School: GBHS Bandam Sequence: 1

Class: Form one Duration: 50minutes

Number on roll: Boys: Girls:
Average age: Date:
Family of situation: REPRESENTATION, DETERMINATION OF QUANTITIES AND IDENTIFICATION OF
OBJECTS BY NUMBERS
Competence: REPRESENTATION AND TREATMENT OF INFORMATION AND QUANTITIES, AND
VERBAL INTERACTION OF INFORMATION CONTAINING NUMBERS. EXAMPLES; GIVE AN
APPROXIMATE NUMBER OF SEATS IN A STADIUM, MEASURE THE HEIGHTS AT THE
IDENTIFICATION CENTRE, TAKE THE MASS OF PATIENTS IN THE HOSPITAL, DETERMINE
THE AMOUNT AT STAKE FOR A TRANSACTION, ESTIMATE NUMBER OF BAGS OF FARM
PRODUCTS
Module 15: NUMBERS, OPERATIONS AND RELATIONSHIP IN THE SET AND BETWEEN
ELEMENTS OF A SET
Topic 1: APPROXIMATIONS AND ESTIMATIONS
Lesson 1.1: Rounding up and down of decimal numbers
Objectives: By the end of this lesson students should be able to know how to round up or down a decimal number
to a giving number of decimal places.
Prerequisite knowledge: Knowledge on decimal numbers
Motivation: We need the knowledge of approximation and estimation to measure the height at the identification
centre, to take the mass of patients in the hospital, estimate the number of bags of farm product, record the result of
sporting activity etc
Didactic materials: Chalk, ruler, chalkboad
References:
- Form 4 scheme of work
Verification of prerequisite knowledge
Write down 3 decimal numbers of your choice
Problem situation
Mr. John asks his son to go and buy Tangui water for his kid brother suffering from malaria. On his way back, he
was studying the label on the bottle and he saw a figure written on it 1.5l. He started asking himself this question
what could this number represent and the number is express to how many decimal places? Can you help Mr. John’s
son.
Activity
1. Evaluate the following
a) 17.058+38.5018
b) 73.001−25.56
c) 2.37 ×1.23
2. The answers above are express to how many decimal places?
Summary
Property: Approximation is an imprecise (or not precise) solution or result that is adequate(or equal) for a defined
purpose while estimation is the amount, size or value reached in an estimate
Remark
The following steps are required for rounding up and down a decimal number;
- Draw a vertical line infront of the desired number of decimal places,
- If the digit immediately after the vertical line is greater than or equal to 5 round it up to 1 and add to the
digit immediately before the vertical line or if the digit immediately after the vertical line is less than 5
round it down to 0 and the digit immediately before the vertical line remain unchanged.
- We start to count the number of decimal places from the digit immediately after the decimal point.
Exercise
Express the following to 3 decimal places;
a) 12.8532
b) 105.0055
c) 83.98957
Assignments
Express the following to 4 decimal places;
1. 89.99996
2. 0.001502
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 3. 2.30501
4. 76
5. 365.1234
Bilingual game
Approximation and estimation – rapprochement et estimation

Lesson 1.2: Significant figure

Objectives: By the end of this lesson students should be able to know how to express numbers to their specified
number of significant figures.
Prerequisite knowledge: Knowledge on decimal numbers
Motivation: We need the knowledge of approximation and estimation to measure the height at the identification
centre, to take the mass of patients in the hospital, estimate the number of bags of farm product, record the result of
sporting activity etc
Verification of prerequisite knowledge
Correction of assignments
Problem situation
Mr. John asks his son to go and buy Tangui water for his kid brother suffering from malaria. On his way back, he
was studying the label on the bottle and he say a figure written on it 1.5l. He started asking himself this question
what could this number represent and the number is express to how many significant figures? Can you help Mr.
John’s son.
Activity
1. Evaluate the following
a) 17.058+38.5018
b) 73.001−25.56
C) 2.37 ×1.23
2. The answers above are express to how many significant figures?
Summary
Remark
To express a number to a specific number of significant figure; we
- Start to count from the non-zero digit.
- Draw a vertical line in front of the desired number of significant figures,
- If the digit immediately after the vertical line is greater than or equal to 5 round it up to 1 and add to the
digit immediately before the vertical line or if the digit immediately after the vertical line is less than 5
round it down to 0 and the digit immediately before the vertical line remain unchanged.
- When zero or zeros is or are between non- zero digits, it is considered to be significant.
Exercise
Express the following to 3 significant figures;
1. 2854 = 285
2. 34897 = 349
3. 20.052 = 20.1
4. 0.0003895 = 0.000390
Assignments
Express the following to 5 significant figures;
1. 0.00570281
2. 4.789224
3. 305.1295
4. 0.000999997
5. 0.0123456
Bilingual game

Lesson 1.3: Standard form

Objectives: By the end of this lesson students should be able to know how to express numbers in standard form
Prerequisite knowledge: Knowledge on powers of 10
Motivation:
Verification of prerequisite knowledge
Express the following as a power of 10
1. 10
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 2. 100
3. 1000
4. 10000
Problem situation
Adama in the course of writing an examination in mathematics calculated her last answer and the answer was too
long for her to write in the space that was left. The answer was 0.00000000000001856. He started thinking on what
to do with the answer in order to write in the space. Can you help her?
Activity
1. Evaluate 850 ÷ 100
2. What power of 10 can you multiply with the answer in 1) above to obtain 850?
3. What name is given to the result in 2) above?
Solution
1. 850 ÷ 100=8.5
2. 8.5 ×100=8.5 ×10 2
3. standard form
Summary
Property: A number (decimal or non-decimal) is said to be in standard form if it can be written as a × 10n, where
1 ≤ a<10∧n∈ Z
Remark
- Mathematicians could like to maximize time by writing very small or very large numbers in an economical
manner base on the power of 10
- When writing a number in standard form;
 Put the decimal point after the first non-zero digit and multiply by 10
 Count from the decimal point to the place where the original decimal point was
 The number of places you shift the decimal point is equal to the power of 10
 Counting to the right gives a positive power and to the left a negative power
- When multiplying or dividing two numbers in standard form, we multiply or divide the a’s separately and
the 10’s separately while applying the laws of indices.
Exercise
1. Express the following numbers in standard form
a) 657000000000
b) 0,0000025
2. Evaluate the following;
a) (3 ×105 )×(7 × 107 )
b) (2 ×103 )÷ (5 ×107 )
Solution
1.
a) 657000000000=6.57 ×1011
b) 0.0000025=2.5 ×10−6
2.
a) ( 3 ×10 5 ) × ( 7 ×107 ) =( 3 ×7 ) × ( 105 × 107 )=21 ×10 12=2.1×10 1 ×10 12=2.1× 1013
b) ( 2 ×103 ) ÷ ( 5 ×107 ) =( 2 ÷5 ) × ( 103 ÷ 107 ) =0.4 × 10−4 =4.0 × 10−1 × 10−4 =4.0 × 10−5
Assignments
1. Express the following numbers in standard form;
a) 0.00038
b) 0.000000000000002
2. Evaluate the following;
a) (3.6 ×10−5)×(1.2× 10−1 )
b) (4 ×10−2)×(8× 107 )
c) (7 ×10−5)÷(1.4 × 10−8 )
Bilingual game

School: GBHS Bandam Sequence: 1

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Class: Form one Duration: 50minutes
Number on roll: Boys: Girls:
Average age: Date:
Family of situation: DESCRIBING PATTERNS AND RELATIONSHIPS BETWEEN QUANTITIES USING
SYMBOLS.
Competence: Interpretation of algebraic models, determination of quantities from algebraic models, and
representing quantities and relationships. Examples: Determine the relationship the area of a rectangular
garden and its sides, Find interest on a loan, Find expenses or cost or total cost for an event, Find profit on a
given sale, Find income for a given business enterprise, Determine the number of article bought from the
total cost, Find change in prices, Express the cost of renting a car in terms of number of hours or days and
caution, Write total amount spent in terms of unit cost and number of articles, Indicate the distance covered
by a car in terms of speed and time, Justify a result
Module 17: ALGEBRA AND LOGIC (continuation)
Topic 2: Algebraic processes
Lesson 2.1: Finding values of algebraic expressions
Objectives: By the end of this lesson students should be able to know how to find the value of an algebraic
expression
Prerequisite knowledge: Knowledge on the usage of mathematics operations in evaluating numbers
Motivation: We need the knowledge of algebra to investigate and communicate most of mathematics, science and
technological work. eg calculating air pressure, resistance, voltage and even pension for those on retirement. etc
Didactic materials: Chalk, ruler, chalkboad
References:
- Form 4 scheme of work
Verification of prerequisite knowledge
Evaluate the following
a) 25 + 58
b) 40 – 82
c) 34 * 30
d) 14/49
Activity
Find the numerical value of x2 given that x = - 7
Summary
Property: Algebra or algebraic expression is the manipulation of numbers and variables.
Remark
- Values of algebraic expressions are obtained by substituting for the known variables.
- In the course of simplifying algebraic expressions;
 If the numbers have the same signs, add the two numbers and maintain the sign
 If the numbers have different signs, subtract the lesser number from the greater number and
maintain the sign of the greater number.
 If the two numbers to be multiplied or divided have the same signs, the result will be positive.
 If the two numbers to be multiplied or divided have different signs, the result will be negative.
Exercise
1. Given that x = 2, y = 1, and z = 3. Compute the following expressions
a) x + y + z
x
b)
y
c) (−z )2
d) −(z)3
e) 2 y−x
Assignments
Given that a = - 5, b = - 3 and c = - 2. Find
1. 2 a+3 b
2. 4 ab
3. (−a)2
4. √ a2 +c 2

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 a+b
5.
c−a
Bilingual game

Lesson 2.2: Simplification of algebraic expressions

Objectives: By the end of this lesson students should be able to know how to simplify algebraic expressions
Prerequisite knowledge: Knowledge on the usage of mathematics operations in evaluating numbers
Motivation: We need the knowledge of algebra to investigate and communicate most of mathematics, science and
technological work. eg calculating air pressure, resistance, voltage and even pension for those on retirement. etc
Verification of prerequisite knowledge
Correction of assignments
Activity
Simplify the following
a) 2 x+ 8 y+ 3 x−5 y
b) 3(3 a−5 b)
Summary
Remark
- To add or subtract two or more expressions, we add or subtract like terms.
- For division only like terms cancels out. At one point we factorize the term(s) and carry out necessary
operations.
- To simplify any algebraic expression containing brackets, we multiple the number outside the bracket with
each of the numbers inside the bracket taking care of the signs.
- With fractions, we look for the LCM if possible and simplify.
Exercise
Simplify the following
a) 3 x+ 2 y + 4+ x− y
2 2
2 xy +3 x y
b)
x +2 xy
c) 5(2 x−3)
d) 2 y +3 x(1+ 2 y )
e) (a+ b)(a−b)
y−1 y −2
f) +
5 3
Assignments
Simplify the following
1. 2 a+2 b+ 4+3 b
2. 4 p−3 k −2 k
3. 5 ×a
4. 12 p × 3 q
2
24 k
5.
4k
6. 7 a−2(4 a−6 b)
7. (2 x+ 3)¿−x)
8. (t +1)¿4)
2 4
9. +
x−3 x
2 5
10. −
3p p
2−x 4
11. +
2 x x−2
Bilingual game

Lesson 2.3: Solving simple linear equations

Objectives: By the end of this lesson students should be able to know
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 - A linear equation
- How to solve simple linear equations
- How to use simple linear equations to solve problems
Prerequisite knowledge: Knowledge on the usage of mathematics operations in evaluating numbers and equally
what an equation is.
Motivation: We need the knowledge of algebra to investigate and communicate most of mathematics, science and
technological work. eg calculating air pressure, resistance, voltage and even pension for those on retirement. etc
Verification of prerequisite knowledge
1. Evaluate the following expressions:
a) −2 +2
b) −2−3
c) −2+3
d) 2−3 2
2. What can you add to the following numbers to have 0?
a) +2,
b) −2
c) +5 3
3. Which number multiplies the following numbers to give 1?
1
a)
2
1
b)
5
4. Which number divides the following to give 1?
a) 2
b) 5
Problem situation
Amira wants to save 5000frs for an end of year class party. She has 1000frs in her account and wishes to save
250frs each week. How many weeks, w, will it take for her to have 5000frs?
Solution
1000+250 w=5000
250 w=5000−1000
250 w=4000
4000
w=
250
w=16
She will have to save 250frs for 16 week.
Activity
1. Compare the following n umbers;
45 5
a) ……
27 3
45 5
b) +2 … … +2
27 3
45 5
c) −2 … … −2
27 3
45 5
d) × 2 … … ×2
27 3
45 5
e) ÷2…… ÷2
27 3
2. Which of the following expressions is an equation?
a) 2+1=3
b) 2 x+1=3
c) 2+8
3. Write the following statements mathematically ;
a) When x is added to 2 the result is 5
b) The triplet of x gives – 7
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Summary
Property: A linear equation is an equation in which the power of the unknown variable is equal to one
Remark
- Solving linear equation means making the value of the unknown variable the subject of the formula.
- When a quantity crosses the equality sign (=), its operation is reversed that is addition becomes subtraction
and vice versa.
- To do away with the numerical coefficient of the unknown variable, we divide all the terms of the equation
by the numerical coefficient.
Exercise
1. Solve for x in the following equations;
a) x−3=0
b) x +5=0
c) 3 x+ 2=5
2x
d) 2+ =x
3
e) 3 ( 2 x +5 )=2 x + 4
Assignments
1. Solve for the value of the unknown in the following equations;
a) 4 x−2=2
b) 5 ( x+ 2 )+ x+1=0
m m m
c) + +3=2+
2 3 6
2. Amadou bought 5 pens and one exercise book that cost 250frs from a bookshop. He spend a total of 500frs.
a) Write down a linear equation that correspond to this problem
b) What is the cost of one pen?
3
3. After writing a mathematics test in form 4, Ndi had of Kouma’s marks. The sum of their marks is equal
5
to 24. Find the marks scored by each of them on 20.
Solution
2. Let p represent a pen
implies 5 p+250=500
implies p=50 frs
3
3. Let Kouma’s mark be x. implies Ndi’s marks will be x
5
3
x + x=24
5
implies x=15
Kouma sores 15∧Ndi scores 9

Bilingual game

Lesson 2.4: Quadratic equations

Objectives: By the end of this lesson students should be able to know
- A quadratic equation
- How to solve quadratic equations using factorization, formula and completing the square methods
- How to use quadratic equations to solve problems
Prerequisite knowledge: Knowledge on the usage of mathematics operations in evaluating numbers and equally
what an equation is.
Motivation: We need the knowledge of algebra to investigate and communicate most of mathematics, science and
technological work. eg calculating air pressure, resistance, voltage and even pension for those on retirement. etc
Verification of prerequisite knowledge
Correction of assignments
Problem situation
Mr. Salifou has a land in form of a square whose side is (2 x+ 3) . He decided to sell a portion of this land. Given
that the area of the portion left is (4 x+ 7)(2 x +3).
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 a) What is the area of the portion to be sold?
b) Compare the two areas.
Introduction
A quadratic equation is an equation in which the highest power of the unknown variable is 2. ax 2 +bx +c=0 is an
example of a quadratic equation where a , b , c ∈ R∧a ≠ 0
Types of quadratic equations
There exist 3 types of quadratic equations;
- Type 1: if b ≠ 0 , c ≠ 0 then the equation becomes ax 2 +bx +c=0
- Type 2: if b=0 , c ≠ 0 then the equation becomes ax 2 +c=0
- Type 3: if b ≠ 0 , c=0 then the equation becomes ax 2 +bx=0
Examples
Which of the following are quadratic equations?
1. x 2−2 x+3=0
2. (x−2)2=0
3. ( x−2)2=x 2
4. ( x−1 ) ( x+ 1 )
2
5. 2
=3
x
6. 3 x 2+3 x +2=2 x 2 +1
1 1
7. − =0
x+1 x−3
8. x 3−2 x 2=3+ x
Solution to quadratic equations
The following are different methods for solving quadratic equations.
1. Factorization method
The factors of a function (or equation) f are the values of x such that f ( x )=0. Thus a quadratic equation
2 2
f ( x )=ax + bx+ c has at most two factors. To get the factors of f ( x )=ax + bx+ c , we mentally find two real
factors such that the numbers sum up to give b and when multiplied gives ac .
Examples
Solve the following quadratic equations by factorization method
1. x 2+ 6 x+5=0
2. f ( x )=x 2−x
3. 3 x 2−x−2=0
4. 2 x 2+5 x +2=0
Assignments
Solve for x the following equation by factorization method
1. x 2+ 4 x +3=0
2. 2 x−6 x 2=0
3. f ( x )=x 2 +8 x +16
4. f ( x )=x 2−9
5. x 2−3 x=0
2) Formula method
We can solve for x in ax 2 +bx +c=0 by using the formula method. According to this method, if
2 −b ± √ b2−4 ac
ax +bx +c=0 the x=
2a
This formula is got by completing the square of ax 2 +bx +c=0
Examples
Find the values of x by formula method that satisfy the equations below
1. 2 x 2−5 x −3=0
2. x 2−6 x +5=0
Assignments
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Use quadratic formula to solve the following quadratic equations
1. x 2+ 4 x−8=0
2. 2 y 2−6 y−3=0
3. x 2−6=0
3) Completing the square
To solve any equation of the form ax 2 +bx +c=0 ,(a ≠ 0), we proceed as follows
2
ax +bx +c=0 Dividing through by a since a ≠ 0
2 b c
x + x + =0
a a
2 b −c
x + x=
a a
2
(add half the coefficient of x) ie ¿ to both sides of the equation to render the left hand side a perfect square.
2 b
x + x +¿
a
2
b
Recognizing the left hand side as (x + )
2a
2
b
(x + ) =¿
2a
2 2
b b c
(x + ) = 2 −
2a 4a a
2 2
b b −4 ac
(x + ) = 2
2a 4a
b
x + =±
2a √ b2−4 ac
4a
2

√
2
−b b −4 ac
x= ±
2a 4a
2

−b √ b2−4 ac
x= ±
2a √ 4 a2
−b √ b2−4 ac
x= ±
2a 2a
−b ± √ b −4 ac
2
x=
2a
Examples
Use the method of completing the square and solve the following quadratic equations
1. x 2+ 3 x −4=0
2. x 2+ 4 x +2=0
Assignments
By completing the square, solve the following quadratic equations
1. x 2−4 x+1=0
2. 4 x 2−3 x −2=0
3. 3 x 2+7 x −5=0
4. x 2−4 x=0
5.
Lesson 2.5: Polynomials
Objectives: By the end of this lesson students should be able to know
- A polynomial
- How to add and subtract polynomials
- How to multiply and divide polynomials
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 - How to factorize polynomials

Prerequisite knowledge: Knowledge on the usage of mathematics operations in evaluating numbers and equally
what an equation is.
Motivation: We need the knowledge of algebra to investigate and communicate most of mathematics, science and
technological work. eg calculating air pressure, resistance, voltage and even pension for those on retirement. etc
Verification of prerequisite knowledge
Correction of assignments
A- Introduction
n n−1 1
A polynomial is an expression of the form f ( x )=an x + an−1 x +…+ a1 x +a 0 , where a n , a n−1 , … , a1 , a0 are
constants. When we write a polynomial as f (x) we mean f is a function of x. the degree or power of a polynomial
is the power of the highest variable or unknown denoted as deg. If our polynomial is f (x), then the degree is
denoted as degf
Examples
1. If f ( x )=2 x 2 +3 x+2 , then degf =2
n n−1 1
2. If h ( x )=a n x +a n−1 x + …+a 1 x + a0 , with an ≠ 0 , then degh=n
B- Addition and subtraction of polynomials
To add or subtract two or more polynomials, we add or subtract the coefficients of like powers of the variables.
Examples
1. Given that f ( x )=2 x 3 +3 x2 +5 x +4∧g ( x )=x 3 +4 x 2 + x +3 , find
a) f ( x ) + g(x )
b) f ( x )−g (x)
c) g ( x )−f (x)
Assignments
Given that f ( x )=5 x 4 +5 x 2 +4 x +3 , g ( x )=2 x 3 +3 x−6∧h ( x )=x 4 −3 x 3 +5 x−3, find
1. f ( x ) + g(x )
2. f ( x ) + g ( x )+ h(x )
3. g ( x )−f (x)
4. h ( x )−f ( x)
5. f ( x )−h ( x )
C- Multiplication of a polynomial by a binomial
A binomial is a two term expression. To multiply any polynomial by a binomial, we take one term from the
binomial and multiply by each term of the polynomial. We continue this process until the elements of the
binomial are exhausted and vice versa.
Examples
If f ( x )=5 x 3 +2 x2 +3 x +1∧g ( x )=x +5 , find g (x) × f ( x)
Assignments
Multiply the following;
1. f ( x )=2 x 3−4 x 2+5 x−2∧g ( x )=x+7
2. h ( x )=2 x+ 3∧ p ( x )=5 x 3+ 2 x 2−4 x+ 2
3. m ( x ) =x 2+2 x +5∧n ( x )=2 x 3 +2 x 2 +3
D- Algebraic division
When we divide polynomials with other expressions containing the same variables, we obtain an answer and a
f (x )
remainder. This remainder could be zero or non-zero. ln an algebraic division, we have =h ( x ) + R . Here,
g (x)
f (x) is called the dividend, g(x ) the divisor, h( x)the quotient and R the remainder. For division, the degree or
power of the dividend must be greater than or equal to the degree or power of the divisor (ie degf ≥ degg)
When the divisor is a monomial: A monomial is a single term expression. eg x ,2 x ,5 x , x 2 ,2 x 3 etc. to divide a
polynomial by a monomial, we divide each term of the polynomial by the monomial .
Examples
1. f ( x )=12 x 3 +8 x 2+ x +1 , find f ( x )÷ 4 x
2. Divide f ( x ) by x 2 where f ( x )=8 x 6−3 x 4 + x 3 +2
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When the divisor is not a monomial: In this case we use the method of long division in the same way that we
carry out long division of numbers.
Examples
1. Given that f ( x )=x 3−5 x 2 +11 x−10 , find f (x )÷ (x−2)
2. Divide x 3 +4 x 2 +7 x +2 by ( x+2)
Solution
Assignments
1. Divide 15 x 5−6 x 4 +18 x 3+ 4 by 3 x
2. f ( x )=2 x 3 +3 x2 −1, find f (x)÷( x +1)
3. Divide 2 x3 −x 2+ x−1 by (2 x−1)
E- The remainder theorem: The remainder theorem enables us to find the remainder when an expression
is divided by a single divisor (ie degree of 1), without carrying out actual division. When an expression
in x, is divided by (x – a), the remainder, R is obtained by substituting x = a in the given expression.
Thus this theorem can be stated as when a polynomial, f (x) is divided by the expression (x = a), then
the remainder R is given by R=f (a). Note that x = a comes from c – a = 0
Examples
1. Show that (x−2) is a factor of f ( x ) , where f ( x )=x 2−3 x+ 2
2. Given that ( x−1 ) is a factor of g ( x ) , where g ( x )=2 x 3 +3 x 2+ kx +4 . Find the value of k.
3. Find one factor of the expression f ( x )=x 2 +10 x−24
Assignments
Textbook
F- Factorization of polynomials: Given any polynomial, we can always find a factor, if it exists by using
the “trial and error” method and the factor theorem. To find the other factors (to factorize completely),
we divide the polynomial by known factor to obtain a trinomial (quadratic). This trinomial is factorized
by any of the methods of solving quadratic equations.
Examples
1. Given that (x +2) is a factor of the polynomial f ( x ) , where f ( x )=x 3 +4 x 2 +5 x+ 2. Factorize f (x)
completely.
Assignments
Textbook

Topic 3: Inequation or inequality

Lesson 3.1: Linear inequalities
Objectives: By the end of this lesson students should be able to
- Differentiate between linear inequalities and linear equations
- Solve linear inequalities
Prerequisite knowledge: Knowledge on number line
Motivation: We need the knowledge of algebra to investigate and communicate most of mathematics, science and
technological work. eg calculating air pressure, resistance, voltage and even pension for those on retirement. etc
Verification of prerequisite knowledge
Represent the following on a number line;
1. x >2
2. x ≤−7
Activity
1. Write down the variable x
2. Multiply this variable by 3
3. Subtract 18 from the result in question 2) above
4. The result in 3) above is greater than 3
5. How do we call the result in 4) above?
6. Solve for the value of x and represent on a number line
Summary
Property: Inequality is an expression which have either of these signs;
- ¿ less than
- ¿ greater than

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 - ≤ less than∨equal ¿
- ≥ greater than∨equal ¿
- Linear inequality is an inequality in which the power of the unknown variable is one
Remark
- When a quantity crosses the inequality sign, it operator changes ie addition becomes subtraction and vice
versa
- When the coefficient of the unknown variable is negative, to do away with the negative sign, the inequality
sign is reverse ie ¿ becames> ¿ and vice versa, ≤ becames ≥ and vice versa
Exercise
1. Solve the following inequalities and represent them on a number line;
a) x +5 ≤10
b) 6< 3( x+ 1)
1 1
c) ≥
3x 4
d) 2 ( 4−x ) ≥ x +2
e) 9 ≤ 3(x−5)≤24
Assignments
A) Solve the following linear inequalities and hence represent them on a number line;
1. x−5 ≤ 5
1
2. 3 x−2>
2
3. 16 ≥−4 x
4. −( x +1 ) ≤ 3 x +1
5. x ≤ 2 x−1 ≤ x +5
6. 19 ≤5 (x+ 2)≤25
3 4
7. x− (1−2 x )<7
4 3
B) Find the maximum and the least or minimum values of the following
1. −5 ≤5−2 x ≤ 5
2. 3 x−¿4≤ 12≤ 4 x
3. 9< x +5<10
Bilingual game

Lesson 3.2: Quadratic inequalities

Objectives: By the end of this lesson students should be able to
- Differentiate between quadratic inequalities and quadratic equations
- Solve quadratic inequalities
Prerequisite knowledge: Knowledge on number line
Motivation: We need the knowledge of algebra to investigate and communicate most of mathematics, science and
technological work. eg calculating air pressure, resistance, voltage and even pension for those on retirement. etc
Verification of prerequisite knowledge
Correction of assignments
Activity
1. Write down the variable x and square it
2. Subtract 3x from the result above and add 2
3. The result in 2) should be less than or equal to zero
4. How do we call the result in 3) above?
5. What are the values of x?
Summary
Property: Quadratic inequality is an inequality in which the highest power of the unknown variable is 2.
Remark
- When the inequality sing is ¿∨≤, the inequality converges while ¿∨≥ diverges.
Exercise
Find the solution set of;
1. x 2−3 x+ 2≤ 0
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 2. x 2+ 3 x <0
Solution
1. x 2−3 x+ 2≤ 0
(x−2)(x−1)≤ 0
x=2∧x=1

Hence 1 ≤ x ≤2

Assignments
Find the values of x and represent on a number line
1. (x−2)(x +3)> 0
2. x 2−4 x+ 4 ≥ 0
3. x 2−9< 0
Bilingual game

Topic 4: Sequences and series

Lesson 4.1: Arithmetic progression (AP)
Objectives: By the end of this lesson students should be able to look for the nth term of an AP, the sum of an AP
and AM
Introduction
- A sequence is a set of terms in a defined order with a role of obtaining the terms. eg 2, 4, 6, 8, …, and 1, 2,
3, 4, … etc. There are two types of sequences: finite and infinite sequence
 Finite sequence is a sequence in which the terms are definite (ie there is a last term)
 Infinite sequence is a sequence in which the terms are indefinite (i e there is no last term)
- Series: the terms of a sequence are added to form a series. eg 2 + 4 + 6 + 8 + …
- Arithmetic progression is a sequence in which each term except the first is obtained from the previous by
adding a constant value, known as the common difference of the arithmetic progression
- If the first term of an AP is a and the common different d, then the first n terms of the AP is
T n=a+ ( n−1 ) d where T n is the general term and n the number of terms
n
- The sum of the first n terms of an AP is given as Sn= ( a+l) where l is the last term or
2
n
Sn= [2 a+ ( n−1 ) d ]
2
a+c
- Arithmetic mean (AM) of an AP given a, b, c three consecutive terms of the AP is b= where b is the
2
arithmetic mean of a and b.
Exercise
1. The first term of an AP is 3 and the common difference is 4. Find the third and the twentieth terms
2. The eight term of an AP is 22. Given that the common difference is 2, find the first term and hence find
the twentieth (20th) term of the progression
3. Find the sum of the first 12 terms of an AP whose first term is 1 and last term is 6
4. If 3, a, 7 are three consecutive terms of an AP, find the value of a.
Assignments
1. The first term of an AP is 4 and the second term is 7. Find the common difference
2. The second term of an AP is – 7 and the 9th term is – 3.5. find the first term and the common difference
3. The nth term of an AP is 4n + 3. Find the first 3 terms of the progression and the common difference
4. The first term of and AP is 4 and the common difference is 5, find the sum of the first 6 terms.
5. Find the 11th term from the sequence below 3, 5, 7
Bilingual game

Lesson 4.2: Geometric progression (GP)

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Objectives: By the end of this lesson students should be able to look for the nth term of a GP, the sum of a GP and
GM
Introduction
- Geometric progression is a sequence in which each term except the first is obtained from the previous by
multiplying it by a constant value, known as the common ratio of the geometric progression
- If the first term of a GP is a and the common ratio is r then the nth term of a GP is given by
n−1
U n =a r ,n ∈ N
n
a (1−r )
- The sum of the first n terms of a GP is given as Sn = , for∨r∨¿ 1 and
1−r
n
a (r −1)
Sn = , for∨r∨¿ 1
r −1
y z
- Geometric mean (GM) of a GP given x, y, z three consecutive terms of the GP is r = =
x y
2
y =xz
y= √ xz
Exercise
1. The first term of a GP is 2 and the common ratio is 3. Find the forth term
2. The first term of a GP is 20 and the common ratio is 6. Find the sum of the first six terms
3. If 3, x, and 5 are three consecutive terms of a GP. Find x.
Assignments
1. 14, 7, 3, 5 are in a GP. Find the eight term
2. The fifth term of a GP is 16 and the third term is 2. Find the sum of the first ten terms given that r >0

Family of situation: REPRESENTATION, DETERMINATION OF QUANTITIES AND IDENTIFICATION OF

OBJECTS BY NUMBERS
Competence: REPRESENTATION AND TREATMENT OF INFORMATION AND QUANTITIES, AND
VERBAL INTERACTION OF INFORMATION CONTAINING NUMBERS. EXAMPLES; GIVE AN
APPROXIMATE NUMBER OF SEATS IN A STADIUM, MEASURE THE HEIGHTS AT THE
IDENTIFICATION CENTRE, TAKE THE MASS OF PATIENTS IN THE HOSPITAL, DETERMINE
THE AMOUNT AT STAKE FOR A TRANSACTION, ESTIMATE NUMBER OF BAGS OF FARM
PRODUCTS
Module 15: NUMBERS, OPERATIONS AND RELATIONSHIP IN THE SET AND BETWEEN
ELEMENTS OF A SET
Topic 5: SURDS, INDICES AND LOGARITHMS
Lesson 5.1: Surds
1.1. Simplification of surds
Objectives: By the end of this lesson students should be able to know how to use the rules of surd to simplify
surds.
Prerequisite knowledge: Knowledge on square root
Verification of prerequisite knowledge
Reduce the following expressions;
a. 3x - 2x
b. 7a + 43a
c. 2b×4b
Problem situation
A form 3 student by name kanji saw the following expressions in the exercise book of his elder brother Bamjo who
is in form 4. √ 7+5 √ 7 , 4 √ 2−8 √ 2 , √ 2 ×5 √ 6 . He started asking himself whether it is possible to reduce these
expressions.
Activity
Find the square root of the following
a) √ 4
b) √ 9
c) √ 10
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 d) √ 16
e) √ 24
Summary
Property: A surd is a number that do not have the exact value when you look for the square root. eg
√ 2 , √3 , √15 , √ 111 etc .
Remark
- Rules for surds
1 1 1

√ mn=( mn ) =m n =√ m √ n
2 2 2

⟹ √ mn=√ m √ n
1

√ m m 12 m √m
2
 =( ) = 1 =
n n √n
n2

 √ m+ n ≠ √ m+ √ n
⇒
√ m √m
=
n √n

 √ m−n ≠ √ m−√ n
- A surd of the form √ n is said to be in it basic form if n has no factors that is a perfect square.
- Surds of the same primary form can be added up or subtracted from each other.
- Surds can also be multiply together. eg √ n × √ n=n , √ m × √ n= √ m √ n ,2 × √ n=2 √ n etc .
1 1 × √n √ n
- Surds can also be divided by using the method of rationalizing the denominator. eg = = ,
√ n √n × √n n
1 1×(1+ √ n)
= . Etc
1−√ n (1− √ n)×(1+ √ n)
Exercise
1. Evaluate the following;
a) 2 √ 2+5 √ 2
b) 5 √ 3−3 √ 3
c) √ 10−20 √ 10
2. Simplify the following;
a) √ 18
b) √ 99

c)

d)
√ 27
4
(2+ √ 3)(3−2 √ 3)
e) (4− √ 2)( 4+ √ 2)
1
f)
√3
3
g)
√32
1
h)
3−2 √ 5
Assignments
1. Simplify the following;
a) 5 √ 7+2 √ 5+5 √ 5−3 √ 7
b) 15 √ 2−7 √ 2
c) 11 √ 3−3 √ 18
d) (2 √ 5+5)(4 √ 5−5)
e) (5+ √ 2)(3−2 √ 2)

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 2
f)
2+ √5
1+ √ 2
g)
3+2 √ 2
h)

i)
√ 200

√ 50
25

2−√ 2
j)
4−√ 3
k) ( √ 2− √ 3)(2 √ 2+5 √ 3)
1 1
l) 2
+ 2
(1− √ 3) (1+ √ 3)
2. Express
2 √ 3+3 √ 2
a) in the form a+ b √ c
2 √ 3−3 √ 2
1+ √ 2 1−√ 2
b) + in the forma √ 5+b √ 6
√5+ √3 √5−√ 3
Bilingual game

1.2. Equation involving surds

Objectives: By the end of this lesson students should be able to know how to solve equations involving surds
Prerequisite knowledge: Knowledge on square root and rules of surds
Verification of prerequisite knowledge
Correction of assignments
Problem situation
Activity
Solve the equation √ 2 x +1−√ x=1
Summary
Remark
When solving equations involving surds, always square both sides of the equation to do away with the surd
Exercise
Solve the equation √ 3 x+ 4−√ x +2=√ x +3
Assignments
Textbook

Lesson 5.2: Indices

2.1. Laws of indices
Objectives: By the end of this lesson students should be able to know how to use the laws of indices in simplifying
expressions with powers.
Prerequisite knowledge: Knowledge on powers
Activity
1. Write the following in another form
a) 7 ×7 × 7 ×7
b) 38 ×38 ×38
2. What general name is given to the answers above?
Summary
Property: Indices is a raised suffix indicating a power.
Remark
- To avoid writing very long multiples mathematicians used indices as a form of mathematical short hand see
the activity above.
- Laws of indices;
 a m × an =am +n multiplication law
 a m ÷ a n=a m−n division law

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 m n mn
 (a ) =a exponent or power index law
m m 0
 a ÷ a =1 and a =1 zero index law
−m 1
 a = m negative index law
a
1
 a =m√ a fractional index law
m

m m 1
1 m
 a n =(a ¿ ¿ ) ∨a n =(a¿ ¿ m) n ¿ ¿ fractional index law
n
- Distribution of exponentiation over division and multiplication
 a (a ×b)m =am × bm∨(ab)m =am b m
 ¿
This can be applied in either directions (left or right) and vice versa depending on the problem
Exercise
Evaluate the following;
1. 85 ×8−7
1 1
2. 2 2 ÷ 2 3
1
3. (7 8) 4
4. (0.000052)0
−1
5. 9 3

2
3
6. ( )
2
7. (5 ×2)2
Assignments
Evaluate the following;
1 4
1. 3 5 ×3 5
5
3
2. 6
3
4
1
3. (2 ¿ ¿ ) ¿
2
0
38
4. ( )
101
−1
5. 81 4

3
6. 100 2
−2
7. (x ¿¿ 3) 3 ¿
2 −3
x y
8. −3 2
x y
9. (a 3 b 2)¿
Bilingual game

2.2. Exponential equations

Objectives: By the end of this lesson students should be able to know how to use the laws of indices in solving
exponential equations
Prerequisite knowledge: Knowledge on laws of indices
Verification of prerequisite knowledge
Correction of assignments
Problem situation
Activity
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 1. Given a x ∧a y
2. Equate the two quantities in 1) above
3. What is obtained?
Summary
Property: Exponential equation is an equation in which the unknown is or is part of the exponent
Remark
To solve for the unknown in such an equation, we simply express both sides of the equation in index form to the
same base and for the sake of equality as bases are equal, the indices must be equal.
Exercise
Solve for x in the following equations;
1. 2 x =8
2. 3 x+1=27
3. 52 x+1=125 x−1
4. 22 x −5 (2¿¿ x)+ 4=0 ¿
Assignments
Solve for the value of the unknown in the following equations;
1. 4 y +2−322 y =0
2. 2 x =0.25
3. 10 x =0.00001
4. 3 x −5 ( 3 x ) + 6=0
5. 22 x +1−15 ( 2x ) −8=0
6. 2 x +2−x =2
Bilingual game

Lesson 5.3: Logarithms

3.1. Laws of logarithms
Objectives: By the end of this lesson students should be able to know how to use the laws of logarithms in
simplifying logarithmic expressions
Prerequisite knowledge: Knowledge on indices
Verification of prerequisite knowledge
Correction of assignments
Problem situation
Activity
x
a = y can be express in logarithmic form as
Solution
x=log a y
Summary
Property: The logarithm or log of a number is the power to which the number is raised.
Remark
x
- Logarithm is another name for index or exponent. Mathematically; a = y ⟺ x=log a y
- Laws of logarithm
 log a xy=log a x+ log a y product law
x
 log a =¿ log a x−log a y ¿ quotient law
y
n
 log a x =n log a x power or index law
 log a a=1∧log a 1=0 self and unity law
- When even the base of a logarithm is not specified, it is equal to 10 ie log x=log 10 x
Exercise
1. Express in terms of log a 3∧log a 8
a) log a 24
8
b) log a
3

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 c) log a 27
2. Simplify the following;
a) log 2 3+ log 2 6
d) log 3 24+ log 3 15−log 3 10
e) log 2 16
Assignments
1. If log 5 2=0.431∧log 5 3=0.682. find the values of
a) log 5 6
b) log 5 1.5
c) log 5 √ 3
2. Express x as a logarithm to base a if
a) a 2 x =b
b) a 2−3 x = y
2
1 a 2 1
3. Prove that log a = − log a y
3 y 3 3
4. Given that log 10 3=0.4771, find x to 4 decimal places if 10 x =300

√xy
5. Express log a 4 2 in terms of log a x , log a y ,∧log a z
z
1
6. Express as a single logarithm log a x−log a y + log a z
2
Bilingual game

3.2. Logarithmic equations

Objectives: By the end of this lesson students should be able to know how to solve equations involving logarithms
Prerequisite knowledge: Knowledge on indices and laws of logarithms
Verification of prerequisite knowledge
Correction of assignments
Problem situation
Activity
Solve for x in the equation 2 x =8 in logarithmic form
Summary
Property: Logarithmic equation is an equation involving logarithm
Remark
log c b
- You can change the base of a logarithm as follows; log a b=
log c a
1
If b=c thenlog a c=
log c a
Exercise
Solve for x the following equations;
1. log x 8=3
2. log 2 x=3
3. log (2 x 2 +5 x+ 97)2=2
Assignments
Find the value of x given that log 3 x=4 log x 3
Bilingual game

Topic 6: MATRICES
Lesson 6.1: Determinant of a 2by2 matrix
Objectives: By the end of this lesson students should be able to know how to calculate the determinant of a 2by2
matrix
Prerequisite knowledge: knowledge on order of matrices
Activity
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Given A= (31 42).
1. Multiply 1 and 2 and subtract from the multiplication of 3 and 4 in matrix A above
2. What does the result in 3) above represent?
Summary
Remark
- Given A= ( ac bd), the determinant of A denoted by det(A) or |A| is calculated using the formula
det ( A )=ad−bc that is product of leading diagonal minus product of non-leading diagonal
Exercise
1. Find the determinant of the following matrices;
a) P= ( 43 23)
Q=(
4 )
−2 −4
b)
2
Assignments
1. Calculate the determinant of the following matrices;
a) T = (−1
−3
−2
−4 )
b) (−23 10)
U =(
2 )
−2 −3
c)
4
2. If the determinant of ( x4 72) is 6, find the value of x.
Bilingual game

Lesson 6.2: Adjugate or adjoint of a 2by2 matrix

Objectives: By the end of this lesson students should be able to know the adjugate of a 2by2 matrix
Prerequisite knowledge: knowledge on order and determinant of a 2by2 matrix
Verification of prerequisite knowledge
Correction of assignments
Problem situation
Activity
1. Given that X = ( ac bd). If a is replaced with d, c with - c and b with – b then what name is given to the new
matrix?
Summary
Remark
- The adjugate of a 2by2 matrix is obtained by interchanging the entries of the leading diagonal and
changing the signs of the entries of the non-leading diagonal.
- The adjugate of a matrix A is written as adj(A).
Exercise
1. Find the adjugate of the following matrices
a) A= (−32 01)
B=(
−8 −7 )
−5 −1
b)
Assignments
Textbook
Bilingual game

Lesson 6.3: Inverse of a matrix

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Objectives: By the end of this lesson students should be able to know to calculate the inverse of a matrix.
Prerequisite knowledge: knowledge on determinant and adjugate of a 2by2 matrix
Motivation:
Didactic materials: Chalk, ruler, chalkboard
References:
- Form 3 scheme of work
Verification of prerequisite knowledge
Correction of assignments
Problem situation
Activity
Given that A= (32 22).
1. Find the determinant of A
2. Find the adjugate of A
3. Take 1, divide by the determinant and multiply by the adjugate and simplify. How do we call this result?
Summary
Remark
−1 1
- The inverse of a matrix which is denoted as A-1 is calculated using the formula A = ( adj ( A ) )
det( A)
Exercise
Find the inverse of the following matrices;
a) A= (13 42)
B=(
1 5)
1 3
b)
Assignments
Find the inverse of the following matrices;
1. X = ( 41 −23 )
Y =(
3 2)
2 2
2.
Bilingual game

Lesson 6.4: Solution to simultaneous equation by matrix method

Objectives: By the end of this lesson students should be able to solve simultaneous equations by matrix method
Prerequisite knowledge: knowledge on determinant, adjugate and inverse of a 2by2 matrix
Motivation:
Verification of prerequisite knowledge
Correction of assignments
Problem situation
Activity
Solve the simultaneous equation below by using any method
x + y=18 … … 1
x− y =12… … 2
Summary
Remark
The simultaneous equation
ax +by =p
cx +dy =q
- ( )( ) ( )
Firstly, write the equations in matrix form ie
a b x
c d y
=
p
q
- Secondly, look for the inverse of( )a b
c d
- Finally, multiply both sides by the inverse and simplify
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Exercise
Solve the following simultaneous equations by matrix method.
1. 3 x−2 y=5 … … 1∧2 x− y =10 … … 2
2. x + y=18 … … 1∧x − y=12 … … 2
Assignments
Solve the following simultaneous equations by matrix method.
1. 2 x+3 y =17∧3 x−4 y=24
2. 3 y−4 x=18∧4 y + x=5
3. 6 a+ 2b=11∧2 a−5 b=19
4. 2 r +s=7∧r +2 s=8
Bilingual game

School: GBHS Bandam Sequence: 1

Class: Form one Duration: 50minutes
Number on roll: Boys: Girls:
Average age: Date:
Family of situation: REPRESENTATIONS AND TRANSFORMATION OF PLANE SHAPES WITHIN THE
ENVIRONMENT
Competence: Recognition of plane shapes and transformation within the environment, scale drawing,
production of plane shapes and determination of measures. Examples: Carpeting and putting a ceiling,
Produce toys, Produce maps, Displacing a log of wood using a crowbar, Design a house or a road, Draw the
plan for a house, Find height of a building or of a flag pole or of a radio aerial, Find distance
Module 16: PLANE GEOMETRY
Topic 7: VECTORS IN 2 DIMENSIONS
Lesson 7.1: Magnitude and direction of a vector
Objectives: By the end of this lesson students should be able to know how to calculate the magnitude and direction
of a vector
Prerequisite knowledge: knowledge on Pythagoras theorem
Motivation:
Didactic materials: Chalk, ruler, chalkboard
References:
- Form 4 scheme of work
Verification of prerequisite knowledge
Calculate the hypotenuse of a right angle triangle given that it base is 4cm and the height is 3cm
Problem situation
Activity
1. Represent the following points on an x-y plane;
a) A(2, 1)
b) B(5, 3)
c) C(-1, 3)
d) D(-5, 3)
2. Link A to B and C to D with straight lines
3. What is form? Vectors ⃗ AB and ⃗CD
Summary
Property: A vector is any physical quantity that has magnitude and direction.
Remark
- Any quantity that has magnitude but no direction is called a scalar quantity while any quantity which has
both magnitude and direction is called a vector quantity.
- A vector from point A to point B ( A → B) is represented by AB or ⃗ AB and it can be represented as a unit
vector or column matrix. ie A=xi+ yj∧ A= ( xy ) respectively.
- Vectors can be represented using direction line segments ie line segments carrying arrows.
- The length of the line segment indicates the magnitude of the vector and is calculated as: given that
A=xi+ yjimplies| A|= √ x 2 + y 2
Where | A| is the magnitude or modulus of vector A.

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 - The arrow indicates the direction of the vector and is calculated as θ=tan
−1
( yx ) where θ is the direction of
the vector
Exercise
Find the magnitude and direction of the following vectors
1. A=3i+ 4 j
2. B=√ 3 i+ j

3. C= (−3
−2 )
Assignments
Find the magnitude and direction of the following vectors;
1. X =√ 2i−3 j

2. Y = (−2
√3
)
3. Z=−15 i+ 27 j
Bilingual game

Lesson 7.2: Addition, subtraction and multiplication of vectors

Objectives: By the end of this lesson students should be able to know how to add, subtract and multiply vectors
Activity
Evaluate the following given that A= (25 46 )∧B=(−35 −22 )
a) A + B
b) A – B
Summary
Remark
- Two or more vectors can be added or subtracted together by their corresponding entries or components
- Multiplication of a vector by a scalar or constant means multiplying each entering of the vector by the
scalar
- Multiplication of two vectors means taking each entering of the first vector and multiply the other entries
of the second vector taking in to consideration that i× i=1 , j× j=1 , i× j=0∧ j×i=0
Exercise
Given that A=3i+ 4 j∧B=2 i+ j find
1. A + B
2. A- B
3. |B – A|
4. 5A
5. – 3B
6. A*B
Assignments
Given that X =−5 i−4 j∧Y =i+3 j, find
1. X + Y
2. |X – Y|
3. Y – X
4. √ 10 X
−1
5. X
5
6. Y × X
Bilingual game
Addition, subtraction and multiplication of vectors – l’addition, soustration et multiplication de vecteurs

Lesson 7.3: Types of vectors

Objectives: By the end of this lesson students should be able to know the different types of vectors
Verification of prerequisite knowledge

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Correction of assignments
Activity
Given that A=2i+5 j , B=i−4 j∧C= √ 3 i+ √ 2 j
a) AB
b) AC
c) CB
Summary
Remark
- Unit vector: A unit vector is one whose magnitude is equal to one. A unit vector parallel to any vector
A=xi+ yj is given by
x y
unit vector= i+ j
√x +y
2 2
√ x + y2
2

- Free vector: It is a vector that can be represented anywhere on the x-y plane. eg
- Null or zero vector: It is a vector whose magnitude maybe zero. eg A= ( 00)
- Position vector: It is a vector that is displaced from the origin to that point. eg
The position vector of the vector A = OA and B = OB implies AB = OB – OA
Exercise
1. Find the unit vector parallel to 2 i+ √ 3 j
2. Given that OA=3i+ 4 j∧OB =5i−3 j . find 3 AB−2 BA
Assignments
1. If the vector A=ai+ j is unit, find a.
2. Find x if |3 i+ xj|=2|3 i+4 j|
3. Given that A is a unit vector and B=xi+ j, find the values of x given that |B|=3| A|
Bilingual game
Types of vectors – types de vecteurs

Lesson 7.4: Vector geometry and algebra

Objectives: By the end of this lesson students should be able to calculate
- Dot and scalar product
- Parallel and perpendicular vectors
7.4.1. Dot and scalar product
The dot and scalar product of two vectors A and B denoted by A ∙ B is given by
A ∙ B=¿ A∨¿ B∨cos θ Where θ is the angle between the two vectors
ie A ∙ B=¿ A∨¿ B∨cos θ
A ∙B
ie cos θ=
|A|∨B∨¿ ¿
−1 A∙B
ie θ=cos ¿
| A|∨B∨¿
N/B i∙ i=1 , j ∙ j=1 ,i ∙ j=0∧ j ∙i=0
Examples
1. Find the cosine of the angle between the following vectors
a) A=3i+ 4 j∧B=2 i+ j
3 2 1
b) X = i+ 5 j∧Y = i+ j
2 5 5
2. Find the angle between two vectors A and B given that A=√ 3 i+ j∧B=−2 √ 3 i−3 j
7.4.2. Parallel and perpendicular vector
From the preceeding lesson, we have seen that A ∙ B=¿ A∨¿ B∨cos θ
- If θ=00 thencos 00=1 which gives A ∙ B=¿ A∨¿ B∨¿. This condition is necessary for vectors to be
parallel.
- If θ=900 thencos 9 00=0 which gives A ∙ B=0. This condition is necessary for vectors to be
perpendicular.
Examples
1. Determine whether or not the vectors A=6 i+ 2 j∧B=i+ j are parallel
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 2. The position vector of the points A and B are 3 i+ 5 j∧6 i+ xj respectively. Find the value(s) of if
a) A and B are parallel
b) A and B are perpendicular
Assignments
Textbook
Bilingual game

Lesson 7.5: The midpoint theorem

Objectives: By the end of this lesson students should be able to know how to express vectors in terms of any given
variables.
Midpoint theorem states that for any vectors OA and OB, if X and Y are the respective midpoints of OA and OB
then the vector XY is parallel to AB.
In order to solve questions under midpoint theorem, directions most be respected. Moving in the correct direction is
positive and moving in the opposite direction is negative.
Examples
1. In the diagram below M and N are respective midpoints of OA and OB. Given that OA = a and OB = b.
find,
a) OM
b) ON
c) AB
d) MN in terms of a and b

2. OPQ is a triangle in which M is the midpoint of PQ and N is the midpoint of PM. Given that OP = 2a and
OQ = b, express in terms of a and b the vectors
a) PQ
b) PN
c) ON and simplify
Assignments
Textbook

Topic 8: SIMPLE TRANSFORMATION

Lesson 8.1: Vector operations
Objectives: By the end of this lesson students should be able to know how to use operations in transforming
vectors.
Control of prerequisite
See vectors
Activity
Do the following
a) A + B
b) A – B given that A=2i−5 j∧B=−6 i− j
Summary
Property: Transformation is the replacement of the variables in an algebraic expression by their values in terms of
another set of variables OR a mapping of one space onto another or onto itself OR a function that changes the
position or direction of the axes of a coordinate system.
Remark

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 - In this chapter, we will need the notion of matrices and displacement vectors to solve problems by
graphical and algebraic methods.
- A displacement vector describes a change in position ie move from one point to another.
- When we want to add or subtract column vectors, we add or subtract their corresponding components. ie if

A=
( ) ( )
x1
y1
x x +x
( x −x
∧B= 2 then A +B= 1 2 ∧ A−B= 1 2
y2 y 1+ y 2 )
y 1− y 2 ( )
- If M is the matrix of transformation from object A to image A1 then A1 = MA and not A1 = AM
- A column vector describes a transformation. eg that on a straight line from one point to the other by
addition ie A1 = M + A for a column vector
Exercise
1. Find the image of the point (3, - 2) under the transformation by a vector 3 i+ 5 j
2. Find the point which is transformed to (3, - 2) under the transformation by a vector 3 i+ 5 j
Solution
1. image= ( 35)+(−23 )=(63)
Let the point be ( )
x
2.
y
ie ( )=( )+( )
3 3 x
−2 5 y
ie ( )=( )−( )
x 3 3
y −2 5
ie ( )=( )
x 0
y −7
Assignments
1. Find the images of the following points under the translation 11i+4 j∨ (114)
a) (2, 7)
b) (7, 5)
c) (- 8, - 6)
2. Under a translation T, the image of the point (2, - 5) is (- 1, 3). Find the image of the point (5, - 4) under T.
3. A triangle ABC with vertices A(1, - 2), B(3, - 4) and C(2, 3) is transformed into a triangle A 1B1C1 by the
vector transformation T, where T = (1, 2), (- 2, 3) or T = ( 12 −23 ). Find A , B and C
1 1 1

Lesson 8.2: Transformation and translation

8.2.1. Reflection
a) Reflection on the x-axis (line y = 0)
Objectives: By the end of this lesson students should be able to know how to reflect a point or an object on the x-
axis.
Control of prerequisite
Correction of assignments
Problem situation
What do you always notice when you stand in front of a mirror?
Solution
- You always see yourself in the opposite side
- You left hand becomes your right hand
- The distance from where you are standing to the mirror is the same as the distance from the mirror to the
image
Activity
1. Draw a Cartesian plane that ranges between – 5 and 5 on both axes.
2. Plot the following points A(2, 2) and B(2, - 2).
3. What have you notice about the two points with respect to the line x (or x-axis)?
Summary
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Property: Reflection is when a point or an object is changed into its mirror image.
Remark
- To obtain or describe a reflection, the position of the mirror line must be known. The following properties
are take into consideration when dealing with reflection;
 The line joining a point (x, y) to the reflected image (x1, y1) is perpendicular to the mirror line
 A point and its image are the same distances from the mirror line. They are on opposite sides of the
mirror line
 Points on the mirror line are unchanged. The mirror line is call the invariant or constant line of the
transformation
 The image of a figure formed by reflection is oppositely congruent to the original figure
- Problems involving reflection can be solve by drawing or by using a matrix of reflection. ie since we are
reflecting on the x-axis, it implies that the x-coordinates remains unchanged and the y-coordinates changes
sign. eg ( 2 , 3 ) → ( 2 ,−3 ) , (−5 ,−1 ) → (−5 ,1 ) etc . In general (x , y )→(x ,− y) . The matrix of
transformation is found as shown on the figure below;

In the figure above the point A(1, 0) is on the mirror line and so it is reflected to itself and is unchanged. The point
B(0, 1) is reflected to the point B1(0, - 1) ie ( 1 , 0 ) → ( 1 , 0 )∧(0 , 1)→(0 ,−1).

(10 −10 )∧M (10 01)=( 10 −10 )

Suppose the matrix of transformation is M then M =

In general, for any point (x, y); M ( )=( )( ) =( )

x 1 0 x x
y 0 −1 y − y
Exercise
1. What are the images of the following points when reflected on the x-axis?
a) (1, 1)
b) (0, 5)
c) (16, 0)
d) (4, - 7)
e) (- 8, - 3)
2. Represent the triangle with vertices A(1, 1), B(2, 2) and C(4, 3) under the reflection on the x-axis on an x-y
plane. Give the coordinates of A1, B1 and C1 and represent it vertices on the same plane
Assignments
1. The vertices of a square ABCD are respectively A(0, 1), B(2, 1), C(2, 3), and D(0, 3). Obtain the
coordinates matrix for the image of ABCD after reflection on the x-axis.
2. A plane figure has its coordinates in matrix form as follows (−21 2 4 20
0 2 45 )
. Obtain the coordinates in
matrix from of the figure after reflection on the x-axis.
Bilingual game

b) Reflection on the y-axis (line x = 0)

Objectives: By the end of this lesson students should be able to know how to reflect a point or an object on the y-
axis.
Control of prerequisite
Correction of assignments
Problem situation
The same problem situation like the one above
Activity
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 1. Draw a Cartesian plane that ranges between – 5 and 5 on both axes.
2. Plot the following points A(4, 3) and B(- 4, 3).
3. What have you notice about the two points with respect to the line y (or y-axis)?
Summary
Remark
- To obtain or describe a reflection, the position of the mirror line must be known. The following properties
are taken into consideration when dealing with reflection;
 The line joining a point (x, y) to the reflected image (x1, y1) is perpendicular to the mirror line
 A point and its image are the same distances from the mirror line. They are on opposite sides of the
mirror line
 Points on the mirror line are unchanged. The mirror line is call the invariant or constant line of the
transformation
 The image of a figure formed by reflection is oppositely congruent to the original figure
- Problems involving reflection can be solve by drawing or by using a matrix of reflection. ie since we are
reflecting on the y-axis, it implies that the y-coordinates remains unchanged and the x-coordinates changes
sign. eg ( 5 , 3 ) → (−5 , 3 ) , (−8 ,−3 ) → ( 8 ,−3 ) etc . In general (x , y )→(−x , y ). The matrix of
transformation is found as shown on the figure below;

In the figure above the point A(1, 0) reflected to the point A 1(- 1, 0). The point B(0, 1) is on the mirror line and is
reflected to itself hence remains unchanged ie ( 1 , 0 ) → (−1 , 0 )∧(0 , 1)→(0 , 1) .

Suppose the matrix of transformation is N then N= (−10 01)∧N ( 10 01)=(−10 01)

In general, for any point (x, y); N ( xy)=(−10 1 )( y ) ( y )
0 x
=
−x

Exercise
1. Find the image of ;
a) the point (112)
b) the triangle A(1, 2), B(1, 3) and C(3, 4) reflected on the y-axis.
Assignments
1. Find the images of the following points and display the object and it image on the y-axis.
a) A triangle with vertices X(4, 3), Y(3, 5) and Z(2, 1)
b) A rectangle A(6, 0), B(0, 7), C(6, 7) and D(6, 0)
2. The vertices of a square RSTU are respectively (0, 1), (2, 1), (2, 3) and (0, 3) obtain the coordinate matrix
for the image of RSTU after reflection on the y-axis.
Bilingual game

c) Reflection on the line y = x

Objectives: By the end of this lesson students should be able to know how to reflect a point or an object on the line
y=x
Control of prerequisite
Correction of assignments
Problem situation
The same problem situation like the one above
Activity
1. Draw a Cartesian plane that ranges between – 4 and 7 on both axes.
2. Plot the following points (4, 4) and (- 4, - 4) and link the two points with a straight line l

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 3. Also plot the points A(- 2, 6) and B(6, - 2)
4. What can you say about the points A and B with respect to the line l?
Summary
Remark
- The line y = x passes through the origin and makes equal angles with the coordinate axes. See the figure
below

In the figure above the point A(1, 0) reflected to the point B(0, 1) and vice versa. ie
A ( 1 , 0 ) → B ( 0 ,1 ) ∨B (0 ,1)→ A (1 ,0).
Hence the reflection matrix is M = ( )
0 1
1 0
Given any point (x, y) on the plane, (x , y )→( y , x ) ie (01 10)( xy )=( yx )
Exercise
1. Find the images of the following points reflected on the line y = x
a) (2, 6)
b) (3, 7)
c) (a, b)
Assignments
Textbook
Bilingual game

d) Reflection on the line y = - x

Objectives: By the end of this lesson students should be able to know how to reflect a point or an object on the line
y=-x
Control of prerequisite
Correction of assignments
Problem situation
The same problem situation like the one above
Activity
1. Draw a Cartesian plane that ranges between – 4 and 7 on both axes.
2. Plot the following points (- 3, 3) and (3, - 3) and link the two points with a straight line l
3. Also plot the points A(3, 4) and B(- 3, - 4)
4. What can you say about the points A and B with respect to the line l?
Summary
Remark
- The line y = - x passes through the origin and makes equal angles with the coordinate axes. This line has a
negative gradient. See the figure below

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In the figure above the image of A(1, 0) is A 1(0, - 1) and that of B(0, 1) is B1(- 1, 0). The matrix of reflection M is
given by M = (−10 −10 ). Hence for any point (x, y), M ( xy )=(−− xy )
Exercise
1. ABC is a triangle with vertices at the points A(2, 0), B(2. 4) and C(1, 2). Reflect ABC on the line y = - x.
Assignments
1. Reflect the points below on the line y = - x
a) (2, 5)
b) (2, - 4)
c) (- 3, - 6)
d) (a, b)
2. ABC is a triangle with vertices A(2, 0), B(2, 2) and C(0, 2). Reflect ABC on the line
a) Y = x
b) Y = - x
c) Y = 0
d) X = 0
Bilingual game

Lesson 8.2: Transformation and translation

8.2.1. Finding the matrix to describe a transformation
Objectives: By the end of this lesson students should be able to know how to find a matrix to describe a
transformation
Control of prerequisite
Correction of assignments
Problem situation
Activity
See order of matrices
Summary
Remark
- In order to find a matrix which reflect or transform any point to another, we let the 2by2 matrix to be

( ac db), then multiply by the object and equate to the image.

Matrix of a unit square is (
0 0 1 1)
0 1 10
-
Exercise
1. Find the matrix which maps (00 4 40
0 44
to) (
0 4 12 8
0 4 12 8 )
Solution
Let the matrix of transformation be ( ac db)
ie ( ac db)(00 4
0
40
44) (
=¿
0 4
0 4 12 8 )
12 8

using equation of matrix a = 1, b = 2, c = 1, and d = 2

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 implies the matrix is (11 22)
Assignments
1. Find the matrix A under the transformation (20 01) whose image is (20 2 −2−2
2 2 0 )
2. Find the matrix M which maps the unit square onto each of the following matrices.
a) (00 3
0
30
33 )
b) (00 4
1
51
21 )
Solution
1. Let the matrix A= ( ae b cd
f gh )
ie (20 01)( ae b
f
cd
gh
= )(
2 2 −2 −2
0 2 2 0 )
using equation of matrix
a = 1, b = 1, c = - 1, d = - 1, e = 0, f = 2, g = 2, and h = 0
A= ( 10 1 −1−1
2 2 0 )
2. Let M = (ac bd )
ie (
c d )(0 )( )
a b 0 1 10 0 3 30
a) =
0 11 0 0 33
Bilingual game

8.2.2. Rotation
Objectives: By the end of this lesson students should be able to know how to rotate points and objects through the
following angles; 900, 1800, 2700 and 3600
Control of prerequisite
Correction of assignments
Problem situation
Activity
1. Draw an x-y plane that ranges between – 5 and 5 on both axes
2. Plot the following points; A(4, 0) and B(0, 4)
3. What can you say about the point A and point B?
Solution
It is a rotation through an angle of 900 from A to B or from B to A
Summary
Property: A rotation is a turning movement
Remark
- A figure is always rotated through a given angle about the origin.
- The direction of rotation is either clockwise (negative) or anti clockwise (positive).
- The centre of rotation is the only fixed or invariant point and can be anywhere in the plane.
- The matrix of rotation is (cos
sinθ
θ −sin θ
cos θ )
, where θ is the angle of rotation

- Rotation through an angle of 90 0 anti-clockwise about the origin depends on the matrix that transforms
every point through that angle.
ie (cos
sinθ
θ −sin θ
cos θ )
where θ=900

( )( )
0 0
cos 90 −sin 90 0 −1
ie 0 0 =
sin 90 cos 90 1 0

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 but in the clockwise direction θ=−900 and the matrix of transformation is (−10 10)
The matrix of rotation through an angle of 180 anti-clockwise about the origin is (
0 −1)
−1 0
- 0

- We do the same to get the matrix of rotation for the other angles respecting the directions.
Exercise
1. Draw the triangle ABC in a Cartesian plane with A(1, 2), B(3, 4) and C(7, 1). Draw the image of the
triangle ABC under the rotations
a) 900
b) – 900
c) 2700
d) 600
Assignments
1. Draw the triangle XYZ on a Cartesian plane with X(0, 4), Y(2, 3) and Z(2, 4). Rotate the triangle by 90 0
and – 900 about the origin
Bilingual game

Lesson 8.3: Enlargement and reduction

Objectives: By the end of this lesson students should be able to know how to reduce and enlarge objects
Control of prerequisite
Correction of assignments
Problem situation
Activity
What can you say about the triangles in the preceeding assignments?
Solution
The triangles are congruent that is the same
Summary
Property: Enlargement and reduction are transformations which multiplies all lengths by a scale factor.
Remark
- When the scale factor is greater than 1, it is called and enlargement and when the scale factor is less than 1,
it is called a reduction
- Enlargement and reduction changes the size of the figure but the shape remains unchanged
- Generally, enlargement and reduction with scale factor K is given by the matrix of transformation (0k 0k )
with the origin at centre (0, 0). For any point (x,y) in the plane

(0k 0k )( xy)=(kykx)
Exercise
1. Draw the image of the triangle RST where R(2, 0), S(2, 2) and T(1, 0) after enlargement by a scale factor 2
about the centre
Solution
From (0k 0k ) where k =2
ie ( ) =(
0 2)
k 0 2 0
0 k
ie (
0 2 )(0 2 0) ( 0 )
2 0 2 2 1 4 4 2
=
4 0
Represent on an x-y plane
Assignments
1. Find the image of the square with vertices O(0, 0), A(0, 2), B(2, 2), and C(2, 0) under the enlargement with
scale factor 3
2. Given the vertices of a triangle A(1, - 1), B(3, - 1), and C(1, - 4). Find the image of ABC under enach of
the following enlargement or reduction;
a) Scale factor 3, centre (0, 0)
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 b) Scale factor 3, centre (4, - 1)
−1
c) Scale factor , centre (4, - 1)
2
1
d) Scale factor , centre (1, 2)
4
Bilingual game

Lesson 8.4: Stretch and shear

Objectives: By the end of this lesson students should be able to know how to change the shape of a figure
Control of prerequisite
Correction of assignments
Problem situation
Activity
What can you say about the squares under the preceeding assignment?
Solution
They are of different sizes
Summary
Property: A stretch is a type of transformation that changes the shape of the transformed figure and a shear is a
transformation which changes a rectangle into a parallelogram of the same height
Remark
- A stretch parallel to the x-axis which increases the x-coordinates at a point K times the original value but
leaves the y-coordinates unchanged. The matrix of transformation is thus S x = ( k0 01) , k ∈ R for any point
(x, y), we have S x ( xy)=( k0 01)( xy)=( kxy)
- Similarly a stretch parallel to the y-axis increases the y-coordinates at any point and leaves the x-
coordinates unchanged. The matrix of transformation is thus S y = (10 0k ) , k ∈ R for any point (x, y), we
have S y ( xy)=(10 0k )( xy )=(kyx )
- The area of a stretch figure (image) is K times that of the original figure (object), where K is the stretch
factor
- A shear maps parallel lines to parallel lines ie it changes a rectangle to a parallelogram
- A matrix describing a shear and leaving x-axis invariant is always (10 k1) where K is the shear factor and
on the other hand, a matrix describing a shear and leaving the y-axis invariant is always (
k 1)
1 0
where K is
the shear factor
Exercise
1. Find the image of the rectangle ABCD with A(1, 2), B(1, 5), C(2, 2), and D(2, 5) under the stretch 4 units
parallel to the x-axis.
2. Draw ABCD and A1B1C1D1 on a Cartesian plane
3. Find the area of the rectangle ABCD and A1B1C1D1
Solution
Area of ABCD = 3*2 = 6 square units
Area of A1B1C1D1 = K* area of ABCD = 4*6= 24 square units
Assignments
Represent the exercise above but parallel to the y-axis
a) With a stretch factor of 3
b) With a stretch factor of – 2
Bilingual game

Topic 9: GEOMETRIC CONSTRUCTION

Lesson 9.1: Mathematical set of instruments
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Objectives: By the end of this lesson students should be able to identify all the instruments in a mathematical set
and their uses.
Introduction
The mathematical set consist the required set of instruments;
1. A ruler: A ruler is graduated in millimetres (mm) and centimetres (cm). so distances in mm and cm can be
measured accurately.
2. A divider: This is an instrument with two pointed ends, where the space between them can be varied. It is
mainly used to transfer distances from one figure t another without necessarily measuring the distance with
a ruler. With the pair of divider, you can also mark a distance on your ruler and transfer it on paper.
3. A compass: This instrument is used in drawing circles. It is similar to a divider with the only different
being that the compass has one pointed end and the other end has a well-sharpened short pencil.
4. A protractor: A protractor is an instrument use for measuring angles.
Note: When you want to draw an angle;
- First draw a straight line from which the angle is to be drawn. This line must be more than the diameter of
the protractor.
- Mark a point on the straight line which shall be the vertex of the angle.
- Place the protractor with the straight edge carrying the 0 0 and 1800 mark on the straight line. The point
marked on the line should coincide with the line carrying 900.
- On the curve edge of the protractor, mark the point which falls on the angle to be drawn.
- Remove the protractor and join the two points using a ruler.
5. The setsquare: There are two setsquares in a mathematical set. They are described with respect to their
slant angles. There is the 45 0 – 450 setsquare, where the two slants are at 45 0 each to the horizontal side and
300 – 600 setsquare, where the two slants are at 30 0 and 600 respectively to the horizontal side. These
instruments are used to quickly measure the common angles 300, 450 and 600 without using a protractor.
Exercise and assignments
1. Construct the following using your ruler and protractor.
a) A straight line of length 3.5cm
b) A straight line 4.1cm inclined 400 to the horizontal
c) A straight line 6.7cm inclined 750 to the vertical
d) A straight line80mm inclined 1340 to the horizontal
e) A straight line 77mm inclined 2230 to the horizontal
2. Using your setsquare or protractor draw the following angles
a) 450
b) 300
c) 600
d) 900
e) 1350
f) 1200
g) 1500
h) 2250
i) 2100

Lesson 9.2: Bisection

Objectives: By the end of this lesson students should be able to know how to bisect a line and an angle.
Introduction
Looking at the word bisection, we think of bi (meaning two) and section. So bisection simply means dividing into
two equal parts. We shall talk of angle bisection, line bisection and perpendicular bisection.
a) Line bisection: A line can be divided into two equal parts without necessarily measuring the length and
dividing by 2. A compass is enough for us to quickly bisect a line. The following steps are used in bisecting
a line and also to draw a perpendicular bisector;
- Draw the line AB
- Open your compass more than half the distance AB
- From the point A and B, and with equal radii, draw arcs to cut each other above and below the line AB at
point P and point Q
- Use a ruler to link up P and Q through N. N is the midpoint of AB
b) Bisecting angles: Dividing a given angle in to two equal parts can be easily done without the use of a
protractor. The following steps may be followed;
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 - Draw the angle
- Open up the compass to any length less than each of the sides of the angle (ie not greater than BC and BA).
Taking the vertex point B as the centre, draw an arc to cut through the sides at point N and point M
- From point N and point M, and with equal radii, draw suitable arcs to intersect at point T
- Finally draw a line passing through the vertex B and the point T. this line BT divides the angle ABC into
two equal parts, in other words it bisects the angle. Hence, ∠ CBT =∠ TBA
c) Perpendicular bisector: In this case, we are given a straight line and a point to draw the perpendicular line
to the straight line, passing through the given point. We shall consider two cases. In the first case, the point
is found on the line and the second case the point is found out of the line.
Case 1: Draw a perpendicular through a point P on the line;
- Draw a line with P on it
- With the point P as the centre, draw a suitable semi-circle to cut the line through two points G and H. in
this case where the point P is nearer to the end of the given line, you can extend the line so that the semi-
circle cuts the line in two points
- Draw suitable arcs using the point G and the point H as centres and with equal radii. Mark the point of
intersection N of the two arcs
- Draw a line to joint P and N. this line is perpendicular to the line GH at P
Case 2: Drawing a perpendicular through a point P out of the line;
- Draw a line with point P above it
- Draw a suitable arc with centre P to cut the line at point M and point N
- Take the points M and N as centres and with equal radii, draw suitable arcs to intersect at a point L on the
opposite side of P
- Finally, connect the points P and L to get line PL as the perpendicular from point P to the line
Exercise
1. Construct a straight line AB of length 6cm. Bisect this line.
2. A line of length 4.5cm is inclined at 300 to the horizontal. Draw a bisector
3. Represent the following lines and bisect them

4. Construct a line AB of length 5.3cm. The point C on the line is 2cm from the end A. construct a line
perpendicular to AB passing through C.
5. Use your protractor to measure the following angles and bisect them
a) 900
b) 450
c) 740
d) 1400
e) 3260
6. Below is a triangle ABC. Draw a bisector on AC to meet the line BC at a point N. bisect the angle ABC to
meet AC at a point T. what is the length of HN given that H is the midpoint of AC. Find the length of BT

Lesson 9.3: Construction of some simple geometric figures

Objectives: By the end of this lesson students should be able to know how to construct some geometric figures
Introduction
Here, we are going to look at the construction of some triangles. Below are some few cases.
a) Case 1: Constructing a triangle given the lengths of the 3 sides
Example
Construct a triangle ABC with sides AB = 5cm, BC = 2cm, and AC = 6cm.
Procedure:
- Mark a point A on your paper to be the starting point of your construction,
- Open up your compass t the length of AB ie 5cm. draw an arc ,
- On point B, open your compass to length BC = 2cm and draw an arc,

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 - On point A, open your compass to length AC = 6cm and draw the arc. Where the two arcs intersect, mark
the point C,
- Finally, join the points A, B, and C to produce the required triangle.
b) Case 2: Constructing a triangle given the lengths of two sides and an angle
Example
Construct a triangle ABC, with AB = 4cm, AC = 5.4cm and angle ABC =1200
Procedure
- Draw the line AB = 4cm,
- From the point B, contrast an angle of 1200 to the line AB and extend the line to a point T,
- From point A, open your compass to length 5.4cm and draw an arc to cut through the line BT. That point of
intersection is the point C,
- You now draw out the triangle by joining these points.
c) Case 3: Constructing an equilateral triangle
Procedure
- Draw a straight line AB,
- Construct an angle of 600 at A, with centre at A and any convenient radius less than |AB|,
- Draw an arc t cut AB at P,
- With centre at P and same radius, draw an arc cutting the first arc and named the point of intersection Q,
- Link with a ruler the points A, P and Q to have an equilateral triangle and hence internal angles 60 0.
Case 4: Constructing a right-angled triangle
Example
Draw a right-angled triangle ABC with the right angle at B given that the hypotenuse AB = 6cm, and one side
BC = 5cm.
Procedure
- Draw a semi-circle with diameter equal the base length AB of the triangle,
- With centre at B and with a radius 5cm, draw an arc to cut the semi-circle and named the point C,
- Trace out the triangle ABC and measure the angles with your protractor.

Lesson 9.4: Inscribing and circumscribing circles

Objectives: By the end of this lesson students should be able to know how to inscribe and circumscribe a circle
Introduction
Inscribing a circle means putting a circle in a given polygon, with the circle touching all the edges of the polygon
and circumscribing a circle means making it to round a polygon while touching at least two vertices of the polygon.
Example
1. Inscribe a circle to touch all the sides of an equilateral triangle of side 4.5cm
Procedure
- Construct the equilateral triangle,
- Bisect any two angles and stretch the lines of bisection. Where these two lines meet is the centre of the
inscribed circle,
- Open your compass to touch one edge of the triangle and trace out the circle
2. Circumscribe a circle to touch each side of a triangle ABC with AB = 4cm, BC = 5cm and AC = 3cm
Procedure
- First construct the triangle,
- Draw perpendicular bisectors to any two sides, say AB and AC,
- Stretch the perpendiculars until they meet. The point where they meet is the centre of the circumscribed
circle. From this point, open your compass to touch one vertex of the triangle and trace the circle.

Topic 10: TRIGONOMETRY

Lesson 10.1: Trigonometric ratio for right-angled triangles
Objectives: By the end of this lesson students should be able to know how to
- Find the unknown side of a right-angled triangle using the Pythagoras theorem
- Solve real life situation using the Pythagoras theorem.
Control of pre-requisite
1. Define a right-angled triangle
2. Draw a right-angled triangle
Problem situation
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Mr. Mouna uses sticks to fens his farm land in the form of a rectangle. At each vertex, there is a pillar. These pillars
are named A, B, C and D. He wanted to divide this farm land with a bare wire from B to D in order to cultivate
maize on one portion and beans on the other portion. Given that the from pillar A to pillar B is 25m and from pillar
B to pillar C is10m, How many metres of this wire is needed to divide the farm land without measuring?
Activity
From the right-angled triangle below

1. Find AB2, BC2 and AC2

2. Add AB2 and BC2 and compare with AC2
Adjacent
∧Opposite
3. State the values of Opposite Hypotenuse with respect to the angle at C
,
Hypotenus Adjacent
4. Also state the values of sinθ, cosθ∧tanθ
5. Compare the answers of questions 3) and 4)
6. What can you conclude?
Summary
Property: Trigonometry is a branch of mathematic that deals with the relationship between the sides and the angles
of a triangle and the calculations based on them, particularly the trigonometric functions.
Remark

- From the right-angled triangle above, the side AC is called the hypotenuse which is the longest side, the
side AB is called the opposite and the side BC is called the adjacent.
- The Pythagoras theorem is used to calculate the unknown wide given the other two sides
ie b 2=a2 +c 2
- From the triangle below using SOHCAHTOA, where S = Sin, C= Cos, T = Tan, O = Opposite, A =
adjacent, and H = Hypotenuse

Opposite AB
sinθ= =
Hypotenus AC

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 Adjacent BC
cosθ= =
Hypotenuse AC
Opposite AB
tanθ= =
Adjacent BC
Exercise
1. Find the length of the hypotenuse of a right-angled triangle with sides 8cm and 5cm.
2. Given that the hypotenuse of a right-angled triangle is 17cm. find the length of one side given that the other
side is 15cm.
3. Find the value of the unknown from the triangles below.

Assignments
1. Find the length of the length marked x in the figures below;

2. Find the angle marked θ in the figures below

3. Find the sine , cosine and tangent of angle θ in the figures below;

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 NB: For question 3), we first of all find the unknown sides
Bilingual game

Lesson 10.2: Trigonometric ratio for some special acute angles

Objectives: By the end of this lesson students should be able to know how to use some special and acute angles in
solving trigonometric questions
Control of pre-requisite
Correction of assignments
Problem situation
Give the exact values of cos 30 0 , sin 300 ,∧tan 300 without using a calculator.
Activity
Use your calculator to give the values of cos 30 0 , sin 300 ,∧tan 300
Summary
Remark

- From the triangles above

 0
sin 60 =
√ 3 ,sin 30 0= 1 , sin 450 = √ 2
2 2 2
cos 60 0= , cos 300 = √ , cos 45 0= √
1 3 2

2 2 2
 tan60 =√ 3 , tan 30 =
0 0 √ 3 0
, tan 45 =1
3
- From the preceeding lesson, we have seen that

Opposite Opposite hypotenuse Opposite Adjacent sinθ
tanθ= = × = ÷ =sinθ ÷ cosθ=
Adjacent Hypotenuse Adjacent Hypotenuse Hypotenuse cosθ
sinθ
Hence tanθ=
cosθ
1 1 Hypotenuse
secθ= = =
 cosθ Adjacent Adjacent
Hypotenuse
1 1 Hypotenuse
cosecθ= = =
 sinθ Opposite Opposite
Hypotenuse

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 1 1 cosθ
cotθ= = =
 tanθ sinθ sinθ
cosθ
Exercise
1. Without using tables and calculators find the missing sides marked x and y, leaving your answers in surd
form.

Assignments
1. If cosθ=0.6 , find without using calculators the values of sinθ∧tanθ
2. Find the unknown side form the triangles below

Bilingual game

Lesson 10.3: Trigonometric ratio for angles greater than 900

Objectives: By the end of this lesson students should be able to know how to use some special and acute angles in
solving trigonometric questions
Control of pre-requisite
Correction of assignments
Problem situation
Activity
Use your calculator to find
a) Sin1300
b) Sin500
c) Cos2000
d) – cos800
Summary
Remark

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Exercise
Find the value of
a) Sin1300
b) Cps2000
c) Tan3010
Assignments
Find the value of the following
1. Cos1600
2. Sin2900
3. Tan750
Bilingual game

Lesson 10.4: Sine rule and cosine rule

Objectives: By the end of this lesson students should be able to state the sine and the cosine rules and also be able
to use them in solving trigonometric questions
Control of pre-requisite
Correction of assignments
Problem situation
Activity
Find the value of the unknown from the triangle below

Summary
Remark

- From the triangle ABC above, a is the side opposite to the angle at A, b is the side opposite to the angle at
B, and c is the side opposite to the angle at C.
- According to the sine rule;
a b c
= =
sinA sinB sinC
- According to the cosine rule;
 To find the length of a side we have;
 a 2=b2 +c 2−2 bccosA
 b 2=a2 +c 2−2 accosB
 c 2=a2+ b2−2 abcosC
 To find an angle when given ass the 3 sides
2 2 2
 cosA =
b + c −a
2 bc
2 2 2
 cosB=
a +c −b
2 ac
2 2 2
 cosC =
a + b −c
2 ab
These rules are used to calculate sides and angles in some triangle where there is no right angle
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Exercise
Use either sine rule or cosine rule to find the unknown from the figures below

Assignments
1. Find the value of the unknown from the triangles below;

2. In triangle ABC, the angles at A and B equal to 600 and 470 respectively and AC =7.2cm. find BC
3. In triangle DEF, the angle at D = 610, EF =7.2cm and DE = 5.4cm. Find the angle at F.
Bilingual game

Lesson 10.5: Angle of elevation and depression

Objective: At the end of the lesson, the learners should be able to:
- Measure accurately, distance and height using a surveyor’s measuring tape (graduated in metres and
centimetres).
- Determine the angle of elevation using a locally constructed clinometer.
- Define angle of elevation and angle of depression.
- Determine the approximate height of a flag pole (Storey buildings, poles, trees, etc.).
Prerequisite knowledge: The learners can:
- Define the basic trigonometric ratios
- Use trigonometric ratios to calculate the length of sides and angles in a right angled triangle.
- Use scientific calculators to evaluate trigonometric ratios.
- Measure angles using a protractor.
Motivation: Surveyors need to determine the height of a mountain or the height of other tall objects when direct
measurement isn’t feasible. These and many similar problems (like finding the height of a building, flagpole etc.)
can be solved by using trigonometry.
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Verification of prerequisite knowledge
Consider triangle ABC below.

1. What type of triangle is ∆𝐴𝐵𝐶?

2. Which is the opposite side to the angle at C?
3. Which is the adjacent side to the angle at C?
4. Which side is the hypotenuse? Calculate AC
Problem situation
In a school campus, one of the trees has over grown tall and is a potential security threat. The Principal wants to cut
down the tree and there is a building near the tree. The students can cut down the tree for no cost but it will fall in
any direction. An expert can cut the tree to fall in a particular direction but it will be very costly. How can you
determine the height of the tree so as to help the principal decide who to cut the tree?
Activity 1
1. Each group should position themselves at a point where they can clearly see the top of the tree (T) with one
member in possession of the instrument standing fixed at a point (S).
2. Using a measuring tape provided, measure a horizontal distance from the base (B) of the tree to the point S
and the height of the eye level (E) of the student (SE).
3. The fixed student should re-adjust the instrument until he/she can see the top T of the tree through the
pipette.
4. The other members of the group should read the value of the angle displaced from the initial, horizontal
90°.
5. Sketch a diagram representing the tree and the fixed student, indicating the points T, B, S, E, the distances
BS, SE and the angle measured.
6. What name is given to the angle measured?
7. What is the name of this instrument used in measuring the angle?
8. Use the diagram and the appropriate trig ratio to calculate the height of the tree to the nearest meter. (make
sure your calculators are in degree mode).
9. Can you help the Principal to decide who to cut the tree?

Note:
- We assume that the area the activity is carried out is horizontal (Flat).
- Permission has been obtained to take students to the area.
- Security of the learners is guaranteed.

Activity 2
1. Make a sketch of Jude, observing a fish in a fish pond.
2. What name is given to the acute angle formed between the horizontal eye level and the line segment
from the eye of the observer to the fish?
Summary
Property: Angle of elevation is the angle through which the line of your sight is elevated and the angle of
depression is the angle through which the line of sight is compressed from the horizontal.
Remark
- The instrument used in measuring the angle is called a clinometer
- If you look at a bird on top of a tree, the angle formed between the horizontal and your line of sight is
called the angle of elevation and if it is the bird that is looking at you the angle formed between the
horizontal and the line of sight is called the angle of depression
- Both the angle of elevation and depression are measured from the horizontal. See the figure below

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 Exercise
1. A Form 4 student of height 1.4m stands at a point 15m from an electricity pole. If the angle from his
horizontal eye view position to the top of the pole is 32°;
a) Make a sketch of the given situation
b) Calculate the height of the pole to the nearest meter.
2. A girl 1.5m tall is 15m away from a tree 20m high. What is the angle of elevation at the top of the tree from
her eyes?
3. A man left up his theodolite 100m from the base of a tower. He fined that the angle of elevation to the top
of the tower is 300. If the instrument is 1.5m from the ground. What is the height of the tower?
4. A woman standing at the top of a vertical cliff of height 300m observes that the angle of depression of a
boat out of the sea is 200. How far is the boat from the shore

Assignments
1. A woman set her theodolite some distance from a wall and fined the angle of elevation to be 30 0. She then
move 60m nearer to the wall and find the angle of elevation to be 45 0. Find the height of the wall assuming
the ground to be horizontal and the instrument is 1.5m above the ground level.
2. Peter need to fell a tree of known height in his garden. It is situated 20m from his house. In order to
determine the tree’s height, he measures the angle of depression at the top of the tree at a distance of 40m
from the base of the tree. The angle was found to be 28 0. If the tree falls in the direction of the house, will it
cause any damage?
3. Nadine stands on top of a cliff 50m high. She is in line with a girl and a boy whose angles of depression are
180 and 200 respectively. Calculate the distance between the boy and the girl. This problem is illustrated in
the figure below where the girl and the boy are C and D respectively and the observer is A.

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Bilingual game

Lesson 10.6: Bearings

Objective: At the end of the lesson, the learners should be able to know;
- the definition of bearings
- how to calculate the bearing of a point to another point
Problem situation
A man leaves from point A on a straight road and move straight to point B a distance of 3km. form point B, he turn
900 to the right and continue moving straight for further 4km to point C.
1. Represent this information on a diagram
2. Find the distance he will covered if he was to move from point A directly to point C without passing
through B.
Activity
Draw the four cardinal points
Summary
Remark
- The four cardinal directions North(N), South(S), East(E), and West(W). the directions NorthEast(NE),
NorthWest(NW), SouthEast(SE) and SouthWest(SW) are frequently use in bearings. See the figure below

- A bearing of N200E means angle of 200 measured from the North toward the East as shown below

- All bearings are represented from the Northerns

Exercise
Draw diagrams to show the following directions
a) N300E
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 b) S150W
c) S600E
Solution

Assignments
1. B is a point due East of a point A on the west and C is 6km due South of A. the distance BC is 7km.
calculate the bearing of C from B.
2. A boat leaves a point and sails on a bearing of 115 0 for 3km before turning on a bearing of 1660 for a
further 5km. Show this information on a diagram. Through now many degrees did the boat turn when it
changed direction

Topic 11: CIRCLES

Lesson 11.1: Definition of terms and conversion of angles
Objective: At the end of the lesson, the learners should be able to know the different part of a circle and how ot
convert angles to their different units
Introduction
A circle is a set of points which are equidistant from the centre. See the figure below

The centre of the circle above is point O.

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 1. Radius(r): It is the distance from the centre of the circle to any point on the circumference. All dradius of a
circle are congruent. eg OA = OB = OC =OD = r
2. Circumference(c): This is the distance round a circle. That is c=2 πr∨c=πd
3. Tangent: It is a line that touches the circle at one point. That is line GEF.
4. Chord: It is any line that touches the circumference of a circle at two points. That is the line AB and CD.
5. Diameter(d): It is a chord that passes through the centre of a circle. That is CD is a diameter d = CD = CO
+ OD = r + r = 2r
6. Arc: An arc is any part of the circumference. The part AB of the circumference is called an arc.
7. Sector: A sector of a circle is any region bounded by two radii and the corresponding arc.
8. Segment: A segment is any region bounded by a chord and its corresponding arc. From the figure above
the chord AB divides the centre into two segments. The one above is called the minor segment and the one
below is called the major segment.
Area of a segment = area of sector – area of triangle AOB
9. Semi-circle: It is a region bounded by the diameter and its corresponding arc.
Conversion of angles
All measurements involving circles are done in degree (°), radian(rad) or gradient(grad). But the most
commonly used are the degree and radians
- Conversion from degree to radian
0
180 =πrad
0 π
Implies 1 = 0
180
0 π 0 π
Implies 90 = ×90 = rad
180
0
2
0 π 0 3π
Similarly 270 = ×270 = rad
180
0
2
0 π 0
Generally x = 0
× x rad
180
- Conversion from radian to degree
0
πrad=180
0
180
1 rad=
π
0
π 180 π 0
Implies rad= × =90
2 π 2
0
3π 180 3 π 0
Implies rad= × =270
2 π 2
0
180
Generally Implies yrad = × ydegree
π
Exercise
1. Convert the follow to radians;
a) 300
b) 600
c) 450
d) 3600
2. Convert the following to degree;
π
a)
6
π
b)
2
5π
c)
6
Assignments
Textbook
Bilingual game
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Lesson 11.2: Area of circle, sector, segment and the length of arc
Objective: At the end of the lesson, the learners should be able to know to calculate
- The area of circle
- The area of sector
- The area of segment
- The length of arc
Introduction
Consider the circle in the preceeding lesson
2
- area of cirle=π r
2
θ 2 θr
- area of sector= 0
× π r ∨areaof sector= ∈radians
360 2
- area of segment=area of sector−area of triagle
θ
- length of arc= 0
× πr∨length of arc=θr ∈radians
180
Exercise and assignments
Textbook

Lesson 11.3: Angles (theorems and corollaries)

Objective: At the end of the lesson, the learners should be able to;
- Master the theorems and corollaries of a circle
- Use theorems and corollaries in solving questions in circles
Introduction
Remember that an angle is the amount of turn between two lines. We shall treat cases of angles at the centre and at
the circumference. Some theorems and corollaries are stated below;
Theorem 1: The angle which an arc subtends at the centre is twice the angle it subtends anywhere on the
circumference.

In figure 1 above θ=2 α and in figure 2 above θ=2 α=2 β eg if α =60 0 implies θ=1200
Corollary 1: Angles formed in the same segment are equal. That is from figure 2 above α ∧β are equal. α =β eg
if α =30 0 implies β=30 0
Corollary 2: The angle subtended by two chords which intersect at the circumference is half the arc angle. ie

1
In figure 3 above supposes AB = α then θ= α
2

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Corollary 3: The angle formed by the tangent of a circle and a chord is half the angle subtended at the centre by
the chord.

α
In figure 4 above supposes angle AOB=α ∧angle ABC =θ thenθ=
2
Corollary 4: The angle formed by a diameter and a tangent at the point where the tangent meet the circle is 90 0.
This is clear since arc AB = 1800 (half the angle at the centre)

A quadrilateral is a four-sided figure and a cyclic quadrilateral is one that is inscribed in a circle. Opposite angles in
a cyclic quadrilateral are supplementary (ie 1800)

0
In figure 5 above α 1+ α 2 =β1 + β 2=180
Theorem 2: A chord that is bisected by a line from the centre of a circle forms an angle of 90 0. That is

In figure 6 above OB bisects AC(chord) then AC ⊥OB (AC perpendicular to OB)

Implies A ^BO=O B ^ C=900
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Corollary 5: The radius perpendicular to a chord bisects the angle subtended at the circumference by that chord.

In figure 7 above supposesOC ⊥ AB∧OC∣A C ^ B in to two equal angles. Hence A C

^ D=B C
^D
Exercise and assignments
1. Find the unknown angle from the following figures

2. The radius of a circle is 5cm. find the length of the chord AB given that OC = 3cm

Corollary 6: From figure 8 below, O is the centre of the circle and the chord AB is perpendicular to the line CD,
then AC = BC and triangle ADC is congruent to triangle BDC implies C ^ A B=C B ^A

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Theorem 3: If two chords of a circle are equidistant from the centre, then they are congruent (equa). ie

Theorem 4: The angles formed in an alternate segment are equal to the angle formed between tangent and a chord
at the point of contact. ie

From figure 10 above, if the chord BD form an angle θ with the tangle ABC at B then θ=α =β
Power theorem: If two chords intersect (inside or outside a circle) the product of the segments of one chord is
equal to the product of the segment of the other.
Case 1

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From figure 11 above, supposes AB and CD are two chords which intersect at E inside the circle then
AE× EB=CE × ED
Case 2

From figure 12 above supposes the chords AB and DE intersect outside the circle at C then
AC × BC=DC × EC
Case 3

From figure 13 above suppose AB is a tangent to the circle and CD a chord produced to meet AB at B then
2
AB =EB× DB
Corollary 7:

From figure 14 above if AB is parallel to CD then BD = AC

Exercise
1. Given that OD = √ 3 cm, BC = 4cm, O B ^ D=600. Find the area of the triangle ABC. See the figure below
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 2. If OB = OE and DF = 4cm with AC = (x-1)cm. find x and the length AC from the figure below

3. Find θ given that

Assignments
1. Given that AB =8mm, CD = (x+2)mm and OE = OF. Find the length CD.

2. Given that M is the point of intersection of the lines OS with the chord TR and TS = 3cm, T S^ R=1280,
SM = 2cm and MO = 2cm. find
a) The area of the circle
22
b) The area of triangle PTR ( π=
7

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 3. Find x

4. Given that AM = 4cm, DM = xcm, MB = 2cm and MC = 2cm. find x.

5. Given that BC = 4cm, DC =6cm, ED = 2cm. find the radius of the circle.

6. Given that AB = 6cm and DB = 2cm. find CB

Bilingual game

Topic 12: NETWORKS

Lesson 12.1: Networks
Objective: At the end of the lesson, the learners should be able to;
- Define network
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 - Differentiate between edges and vertices
- Know how to calculate the shortest distance in a network
- Differentiate between odd and even nodes
- Know the transversal network
- Came out with a matrix related to a network
12.1.1. Introduction: Network is any interconnected group or system. In a network where boundaries meet is
called a vertex (or node) and part of the boundaries between two vertices is called an edge (or an arc).
Each node may be a settlement or junction. A drawing of network diagram or a graph is a pictorial
representation of the vertices and edges of the graph. See the graph below;

12.1.2. Shortest distance: Networks are not drawn to scale. Often numbers are written on the arcs.
They could represent the distances, times, or cost of each arc. eg below is the network of Atta
market

Given that the distances are measured in meters(m). find the shortest distance from A to E
Solution
Route Distance Total distance from A to E
A to B to C to E 100 + 80 + 70 250m
A to B to D to E 100 + 90 + 90 280m
A to D to E 130 + 90 220m
A to D to F to E 130 + 110 + 90 330m
Therefore, the shortest distance is 220m passing through the route A to D to E.
Exercise
1. Given the number of nodes and arcs from the networks below

2. The following network show time in minutes. What is the shortest time from A to C?

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 12.1.3. Connected networks and regions:

This is an example of a connected network. Each node is connected by arcs to at least one other node. It is
possible to pass between any pair of nodes by travelling along the arcs.

This network is disconnected because it is not possible to pass from P to R or from Q to R by travelling along arcs.
In networks, the arcs which connect a node to itself like in D and S are called loops. The arc split the network into
region s. the area outside the arcs is counted as a region. The network above has 5 regions
Exercise
Fill in the table below for the following connected networks

Network No of nodes(N) No of regions(R) No of arcs(A) N+R-A

a) 1 2 1 2
b) 2 2 2 2
c) 3 2 3 2
d) 4 2 4 2
e) 4 4 6 2
f) 6 4 8 2

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 12.1.4. Odd and event nodes: The number of arcs which meet a node is called the degree of the node.
An odd node has an odd number of arcs meeting at it. An even node has an even number of
arcs meeting at it.
Examples
How many odd nodes and even nodes are in the networks below?

Solution
a) 4 odd nodes of degree 3
1 even node of degree 2
b) 4 odd nodes of degree 3
1 even node of degree 4
Assignments
Fill in the table below for the following connected networks.

Network No of odd nodes No of even nodes

a) 2 3
b) 2 2
c) 4 1
d) 0 7

12.1.5. Traversable network: A network is traversable if there is a route which covers each path
once and only once. This means you cannot draw over an arc more than once or lift your pencil
off the drawing.
Examples
Say whether the following networks are traversable.

Solution
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 a) Not traversable
b) Traversable

Assignments
1. The mayor of Bankim will like the Christmas parade to trace along the streets in the centre of the town only
once. Show a possible route for the parade using the network of the streets and intersections.

2. The street cleaner of Bamenda town wants his truck to travel along each street only once. Explain how this
is possible for the network which represents the streets and intersections.

12.1.6. Matrices related to network: Below is a figure that has three nodes A, B, and C, four regions
a, b, c, and d and five arcs linking various nodes.

A one-stage-route between two nodes of a network is defined as a route which does not passes through any other
node. Copy and complete the 3by3 matrix M which shows the number of different one-stage-route between each of
the nodes of the network shown above.

A B C

( )
A 0 1 2
M= B 1 0 2
C 2 2 0

NB: A two-stage-route is defined as a route which passes through one other node no the way. eg

A to C or C to A
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Assignments
1. Complete the route matrix for the given route diagram below.
NB: We complete the matrix with respect to the arrows.

AA B C
B¿
C

2. Write down the one-stage-route matrix R for each of the networks below. In each case find R 2 and compare
with the two-stage-route matrix for the networks.

School: GBHS Bandam Sequence: 1

Class: Form one Duration: 50minutes
Number on roll: Boys: Girls:
Average age: Date:
Family of situation: REPRESENTATIONS AND TRANSFORMATION OF PLANE SHAPES WITHIN THE
ENVIRONMENT
Competence: Recognition of plane shapes and transformation within the environment, scale drawing, production
of plane shapes and determination of measures.
Module 16: PLANE GEOMETRY
Topic 13: THE EARTH AS A SPHERE
Objective: By the end of this chapter, students should be able to;
- Define Great circle, Equator, Meridian, parallel of latitude, longitude and time
- Calculate GMT and local time , Position of a place on the surface of the earth, Angular distance between
two points on the earth, Shortest distance between two points on the earth
Control of prerequisite
Knowledge on circles and sphere
13.1. Introduction: The earth’s shape is like a sphere. See the figure below;

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 - The equator is an imaginary line that runs from East to West. See line AB. It divides the earth into two
hemispheres; the northern hemisphere and the southern hemisphere. This equator is also defined as 0 0
latitude.
- Latitudes are lines that run from East to West. These lines are parallel that is the spaces between them are
the same. They range from 9 0 0 at the North Pole to −90 0 at the South Pole. From the figure above, C is
the North Pole and D is the South Pole.
- The meridians or lines of longitude runs from North to South and converge at the North Pole and the South
Pole. The prime meridian is defined as the 0 0 longitude and its divide the earth into the eastern hemisphere
and the western hemisphere. Meridians are lines of constant longitude and they are perpendicular to lines
of latitude.

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