of all
the members of a given set. Example, Y = {2,4,6,8,10}. W =
{SUNDAY,MONDAY,TUESDAY,WEDNESDAY,THURSDAY,FRIDAY,
SATURDAY)
Example: List the members of the following sets

1. A= {x: 5< x< 8} 2. B= {x: 0≤ x≤ 5}

Solution;

1. A = {6, 7} 2. B = {0, 1, 2, 3, 4, 5}

GENERAL/REVISION EVALUATION: If µ= {all positive integers ≤ 30}, M= {all even number

≤ 20},

N = {all integers: 10≤ x≤ 30}

Find 1. n (µ) 2.n (N) 3. n (N) + n(s) 4. n (M) + n(N)

B. Types of sets: (3) Types of set.
FINITE SET: Is a set that its elements can be listed or has an end point. i.e.
{1,2,4,6,8,9,10}
INFINITE SET: Is the set that their element is continuous or impossible to list.
i.e. all the natural positive numbers {1,2,3,4,…}
EMPTY SET: This is a set that has or contain no element and its represented as
{}, Ø or null.
EQUALITY SET: This is two set that has the same elements. i.e. A = {1,3,5,7,9}
and B = {1,1,5,3,9,9,7}
EQUIVALENT SET: Two sets are said to be equivalent if they both have the
same numbers of elements. i.e. X ={a,b,c,d,e,y,z} and P = {1,2,3,4,5,6,7}

Subset and Supersets: If we have 2 sets A and B such that all the elements in A is

contained in B, then A is a subset of B. Subset is denoted by C e.g. A C B. If there is at

least one element in set B but not in A, then B is a superset of A.

Disjoint set: Two sets are disjoint when there is no common element between them. i.e

no intersection.

AnB=Ø

A B

Universal set: This is a set that contains all the members under consideration for any

given problem. It is denoted by µ or €.

Complementary Set: This is a set that contains the members in the universal set that are

not in set A. It is denoted by Ac or A1.

Intersection of sets: This is the set which consists all the common elements in a given
two or more sets. It is denoted by n.

Union of sets: This is the set of all members that belong to A or to B or to both A and B. It

is denoted by u.

Example: If the universal set µ= {x: 1≤ x ≤ 12} and its subsets D, F and G are given as

follows. D = {x: 2<x<8}, F={x: 4≤ x≤ 10}, G={x: 1< x ≤ 4}

Find (a) D U F (b) D n F (c) G1 (d) (D n G)1

Solution:

µ = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}

D = {3, 4, 5, 6, 7}

F = {4, 5, 6, 7, 8, 9, 10}

G = {2, 3, 4}

(a) D U F ={ 3, 4, 5, 6, 7,8, 9,10}

(b) DnF = {4, 5, 6, 7}
(c) G1 = { 1, 5, 6, 7, 8,9,10,11,12]
(d) (D n G)1
D n G = {3, 4}

(D n G)1 = {1, 2, 5, 6, 7,8, 9,10,11,12}

Relationship between union and intersection of sets

n(A or B) = n( A) + n( B) –n( A and B)\

or n(AUB) = n(A) + n( B) - n(A n B)

Example:

If n(A)=23, n(B)= 12, n( AUB) = 35, find n(AnB) and comment on set A and B.
 Solution

n(AUB) = n( A) + n( B) – n(AnB)

35 = 23 + 12 –n(AnB)
n(AnB) = 35- 35

n (AnB) = 0

Set A and B are disjoint.

Evaluation:

1. A and B are two sets. The number of elements in AUB is 49, the number in A is 22 and

the number in B is

34.How many elements are in AnB?

2. The universal set µ ={ set of all integers}, p= {x:x≤ 2}, Q= { x: -7≤ x ≤15}R ={x: -2 ≤x ≤

19}

Find 1. PnQ 2. P n (Q UR1)

Venn diagrams:

(1) The Venn diagram is a geometric representation of sets using diagrams which shows
different relationship between two or more sets. Carry out set operation.
(2) Solve problems using venn diagram
This is a graphical means of representing set information. It was first used by

JOSEPH JOHN VENN AND LEONARD EULER.

Venn diagram representation

E or U
The rectangle represents the universal set i.e E or U

The oval shape represents the subset A.

P1
P

The shaded portion represents the complement of set P i.e p 1 or Pc

The shaded portion shows the elements common to A and B i.e A∩B or A intersec on B.

P
The shades portion shows P intersection Q| i.e P∩Q|

The shaded portion shows A Ʋ B i.e A union B

U or E

Q P

This shows that P and Q have no common element. i.e P and Q are disjoint sets i.e P∩Q=

P
P is a subset of Q i.e P C Q

P| ∩ Q| or (P Ʋ Q)|. This shows elements that are neither in P nor Q but are represented

in the universal set

This shows the element common to set P,Q and R i.e the intersection of three sets P,Q

and R i.e P∩Q∩R

P Q R
This shows the elements in P only, but not in Q and R i.e P∩Q|∩R|

P Q

This shaded region shows the union of the three sets i.e PƲQƲ R

Use of Venn diagrams to solve problems involving two sets

Examples:

1. Out of the 400 final year students in a secondary school, 300 are offering Biology and
190 are offering Chemistry. If only 70 students are offering neither Biology nor
Chemistry. How many students are offering (i) both Biology and Chemistry? (ii) At
least one of Biology or Chemistry?

Solution

n(E)= 400
Let the number of students who offered both Biology and Chemistry be X i.e (B∩C)= X.

from the information given in the question

n(E)= 400

n(B)= 300

n(C)= 190

n(BƲC)|= 70

since the sum of the number of elements in all region is equal to the total number of

elements in the universal sets, then:

300 - x + x +190 – x + 70 =400

560 – x= 400

-x= 400 – 560

X= 160

Number of students offer both Biology and Chemistry= 160

(ii)no of students offering at least one of biology and chemistry from the Venn diagram

this includes those who offered biology only, chemistry only and those whose offered

both i.e

300 – x + 190 – x + x= 490

490 – 160 (from (i) above)= 330

2. In a youth club with 90 members, 60 likes modern music and 50 likes traditional
music. The member of them who like both traditional and modern music are three
times those who do not like any type of music. How many members like only one
type of music

Solution
Let the members who do not like any type of music = X

Then,

n(TnM)= 3X

Also,

n(E)= 94

n(M)=60

n(T)= 50

n(MƲT)|= X

n(E)= 94
T M

aa

Since the sum of the number of elements in all region is equal to the total number of

elements in the universal set, then

60 – 3X + 3X + 50 – 3X = 94

110 – 2X= 94

16= 2X

Divide both sides by 2

16= 2X

2 2

X= 8

Therefore number of member who likes only one type of music are those who like

modern music only + those who like traditional music only

60 -3x + 3X + 50 – 3X= 110

110 – 6 x 8 (from above)

= 110 – 48

= 62

Two Venn diagram;

A B

1 2 3

Where 1 = AnBI , 2 = AnB, 3 = AInB, 4 = ( AUB)I

Therefore, µ = 1 + 2 + 3 + 4

µ = n( AnBI) + n( AnB) + n( AInB) + n( AUB)I

Example 1: In a class of 40 students, every student had to study French or Russian or

both subjects. 25 students studied French and 20 studied Russian. Find the number of

students who studied both languages.

Solution:

Let µ = {All the students}

F = {French students}, R = {Students studying Russian}

µ = 40, n(F)= 25, n(R) = 20

n( Fn R)= x
n(FnRI) = 25-x

n (Rn FI)= 20- x

µ = 25 –x +x + 20-x

40= 45 –x

x = 45- 40

x=5, n(FnR) = 5 students.

Evaluation

Two questions A and B were given to 50 students as class work 23 of them could answer
question A but not B. 15 of them could answer B but not A. If 2x of them could answer
none of the two questions and 2 could answer both questions.
a) Represent the information in a Venn diagram. (b) Find the value of x

General evaluation

1. In a senior secondary school, 90 students play hockey or football. The numbers that
play football is 5 more than twice the number that play hockey. If 5 students play
both games and every students in the school plays at least one of the game. Find:
a) The number of students that play football
b) The number of student that play football but not hockey
c) The number of students that play hockey but not football
2. A, B and C are subset of the universal set U such that
U={0,1,2,3,4………….12}
A={X: 0≤X7} B= {4,6,8,10,12} C= {1<y<8} where Y is a prime number.
a) Draw a venn diagram to illustrate the information
b) Find (i) BƲC (ii) A B∩C

Reading assignment: NGM bk1 pg 89 – 92 and Ex 8d number 11 pgs 91- 92

Weekend Assignment

1. Given that µ= {-10≤ x ≤ 10}, p= { -10 < x< 10}, Q= { -5 < x ≤ 3}. Which of the following is

correct? I PI n Q II P U Q =µ III PI C QI

A. I and II only B. I and III only C II and III only

2. P and Q are subsets of the µ={x is an integer and 1< x < 15}, P= { x is odd} and Q= { x is
 prime}, find n(PI n QI) A. 3 B. 4 C. 5

Use the information below to answer question 3 and 4, µ= {1, 2, 3… 10}, A= {2, 4, 6, 8,

10} B= {1, 3, 9} and C = {2, 5, 7}

3. AI n C is A.{5, 7} B. { 1, 3, 4} C. { 6,7,8,9}

4. BI U C A.{2,4,5,7,8,10} B.{2,4,5,6,7,8,10} C.{ 1, 2,3,4,5, 9}

5. A set contains 7 members; find the number of subsets that can be obtained from it. A.

32 B. 64 C. 128

Theory

1. During one year in a school, 5/8 of the students had measles, ½ had chickenpox and

1/8 had neither. What fraction of the school had both measles and chickenpox?

2. In a class of 50 pupils, 24 like oranges, 23 like apple and 7 like the two fruits.
a) How many do not like oranges and apples (b) What percentage of the class like
apples only

5 MINS REINFORCEMENT
The teacher summarizes the topic for better understanding
5 MINS EVALUATION
work out the following:
1. If µ = {all the months in the year} A = {all the months in the year that
begins with letter J} B = {all the months in the year ending with letter
r}
a. List all the members of µ
b. List all the members in A
c. List all the members of B

ASSIGNMENT
1. Given that µ = {all the days in a week}. P = {all the days in the week
whose letters begins with S}.
a. List all the elements in µ.
b. List the elements in P
c. list the members .
 2. List the members of the following sets:
µ = {all positive integers less than or equal to 30}

LESSON PLAN FOR WEEK TWO

TERM: ALPHA TERM

DATE: Sept 16 – Sept 20, 2024

CLASS: SS 1

SUBJECT: Further Mathematics

TOPIC: Basic Concepts of Sets (ii)

PERIOD:4

DURATION: 40 minutes per period

GOAL: Introduce students to problem solving using set theory

REFERENCE MATERIALS: New Further Mathematics For Senior Secondary School 1. By

Tuthu- Adigun Etal.

INSTRUCTIONAL MATERIALS: Charts of different element of sets.

BEHAVIOURAL OBJECTIVES: Students should be able to:

(1) Carry out set operation.

(2) Solve problems using venn diagram

(3) Use Venn diagrams to solve problems involving three sets

PREVIOUS KNOWLEDGE: Students know what a mathematical set is

DURATION ACTIVITY WORKING

5 MINS STARTER INDIVIDUA
The teacher calms the class and writes the new topic on the board
5 MINS CONNECT
The teacher asks the student to list the constituents of a mathematical set and give
other examples of sets.
5 MINS ACTIVATE
The teacher introduces topic by defining and explaining Sets
15 MINS DEMONSTRATE
Three Venn diagram:

A 2 6 B

1 4

8 C

1= AnBnC 5 = AnBInCI

2 = AnBnCI 6 = A1nBnC1

3 = AnBInC 7 = A1nBInC

4 = AInBnC 8 = (AnBnC)1

Example: A school has 37 vacancies for teachers, out of which 22 are for English,

20 for History and 17 for Fine Art. Of these vacancies 11 are for both English and

History, 8 for both History and Fine Art and 7 for English and Fine Art. Using a Venn

diagram, find the number of teachers who must be able to teach:

(a.) all the three subjects

(b.) Fine Art only

(c.) English and History but not Fine Art.

Solution:

Let µ = {All vacancies for teachers}

E = {English vacancies}

H = {History vacancies}

F = {Fine Art vacancies}

µ = 37, n(E)= 22, n(H)= 20, n(F)= 17, n{EnH}= 11, n(HnF)= 8, n(EnF)=

(1) Let n(EnFnH) = y

n (EnHInF)= n(E)- (7-y+y+11-y)

= 22- (18-y) = 4+y

n(EInHnF) = n(H) – (11-y+y+8-y)

= 20- (19-y) = 1+y

n(EInH1nF)= n(F) – ( 7-y +y+8-y)

= 17 – (15- y) = 2 +y

µ= 4+y+11-y+1+y+y+8-y+7-y+2+y

37= 33 + y

y = 37- 33

y = 4.

n(EnHnF) = 4 teachers

(2.) Fine Art only, n(EInHInF) = 2+ y

= 2+4 = 6 teachers

(3.) English and History but not Fine Art i.e English and History only

n(EnHnFI) = 11-y

= 11- 4 = 7 teachers.
Examples:

1. In a survey of 290 newspaper readers, 181 of them read daily times, 142 read
the Guardian, 117 read the Punch and each read at least one of the paper, if 75
read the Daily Times and the Guardian,60 read the Daily Times and Punch and
54 read the Guardian and the punch
a) Draw a venn diagram to illustrate the information
b) How many read:
(i) all the three papers
(ii) exactly two of the papers
(iii) exactly one of the paper

Solution

n (E)= 290

D G

n(E)= 290

n(D)= 181

n(G)= 142

n(D∩G)= 75

n(D∩P)= 60

n(G∩P)= 54

from the venn diagram, readers who read Daily Times only

=181 – (160 – X + 75 – X +X)

=181 – (135 - X)

= 46 + X
Punch readers only

=117 – (60 – X + 54 – X + X)

117 – (114 - X)

117 – 114 + X

=3 +X

Guardian readers only

=142 – (75 – X + 54 – X + X)

=142 – (129 - X)

=142 – 129 + X

=13 + X

Where:

X is the number of readers who read all the three papers

Since the sum of the number of elements in all regions is equal to the total number

of elements in the universal set, then:

46 + X + 75 – X + 13 + X + 60 – X + X + 54 – X + 3 + X = 90

251 + X = 290

X = 290 – 251

X= 39

B(i): number of people who read all the three paper= 39

(ii) from the venn diagram, number of people who read exactly two papers

= 60 – X + 75 – X + 54 – X

=189 – 3X = 189 – 3(39) from the above

=189 – 117 = 72

(iii) also, from the venn diagram, number of people who read exactly only one of the

papers
=46 + X + 13 + X + 3 +X

=162 +3X =162 + 3(39)

=162 + 117 = 179

(iv)number of Guardian reader only

=13 + X

=13 + 39 = 52

2. A group of students were asked whether they like History, Science or Geography.
There responds are as follow
Subject liked Number of
students
All three subject 7
History and Geography 11
Geography and Science 09
History and Science 10
History only 20
Geography only 18
Science only 16
None of the three subject 03

a) Represent the information in a Venn diagram

b) How many students were in the group? c) How many students like exactly two
subjects

Solution
a) n(E)= ?

H G

b) Number of students in the group = sum of the elements in all the regions i.e
Number of students in the group = 20 + 18 + 16 + 4 + 3 + 2 + 7 + 3 = 73
c) Number of students who like exactly two subject = 4 + 3 + 2= 9

Evaluation
1. In a community of 160 people, 70 have cars ,82 have motorcycles, and 88 have
bicycles, 20 have both cars and motorcycles,25 have both cars and bicycles,
while 42 have both motorcycles and bicycles each person rode on at least any of
the vehicles
a) Draw a venn diagram to illustrate the information
b) Find the number of people that has both cars and bicycles
c) How many people have either one of the three vehicles?

N(U)

The score of 144 candidates who registered for mathematics, physics and chemistry

in an examination in a town are represented in the venn diagram above.

a) How many candidate register for both mathematics and physics?

b) How many candidate register for both mathematics and physics only?

General Evaluation

1. n(P) =4 means that these are 4 element in set P. given that n(XƲY)= 50,
n(X)=20 and n(Y)= 40. Find n(X∩Y)
2. find the sum of the first five terms of GP 2,6,18……..
3. the twelfth term of a linear sequence is 47 and the sum of the first three term is
12. Find the sum of the first 15 terms of the sequence
4. At a meeting of 35 teachers, the analysis of how Fanta, Coke and Pepsi were
served as refreshments is as
follows. 15 drank Fanta, 6 drank both Fanta and coke, 18 drank Coke, 8 drank

both Coke and Pepsi, 20 drank Pepsi, and 2 drank all the three types of drink.

How many of the teachers drank I Coke only II Fanta and Pepsi but not Coke.

5. Given n(XUY) = 50, n(X) = 20 and n(Y) = 40, determine n(XnY)

Reading Assignment: Read Sets, Further Mathematics Project II, page 1- 13.

Weekend Assignment

1. In a class of 50 pupils, 24 like oranges, 23 like apples and 7 like the two fruits.
How many students do not like oranges and apples? (a)7 (b) 6 (c) 10 (d)15
2. In a survey of 55 pupils in a certain private schools, 34 like biscuits, 26 like
sweets and 5 of them like none. How many pupils like both biscuits and sweet?
(a) 5(b) 7 (c)9 (d)10
3. In a class of 40 students, 25 speak Hausa, 16 speak Igbo, 21 speak Yoruba and
each of the students speak at least of the three languages.
If 8 speak Hausa and Igbo. 11 speak Hausa and Yoruba.6 speak Igbo and
Yoruba. How many students speak the three languages? (a) 3 (b) 4 (c) 5 (d) 6
Use the information to answer question 4 and 5

N(U)=61

The venn diagram above shows the food items purchased by 85 people that visit

a store one week. Food items purchased from the store were rice, beans and

gari.

4. How many of them purchased gari only? (a)8 (b)10 (c) 14 (d)12
5. How many of them purchased the three food items? (a) 5 (b)7 (c) 9
(d)11
 Theory

1. In a school of 300 students, 110 offered French, 110 Hausa language, 180
History, 40 French and Hausa, 50 Hausa and History, 60 French and History
while 30 did not offer any of the three subjects.
a. Draw a Venn diagram to represent the data
b. Find the number of students who offered I all the three subjects II History
alone.

2. In a certain class 22, pupils take one or more of chemistry, economic and
government. 12 take economics (e), 8 take government (G) and 7 take
chemistry (c). nobody takes economics and chemistry and 4 pupils takes
economic and government
a) Using set notation and the letters to indicate above, write down the two
statements in the last sentence
b) Draw the venn diagram to illustrate the information
c) How many pupils take; (i.) Both chemistry and government (ii.) Government
only

5 MINS REINFORCEMENT
The teacher summarizes the topic for better understanding
5 MINS EVALUATION
New further Mathematics project 1 by Tuthu –Adegun
Page 15 and 16, exercise 1c. Questions 1, 2, 4. 5, 8 and 10.
ASSIGNMENT
New further Mathematics project 1 by Tuthu –Adegun

Page159 and 160, revision test. Questions 4, 8, 9, 18, 19, 21, and 22.

LESSON PLAN FOR WEEK THREE

TERM: ALPHA TERM

DATE: Sept 23 – Sept 27, 2024

CLASS: SS 1
SUBJECT: Further Mathematics

TOPIC: Basic Concepts of Laws of Indices

PERIOD:4

DURATION: 40 minutes per period

GOAL: Introduce students to problem solving using set theory

REFERENCE MATERIALS:

New Further Mathematics For Senior Secondary School 1. By Tuthu- Adigun Etal. Pg 4-6

INSTRUCTIONAL MATERIALS: Charts showing various laws of indices

BEHAVIOURAL OBJECTIVES: Students should be able to:

(1) State the laws of indices

(2) Solve problems using the laws of indices

PREVIOUS KNOWLEDGE: Students know what a mathematical set is

DURATI ACTIVITY WORKING

ON MODE
5 MINS STARTER INDIVIDU
The teacher calms the class and writes the new topic on the board. The teacher gives L
students a revision quiz to help them remember some laws of indices
5 MINS CONNECT
The teacher explains the application of indices
5 MINS ACTIVATE
The teacher introduces the students to problem solving technique using the laws of
indices
15 MINS DEMONSTRATE
5 MINS REINFORCEMENT
The teacher summarizes the topic for better understanding
5 MINS EVALUATION
New further Mathematics project 1 by Tuthu –Adegun
Page 15 and 16, exercise 1c. Questions 1, 2, 4. 5, 8 and 10.
ASSIGNMENT
New further Mathematics project 1 by Tuthu –Adegun

Page159 and 160, revision test. Questions 4, 8, 9, 18, 19, 21, and 22.
LESSON PLAN FOR WEEK FOUR
TERM: ALPHA TERM

DATE: Sept 30 – Oct 4, 2024

CLASS: SS 1

SUBJECT: Further Mathematics

TOPIC: Exponential equations

PERIOD:4

DURATION: 40 minutes per period

GOAL: Introduce students to problem solving using set theory

REFERENCE MATERIALS:

New Further Mathematics For Senior Secondary School 1. By Tuthu- Adigun Etal. Pg 6-10

INSTRUCTIONAL MATERIALS: Charts showing various laws of indices BEHAVIOURAL

OBJECTIVES: Students should be able to:

(1) Solve exponential equations using the laws of indices.

PREVIOUS KNOWLEDGE: Students have been introduced to some of the laws of indices

DURATI ACTIVITY WORKI

ON NG
MODE
5 MINS STARTER INDIVID
The teacher calms the class and writes the new topic on the board. The teacher UAL
ask students to state the laws of indices
5 MINS CONNECT
The teacher ask students to state the various types of equations
5 MINS ACTIVATE
The teacher introduces students to exponential equations
15 MINS DEMONSTRATE
5 MINS REINFORCEMENT
The teacher summarizes the topic for better understanding
5 MINS EVALUATION
1. Solve for x : (0.25) X + 1 = 16 (a) -3 (b) 3 (c) 4 (d) -4
2. Solve for x : 3(3)X = 27 (a) 3 (b) 4 (c) 2 (d) 5
3. Solve the exponential equation : 22x + 2x+1 – 8 = 0 (a) 1 (b) 2 (c) 3 (d) 4
4. The second value of x in question 3 is (a) -1 (b) 1 (c) 2 (d) No solution
5. Solve for x : 10 -X = 0.000001 (a) 4 (b) 6 (c) -6 (d) 5

ASSIGNMENT
Solve the following exponential equations
(1) (3x)2 + 2(3x)– 3 = 0

(2) 52x+1 - 26(5x) + 5 = 0

LESSON PLAN FOR WEEK FIVE
TERM: ALPHA TERM

DATE: October 13 – October 18, 2024

CLASS: SS 1

SUBJECT: Further Mathematics

TOPIC: Logarithm

CONTENT

PERIOD:4

DURATION: 40 minutes per period

GOAL: Introduce students to solving problem using the law of logarithm

REFERENCE MATERIALS:

New Further Mathematics For Senior Secondary School 1. By Tuthu- Adigun Etal. Pg 6-10

INSTRUCTIONAL MATERIALS: Charts showing various laws of logarithm

BEHAVIOURAL OBJECTIVES: Students should be able to:

(1) Articulate the various properties of binomial operations

PREVIOUS KNOWLEDGE: Students have been introduced to problem solving using the laws
of indices

DURATI ACTIVITY WORKI

ON NG
MODE
5 MINS STARTER INDIVID
The teacher calms the class and writes the new topic on the board. The teacher UAL
ask students to state the laws of indices
5 MINS CONNECT
The teacher ask students to state the various types of equations
5 MINS ACTIVATE
The teacher introduces students to exponential equations
15 MINS DEMONSTRATE
Logarithm of numbers (Index & Logarithmic Form)
The logarithm to base a of a number P, is the index x to which a must be raised

to be equal to P.

Thus if P = ax, then x is the logarithm to the base a of P. We write this as x = log

a P. The relationship logaP = x and

ax =P are equivalent to each other.

ax =P is called the index form and logaP = x is called the logarithm form

Conversion from Index to Logarithmic Form

Write each of the following in index form in their logarithmic form

a) 26 = 64 b) 251/2 = 5 c) 44= 1/256

Solution

a) 26 = 64

Log2 64 = 6

b) 251/2 = 5

Log255=1/2

c) 4-4= 1/256

Log41/256 = -4

Conversion from Logarithmic to Index form

a) Log2128 = 7 b) log10 (0.01) = -2 c)

Log1.5 2.25 = 2

Solution

a) Log2128 = 7

27 = 128

b) Log10 (0.01) = -2

10-2= 0.01
c) Log1.5 2.25 = 2

1.52 = 2.25

Laws of Logarithm

a) let P = bx, then logbP = x

Q = by, then logbQ = y

PQ = bx X by = bx+y (laws of indices)

Logb PQ = x + y

:. Logb PQ = logbP + LogbQ

b) P÷Q = bx÷by = bx+y

LogbP/Q = x –y

:. LogbP/Q = logbP – logbQ

c) Pn= (bx)n = bxn

Logbpn = nbx

:. LogPn = logbP

d) b = b1

:. Logbb = 1

e) 1 = b0

Logb1 = 0

Example

Solve each of the following:

a) Log327 + 2log39 – log354

b) Log313.5 – log310.5

c) Log28 + log23

d) Given that log102 = 0.3010 log103 = 0.4771 and log105 = 0.699 find the

log1064 + log1027

Solution

a) Log327 + 2 log39 – log354

= log3 27 + log3 92 –log354

= log3 (27 x 92/54)

= log3 (271 x 81/54) = log3 (81/2)

= log3 34/ log32

= 4log3 3 – log3 2

= 4 x (1) – log3 2 = 4 – log3 2

= 4 - log3 2

b) log3 13.5 - log3 10.5

= log3 (13.5) - Log310.5 = log3 (135/105)

= log3 (27/21) = log3 27 - log3 21

= log3 33 - log3 (3 x 7)

= 3log3 3 - log3 3 -log37

= 2 - Log3 7

c) Log28 + Log33

= log223+ log33

= 3log22 + log33

= 3 +1 = 4
d) log10 64 + log10 27

log10 26 + log1033

6 log10 2 + 3 log10 3

6 (0.3010) + 3(0.4771)

1.806 + 1.4314 = 3.2373.

EVALUATION

1. Change the following index form into logarithmic form.

(a) 63= 216 (b) 33 = 1/27 (c) 92 = 81

2. Change the following logarithm form into index form.

(a) Log88 = 1 (b) log ½¼ = 2

3. Simplify the following

a) Log512.5 + log52 b) ½ log48 + log432 – log42 c)

log381

4. Given that log 2 = 0.3010, log3 0.4770, log5 = 0.6990, find the value of

log 6.25 + log1.44

Logarithmic Equation

Solve the following equation:

a) Log10 (x2 – 4x + 7) = 2

b) Log8 (r2 – 8r + 18) = 1/3

Solution

a) Log10 (x2 – 4x + 7) = 2
 x2 – 4x + 7 = 102 (index form)

x2 – 4x + 7 = 100

x2 – 4x + 7 – 100 = 0

x2 – 4x – 93 = 0

Using quadratic formula

x = - b ±√b2– 4ac

2a

a = 1, b = - 4, c = - 93

x = - (- 4) ± √(- 4) 2 – 4 x 1 x (- 93)

2x1

= + 4 ± √16 + 372

= + 4 ± √388/2

= x = 4 +√ 388/2 or 4 - √388/2

x = 11.84 or x = - 7.85

2) Log8 (x2 – 8x + 18) =1/3

x2 – 8x + 18 = 81/3

x2 – 8x + 18 = (2)3X1/3

x2 – 8x + 18 =2

x2 – 8x 18 – 2 = 0

x2 – 8x + 16 = 0

x2 – 4x – 4x + 16 = 0

x(x - 4) -4 (x - 4) = 0

(x - 4) (x - 4) = 0

(x - 4) twice
 x = + 4 twice

Change of Base

Let logbP = x and this means P = bx

LogcP = logcbx = x logcb

If x logcb = logcP

x = logcP

logc b

:. logcP = logcP

logcb

Example :

Shows that logab x logba = 1

Logab = logcb

logca

Logba = logca

logcb

:. logab x logba = logcb x logca

logca + logcb = 1

Evaluation

Solve (i) Log3 (x2 + 7x + 21) = 2 (ii) Log10 (x2 – 3x + 12) = 1

(iii) 52x+1 - 26(5x) + 5 = 0 find the value of x

Logarithm of numbers greater than one

Numbers such as 1000 can be converted to its power of ten in the form 10n

where n can be term as the number of times the decimal point is shifted to the

front of the first significant figure i.e. 10000 = 104

Number Power of 10

100 102
10 101
1 100
0.01 10-3
0.10 10-1
Note: One tenth; one hundredth, etc are expressed as negative powers of 10

because the decimal point is shifted to the right while that of whole numbers

are shifted to the left to be after the first significant figure.

A number in the form A x 10n, where A is a number between 1 and 10 i.e. 1

< A < 10 and n is an integer is said to be in standard form e.g. 3.835 x 103

and 8.2 x 10-5 are numbers in standard form.

Examples

Express the following in standard form

1) 7853 2) 382 3) 0.387 4) 0.00104

Solution

1) 7853 = 7.853 x 103

2) 382 = 3.82 x 102

3) 0.387 = 3.87 x 10-1

4) 0.00104 = 1.04 x 10-3

Base ten logarithm of a number is the power to which 10 is raised to give that

number e.g.
 628000 = 6.28 x105

628000 = 100.7980 x 105

= 100.7980 +5

= 105.7980

Log 628000 = 5.7980

Integer Fraction (mantissa)

If a number is in its standard form, its power is its integer i.e. the integer of its

logarithm e.g. log 7853 has integer 3 because 7853 = 7.853 x 103

Examples: Use tables (log) to find the complete logarithm of the following

numbers.

(a) 80030 (b) 8 (c) 135.80

Solution:

(a) 80030 = 4.9033

(b) 8 = 0.9031

(c) 13580 = 2.1329

Multiplication and Division of number greater than one using logarithm

To multiply and divide numbers using logarithms, first express the number as

logarithm and then apply the addition and subtraction laws of indices to the

logarithms. Add the logarithm when multiplying and subtract when dividing.

Examples: Evaluate using logarithm.

1. 4627 x 29.3

2. 8198 ÷ 3.905
 3. 48.63 x 8.53

15.39

Solutions

1. 4627 x 29.3

No Log

4627 3.6653

29.3 + 1.4669

Antilog → 135600 5.1322

 4627 x 29.3 = 135600

To find the Antilog of the log 5.1322 use the antilogarithm table:

Check 13 under 2 diff 2 (add the value of the difference) the number is 0.1356.

To place the decimal point at the appropriate place, add one to the integer of the

log i.e. 5 + 1 = 6 then shift the decimal point of the antilog figure to the right

(positive) in 6 places.

0 .1 3 5 6
= 135600

2. 819.8 x 3.905

No Log

819.8 2.9137

3.905 0.5916

antilog →

209.9 2.3221
  819.8 ÷ 3.905 = 209.9

3. 48.63 x 8.53

15.39

No Log

48.63 1.6869

8.53 +0.9309

2.6178

÷ 15.39 -1.1872

antilog → 26.95 1.4306

 48.63 ÷ 8.53 = 26.96

15.39

Evaluation:

1. Use table to find the complete logarithm of the following:

(a) 183 (b) 89500 (c) 10.1300 (d) 7

2 Use logarithm to calculate. 3612 x 750.9

113.2 x 9.98

Using logarithm to solve problems with powers and root (numbers

greater than one).

Examples:

Evaluate

(a) 3.533 (b) 4 40000 (c) 94100 x 38.2

 5.683 x 8.14 correct to

2s.f.

Solution

No. Log_____

3.533 0.5478 x 3

44.00 1.6434

 3.533 = 44.00

(b) 4 4000

No. Log_____

4 4000 3.6021 ÷ 4

7.952 0.9005

 4 4000 = 7.952

(c) 94100 x 38.2

5.6833 x 8.14
Find the single logarithm representing the numerator and the single logarithm

representing the denominator, subtract the logarithm then find the anti log.

(Numerator – Denominator).

No Log

94100 4.9736 ÷ 2 = 2.4868

38.2 1.5821

Numerator 4.0689 → 4.0689

5.683 0.7543 x 3 = 2.2629

8.14 0.9106

Denominator 3.1735 → 3.1735

7.859 0.8954

 94100 x 38.2 = 7.859

5.683 x 8.14

 7.9 (2.sf)

Evaluation:

Evaluate using logarithm.

95.3 x 318.4

1.295 x 2.03

Logarithm of number less than one

To find the logarithm of number less than one, use negative power of 10 e.g.
 0.037 = 3.7 x 10-2

10 0.5682 x 10-2

10 0.5682 + (-2)

10-2 5682

Log 0.037 = 2 . 5682

2 . 5682

Integer decimal fraction (mantissa)

Example:

Find the complete log of the following.

(a) 0.004863 (b) 0.853 (c) 0.293

Solution

Log 0.004863 = 3.6369

Log 0.0853 = 2.9309

Log 0.293 = 1.4669

Evaluation

1. Find the logarithm of the following:

(a) 0.064 (b) 0.002 (c) 0.802

Using logarithm to evaluate problems of Multiplication, Division,

Powers and roots with numbers less than One

Examples:

1. 0.6735 x 0.928 2. 0.005692  0.0943 3. 0.61043

4. 4 0.00083 5. 3 0.06642

Solution

1. 0.6735 x 0.928

No. Log.___

0.6735 1.8283

0.928 1.9675

0.6248 1.7958

 0.6735 x 0.928 = 0.6248

2. 0.005692  0.0943

No Log

0.005692 3.7553

 0.0943 2.9745

0.06037 2.7808

3. 0.61043

No Log_____

0.61043 1.7856 x 3

0.2274 1.3568

 0.61043 = 0.2274
  0.005692  0.943 = 0.6037

4. 4 0.00083

No. Log._____

4 0.00083 4.9191  4

0.1697 1.2298

 4 0.06642 = 0.1697

5. 3 0.6642

No. Log.____________

3 0.6642 2.8223  3

2.1 + 1 + 0.8223  3

3 + 1 .8223  3

1 + 0.6074

0.405 1.6074

3
0.6642 = 0.405
Note: 3 cannot divide 2 therefore subtract 1 from the negative integer and add 1

to the positive decimal fraction so as to have 3 which is divisible by 3 without

remainder.

Evaluation:

Evaluate using logarithm tables:

(1) √12.3 x 0.00343

132.5

(2) 23.97 x 0.7124

3.877 x 52.18

General Evaluation

1. Solve the logarithmic equation: Log4 (x2 + 6x + 11) = ½

2. Log2 (x2- 2) =log2(x-1) + 1

3. Evaluate 5 (0.1684)3

4. 6.28 x 304

981

5. 163/2 x 82/3

321/5

Reading Assignment: Further Mathematics Project Book 1(New third

edition).Chapter 2 pg.10- 16

1
5 MINS REINFORCEMENT
The teacher summarizes the topic for better understanding
5 MINS EVALUATION

ASSIGNMENT
1.) If log81/64 = x, find the value of x (a) 2 (b) 1 (c) -3 (d) -4.

2.) Solve 9(1 - x) = (1/27) x+1

(a) -5 (b) -1 (c) 1 (d) ½

Use table to find the log of the following:

3.) 900 (a) 3.9542 (b) 1.9542 (c) 2.9542 (d) 0.9542

4.) 0.000197 (a) 4.2945 (b) 4.2945 (c) 3.2945 (d) 3.2945

5.) Use antilog table to write down the number whose logarithms is 3.8226.

(a) 0.6646 (b) 0.06646 (c) 0.006646 (d) 66.46

Theory

(1.) Find the value of x for which log10 (4x2 + 1) -2 log10 x – log10 2 = 1 is
valid.
(2.) Evaluate using logarithm. 3 69.52 – 30.52
LESSON PLAN FOR WEEK SIX
TERM: ALPHA TERM

DATE: October 13 – October 18, 2024

CLASS: SS 1

SUBJECT: Further Mathematics

TOPIC: BINARY OPERATIONS: BASIC CONCEPT OF BINARY OPERATIONS

CONTENT

PERIOD:4

DURATION: 40 minutes per period

GOAL: Introduce students to the concept of binary operations

REFERENCE MATERIALS:

New Further Mathematics For Senior Secondary School page 16-22

BEHAVIOURAL OBJECTIVES: Students should be able to articulate the various properties of

binomial operations

PREVIOUS KNOWLEDGE: Students have been introduced to problem solving using the laws
of indices

DURATI ACTIVITY WORKI

ON NG
MODE
5 MINS STARTER INDIVID
The teacher calms the class and makes a joke on quantitative reasoning UAL
5 MINS CONNECT
The teacher explains how binary operation is similar to quantitative reasoning
5 MINS ACTIVATE
The teacher introduces students to binary operation
15 MINS DEMONSTRATE
Binary operation is any rule of combination of any two elements of a given non

empty set. The rule of combination of two elements of a set may give rise to
another element which may or not belong to the set under consideration.

It is usually denoted by symbols such as, *, Ө e.t.c.

Properties:

A. Closure property: A non- empty set z is closed under a binary operation * if

for all a, b € Z.

Example; A binary operation * is defined on the set S= {0, 1, 2, 3, 4} by

X*Y = x + y –xy. Find (a) 2 * 4 (b) 3* 1 (c) 0* 3. Is the set S closed under the

operation *?

Solution

(a) 2 * 4, i.e, x= 2,y=4

2+ 4 – (2x4) = 6-8 = -2.

(b) 3* 1 = 3+1-( 3x 1) = 4 – 3= 1
(c) 0*3 = 0 + 3 –( 0 x3) = 3
Since -2€ S, therefore the operation * is not closed in S.

B. Commutative Property: If set S, a non empty set is closed under the binary

operation *, for all a,b€ S. Then the operation * is commutative if a*b= b*a

Therefore, a binary operation is commutative if the order of combination does not

affect the result.

Example; The operation * on the set R of real numbers is defined by:

p*q= p3 + q3-3pq. Is the operation commutative?

Solution

p*q= p3 + q3 -3pq

Commutative condition p*q= q*p

To obtain q*p, use the same operation q*p, use the same operation p*q but
replace p by q and q by p.

Hence, q*p= p3+ q3 -3qp

In conclusion p*q= q*p, the operation is commutative.

C. Associative Property: If a non – empty set S is closed under a binary

operation *, that is a*b €S. Then a binary operation is associative if (a*b) * c=

a*(b*c)

Such that C also belongs to S.

Example: The operation Ө on the set Z of integers is defined by; a Ө b = 2a +3b

-1. Determine whether or not the operation is associative in Z.

Solution

Introduce another element C

Associative condition: (aӨb) Өc = a Ө (b Өc)

(aӨb)Өc = (2a+ 3b- 1) Ө C

= 2(2a +3b -1) + 3c -1

= 4a + 6b- 2+ 3c- 1

= 4a +6b+3c- 3.

Also, the RHS, a Ө (b Ө c) = a Ө (2b+3c- 1)

= 2a+ 3(2b +3c- 1) - 1

= 2a + 6b +9c -3 -1

a Ө (b Ө c) = 2a+ 6b+ 9c -4

Since, (a Ө b) Ө c ≠ a Ө (b Ө c), the operation is not associative in Z.

Evaluation

1. An operation* defined on the set R of real numbers is

x* y = 3x+ 2y- 1, x,y €R. Determine (a) 2*3 (b) -4* 5 (c) 1 * 1

3 2

is the operation closed.

D. Distributive Property: If a set is closed under two or more binary

operations

(* Ө) for all a, b and c € S, such that:

a*(bӨ c) = (a*b )Ө( a*c - Left distributive

(BӨc) *a = (b*a) Ө(c*a) - Right distributive over the operation Ө

Example: Given the set R of real numbers under the operations * and Ө defined

by:

a*b = a+ b- 3, aӨb= 5ab for all a, b € R. Does * distribute over Ө.

Solution Let a, b,c € R

a* ( bӨc) = (a*b) Ө (a*c)

a* (bӨc) = a* (5ab)

= a+ 5ab -3.

(a*b) Ө (a*c) = (a+ b -3) Ө ( a+ c-3)

= 5(a +b-3)(a +c -3)

From the expansion, it’s obvious that, a* ( bӨc) ≠ (a*b) Ө (a*c) therefore *

does not distribute over Ө.

5 MINS REINFORCEMENT
The teacher summarizes the topic for better understanding
5 MINS EVALUATION
1. A binary operation * is defined on the set R of real numbers by x*y= x +y +
3xy for all x, yɛR.
determine whether or not * is:
(a) Commutative?
(b) Associative?
2. The operation  on the set R of real numbers is defined by a  b = a+b +
ab for abϵR.
2
Show that the operation  is commutative but not associative on R.
General Evaluation
1
. The operation * on the set R of real numbers is defined by: x * y = 3x + 2y – 1,
x, yϵR.
Determine (i) 2 * 3 (ii) 1/3 * ½ (iii) -4*5
2. The operation * on the set R, of real numbers is defined by; p*q = p3 + q3 –
3pq; p,q ϵR. Is the operation * commutative in R?
3. The operation * and  are defined on the set R of natural numbers by a*b =
ab and a  b = a/b for all a,bϵR (a) Does * distribute over  ? (b) Does 
distribute over *?

LESSON PLAN FOR WEEK SEVEN

TERM: ALPHA TERM

DATE: October 21 – October 25, 2024

CLASS: SS 1

SUBJECT: Further Mathematics

TOPIC: BINARY OPERATIONS: Identity and Inverse Elements

PERIOD: 4

DURATION: 40 minutes per period

GOAL: Familiarise students with identity and inverse elements in binary operations

REFERENCE MATERIALS:

New Further Mathematics For Senior Secondary School 1. By Tuthu- Adigun Etal. page 16 – 22

INSTRUCTIONAL MATERIALS: Charts illustrating identity and inverse elements

BEHAVIOURAL OBJECTIVES: Students should be able to solve problems relating to binary

operation

PREVIOUS KNOWLEDGE: Students have been introduced to basic concepts in binary

operation

DURATI ACTIVITY WORKI

ON NG
MODE
5 MINS STARTER INDIVID
The teacher calms the class and revises the basic concept of binary operation UAL
with the students
5 MINS CONNECT
The teacher ask students to explain what an inverse means
5 MINS ACTIVATE
The teacher introduces students to identity and inverse elements
15 MINS DEMONSTRATE
TOPIC: BINARY OPERATIONS: IDENTITY AND INVERSE ELEMENTS
Identity element and Inverse element
CONTENT:
Identity Element:
Given a non- empty set S which is closed under a binary operation * and if
there exists an element e € S such that a*e = e*a = a for all a € S, then e is
 called the IDENTITY or NEUTRAL element. The element is unique.
Example: The operation * on the set R of real numbers is defined by a*b = 2a-1
┼b

2
for all a, b € R. Determine the identity element.
Solution:
a*e= e*a = a
a*b= 2a-1 ┼ b
2
a*e = 2a-1 ┼ e = a
2
2a-1+ 2e = 2a
2e = 2a-2a +1
e = ½.

Evaluation
Find the identity element of the binary operation a*b = a +b+ab
Inverse Element;
If x € S and an element x-1 € S such that x*x-1 = x-1*x= e where e is the
identity element and x-1 is the inverse element.
Example: An operation * is defined on the set of real numbers by x*y = x + y -
2xy. If the identity element is 0, find the inverse of the element.
Solution;
X *y = x+ y- 2xy
x*x-1 = x-1*x= e, e = 0
x + x-1- 2xx-1 = 0
x-1 -2xx-1= -x
x-1(1-2x) = -x
x-1 = -x/ (1-2x)
The inverse element x-1 = -x/ (1-2x)

1.

5 MINS REINFORCEMENT
The teacher summarizes the topic for better understanding
5 MINS EVALUATION
1. The operation ∆ on the set Q of rational numbers is defined by: x∆ y = 9xy for
x,y € Q
Find under the operation ∆ (I) the identity element (II) the inverse of the
element a € Q
2 An operation on the set of integers defined by a*b = a2 + b2 – 2a,find (2*3)*4
2. A binary operation * is defined on the set R of real numbers by
x*y = x2 + y2+ xy for all x, y € R. Calculate (a) ( 2*3)* 4
ASSIGNMENT
1. Find the identity element e under this operation if the binary
operation* is defined by c * d = 2cd+ 4c+ 3d for any real number.
A. -3 B. -2C+3 C. X-3
2C+3 2C
2. An operation is defined by x*y = Logyx , evaluate 10* 0.0001
A. 4 B. -4 C. 3
3. The binary operation * is defined by x*y= xy- 2x -15, solve for x if x*2=
0
A.x= -3 or -5 B. x= -3 or 5 C. x = 3 or 5
4. A binary operation * is defined on the set R of real numbers by
m*n = m + n2 for all m, n € R. If k*3 = 7*4, find the value of k
A. 8 B.28/3 C.14
5 .Find the inverse function a-1 in the binary operation ∆ such that for all
a,b € R
a ∆ b = ab/ 5
A. 25/a B.-25/a C. a/5