Ss 2 Gen Maths 1st Term E-Note 2017

DEEPER LIFE HIGH SCHOOL
www.dlhschools.com
FIRST TERM: E-LEARNING NOTES
SS 2 MATHEMATICS
SCHEME FIRST TERM
WEEK TOPIC CONTENT
(a) Revision of logarithm of numbers greater than 1.
1 LOGARITHM 1 (b) Comparison of characteristics of logarithms and
standard form of numbers.
(a) Logarithm of numbers less than one, involving:
2 LOGARITHM 2 Multiplication, Division, Powers and roots.
(b) Solution of simple logarithmic equations.
(a) Meaning and types of sequence.
(b) Example of an A. P.
3 SEQUENCE AND SERIES 1 (c) Calculation of: (i) first term (ii) common difference
(iii) nth term (iv) Arithmetic mean (v) sum of an A. P.
(d) Practical problems involving real life situations.
(a) Examples of geometric progression.
(b) Calculation of; (i) First term (ii) Common ratio (iii)
4 SEQUENCE AND SERIES 2 nth term, (iv) Geometric menu (v) sum of terms of
geometric progression. (vi) Sum to infinity.
(c) Practical problems involving real life situation.
(a) Revision of factorization of perfect squares.
(b) Making quadratic expression perfect squares by
adding a constant K.
(c) Solution of quadratic equation by the method of
completing the square.
5 QUADRATIC EQUATION (d) Deducing the quadratic formula from completing the
square.
(e) Construction of quadratic equation from sum and
product of roots.
(f) Word problems leading to quadratic equations.
(a) Simultaneous linear equations (Revision).
(b) Solution to linear and quadratic equations.
6 SIMULTANEOUS LINEAR AND (c) Graphical solution of linear and quadratic equations.
QUADRATIC EQUATIONS (d) Word problems leading to simultaneous equations
(capital market).
(e) Gradient of curve.
7 MID-TERM BREAK
(a) Distance between two points.
(b) Midpoint of line joining two points.
8 *COORDINATES GEOMETRY (c) Gradients and intercept of a straight line.
OF STRAIGHT LINES (d) Determination of equation of a straight line.
(e) Angle between two intersecting straight lines.
(f) Application of linear graphs to real life situation.
(a) Revision of approximation.
(b) Accuracy of results using logarithm table and
9 APPROXIMATIONS calculators.
(c) Percentage error.
(d) Application of approximation to everyday life.
10 REVISION
11 EXAMINATION
COPYRIGHT: DLHS, MATHS DEPT. 2017Page 1

WEEK 1:
DATE……………………….
Subject: Mathematics
Class: SS 2
TOPIC: logarithm 1
Content:
 Comparison of characteristics of logarithms and standard form of
numbers.
 Revision of logarithm numbers greater than 1.
Comparison of characteristics of logarithms and standard form of numbers
There is a relationship between the standard form and the logarithm of a

number.
For instance, (a) 189.7 = 1.897 ×10 2
This shows that the logarithm of a number is the power to which the base 10 is
raised. Hence, Logarithm of 189.7 = 2.2781, where 189.7 = 102.2781
(b) 850.9 = 8.509×10 2 (standard form)
Log850.9 = 2.9299
The integer (characteristics) is the same with the power 10
CLASS ACTIVITY
Show how the characteristics following Logarithms are related to standard

form
1. 82000
2. 68.9
3. 6895
4. 605.8
Revision of logarithm numbers greater than 1

Logarithm of numbers is the power to which 10 is raised to give that number.
Logarithms used in calculations are normally expressed in base 10.
 Rules for the use of Logarithms

i. Multiplication: find the logarithms of the numbers and add them
together
ii. Division: find the logarithm of each number. Then subtract the
logarithm of the denominator from that of the numerator
iii. Powers: find the logarithm of the number and then multiply it by
the power or the index
iv. Roots: find the logarithm of the number and then divide it by the
root
Example1: Evaluate using logarithm tables
19.28 ×2.987 × 195.8
Numbers Log
19.28 1.2851
2.987 0.4752
195.8 2.2918
11270 4.0521
Antilog of 4.0521=11300 ¿ 3 s . f
Example 2: Evaluate using logarithm tables
√ 173.8 ×(14.7)2
3
(2.61)
Numbers Log
173.8 2.2400 2.2400
2
(14.7) 1.1673×2 2.3346
Numerator 4.5746 4.5746
3
(2.61) 0.4166×3 1.2498 1.2498
173.8×(14.7)
2
3.3248
(2.61)3
√
45.96
173.8 ×(14.7)2
(2.61) 3
3.3248÷ 2
1.6624

∴ antilog of 1.6624=45.96(4 s . f )
CLASS ACTIVITY
Use logarithm tables to evaluate correct to 4 s.f.
1. 786.1 ×89.5 ×63.7
107.8× 38.97
2. 81.65
PRACTICE EXERCISE
Use log tables to find the value of
√17.45 ×(35.2)2
1.
(3.15) 4 × 8.15
2
(27.1) × 327
2.
√ 27500000
95.3× √ 18.4
3
3.
(1.29)5 × 2.03
(SSCE 1991)
298.6 ×10.52
4. 2.56× 32.8
5.
√
3 321000 × 40
175× 6000
ASSIGNMENT
Use log tables to find the value of
3
6.705× 3.68
1.
√35.81
4
23.67 ×73.59
2. 5
(2.5134) ×2.03
1
3. (987 . 3) 3
4.
√
875 . 4
3
4 . 2343
5. √ 23 .56 × 66 . 45
KEYWORDS: base, logarithm, integer, antilogarithm, mantissa, characteristics
etc.
WEEK 2:
DATE……………………….
Class: SS 2
TOPIC: logarithm 2
Content:
 Logarithm of numbers less than one, involving: Multiplication,

Division, Powers and roots.
 Solution of simple logarithmic equations.
Logarithm of numbers less than one
Simple logarithm operations
To find the logarithms of numbers less than 1, (i.e. numbers between 0 and 1),
we use negative powers of 10.
For example, 0.08356 = 8.356 ×10−2 (standard form)
0.08356 = 100.9220 × 10−2 (from log tables)
= 10−2+0.9220
So Log0.08356 = -2+0.9220
Characteristics (i.e. power of 10) = -2
Mantissa = 0.9220
∴−2+ 0.9220=2 .9220
Note: -2 is called bar 2 i.e. 2
Example 1: Work out the following giving the answers in bar notation
(a) 4 .3× 5
(b) 1 .6043× 4
SOLUTION
(a) 4 .3× 5= ( 4+ 0.3 ) 5

¿ 20+1.5
¿ 19 .5
(b) 1 .6043× 4=1+0.6043

×4
⇒
4+2.4172
2 .4172

Example 2: Work out the following giving the answers in bar notation
5 .806 ÷ 4
SOLUTION
5+ 0.806
5 .806 ÷ 4=
4
8+3.806
¿
4
¿ 2+0.9515
¿ 2 .9515
CLASS ACTIVITY
Work out the following in bar notation form
(a) i. 3 .7 ii. 2 .9 iii. 5 .7 iv. 2 .8 v. 5 .3

+ 5. 8 + 5.6 - 2 .3 - 6 .1 - 2 .7
(b)
(i) 3 .4 ×5
(ii) 2 .823× 4
(iii) 3 .7538 ÷5
(iv) 6 .509 ÷ 5
Logarithm of numbers less than one, involving: Multiplication, Division,

Powers and roots.
Example 1: a. Evaluate, using logarithm tables 0.9807 x 0.007692
Solution: 0.9807 x 0.007692
Number Log
0.9807 1 .9915
0.007692 3 .8860
0.007543 3 .8775

∴antilog of 3 .8775= 0.00754 to 3s.f
Evaluate the following using logarithm tables
b. 0.00889 ÷ 204.6
Numbers Log
0.00889 3 .9489
204.6 2.3109
0.00004345 5 .6380
∴antilog of 5 .6380 = 0.0000435 to 3s.f
Note: In Logarithm, powers take multiplication while roots take division.
Example 2: a. Evaluate (0.05872)4
Numbers Log
0.05872 2 .7687
0.05872
4
2 .7687 × 4
0.00001188 5 .0748
4
∴ ( 0 . 05872 ) =0 .000012 ¿ 2 s . f
b. √7 0.0004786
Solution:
Numbers Log
0.0004786 4 . 6799
√7 0.0004786 4 . 6799÷ 7
7+3.6799 ÷ 7
1+0.5257
0.3355 1 .5257
∴ √ 0.0004786=0 .3355
7
2
(0.0099)
c. 6
√ 0.000907
Numbers Log
0.0099 3 .9956
(0.0099)
2
3 .9956 ×2
6+1.9912
Numerator 5 .9912 5 .9912

0.000907 4 .9576
√6 0.000907 4 .9576 ÷ 6
6+ 2.9576÷ 6
Denominator 1+0.4929 1 .4929
0.000315 4 .4983
2
(0.0099)
∴ 6
=¿0.000315
√0.000907
CLASS ACTIVITY
Evaluate the following using Logarithm tables
(1)i. ( 0.896 × 0.791 )3
ii. ( 0.898 )6
(2) i.√ 0.7164 × 0.082

4
(0.7451)
ii. 5
√ 0.00874
SOLUTION OF SIMPLE LOGARITHMIC EQUATIONS

In this lesson, the equations have to be solved first, then tables used to
evaluate

If log a y =x
Then y=a x
RULES OF LOGARITHM
 note that any logarithm to the same base is 1, that is, log a a=1.
1
() 1
e.g log 3 3=1, log 1 4 =1 , log0.5 2 =1 e . t . c
4
()
 note also t h at log a y x =x log a y
1
1
e.g log 2 54 =4 log 2 5 , log 6 (9) 2 = log 6 9, e.t.c
2
Example 1: Solve the logarithmic equations
log x 81=4
Solution:
i. log x 81=4
from the formula above, we have that
4
x =81
4 4
x =3
this implies that x=3 because the powers will cancel each other
∴ x=3
EXAMPLE 2: Solve the logarithmic equations
log 3 9=x
ii. log 3 9=x

x
3 =9
x 2
3 =3
∴ x=2
CLASS ACTIVITY
1
1. Solve for x , ( i ) log x 7= 2
(ii) log 4 x =3.5
2. Evaluate the following
i. log 3 243+ log 0.5 ( 161 )
log 3 27
ii. log 3 ( 19 )
PRACTICE EXERCISE
1. Use logarithm tables to evaluate

2
(3.68) × 6.705
√ 0.3581
2. Evaluate using logarithm tables, correct to 3 significant figures

√3 1.376
√4 0.007
3. Evaluate using tables
√ 2.067
0.0348× 0.538
(SSCE 1993)
4. Evaluate using tables, leaving your answer in standard form
√ P Where P =3.6 × 10-3 and Q = 2.25 × 106

Q
5. Evaluate using logarithm table, correct to 1 decimal place
√ 0.81×10−5
2.25 ×10
7
ASSIGNMENT
1. Evaluate using logarithm table, leaving your answer in standard form
√ 8.1 ×10−3
1.44 × 10
4
2. Use logarithm tables to evaluate

2
(3.68) × 6.705
(SSCE 1991)
√ 0.3581
3. Use logarithm table to Evaluate, correct to 3 significant figures;
√ 0.897× 3.536
0.00249
(SSCE 1994)
4. Use logarithm tables to Evaluate, correct to 3 significant figures;

15.05× √ 0.00695
(SSCE 1997)
6.95 ×10 2
√
5. Evaluate using logarithm tables 3 0.1532
0.01371
6.421× 0.00592
6. Evaluate using logarithm tables 0.04129
1
7. Given that 3 log10p = 1, find the value of p.

A. 1/10 B. 3 C. 10 D. 100 E.1000
8. Evaluate log50.04
A. 0.008 B. – 1.4 C. – 2 D. 1
KEYWORDS: base, logarithm, integer, antilogarithm, mantissa, characteristics

etc.
WEEK 3:
DATE……………………….
Class: SS 2
TOPIC: Sequence and Series 1
Content:
 Meaning and types of sequence.
 Example of an A. P.
 Calculation of: (i) first term (ii) common difference (iii) nth term (iv)
Arithmetic mean (v) sum of an A. P.
 Practical problems involving real life situations.
Meaning and types of sequence

SEQUENCES:
A sequence is an ordered list of numbers whose subsequent values are

formed based on a definite rule. The numbers in the sequence are called terms
and these terms are normally separated from each other by commas.
Examples:
2, 4, 6, 8, 10,……
Rule: Addition of 2 for subsequent terms.

70, 66, 62, 58, 54,……
Rule: Subtraction of 4 for subsequent terms.

3, -6, 12, -24,……
Rule: Multiply each term by –2.
There are many types of sequences. We shall be considering the Arithmetic

Progression and Geometric progression.
Finite and Infinite Sequences
A finite sequence is a sequence whose terms can be counted. i.e. it has an end.
These types of sequences are usually terminated with a full stop. e.g. (i)
3,5,7,9,11,13. (ii) -7,-10,-13,-16,-19,-21.
If however, the terms in the sequence have no end, the sequence is
said to be infinite. These types of sequences are usually ended with three dots,
showing that it is continuous. e.g. (i) 5,8,11,14,17,20… (ii) -35,-33,-31,-29,-
27,…
ARITHMETIC PROGRESSION (AP) {LINEAR SEQUENCE}
If in a sequence of terms T 1, T2, T3, ...Tn-1, Tn the difference between any

term and the one preceding it is constant, then the sequence is said to be in
arithmetic progression (A.P) and the difference is known as the common
difference, denoted by d.
d = Tn – Tn-1, where n = 1, 2, 3, 4, …
i.e d = T2 – T1 = T3 – T2 = T4 – T3 and so on.
Examples of A.P
(i) 1, 3, 5,7, 9, …
Tn – Tn-1  5 - 3 = 2
7-5=2
9-7=2
 d=2
The difference is common, hence it is an A.P.
(ii) 2, 4, 8, 16, 32, …
Tn – Tn-1  4 - 2 = 2
8-4=4
16 - 8 = 8

32 - 16 = 16
The difference is NOT common; therefore it is not an A.P.
(iii) 70, 66, 62, 58, 54, …
Tn – Tn-1  66 - 70 = -4
62 - 66 = -4
58 - 62 = -4
 d = -4
The difference is common; hence it is an A.P.
(iv) –2, -5, -8, -11, …
Tn – Tn-1  (-5) - (-2) = -5 + 2 = -3
(-8) - (-5) = -8 + 5 = -3
(-11) - (-8) = -11 + 8 = -3.
The difference is common; hence it is an A.P.
CLASS ACTIVITY
Which of the following are arithmetic progressing sequence?
(a) 4,6,8,10,…
(b) 3,7,9,11,..
(c) 1,6,11,16,21,26…
(d) 100,96,92,88,84,…
(e) 20,17,15,11,…
(f) 45,42,39,36,…
THE nth TERM OF AN A.P
If the first term of an A.P is 3 and the common difference is 2. The
terms of the sequence are formed as follows.
1st term = 3
2nd term = 3+2 = 3 + (1)2
3rd term = 3+2+2 = 3 + (2)2
4th term = 3+2+2+2 = 3 + (3)2
5th term = 3+2+2+2+2 = 3 + (4)2
nth term = 3+2+2+2+ … = 3 + (n - 1)2
Hence, the nth term (T n) of an A.P whose first term is “a” and the
common difference is “d” is given as
Tn = a + (n - 1)d

Example 1:
a.Find the 21st term of the A.P 3, 5, 7, 9, …
Solution
a=3
d=2
n = 21
Tn = a + (n – 1)d
T21 = 3 + (21 – 1)2
= 3 + 20 x 2
= 3 + 40
= 43.
b.Find the 27th term of the A.P

100, 96, 92, 88, …
Solution
a = 100
d = -4
n = 27
Tn = a + (n – 1)d
T27 = 100 + (27 – 1)(-4)
= 100 + 26 x –4
= 100 – 104
= -4.
Example 2:
a.Find the value of n given that 77 is the nth term of an A.P 3½, 7, 10½, …
Solution:
a = 3½
d = 7 - 3½
 d = 3½
Tn = 77
Tn = a + (n – 1)d
77 = 3½ + (n – 1)3½
77 = 3½ + 3½n – 3½

77 = 3½n
77 = 7/2n
7n = 77 x 2
n = 77 x 2
7
n = 11 x 2
n = 22.
b. What is the first term of an A.P whose 21 st term is 43 and the common
difference is 2 ?
Solution:
T21 = 43
n = 21
d=2
Tn = a + (n –1)d
43 = a + 20 x 2
43 = a + 40
a = 43 – 40
a = 3
C. Find the common difference of an A.P given that 43 is the 21st term of the
sequence and the first term is 3.
Solution:
a=3
T21 = 43
n = 21
Tn = a + (n – 1)d
43 = 3 + (21 – 1) d
43 = 3 + 20d
43 –3 = 20d
20d = 40
d = 40
20
 d = 2.

CLASS ACTIVITY
(1) Find the 31st term of the sequence –7, -10, -13, -16, …
(2) What is the 26th term of the A.P 5, 10, 15, 20, …?
FURTHER Example 1:
The first three terms of an A.P are
x, 3x + 1, and (7x - 4). Find the
(i) Value of x
(ii) 10th term
Solution:
(i) Recall that given an A.P T1, T2, T3
T2 – T1 = T3 – T2
Hence for, x, (3x + 1), (7x - 4)
(3x + 1) – x = (7x - 4) – (3x + 1)
3x+1 – x = 7x – 4 – 3x - 1
2x + 1 = 4x – 5
1+ 5 = 4x – 2x
2x = 6
x=6
2
 x = 3.
The sequence x, (3x + 1), (7x - 4) is

= 3, (3x3 + 1), (7x3 - 4)
= 3, 10, 17.
(ii) a = 3
n = 10
d=7
Tn = a + (n – 1)d
T10 = 3 + (10 – 1)7
= 3 + 9x7
= 3 + 63
= 66.
Example 2:
The 6th term of an A.P is –10 and the 9th term is –28.
Find the (i) Common difference
(ii) First term
(iii) 26th term of the sequence.
Solution:
(i) T6 = -10 Tn = a + (n - 1)d
n=6 -10 = a + (6 - 1)d
-10 = a + 5d ----------- (1)
T9 = -28 -28 = a + (9 - 1)d

n=9 -28 = a + 8d ---------- (2)
Solve equation (1) and (2) simultaneously.
Eqn. (1): -10 = a + 5d
Eqn. (2): -28 = a + 8d
18 = -3d
d = 18
-3
 d = -6.
(ii) Put d = -6 in equation (1)
-10 = a + 5(-6)
-10 = a - 30
-10+30 = a
 a = 20.
(iii) To find the 26th term of the sequence.
a = 20
d = -6
n = 26
Tn = a + (n - 1)d
T26 = 20 + (26 - 1)(-6)
= 20 + 25(-6)
= 20 - 150
= -130.
CLASS ACTIVITY
(1) The 6th term of an AP is –10 and the 9th term is 18 less than the 6th
term. Find the
(a) common difference (b) first term
(c) 26th term of the sequence.

(2) The 7th term of an AP is 17 and the 13th term is 12 more than the 7th
term. Find the (i) common difference (ii) first term (iii) 21st term of the AP.
Arithmetic Series:
These are series formed from an arithmetic progression. e.g.
1 + 4 + 7 + 10 + …
In general, if Sn is the sum of n terms of an arithmetic series then
Sn = a + (a + d) + (a + 2d) + … + (l - d) +
l -- (1)
Where l is the nth term, a is the first term and d is the common difference.
Rewriting the series above starting with the nth term, we have.
Sn = l +(l - d) + (l - 2d) +… + (a + d) + a ----- (2)
Adding equation (1) and (2) we have
2Sn = (a + l) + (a + l) + … + (a + l) + (a + l) in n places
2Sn = n(a + l)
Sn = n/2(a + l)
But l is the nth term i.e a + (n - 1) d
Sn = n/2{a +a + (n - 1)d}
 Sn = n/2 {2a + (n - 1)d}
Example 1 :
Find the sum of the first 20 terms of the series 3+5+7+9+ …
Solution:
a=3
d=2
n = 20
Sn = n/2 {2a +(n - 1)d}
S20 = 20/2 {2x3 +(20 - 1)2}
S20 = 10{6 + 19 x 2}
= 10{6 + 38}
= 10{44}
 S20 = 440
Example 2:
Find the sum of the first 28 terms of the series –17 + (-14) + (-11) + (-8) + …
Solution:
a = -17
d=3
n = 28
Sn = n/2{2a + (n - 1)d}
S28 = 28/2 {2 (-17) + (28 - 1) 3}
= 14 {-34 + 27 x 3}
= 14 { -34 + 81}
= 14 {47}
 S28 = 658
CLASS ACTIVITY
(1) Find the sum of the numbers from 1 to 100.
(2) Find the sum of the first 26 terms of the A.P –18, -15, -12, -9, …
FURTHER Example :
The sum of the first 9 terms of an A.P is 117 and the sum of the next 4 terms is
104.
Find the(i) Common difference
(ii) First term
(iii)25th term of the A.P
(WAEC)
Solution:
T 1, T 2, T 3, T 4 … T 8, T 9, T10, T11, T12, T13
117 104
S9 = 117 --------------------------(*)
n=9
since a sequence is normally summed from the first term
S9 + 4 = 117 + 104
 S13 = 221 ---------------(**)
n = 13
Sn = n/2 {2a + (n - 1) d}
From (*) above;
117 = 9/2 {2a + (9 - 1) d}
117 = 9/2 x 2a + 9/2 x 8d
117 = 9a + 36d
Divide through by 9 to have;
13 = a + 4d ----------------------(1)
From (**) above;
221 = 13/2 {2a + (13 - 1) d}
221 = 13/2 x 2a + 13/2 x 12d
221 = 13a + 78d
Divide through by 13 to have;
17 = a + 6d ----------------------(2)
From equation (1) and (2)
Eqn. (1): 13 = a + 4d
Eqn. (2): 17 = a + 6d
-4 = -2d
d = -4
-2
 d = 2.
(ii) From equation (1) we have
13 = a + 4 x 2
13 = a + 8
a = 13 – 8
 a=5
(iii)a = 5
d=2
n = 25
Tn = a + (n - 1) d
T25 = 5 + (25 - 1) 2
= 5 + 24 x 2
= 5 + 48
T25 = 53
CLASS ACTIVITY
(1) The sum of the first 9 terms of an A.P is 171 and the sum of the next 5
terms is 235.Find the (a) Common difference
(b) First term
(c) Sequence
(2) The sum of the first 8 terms of an A.P is 172 and the sum of the next three
terms is 15. Find the
(a) Common difference
(b) First term
(c) 21st term of the A.P
PRACTICAL PROBLEMS INVOLVING REAL LIFE SITUATION
Example 1:

A clerk employed by a private establishment on an initial salary of N5000 per
annum. If his annual increment in salary is N300. Find the total salary earned
by the clerk in 20years.
Solution:
a = 5000
d = 300
n = 20
Sn = n/2 {2a + (n - 1) d}
S20 = 20/2 {2 x 5000 + (20 - 1) 300}
= 10 {10000 + 19 x 300}
= 10 {10000 + 5700}
= 10 {15700}
 S20 = 157000
 The total amount earned in 20years is N157000.00
EXAMPLE 2
A sum of money is shared among nine people so that the first gets N75, the
next N150, the next N225, and so on.
a. How much money does the ninth person get?
b. How much money is shared altogether?
Solution:
a=75 d=150-75=75 n=9
Tn=a + (n-1)d
T9=75 + (9-1)75
=75+600
=N675
n
Sn¿ 2 ( a +l )
9
S9 ¿ 2 ( 75+675 )
=4.5 × 750
=N3375
CLASS ACTIVITY
(1) The value of a machine depreciates each year by 5% of its value at the
beginning of that year. If its value when new on 1 st January 1980 was

N10,250.00, what was its value in January 1989 when it was 9years old?
Give your answer correct to three significant figures.
(WAEC) 1989
(2) The houses on one side of a particular street are assigned odd numbers,
starting from 11. If the sum of the numbers is 551, how many houses are
there? (SSCE 1999)
PRACTICE EXERCISE
(1) The 6th term of an A.P is 26 and the 11th term is 46. Find the
(i) Common difference
(ii) First term
(iii) 25th term of the A.P
(2) The 5th term of an A.P is 11 and the 9th term is 19. Find the
(i)
common difference
(ii) First term
(iii) 21st term of the A.P
(3) The fourth term of an A.P is 37 and the 6th term is 12 more than the
fourth term. Find the first and seventh terms.
SSCE, June 1994, No 11a (WAEC)
(4) The first three terms of an A.P are (x+2) ,(2x-5) and (4x+1). Find the
(i) Value of x
(ii) 7th term.
(5) The first three terms of an A.P are x, (2x-5) and (x+6). Find the
(i) Value of x
(ii) 21st term.
ASSIGNMENT
1. If the first three terms of an A.P are (4x+1), (2x-5) and (x+3). Find the
(i) Value of x
(ii) Sequence
(iii) 11th term of the sequence
2. Given that 9, x, y, 24 are in A.P, find the values of x and y.
(10) If –5, a, b, 16 are in A.P, find the values of a and b.

3. The 8th term of an arithmetic progression (A.P) is 5 times the third term
while the 7th term is 9 times greater than the 4th term. Write the first
five terms of the A.P. (SSCE 2009)
4. If 3, x, y, 18 are the arithmetic progression (A.P). Find the values of x

and y.
(SSCE 2008)
1 1 1
5. If 2 , x , 3 are successive terms of an arithmetic progression (A.P), show
2−x 2
that x−3 = 3
(SSCE 2007)
6. The 3rd and 8th terms of an arithmetic progression (A.P)are -9 and 26
respectively. Find the:
i. Common difference
ii. First term
(SSCE 2007)
7. The 2nd, 3rd and 4th terms of an A.P. are x−2 , 5∧x +2 respectively.
Calculate the value of x .
(SSCE 2006)
8. An arithmetic progression (A.P) has 3 as its first term and 4 as the

common difference.
i. Write an expression, in its simplest form for the nth term.
ii. Find the least term of the A.P that is greater than 100
(SSCE 2003)
9. The first term of an arithmetic progression (A.P)is 3 and the common

difference is 4. Find the sum of the first 28 terms.
(SSCE 2002)

10.The first term of an arithmetic progression (A.P) is -8. The ratio of the
7th term to the 9th term is 5:8. Calculate the common difference of the
progression. (SSCE 2000)
11.The 6th term of an A.P. is 35 and the 13th term is 77. Find the 20th term.
(SSCE 1997)
KEYWORDS: sequence, series, first term, common difference, last term,

arithmetic progression, finite sequence etc.
WEEK 4:

DATE……………………….
Class: SS 2
TOPIC: Sequence and Series II
Content:
 Examples of geometric progression
 Calculation of; (i) First term (ii) Common ratio (iii) nth term, (iv)
Geometric progression (v) sum of terms of geometric progression.
(vi) Sum to infinity
 Practical problems involving real life situation.
GEOMETRIC PROGRESSION (G.P) OR EXPONENTIAL SEQUENCE

Given any sequence of terms T1, T2, T3, T4, … Tn-1, Tn. If the ratio between any
term and the one preceding it is constant then the sequence is said to be in
geometric progression (G.P). The ratio is called the common ratio denoted by r.
i.e.
Tn
r= T
n−1
where n = 1, 2, 3, 4, …
Example1: find out which of the sequence is a GP
(i) 1, 2, 4, 8, 16, …
Tn 2
 =2
T n−1 1
1
4
2
=2
8
4
=2
The ratio is common, hence the sequence is a G.P  r = 2
(ii) 16, 8, 4, 2, …
Tn 8 1
 =
T n−1 16 2
4 1
=
8 2

2 1
=
4 2
1
The ratio is common, hence the sequence is a G.P  r = 2
Example 2: find out which of the sequence is a GP

(i) 3, 7, 9, 12, …
Tn 7 1
 =2
T n−1 3 3
3
9 2
=1
7 7
12 3 1
=1 =1 =
9 9 3
The ratio is NOT common, hence not a G.P.
(ii) 2, -10, +50, -250, …

−10
Tn  2
= -5
Tn-1
+ 50
−10
= -5
−250
+50
= -5
The ratio is common, hence the sequence is a G.P  r = -5
CLASS ACTIVITY
Which of the following sequences is G .P.?
(a) 3,6,12,24…
(b) 2,4,6,8,…
(c) 5,15,45,…
(d) 1,4,16,…

THE NTH TERM OF A G.P
Let 5 be the first term of a G.P whose common ratio is 2. Then
The 2nd term is 5x2 = 5(2)1
The 3rd term is 5x2x2 = 5(2)2
The 4th term is 5x2x2x2 = 5(2)3
The 5th term is 5x2x2x2x2 = 5(2)4
The nth term is 5x2x2 … 2 = 5(2)n - 1
In general, the nth term of a G.P denoted by T n, whose first term is “a”
and whose common ratio is “r” is arn-1. i.e.
Tn = arn - 1 where n = 1, 2, 3, 4, …
NOTE
The four examples below show how the formula can be used to find the nth
term, n, r and a.
Example 1:
I. Find the 8th term of the G.P
3, 6, 12, 24, …
Solution
a=3
r=2
n=8
Tn = arn - 1
T21 = 3(2)8 - 1
T21 = 3x27
T21 = 3x128
 T21 = 384
II. Find the value of n given that the nth term of a G.P is 2916 and the
first term and common ratio are 4 and 3 respectively.
Solution:

Tn = 2916
r=3
a=4
Tn = arn - 1
2916 = 4(3) n - 1
2916 = 3n - 1
4
729 = 3n - 1
3 6 = 3n - 1
n-1 = 6
n = 6+1
 n = 7.
EXAMPLE 2:
1. Find the common ratio of an exponential sequence whose 10th term
is –512 and the first term is 1.
Solution
a=1
T10 = -512
n = 10
Tn = arn - 1
-512 = 1(r)10 - 1
-512 = r9
(-512)1/9 = r
r = (-29)1/9
 r = -2
2. Find the first term of an exponential sequence whose 7th term is 4096
and the common ratio is 4.
Solution
T7 = 4096
n=7
r=4
Tn = arn - 1
4096 = a(4)7-1
4096 = a46

4096 = 4096a
a = 4096
4096
a = 1
CLASS ACTIVITY
(1) The 3rd and 6th term of a geometric progression (G.P) are 48 and 14 2/9
respectively. Write down the first four terms of the G.P.
SSCE, June. 1993, No9 (WAEC)
(2) The first and third terms of a G.P are 5 and 80 respectively. What is the 4th
term?
SSCE, Nov. 1993, No 11b (WAEC)
GEOMETRIC SERIES
The general expression for a geometric series is given as
Sn = a + ar + ar2 + ar3 + … + arn-1 ----- (1)
Where Sn represents the sum of n terms of the series
Multiply both sides of equation (1) by r to have
rSn = ar + ar2 + ar3 + ar4 + --- + arn ---- (2)
Subtract (2) from (1) to have
Sn – rSn = a - arn
Sn (1 - r) = a(1 - rn)
n
a(1−r )
Sn= ------------------ (3)
1−r
If the numerator and denominator of equation (3) is multiplied by –1, we have
n
a(r −1)
Sn= -------------------- (4)
r−1
If r < 1, formula (3) is more convenient

If r >1, formula (4) is more convenient
Example 1:
Find the sum of the first 8 terms of the G.P 3, 6, 12, 24, …
Solution:

a=3
n=8
r=2
Sn = a(rn – 1) r>1
r–1
S8 = 3(28 – 1)
2–1
= 3(256 – 1)
1
= 3 (255)
S8 = 765.
Example 2:
Find the sum of the first 10 terms of the G.P 2, -6, 18, -54, …
Solution:
a=2
n = 10
r = -3
n
a(1−r )
Sn= r<1
1−r
S10 = 2(1-(-3)10)
1-(-3)
= 2(1-59049)
1+3
= 2(-59048)
4
= -59048
2
S10 = -29524
CLASS ACTIVITY
(1) Find the sum of the first 9 terms of the sequence 84, 42, 21, 10½, …
(2) Find the sum of the first 10 terms of the G.P 4, 8, 16, 32, …

SUM TO INFINITY
In general, if the common ratio, r, is a fraction such that -1<x<1, the value of r n
approaches zero as n increases towards infinity. It then follows that the sum
n
a(1−r )
S= becomes
1−r
a
S∞ =
1−r
This formula gives the sum to infinity of a geometric progression.

EXAMPLE 1:
Find the sum to infinity of the series Sn=36+24+6+4+….
Solution
a
S∞ =
1−r
24 2
a=36 r= 36 = 3
36
S∞ =
2
1−
3
36
S∞ =
1
3
S∞ =36 ×3
S∞ =108
EXAMPLE 2:
The sum to infinity of a GP series is 15/7 and its second term is -6/5. Find the
common ratio.
Solution
a
S∞ =
1−r
15 a
=
7 1−r

15(1−r )=7 a
Now, ar=-6/5
a=-6/5r
15 (1-r)=7 (-6/5r)
15- 15r =-42/5r
5r(15-15r)=-42
75r-75r2= -42
25r – 25r2 = -14
25r2-25r-14=0
25r2-35r+10r-14=0
5r(5r-7)+2(5r-7)=0
(5r+2)(5r-7)=0
5r+2=0 or 5r-7=0
r=-2/5 or 7/5
Note that r=7/5 is not a true value since (7/5) n will not approach zero(0) as n
increases towards infinity. Hence the valid common ratio of the series is -
2/5.
CLASS ACTIVITY
1
1. Find the sum to infinity of Sn=200+120+72+43 5 +……..
1
2. the first term of a GP series is 4/9 and the sum to infinity is 1 3 . find the
common ratio.
Practical problems involving real life situation
Example 1:
i. A ball was dropped from a height 80m above a concrete floor.
It rebounded to the height of ½ of its previous height at each
rebound. After how many bounces is the ball 2.5m high?
NECO 2001
Solution
The rebounds forms a sequence of the order
80, 40, 20, …,2.5.
a = 80
r=½
Tn = 2.5 Tn = arn-1
2.5 = 80(½)n-1

2.5 = (½)n-1
80
5
2 = (½)n-1
80
5 = (½)n-1
2x80
1
/32 = (½)n-1
(½)5 = (½)n-1
n–1=5
n=5+1
 n = 6
ii. The 3rd term of a G.P is 54 and the 5th term is 486. Find the
(a) Common ratio
(b) First term
(c) 7th term of the G.P
Solution
(a) T3 = 54 Tn = arn-1
n=3 54 = ar3-1
54 = ar2 --------------- (1)
T5 = 486 486 = ar5-1
n=5 486 = ar4 -------------- (2)
Equation (2)  equation (1)
486 = ar4
54 ar2
9 = r2
r = ±9
r = ±3
(b) Substitute in equation (1)
54 = a(±3)2
54 = 9a
a = 54/9
a=6

(c) a = 6
r = ±3
n=7
Tn = arn - 1
T7 = 6(±3)7 - 1
= 6x36
= 6x729
= 4373
Example 2:
i. If 2, x, y, 54 are in G.P, find x and y.
Solution:
a=2
n=4
T4 = 54
Tn = arn - 1
54 = 2(r)4 -1
54 = 2r3
54
/2 = r3
r3 = 27
r 3 = 33
r = 3
a=2
r=3
T2 = x
n=2
Tn = arn - 1
x = 2(3)2 - 1
x = 2x3
x=6
a=2
r=3
T3 = y
n=3
y = 2(3)3 - 1
y = 2(3)2
y = 2x9

 y = 18
ii.Given that x, (x-2), (2x-1) are in G.P. Find the

(a) Value(s) of x
(b) Sequences
(c) Possible value(s) of the 8th term of the G.P
Solution:
Since x, (x-2), (2x-1) are in G.P, the ratio between any of the terms and the one
preceding must be common.
i.e (x-2) = (2x-1)
x (x-2)
Cross-multiplying
(x - 2)(x - 2) = x(2x - 1)
x – 2x –2x + 4 = 2x2 – x
2
0 = 2x2 – x – x2 + 2x + 2x – 4
0 = x2 + 3x - 4
i.e x2 + 3x - 4 = 0 (Factorize the equation)
-4x2
x2 + 4x – x - 4 = 0
x(x + 4) – 1(x + 4) = 0
(x + 4)(x - 1) = 0
x + 4 = 0 or x - 1 = 0
x = -4 or x = 1
(b) Since x = -4 and 1, we shall have two sequences
For x = -4
x, (x-2), (2x-1)
= -4, (-4 - 2), (2(-4)-1)
= -4, -6, -9
For x = 1
x, (x-2), (2x-1)
= 1, (1-2), (2x1-1)
= 1, -1, 1
(c) For x = -4 the sequence = -4, -6, -9
a = -4
n=8

r=3
2
T8 = -4(3/2) 8 - 1
= -4(3/2)7
= -4 x 2187
128
T8 = - 2187
32
For x =1, the sequence = 1, -1, 1
a=1
n=8
r = -1
T8 = -1(-1)8 - 1
= 1(-1) 7
= -1
Class activity
1. Three consecutive terms of a geometric progression are given as n-2,n
and n+3. Find the common ratio.
2
2. The 3rd and 6th terms of a geometric progression are 48 and 14 9
respectively. Write down the first four terms of the GP.
PRACTICE EXERCISE
(3) If the 3rd and 7th terms of a G.P are 12 and 192 respectively, find the sum
of the first 6 terms of the sequence.
(4) The third and fifth terms of a geometric progression are 9/2 and 81/8
respectively.
Find the (i) Common ratio
(ii) First term.
(5) If 2, x, y, -250, … is a geometric progression, find x and y.
(JAMB)
ASSIGNMENT
1. Given that 2, a, b, 686 are in G.P, find the value of a and b.
2. The first three terms of a G.P are x+1, (x+4) and 2x. Find the

(i) Value (s) of x
(ii) Sequence(s)
(iii) 6th term of sequences
3. What is the 25th term of 5, 9, 13? The 3 rd and 6th terms of a Geometric
2
progression are 48 and 14 9 .Write down the first four terms of the G.P.
(SSCE 1993)
4. The third term of a Geometric Progression is 360 and the sixth term is
1215.Find the
(a) common ratio (b) first term (c) sum of the first four terms.
(SSCE 1998)
2
5. The 1st and 3rd terms of a geometric Progression are 2 and 9 respectively.
Find
(i) the common difference (ii) the 5th term. (SSCE 1999)
2 3 4 5
6. Write down the 15th term of the sequence 1 x 3 , 2 x 4 , 3 x 5 , 4 x 6 …,
(SSCE 2003)
7. The sum of the second and third terms of a geometric progression is six
times the fourth term. Find the two possible values of the common ratio.
(ii) If the second term is 8 and the common ratio is positive, find the first
six terms (SSCE 2008)
8. The third term of a Geometric Progression (G.P) is 24 and its seventh

20
term is 4 27 .
Find its first term. (SSCE 2010)
9. Given the Geometric Progression 6, 12, 24, 48, ...

Find (i) its common ratio (ii) the 24th and 40th term of the G.P.
10.The sum of the Geometric Progression 2 + 6 + 18 + 54 +…+ 1458 is 2186.

Find the nth term of the G.P.

11.Find the sum of the G.P 3 + 9 + 27 + …. up to the 7th term.
12.Given the Geometric Progression (G.P) 4, 16, 64…
Find the 6th and 7th term of the G.P respectively.

13.The sum to infinity of a geometric progression is -1/10 and the first term
is -1/8. Find the common ratio of the progression. JAMB 2012
14.Find the sum to infinity of the series ½ ,1/6, 1/18,…. JAMB 2004
KEYWORDS:
sequence, series, first term, common ratio,last term, geometric
progression, infinite series etc.
WEEK 5:
DATE……………………….
Class: SS 2
TOPIC: Quadratic Equations
Content:
 Revision of factorization of perfect squares
 Making quadratic expression perfect squares by adding a constant K.
 Solution of quadratic equation by the method of completing the square
 Deducing the quadratic formula from completing the square.
 Construction of quadratic equation from sum and product of roots.
 Word problems leading to quadratic equations.
Revision of factorization of perfect squares

A quadratic expression is a perfect square if it can be expressed as the product
of two linear factors that are identical. For example,x2+4x+4=(x+2)
(x+2) ,x2+6x+9=(x+3)(x+3) are perfect squares.
Example 1: Factorize : x 2−22 x+121
The expression is a perfect square if the first term and the constant terms are
both perfect squares. The sign of the middle term of the quadratic expression
can be put between the terms of the linear factors.
For x 2−22 x+121, the first term is the square of x and the constant term is 121
which is the square of 11.
2
x −22 x+121=( x−11) ( x−11 )
2
¿ ( x−11 )
Notice that the middle term is twice the product of the terms of the linear
factor. In this case ,−22 x=2 ( x ) (−11)
Example 2: Factorize 400 +120 t+9 t 2
The leading term (term containing the highest power of the variable) is a
perfect square. Also the constant term, 400 is a perfect square.
√ 400=20
√ 9 t2 =3 t
So, 400 +120 t+9 t 2=( 20+3 t )( 20+ 3t )
2
¿( 20+3 t )
Example 3: Factorize w 2+ 2 wxy+ x 2 y 2
Solution; w 2+ 2 wxy+ x 2 y 2=( w+ xy )( w+ xy )
2
¿(w+ xy )
Notice that the middle term of the quadratic expression is twice the product of
the terms of the linear factors.
CLASS ACTIVITY
Factorize the following quadratic expressions
1. 2
e −8 e +16
2. 2
100 x + 40 x+ 4
3. 2
36 p −12 p+1
MAKING QUADRATIC EXPRESSION PERFECT SQUARES BY ADDING A

CONSTANT K
In this section, we shall consider the constant K to be added to a quadratic
expression to make it a perfect square.

Example 1: What must be added to m2 +8 m to make the expression a perfect
square?
Solution:
Let the constant term be k, m2 +8 m+ k is a perfect square if
2 2
m +8 m+ k=(m+a)
i.e. m2 +8 m+ k=m2 +2 am+a2
equating the coefficients of m, we have
2 a=8
a=4
Equating the constant terms,
2
k =a
2
k =4 =16
Therefore 16 must be added to the expression to make it a perfect square.
In general, the quantity to be added is the square of half of the coefficient of m
(or whatever letter is involved)
2 3
Example 2: What must be added to w − 4 w to make it a perfect square?
Solution:
What is to be added is the square of half of the coefficient of w
−3
The coefficient of w is 4
1 −3 −3
Half of the coefficient is 2 × 4 = 8
9 9 2 3
The square of half of the coefficient is 64 , so 64 must be added to w − 4 w
( )
2
2 3 9 3
to make it a perfect square. i.e w − 4 w+ 64 = w− 8
CLASS ACTIVITY
What must be added to …
1. X2+4x
2. M2-3m
SOLUTION OF QUADRATIC EQUATION BY THE METHOD OF COMPLETING THE
SQUARE
In this section, we shall solve quadratic equations using method of completing
the square
Example 1:
Solve the quadratic equation using completing the square method:
2
x −8 x +4=0

Solution
the L.H.S of the equation does not factorize. So, one can rearrange the
equation to make the L.H.S a perfect square
2
x −8 x=−4
We then find half of the coefficient of x , square it and add it to both
sides of the equation. The reason for that is to make the L.H.S a perfect square.
( ) ( )
2 2
2 1 1
i.e x −8 x + 2 ×−8 =−4 + 2 ×−8
2
x −8 x +16=−4+ 16
2
(x−4) =12
Take square root of both sides,
(x−4)=± √ 12
x=4 ± √12
EXAMPLE 2:
Solve 3 x 2+7 x +3=0 using completing the square method.
Solution
L.H.S of 3 x 2+7 x +3=0 cannot be factorized,
Make the coefficient of x 2 one by dividing through by 3 to get
2 7
x + x+ 1=0
3
2 7
x + x=−1
3
( ) ( )
2 2
2 7 1 7 1 7
x + x+ × =−1+ ×
3 2 3 2 3
2 7 49 49
x + x+ =−1+
3 36 36
( )
2
7 13
x+ =
6 36
( x + 76 )=± √ 1336
x=
−7
6
±
13
36 √
−7 ± √13
x=¿
6
CLASS ACTIVITY
Solve the following using completing the square method
1. 2
x −6 x +4=0
2. 2
p +3 p +1=0
DEDUCING THE QUADRATIC FORMULA FROM COMPLETING THE SQUARE

The general form of a quadratic equation is ax 2 +bx +c=0 , a≠ 0 .
We shall now derive the formula for solving the equation by method of
completing the square
Given that, ax 2 +bx +c=0
Since a ≠ 0 we can divide through by a to get
2 b c
x + x + =0
a a
2 b −c
x + x=
a a
( ) to both
2
b
We shall now make the left hand side a perfect square by adding 2 a
sides i.e half of the coefficient of x all squared.
2 2
2 b b b c
x + x + 2= 2 −
a 4a 4 a a
( )
2 2
b b −4 ac
x+ = 2
a 4a
Take square root of both
sides;
√
2
b b −4 ac
x + =±
a 4a
2
−b √ b2−4 ac
x= ±
2a 2a
−b ± √ b2−4 ac
x=
2a
This is known as quadratic formula
Example 1: Use quadratic formula to solve, 2 x 2+ x=1
We shall write the equation in the form ax 2 +bx +c=0
So, 2 x 2+ x−1=0
∴ a=2 ,b=1∧c=−1
Use the formula,
−b ± √ b2−4 ac
x=
2a
−1 ± √ 12−4 ( 2 ) (−1)
x=
2 ( 2)
−1 ± √ 9
x=
4
−1+3 −1−3
x= ∨x=
4 4
1
x= ∨x=−1
2
EXAMPLE 2: i. Solve using the quadratic formula, 3 p2−8 p+2=0
Solution
Considering the coefficients of 3 p2−8 p+2=0
a=3 , b=−8 , c=2
−b ± √ b2−4 ac
p=
2a
−(−8 ) ± √ (−8 ) −4 ac
2
¿
2( 3 )
¿ √
8 ± 64−24
6
8 ±6.3246
¿
6
∴ p ≃ 2.39∨ p ≃ 0.28
ii. Use quadratic formula to solve;
x 1 5
− =
4 x 2
Solution; first is to clear the fractions by multiplying each term of both sides of
the equation by the LCM of the denominators which 4 x ,
4x ( x4 )−4 x( 1x )=4 x ( 52 )
2
x −4=10 x
On rearranging, we have;
2
x −10 x−4=0
so t h at , a=1 , b=−10 , c=−4
−b ± √ b2−4 ac
x=
2a
−(−10 ) ± √ (−10 ) −4 ( 1 ) (−4 )
2
¿
2 ( 1)
10± √ 116
¿
2
10± 2 √ 29
¿
2
¿ 5 ± √ 29
¿ 5+5.3852∨5−5.3852
∴ x ≃ 10.39∨x ≃−0.39
CLASS ACTIVITY
Use quadratic formula to solve the following equations:
1. i. 2 x 2+3 x=3
ii. 1=6 x 2−x
2 i. 16+ 8 x + x 2=0

2x 4 x −2
ii. 2 x +3 = 15
CONSTRUCTION OF QUADRATIC EQUATION FROM SUM AND PRODUCT OF

ROOTS
We shall now consider how to construct quadratic equations from sum and
product of roots. The root on an equation is the value that satisfies the
equation.
Let p∧q be roots of a quadratic equation then ( x− p ) ( x−q )=0
2
x −xq−xp+ pq
2
x −( p+q ) x + pq=0 … … …(i)
The general form of a quadratic equation is ax 2 +bx +c=0; a≠ 0
Divide through by a
2 b c
x + x + =0 … … … ( ii )
a a
Comparing equations (i) and (ii); equating coefficients of x, we have,
b
−( p+q )=
a
−b
i. e ∑ of roots
( p+q )=
a
c
Equating their constant terms; we have pq= a i. e product of roots
Consequently, a quadratic equation can be expressed or written as;
x −( ∑ of roots ) x + ( product of roots )=0
2
1
∧−2
Example 1: Find the quadratic equation whose roots are 2
3
Solution
2 −2 1
( 1 −2
) ( )( )
The equation is x − 3 + 2 x + 2 3 =0
x −( )
2−1 1
x− =0
6 3
⇒
Clear the fraction by multiplying through by the LCM of the denominator i.e. 6
2
6 x + x−2=0
EXAMPLE 2:
Construct the quadratic equation whose sum and product of roots are
respectively 2− √3∧2+√ 3 .
Solution
x 2−( 2− √3+ 2+ √ 3 ) x + ( ( 2+ √3 ) (2−√ 3) )=0

2
x −( 2+2 ) x+ ( 4−3 )=0
⇒
2
x −4 x+1=0
CLASS ACTIVITY
1. Find the sum and product of the roots of the following quadratic
equations:
i. 2
x −2 x=10
1
ii. x + −3=0
x
2. Find the quadratic equation whose roots are;
i. −3∧2
1
ii. 1 ∧1
2
iii. −0.5∧−0.25
iv. 1− √ 2∧1+ √ 2
WORD PROBLEMS LEADING TO QUADRATIC EQUATIONS
In this section, we shall consider some word problems leading to quadratic
equation.
Example 1: If 63 is subtracted from twice the square of a number, the result is
the same as five times of the number. Find the number
Solution
Let x bethe number,
Twice the square of the number is 2 x 2
The equation required is 2 x 2−63=5 x
On rearranging, we have2 x 2−5 x −63=0
This is then solved using any of the known methods (completing the square
method or quadratic formula or factorization method)
1
∴ t h e numbers are x=7∧x=−4
2
Example 2: Find two consecutive odd numbers whose product is 399
Solution:
Let the smaller of the odd number be x ,the other one will be
x +2 (note that this approach also goes for consecutive even numbers)
x ( x +2 ) =399
2
x + 2 x−399=0

Solving this equation, we obtain, x=19∨x=−21
If x=19 ,then the other will be x +2=19+2=21
If x=−21 , then the other will be −21+2=−19
Therefore, the numbers are -19 & -21 or 19 & 21.
CLASS ACTIVITY
1. A mother is 36 years old and her son is 6 years. When will the product of
their ages be 451
2. The hypotenuse of a right angled triangle is one unit more than twice
the shortest side. The third side is one unit less than twice the shortest
side. Find the; (a) shortest side (b) hypotenus
3. A man is 3 times as old as his son, 8 years ago, the product of their ages
was 112. Find their present ages.
PRACTICE EXERCISE
1. What value of k makes the given expression a perfect square?m2−8 m+k .
A. 2 B. 4 C. 8 D. 16 E. 64 (SSCE 1988)
2. Factorize: 5 y 2+2 ay−3 a2

A. (5y-a)(y+3a) B. (5y+a)(y-3) C. (5y2+a)(2y-3a)
D. (y-a)(5y+3a) E. (y+a)(5y-3a) (SSCE 1988)
3. Factorize the following expression: 2x2+x – 15.

A. (2x+5)(x-3) B.(2x-5)(x-3) C. (2x-5)(x-3) D.(2x-3)(x+5)
E. (2x+5)(x+3) (SSCE 1989)
4. If 4x2-12x+c is a perfect square, find the value of c.

A. 36 B. 9 C. 9/4 D. -9/4 E. 24 (SSCE 1990)
5. Factorize completely 4a3-a

A. a(4a2-1) B. (2a-1)(2a+1) C. a(2a-1) D. 2a2(a-1) E. (2a+1)(2a-1)
(SSCE 1990)
6. Factorize 3a2-11a+6
A. (3a-2)(a - 3) B. (2a-2)(a-3) C. (3a - 2)(a - 3) D. (3a + 2)(a -3)
E. (2a-3)(a+2) (SSCE 1991)
7. Factorize a2 – 3a – 10

A. (a+5)(a+2) B. (a - 5)(a - 2) C. (a + 5)(a - 2) D.(a - 5)(a + 2)
8. Factorize the expressions: 2 y 2+ xy−3 x 2

A. 2 y ( y + x )-3 x 2 B. (2 y−x )(2 y + x ) C. (3 x−2 y )( x− y )
D.(2 y +3 y) ( y−x ) E.(x− y )¿2¿
9. What must be added to the expression x 2-18 to make it a perfect square?

A. 3 B. 9 C.36 D.72 E. 81
(SSCE 1992)
10. Factorize the expression 2s2-3st-2t2

A. (2s-t)(s+2t) B. (2s+t)(s-2t) C. (s+t)(2s-t) D. (2s+t)(s-t)
E. (2s+t)(s+2t) (SSCE 1993)
11. Factorize 2 x2−2 x+ 45

A. ( 2 x−9 ) ( x−5 ) B. ( 2 x−15 ) ( x−3 ) C. ( 2 x+15 )( x−3 )
D. ( 2 x−15 ) ( x−3 ) E.(2 x−9)(x +5) (SSCE 1993)
12. Factorize 6 x 2+7 xy−5 y 2

A.( 6 x +5 ) ( x− y ) B.( 2 x+5 y ) ( 3 x− y ) C. ( 3 x+ y )( 2 x− y )
D. ( 3 x+ 5 y )( 2 x− y ) E. ( 2 x+ y )( 3 x−5 y ) (SSCE 1994)
ASSIGNMENT
1. Factorize x 2+ 4 x−192 . (SSCE 1990)
2. Factorize 2 e 2−3e+1 (SSCE 1990)
3. Find the value of m which makes x 2+8 x +ma perfect square. (SSCE
1990)
4. Given that ( 2 x+7 ) is a factor of 2 x 2+3 x−14 , find the other factor (SSCE
2000)
5. Derive an equation whose coefficients are integers and which has roots of
1
/2 and -7.

6. Three years ago a father was four times as old as his daughter is now. The
product of their present ages is 430. Calculate present ages of the
daughter and the father.(SSCE 1989)
7. Solve the equation correct to two decimal places: 2 x 2+7 x−11=0. (SSCE
1991)
8. Using the method of completing the square, find the roots of the equation
x 2−6 x +7=0
Correct to 1 decimal place. (SSCE 1995)
9. The product of two consecutive positive odd numbers is 195. By
constructing a quadratic equation and solving it, find the two numbers.
(SSCE 1995)
10. The area of a rectangular floor is 135 m2. One side is 1.5 m longer than the
other. Calculate
(a) The dimensions of the floor
(b) If it costs N 250.00 per square metre to carpet the floor and only
N 2000.00 is
available, what area of the floor can be covered with the carpet?
(SSCE 1998)
11. A rectangular lawn of length ( 0+5 ) metres is (x−2) metres wide. If the
diagonal is
(x +6)metres, find;
(i) the value of x
(ii) the area of lawn.
12. The sum of the ages of a woman and her daughter is 46 years. In 4 years’
time, the ratio of their ages will be 7:2. Find their present ages.
(SSCE 2001)
13. The sides of a rectangular floor are xm∧( x +7 ) m . The diagonal is ( x +8 ) m.

Calculate in metres;
(a) the value of x ,
(b) the area of the floor. (SSCE 2001)
14. Solve correct to two decimal places the equation 4 x2¿ 11 x +21.
(SSCE2008)
15.The lengths, in cm of the sides of a right angled-triangle are x , ( x +2 )∧(x +1)

where x >0. Find, in cm, the length of its hypotenuse.
KEYWORDS:

Quadratic equation, Factorize, perfect square, coefficient, roots, quadratic
formula, etc.
WEEK 6:
DATE……………………….
Class: SS 2
TOPIC: Simultaneous Linear and Quadratic Equation
Content:
 Simultaneous linear equations (Revision).
 Solution to linear and quadratic equations.
 Graphical solution of linear and quadratic equations.
 Word problems leading to simultaneous equations.
 Gradient of curve.
SIMULTANEOUS LINEAR EQUATIONS (REVISION)
Simultaneous linear equations (revision)

Recall: Simultaneous means happening or done at the same time i.e.
following each other. It can be solved either graphically or algebraically.
Algebraically involves using either substitution or elimination methods
Example 1: Solve the following pairs of simultaneous equation
2 x− y=8
3 x+ y=17
Solution:
ELIMINATION METHOD
(a) 2 x− y=8 , 3 x+ y=17
On adding both equations, we have
5 x=25
x=5

Substituting for x in equation (1)
2 x− y=8
2 ( 5 )− y =8
y=2
⇒ x=5 , y=2
Using substitution method;
(a) 2 x− y=8 ………….(1)
,3 x+ y=17 …………(2)
In (2), y=17−3 x … … … … … … . ( 3 )
Substituting y in equation (1), we have
2 x−( 17−3 x )=8
2 x−17+3 x=8
5 x=25
x=5
In (3), y=17−3(5)
¿ 17−15
y=2
EXAMPLE 2: Solve the pairs of equations;
x
27
x+ 2 y
=9 and x +4 y=0
81
Solution;
3x
3 2
4 (x+2 y)
=3
3
2 2 1 −2
Recall; = × 2 =2 a
⇒33 x ×3−4 ( x+2 y )=32

a 1 a
2
33 x−4 ( x+2 y )=3 2

Comparing the powers of 3, we have,
3 x−4 ( x+2 y )=2
3 x−4 x−8 y=2
−x−8 y =2 … …(i)
x +4 y=0 … … …(ii)
Solving equations (i) and (ii) we obtain values for x∧ y
−1
i.e x=2∧ y= 2
CLASS ACTIVITY
1. Solve the following pairs of simultaneous equations
(a) 3 y−2 x=21
,5 x+ 4 y =5
x
125
(b) =5
2 x− y
, 32 x−5 y =81
25
2. Solve the questions below; (WAEC)

(a) 2 x+2 y =1 , 32 x+ y =27
(b) 2 x+3 y −1=3 x+ y +7=x +2 y
(c) 2.32 a+1.44 b=15.6
,4.8 a−1.92 b=2.88
SOLUTION OF LINEAR AND QUADRATIC EQUATIONS
When solving a simultaneous equation involving one linear and one quadratic
such as x 2 , y 2 (or xy ) graphical or substitution not elimination method is
frequently used.
EXAMPLE 1: Solve the pair of equation;3 x 2+5 xy − y 2=3 ………………. (i)
x− y =4 …………………(ii)
Solution
from equation (ii),
x− y =4
x= y + 4 … … … … … (iii)
Substituting for x in (i),
2 2
3 x +5 xy − y =3
2 2
3 ( y +4 ) +5 ( y+ 4 ) y − y =3
2 2
3( y¿ ¿2+ 8 y+16)+5 y +20 y− y =3 ¿
2 2 2
3 y +24 y + 48+5 y +20 y − y =3
Collecting like terms and rearranging the equation; we have
2
7 y +44 y+ 45=0
Using any of the methods learnt previously for solving quadratic
equations, we have that
−9
y=−5∨ y=
7
substituting for y ∈equation(iii )
−9
When y=−5 , When y= 7
−9
x=−5+ 4 x= +4
7

19
¿−1 ¿
7
∴ (−1 ,−5 ) ; ( 197 , −97 )

EXAMPLE 2: Solve completely; m2−n 2=29
m+n=7
Solution:
Note: m2−n 2=( m+ n ) ( m−n ) difference of two square
( m+n ) ( m−n )=29 … …(i)
( m+n ) =7 ……….(ii)
Substituting for m+n in (ii),
7 ( m−n )=29
7 m−7 n=29 … …(iii )
Multiply equation (ii) by 7
7 m+7 n=49 … … .. ( iv )
Add (iii) & (iv)
14 m=78
78 39
m= =
14 7
Substitute for m in (ii),
39
+ n=7
7
39
n=7−
7
10
n=
7
39 10
∴ m= , n=
7 7
CLASS ACTIVITY
1. Solve: (a) 9 y 2 +8 x=12
2 x+3 y =4
(b.) y=5 x +3
x 2− y 2 +45=0 ( WAEC )
2. (a)A man is x years old while his son is y years old. The sum of their ages
is equal to twice the difference of their ages. The product of their ages is
675. Write down the equations connecting their ages and solve the
equations in order to find the ages of the man and his son. (WAEC)
(b)Solve: x 2−4 y 2=5

5−2 y + x=0
GRAPHICAL SOLUTION OF LINEAR AND QUADRATIC EQUATIONS

Note: To use graphical method, plot the graphs of each equation on the same
axes. Then read off the x & y coordinates of the points where both lines cross
to obtain the required solution.
Example 1:
Solve the following simultaneous equations graphically:
2
y=2 x + x−5 , y=3− x
Solution
Tables of values ( y=2 x 2 + x−5)
x -3 -2 -1 0 1 2
2x
2
18 8 2 0 2 8
x -3 -2 -1 0 1 2
−5 -5 -5 -5 -5 -5 -5
y 10 1 -4 -5 -2 5
y=3−x
x -2 0 2
y 5 3 1

12
10
4
Axis Title
Y-Values
2 Column1
Linear (Column1)
0
-4 -3 -2 -1 0 1 2 3
-2
-4
-6
Axis Title
From the graph, x≃1.6 and y≃1.5 or x≃ -1.6 and y=5.6
EXAMPLE 2:
Draw the graphs of y=3 x 2−5 x−8
(a) Use your graph to solve the following equations;
(i) 2
3 x −5 x−8=0
(ii) 2
3 x −5 x−20=0
(iii) 3 x 2−8 x−6=0
(b) Find the minimum value of y=3 x 2−5 x−8
Solution
Tables of values for y=3 x 2−5 x−8
x -2 -1 0 1 2 3 4
3x
2
12 3 0 3 12 27 48
−5 x 10 5 0 -5 -10 -15 -20
−8 -8 -8 -8 -8 -8 -8 -8

y 14 0 -8 -10 -6 4 20
25
20
15
10
Axis Title
5 Y-Values
Column1
Linear (Column1)
0
-3 -2 -1 0 1 2 3 4 5
-5
-10
-15
Axis Title
(i) From the graph, x=−1∨2.7

(ii) For 3 x 2−5 x−20=0 ,we have to make it look like the first
graphical equation given. So we add 12 to both sides;
2
3 x −5 x−20+12=0+12
2
3 x −5 x−8=12
The line y=12 is drawn on the graph ∴ x=−1.9∨3.5
(iii) For this, we add 3 x to both sides ;3 x 2−8 x+ 3 x−6=0+3 x

2
3 x −5 x−6=3 x
Then subtract 2 from both sides as well,
2
3 x −5 x−6−2=3 x−2
2
3 x −5 x−8=3 x−2
The line y=3 x−2has tables of values as follows
x -2 0 2
y -8 -2 4
From the graph above, x=−0.6∨3.3
(b) The minimum value of 3 x 2−5 x−8 is where the turning point of the curve
is, i.e at y=−10and it occurs at x=0.82
CLASS ACTIVITY
1. Solve the following simultaneous equations graphically;
(a) y=x 2−x −8 , y=2 x +3
(b) y=3 x 2 +4 x−8 , y+ 5 x + 4=0
2. (a) Copy and complete the following table of values for the
relation;
2
y=2+ x −x
x -2 -1.5 -1 -0.5 0 0.5 1 1.5
y 0 1.25
.(b) Draw the graph of the relation using a scale of 2cm to 1

unit on each axis.
(c) Using the same axes, draw the graph of y=1−x
(d) From your graphs determine the roots of the equation
2
1+2 x−x =0 (WAEC)
WORD PROBLEMS LEADING TO SIMULTANEOUS EQUATIONS

Note: Read the question carefully so as to understand what you need to find.
Choose letters for the unknowns. Solve the equations formed from the
information.
Example 1:
The diagram below is a rectangle. Find the perimeter and the area of the
rectangle
( 5 x+ 5 ) cm
( 4 x+1 ) cm ( 5 x− y ) cm
(x +7 y )cm

solution
Opposite sides of a rectangle are equal, so we equate each of them and
we obtain a simultaneous equation;
5 x+ 5=x +7 y
5 x−x−7 y=−5
4 x−7 y=−5 … … … . (i)
4 x+1=5 x− y
4 x−5 x+ y=−1
−x + y=−1 … … … ..(ii)
With the previous knowledge on simultaneous equation, solving
equations (i) & (ii)
We obtain x=4 , y=3
∴ 5 x+5=5 ( 4 ) +5=25
4 +7 ( 3 ) =4+ 21=25
4 ( 4 ) +1=16+1=17
5 ( 4 )−3=20−3=17
Perimeter = 2L + 2B or 2(L+B)
= 2(25) + 2(17)
= 50 + 34
= 84cm
Area = LB
= 25cm x 17cm
= 425cm2
EXAMPLE 2:
A number is made up of two digits. The sum of the digits is 11. If the
digits are interchanged, the original number is increased by 9. Find the
number. (WAEC)
Solution:
Let the digits be p∧q, where p is the tens digit and q is the unit part, so
the number is 10p+q. when the digits are interchanged, the tens digit
becomes q and the unit digit becomes p. hence the number is 10q+p
But , 10 q+ p=10 p +q+ 9
10 q+ p−10 p−q=9
9 q−9 p=9
Divide through by 9
q− p=1… … … ( i )

We were told that the sum of the digits 11, i.e q + p=11… ..(ii)
Adding (i) & (ii), 2q = 12
q=6
substituting for q in (ii)
p + 6 = 11
p=5
∴ the number = 10 p+q=10 ( 5 ) +6=56
CLASS ACTIVITY
1. The sum of two numbers is 110 and their difference is 20. Find the
two numbers
2. The perimeter of a rectangular lawn is 24m. if the area of the lawn is
35 cm , how wide is the lawn? (JAMB)
2
LINEAR GRAPH (REVISION)

Recall that any equation whose highest power of the unknown is one is a linear
equation. The expression y = ax + b where a & b are constants, represents a
general linear function. Its graph is a straight line. To plot the graph of a linear
function, two distinct points are sufficient to draw the straight line graph.
Example 1:
Draw the graph of y = 3x – 2
Solution: A table of three points is prepared below
x -1 2 5
Scale: 1cm to 1 y -5 4 13 unit on x-axis
1cm to 5 units on y-axis

Y-Values
15
10
5
Y-Values
0
-4 -3 -2 -1 0 1 2 3 4 5 6
-5
-10
-15
GRADIENT OF A STRAIGHT LINE X & Y INTERCEPTS

The y-intercept of a line is the point (0 , b) where the line intersects the y-axis.
To find b, substitute0 for x in the equation of the line and solve for y.
The x-intercept of a line is the point (a,0) where the line intersects the x-axis.
To find a, substitute 0 for y in the equation of the line and solve for x.
Example 1:
Solve the equation 4 x−2 y=8 ,using the intercept method
Solution: To find the x-intercept, we let y be 0 and solve for x,
4x – 2(0) = 8
4x = 8
X = 2, the intercept is (2,0)
To find the y-intercept, we let x be 0 and solve for y
4(0) – 2y = 8
Y = -4, the intercept is (0,-4)
The graph of the given equation should then be plotted.
Gradient of a straight line: The gradient of a non-vertical line is a number that
measures the line’s steepness. The gradient of a straight line is the rate of
change of y compared with x. For example, if the gradient is 3, then for any
increase in x, y increases three times as much. We can calculate gradient by
picking two points on the line and writing the ratio of vertical change (change
in y) to the corresponding horizontal change (change in x).
The gradient formula: The gradient of a straight line is generally represented
by m.
vertical change
∴ gradient of any line (m) =
horizontal change
change∈ y
= change∈ x
y 2− y 1
= x −x
2 1
Consider moving from point P to another point Q on a straight line PQ, as in

the diagram below
Y-axis
y2
Q(x 2 , y 2 )
Increase in y
y1 P(x 1 , y 1 )
Increase in x
X-axis
x1 x2
y −y
2 1
The gradient of line PQ passing through points P ( x 1 , y 1 )∧Q( x2 , y 2) is; m= x −x
2 1
Example 2:
Find the gradient of the lines joining the following pairs of points(-3,2) , (4,4)
Solution: from the points x 1=−3 , y 1=2 , x 2=4 , y 2=4
increase∈ y
Gradient of AB = increase∈ x
y 2− y 1
= x −x
2 1
4−2 4−2
= 4 — 3 = 4 +3
2
=7
CLASS ACTIVITY
Find the gradients of the lines joining the following pairs of points
1. (9,7) , (2,5)

2. (-4,-4) , (-1,5)
3. (7,-2) , (-1,2)
GRADIENT OF A CURVE
The gradient of any point on a curve is the gradient of the tangent to the curve
at that point. The tangent must be produced at equidistant to the point.
Note: there are two major types of quadratic curves from the general form
2
ax +bx +c
Where a is +ve
i.e a> 0
where a is –ve
i.e a< 0
There are two types of gradients namely: positive and negative gradients
Positive Gradient Negative Gradient
( x 2 , y 2) ( x 1 , y 1)
( x 1 , y 1) ( x 2 , y 2)
Note: The gradient of a straight line is the same at any point on the line, but
the gradient of a curve changes from point to point.
Example 1:
Copy and complete the following tables of values for y=2 x 2−9 x−1
x -1 0 1 2 3 4 5 6
y -1 -8 17
Using a scale of 1cm to 5units on y-axis and 1cm to 1unit on x-axis, draw
the graph of y=2 x 2−9 x−1 for−1 ≤ x ≤ 6
Use the graph to find the gradient of the curve y=2 x 2−9 x−1 at
x=3(WAEC )

Solution
x -1 0 1 2 3 4 5 6
2x
2
2 0 2 8 18 32 50 72
−9 x 9 0 -9 -18 -27 -36 -45 -54
−1 -1 -1 -1 -1 -1 -1 -1 -1
y 10 -1 -8 -11 -10 -5 4 17
(b) At point x = 3 traced to the curve, we draw an equidistant line as

shown, then take the slope.
change∈ y −5−(−15)
Slope = change∈ x = = 2.78
4.8−1.2
Example 2: The table below is for the curve y=mx2−2 x+ 5
x -4 -3 -2 -1 0 1 2 3
y -3 2 5 6 5 2 -3 -10
(a) Find the value of the constant m
(b) Using a scale of 1cm to represent 1unit on the x-axis and 1cm to
represent 2units on the y-axis, draw the graph of y=mx2−2 x+ 5 for
−4 ≤ x ≤3
(c) Use the graph to obtain the gradient of the curve at point x=1(WAEC )
Solution

(a) Using any two values of x and y we can solve for ‘m’, let us make use of
(2, -3) i.e x=2 , y=−3
2
y=mx −2 x+ 5
2
−3=m ( 2 ) −2 ( 2 ) +5
−3=4 m−4+ 5
⇒ m=−1
0
-5 -4 -3 -2 -1 0 1 2 3 4
x-Axis
-2
-4
-6
-8
-10
-12
x-Axis
change∈ y y 2− y 1 −2−6 −8
(c.) Gradient = change∈ x = x −x = 2−0 = 2 = −4
2 1
CLASS ACTIVITY
1. (a) Copy and complete the following table of values for the relation y=2 x 2−7 x−3.
x -2 -1 0 1 2 3 4 5
y 19 -3 -9

(b) Using 2cm to 1 unit on the x-axis and 2cm to 5 units on the y-axis,
draw the graph of y=2 x 2−7 x−3 for -2≤ x ≤ 5
2. (a)from your graph, find the:
i. minimum value of y
ii. gradient of the curve at x=1
(b) By drawing a suitable straight line, find the values of x for which
2
2 x −7 x−5=x + 4 (SSCE 2004)
PRACTICE EXERCISE
1. Find a two digit number such that three times the tens digit is 2 less
than twice the units digit and twice the number is 20 greater than the
number obtained by reversing the digits.(JAMB)
2. Find the perimeter and the area of the equilateral triangle in the
diagram below.
( 2 b+8 ) cm(2a−b)cm
(a+ 5)cm
3. Five years ago, a father was 3 times as old as his son, now their
combined ages amount to 110 years, how old are they?
4. Solve for (x,y) in the equations;
2 x+ y=4
2
x + xy=−12( jamb)
5. Draw the graph of y=2 x 2−3 for values of x from -4 to 4. Using your
graph, find
(a) The roots of (i) 2 x 2−3=0 (ii) 2 x 2−3=10 , giving your answer
correct to one decimal place
(b) The least value of y and the corresponding value of x
(WAEC)
ASSIGNMENT
OBJECTIVE QUESTIONS

8
6
y = x² - 3x - 3
4
2
y - axis
0
-2 -1 0 1 2 3 4 5
-2
-4
-6
x - axis
The graph above represents the relation y=x 2−3 x−3 . Use it to answer questions
1 and 2.
1. Find the values of x for which x 2−3 x=7
A. -1.55, 4.55 B. 1.55, -4.55 C. -1.55, -4.55 D. 1.55, 4.55
(SSCE 2011)
2. What is the equation of line of symmetry of the graph?

A. y=0.5 B. x=1.0 C. x=1.5 D. y=4.6 (SSCE 2011)
The following is a graph of a quadratic function. Use it to answer question 3 and
10
6 y = x2 - 5x + 4
0
-2 -1 0 1 2 3 4 5 6
-2
-4
4.
3. Find the co-ordinates of point P.

A. (0, 4) B. (1, 4) C. (0, -4) D. (-4, 0) (SSCE2009)

4. Find the values of x when y=0.
A. 1, 3 B. 1, 4 C. 2, 3 D.1, 6 (SSCE 2009)
Use the graph below to answer question below
6
0
-5 -4 -3 -2 -1 0 1 2 3 4
-2
-4
-6
-8
-10
-12
-14
5. What is the equation of the curve?

A. y=3+ 2 x−x 2 B. y=3−2 x−x 2 C. y=x 2 +2 x−3 D. y=x 2 +2 x+ 3 (SSCE
2006)
THEORY QUESTIONS
2. Draw the graph of y=4 x 2 +¿25 and y=3 x +2for−3 ≤ x ≤ 3.

Use the graph(s) to:
i. find the roots of the equation y=4 x 2 +¿25 and y=3 x +2
ii. determine the line of symmetry of the curve y=4 x 2 +¿25.
3. (a) Copy and complete the table of values for the relation y=− x2 + x +2 for
−3 ≤ x ≤ 3.
X -3 -2 -1 0 1 2 3
Y -4 2 -4
(b)Using scales of 2cm to 1 unit on the x-axis and 2cm to 2 units on the y-axis.
Draw a graph of the relation y=− x2 + x +2
(c) From the graph find the:

ii. roots of the equation x 2−x−2=0
iii. gradient of the curve at x=0.5 (SSCE 2010)
4. (a) Copy and complete the table

y=x −2 x−2 for−4 ≤ x 4.
2
X -4 -3 -2 -1 0 1 2 3
Y 22 -2 1 6
(b) Using a scale of 2cm of 1 unit on the x-axis and 2cm to 5 units on the y-axis,
draw the graph of y=x 2−2 x−2.
(c) Use your graph to find:
i. the roots of the equation x 2−2 x−2=0
2 1
ii. the values of x for which x −2 x−4 2 =0
iii. the equation of the line of symmetry of the curve.
(SSCE 2005)
5. (a) Copy and complete the following table of values for the relation y=2 x 2−7 x−3.
x -2 -1 0 1 2 3 4 5
y 19 -3 -9
draw the graph of y=2 x 2−7 x−3 for -2≤ x ≤ 5
(c)from your graph, find the:
ii. gradient of the curve at x=1
(d) By drawing a suitable straight line, find the values of x for which
2
2 x −7 x−5=x + 4 (SSCE 2004)

6. The table shows the values of the relation y=11−2 x 2 for -4≤ x ≤ 3
x -4 -3 -2 -1 0 1 2 3
y -13 11
(a) Copy and complete the table

draw the graph of y=11−2 x−2 x 2
(c) Use your graph to find:
i. the roots of the equation 11−2 x −2 x 2=0
ii. the value for which 3−2 x−2 x 2=0
iii. the gradient of the curve at x=1. (SSCE 2003)
6. a. Draw the table of values for the relation y=3+ 2 x−x 2for the interval −3 ≤ x ≤ 4
b. Using a scale of 2cm to 1 on the x-axis and 2cm to 2 units on the y-axis, draw the
graphs of:
i. y=3+ 2 x−x 2
ii. y=2 x +3 for −3 ≤ x ≤ 4.
c. Use your graph to find:
i.The roots of the equation 3+2 x−x 2=2 x+3
ii. The gradient of y=3+ 2 x−x 2 at x=−2
7. a. Draw the table of values for the relation y= x 2for the interval −3 ≤ x ≤ 4
b. Using a scale of 2cm to 1 on the x-axis and 2cm to 2 units on the y-axis, draw the
graphs of:
i. y=x 2
ii. y=2 x +3for−3 ≤ x ≤ 4.
c. Use your graph to find:
i. The roots of the equation x 2=2 x+3
ii. The gradient of y=x 2 at x=−2 (SSCE 2001)

8. a. Copy and complete and the following table of values for the relation
y=x −2 x−5.
2
x -3 -2 -1 0 1 2 3 4
y -2 -6 -2 3 10
b. Draw the graph of the relation y=x 2−2 x−5; using a scale of 2cm to 1 unit on the
x-axis,
and 2cm to 2 units on the y-axis
c. Using the same axes, draw the graph of y=2 x−3
d. Obtain in the form a x 2 +bx +c=0 where a, b and c are integers, the equation
which is
satisfied by the x-coordinate of the points of intersection of the two graphs.
e. from your graphs, determine the roots of the equation obtained in d. above.
(SSCE 2000)
9. (a) Copy and complete the values for the relation y=5−7 x−6 x 2 for −3 ≤ x ≤ 2.
x -3 -2 -1 0 0.5 0 1 2
y -28 6 5
(b) Using a scale of 2cm to 1 unit on the x-axis and 2cm to 5 units on the y-axis,
draw the:
i. Graph of y=5−7 x−6 x 2
ii. line y=3 on the same axis
(c) Use your graph to find the
i. roots of the equation 2−7 x −6 x2 =0
ii. Maximum value of y=5−7 x−6 x 2 (SSCE
1998)
10. a. Copy and complete the following table of values for y=2 x 2−9 x−1
x -1 0 1 2 3 4 5 6
y -1 -8 -11

b. Using a scale of 2cm to represent 1 unit on the x axis and 2cm to represent 5
units on
the y-axis, draw the graph of y=2 x 2−9 x−1.
c. Use your graph to find the:
i. Roots of the equation 2 x 2−9 x=4 , correct to one decimal place
ii. Gradient of the curve y=2 x 2−9 x−1 at x=3 (SSCE 1994)
KEYWORDS: gradient, line of symmetry, linear graph, quadratic graph, coordinator, x-
axis, y-axis, table of values etc.
WEEK 7:
DATE……………………….
Class: SS 2
TOPIC:
MID TERM BREAK

WEEK 8:
DATE……………………….
Class: SS 2
TOPIC: Coordinates geometry of straight lines
Content:
 Distance between two points.
 Midpoint of line joining two points.
 Gradients and intercept of a straight line.
 Determination of equation of a straight line.
 Angle between two intersecting straight lines.
 Application of linear graphs to real life situation.
DISTANCE BETWEEN TWO POINTS
Let P1 ( x1 , y 1 )∧P2 (x 2 , y 2 ) be two distinct points. The distance d between them

can thus be calculated.
P2(x2,y2)
y
Y2-y1
P(x1,y1)
x2-x1
0 x
Applying Pythagoras theorem to right- angled triangle in the graph above,

2
d =( x2−x 1 ) 2+ ( y 2− y1 ) 2
∴ d= √ (x2 −x1 )2+ ¿( y 2− y 1 )2 ¿

Example 1:
Calculated the distance between the points, (4,1) and (3,-2)
Solution:
The distance between the points (4,1) and (3, -2) is
√[( 4−3)¿ ¿ 2+(1−(−2 )) ¿ ]=√ 10=3.16 ¿ ¿

2
EXAMPLE 2:
Find the length of the line segment with end points (2,8) and (6,5).
Solution
X1=2
Y1=8
X2=6
Y2=5
d= √ (x 2−x 1)2 +( y 2 − y 1)2
d= √(6−2)2 +(5−8)2
d= √ 42 +(−3)2
d= √25
d=5
CLASS ACTIVITY
Find the distances between the given points:
1. ( 15 , 11) ,(3 , 6)
2. ( √ 2 ,1 ) ,(2 √ 2 ,3)
MID-POINT OF A LINE SEGMENT
In the Cartesian plane above, let R(x , y) be the mid-point of the line segment
PQ , with the coordinate P(x 1 , y 1 ) and (x 2 , y 2 ) .

As triangles PRS∧PQT are similar;
PR PS
=
RQ ST
Since R is the mid-point, PR=RQ , PS=ST
:. x−x 1=x 2−x

2 x=x 2+ x 1
x 2+ x 1
x=
2
Similarly,
y2+ y1
y=
2
Hence, the co-ordinates of the mid-point of the line joining (x 1 , y 1 ) and (x 2 , y 2 )

are:
[ X 2+ X 1 Y 2 +Y 1
2
,
2 ]
Example 1: Find the mid-point ‘R’ of the line segment AB where A(1 , 5) and
B(−3 ,−1).
Solution:
x 2+ x 1 1+(−3) 1−3 −2
x= = = = =−1 and
2 2 2 2
y 2 + y 1 −1+5 4
y= = = =2
2 2 2
R(−1 , 2)
GRADIENT OF A STRAIGHT LINE
The gradient of a line is defined as the ratio, increase in y ÷increase∈ x , in going

from one point to another on a line.
L
P2(x2,y2)
Y
y1
P(x1,y1)
∆ x=x 2−x 1 Is the change in x as the variable x increases or
decreases from x1 to x2 and ∆ y = y 1− y 2 is the change in y with respect
to y1 and y2 .
The slope (gradient) m of a straight line L is defined as
∆ y y 2− y 1
m= =
∆ x x 2−x 1
y −y
2 1
If θ is the angle of inclination to the slope of L, then ¿ tanθ= x −x ;θ is
2 1
called the angle of slope of the line.
Example 2: Find the slope m and the angle of inclination θ of the L through
points p1 (1 , 2 ) , p 2(3 ,8) and p3 (2 , 5)
L
y
10
P2(3,8)
8
6 P3(2,5)
4
2 P1(1,2)
0 1 2 3 4 5 x
Solution:
The slope m of points P1 and P2 on L is

8−2 6
m= = =3
3−2 2

The slope m1 of the points P1 and P3 on L is
8−5
m 2= =3
3−2
Therefore, m1=m2=3 implies that the slope of the line L is 3.
Since m=tan θ ,i . e tanθ=¿ 3 ∴ tan−1 ( 3 ) =71.57 ° ¿
Therefore, the angle of inclination θ is 71.57°
It can therefore be concluded from the example above that any given line has
one and only one slope.
CLASS ACTIVITY:
(1) Find the angle between lines L1 , with slope -7 and L2 which passes
through (2,-1) and (5,3)
(2) Find the gradients of the lines joining the following pairs of points :
( a )( 5 ,−4 )∧( 3 ,−2 )( b )( 13 ,−4 )∧(11, 8)
DETERMINATION OF EQUATION OF A STRAIGHT LINE
ONE POINT FORM OF A LINE
The equation of a line passing through any point(x1,y1) and with gradient m is
given by y− y 1=m(x−x 1)
LINE THROUGH TWO POINTS
The equation of a line joining the two-points (x1,y1) and (x2,y2) is given by
y− y 1 y 2−¿ y
= ¿1
x−x 1 x 2−x 1
EXAMPLE 1:
Find the equation of the straight line which passes through the following pairs
of points: (3, -4) and (5,-3)
SOLUTION

X1=3 y1= -4 x2=5 y2= -3
y− y 1 y 2−¿ y
= 1
¿
x−x 1 x 2−x 1
y−(−4) −3−(−4)
=
x−3 5−3
y +4 1
=
x−3 2
2( y + 4)=x−3
2 y +8=x −3
2 y−x=−11 or 2y-x+11=0
EXAMPLE 2:
Find the equation of the straight line with gradient 5 and passing through the
points(3,-5)
SOLUTION
X1=3 and y1=-5 m=5

y− y 1=m(x−x 1)
y−(−5)=5( x−3)
Y +5=5 x −15
y−5 x=−20
PERPENDICULAR AND PARALLEL LINES
Two lines are said to be perpendicular to each other if the product of their
gradient is equal to -1. If m1 and m2 are gradients of two perpendicular lines
then m1m2=-1.
Two lines are said to be parallel to each other if their gradients are equal. If m 1
and m2 are gradients of two parallel lines, then m1=m2
EXAMPLE 1:
Find the equation of the straight line which is perpendicular to the line 5x-2y=3
and passing through (3, -5).

SOLUTION
5 x−2 y=3
5 x−3=2 y
5 3
y= x −
2 2
m1= 5/2
m1 × m2 = -1
5
× m2=−1
2
−2
m 2=
5
Using y− y 1=m(x−x 1)
−2
y− (−5 )= ( x−3)
5
−2 x 6
y +5= +
5 5
5 y +25=−2 x +6
5 y +2 x =−19
EXAMPLE 2:
Find the equation of the straight line which is parallel to 4x-5=12-y and is
passing through the point (4,7).
SOLUTION
4x-5=12-y
4x+y=17
Y=-4x+17
M1=-4 and m2= -4 since they are parallel

using y− y 1=m(x− x1 )
y−7=−4(x −4)
y−7=−4 x +16

y + 4 x=7+16
y + 4 x=23
CLASS ACTIVITY
1. Find the equation of the line which is perpendicular to the line y=-4x,
passing through the points(7,1)
2. Find the equation of the line parallel to 3x+5y=1 and passing through
(4,-2)
ANGLE OF SLOPE
Y B
α
A C X
From the diagram above, line AB makes an angle α with positive x-axis. α is
BC
called the angle of slope of the line. The gradient of the line AB = AC = tan α ,
therefore the gradient of the line is equal to tangent of the angle the line
makes with the positive x-axis.
Example 1: Find the gradient of the line joining (2,4) and (1,3); find also the
angle of slope of the line.
Solution: Let ( x 1 , y 1 ) =(2 , 4) and ( x 2 , y 2 ) =(1 , 3)
3−4 −1
m= =
1−2 −1
∴ m=1
But, m=tan α ;
tan α =1
⇒ α =45°
−1
α =tan (1¿)¿
Example 2: Find the gradient of the line joining (6,-2) and (-3, 2), also the angle
of slope.
Solution:
Let ( x 1 , y 1 ) =(6 ,−2) and ( x 2 , y 2 ) =(−3 , 2)
2 — (−2) 4
m= =
−3−6 −9

Also, m=tan β where β represent the angle of slope
−4
tan β =
9
β=tan−1 ( −49 )
β=−23.75 °
∴ β=336.2 or 156.25
0 0
CLASS ACTIVITY
1. Find the gradient of the line joining (−1 ,−12 ) ∧( 6 ,−12 ) . Find the
2. Find the gradient of the line joining (−1 ,−12 ) ∧( 6 ,−12 ) . Find the
ANGLE BETWEEN TWO LINES
The angle between the lines
Y=xtanα+c1 and
Y=xtan β +¿ c2
is given by α β .
We can also use the formula
m2−m1
Tanθ=¿ 1+ m m ∨¿
1 2
where M2 and m1 are the gradients of the straight lines.

EXAMPLE 1:
Find the angle between the lines
Y=3x-4 and 2x-y+1=0
SOLUTION
y=3x-4
tanα =3
0
α =71.6
also , 2 x − y +1=0
Y=2x+1
tan β=2
0
β=63.5
∴ required angle=α β | α >β
=71.60-63.50

=8.10
2ND METHOD
m2−m1
Using tanθ= ¿ 1+ m m ∨¿
1 2
3−2
tanθ= 1+ 2× 3
1
tanθ= 7
tanθ= 0.1429
θ= tan−1 0.1429
θ=8.10
EXAMPLE 2:
Find the acute angle between the following pair of lines
2x-3y+5=0 and
4y-x+2=0
SOLUTION
m2−m1
Tanθ=| 1+ m m ∨¿
1 2
2x-3y+5=0
3y=2x+5
2 5
Y= 3 x + 3 ,m1=2/3
4y-x+2=0
4y=x-2
x 1
Y= 4 − 2 ,m2= ¼

2 1
−
3 4
Tanθ=| 2 1 |
1+ ×
3 4
5
12
Tanθ= 7
6
5
Tanθ= 14
Tanθ= 0.3571
−1
θ=tan (0.3571)
Θ≃ 19.70
CLASS ACTIVITY
1. Find the acute angle between the pair of lines

3x+4y=2 and
2x+y=5
2. Find the acute angle between the following pairs of lines:
Y=5x-1 and y-3x+2=0
APPLICATION OF LINEAR GRAPHS TO REAL LIFE SITUATION
EXAMPLE 1:
P(-6,1) and Q(6,6) are the two ends of the diameter of a given circle. Calculate
the radius
SOLUTION
X1=-6 Y1 =1 X2=6 Y2=6

d= √ ¿ ¿
d= √ ¿ ¿
d= √ ¿ ¿
d= √ 144 +25
d= √169
d=13

length of diameter=13 units∧radius=6 ½units
EXAMPLE 2:
2 2
Find the value of α + β if α + β=2
¿ the distance between the points ( 1 , α )∧( β , 1 ) is3 units . JAMB
SOLUTION
X1=1 y1=α x2= β y2=1

d= √ ¿ ¿
3=√¿ ¿
9= β 2−2 β+1+1−2 α + α 2
9 -2 +2 β+ 2α =α 2 + β 2
7+2(α + β ¿=α 2+ β2
7+2 ×2=α 2+ β2
2 2
α + β =11
CLASS ACTIVITY
1. What is the value of r if the distance between the points (4,2) and (1,r) is
3 units.
2. Find the distance between the point Q(4,3) and the point common to
the lines 2 x− y=4∧x+ y=2 . JAMB
PRACTICE EXERCISE
1. Find the acute angle between the lines 3x+2y=1 and 7x+4y=5.
2. Find the coordinates of the mid-point of the x and y intercepts on the
line 2y=4x-8
3. Find the equation of the line which is parallel to the line 5x+4y=18 and
makes an intercept of 2 units on the x-axis. WAEC
4. Find the equation of the line which passes through the point P(4,-3) and
is perpendicular to the line 2x+5y+1=0 WAEC
5. Find the coordinates of the mid-point of the x and y intercepts on the
line 2y=4x-8 JAMB
ASSIGNMENT

1. What is the value of p if the gradient of the line joining (-1,P) and
2
(p,4) is 3 ? JAMB
2. Find the value of p if the line that passes through (-1,-p) and
(-2p,2) is parallel to the line 8x+2y-17=0 JAMB
3. If the lines 3y=4x-1 and qy=x+3 are parallel to each other, find the
value of q.
4. PQ and RS are two parallel lines. If the coordinates of P,Q,R and S
are (1,q), (2,3),(3,4) and (5,2q) respectively, find the value of q.
JAMB
5. Find the mid-points of the line segments with the following end
points:
a) (3,0) and (4,-4)
b) (-4,-5) and (3,9)
c) (-1/4 ,0) and (1,- ½ )
6. Find the value of α if the lines 2y-αx+4=0 is perpendicular to the
line y+ ¼ x-7=0 JAMB
7. Find the point of intersection of the two lines 3x-2y+5=0 and y-

4x+3=0
KEYWORDS:
Coordinates, parallel, perpendicular, intercept, gradient, equation, mid-point,

intersect etc.
WEEK 9:
DATE……………………….
Class: SS 2
TOPIC: Approximations
Content:
 Revision of approximation.
 Accuracy of results using logarithm table and calculators.
 Percentage error.
 Application of approximation to every day life.
REVISION OF APPROXIMATION
An approximation helps us to see and understand easily the size of a number.

It is a number taken as close as possible to the actual value of the number.
In order to come close to the actual value, the number must be rounded
off. This implies digits 1 to 4 are rounded down while those from 5 to 9 are
rounded up. Other methods could be approximating to decimal places or
significant figures.
Decimal places mean the number of places after the decimal point while
significant figure is the first non-zero digit from the left.
Example 1: The distance between the earth and the sun is 148729440km.
Round this number to the nearest (a) million ( b) 2s.f (c) 3s.f
SOLUTION
a) 148729440km = 149000000km (i.e round 7 up)

b) 148729440km = 150000000km (i.e round 8 up)
c) 148729440km = 149000000km (i.e round 7 up)
EXAMPLE 2: (a) Write 78.45831kg to (i) 2d.p, (ii) 3d.p
SOLUTION
(i) 78.45831kg = 78.46kg (i.e round 8 up)
(ii) 78.45831kg = 78.458kg (round down 3)
(b) Round 0.0004996 to (i) 1s.f (ii) 2s.f
SOLUTION
(i) 0.0004996 = 0.0005 (round the first 9 up)

(ii) 0.0004996 = 0.00050 (round the second 9 up)
CLASS ACTIVITY
(1) Round off 586.5764 to (i) 1d.p (ii) 3d.p

(2) Approximate 964572183665 to (i) 3s.f (ii) 6s.f
ACCURACY OF RESULTS USING LOGARITHM TABLE AND CALCULATORS
All measurements are approximations, so they cannot be exact. Any stated

measurement has been rounded off to some degree of accuracy.
Example 1:
A plot of land measuring 4532m by 431m.Calculate the area of the plot, using
the calculator and the Logarithms table.
Solution: (i) 4532m x 431m = 1953292m2
(ii) 4532m x 431m
Number Log
4532 3.6563
431 2.6345
1954 6.2908
Antilog of 6.2908 = 1954000
EXAMPLE 2: Calculate the difference due to using two different methods of

calculation by evaluating
(a) 2321 x 4122
(b) 12204 x 2123
SOLUTION
(a) i. 2321 x 4122 = 9567162

Number Log
ii. 2321 x 4122
2321 3.3657
COPYRIGHT: DLHS, MATHS DEPT.4122 3.6151

2017Page 86
9568 6.9808
Antilog of 6.9808= 9568000
Difference = 9568000 – 9567000

= 838
.(b) (i) 12204 x 2123 = 25909092
(ii) 12204 x 2123
Numbers Log
12204 4.0864
2123 3.3269
2590 7.4133
Antilog 0f 7.4133= 25900000
Difference = 25909092 - 25900000
= 9092
It can be seen that the result from the calculator is more accurate. The
logarithm table results are higher because of premature approximation. The
last example was different because the table deals with four-figures only while
one is 5-figures
CLASS ACTIVITY
Solve this problems, using the calculator and the logarithm table. Calculate the
difference from your answers and state why?

(a) 153 x 5234
(b) 12536 x 2413
(c) 213564 x 1215
(d) 1211015 x 123143
PERCENTAGE ERROR
Every measurement no matter how carefully carried out is an approximation,

not exact. If the height of a wall is 25m, then the true or actual height is
between 24.5m and 25.5m i.e ± 0.05 (range difference). The error involved
cannot exceed ± 0.05, the maximum absolute error.
Note: The maximum absolute error is an allowance within which the actual
measurement falls.
Relative error is the ratio of the maximum absolute error (precision) and the
true measurement value.
In measurements,
error
Percentage error = measu rement ×100 %
If the true value is known,

error
Percentage error = true value × 100 %
Example1:
A sales girl gave a balance of #1.15 to a customer instead of #1.25. Calculate

her percentage error.
SOLUTION
Balance given = #1.15
Real or actual bal. = #1.25
Error = #1.25 - #1.15 = #0.10

0.10
Percentage error = ± 1.25 ×100 %
= 8%
EXAMPLE 2:
A student who was asked to correct 0.02539 to two significant figures gave its
value to two decimal places. His percentage error is ………..
SOLUTION:
The correct value in significant figure is 0.025
His answer is 0.03

0.03−0.025
% error = 0.025
×100 %
0.5 500
= 0.025 × 100 %= 25 %=20 %
CLASS ACTIVITY
(1) A Man made a table with a rectangular top of dimension 36cm by 44cm
instead of 37cm by 41cm. what is the percentage error in the perimeter
of the table correct to 1 decimal place?
(2) A boy measures the length and breadth of a rectangular lawn as 59.6m
amd 40.3m respectively instead of 60m and 40m. what is the percentage
error in his calculation of the perimeter of the lawn?
APPLICATION OF APPROXIMATION TO EVERYDAY LIFE
This aspect deals with real life situations.
Example 1:
A car travels a distance of 100km for 1h 39mins. Calculate the speed of the car.
If the time is rounded up to the nearest 1hr.Find the difference between the
actual speed and when the time was rounded off.
SOLUTION

100
distance
Speed = time = 1 39
60
100 60
= 1 × 99
= 66.67km/hr
100
1hr 39mins to the nearest one hour is 2hrs, speed = 2 = 50km/hr
Difference = 66.67km/hr – 50km/hr
= 16.67km/hr
EXAMPLE 2:
Find the sum of 34.25 (to 4s.f), 26 (to 3s.f) and 10 (to 2s.f) and leave your
answer to a reasonable degree of accuracy.
Solution: the actual values
34.25± 0.005
26± 0.5
10 ± 0.5
Sum = 70.25 ±1.105
∴ the actual sum lies between 69.145 and 71.355
Hence, the sum of the values to a reasonable degree of accuracy

is 69 to 2s.f
Note: Maximum error can be derived thus;

1
Whole numbers = 2 of 1 = 0.5
1 1
1 d.p numbers = 2 of 10 =¿ 0.05
1 1
2 d.p numbers = 2 of 100 =¿ 0.005 etc
PRACTICE EXERCISE

(1) If it takes a proton to move 1.2 ×10−1 m in 6.8 ×10−6seconds, find the speed
of the proton in metre per second correct to a suitable degree of
accuracy
35
(2) Instead of writing 6 as a decimal correct to 3s.f, a student wrote it
correct to 3d.p, find his error in standard form.
(3) Find the value of each of the following and the degree of accuracy
(a) 717.3 + 200.5 + 670.3 + 504.4
(b) 41.56 – 9.062 – 4.147 – 10.20 – 5.108
(4) A string is 4.8m . a boy measured it to be 4.95m. Find the percentage
error
(5) A sales boy gave a change of N68 instead of N72.calculate his
percentage error.
ASSIGNMENT
(1) The length of a piece of stick is 1.75m. A girl measured it as 1.80m. Find
the percentage error. NECO 2011
(2) A man estimated his transport fare a journey as N210.00 instead of
N220.00. Find the percentage error in his estimate, correct to 3 s.f.
NECO 2012
(3) A boy when rounding up a number wrote 98 instead of 980(to 2
significant figures).What is the percentage error? NECO 2007
(4) Approximate 0.0033780 to 3 significant figures
(5) Express 302.10495 correct to 5 s. f.
(6) Express the product of 0.007 and 0.057 to 2 s. f. NECO 2004
3
(7) Evaluate (0.13) correct to 3 s. f. NECO 2006
(8) A rectangular room has sides 5m by 4m, measured to the nearest metre.
(a) Write down the limits of accuracy for each length
(b) Find the greatest area the room could have
(c) Find the smallest perimeter the room could have
6.42+2.13
(9) Evaluate: 4.1−2.85 , correct to 2 s. f. NECO 2008
KEYWORDS: error, percentage error, approximate, limits of accuracy, actual

value,etc.
WEEK 10 REVISION

WEEK 11 EXAMINATION


Ss 2 Gen Maths 1st Term E-Note 2017

Uploaded by

Copyright:

Available Formats

Ss 2 Gen Maths 1st Term E-Note 2017

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ss 2 Gen Maths 1st Term E-Note 2017

Uploaded by

Copyright:

Available Formats

DEEPER LIFE HIGH SCHOOL

COPYRIGHT: DLHS, MATHS DEPT. 2017Page 1

Comparison of characteristics of logarithms and standard form of numbers

There is a relationship between the standard form and the logarithm of a

For instance, (a) 189.7 = 1.897 ×10 2

(b) 850.9 = 8.509×10 2 (standard form)

The integer (characteristics) is the same with the power 10

Show how the characteristics following Logarithms are related to standard

Revision of logarithm numbers greater than 1

 Rules for the use of Logarithms

COPYRIGHT: DLHS, MATHS DEPT. 2017Page 2

Example 2: Evaluate using logarithm tables

COPYRIGHT: DLHS, MATHS DEPT. 2017Page 3

Use logarithm tables to evaluate correct to 4 s.f.

1. 786.1 ×89.5 ×63.7

Use log tables to find the value of

 Logarithm of numbers less than one, involving: Multiplication,

Logarithm of numbers less than one

Simple logarithm operations

For example, 0.08356 = 8.356 ×10−2 (standard form)

0.08356 = 100.9220 × 10−2 (from log tables)

Characteristics (i.e. power of 10) = -2

Note: -2 is called bar 2 i.e. 2

(a) 4 .3× 5= ( 4+ 0.3 ) 5

(b) 1 .6043× 4=1+0.6043

COPYRIGHT: DLHS, MATHS DEPT. 2017Page 6

Work out the following in bar notation form

(a) i. 3 .7 ii. 2 .9 iii. 5 .7 iv. 2 .8 v. 5 .3

Logarithm of numbers less than one, involving: Multiplication, Division,

Example 1: a. Evaluate, using logarithm tables 0.9807 x 0.007692

Solution: 0.9807 x 0.007692

COPYRIGHT: DLHS, MATHS DEPT. 2017Page 7

Evaluate the following using logarithm tables

∴antilog of 5 .6380 = 0.0000435 to 3s.f

Note: In Logarithm, powers take multiplication while roots take division.

Example 2: a. Evaluate (0.05872)4

Numerator 5 .9912 5 .9912

Denominator 1+0.4929 1 .4929

(2) i.√ 0.7164 × 0.082

SOLUTION OF SIMPLE LOGARITHMIC EQUATIONS

COPYRIGHT: DLHS, MATHS DEPT. 2017Page 9

ii. log 3 9=x

1. Use logarithm tables to evaluate

COPYRIGHT: DLHS, MATHS DEPT. 2017Page 10

2. Evaluate using logarithm tables, correct to 3 significant figures

4. Evaluate using tables, leaving your answer in standard form

√ P Where P =3.6 × 10-3 and Q = 2.25 × 106

5. Evaluate using logarithm table, correct to 1 decimal place

2. Use logarithm tables to evaluate

4. Use logarithm tables to Evaluate, correct to 3 significant figures;

COPYRIGHT: DLHS, MATHS DEPT. 2017Page 11

KEYWORDS: base, logarithm, integer, antilogarithm, mantissa, characteristics

Meaning and types of sequence

A sequence is an ordered list of numbers whose subsequent values are

Rule: Addition of 2 for subsequent terms.

Rule: Subtraction of 4 for subsequent terms.

COPYRIGHT: DLHS, MATHS DEPT. 2017Page 12

Rule: Multiply each term by –2.

There are many types of sequences. We shall be considering the Arithmetic