The Essence of Mathematics Skills Textbook

The Essence of Mathematics Skills Textbook
Mathematics
(BM21001)
Lower Secondary Level
(Revised edition of B.E. 2554)
Non-Formal and Informal Basic Education Curriculum of B.E. 2551
Office of the Non-Formal and Informal Education

Office of the Permanent Secretary
Ministry of Education
2
The Essence of Mathematics Skills Textbook

Mathematics(BM21001)
Revised Edition of B.E. 2554
Copyright owned by the Office of the Non-Formal and Informal Education,

Office of the Permanent Secretary, Ministry of Education.
Academic Document No. 7/2555
3
Preface
The Office of the Non-Formal and Informal Education (ONIE) announced on 18 September B.E. 2551
the replacement of the criteria and method of non-formal education management in accordance with the
Curriculum of Basic Education of B.E. 2544 with the Essences of Non-Formal Education Basic Curriculum of
B.E. 2551 which has been developed in line with the philosophical principles and basic beliefs of the non-
formal education that the target group of such an education is basically adults who already have experience in
learning and have been accumulating knowledge and expertise on a continuous basis.
In the fiscal year of B.E. 2554, a strategic educational policy plan was developed by the Ministry of
Education with the aim to increase people’s potential and competitiveness so as to enable them to have
occupations and allow them to have a good and stable income, be disciplined, have moral principles and ethics
and a sense of accountability towards oneself and others. With this view in mind, the ONIE undertook the
revision of the principles, objectives, standards, expected learning outcomes and the contents of all of the five
groups of the Essences of Non-Formal Education Basic Curriculum of B.E. 2551 in line with the Ministry of
Education’s policy. This endeavor led to the revision of the textbooks with the addition of contents relating to
occupations, moral principles and ethics ,and preparations for the establishment of the ASEAN Community in
all of the subjects concerned. Efforts have, however, been made to maintain the former principles and methods
of developing textbooks which would allow learners to undertake a self-directed study and then to do activities
and exercises to verify their knowledge and understanding as well as to have the opportunity to increase their
knowledge through group exchanges or to further their learning by studying local wisdom as well as learning
from other sources of knowledge.
The compilation of these textbooks is the result of the kind cooperation which the ONIE has received
from academic subject experts and other resource persons involved with teaching who have studied and done
researches, compiled information and knowledge from various sources and written the content in a manner
which has enabled us to have courses in accordance with the standards, expected learning outcomes, learning
indicators and content scopes of each subject matter. The ONIE would, therefore, like to express its gratitude to
all those concerned and hopes that these textbooks will duly benefit learners, teachers and all those involved at
all levels. The ONIE would also like to express its appreciation should there be any recommendations for
improvement.
(Signature)
(Mr. PrasertBoonreung)
ONIE Secretary General
November B.E. 2554
4
Table of Content
Page
Preface 3
Table of Content 4
Textbook Instruction 5
Lower Secondary Level Mathematics Course Structure 6
Lesson 1: Number and Operation 7
Lesson 2: Fraction and Decimal 24
Lesson 3: Power 47
Lesson 4: Ratio and Percentage 59
Lesson 5: Measurement 77
Lesson 6: Volume and Surface Area 101
Lesson 7: Ordered Pairs and Graphs 123
Lesson 8: Connection between Two- and Three-Dimensional Geometric Shapes 133
Lesson 9: Statistics 146
Lesson 10: Probability 174
Lesson 11: Application of Mathematical Process and Skills to Occupations 187
5
Textbook Instruction
The Lower Secondary Level Basic Learning Skills Textbook in Mathematics

(BM21001) is designed for non-formal education learners.
To study the Basic Learning Skills in Mathematics, learners should proceed as
follows:
1.Study the course structure so as to understand the main topics, the expected
learning outcomes and the content scope.
2.Study content details of each lesson carefully and do the activities as assigned.
Then, check your answers using the provided answer key. If your answers are
wrong, study again to understand the content before proceeding onto the next
topic.
3.Practice by doing the activities at the end of each topic in order to summarize
relevant knowledge and understanding. Learners may check the result of such
activities with their teachers and classmates in the same course and at same
level.
4.This textbook consists of 11 lessons as follows:
Lesson 1: Number and Operation
Lesson 2: Fraction and Decimal
Lesson 3: Power
Lesson 4: Ratio and Percentage
Lesson 5: Measurement
Lesson 6: Volume and Surface Area
Lesson 7: Ordered Pairs and Graphs
Lesson 8: Connection between Two- and Three Dimensional Geometric
Shapes
Lesson 9: Statistics
Lesson 10: Probability
Lesson 11: Application of Mathematical Process and Skills to Occupations
6
Mathematics Course Structure

(BM21001)
Main content
Knowledge and understanding relating to numbers and applications, fractions
and decimals, logarithm, ratios and percentages, measurement of volumes and surface
areas, paired orders and graphs, connection between two- and three-dimensional shapes,
statistics and probability.
Expected learning outcome
1. Be able to identify or give examples of numbers and applications, fractions
and decimals, logarithm, ratios, percentages and measurements, to calculate
volumes and surface areas and to identify paired orders and graphs,
connections between two- and three-dimensional shapes, statistics and
probability.
2. Be able to calculate and solve problems relating to our daily life.
Content scope
Lesson 2: Fraction and Decimal
Lesson 3: Power
Lesson 8: Connection between two- and three-dimensional shapes
Lesson 11: Application of Mathematical Process and Skills to Occupations
Learning Media
1. Worksheet
2. Textbook
7
Lesson 1
Number and Operation
Main content
Numbers and operations are the basic mathematical principles which can be applied in
real life situations related to comparison, addition, subtraction, multiplication and division.

1. Be able to identify and give examples of positive integers, negative integers and zero
2. Be able to compare integers
3. Be able to add, subtract, multiply and divide integers and explain the results
4. Be able to specify properties of integers and to apply knowledge regarding integer
properties
Content scope
Topic 1: Positive integers, negative integers and zero
Topic 2: Comparison of integers
Topic 3: Addition, subtraction, multiplication and division of integers
Topic 4: Properties of integers and their application
8
Topic 1: Positive integers, negative integers and zero

Integers consist of positive integers, negative integers and zero as can be illustrated by
the following diagram:
Integer
Positive integer Zero Negative integer
Positive integers are the first category of numbers with which humans are familiar. Positive integers
are counting numbers greater than zero and start with 1. The numbers then increase by 1 and the list
goes on in sequence. Counting numbers are infinite and the largest counting number cannot be
specified. These numbers can be written in order as 1, 2, 3,…. and are called ‚positive integers‛. A
number line can be used to illustrate zero and positive integers as follows:
Zero – There is only one number, which is zero (0).

Zero is not a counting number because no one would say, for example, there is zero
student. However, zero does not always mean nothing. Like in the case of temperature, we can
feel or detect a temperature of zero degrees.
Negative integers are numbers which are the opposite of positive integers and are less than zero.
The set of negative integers means the infinite list of numbers with an ever decreasing value, for
example, -1, -2, -3, ....
According to the number line, a number which is one unit to the left of 0 is represented
by -1 or minus one.
The number which is two units to the left of zero is -2 or minus two, and the number which is
three units to the left of zero is -3 or minus three.
9
Topic 2: Comparison of integers

When two integers are compared, the only possible results are either one number is larger
than the other, one number is less than the other, or the two numbers are equal.
If a, b, c are any natural numbers, then
a–b=c means a is greater than b
a–b=-c means b is greater than a
or a is less than b
a–b=0 means a is equal to b
The symbols used are  representing ‚greater than‛
 representing ‚less than‛
= representing ‚equal to‛ or ‚equal‛
Integers can be compared using the number line as follows:
We can see from the number line that 4 > 3 > 2 > 1 > 0 > -1 > -2 > -3. It can be
concluded that the numbers to the right on the number line are always greater than the numbers to
the left.
10
Exercise 1
1. Identify which of the following numbers are positive integers, negative integers and integers
4 500 500
- 1, , 0, - 3, , 
2 1000 250
Positive integers are ...............................................................................................

Negative integers are ...............................................................................................
Integers are ..............................................................................................
2. Insert the symbol < or > between the following pairs of integers to make the statement true.
1) -4 ..................................... 3
2) -4 .................................... -3
3) -2..................................... -5
4) 4..................................... -2
5) 4..................................... -8
3. Write these integers in an increasing order.

1) -2, -8, -4, -15, -20, -7
…………………………………………………………………………………………………..
2) 4, -8, 0, -2, 16, -17
…………………………………………………………………………………………………..
11
2.1 Opposites of integers

When ‘a’ is any integer, the opposite of ‘a’ is another integer represented by ‘–a’.
Consider the number line:

Positive integers and negative integers are on the opposite sides of zero on the number
line. Two integers are opposites if they are the same distance away from zero but in opposite
directions. For example, -3 and 3 are opposite integers.
Summary:
For any integer a the opposite of ‘a’ is ‘-a’
and the opposite of ‘–a’ is ‘a’
because the opposite of ‘(-a)’ is represented by ‘– (-a)’
so, – (-a) = a
For example, the opposite of (-3) is represented by –(-3), which is 3.
2.2: Absolute value of integers

The symbol is used to represent absolute values.
Note: When ‘a’ is any integer,
when
when
when
It can be seen from the number line that:
The absolute value of 2 is 2 and is represented by 2  2

The absolute value of -2 is 2 and is represented by  2  2
It can be concluded that the absolute value of any integer is its distance from zero on the
number line.
12
Exercise 2
1. Fill in the blank with ‚greater than‛, ‚less than‛ or ‚equal to‛.
1) The absolute value of (-3) is ................................................. the absolute value of 3.
2) The opposite of (-4) is ......................................... the opposite of 4.
3) The opposite of 5 is .............................................. the opposite of -5.
4) The absolute value of A is .................................... the absolute value of (-A) when A
is any integer.
5) The opposite of A is ........................... the opposite of (-A) when A is any number.
2. Write the symbol <, > or = in the blank.

1) – (- 5) ............................................5
2) The opposite of 8 .........................................8
3) The opposite of (-8).......................................(-8)
4)  25 .......... .......... .......... .......... .  25
5)  20 .......... .......... .......... .......... . 20
6)  25 .......... .......... .......... .......... ..  5
7) The opposite of (-2) ......................................... the opposite of (-7)
8) The opposite of 32............................................. the opposite of 77

13
Topic 3: Addition, subtraction, multiplication and division of integers

3.1: Addition of integers
1). Adding positive integers to positive integers
Find the sum by adding their absolute values and the answer is a positive integer. For
example, 2 + 3 = 5

Start at 0 and move two units to the right. Move another three units to the right
and you will end up at 5.
So, 5 is the sum of 2 and 3.
2). Adding negative integers to negative integers
Find the sum by adding their absolute values and prefix the number with a negative sign,
for example, (-2) + (-3) = (-5)

Start at 0 and move two units to the left. Move another three units to the left and
you will end up at -5.
So, -5 is the sum of -2 and -3.
3). Adding negative integers to positive integers
3.1 Where the positive integer has a greater absolute value
Find the sum by subtracting the absolute value of one number from another. The answer is a
positive integer. For example, 12 + (-8) = 4

Start at 0 and move twelve units to the right. When -8 is added, move eight units
to the left and you will end up at 4.
So, 4 is the sum of 12 and -8.
14
3.2 Where the negative integer has a greater absolute value

Find the sum by subtracting the absolute value of one number from another and prefix the
number with a negative sign. The answer is a negative integer. For example, 3 +(-10) = -7

Start at 0 and move three units to the right. When -10 is added, move ten units to the
left and you will end up at -7.
So, -7 is the sum of 3 and -10.
4). Adding positive integers to negative integers
4.1 Where the positive integer has a greater absolute value
Find the sum by subtracting the absolute value of one number from another. The answer is
a positive integer. For example, (-3) + 5 = 2

Start at 0 and move three units to the left. When 5 is added, move five units to
the right and you will end up at 2.
So, 2 is the sum of -3 and 5.
4.2 Where the negative value has a greater absolute value
Find the sum by subtracting the absolute value of one number from another and prefix the
number with a negative sign. The answer is a negative integer. For example, (-5) + 3 = -2

Start at 0 and move five units to the left. When 3 is added, move three units to
the right and end up at -2.
So, -2 is the sum of -5 and 3.
15
Exercise 3
1. Show how to add the given two numbers by using the number line.
1. 3+2
2. (-3)+(-2)
3. 2+1
4. (-2)+(-1)
5. 5+ (-1)
6. (-1) +5
7. (-5) +3
8. 3 + (-5)
16
2. Find the sum using the number line and complete the table below:
Addition statement of a+b Absolute value of Absolute value of Absolute value of Is the sum of a and b
a b (a+b) equal to a  b ?
1. 3+2 = 5 3 2 5 Equal
2. (-3)+(-2) = -5
3. 2+1 = 3
4. (-2)+(-1) = -3
5. 5+ (-1) = 4
6. (-1) +5 = 4
7. (-5) +3 = -2
8. 3 + (-5) = -2
Summary: Principle of integer addition

1. To add positive integers, add their absolute values and the answer is a positive integer.
2. To add negative integers, add their absolute values and prefix the result with a negative
sign. The answer is a negative integer.
3. To add positive integers and negative integers, subtract the absolute value of one
integer from the other integer. If the absolute value of the positive integer was greater, the answer
is a positive integer.
4. To add positive integers and negative integers, subtract the absolute value of one
integer from the other integer. If the absolute value of the negative integer was greater, the answer
is a negative integer.
5. The sum of a positive integer and a negative integer with the same absolute value
equals zero.
17
3.2 Subtraction of integers

Review the opposites of integers:
The opposite of 3 is -3.
The opposite of -3 is 3 and 3+(-3) = 0.
The opposite of -3 is represented by –(-3) and –(-3) = 3.
Consider the subtraction of the two integers in the following cases:
1. 3 – 2
2. 3 – 5
The two subtractions would look like this
1. Show the subtraction of the given two numbers by using the number line.
1). 3 – 2 = 1
2). 3 – 5 = -2
2. Show the subtraction given that ‘–b’ represents the opposite of ‘b’ and consider the value of
‘a+ (-b)’
Output expression of a – b a b (-b) Output expression of a + (-b)
1). 3 – 2 = 1 3 2 (-2) 3 + (-2) = 1
2). 3 – 5 = -2 3 5 (-5) 3 + (-5) = -2
Based on the above 2 examples of a subtraction of two integers,

given that ‘(-b)’ is the opposite of ‘b’
the result of ‘a-b’ and the result of ‘a+(-b)’ are equal.
Therefore, in subtracting integers, we apply the concept of addition as follows:
Minuend - Subtrahend = Minuend + the opposite of Subtrahend
That is, when ‘a’ and ‘b’ represent any integer,

a –b = a + the opposite of b
or a – b = a + (-b)
18
Exercise 4
1. Find the results of the following operations:
1. (-12) – 7
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….
2. 7 – (-12)
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….
3. (-8) – (-5)
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….
4. (-5) – (-8)
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….
5. [8 – (-2)] – 6
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….
6. 8 – [(-2) – 6]
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….
2. Find the result of ‘a – b’ and ‘b – a’ given the following values of ‘a’ and ‘b’:
1. a = 5, b = (-3)
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….
2. a = (-14), b = (-6)
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….
3. a = (-4), b = (-4)
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….
19
3.3 Multiplication of integers

1) Multiplying positive integers by positive integers
Example: 3  5 = 5 + 5 + 5
= 15
7  4= 4+4+4+4+4+4+4
= 28
The product of two positive integers is a positive integer with the absolute value equal to
the product of the absolute values of those two integers.
2) Multiplying positive integers by negative integers

Example: 3  (-8) = (-8) + (-8) + (-8)
= -24
2  (-7) = (-7) + (-7)
= -14
The product of a positive integer and a negative integer is a negative integer with the
absolute value equal to the product of the absolute values of those two integers.
3) Multiplying negative integers by positive integers

Example: (-7)  4 = 4  (-7) (commutative property of multiplication)
= (-7) + (-7)+ (-7) + (-7)
= -28
The product of a negative integer and a positive integer is a negative integer with the
absolute value equal to the product of the absolute values of those two integers.
4) Multiplying negative integers by negative integers

Example: (-3)  (-5) = 15
( -11)  (-20) = 220
The product of two negative integers is a positive integer with the absolute value equal to
the product of the absolute values of those two integers.
20
Exercise 5
Find the results:
1). [(-3)  (-5)]  (-2) 6). (-5)  [6 + (-6)]
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
………………………………………… ……………………………………………
2). (-3)  [(-5)  (-2)] 7). [(-7)  (-5)] + [(-7)  2]
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
3). [4  (-3)]  (-1) 8). (-7)  [(-5) + 2]
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
4). 4  [(-3)  (-1)] 9). [5  (-7)] + [5  3]
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
5). [(-5)  (-6)] + [(-5)  (-6)] 10). 5  [(-7) + 3]
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
21
3.4 Division of integers

The quotient of a division of integers can be obtained by means of multiplication when
‘a’, ‘b’ and ‘c’ represent any integer and ‘b’ is not zero.
Dividend  Divisor = Quotient is the same as Quotient  Divisor = Dividend
If a  b  c , a  b  c
 25
To find the quotient of , find the number which, when multiplied by 5, gives –25.
5
 25
Therefore,  5 .
5
25
To find the quotient of , find the number which, when multiplied by -5, gives 25.
5
25
Therefore,  5 .
5
Based on the examples above, it can be seen that:

The quotient of a negative integer and a positive integer is a negative integer with the
absolute value equal to the quotient of the absolute values of those two integers.
 25
To find the quotient of , find the number which, when multiplied by -5, gives -25.
5
 25
Therefore, 5.
5
25
To find the quotient of , find the number which, when multiplied by 5, gives 25.
5
25
Therefore,  5.
5
Based on the examples above, it can be seen that:

The quotient of two positive integers or two negative integers is a positive integer with
the absolute value equal to the quotient of the absolute values of those two integers.
22
Exercise 6
1. Complete the table below to show the relationship between division and multiplication:
Multiplication expression: a  b  c Division expression: a  b  c or a c  b
10 = 5 x 2 10  5 = 2 or 10  2 = 5
35 = 7 x 5
33 = 3 x 11
(-14) = 7 x (-2) (-14) 7 = (-2) or (-14)  (-2) = 7
(-21) = 7 x (-3)
(-15) = 3 x (-5)
10 = (-5) x (-2)
Find the quotient

1. 17  17 4. (-72)  9
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
2. 23  (-23) 5. [(-51)  (-17)]  [15 (-5)]
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
3. 15  (-3) 6. [(-72)  9]  [ 16  (-2)]
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
23
Topic 4: Properties of integers and their application

4.1 Properties related to addition and multiplication of integers
1). Commutative property
If a and b are any integers,
a + b = b + a (commutative property of addition)
a  b = b  a (commutative property of multiplication).
2) Associative property
(a + b) + c = a + (b + c) (associative property of addition)
(a  b)  c = a  (b  c) (associative property of
multiplication)
3) Distributive property
a x (b + c) = ab + ac or
a + (b x c) = a + bc
4.2 Properties of one and zero
1). Properties of one
1). If a is any number, a  1=1  a = a.
a
2). If a is any number,  a.
1
2). Properties of zero

1). If a is any number, a + 0 = 0 + a = a.
2). If a is any number, a  0 = 0  a = 0.
0
3). If a is any non-zero number, 0 (zero is not used as a
a
denominator and
a
if a is any number, is undefined or meaningless in mathematics).
0
4). If a and b are any numbers and a  b = 0, a = 0 or b = 0.
24
Lesson 2
Fraction and decimal
Main content
Fraction and decimal reading, writing, addition, subtraction, multiplication, division and
comparison, and problem solving.

1. Be able to define fractions and decimals.
2. Be able to write fractions in the form of decimals and decimals in the form of
fractions.
3. Be able to compare fractions and decimals.
4. Be able to add, subtract, multiply and divide fractions and decimals as well as
explain the result obtained.
5. Be able to apply the knowledge about fractions and decimals to problem solving.
Content scope
Topic 1: Meaning of fractions and decimals
Topic 2: Converting fractions to decimals and decimals to fractions
Topic 3: Comparing fractions and decimals
Topic 4: Adding, subtracting, multiplying and dividing fractions and decimals
25
Topic 1: Meaning of fractions and decimals

1.1 Fraction is a way of representing division of a whole into equal parts. Fractions can
be shown both in pictures and in number lines. For example:
This is a circle, it is divided into 4 equal parts.

The shaded portion is 1 of the 4 parts
1
It can be written as and is read ‚one-forth‛.
4
Or,
1 unit on the number line is divided into 5 equal parts.

3
Point A is at part 3 of 5 parts to the right of 0. So, it can be represented by .
5
Point B is at part 7 out of 5 parts to the right of 0. So, it can be represented by 7
or 1 2 .
5 5
13
Point C is at part 13 out of 5 parts to the right of 0. So, it can be represented by or
5
3
2 .
5
Point D is at part 8 out of 5 parts to the left of 0. So, it can be represented by  8 or  1 3 .
5 5
เศษส่วน
Definition: Fractions are numbers represented in the form of where ‚a‛ and ‚b‛ are integers and
‚b‛ is not zero. ‚a‛ is called numerator and ‚b‛ is called denominator.
"
26
is read one-fifth
is read half.
is read minus three-seconds.
is read minus four-thirds.
Example 1: Fill in the correct fractions in the box 
1.2. Decimal
A decimals is a number with a decimal representation. It is comprised of 2 parts, i.e. an
integer which is to the left of the decimal point (.) and a decimal number which is to the right of
the decimal point.
There are 2 types of decimals, i.e.

1. Non-repeating decimals such as 1.5 , 2.35, 3.14, ...
2 Repeating decimals which can be classified into:
2.1 Repeating decimals with recurring zeroes such as
27
1.5000 … written as 1.5

0.0030000 … written as 0.003
Generally, the recurring zeroes to the right are not written.
2.2 Repeating decimals with recurring non-zeroes where the decimal representation
eventually becomes periodic (i.e. the same sequence of digits repeats indefinitely). The repeating
portion of a decimal expansion is conventionally denoted with a vinculum, for example,
0.3333… written as 0.3 read Zero point three repeating

1.414141 … written as 1.41 read One point four one repeating
0.213213213 … written as 0.213 read Zero point two one three repeating
2.10371037 … written as 2.1037 read Two point one zero three seven repeating
Exercise 1
1. Fill in the correct fractions in the box 
1)
2)
2. Construct a number line and plot each of the following fractions on the number line.
4 1 20
1) , 1 ,
8 2 8
1 3 29
2) 1 , 4 ,
2 6 6
28
Change the fractions below to decimals.

6 12
1. = ………………………… 2.  .......... .......... .......... ...
10 100
1 2 3
357    .......... ....
3.  .......... .......... .......... .. 4. 10 100 1000
1000
Topic 2: Converting fractions to decimals and converting repeating decimals to

fractions
2.1 Converting fractions to decimals
Fractions and decimals are interchangeable. In other words, fractions can be
converted into decimal and decimals can be written in fraction form. For example:
1. Change the denominator to 10, 100, 1,000,....... etc.
2
Example: 0.2 =
10
0.25 =  2  1    5  1 
 10   100 
= 2 5
10 100
= 25
100
One quick way to write a decimal as a fraction is to move the decimal point and
multiply the denominator by 10, 100 or 1,000 based on the place value. For example, if you move
the decimal point one space to the right, the denominator must be multiplied by 10; and if you
move the decimal point two spaces to the right, the denominator must be multiplied by 100. In
summary, the number of zeroes to be added to the denominator is equal to the number of decimal
places.
Remark: Negative fractions, when converted to decimals, will be represented by negative
decimals.
7  39
Example: =  0.7 , =  0.039
10 1,000
2.2 Converting repeating decimals to fractions
Repeating decimals are rational numbers with recurring decimal representation
such as 0.777.... which can be written as 0.7 . Conversion of the decimal to fractions can be
performed as follows:
29
Example 1: Change 0.7 to a fraction

Method: 0.7 = 0.77777..... = X
Whereas X = 0.77777… -------------- (1)
(1)  10 ------> 10X = 7.7777… -------------- (2)
(2) –(1) ------> 10X – X = 7.7777… - 0.777…
9X = 7
7
X =
9
7
 0.7 =
9
Example 2: Convert 1.21 3 to a fraction

1.21 3 = 1.2131313…
Whereas x = 1.2131313… -------------- (1)
(1)  10 10x = 12.131313….. ---------------(2)
(1)  1,000 1,000x = 1213.131313… ---------------(3)
(3) – (2) 1,000x – 10x = 1213 – 12
990x = 1213 – 12
1213 12
x =
990
1201
x =
990
1201
Therefore 1.21 3 =
990
Based on the above examples, it can be seen that one quick way to convert repeating
decimals to fractions is as follows:
3417 34
1. 0.341 7 =
9900
3383
=
9900
As numerator use all numbers as the minuend and all numbers in the non-repeating pattern as
the subtrahend. For the denominator use as many 9s as there are numbers in the repeating pattern and put
as many 0 after the 9s as there are non-repeating decimal numbers.
1315 13
2. 1.31 5 =
990
1302
= = 651
990 495
30
31043 310
3. 3.104 3 =
9900
30733
=
9900
Exercise 2
1. Change the fractions to decimals with the denominator representing 10 , 100 , 1,000 , .......
9 3
1) 2) 1
4 4
........................................................... ............................................................
............................................................ ............................................................
39 7
3) 4)
40 25
............................................................ ............................................................
............................................................ ............................................................
1 8
5) 6)
8 125
............................................................ ............................................................
............................................................ ............................................................
2. Convert the fractions below to decimals by way of fraction division.
9 1
1) 2) 3
11 7
............................................................ ............................................................
............................................................ ............................................................
7 5
3) 4)
16 4
............................................................ ............................................................
............................................................ ............................................................
31
5 3
5) 6) 8
6 5
............................................................ ............................................................
............................................................ ............................................................
Topic 3: Comparing fractions and decimals

3.1 Comparing fractions
Equivalent fractions
To find an equivalent fraction, multiply or divide both the numerator and
denominator by the same non-zero number.
3 3 2 6
Example: = =
4 4 2 8
3 6 9
= = Equivalent fractions
4 8 12
3 3 3 9
= =
4 43 12
12 12  2 6
= =
18 18  2 9
12 6 2
  Equivalent fractions
18 9 3
12 12  6 2
= =
18 18  6 3
Non-equivalent fractions
To compare fractions which are not equivalent, you must convert the fractions to
fractions with the same denominator with the same denominator. To do so, multiply both the
numerator and denominator of each fraction by the number which changes their denominators to
their L.C.M. Then, compare the numerators of the fractions which now have the same
denominator, the L.C.M.
4 7
Example: Is greater or less than ?
5 10
L.C.M. of 5 and 10 is 10.
4 4 2 8
= =
5 5 2 10
Since 8 > 7
8 7 or 4 7
 
10 10 5 10
32
We can also use cross multiplication to help with fraction comparison. The larger
fraction will have a larger cross product.
4 7
Example:
5 10
Compare the products of 4 10 and 5 7
And you will see that 40  35

4 7
Therefore 
5 10
Example 1: Compare 7 and 11
12 18
Method 1: The L.C.M. of 12 and 18 is 36.

Convert each fraction to its equivalent value with a denominator of 36.
73 21
=
12  3 36
11 2 22
=
18  2 36
The products are 22
 21
36 36
Therefore, 11
 7
18 12
Method 2:
7 11
12 18
Perform a cross multiplication

7  18 and 12  11
Cross products: 126  132

Therefore 7
 11
12 18
2.1 Comparing decimals

When comparing positive decimals, compare the numbers from the left to the right.
The decimal with the greater numbers is the greater decimal. For example, when we compare
33
38.586 with 38.498, we can see that the numbers in the tenths place of the decimals are 5 and 4 .
As 5 is greater than 4, the decimal 38.586 is greater than 38.498.
When comparing negative decimals such as -0.7 and -0.8, we must consider their
absolute values. The absolute value of -0.7 is 0.7 and the absolute value of -0.8 is 0.8. The
decimal with the lesser absolute value is greater. Therefore, - 0.7 is greater than - 0.8.
Exercise 3
1. Fill in the correct numerators or denominators in  to make each pair of fractions equivalent.
2. Fill in > , < or = in  to make each statement true.

34
3. Insert > , < or = between each pair of numbers to make true statements.
1) -0.500 ..............0.501 2) 103.012 ...................... – 0.501
3) 5.28 .................... 5.82 4) – 5.28 .......................... -5.28
5) 8.354 ................. 8.534 6) -8.544 ........................... -8.534
7) -13.06 ................. 13.06 8) 103.012 ....................... -103.012
9) -5.125 .................. -5.1250 10) -7.10 ......................... -7.01
4. Arrange the numbers in increasing order.
1) -1.724, -1.738, 0.832, -2.000
2) -30.710, -31.170, -31.107, 30.017
3) 83.000, -38.000, -83.001, -138.500
4) -34.50, -37.40, -41.54, -39.62, -42.50
Topic 4: Adding, subtracting, multiplying and dividing fractions and decimals

4.1 Adding fractions
To add fractions:
1) Find the L.C.M. of the denominators.
2) Change each fraction to its equivalent value with the common denominator being the
L.C.M.
3) Add up the numerators and keep the same denominator.
Example 1: Find the sum of .
Method: L.C.M. of 3 and 4 is 12.
4 9
= 
12 12
Answer
35
4.2 Subtracting fractions

Fraction subtraction has the same principle as integer subtraction.
Minuend - Subtrahend = Minuend + Opposite number of subtrahend
Example 1: Find the difference of

Method: L.C.M. of 6 and 12 is 12.
 5  2   7 1 
=   
 6  2   12  1 
10 7
= 
12 12
17 5
= = 1
12 12
Answer:
Exercise 4
1. Find the answers.

36
2. Fill the numbers in  to form true statements.

37
4.5 Multiplying fractions

Multiplication of 2 fractions yields a fraction with the numerator being the product of the
multiplied numerators and the denominator being the product of the multiplied denominators.
Whereas a
and c are fractions and b and d 0, the product of
a
multiplied by
b d b
c a c ac
can be derived by applying the following rule:  =
d b d bd
Example 1: Find the product of
Method:
Answer:
1 2 25
Example 2: Find the answer of  
2 5 101
1 1 5
Method:  
1 1 101
1 1 5
=
1  1  101
5
=
101
5
Answer:
101
38
Exercise 5
Find the products of the following:
1 1
1) 2 1
3 5
2) 1 1  5
5 9
3) 5 2  1 1
11 9
4) 16 2  7
3 10
5)  2 2  1 2
5
16 3 5
6) 6 2  3  1
3 4 6
7) 15  24  35
49 25 18
24 10 11 10
8)   
25 27 25 22
4.6 Dividing fractions
Fraction division does not have commutative and associative properties.
a c a c
Whereas and represent any fractions, the quotient of divided by
b d b d
is derived from:
a a d a d
 
a c a d
 = b
c
= b c
c d
= b c = 
b d  1 b c
d d c
a c a d
Therefore  = 
b d b c
Example 1: Find the quotient of
Method:
= Answer:
39
Exercise 6
4.7 Application of fraction knowledge to problem solving

Fraction problem
When solving fraction problems, use 1 to represent the whole and then perform
3
operations as required by the problems. For example, if male students are of all students in a
5
3 2
class, the number of female students will equal 1 - or of all students in the class.
5 5
40
3
Example 1: A bucket which can hold 140 liters of water was full. After some water
4
was used, the bucket was only 1 full. How much water was used?
2
3
Method: The water in the bucket was  140 = 105 liters.
4
1
After use, the remaining water is  140 = 70 liters.
2
So, the amount of water used is 105 70 = 35 liters.
Exercise 7
1. Solve the following problems:

2
1) Tong had 320 baht and spent of the money on a pair of shoes. Then, she bought a
5
5
blouse worth of the remaining money. How much money is left?
16
2) The length of a meeting room is 3 3 of its width and the width is 4 2 of its height. If
4 5
1
the room’s height is 3 meters and there are 462 students. How many cubic meters of breathing
2
air will each student have?
3) A rectangular-shaped lawn is 6 4 meters wide and 10 1 meters long. Planting grass
5 2
on the lawn costs 45 baht per square meter. How much will it cost to plant grass on the entire
lawn?
1
4) A television set is on sale and the discount is of the original price. A buyer who is
4
a friend with the shop owner receives a special discount of 1 of the discounted price. If the buyer
5
pays 4,200 baht for the television set, what is the original price of the television set?
2
5) The accommodation expenses accounted for of the total trip expenses. The
5
1
transportation expenses were of the total trip expenses and other expenses equaled 1,470 baht.
4
How much were the total expenses for this trip?
41
4.8 Adding and subtracting decimals

Principles of decimal addition:
1. To find the sum of positive decimals, add the absolute values. The answer will be a
positive decimal.
2. To find the sum of negative decimals, add the absolute values. The answer will be a
negative decimal.
3. To find the sum of a positive decimal and a negative decimal, find the difference of
the absolute values. The answer will have the sign of the greater decimal.
To find the difference of decimals, follow the same principle as integer subtraction
which is:
Minuend - Subtrahend = Minuend + Opposite number of subtrahend
In summary, when adding or subtracting decimals, line up the decimals based on

their place-value position before adding or subtracting digits in each column. Add zeroes to the
right of the last digit of decimals so that they have the same amount of decimal digits.
Exercise 8

42
4.9 Multiplying decimals

Principles of decimal multiplication:
1. To find the product of positive decimals, multiply the absolute values. The answer
will be a positive number.
2. To find the product of negative decimals, multiply the absolute values. The answer
3. To find the product of a positive decimal and a negative decimal, multiply the
absolute values. The answer will be a negative number.
Remark: The number of decimal places of the product is the sum of the number of
decimal places of the multiplicand and the multiplier.
Example 1: Find the products.
1. 1.25  2.431
1.25  2.431 = 2.431  1.25
2431

125
12155
4862
2431 0
303875 0
 1.25  2.431 = 3.03875
2. -5.12  0.125
512

125
2560
1024
512 0
64000 0
 -5.12  0.125 = - 0.64000 = - 0.64
43
4.10 Dividing decimals

Principles of decimal division:
1. To find the quotient of positive decimals, divide the absolute values. The answer will
be a positive number.
2. To find the quotient of negative decimals, divide the absolute values. The answer
3. To find the quotient of decimals where one factor is a positive decimal and the other
is a negative decimal, divide the absolute values. The answer will be a negative
number. It is important to change the divisor into an integer.
Example 1: Divide the decimals
1. 15.015  (-0.15)
Method: 15.015  (-0.15) = 15.015 = 15.015 100 = 1501.5
 0.15  0.15  100  15
100.1
15 1501.5
15
00
0
01
0
15
15
 15.015  (-0.15) = -100.1
2. (-37.65)  (-1.5)
 37.65 37.65  10 376.5
Solution: (-37.65)  (-1.5) = = =
 1.5 1.5  10 15
125.1
15 376.5
30
76
75
15
15
 (-37.65)  (-1.5) = 25.1
44
Exercise 9

1) ((-12.4)  33.6)+(-12.4  66.4)
………………………………………………………………………………………………...
2) ((-3.145)  2.76)+ ((27.39)  18.26)
………………………………………………………………………………………………...
3) (-14.307 – 2.809) + (6.78  1.5)
………………………………………………………………………………………………...
4) ((0.036  0.15) + (-4.07  1.1))(-5.8)
………………………………………………………………………………………………...
5) (-1.58  0.15) – (2  (-3.6))
………………………………………………………………………………………………...
4.11 Application of decimal knowledge to problem solving
Example 1: A steel rod has a diameter of 1.75 centimeters, a length of 1 meter, and a
weight of 3.862 kilograms. If the steel rod of the same diameter is 1.25 meters long, how much
will it weigh?
Method: The steel rod has a diameter of 1.75 centimeters, a length of 100 centimeters
and a weight of 3.862 kilograms.
3.862
If the steel rod has a length of 1 centimeter, it will weigh  0.03862
100
kilogram.
Thus, if the steel rod has the same diameter but is 125 centimeters long, it will
weigh 0.03862125 = 4.8275 kilograms.
The steel rod which has the same diameter but is 1.25 meters long will
weigh 4.8275 kilograms.
45
Example 2: A rectangle has an area of 11.3364 sq.cm. If its length is 4.23 centimeters,
how much longer is its length than its width?
Method: Area of a rectangle = Width × Length
11.3364 = Width × 4.23
11.3364
So, the width is =
4.23
= 2.68 centimeters
The length is longer than the width by = 4.23  2.68
= 1.55 centimeters
The length is longer than the width by = 1.55 centimeters
Exercise 10
1. Solve the problems.
1) A rope which is 17.25 meters long is tied to another rope which is 5.2 meters long.
The knot takes up 0.15 meters of the ropes. Then, the connected rope is arranged as a rectangle. If
the width of the rectangle is 1.5 meters on each side, what is its length on each side?
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
………………………………………………………………………………………………………
2. There are 16 bags of sugar. Each bag weighs 9.35 kilograms. If an average of 4.4 kilograms of
the sugar is used for baking each day, how many days will the sugar last?
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
………………………………………………………………………………………………………
3. A rectangular room is 4.8 meters wide and 9.6 meters long. If each square floor tile is 32
sq.cm., how many tiles are needed to entirely cover the room’s floor?
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
………………………………………………………………………………………………………
46
4. I had gold bars of 12.04 grams in weight and then bought more gold bars of 25.22 grams in
weight. I later sold the gold bars twice, 8.02 grams each time. Then, some of the rest were
changed into 5 gold rings which weighed 3.45 grams each. How many grams of the gold bars are
left?
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
………………………………………………………………………………………………
47
Lesson 3
Power
Main Content
The expression of a number multiplied by itself several times is written as a n and reads
‚a to the power of n‛. It can also be written in scientific notation.
Expected Learning Outcome

1. Be able to describe the meaning of and write powers with integer exponents given.
2. Be able to identify a power and use it to write scientific notation.
3. Be able to describe the multiplication and division of powers having the same base as well
as integer exponents.
Content Scope
Topic 1: Definition and writing of powers.
Topic 2: Writing a number in scientific notation
Topic 3: Multiplication and division of powers having the same base and
integer exponents.
48
Topic 1: Definition and expression of power

Power is a symbolic form written to represent the number multiplied by itself repeatedly
several times. For example, 3  3  3  3 can be written as 34 and is read as ‚three to the power
of four‛, and is defined as follows:
Definition If a represents any number and n represents a positive integer, ‚a to the
power of n‛, or ‚a to the nth power‛ is written as an = a
aa
......
 a
n
a n
is the power with the base a and the exponent n. For example,
4 5 represents 4 × 4 × 4 × 4 × 4.
4 5 has 4 as the base and 5 as the exponent.
The expression 4 5 is read ‚four to the power of five‛, or ‚four to the fifth power‛, or the
fifth power of 4.
 26 represents  2 ×  2 ×  2 ×  2 ×  2 ×  2 .
 26 has  2 as the base and 6 as the exponent.
Likewise, the expression  26 is read ‚negative two to the power of six‛ , or the sixth
power of negative two.
Consider the following table.
Power Base Exponent Product form Number represented
33 3 3 333 27
45 4 5 44444 1,024
 24 -2 4 (-2) (-2) (-2) (-2) 16
1
2 1 2 
1 1 1
  2 2 2 4
2
xy x y XXX… (y times) XXX… (y times)
Example Answer the following questions:
1. How is 83 read? Method: 1. 83 is read as 8 to the power of 3.
2. What number is the base of 103 ? 2. 103 has 10 as the base.
3. What number is the exponent of 115 ? 3. 115 has 5 as the exponent.
4. What is the meaning of 5 ?3
4. 5 means 555. 3
5. How is  55 read? 5.  55 is read as negative 5 to the power of 5.
Exercise 1
49
1. Write each of the following numbers as a power that has an integer exponent with a
value greater than 1, and identify its base and exponent.
1.1 25 = ……………………………….=…………………………..
has = ………………………as the base and ...............................as the exponent.
1.2 64 = ……………………………….=…………………………..
1.3 169 = ……………………………….=…………………………..
1.4 729 = ……………………………….=…………………………..
1.5 -32 = ……………………………….=…………………………..
1.6 -243 = ……………………………….=…………………………..
1.7 0.125 = ……………………………….=…………………………..
2. Write a number represented by each of the following expressions:

2.1 2 8 =…………………………………=………………………………
2.2  34 =…………………………………=………………………………
2.3 0.35 =…………………………………=………………………………
2.4 0.026 =…………………………………=………………………………
3
1
2.5   =…………………………………=………………………………
3
3
2
2.6   =…………………………………=………………………………
7
2.7  54 =…………………………………=………………………………
2.8  23 =…………………………………=………………………………
5
1
2.9   =…………………………………=………………………………
 10 
2.10 0.56 =…………………………………=………………………………
50
Topic 2: Writing a number scientific notation

Writing a number with a large value in scientific notation generally takes the form of A ×
10n where 1  A < 10, and n is an integer.
Consider a large number written in scientific notation as follows:
1. 2,000 = 2 × 1,000
= 2 × 103
2. 800,000 = 8 × 100,000
= 8 × 105
Example1 Write 600,000,000 in scientific notation.

Method: 600,000,000 = 6 × 100,000,000
= 6 × 108
Answer: 6 × 108
Example2 Write 73,200,000 in scientific notation.

Method: 73,200,000 = 732 × 100,000
= 7.32 × 100 × 100,000
= 7.32 × 102 × 105
= 7.32 × 107
Example3 Saturn has a diameter of about 113,000,000 meters. Write its scientific notation.
Method: Saturn has a diameter of about 113,000,000 meters
113,000,000 = 113 × 1,000,000
= 113 × 100 × 1,000,000
= 1.13 × 102 × 106
= 1.13 × 108
Answer: 1.13 × 108 meters
51
Exercise 2
1. Write each of the following numbers in scientific notation.

1. 400,000 =………………………………………………………………
=………………………………………………………………
2. 23,000,000,000 =………………………………………………………………
=………………………………………………………………
=………………………………………………………………
=………………………………………………………………
3. 639,000,000 =………………………………………………………………
=………………………………………………………………
=………………………………………………………………
=………………………………………………………………
4. 247,500,000 =………………………………………………………………
=………………………………………………………………
=………………………………………………………………
=………………………………………………………………
2. Saturn is about 1,430,000,000 kilometers from the sun. Write its scientific notation.
1,430,000,000 =………………………………………………………………
=………………………………………………………………
=………………………………………………………………
=………………………………………………………………
3. What number is represented by each of the following scientific notations?
3.1 2 × 106 =………………………………………………………………
=………………………………………………………………
4.8 × 1013 =………………………………………………………………

=………………………………………………………………
3.3 4.03 × 109 =………………………………………………………………
=………………………………………………………………
3.4 9.125 × 105 =………………………………………………………………
=………………………………………………………………
52
3. Multiplication and division of powers having the same base with integer
exponents
3.1 Multiplication of powers with integer exponents
Consider the multiplication of the exponential expressions that have the same base as
follows:
23 × 24 =  2  2  2   2  2  2  2 
= 2 × 2 × 2 × 2 ×2 × 2 × 2
= 27 or 2 3 4
32  33 = 3  3  3  3  3
= 3 × 3 × 3 × 3 ×3
= 35 or 3 23
 1   1   1   1   1 
3 2
1 1
    =              
3 3  3   3   3   3   3 
1 1 1 1 1

=      
 3  3  3  3  3
5
1 1
=   or  3  2
3  3
Multiplication of powers having the same base with integer exponents follows the
Product of Power Property, i.e.
Let a be any number and let m and n be positive integers, a m  a n = a mn .

53
Exercise 3
1. Write the number represented by each of the following notations:
1.1 2 5  2 6 =……………………………=…………………………………
1.2 25  32 =……………………………=…………………………………
1.3 2  33 =……………………………=…………………………………
1.4 0.752 =……………………………=…………………………………
 1
2
1.5   3
2
=……………………………=…………………………………
 
3
1.6  3 23 =……………………………=…………………………………

3 4
2 5
1.7     =……………………………=…………………………………
5 2
6 5
1 7
1.8     =……………………………=…………………………………
7 2
4
1.9 0.5  1 
3
=……………………………=…………………………………
2
1.10  112  113 =……………………………=…………………………………
2. Write the product of each of the following numbers in terms of power:

2.1 2 2  2 3  2 7 =……………………………=…………………………………
2.2  33   3   35 =……………………………=………………………………
2.3 5 × 625 × 5 2 =……………………………=…………………………………
2.4 121 × 11 × 112 =……………………………=…………………………………
2.5  34   33   37 =……………………………=………………………………

54
3.2 Division of powers with integer exponents

Division of powers having the same base which is not zero with integer exponents in the
form of a m  a n can be separated into 3 cases as follows: where m > n , m = n, and m < n.
Case1 a m  a n where a is any nonzero number, m, n positive integers and m > n .
Consider the division of the powers as follows:
25 2 2 2 2 2
1. =
22 2 2
= 2 2 2
= 23 or 2 52
3 3 3 3 3 3 3
7
3
2. =
35 3 3 3 3 3
= 3 or 3 75
2
 5
=  5 5 5 5 5 5 5 5
8
3.
 53  5 5 5
=  5 5 5 5 5
=  55 or  583
From the above division of powers, it can be seen that the quotient is the power which
has the same base, and the exponent equals the dividend’s exponent subtracted by the divisor’s
exponent. This is in accordance with the Quotient of Powers Property as follows:
Let a be any number which is not a zero and let m, n be positive integers and m > n,
a m  a n = a m n
a m  a n = a m n
Example1 Find the result of 510  54

510
Method: = 5104
54
= 56
Answer: 56
55
Example 2 Find the result of 0.26  0.23
Method: 0.26 = 0.263

0.23
= 0.23
= 0.20.20.2
= 0.008
Answer: 0.008
Case2 a m  a n Let a be any number which is not a zero and let m, n be positive
integers and m = n, consider 54  54 :
54 555 5
Applying the definition of powers, =
54 555 5
= 1
Applying the Quotient of Powers Property, a m  a n = a mn , a  o for m = n,
54
= 5 4 4
54
= 50
But from the definition of powers above, 54  54  1.
Hence, in order that the Quotient of Powers Property of a m  a n = a mn can be
applied in the case of m = n, it shall be that 50  1 . In general, the definition of a 0 is as follows:
Definition: Let a be any number which is not a zero, a 0  1 .
Therefore, a m  a n = a mn , a  o is also true in case of m = n.
73  75
Example 1 Find the result of
78
73  75 7 3 8
Method: =
78 78
78
=
78
= 7 88
56
= 70
= 1
Answer: 1
Case3 a m  a n Let a be any number which is not a zero and let m, n be positive
integers and m < n. Consider 2 5  28 , if the definition of powers is applied,
25 2 2 2 2 2
=
28 2 2 2 2 2 2 2 2
1
=
2 2 2
1
=
23
Applying the Quotient of Powers Property, a m  a n = a m n , a  0 in case m < n,
25
= 2 5 8
28
= 2 3
1
But from the definition of powers above, 2 5  28 = . Hence, in order that the
23
Quotient of Powers Property of a m  a n = a m n can be applied in case of m < n, it shall be
1
that 2 3  . In general, the definition of a  n is as follows.
23
Definition: Let a be any number which is not a zero and n be a positive

integer,
1
a n =
an
116  114  117

Example1 Find the result of in terms of a power with a positive integer
1113  113  112
exponent.
116  114  117 116 47

Method: =
1113  113  112 11133 2
1117
=
1118
57
= 111718
= 111
1
=
11
1
Answer:
11
Exercise 4
1. Find the result.

1.1 2 9  2 2
1.2 36  3
1.3 113  116
4
1  1
2
1.4     
5  5
1.5 0.035  0.034
7
1.6 0.8   4 
5
5
1.7 53  5 4   5 7
1.8 7 6  7   7 4
1.9 
132  134  135 
1.10 m 6  m 7  m 4 where m  0
2. Find the result in terms of a power with a positive integer exponent.

2.1 53  54
38  36
2.2
32
2.3 4 6  4
2 6  2 1
2.4
 20
58
2.5 1.53
2
1.5
2.6 x 2  x 5 where x0
2.7 a 3  a   a 0  a 5  where a  0
m 7
2.8 where m0
m 5
59
Lesson 4
Ratio and Percentage
Main content
1. A ratio is used to compare two or more quantities and the quantities compared may
have the same or different units.
2. Percentage is a ratio comparing a quantity to 100.

1. Be able to identify and write ratios.
2. Be able to calculate proportions.
3. Be able to find a percentage value.
4. Be able to solve problems related to ratios, proportions and percentages.
Content scope
Topic 1: Ratio
Topic 2: Proportion
Topic 3: Percentage
Topic 4: Problem solving relating to ratios, proportions and percentages
60
Topic 1: Ratio
A ratio is used to compare two or more quantities. The two quantities compared may
have the same or different units.
a
Definition: A ratio of quantity a to quantity b is expressed as a : b or .
b
a is called the first number or the first term of the ratio.
b is called the second number or the second term of the ratio.
a
(Ratio a : b or is read a to b)
b
There are 2 ways to write a ratio, i.e.

1. Two quantities having the same units
Example: A table is 50 centimetres wide and 120 centimetres long.
This can be expressed in ratio as:
The ratio of the table’s width to its length is 50 : 120.
2. Two quantities having different units
Example: Four cartons of yoghurt cost Baht 23.
This can be expressed in ratio as:
The ratio of a carton of yoghurt to price in Baht is 4 : 23.
Example:
If the two quantities have the same units, the unit is not shown in the ratio. For example,
Mana weighs 25 kilograms and Manee weighs 18 kilograms.
25
The ratio of Mana’s weight to Manee’s weight is 25: 18 or .
18
If the two quantities have different units, the unit will be specified in the ratio. For example,
Suda is 60 centimetres tall and weighs 34 kilograms.
The ratio of Suda’s height to her weight is 160 centimetres : 34 kilograms.
61
Exercise 1
1. Write each of the following statements as a ratio:
1). One centimetre on a map represents a distance of 100 kilometres.
……………………………………………………………………………………………...
2). A car travels 200 kilometres in 3 hours.
……………………………………………………………………………………………...
3). In a school, there are 40 teachers and 1,000 students.
……………………………………………………………………………………………...
4). The human heart rate is 72 beats per minute.
……………………………………………………………………………………………...
2. A government lottery ticket contains 6 digits such as 889748. There are 1,000,000 lottery
tickets with different digits issued for each draw. Of these, 10,000 tickets win the last-two-digit
prizes, 4,000 tickets win the last-three-digit prizes and one ticket wins the first prize.
Write a ratio to show the comparison of the following numbers
1) Tickets winning the first prize to all tickets
……………………………………………………………………………………………...
2) Tickets winning the last-three-digit prizes to all tickets
……………………………………………………………………………………………...
3) Tickets winning the last-two-digit prizes to all tickets
……………………………………………………………………………………………...
4) Tickets winning the last-two-digit prizes to tickets winning the last-three-digit prizes
……………………………………………………………………………………………...
3. A seller puts different colors of the same candy into a bottle as follows: 3 red candies, 2 green
candies and 5 yellow candies.
1) The ratio of red candies to all candies
……………………………………………………………………………………………...
2) The ratio of red candies to yellow candies
……………………………………………………………………………………………...
3) If we randomly pick five candies from the bottle, which color is likely to be picked up
the most? Why?
……………………………………………………………………………………………...
……………………………………………………………………………………………...
62
Equivalent ratios
We can find equivalent ratios by multiplying or dividing each term in the ratio by the
same number according to the following rules:
Multiplication rule: When each term in the ratio is multiplied by the same non-zero number,
the new ratio will be equal to the first ratio.
a ac ad
That is,   when c  0 and d 0.
b bc bd
Division rule: When each term in the ratio is divided by the same non-zero number, the new
ratio will be equal to the first ratio.
a a c a d
That is,   when c  0 and d 0.s
b bc bd
Example
Find 3 ratios which are equal to the given ratio.
Method: 3 : 4 or
3 3 4 12
 
4 4 4 16
3 3 9 27
 
4 49 36
3 3  11 33
 
4 4  11 44
As a result, , , are ratios which are equal to the ratio 3 : 4.

We can use cross multiplication to check if the ratios are equal.
When a, b, c and d are countable numbers,

a c
1) if ad  bc , 
b d
a c
2) if ad  bc , 
b d
63
Example: Check if the following pairs of ratios are equal:

3
1) and 5
4 6
26
2) and 39
30 45
1) Consider the cross multiplication of 3 and 5
4 6
As 3 6 = 18
4 5 = 20
So 3 6  4 5
Therefore 3
 5
4 6
26 39
2) Consider the cross multiplication of and
30 45
As 26 45 = 1,170
30 39 = 1,170
So 26 45 = 30 39
26 39
Therefore =
30 45
Exercise 2
1. If the US Dollar and the Baht exchange rate is 1 : 43, complete the table below
Dollar 1 2 3 10 20
Baht
2. Write 3 equivalent ratios for the following ratios

2
1) = ...............................................................................................................................
3
5
2) = ...............................................................................................................................
9
64
3. Check if the following pairs of ratios are equal:

Given ratios Cross multiplication Result
1) 5 and 10 5 × 12 = 10 × 6 5
= 10
6 12 6 12
Because 60 = 60
2) 3 and 4 3×5≠4×4 3
≠
4
4 5 4 5
Because 15 ≠ 16
6
3) and 7
8 9
12
4) and 18
10 15
5) 0.3
and 6
10 200
4. Write the following ratios in their simplest forms using the same units:
Example: The ratio of a table’s width to its length is 50 centimetres : 1.2 meters.
The ratio is the same as
50 centimetres : 1.2 x 100 centimetres
So, the ratio of the table’s width to its length is 50 : 120 or 5 : 12.
1) The ratio of Mr. Kor’s working days to Mr. Khor’s working hours is 2 days : 10 hours. What is
the ratio of Mr. Kor’s working time to Mr. Khor’s working time?
……………………………………………………………………………………………...
……………………………………………………………………………………………...
2) The ratio of ‚the distance from a house to the market‛ to ‚the distance from the house to the
school‛ is 200 metres : 1.5 kilometres. What is the ratio of ‚the distance from the house to the
market‛ to ‚the distance from the house to the school‛?
……………………………………………………………………………………………...
……………………………………………………………………………………………...
65
Continued ratio (ratios of several numbers)

In our real life situations, we are usually faced with the relationship between several
numbers. For example, the ingredients of grandma’s sweets are as follows:
Flour 3 cups
Coconut milk 1 cup
1
Palm sugar cup
2
Thus, the ratio of flour to coconut milk is 3 : 1 or 6 : 2.

the ratio of coconut milk to palm sugar is 1 : 1 or 2 : 1.
2
1
the ratio of flour to palm sugar is 3 : or 6 : 1. This can be written as a continued ratio
2
as follows:
1
The ratio of flour to coconut milk to palm sugar is 3 : 1 : or 6 : 2 : 1.
2
Example: The ratio of a classroom’s width to its length is 3 : 4 and the ratio of its height to its
length is 1 : 2. Find the ratio of the room’s width : length : height.
Method: Ratio of width : length is 3:4

Ratio of height : length is 1 : 2 or 1 x 2 : 2 x 2
= 2:4
So, the ratio of the room’s width to its length to its height
is 3 : 4 : 2
Exercise 3
1. A father gives money to his three children as follows:
The ratio of money given to the eldest child to that given to the middle child to that given to
the youngest child is 5 : 3 : 2. Find the following ratios:
1) Ratio of money given to the eldest child to money given to the youngest child
……………………………………………………………………………………………...
……………………………………………………………………………………………...
66
2) Ratio of money given to the youngest child to money given to the middle child
……………………………………………………………………………………………...
……………………………………………………………………………………………...
3) Ratio of money given to the middle child to the total money
……………………………………………………………………………………………...
……………………………………………………………………………………………...
4) Ratio of money given to the youngest child to the total money
……………………………………………………………………………………………...
……………………………………………………………………………………………...
2. A millionaire makes the following will before he dies: If his pregnant wife gives birth to a boy,
the ratio of money given to his wife to the money given to his son is 1 : 2. However, if his wife
gives birth to a girl, the ratio of money given to his wife to the money given to his daughter is 2 :
1. After he died, his wife gave birth to twins, one boy and one girl. Find the ratio of money given
to his wife to the money given to his son and to the money given to his daughter.
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
67
Topic 2: Proportion
A proportion is an equation which states that two ratios are equal.
a c
For example, a : b = c : d or  , which is read ‚A is to B as C is to D‛.
b d
3 5
Example: Find the value of m in the proportion 
m 12
3 5
Method 1 
m 12
3
5
3
 5
3
(make the numerator equal to 3 by multiplying by 3 )
m 5
12 
5
3 3

m 7.2
So, m = 7.2.
3 5
Method 2 
m 12
3 5
 (cross multiplication)
m 12
3  12
m
5
So, m = 7.2
Exercise 4
1. Write proportions from the following:
1) 3 is to 4 as 6 is to 8 ……………………………………………………..
2) A is to 7 as 9 is to 27 ……………………………………………………..
3) 12 is to 10 as B is to 5 ……………………………………………………..
4) 5 is to 4 as 65 is to D ……………………………………………………..
2. Find the value of the variables in the following proportions:
A 12
1) 
3 15
……………………………………………………..………………………………………………
3 21
2) 
B 28
……………………………………………………..………………………………………………
68
Using proportions in problem solving
In daily life, we may be in a situation where calculation is needed to solve a problem. For
example, the ratio of 1 cup of cocoa to 2 tablespoons of cocoa powder to 1 tablespoon of sugar to
1 cup of boiled water is 1 : 2 : 1 : 1.
Given that that there are 30 tablespoons of cocoa powder.
Assume that A cups of cocoa can be made by using B tablespoons of sugar, C
tablespoons of cocoa powder and D cups of boiled water.
The ratio of cocoa drink to cocoa powder is 1 cup to 2 tablespoons or A cups to 30
tablespoons.
That is, 1:2 = A : 30
1 A
or =
2 30
then 1 x 30 = Ax2
A = 15
So, 30 tablespoons of cocoa powder can make 15 cups of cocoa drink.
Example: Three pomelos cost 50 Baht. If you have 350 Baht, how many pomelos can you buy
given that the price of pomelo remains unchanged?
Method: Assume that with Baht 350, we can buy A pomelos
3 pomelos cost Baht 50
Number of pomelos
------------------------
Price of pomelo
Then A  50 = 3  350
Ä  50 3 350
=
50 50
A = 21
Therefore, we can buy 21 pomelos.
69
Exercise 5
1. If we can sell 3 papayas for Baht 50, how much will we get if we sell 15 papayas?
……………………………………………………..………………………………………………
……………………………………………………..………………………………………………
……………………………………………………..………………………………………………
……………………………………………………..………………………………………………
……………………………………………………..………………………………………………
2. In one school, there are 400 students. The ratio of female students to male students is 5 : 3.
How many male students and female students are there in the school?
……………………………………………………..………………………………………………
……………………………………………………..………………………………………………
……………………………………………………..………………………………………………
……………………………………………………..………………………………………………
……………………………………………………..………………………………………………
……………………………………………………..………………………………………………
……………………………………………………..………………………………………………
……………………………………………………..………………………………………………
3. A father gives money to his two children. The ratio of money given to the elder child to money
given to the younger child is 7 : 3. If the elder child receives Baht 80,000 more than the younger
child. How much money does each of them receive?
……………………………………………………..………………………………………………
……………………………………………………..………………………………………………
……………………………………………………..………………………………………………
……………………………………………………..………………………………………………
……………………………………………………..………………………………………………
……………………………………………………..………………………………………………
……………………………………………………..………………………………………………
……………………………………………………..………………………………………………
……………………………………………………..………………………………………………
70
Topic 3: Percentage
In daily life, we are often involved with percentages such as for example, in buying and
selling, profit and loss, percentage decrease or increase, value-added tax, etc.
A percentage is a ratio comparing a quantity to 100. For example,
50
50% is expressed as 50:100 or .
100
7
7% is expressed as 7:100 or .
100
In writing a fraction as a percentage, we have to write that fraction as an equivalent
fraction with a denominator of 100 as in the following example:
4 80
  80 %
5 100
2 20
0.2    20 %
10 100
In writing a percentage as a fraction, we write a fraction with a denominator of 100 as in
the following example:
33
33% =
100
25.75 2575 103
25.75 % =  
100 10000 400
3
Example: Write as a percent
7
3
Method: Method 1 Convert the fraction to a fraction with a denominator of 100
7
100
3 300
3 7
= = 7
7 100 100
7
7
3 300
So, is expressed as %.
7 7
3 A
Method 2 Given that = A % or
7 100
3 x 100 = Ax7
3  100 300
A = 
7 7
71
Calculating percentages
Learners have already solved problems relating to percentages without using proportions.
Now we will apply the knowledge of proportions to the calculation of percentages which can be
done in the following 3 manners:
1. What is 25% of 60? That means, if there are 25 parts out of 100, how many parts are
there out of 60?
Assume that there are a parts out of 60.
a 25
The proportion can be written as follows: 
60 100
Then a 100  60  25
60 25
a
100
Therefore a  15
So, 25% of 60 is 15
2. What percentage of 45 is 9? That means, if there are 9 parts out of 45, how many parts
are there out of 100?
Assume that 9 is x% of 45.
x
x% means
100
9 x
45 100
Then 9 100  45  x
9  100
x
45
Therefore x  20
So, 9 is 20% of 45
3. 8 is 25% of what number? That means, if there are 25 parts out of 100, there are 8 out of
how many parts?
Assume that 8 is 25% of y
8 25
y 100
Then 8 100  y  25
8 100
y
25
Therefore y  32
So, 8 is 25% of 32
72
Exercise 6
1. Show your calculation.
1) What is 15% of 600?
……………………………………………………………………………………………...
……………………………………………………………………………………………...
.............................................................................................................................................
……………………………………………………………………………………………...
……………………………………………………………………………………………...
.............................................................................................................................................
2) What is 120% of 40?
……………………………………………………………………………………………...
……………………………………………………………………………………………...
.............................................................................................................................................
……………………………………………………………………………………………...
……………………………………………………………………………………………...
.............................................................................................................................................
3) What percent of 400 is 28?
……………………………………………………………………………………………...
……………………………………………………………………………………………...
.............................................................................................................................................
……………………………………………………………………………………………...
……………………………………………………………………………………………...
.............................................................................................................................................
4) What percent of 6 is 1.5?
……………………………………………………………………………………………...
……………………………………………………………………………………………...
.............................................................................................................................................
……………………………………………………………………………………………...
……………………………………………………………………………………………...
.............................................................................................................................................
73
5) 180 is 30% of what number?

……………………………………………………………………………………………...
……………………………………………………………………………………………...
............................................................................................................................................
……………………………………………………………………………………………...
……………………………………………………………………………………………...
.............................................................................................................................................
6) 0.125 is 25% of what number?
……………………………………………………………………………………………...
……………………………………………………………………………………………...
.............................................................................................................................................
……………………………………………………………………………………………...
.............................................................................................................................................
Topic 4: Problem solving relating to ratios, proportions and percentages

Consider the following examples of how to solve problems relating to percentages by using
ratios or proportions:
Example 1 In one village, there are 1,200 people. 6% of these people work in the pineapple
canning factory. Find the number of people working in this factory.
Method:
Assume that the number of people working in the pineapple canning factory is s people
s
The ratio of people working in the factory to all villagers is
1,200
6
The ratio can be written as follows: 6% 
100
s 6
1,200 100
Then s 100  1,200 6
1,200  6
s
100
Therefore s  72
So, the number of people working in the pineapple canning factory is 72 people.
Answer: 72 people
74
Example 2
In one school, there are 1,800 students. Of these, there are 81 students whose weight is
more than 60 kilograms. Find what is the percentage of the students weighing more than 60
kilograms to the total of all the students.
Method:
Assume that the number of students weighing more than 60 kilograms is n% of all students
n 81
100 1,800
Then n 1,800  100  81
100 81
n
1,800
Therefore n  4.5
So, the percentage of students weighing more than 60 kilograms is 4.5% of all students.
Answer 4.5%
Exercise 7
Show your calculations.
1. Out of a total of 500 students, 25% get an A grade. Find the number of students getting
an A grade.
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2. In one school, there are 2,000 students. 40% of them are male. 60% of the male students
come from provincial towns. Find the following:
1) Number of female students
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2) Number of male students who do not come from provincial towns

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3. A store gives a 20% discount on all products. If your mother gets a discount of Baht 250
when buying a set of glassware, what is the selling price before the discount?
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4. A layout plan shows a lawn which is 5 centimetres wide and 8 centimetres long. If the
scale used is 1 centimetre : 50 metres, find the area of this lawn.
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5. Noknoi deposits Baht 10,000 in a bank account. The annual interest rate is 3% and is
compounded annually. The tax on interest is 15%. How much will she have after 2 years?
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6. Weera bought a car for Baht 200,000. He got a profit of 20% when selling the car. After
that, he invested all the money in stock and suffered a loss of 20%. How much does
Weera have left after his investment in stock?
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77
Lesson 5
Measurement
Main content
1. Measurement of length and area in different units can be compared.
2. Measuring tools must be suitable for the objects to be measured.
3. Effectiveness of an estimation primarily depends on the observer’s experience.

1. Be able to compare units of length and area between the same and different systems.
2. Be able to select appropriate measurement units of length and area.
3. Be able to find the area of a geometric figure.
4. Be able to solve problems relating to areas in different situations in daily life.
5. Be able to explain estimation methods and apply such methods to the estimation of
time, distance, size and weight.
Content scope
Topic 1: Comparison of units of length and area
Topic 2: Selection of units to measure length and area
Topic 3: Finding the area of a geometric figure
Topic 4: Solving problems relating to areas in different situations
Topic 5: Estimation of time, distance, size and weight
78
Topic 1: Comparison of units of length and area

Measurement
Measurement is important and essential to people’s daily lives from the past to the
present time. Units of measurement vary according to regions and countries. In these times of
advanced technology and communication, it is necessary to have clear communication of the
meaning of measurement in terms of quantities and units to ensure effective comparison and
application.
Generally, people think of measurement as related to weighing, measuring amounts,
lengths, time, etc. In reality, there are different kinds of measurement such as:
1. Measurement of length in millimetre, centimetre, inch, foot, metre and kilometre
2. Measurement of area in square wa, square metre, ngan, rai
3. Measurement of weight in gram, kheet, pound, ton
4. Measurement of measures in centimetre, litre, thang
5. Measurement of temperature in Celsius and Fahrenheit
6. Measurement of time in second, minute, hour, day, year
7. Measurement of velocity or speed in kilometre/hour
1.1 Comparison of measurement of length

Units of measurement of length commonly used in Thailand
Units of measurement of length in the British system
12 inches equals 1 foot
3 feet equals 1 yard
1,760 yards equals 1 mile
Units of measurement of length in the metric system
10 millimetres equals 1 centimetre
100 centimetres equals 1 metre
1,000 metres equals 1 kilometre
Units of measurement of length used in the Thai system
12 niu (inch) equals 1 khuep
2 khuep equals 1 sok
79
4 sok equals 1 wa
20 wa equals 1 sen
400 sen equals 1 yot
1 wa equals 2 metres
Comparison of units of measurement between the British system and the metric system
(approximately)
1 inch equals 2.54 centimetres
1 yard equals 0.9144 metre
1 mile equals 1.6093 kilometres
Example: Comparison of units of measurement between the same and different systems
1. Given that Suda is 160 centimetres tall, how tall is she in metres?
As 100 centimetres equals 1 metre and Suda is 160 centimetres tall;
She is 160 = 1.60 metres tall.
100
2. Given that the street-side width of the fence of a house is 1.05 kilometres, indicate the
width of this fence in metres.
As 1 kilometre equals 1,000 metres and the width of the fence is 1.05 kilometres;
The width of the fence is 1.05 x 1,000 = 1,050 metres.
1.2 Comparison of measurement of areas
Widely used units of measurement of area we should know are as follows:
Units of measurement of areas in the metric system
1 square centimetre equals 100 or 102 square millimetres
1 square metre equals 10,000 or 104 square centimetres
1 square kilometre equals 1,000,000 or 106 square metres
Units of measurement of area in the British system
1 square foot equals 144 or 122 square inches
1 square yard equals 9 or 32 square inches
1 acre equals 4, 840 square yards
1 square mile equals 640 acres
or 1 square mile equals 1, 7602 square yards
80
Units of measurement in the Thai system

100 square wa equals 1 ngan
4 ngan equals 1 rai
or 400 square wa equals 1 rai
Comparison of units of measurement between the Thai system and the metric system
1 square wa equals 4 square metres
1 ngan equals 400 square metres
or 1 rai equals 1, 600 square metres
1 square kilometre equals 625 rai
Comparison of units of measurement of area between the British system and the metric
system (approximately)
1 square inch equals 6.4516 square centimetres
1 square foot equals 0.0929 square metre
1 square yard equals 0.8361 square metre
1 acre equals 4046.856 square metres (2. 529 rai)
1 square mile equals 2.5899 square kilometres
Example
1. Given a piece of land with an area of 12.5 square kilometres, determine the land area
in square metres.
As a land area of 1 square kilometre equals a land area of 106 square metres;
A land area of 12.5 square kilometres equals a land area of 12.5 x 106
= 1.25 x 107 square metres.
Answer: 1.25 x 107 square metres
2. The area of the ground floor of a house with the shape of a rectangle is 6 wa wide and
12 wa long. If a contractor charges a flooring fee of 37 baht per square metre, how much will the
flooring of the entire ground floor cost?
The width of the ground floor of the house is 6 wa
The length is 12 wa
Thus, the area of the ground floor of the house is 6 x 12 = 72 square wa.
One square wa equals 4 square metres
The area of the ground floor of the house in square metre is as follows:
81
72 x 4 = 288 square metres

Therefore, the total flooring fee is 288 x 37 = 10,656 baht
Answer: 10, 656 baht
2. Quadrilateral
2.1 The area of a right quadrilateral
Definition: A right quadrilateral is a quadrilateral with all interior angles being
right angles.
There are two types of right quadrilaterals.

a) Square
A right quadrilateral with all sides of equal size.
b) Rectangle
A right quadrilateral with opposite sides of equal size.
าวเท่ากัน
If a right quadrilateral is divided into small squares with the length and the width of equal
size and lines are drawn between the division points as shown in the following figures:
3 units 4 units
3 units 3 units
Figure 1 Figure 2 1 square unit
Each small square resulting from the division of each figure shall be 1 unit wide and 1
unit long or the small square area is 1 square unit.
The area of the right quadrilateral in Figure 1 can be calculated as follows:
The right quadrilateral in Figure 1 is 3 units wide and 3 units long and can be divided
into 9 squares or has an area of 9 square units.
82
The right quadrilateral in Figure 2 is 3 units wide and 4 units long and can be divided
into 12 squares or has an area of 12 square units.
The area of the said figures can be calculated by multiplying the width and the length.
The area of a right quadrilateral = width x length.
In the case of a square, the width equals the length.
The area of a right quadrilateral = side x side.
Or the area of a right quadrilateral = (side)2.
Example Find the area of the following quadrilaterals:
(a) (b)
5 units 4 cm
8 units 4 cm
(c) 3 inches
2 inches
4 inches
4 inches
7 inches
Method
(a) The area of the rectangle = width x length
= 5x8
= 40 square units
Therefore, the area of the rectangle equals 40 square units.
(b) The area of the rectangle = side x side
= 4x4
= 16 square centimetres.
83
Therefore, the area of the rectangle equals 16 square centimetres.
(c) The area of the rectangle = (2x3) + (4x7)

= 6 + 28
= 34 square inches
Therefore, the area of the rectangle equals 34 square inches.
2.2 The area of a parallelogram

Definition: A parallelogram is a quadrilateral with both pairs of opposite sides parallel.
The area of a parallelogram can be calculated as follows:
Figure 1 Figure 2
The length AB of the parallelogram ABCD is represented by ‚a‛ and the height DE is
represented by ‚b‛.
From Figure 1, draw the diagonal BD and draw the perpendicular DE onto the line
AB as shown Figure 2. Then, we can use the area of the triangle to determine the formula for the
area of the parallelogram ABCD as follows:
The area of ABCD is the sum of the area of  ABD and the area of  CDB.
Since the area of  ABD equals the area of  CDB;
The area of ABCD = 2 times the area of  ABD
= 2   1  a  b 
2 
84
The area of a parallelogram = base x height
A parallelogram with all sides of equal length and without any right angle is called a
rhombus.
In case of a rhombus, draw a diagonal to divide the rhombus into two triangles to derive
the following formula:
The area of a rhombus = 1  the product of the lengths of its diagonals
2
Example: Find the area of the parallelogram ABCD

Method
7 cm
10 cm
The area of a parallelogram = base  height

= AB  DE
= 10  7 square centimetres
Therefore, the area of the parallelogram ABCD = 70 square centimetres
2.3 The area of a trapezoid

Definition: A trapezoid is a quadrilateral with one pair of parallel sides.
Figure 1 Figure 2 Figure 3

All three quadrilaterals each have one pair of parallel sides. Therefore, such
quadrilaterals are trapezoids.
85
The quadrilateral as per Figure 2 has one pair of unparallel sides and one of the
unparallel sides is the perpendicular distance between the parallel sides. This trapezoid is called a
right trapezoid.
The quadrilateral in Figure 3 has one pair of unparallel sides with equal length. This
trapezoid is called isosceles trapezoid.
Figure 1 Figure 2
The trapezoid ABCD has one pair of parallel sides, i.e. AB and CD. Draw the line
CE perpendicular to the line AB and draw the diagonal AC as shown in Figure 2.
If a is the length of AB
b is the length of CD
c is the height
We can use the area of a triangle to derive the formula for the area of the trapezoid ABCD as
follows:
The area ABCD equals the sum of the areas of  ABC and  ACD.
1
The area of  ABC = ac
2
1
The area of  ACD = bc
2
Therefore, the area of ABCD =  1  a  c    1  b  c  = 1
 c  (a  b)
2  2  2
The area of a trapezoid = 1
 height  the sum of the lengths of parallel sides
2
86
Example: Find the area of the quadrilateral ABCD as follows:

Method
8 cm
6 cm
12 cm
The area of the trapezoid ABCD = 1

 height  the sum of the lengths of the
2
parallel sides
 DE   AB  DC 
1
=
2
 6  12  8
1
=
2
= 3  20 square centimetres
Therefore, the area of the trapezoid ABCD = 60 square centimetres
2.4 The area of a kite
Definition: A kite is a quadrilateral of which two pairs of the adjacent sides are of equal
length.
When drawing diagonals to divide a kite, it can be seen that the diagonals are
perpendicular and bisect each other.
The area of a kite can be calculated as follows:
The kite ABCD has AB  AD and BC  CD .

Given a is the length of the diagonal AC
b is the length of the diagonal BD
The diagonals AC and BD cut each other at point E
Thus, DE is perpendicular to AC
BE is perpendicular to AC
87
We can use the area of a triangle to derive the formula for the area of the kite ABCD as follows:
The area of ABCD equals the sum of the areas of  ACD and  ABC
1 1 
 ABC =  a    b
2 2 
1 1 
 ADC =  a    b
2 2 
1 1   1 1 
Therefore, the area ABCD =  2  a   2  b    2  a   2  b 
     
 1  1 
the area ABCD = 1
 a    b     b 
2  2  2 
1 b b 
= a  
2 2 2
1
= ab
2
1
The area of a kite =  the product of the lengths of its diagonals
2
Example: Find the area of the kite ABCD of which BD  10 centimetres

and AC  12 centimetres
Method
1
The area of a kite =  the product of the lengths of its diagonals
2
1
=  AC  BD
2
1
=  12  10 square centimetres
2
Therefore, the area of the kite ABCD = 60 square centimetres
88
2.5 The area of any quadrilateral

In determining the area of any quadrilateral which does not fit the criteria of the
aforementioned quadrilaterals, draw a diagonal and find the area of the resulting triangles.
The quadrilateral ABCD in the picture is a quadrilateral with the diagonal AC.
From point B, draw the line BE perpendicular to the line AC
D, draw the line DF perpendicular to the line AC
The lines BE and DF are called branch lines.
The area of ABCD equals the sum of the areas of  ABC and  ADC
1
The area of  ABC =  AC  BE
2
1
The area of  ACD =  AC  DF
2
1  1 
Therefore, the area of ABCE =   AC  BE     AC  DF 
2  2 
= 1
2

 AC  BE  DF 
The area of any quadrilateral = 1

 the length of its diagonal  the sum of the lengths of branch
2
lines
Example: Find the area of quadrilateral ABCD where AC = 10 centimeters, branch line DF = 7
centimetres, and EB = 5 centimetres.
Method:
Area ABCD = 1
 diagonal  the sum of the lengths of branch lines
2
 AC  BE  DF 
1
=
2
 10  7  5 square centimetres
1
=
2
therefore area ABCD = 60 square centimeters
89
Exercise 4
1. Find the area of the following quadrilaterals:
1) A square in which each side is 8 cm long 2) A square whose diagonal is 12 cm long
3) A rectangle 4) A parallelogram
10 m 8m
4 cm cm
12 m
7 cm cm
5) A trapezoid 6) A rhombus
5m
10 m 8m
6m m
12m
11m 10 m
7) A kite 8) A kite
6m
8m 7cm
8m 12 cm
10m
9m
9) A quadrilateral
6m
10m
5m
8m 7m
7m
9m
90
2. Find the shaded area. The given numbers are the length of each side in metres.
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91
2.6 Area of a polygon

The area of a polygon can be determined by dividing the polygon into several
quadrilaterals. The area of each quadrilateral is then calculated and combined to find the area of
the polygon. Sometimes the polygon is modified to create new quadrilaterals, then the area is
deducted from the whole as shown in the following example:
Example: Find the area of the shaded polygon.
Method: Connect EF and HG to form 3 small rectangles, i.e. DEJC, FGKJ, 

ABKH
From the picture EJ = 6 centimetres

FJ = 4 centimetres
Area of quadrilateral ABCDEFGH = area DEJC + area FGKJ + area ABKH

= ( 26) + (14) + (310)
= 12 + 4 + 30 square centimetres
Therefore, the area of quadrilateral ABCDEFGH = 46 square centimetres
2.7 Area of a circle
The area of a circle is determined by dividing the circle into small sections and joining
them together as shown in the figure below:
It can be seen that if there are a lot of small sections, the resulting quadrilateral is close
to a rectangle with a height close to the radius of the circle.
92
The length of the base is close to half of the circumference of the circle or 1 2r   r
2
From the formula, the rectangular area  = base length  height
= r   r
= r 2
Formula: Area of circle = r 2
22
where  or 3.14 approximately
7
and r represents the radius
Example: Find the area of a circle with a 7 centimetre radius

Method:
Area of circle = r 2
7 cm 22
= 77 square centimetres
7
Area of circle = 154 square centimetres
Exercise 5
1. Find the area of the shaded shapes. The written number is in centimetres and ‚o‛ is the center
of the circle
1
93
Summary of area formulas

1. Surface area
Finding the area of a quadrilateral:
1) Area of a rectangle = width x length
width
length
2) Area of a parallelogram = base x height
height
base
In the following pictures, the diagonals of each quadrilateral are perpendicular:

3) Area of a square = side x side = (side)2
Area of a square = ½ x the product of the lengths of the diagonals
94
4) Area of a rhombus = base x height

Area of a rhombus = ½ x the product of the lengths of the diagonals
5) Area of a kite = ½ x the product of the lengths of the diagonals
6) Area of a trapezoid = ½ x height x the sum of the lengths of parallel sides
7) Area of an irregular quadrilateral = ½ x diagonal x the sum of the lengths of branch

lines
95
Area of a triangle:
1) Area of a triangle = ½ x base x height
height
base
Area of an equilateral triangle =

2)
3) Area of a triangle =
where a, b, c are lengths of all three sides:
Area of a circle and ring:

1) Area of a circle = and the circumference =
where r is the radius
is approximately 22/7 or 3.1416
2) Area of ring =
Where R is the radius of the large circle
r is the radius of the small circle
96
Area of a polygon with equal sides and equal angles:
1) Area of a hexagon with equal sides = x (side)2
2) Area of a polygon with equal sides = ½ x perimeter x the length of a perpendicular from
a center point to a side
Topic 4: Solving problems related to areas in various situations

Example: A rectangular piece of land is 12 metres wide and 20 wa long. If we need to build a 1
wa wide road around this piece of land, what is the area of the road?
Method:
Total area = 12  20
= 240 square wa
Area of the inner rectangle = 10  18
= 180 square wa
Road area = 240 – 180
 Road area = 60 square wa
97
Example: A room is 6.5 metres long and 4 metres wide. If this room is to be paved with 25
centimetre square tiles, how many tiles are to be used?
Method: A room is 6.5 metres long = 650 centimetres
Width 4 metres = 400 centimetres
Room area = 400  650 = 260,000 square
centimetres
Each tile area = 25  25 = 625 square centimetres
260,000
Use =  416 tiles
625
Therefore: Use 416 tiles
Exercise 6
1. A house plan has a shape and a size as per the figure below. If we need to pour concrete in the
shaded areas and concrete costs 250 baht per square metre, what will be the expense? It is given that the
length is in metres.
2. To make a shirt as shown in the figure below, how many square metres of cloth are needed?
(The seam is ignored) The length is given in centimetres.
98
Topic 5: Estimating time, distance, size and weight

In everyday life, sometimes we need to know details of time, distance, size or weight of
something but it is not convenient to take measurements due to some limitation. For example, we
want to measure the length and width of the school’s soccer field but we don’t have the proper
tools. Therefore, we need to make an evaluation the result of which may be accurate or not. We
call this kind of evaluation an ‚estimation‛
The estimation of quantities such as a time, distance, size and weight is usually
performed with the eyes and the experience of the estimator. Each estimation may either be
precise or have an error which is called tolerance. The tolerance is calculated from the difference
between the estimated value and the measured value.
For example, a textbook is estimated to be 15 centimetres wide, 20 centimetres long and
1 centimetre thick but when measured, the book is 14.6 centimetres wide, 20.9 centimetres long
and 1 centimetre thick. Therefore, there is an error in the width and length of the book of 0.4 and
0.9 centimetres respectively (15.0 centimetres – 14.6 centimetres = 0.4 centimeters and 20.9
centimetres – 20 centimetres = 0.9 centimetre whereas the thickness is estimated without any
error).
Note that sometimes the symbol  is used for tolerance. For example, a water filling
machine produces 1000  5 cubic centimetres of bottled water. This means that normally bottled
water filled by this machine has a volume of 1000 cubic centimeters but some bottles may have a
volume which is more or less than 1000 cubic centimetres with an error of less than 5 cubic
centimeters. The bottled water may, therefore, have a volume from 995 cubic centimetres to 1,005
cubic centimeters.
Exercise 7
1. Estimate the time or the time interval according to the following situations:
1) It is near dawn and the air is cool. A rooster flaps its wings and crows and dew forms
on grass. So, the time should be approximately ...................hours
2) When staying outdoors, the sun is directly above your head and your shadow is
directly under you on the floor. So the time should be approximately...................hours
3) In a northern province, it is dawn but the sun has not risen. The sky is overcast and it
is freezing. It should be in the .................... season and around .....................(specify month).
99
2. Draw a circle around the most suitable answer for the units used for estimating distance,
weight or size of the following objects:
1) Size of a cutter
a. 1.5 millimetres b. 15 centimetres c. 15 metres
2) Weight of a coconut
a. 1 gram b. 1 kilogram c. 1 ton
3) Volume of 1 box of milk
a. 4 512 centimetres3 b. 4 512 feet3 c. 4 512 metres3
4) A pick-up truck has
4.1 Weight: a. 10 kilograms b. 100 kilograms c. 1 ton
4.2 Width: a. 160 centimetres b. 16 feet c. 16 metres
4.3 Length: a. 5 feet b. 5 metres c. 5 wa
4.4 Height a. 160 millimetres b. 1,600 millimetres c. 16,000 milli-
metres
5) A chair
5.1 Width, length, height:
a. 40 5080 millimetres3
b. 40 5080 centimetres3
c. 4 58 metres3
5.2 Weight:
a. 10 kilograms b. 100 kilograms c. 1 ton
3. Given that Phahonyotin Highway from Bangkok to Mae Sai is 952 kilometres long and the bus
runs on this highway at a speed of 80-100 kilometres per hour,
(1) How long is the bus’s travel time
(2) If the bus departs Bangkok at 18.00 hours, when will the bus arrive in Mae Sai?
(3) If we want to arrive in Mae Sai around noon on 16th September, what time do we
need to depart from Bangkok?
4. A hotel elevator can take up to 10 passengers (600 kilograms). Sometimes there are only 8
passengers but the alarm sounds while other times there are 12 passengers but the alarm remains
silent. Explain why?
100
5. Given that Petch-kasem Highway (Bangkok-Ban Klong Pran, Naradivas) is 1,352 kilometres,
Mittraparp Highway (Bangkok-Nongkai) is 508 kilometres, and Sukhumvit Highway (Bangkok-
Trad) is 400 kilometres
(1) If we drive from Ban Klong Pran on Petch-kasem Highway through Bangkok then
head to Nongkai on Mittraparp Highway at about 90-100 kilometres per hour, how many hours
would it take?
(2) If we depart from Bangkok at noon today and travel on Petch-kasem Highway at 100
kilometres per hour, when will we arrive in Narathivas?
(3) If we want to travel from Bangkok to Trad on Sukhumwit Highway and arrive at Trad
around noon, what time must we depart from Bangkok given that we travel at 80 kilometres per
hour?
(4) Compare the length of the three highways.
101
Lesson 6
Volume and Surface Area
Main Content
To find the surface area and the volume of prisms, pyramids, cylinders, cones, and
spheres, it is necessary to know the methodology and how to use the formulas for calculation that
will be beneficial in real-world applications.
Expected Learning Outcome

1. Be able to describe the characteristics and properties of prisms, pyramids, cylinders,
cones, and spheres and be able to calculate the volume and the surface area of
prisms.
2. Be able to calculate the volume and the surface area of cylinders.
3. Be able to calculate the volume of pyramids, cones, and spheres.
4. Be able to compare units of capacity or units of volume of the same system or
different systems and to select the unit of measurement of weight or volume
appropriately.
5. Be able to apply the knowledge of volume and surface area to solve problems in
different situations.
6. Be able to estimate the volume and surface area in different situations appropriately.
Content Scope
Topic 1: Characteristics and calculation of the surface area and the volume of prisms
Topic 2: Calculating the volume and the surface area of cylinders
Topic 3: Calculating the volume of pyramids, cones, and spheres
Topic 4: Comparing units of volume
Topic 5: Solving volume and surface area problems
Topic 6: Estimating volumes and surface areas
102
Topic 1: Characteristics and calculation of the surface area and volume of prisms
Surface area and volume of prisms
A three-dimensional geometric figure with two congruent cross sections (bases) that lie
in parallel planes and the lateral faces are parallelograms, is called a prism.
Elements of a prism are named as follows.

base
height
base
We name different types of prisms according to the characteristics of their bases as per the
following examples:
base base
base
height height
height
base
base base
Rectangular prism Triangular prism Trapezoid prism
base
height
base
base height base
Pentagonal prism Hexagonal prism
Formula: Surface area of a prism = lateral surface area + cross-sectional area

Volume of a prism = base area x height
103
Example 1: Find the surface area of the following prism. Let the length be in centimetres.
Method:
Lateral surface area of 4 sides = 2(3 x5) + 2 ( 4 x 5)
= 70 square centimetres
Cross-sectional area = 2 ( 3 x 4)
Surface area of the prism = 70 + 24
Example 2: Find the volume of the following prism (the given length is in metres).
Method:
Volume of a prism = base area x height

= (4 x 5) x 8
= 160 cubic metres
Exercise 1
Find the surface area and the volume of the following prisms:
104
Topic 2: Calculating the volume and the surface area of cylinders

A cylinder is a solid with congruent circular bases that lie in parallel planes. Any cross
section parallel to the base always results in congruent circular faces.
axle
height
cross section or base
Right cylinder Oblique cylinder
Surface area of cylinders

Unfolding the lateral surface of any cylinder, we can see a rectangle with its length equal
to the circumference of the circular base and its height equal to the height of the cylinder.
base area
height lateral area
circumference
Formula Surface area of a cylinder = lateral area + base area

= 2rh  2r 2
where r is the radius of the base of the cylinder
h is the height of the cylinder
105
Volume of a cylinder
From Volume of a prism = base x height
Volume of a cylinder = r 2 h
Formula: Volume of a cylinder = r 2 h
Example 5: A can has a radius of 7 centimetres and the height of 10 centimetres.

a) How many square centimetres of paper are needed to cover the lateral surface
and both lids of the can?
b) What is the capacity of this can in cubic centimetres?
a) Total base area = 2r 2
Method: 22
= 2 77
7
Lateral surface area = base perimeter x height
cm
= 2r  h
22
= 2  7  10
7
Surface area of the can = 308 + 440
b) Volume = base x height

= r 2 h
22
=  7  7 10
7
= 1,540 cubic centimetres
Therefore, a. 748 square centimetres of paper is necessary.
b. The can has a capacity of 1,540 cubic centimetres.
106
Exercise 2
1. Find the volume and the total surface area of a cylinder with a height of 10 centimetres and a
diameter of 14 centimetres.
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2. Find the volume of a cylinder with a base radius of 3.5 inches and a height of 5 inches.
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3. Find the volume and the total surface area of a cylindrical water tank with a base radius of 3
metres and a height of 3 metres.
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Topic 3: Calculating the volume of pyramids, cones, and spheres

3.1 Surface area and volume of pyramids
A pyramid is a solid with any polygonal base, an apex which is not on the same plane as
the base, and all faces are triangles sharing the same top point at the apex.
apex
edge
edge
slant height
height
face
Rectangular pyramid Hexagonal pyramid Triangular pyramid

The characteristics of a right pyramid
1. The faces of a right pyramid are isosceles triangles.
2. The edges of a right pyramid are equal in length.
3. The slant heights of a right pyramid that has a regular polygon as a base are all equal.
4. The volume of a pyramid is one third of the volume of the prism that has the same base
and same height as the pyramid.
1
Formula: Lateral surface area of a pyramid =  base perimeter x slant height
2
Surface area of a pyramid = lateral surface area + base area
1
Volume of a pyramid =  base area x height
3
Example 3: A rectangular pyramid has a base width of 10 centimetres, a base length of 18
centimetres and a height of 4 centimetres. Find the slant heights of the short and long sides of the
base.
1. Slant height on the short side of the base
a  12  9
2 2 2
=144 + 81
a 2  225
a  15 centimetres
108
2. Slant height on the long side of the base c 2  52  122

= 25 + 144
= 169
c = 13 centimetres
Example 4: A square pyramid has a base length of 6 metres, a slant height of 5 metres and a
height of 4 metres. Find the surface area and the volume of the pyramid.
Method:
1
Lateral surface area of a pyramid =  base perimeter x slant height
2
1
=  (6x4) x 5
2
= 60 square metres
Base area = 6x6
= 36 square metres
Therefore, side surface area of the pyramid= 60 + 36 = 96 square metres
1
Volume of a pyramid =  base perimeter x height
3
1
=  36 x 4
3
= 48 cubic meters
109
Exercise 3
1. Find the volume and the total surface area of a pyramid with a height of 6 centimetres and a
square base with all sides 16 centimetres long.
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2. Find the lateral surface area of a pyramid that has a regular hexagon as a base with a side 4
centimetres long and a slant height of 7.5 centimetres.
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3.2 Surface area and volume of cones

A cone is a solid with a circular base and an apex not on the same plane as the base. A
line connecting the apex and any other point on the circular base is called ‚slant height‛.
110
apex
axis
height
slant height
base radius
base
Right cone
Surface area of a cone

The lateral surface of a cone can be determined by cutting the cone along the line of its
slant height and unfolding it, resulting in a circular sector.
Cut along the line Unfold
Formula: Surface area of a cone = rl  r

2
where r is the radius of the base of the cone

l is the slant height
Volume of a cone
The relationship between the volume of a cone and a cylinder is the same as the
relationship between a prism and a pyramid that has the same height and same base area, that is:
1
The volume of a cone is of the volume of the cylinder that has the same base area and
3
same height as the cone.
111
 r h
1
Formula: Volume of a cone = 2
3
where r is the radius of the base of the cone
h is the height of the cone
Example 6: Find the surface area and the volume of a cone with a height of 24 centimetres and a
diameter of 14 centimetres 14
Method: radius =  7 centimetres
2
Find the slant height (l) from  ABO
l 2  242  7 2
= 576 + 49 = 625
l = 25 centimetres
Lateral surface area = rl

= 22
 7  25
7
Base area = r 2
22
= 77
7
Total surface area = lateral surface area + base area
= 550 + 154
 r h
1
Volume of the cone = 2
3
1 22
=   7  7  24
3 7
The total surface area is 704 square centimetres.
The volume of the cone is 1,232 cubic centimetres.
112
Exercise 4
1. Find the volume and the total surface area of a cone with a height of 24 centimetres and a
diameter of 15 centimetres.
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2. Find the volume and the total surface area of a cone with a slant height of 5 centimetres and a
diameter of 8 centimetres (answer in terms of ).
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3. Find the volume of a cylindrical rocket with a cone shaped head. The diameter is 14
centimetres, the cylinders length is 30 centimetres and the cone’s height is 12 centimetres.
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113
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3.3 Surface area and volume of a sphere

A sphere is a solid with a smooth curved surface where all points of the curved surface
are at the same distance from a fixed point.
The fixed point is called the centre of a sphere.
The equal distance is called the radius of a sphere.
centre of a sphere
smooth curved surface

The diameter of the largest circle is
equal to the diameter of the sphere.
Surface area of a sphere
The surface area of a sphere is four times the area of a circle with the same radius.
Area of a circle = r 2
Hence, surface area of a sphere = 4 r 2
Formula: surface area of a sphere = 4 r 2

114
Volume of a sphere
The volume of a sphere can be determined from the experiment to find the relationship
between the volume of a hemisphere and the volume of a cone.
Requirement 1) a hemisphere with the radius of r units

2) a cone with the same radius as the hemisphere of r units, and the height (h) of
the cone is twice the radius of the base of the cone i.e. 2r units.
4
Formula: Volume of a sphere = r 3
3
where r is the radius of the sphere
Example 7: Find the volume and the surface area of a plastic globe with a radius of 7 centimetres.
Method: Surface area of a sphere = 4 r 2
22
= 4 77
7
4
Volume of a sphere = r 3
3
4 22
=  777
3 7
4,312
=
3
= 1,437.3 cubic centimetres
The surface area of the sphere = 616 square centimetres

The volume of the sphere= 1,437.3 cubic centimetres
115
Exercise 5
1. Find the volume and the surface area of a sphere with a diameter of 14 centimetres.
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2. A sphere has a volume of 38,808 cubic centimetres. Find its radius and its surface area.
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3. A sphere has a surface area of 616 square inches. Find its volume.
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116
4. A metal sphere has an outer radius of 21 centimetres and an inner radius of 7 centimetres. Find
the metal’s volume.
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Topic 4: Comparing units of volume
Measurement consists of putting something that we wish to find the volume of into a
measuring container. The common unit of measurement is the liter.
1 litre = 1,000 millilitres

1,000 litres = 1 kilolitre
Comparing units of volume

Units commonly used in the Thai measurement system are as follows.
1 thang = 20 litres (thanan luang’s)
1 kwien = 100 thang
1 kwien = 2 cubic metres
1 kwien = 2,000 litres
1 litre = 1,000 square centimetres

10 millilitres = 1 cubic centimetres
1 cubic metre = 1,000 litres
1 cubic metre = 1,000,000 cubic centimetres
1 gallon = 4.546 litres

1 cubic inch = 16.103235 cubic centimetres
1 cubic inch = 0.0164 litres
1 cubic foot = 1.728 cubic inches
1 cubic foot = 28.32 litres
1 barrel = 158.98 litres
117
Example 1: A rectangular water basin is 30 centimetres wide, 50 centimetres long, and 40

centimetres high.
1. How many litres of water can the basin contain?
2. If the basin is fully filled with water and 1 cubic centimetre of water weighs 1
gram, find the weight of the water in this basin.
Method: 1. Volume of the basin = weight  length  height

Substitute the values:
Volume of the basin = 30  50  40
Comparing units of volume

1,000 cubic centimetres = 1 litre
60,000
60,000 cubic centimetres  = 60 litres
1,000
2. 1 cubic centimetre of water weighs 1 gram.
60,000 cubic centimetres of water weigh 60,000 grams  60,000 = 60 kilograms
1,000
Answer: 60 kilograms
Example 2: A cylindrical tank for storing rainwater has a diameter of 3 metres and a height of 5
metres. How many litres of water are there?
Method: Volume = r2 h
22
=  1.5  1.5  5
7
= 35.36 cubic metres
= 35.36 X 1,000,000 cubic centimetres
= 35,360,000 cubic centimetres
Since 1,000 cubic centimeters = 1 litre
35,360,000
Therefore, 35,360,000 cubic centimetres = = 35,360 litres.
1,000
118
Exercise 6
1. A rectangular pool has a width of 5 wa, a height of 3 metres, and a length of 15 metres. If a
water pump can remove water from the pool at the rate of 9,000 litres per minute, how much time
would it take to pump all of the water out?
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2. A rectangular fish basin is 90 centimetres wide and 1.2 metres long and contains 540 litres of
water. If the basin is to be covered with 10-centimetre square tiles, how many tiles will be needed
as a minimum?
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3. A bottle of mouthwash has a volume of 700 millilitres. 10 millilitres of it is used twice a day
for mouthwashing. How many days will it last?
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4. How many litres of water can a 2-metre square water tank contain?
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5. A rectangular tank with an inner width of 90 centimetres, a length of 1.50 centimetres and a
height of 1.20 metres is full of water. If the water is drawn from the tank to fill 4.5-litre buckets,
how many buckets will be filled with water?
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Topic 5: Solving volume and surface area problems

Example: A paper carton containing CD cases has an inner width of 12 centimetres, a length of 14
centimetres and a height of 15 centimetres and is fully packed with CD cases. What is the volume of
this carton? If one of the CD cases with a volume of 270 cubic centimetres is taken out, what is the
thickness of the CD case?
Method: A paper carton has volume = base area x height
= (12 x 14) x 15
= 2, 520 cubic centimetres
1 CD box has volume = base area x thickness
270 = (12 x 15) x thickness
270
thickness =
12  15
The thickness of a CD case = 1.5 centimetre
The carton has a volume of 2,520 cubic centimetres.
Example: A hemispheric bowl full of water has a radius of 3 inches. If water is poured from the
bowl into a cylindrical tank with a radius of 10 inches and a height of 27 inches, how many times
will the bowl have to be filled with water and poured to fully fill the tank?
1
Method: Volume of 1 water bowl = of the sphere’s volume
2
1 4 3
=  r
2 3
1 4
=    3 3 3
2 3
= 18  cubic inches
Volume of the cylindrical tank = r 2 h
=   102  27
= 2,700  cubic inches
2,700
Water will be drawn = times
18
= 150 times
Answer: 150 times
120
Exercise 7
1. A fuel tank of a gas station has a spherical shape with a diameter of 7 metres. To paint the
upper half part will cost 40 baht per square metre. How much will it cost to paint the tank?
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2. A marble cube is 2.1 metres long on each side. If it is worked into a spherical shape with a
diameter equal to the length of the cube, how much of the marble volume will have to be
removed?
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3. A rectangular lead bar which is 8 inches wide, 11 inches long and 5 inches thick is melted to
form spherical bullets with a radius of 1 inch. How many bullets will be formed?
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Topic 6: Estimating volume and surface area

Area estimation is the process of evaluating an area roughly, using your experience and
knowledge, to estimate the size and dimensions, trying to be as close to the actual area as possible
for the purpose of making comparisons and decisions. The units of area commonly used are
square centimetres (cm2 ), square metres (m2) and square wa (wa2).
Estimating the area of a polygon

Example: Estimate the area of the following polygon:
Thinking Method: In order to determine the area of any polygon when no unit of length is
specified, we may create an area of 1 unit covering such area.
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1 unit
Let be an area of 1 unit
1 unit
1 cm
1 cm
Or be an area of 1 square centimeter
1m
Or 1m be an area of 1 square metre
1 wa
1 wa
Or be an area of 1 square wah
From the picture above, count the number of and you will see 22 units which represent
an area of 22 square units.
Therefore, the area of the polygon = 22 square units.
Estimate the volume of a thing or the capacity of a container.
Milk in a carton
has a volume of
1 litre.
A water tank with a capacity

of 5 litres is almost full with
water. Probably, the tank has
4 litres of water.
123
Lesson 7
Ordered pairS and graphS
Main content
In mathematics, an ordered pair is the pairing of two numbers in order to establish an
exact position on a graph.
Expected learning outcomes

1. Be able to read and explain the meaning of ordered pairs.
2. Be able to read and interpret the meaning of a graph on any given axis.
3. Be able to write a graph to show the relationship between two given data sets.
Content scope
Topic 1: Ordered pairs
Topic 2: Graph of Ordered pairs
Topic 3: Application of ordered pairs and graphs
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Topic 1: Ordered pairs

An ordered pair is the pairing of data from two members of two related groups under a
given condition. It is written with the symbol (a, b) and reads as ordered pair a b.
Letter a is the front member or first member.
Letter b is the back member or second member as shown in the diagram below:
Ordered pairs are written as follows: (1, 12), (2, 24), (3, 36), (4, 48).
Remark: Ordered pairs (1, a)  (a, 1)
Given that ( a , b ) and ( x , y ) are any two ordered pairs. Therefore, ( a , b ) = ( x , y )

when a = x and b = y
For example:
1. ( x , y ) = (5 , 12)
Therefore x = 5 and y = 12
2. (x – 3, y – 2 ) = (0,0)
Method: x – 3 = 0 and y – 2 = 0
Therefore, x = 3 and y = 2
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Exercise 1
1. Write the ordered pairs of the given diagram:
1). Group 1 Group 2
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2).
Group 1 Group 2
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3).
Group1 Group 2
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2. Find the values of x and y from conditions given in each of the following problems:
1). (x, y) = (4, 3)
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2). (x, y) = (y, 2)

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3). (x,0) = (6,y)
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4). (x+1,y) = (5,4)
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Topic 2: Graphs and ordered pairs

Ordered pairs can be used to show a location on a horizontal and vertical line graph. The
horizontal and vertical axis cross each other at a point called ‚zero‛, also called the ‚origin‛ on a
graph.
There are 4 quadrants to the horizontal and vertical line graph. Both the vertical and
horizontal lines have spaced intervals which are numbered, these are used to locate certain points
on the graph with ordered pairs.
Reading and interpretation of graph on a given plane

Vertical axis
Quadrant 2 Quadrant 1
Horizontal axis
Quadrant 3
Quadrant 4
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Position of point A is (1,2)

Position of point B is (-2,3)
Position of point C is (-3,-2)
Position of point D is (2,-4)
Points represented in a graph are called ordered pairs and positions of ordered pairs are called
coordinates.
Example: Given that A = (-4, 6), B= (3, -5), C= (2, 2), D = (-1,-2), in which quadrants are points
A, B, C, D located?
Method: Point A = (-4, 6) is in the second quadrant.

Point B = (3, -5) is in the fourth quadrant.
Point C = (2, 2) is in the first quadrant.
Point D = (-1, -2) is in the third quadrant.
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Exercise 2
1. Find the coordinates of points A, B, C, D in each problem
1.1
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2. Locate and draw the ordered pairs in each problem:

1). (1, 2), (-2, 4), (3, -6), (4, 0)
2). (5, -1), (2, 2), (-4, 3), (-2, 0)

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Topic 3: Applying ordered pairs and graphs in daily life

Ordered pairs and graphs can be applied in our daily life as shown in the following
examples:
Example 1: A graph shows fuel volume (litres) and oil price (baht) as of March 5th, 2009, when the
price of oil was 19 baht per litre.
Method:
Oil price (baht)
Fuel volume (litres)
Example2: From the graph in example 1, answer the following questions:

(1) How much do 9 litres of fuel cost?
(2) How many litres of fuel can be purchased if we have 209 baht?
Method:
131
Oil price (baht)
Fuel volume (litres)
(1) From the position indicating 9 litres of fuel, draw a straight line parallel to the vertical
axis to intersect the graph. From the intersection point, draw a straight line parallel to the
horizontal axis to intersect the Y-axis which shows a fuel price of 171 baht. Therefore, 9
litres of fuel costs 171 baht.
(2) From the position indicating a fuel price of 209 Baht, draw a straight line parallel to the
horizontal axis to intersect the graph. From the intersection point, draw a straight line
parallel to the vertical axis to intersect the X-axis which shows a fuel volume of 11 litres.
Therefore, 209 baht can buy 11 litres of fuel.
132
Exercise 3
The graph below shows the travel time and distance of Anuwat and Anupun:
Distance (kilometres)
Anuwat
Anupan
Time (hours)
Use the given graph to answer the following questions:
1. How many hours earlier does 4. How long did Anuwat travel before
Anuwat depart than Anupan? taking a rest?
................................................................. .................................................................
2.How many hours does Anupun have to travel 5. How far is Anuwat’s resting place away
to catch up with Anuwat? From the point where Anupan starts traveling?
................................................................. .................................................................
3. How far have both traveled when Anupun
caught up with Anuwat?
……………………………………………….
133
Lesson 8
Relationship between two- and three-dimensional geometric shapes
Main content
Two-dimensional (2D) and three-dimensional (3D) geometric shapes are closely related
to each other and are useful for constructing cubes and providing other benefits in our daily life.

1. Be able to explain the properties of a 3D geometric shape from a given 2D
illustration.
2. Be able to identify a 2D shape by looking at the front, side and top views of a given
3D geometric shape.
3. Be able to draw or construct a geometric shape consisting of cubes with the given 2D
images of its front, side or top views.
Content scope
Topic 1: 2D geometric shapes obtained by opening 3D geometric shapes
Topic 2: 2D images obtained from the front, side and top views of 3D geometric shapes
Topic 3: Drawing or construction of geometric shapes consisting of cubes
Topic 1: 2D geometric shapes obtained by opening 3D geometric shapes
Geometric shapes have been related to the daily life of human beings since long ago until
now. The environment surrounding us contains all kinds of objects which have geometric shapes.
Also, we use geometry to comprehend or explain all kinds of things around us such as land
surveys, urban planning construction, etc.
Illustration of geometric shapes

Geometric shapes are shapes such as points, planes, straight lines, curved lines, etc. and must
be at least one of these shapes.
134
Examples of 2D geometric shapes
Examples of 3D geometric shapes
One can see that 3D geometric shapes or 3D shapes are composed of 1D and 2D
geometric shapes.
Opened form of a 3D geometric shape

The opened form of any 3D geometric shape or 3D shape consists of 2D geometric
shapes which can be turned into a 3D shape.
Look, for example, at this figure. It has a width, length and height equal to 1 unit and we
call this shape a cube
1 1
135
Example: Opened form of a 3D

geometric shape Opened form
Opened form
Prism
3D geometric shape
Opened form
Cone
cylinder
Triangular pyramid
136
Exercise 1
1. Identify the type of 3D geometric shapes from the following opened forms:
1. ……..………………………...…. 2. ….……………………………….
3. …….…………………………….. 4. …..……………………………….
2. Draw the opened form of the following 3D geometric shapes:

137
Topic 2: 2D images obtained from the front, side or top views of a 3D geometric
shape
In drawing 2D geometric shapes and in explaining the properties of 3D geometric shapes,
it is general practice to draw 3 images which are the front, side and top views as in the following
illustration:
138
Top view
Front view
Side view
Example: Shade the 3D geometric shape below and draw the 2D geometric shapes corresponding
to its top, front and side views.
Front
139
Method:
Top
Front
Side
Top
Front Side
140
Exercise 2
Draw the top, front and side views of the following 3D geometric shapes:
3D shape Front view Top view Side view
141
Topic 3: Drawing or constructing geometric shapes consisting of cubes

Consider the following 3D geometric shape consisting of cubes:
Top
Side
Front
In can be seen that 2D geometric images can be drawn to show the front, side and top
views of this 3D shape as in the illustration.
Top view
Side view
Front view
To show the views of 3D geometric shapes by drawing 2D geometric shapes consisting

of cubes, it is possible to write the controlling number of cubes of the 3 views concerned in the
squares table as shown in the following illustration:
142
Top view
Front view Side view
Example: Draw the front, side and top images of the 3D shape below and write the controlling
number of cubes in a squares table.
The three images can be written as follows:
Top view
Front view Side view

143
Exercise 3
Match the following front, side and top images with the correct 3D geometric shapes on
the right-hand side and indicate the 3D shape concerned in the space provided.
Top
a
Front Side
Top
Front Side
b
144
Top
Front Side
Top
d
Front Side
Top
Front Side
145
2. Draw the front, side and top images of the following 3D geometric shape and write the
controlling number of cubes in a squares table.
146
Lesson 9
Statistics
Main content
1. Elementary statistical information enables us to know clear and correct facts which are
useful for us in our work plans. It helps us to make work related decisions based on statistical
information obtained and presented in the form of data presentations.
2. The objective of a data presentation is to enable us see data details easily, clearly and
quickly so as to be able to immediately make use of the data available. The choice of the
appropriate data presentation method is essential and depends on the type of data and usage .

1. Be able to collect and compile appropriate data
2. Be able to appropriately present data
3. Be able to find the average of unknown frequency distribution data
4. Be able to appropriately select and use data averages
5. Be able to read, interpret and analyze data from the data presentation available
6. Be able to present and reasonably give an opinion relating to statistical data and
information
Content scope
Topic 1: Data Collection
Topic 2: Data Presentation
Topic 3: Calculation of a data average
Topic 4: Choice of data average
Topic 5: Use of statistical data and information
147
Topic 1: Data Collection

1.1 Statistics
The word statistics comes from the German word Statistik which is derived from the root
Stat.
Statistics means data, information or figures showing the number or quantity of things
which have been collected and compiled.
Statistics is a method for collecting and compiling data, presenting data, analyzing data
and interpreting data. In this sense, statistics is both a science and an art.
Summary: Statistics is the science of collecting and compiling data and

data presentation and analysis.
1.2 Data Collection

Data collection means the compilation of data collected by others or reported in various
documents for further study and analysis.
1.3 Data type

Data means facts relating to variables collected by way of a measurement method.
Generally, data are classified into 2 types as follows:
1) Quantitative Data: Data consisting of numbers or given a code in numbers which are
used for the purpose of statistical analysis such as age, weight, and height analysis.
2) Qualitative Data: Data which do not consist of numbers and are not given a code in
numbers for statistical analysis purposes but consist of texts or information such as sex,
educational levels, occupations.
1.4 Data Source

The most important data sources are people such as interviewees, questionnaire
respondents, people observed, all kinds of documents and statistical data obtained by work units.
Photos, maps, charts or even objects and things can also constitute a data source. Data sources are
generally classified into 2 types as follows:
148
1) Primary Data which are data taken up by analysts for the purpose of analysis. In the
selection of primary data, analysts may collect data which corresponds directly to their needs and
aisre in line with their objectives and analysis techniques.The weak points in the use of such data
include the waste of time and costs involved as well as a problem of lack of quality if there are
errors in the data collection fieldwork.
2) Secondary Data which are data collected and compiled by others but are
taken up for further study by analysts such as demographic census data, statistics of various work
units and all kinds of documents. The use of such data helps analysts save on costs and the time
involved with the collection of new data and by allowing them to analyze retroactively, it enables
them to know about changes which have occurred and to be able to make forecasts regarding the
subject of their study. However, the weak points with these data are that they may be incomplete
as the available data may not be in line with the subject of study and they may also lack
reliability. Before using such data, it is therefore necessary to correct them and also to collect
additional data from other sources as necessary to make them more complete.
1.4 Data Collection Method: There are 3 main data collection methods which are as
follows:
1) Observation: Observations can be participatory or non-participatory and
structured or un-structured.
2) Interview: Interviews are mainly used in the field of social sciences,
especially questionnaire-based interviews and in-depth interviews. They may also be in the form
of individual or group interviews such as the group discussion technique which is very popular.
3) Document-based data collection: Such data can be collected from books,
research reports, thesis, various printed material, etc.
1.5 Data Collection Procedures
1. Interviews
2. Recording of data obtained from records or documents
3. Reading, study and research
4. Searching for data on the Internet
5. Participation at various events
6. Listening to the radio and watching television
149
Exercise 1
1. Consider the following sentences and mark  in the column corresponding to your own
opinion.
Statistical Data
No. Information
Yes No
1 Daeng is 163 cm. tall.
2 Miss Vipawee’s measurements are 35-24-36
The total weight of all the school children who study the
3
distance learning curriculum
4 The temperature in Pathumthani today is 25 degrees Celsius
5 Somsri got a score of 15
In flipping a coin 10 times, it heads came up 6 times and tails 4
6
times and the ratio for obtaining heads was 6
10
7 Ajarn Supara has a salary of 23,000 baht.
8 The average height of the male population is 162 cm.
Amongst the 6 people living in Vichai’s house, there are 4 men
9
and 2 women.
The number of criminal cases in B.E. 2551 compiled from the
10
daily criminal case report of all the police stations.
2.Consider the following data and mark in the column corresponding to your own opinion.
Statistical Data
No. Information Qualitative Quantitative
Data Data
1 Statistics of patients with bacterial infections at a hospital
Number of long-distance telephone calls per day of each of
2
the ten office telephones
The manager was interviewed about the percentage of
3
work-time he spent at meetings
Cosmetics, particularly lipstick colours were the top sellers
4
for each of the 10 companies
150
3. Consider each of the following sentences and add your opinion as to whether it is a primary or
secondary data source in the space provided.
1) Annual report of various work units
………………………………………………………………………………………………………
2) The National Statistics Office wants to collect statistics regarding rice production
nationwide by interviewing farmers.
………………………………………………………………………………………………………
3) Sirinapa went to request data concerning the number of births, deaths and people who
have moved in or out that has been collected by the municipality.
………………………………………………………………………………………………………
4) The librarian of a school observed and recorded the daily use of the library by the
school children.
………………………………………………………………………………………………………
5) One of the teachers who wanted to know whether the school library was used very
much by the school children on a daily basis asked to copy the data from the librarian.
………………………………………………………………………………………………………
Topic 2: Data Presentation
Data presentation is the act of organizing and classifying data which has been un-
systematically collected from various sources into related groups according to desired objectives
in order to facilitate reading, understanding, analysis and interpretation for further application in
our daily life.
Data presentation is classified into 2 types as follows:
1. Informal data presentation which is a presentation without any specific rule or pattern
but takes the form of a descriptive explanation according to the data content. Two methods are
151
generally used: data presentation in the form of an article or an essay and a semi-tabular
arrangement.
- Data presentation in the form of an article: This data presentation form is generally used
in the case where there is not too much data. For example, in the fiscal year B.E. 2552, the ONIE
of Baan Paew approved the successful completion of the lower secondary education of 480
students or 92% of the total number of students and the successful completion of the higher
secondary education of 372 students or 95% of the total number of students.
- Data presentation in the form of a semi-tabular arrangement: In this data presentation
form figures are separated from the article so that they are clearly visible and comparisons of
differences can be made more easily. For example, the total customer sales in January B.E. 2008
of a computer company classified by region are as follows:
Region Total sales (thousand computers )
North 210
Central region 398
East 135
North-east 102
South 170
2. Formal data presentation is a presentation according to established rules and shall
have a title, content and data sources. Formal data presentations can consist of tabular numeric
data, pictograms, pie charts, bar charts, line charts and tabular frequencies charts or histograms.
2.1 Tabular data presentation

In tabular presentations, collected data which have been compiled are presented in the
form of tables. This form of presentation is easy to do and is used generally because of its
convenience and in the ease of analyzing and interpreting it statistically.
Comparison of oil price adjustments between B.E. 2521-2523

(Price: Baht/Liter)
Type of oil 2521 2522 2523
10/3 31/1 22/3 13/7 20/7 9/2 20/3
Premium gasoline 4.98 5.60 - 7.84 - 9.80 -
Gasoline 4.98 5.12 - 7.45. - 9.26 -
152
Kerosene 2.68 3.06 - 5.12 4.20 6.71 5.70

Diesel fuel 2.64 3.03 - 4.88 - 7.39 6.50
Marine diesel oil 2.50 2.93 - 4.71 - 7.12 6.27
Fuel oil 450 1.52 - - - - - -
Fuel oil 600 1.66 1.86 1.90 3.04 - 3.78 -
Fuel oil 1,200 1.62 1.79 1.83 2.93 - 3.64 -
Fuel oil 1,500 1.61 1.77 1.81 2.90- - 3.61 -
Source: The trade situation of Thailand in B.E. 2522, Board of Trade of Thailand
2.2 Data presentation in the form of pictograms

Pictogram: A graph using images in the place of numeric data such as a pictogram of people
where the image of a person represents one million people of the target group.
In drawing a pictogram, an image can be used to represent one or several of the units to be
presented. However, each image shall always be of the same size.
A pictogram about the hobbies of 6th level primary education school-children at a school
(Surveyed on 19 January B.E. 2548)
Gardening
Reading
Drawing
Caring for pets
Sports
Remark: Each image represents 15 school-children

2.3 Data presentation in the form of bar charts: A chart consisting of rectangular bars
with each bar being of the same thickness. The bars can be plotted on the vertical or horizontal
axis.
One data set bar chart: This type of bar chart serves to present one data set in the form
of rectangular bars.
Example: A bar chart representing exports of poultry.
153
Quantity (Ton)
((ton)ปริมาณ (ตัน)
USA Japan Singapore Malaysia Country
Grouped bar chart: This type of bar chart allows 2 sets of data or more pertaining to the
same matter to be grouped on the same axis. Each bar is coloured differently to make it easy to
differentiate them and helps to understand what each coloured bar stands for.
Example: A grouped bar chart to compare the total sales per month of a company.
Amount(Baht)
million)จานวน
(ล้านบาท)
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Month
Total sales Sales cost Initial Profit
2.4 Data presentation in the form of line charts: This type of chart is familiar to us all
and is the type which is used the most. It is appropriate for time series data such as the monthly
price of paddy, quantity of annual exports, etc.
Details from the table can be presented in the form of a line chart as follows:
154
Quantity (ton)
Company a
Company b
2.5 Data presentation in the form of a pie chart: This type of chart divides the pie into
sectors according to the different types of data to be presented.
Example: A pie chart showing the use of land allocated for agricultural
purposes in B.E. 2518
2.6 Data presentation in the form of frequency distribution tables:

155
In the case where there is a lot of data or a lot of the same data which has been collected,
it would be easier and faster for us to be able to classify details or to summarize our findings by
putting them in order or grouping them.
For example, the weights in kilograms of 40 school-children are as follows:
57 44 46 41 48 50 51 42 43 45
45 43 42 40 50 41 47 60 50 52
46 42 42 53 46 55 45 41 50 42
44 41 40 45 59 44 49 50 39 42
Statistically, these figures are called raw data or raw scores or observation values. If
we re-align these figures systematically either in decreasing or or increasing order and use a
scratch line to record the number of times the same figure appears in the table, the number of
scratch lines is called the data frequency.
Data presentation in the form of such a table is called a frequency distribution table and
the method of classifying data by using scratch lines to record frequencies is called frequency
distribution.
Construction of a table of frequency distribution
When there is a lot of data which has been collected with only just a few which are the
same and it would be a waste of time and too costly to classify them, in such a case such data can
be grouped into intervals with frequencies determined for each interval.
Method to build a table of frequency distribution by arranging for each class interval to have the
same width is as follows:
1. Determination of the data range
Range = Data with the highest value – Data with the lowest value
2. Determination of the number of ranges or the width of each class interval
- If the number of ranges is given, the width of the class interval shall be calculated as
follows:
Range
Width of the class interval=
Number of class intervals
(Fractions shall always be rounded upwards)
156
-If the width of the class interval is given, the number of class intervals shall be
calculated as follows:
Range
Number of class intervals =
Width of class interval
(Fractions shall always be rounded upwards)
3. Write the class intervals by arranging them according to an increasing or decreasing order. If an
increasing order is chosen, the data with the lowest value shall be in the first class interval and the
data with the highest value shall be in the last class interval.
4. Fill in the table with raw data and use scratch lines
5. Compile frequencies according to the number of scratch lines.

Example data for the following:
72 74 49 50 62 43 44 54 46 54
45 53 63 67 65 57 65 50 66 69
80 77 60 55 52 56 61 61 82 74
48 66 71 81 51 59 48 68 70 63
Determine the following:

1. Range
2. Construct a frequency distribution table with a total of 6 classes.
3. Construct a frequency distribution table with a class interval width of 8 each.
Method
1.The data with the highest value is 82
The data with the lowest value is 43
So, the range = 82 – 43 = 39
Answer: The range is 39
157
2. The problem requires that the frequency distribution interval consist of 6 classes.
Range
Number of class intervals =
Width of class intervals
39
Number of classes =
6
= 6.5
 7
So, the width of each class interval is 7
For class intervals with an increasing order one should start with the lowest value data and if the
width of the class interval is 7 can be written as follows:
Class interval Scratch line Frequency

43-49 //// // 7
50-56 //// //// 9
57-63 //// /// 8
64-70 //// /// 8
71-77 //// 5
78-84 /// 3
Total 40
There are other values in the above table which learners should also know as follows:
the lowest value of the interval class + the highest value of the interval
1. Lowest class one level lower
line =
2
Or, the bottom line = the lowest value of the desired interval class - 0.5
Such as the lowest line of the interval class 50-56 is 49.5

the highest value of the interval class + the lowest value of the interval class
2. Highest one level higher
line =
2
Or, the highest line = the highest value of the desired interval class + 0.5
158
56  57
Such as the highest line of the interval class 50 - 56=  56.5 or the highest line =
2
56 + 0.5
= 56.5
lowest line + highest line (of the interval

3. Centre point of class)
the class =
2
Such as the class interval 50 – 56 has the following lowest and highest lines which are
49.5 and 56.5 respectively.
49.5  56.5
So, the centre point of the class =  53
2
Exercise 2
1. The pie chart shows the average revenue per day of a department store classified by department.
Super market
93,500 baht
Cosmatics
12,000 baht
Men’s wear
Stationary and school 15,500 baht
books
Women’s apparel
35,000 baht
18,000 baht
From this pie chart, answer the following questions:

1) By what percentage is the total revenue of the men’s wear and women’s apparel departments
higher or lower than the revenue of the stationery and school books department?
.............................................................................................................................................................
.............................................................................................................................................................
159
2) Which department has the lowest revenue and what is the percentage of its revenue compared
to the department with the highest revenue?
.............................................................................................................................................................
.............................................................................................................................................................
3) The revenue of the women’s apparel department is what percent of the revenue of the
stationery and school books department?
.............................................................................................................................................................
.............................................................................................................................................................
4) Which department has the second highest revenue and what is the percentage of that revenue
compared to the total revenue?
.............................................................................................................................................................
.............................................................................................................................................................
2. Based on interviews, the budget allocated by the school to each course group is as follows:
Course Group Budget Percentage Size of angle at the centre
(Baht) of the circle (Degree)
Mathematics 35,000 35000
 100  10.29
35000
 360  37.06
340000 340000
Sciences 100,000
Foreign Language 48,000
Thai Language 34,500
Art Education 18,500
Occupations and Technology 40,500
Health and Physical Education 29,500
Social Education, Religion and 34,000
Culture
Total 340,000
160
3. Draw a pie chart using the percentages and the size of the angles at the centre of the circle as
calculated from the above table.
Pie chart of the budget of various course groups
4. Consider the following line chart:

Teak and Pradoo wood production in Thailand
B.E. 2528 - 2533 Teak
Pradoo
Quantity (cubic meters)
B.E
.
Source : Annual Statistics Book of Thailand of B.E. 2532 and 2534
Based on the line chart, answer the following questions:

1) In what years did teak wood production exceed Pradoo wood production?
........................................................................................ .....................................................................
161
2) In what year was the largest difference between teak and Pradoo wood productions?
What is the amount of that difference?
.............................................................. ...............................................................................................
............................................................................................................................. ................................
3) What changes occurred in teak and Pradoo wood production during B.E. 2531 – 2533
and which wood production changed the most?
............................................................................................................................. ................................
............................................................................................................................. ................................
4) In B.E. 2532, what is the percentage of teak wood production compared to Pradoo
wood production? (The answer shall be rounded up or down to a full number)
............................................................................................................................. ................................
...................................................................................................................................... .......................
........................................................................................................... ..................................................
............................................................................................................................. ................................
.............................................................................................................................................................
............................................................................................................................. ................................
............................................................................................................................. ................................
..................................................................................... ........................................................................
............................................................................................................................. ................................
...................................................................................................................................................... .......
5) What is the difference in cubic meters of Pradoo wood production during the year
when the production was highest and the year when it was lowest?
............................................................................................................................. ................................
........................................................................ .....................................................................................
............................................................................................................................. ................................
......................................................................................................................................... ....................
.............................................................................................................. ...............................................
............................................................................................................................. ................................
.................................................. ...........................................................................................................
............................................................................................................................. ................................
............................................................................................................................. ................................
........................................................................................ .....................................................................
162
4. This table shows A’s income and expenditure during the first 6 months of B.E.
2546.
Month Jan Feb Mar Apr May June

Income B
Expenditure B
Drawa line chart showing the details above:
Amount(Baht)
----------- Income
- - - - - - Expenditure
Month
Jan Feb Mar Apr May Jun
Topic 3: Finding the data average

A data average represents all the data and serves to facilitate summarizing matters
relating to the data and helps to ensure a better and more correct data analysis. There are several
methods one can use to find a data average with each method having different pros and cons. The
appropriateness in the choice of a method depends on the type of data and the objective of the
data user.
There are mainly 3 types of data averaging as follows:
163
1. Arithmetic mean which is the value obtained by the sum of all the data divided by the number
of data items. The symbol used for the arithmetic mean is x
x1  x2  x3  ... xn
x
N
X represents the data
N represents the number of data
Example: The ages of a group of school-children are 14 , 16 , 20 , 25 , 30

Method: The arithmetic mean of this data set is 14  16  20  25  30
5
105
=
5
= 21
Example: A data set of 4, 8, 4, 5, 8, 5, 6, 8

48458568
Method: The arithmetic mean of this data set is
8
48
=
8
= 6
2. Median
The median is the mid-position of all the data whether it is in increasing or decreasing
order. The symbol used for the median is Med.
Reasoning
1) Put the data set into increasing or decreasing order.
2) The median position is the mid-position of the data set. Therefore, the median position is
N 1
=
2
where N represents all the data.
164
Example: Find the median of the data 3, 10, 4, 15, 1, 24, 28, 8, 30, 40, 23
Method: 1. Arrange the data set in increasing or decreasing order and obtain the following:
1, 3, 4, 8, 10, 15, 23, 24, 28, 30, 40
N 1
2. Find the data position as follows:
2
11  1
The result obtained is 6
2
Therefore, the median is at the 6th position and has a value of 15.
If the data set is in even numbers, the arithmetic mean of the pair of data in the middle is used as a
median.
Example: Find the mean of the data 25, 3, 2, 10, 14, 6, 19, 22, 30, 8, 45, 36, 50, 17
Method: 1. Arrange the data set in increasing or decreasing order and obtain the following: 2, 3,
6, 8, 10, 14, 17, 19, 22, 25, 30, 36, 45, 50
N 1
2. Find the data position as follows:
2
14  1
The result obtained is  7.5
2
The median is between the 7th and 8th positions.
Therefore, the median is 17  19  18
2
3. Mode
The mode of a data set is the data with the highest frequency in the data set. In other
words, the data which is repeated the most (highest frequency) is the mode of the data set. There
may not be a mode or there may be more than one mode.
Example: Find the mode of the data 2, 3, 4, 3, 4, 5, 6, 8, 6, 4, 6, 7
Method: From the data it can be seen that
There is one 2
two 3s
three 4s
one 5
three 6s
one 7
one 8
There are 2 numbers with the highest frequency. They are 4 and 6 both with a frequency
of 3.
165
Therefore, the modes of this data set are 4 and 6.
Exercise 3
1. Find the arithmetic mean, median and mode of the following data: 2, 6, 1, 5, 13, 6, 16,.
Arithmetic mean = ………………………………………………….\
Median = ………………………………………………….
Mode = ………………………………………………….
Arrange the data in a decreasing or increasing order.
Arithmetic mean = ………………………………………………….
Median = ………………………………………………….
Mode = ………………………………………………….
2. Find the arithmetic mean, median and mode of the following data: 24, 16, 18, 36, 7, 28, 6, 36,
12.
Arithmetic mean = ………………………………………………….\
Median = ………………………………………………….
Mode = ………………………………………………….
Arrange the data in a decreasing or increasing order.
Arithmetic mean = ………………………………………………….
Median = ………………………………………………….
Mode = ………………………………………………….
3. Find the arithmetic mean, median and mode of the following data: 10.1, 13.8, 15.6, 4.5, 18.6,
8.4.
Arithmetic mean = ………………………………………………….\
Median = ………………………………………………….
Mode = ………………………………………………….
Arrange the data according to a decreasing or increasing order.

Arithmetic mean = ………………………………………………….
Median = ………………………………………………….
Mode = ………………………………………………….
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Topic 4: Selection of a data average

The selection of a data average depends on the user’s purpose. The 3 types of data
average have property differences as follows:
Arithmetic mean
Cons
1. In the case where some of the data have a value that is too low or too high and itwould
affect the arithmetic mean thenit should therefore not be used. An example of such data is the
income received by 5 employees: 7,000, 9,000, 13,500, 18,000 and 80,000 baht.
2. It would be impossible to calculate the arithmetic mean if the data are given with an
open-ended frequency distribution such as less than or equal to, or more than or equal to.
3. It can only be used with quantitative data.
Pros
1. It is useful for population data.
2. It can be easily calculated using all the data available.
3. It is more useful for advanced statistics than other statistical methods.
4. It is easily comparable with other data sets.
Mode
Cons
1. Sometimes it cannot be determined.
2. In calculating the mode, not all data are used and so, it is not very representative.
3. It is rarely used in advanced statistics.
Pros
1. It is easy to understand and to calculate.
2. It can be calculated from a graph.
3. It is an average which is applicable to qualitative data.
4. It is not affected if there is data which is abnormally high or low in value.
5. It can appropriately be used for the purpose of studying things which happen often, a
characteristic people like a lot or a case where there is a clustered score value.
6. It is possible to find a mode for open-ended frequency distribution data.
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Median
Cons
1. It can only be used for quantitative data.
2. Data which have a frequency distribution or median data groups which can be
calculated are
not real data.
Pros
1. It can be easily calculated for un-grouped data.
2. The fact that it is not affected should some of the data be too high or too low in value
makes it
the most used average.
3. Can be determined in the case where there are open-ended frequency distribution data.
Exercise 4
1. Give the cumulated frequencies in the table below:
Weight(Kg) Number(people) Accumulated frequency
Total
2. With reference to the table in 1, the mode and median are as follows:
Mode: ........................................................................................
Median: .......................................................................................
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Provide the arithmetic mean in the table below:
Weight(Kg) Number(people) Weight X number of people
The arithmetic mean = ……………………………………………..

= ……………………………………………..
The arithmetic mean is therefore .......................................................
3. The table below shows the frequency distribution of the weight (in kg.) of 60 school-children.
Weight (Kg) Frequency
Total
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From the table

Find the accumulated frequency of all class interest
Accumulated frequency
Weight (Kg) Frequency
Total
2) What is the range of the weight mode?

............................................................................................................................. ................................
3) What is the range of the weight of most of these schoolchildren?
............................................................................................................................................... ..............
4) If the weights are arranged according to an increasing order, find the median.
.............................................................................................................................................................
5) In which weight range do you think that the median is?
.......................................................................... ...................................................................................
6) Find the arithmetic mean of the following data:
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Weight (Kg) Mid-point Frequency Mid-point X frequency
Total
Arithmetic mean = ……………………………………………..

= ……………………………………………..
The arithmetic mean is therefore .......................................................
Topic 5: Use of statistics and information

5.1 Statistics and our daily life
Statistics is closely related to our daily lifelives
For example, for schoolchildren we may have to find the average height, weight, score or
measurement of schoolchildren in a classroom.
For teachers, there are statistics on the number of teaching staff, the level of children’s
learning results, the number of schoolchildren subject to special conditional requirements (such as
0, ร. มส.), the school’s number of university admissions per year, employment statistics of school
graduates, etc.
With regard to news and information, we can see that facts are often presented with
figures in newspapers and television programs such as statistics on the price movement of the
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security market which may be presented in various forms such as a table, bar chart, pie chart, line
chart, etc.
In the area of labour, there are statistics on the number of people in the labour force, the
percentage of unemployment, income, welfare benefits received by workers, etc.
In the field of agriculture, we can see that constant development is required by farmers
such as the comparative productivity rate of different rice species or the experimentation of
sugarcane cultivation in different kinds of soil, the appropriate type of tapioca to be planted in
view of one’s soil conditions or which kind of mulberry tree would be more appropriate for
cultivation for the silk industry based on the quality of mulberry leaves and economy of time and
labour. Statistics play a key role in planning, experimentation and data analysis in all these areas.
For the insurance industry, insurance companies need statistics of the number of staff,
agents or department managers and higher executives, or statistics on the monthly total sales,
insurance premium adjustments according to gender, age, and coverage limits. In setting
insurance premiums, insurance companies need to rely on past data. Statistics is therefore
important for the calculation of insurance premiums according the insurance methodology and
there are several ways by which insurance premiums can be presented such as in a tabular form,
etc.
For commercial enterprises, companies and stores also use statistics on the total sales of
each department, sales quantity of each kind of goods, total sales of each salesperson as well as
statistics relating to insurance guarantees on the validity of goods, data on goods storage and data
analysis. Furthermore, statistics is also relevant to goods’ production quality control.
In the medical domain, statistics are related to the number of doctors, nurses, patients,
various diseases, the production and quantity of various drugs, the number of dead people
classified according to mortality causes and number of blood donors per year, etc. In addition,
statistics is also applied to the design and planning of tests, data collection and analysis in order to
draw conclusions regarding the efficiency of all kinds of drugs.
For organizational management, public organizations such as those at the district level
use statistics of how many people live in each village and each sub-district as well as statistics
relating to various occupations, annual productions, and the education of people within each
community. The amount of budget allocations relies very much on statistics.
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Apart from the above, statistics is also related to our everyday life in various other ways
such as opinion surveys or polls, the percentage of affirmative and negative opinions expressed
through SMS messages we constantly see on the TV screen as well as statistics relating to floods,
the number of rais of land affected and measures to solve such problems in the future which
require consideration of past data, the number of people requiring transportation services during
various festivities, the number of road accidents, etc. which are all based on statistics.
Exercise 1
Discuss about your own experience pertaining to 4-5 kinds of information data.
5.2 Use of information data
Data selection is extremely important in decision making. As we have to be involved
with so many events in our life it is necessary for us to be systematic and base our decisions on
principles and reasons. To do this, we have to consider all of the factors involved prior to making
any decision so as to be able to make good choices. Knowledge, experience, data and all kinds of
information are elements necessary to help us avoid errors or minimize the possibility of errors to
the best of our ability. For example:
Selection required Decision factors
Buying goods 1. Good quality
2. Not too expensive
3. Is liked by a lot of people
4. Is needed
5. You really love it
A bank for your savings 1.A government bank
2. A bank near your home
3. A bank near your work place
4. Gives a high return
5. Convenient
6. A stable bank without risks of
failure or
negative news on a constant basis
Investment in a business 1.Investment fund
2. Production
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3. Is it worth the labour cost?

4. Will people like it?
A television program to watch 1.A favorite program
2. The content is good
3. Is entertaining
4. It’s a modern presentation
5. It’s useful and can be adapted for use
6. It provides guidance for investment
Travelling
News reports give information about congested roads 1. Should avoid such roads
2. Wait until there is less traffic
During festivals, traffic is very bad when
travelling to other provinces 1. Should not travel
during such periods
2. May choose to return home 1-2
days after the festival
In addition, decisions are also important for doing business, whether these are small or
big in size or not. Business people may have to face a lot of different problems, requiring them to
make decisions all the time. Such problems may be in the areas of marketing, increase in
investment, labour, pricing, employees, cost of living, or financing. Business people cannot rely
solely on experience or what they have learned from their parents or ancestors because it could
cause them to make errors. They need therefore, to use data and statistical procedures to assist
them in decision making.
Learners at this level may choose data relating to the above-mentioned averages for their
decision making. For example, if they wish to estimate the income of the country’s population
they should use the arithmetic mean as an average or if they want to estimate the number of
people who like to watch television Channel 7, they should use the mode as an average. However,
if there is a significant difference between the lowest and highest value they should decide to use
the median as an average.
Learners will be able to study this material in detail at a more advanced level.
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Lesson 10
Probability
Main content
1. Counting the number of possible outcomes of an experiment
2. Probability shows how likely it is that something will happen and is helpful in decision
making.

1. Find the probability of an event from a random experiment of which each outcome
has an equal chance of happening
2. Apply the knowledge of probability in making reasonable forecasts
3. Apply the knowledge of probability in decision making
Content scope
Topic 1: Random experiment and event
Topic 2: Possibility of an event
Topic 3: Applications of probability
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Topic 1: Random experiment and event

1.1 Random experiment
A random experiment is an experiment where we know all the results that may occur but
we do not know which result will actually occur. For example,
1. Tossing a coin: When a coin is tossed, there are two possible outcomes, i.e. ‚heads‛ or
‚tails‛. So, the possible outcomes of tossing a coin are heads or tails.
2. Rolling a dice: When a single dice is rolled, there are 6 possible outcomes which
correspond to one of the faces of the dice, i.e. 1, 2, 3, 4, 5, 6.
Example: Write down all the possible outcomes of tossing a 10-baht coin and a 5-baht coin
simultaneously.
Method: When a coin is tossed, the possible outcomes are heads or tails.
Assume that H represents heads
T represents tails
In finding all the possible outcomes of tossing a 10-baht coin and a 5-baht coin
simultaneously, the following diagram may help.
Possible outcomes Possible outcomes Possible outcomes
of tossing a 10 of tossing a 5baht- of tossing both coins
baht- coin coin
H HH
H
T HT
H TH
T
T TT
From the above diagram, you can see that when the 10-baht coin lands on heads, the 5-
baht coin may land on heads or tails. Therefore, the possible outcomes of tossing both coins are
H,H and H,T.
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Similarly, when the 10-baht coin lands on tails, the 5-baht coin may land on heads or
tails. Therefore, the possible outcomes of tossing both coins are T,H and T,T.
So, in writing down all the possible outcomes using ordered pairs, given that the first
entry of the pair represents the possible outcomes of tossing a 10-baht coin and the second entry
represents the possible outcomes of tossing a 5-baht coin;
All the possible outcomes are (H,H), (H,T), (T,H), (T,T).
We may write down the results in a tabular form as follows:
Possible outcomes of tossing a Possible outcomes of tossing a Possible outcomes of tossing

10-baht coin 5-baht coin both coins
H H (H, H)
H T (H, T)
T H (T, H)
T T (T, T)
Exercise 1
1. Consider the following random experiments and write down the possible outcomes
1). Tossing a 10-baht coin.
……………………………………………………………………………………………...
2). Tossing two 10-baht coins simultaneously.
……………………………………………………………………………………………...
3). Picking 2 balls blindlyfrom a jar which contains 3 yellow balls and 1 red ball.
……………………………………………………………………………………………...
2. Write down all the possible outcomes of spinning a wheel with the numbers 1 and 2 followed
by tossing a 1-baht coin
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………………………………
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3. Write down all the possible outcomes of picking 1 number between 10 and 20
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………………………………….
1.2 Event
In a random experiment where a 10-baht coin and a 5-baht coin are tossed, all the
possible outcomes are (H, H), (H, T), (T, H) and (T, T). If we are interested in the outcomes in
which at least one coin lands on Tail, the possible outcomes are (H, T), (T, H) and (T, T). The
outcome in which we are interested is called an event.
Consider the case where we pick 1 ball with our eyes closed from a bag containing 4
green balls which are B1, B2, B3 and B4.
B1 B2 B3 B4
From this random experiment, it is obvious that the outcome is always green. All the
possible outcomes are B1, B2, B3 and B4.
If the desired outcome is ‚getting a green ball‛, the events are B1, B2, B3 and B4.
The possible outcomes and the events of picking a green ball are the same set of results. We
call the ‚getting a green ball‛ event of this random experiment a ‚certain event‛.
From this random experiment, it is obvious that we will never get a red ball. We call the
‚getting a red ball‛ event of this random experiment an ‚impossible event‛.
Example of event
Example 1 Pick a ball with your eyes closed from a box which contains 1 red ball, 1 white ball
and 1 blue ball
Find the probability of the following event
(1) Get a red ball
(2) Get a ball which is not red
Method: All the possible outcomes of this random experiment are Red, White and Blue.
Therefore, the number of possible outcomes are 3.
(1) The event of getting a red ball is Red.
The number of outcomes for this event is 1.
Therefore, the probability of getting a red ball is .
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(2) The events of getting a ball which is not red is White and Blue.
The number of outcomes for this event is 2.
Therefore, the probability of getting a ball which is not red is .
Exercise 2
1. Tossing a dice: Write down the following:
1) All the possible outcomes
……………………………………………………………………………………………
2) Chance of rolling a number which is not higher than 5
……………………………………………………………………………………………
3) Chance of rolling a number which is divisible by 3
……………………………………………………………………………………………
2. Tossing 2 dice simultaneously: Write down the following:
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
2) Chance of getting the sum of 8
……………………………………………………………………………………………
3) Chance of getting a sum higher than 9
……………………………………………………………………………………………
4) Chance of getting a sum lower than 4
……………………………………………………………………………………………
5) Chance of getting a sum which is divisible by 2
……………………………………………………………………………………………
6) Chance of getting a sum lower than 2
……………………………………………………………………………………………
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3. Students are asked about the 2 colors they prefer for a report cover page out of the following 5
colors: white, blue, pink, green and yellow. Write down the following:
……………………………………………………………………………………………
……………………………………………………………………………………………
2) Event of Nittaya choosing blue or pink
…………………………………………………………………………………………….
Topic 2: Probability of an event
Consider the following random experiment and event:
When a dice is rolled, there are a total of 6 possible outcomes which are 1, 2, 3, 4, 5 and 6.
1). If the desired event is the dice rolling an even number, the event will occur when the
dice rolls 2, 4, 6. Therefore, the number of ways the event can occur is 3.
3
So, the probability of rolling an even number is or 1 .
6 2
2). If the desired event is the dice rolling a number which is less than 3, the event will
occur when the dice rolls 1, 2. Therefore, the number of ways the event can occur is 2.
2
So, the probability of rolling a number which is less than 3 is or 1 .
6 3
The 2 events above can be displayed in table format as follows:
Ways the event can Number of ways the Probability of the

Event
occur event can occur event
Rolling an even 3 1
2, 4, 6 3 or
number 6 2
Rolling a number less 2 1

1, 2 2 or
than 3 6 3
From the above examples, the formula for finding the probability of an event is as follows:
Number of ways the event can occur

Probability of an event =
Total number of possible outcomes
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Points to remember:
1. A certain event is the event of which the probability is always one.
2. An impossible event is the event of which the probability is zero.
3. The probability of any event always lies between zero and one.
4. An experiment has N possible outcomes and each outcome has an equal chance of
happening. If event A has n members, the probability of event A is
n
P(A) =
N
Exercise 3
1. There are 10 pieces of paper in the box. Each piece of paper contains a number from 1 – 10.
What is the probability of choosing a paper with an odd number?
………………………………………………………………………………………………………
2. A glass with a dice inside is shaken, and the dice is poured out of the glass. What is the
probability of the dice rolling a 6?
………………………………………………………………………………………………………
3. There are 5 red candies and 2 yellow candies in a bag. Maew picks one candy from the bag
without looking at it. What is the probability of Maew getting a red candy?
………………………………………………………………………………………………………
4. What is the probability of drawing the king of hearts from a standard deck of cards?
………………………………………………………………………………………………………
5. What is the probability of drawing a black card from a standard deck of cards?
………………………………………………………………………………………………………
6. When 2 dice are rolled simultaneously, what is the probability of getting the sum of 7?
………………………………………………………………………………………………………
7. When 2 dice are rolled simultaneously, what is the probability of getting the sum of not more
than 1?
………………………………………………………………………………………………………
8. In order to win the last 2-digit prize, how many lottery tickets must be bought?
………………………………………………………………………………………………………
9. If a coin is tossed three times, what is the probability of the coin landing on heads one time?
………………………………………………………………………………………………………
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10. If a fair dice is rolled and a coin is tossed at the same time, what is the probability of the dice
rolling an even number?
………………………………………………………………………………………………………
Topic 3: Probability applications
The concept of probability is always applied in our daily life although it may not be
called probability. For example, in buying a lottery ticket, the chance to win the last 2-digit prize
is 1 out of 100 and the chance to win other prizes is even less.
Moreover, we also use probability calculations in estimating accident rates in order to

determine car insurance premiums, forecasting election results, business forecasting, conducting
quality tests of new products, etc. Probability plays an important role in all these activities. The
benefits of the probability concept will be more obvious once students pursue their studies at a
higher level.
Exercise 4
Read the following and tell who has more advantage than the other:
1. Students are asked to write the number 1 on one face of a cube, number 2 on the other two
faces and number 3 on the remaining 3 faces. Each student is asked to roll the cube one time. The
rules for determining win/loss/tie are as follows:
1) The first player wins if both he/she and his/her competitor get a number 3. The second
player wins if both he/she and his/her competitor get a number which is less than 3. Otherwise,
the result would be a tie.
2) The first player wins if he/she gets number 1 and his/her competitor gets a number
which is less than 3. The second player wins, if he/she gets number 3 and his/her competitor gets
a number which is higher than 1. Otherwise, the result would be a tie.
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Lesson 11
Application of mathematical process skills to occupations
Main content
There are a wide variety of occupations in society such as agriculture, fisheries,
construction, accounting, service and tourism, etc. Most occupations require the application of
mathematical process skills in order for the business to achieve growth, stability and higher
profitability.

1. Be able to analyze occupations in society which require the application of
mathematical skills
2. Be able to link mathematical knowledge and skills to occupations.
Content scope
Topic 1 Category of occupations requiring mathematical skills
Topic 2 Linking mathematical knowledge to occupations in society
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Topic 1 Category of occupations requiring mathematical skills

1.1 Agricultural occupations which includes rice farming, vegetable farming,
plantations, animal farming, etc.
(1) Occupational activities which require mathematical skills

1. Market surveys for crop production.
2. Arrangement of land into plots and watercourses based on the land’s width,
length and size. Division of land into parts and allocation of each part to rice
farming, vegetable growing, watercourses, animal farming, dwellings, etc.
3. Preparation of seeds.
4. Preparation of a suitable amount of fertilizer.
5. Determination of the suitable amount of water to give to the plantation
each day.
6. Mixing of biological pesticides such as the neem plant or other herbal
plants with water according to the recommended proportions before
spraying.
7. Crop harvesting which involves calculation of the time from seed to
harvest.
- Moisture surveys for supplies and crop warehousing
- Calculation of crop storage areas
8. Crop selling which requires skills relating to keeping of income-expenses
accounts and crop volume records.
9. Calculation of personal income tax.
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(2) Tools and technology used

1. Calculator
2. Books or computers for keeping income and expense records
3. Books for recording crop growth from sowing to harvesting
(3) Required mathematical knowledge
1. Measurement of length and area
2. Calculation of the ratio of fertilizer to plantation area
3. Produce weighing
4. Pricing
5. Addition, subtraction, multiplication and division
6. Keeping daily income and expense records
7. Calculation of personal income tax
1.2 Industrial occupation which includes factory workers who work for industrial plants
such as cold storage plants, ceramic product plants, towel manufacturers, pulp and paper plants,
manufacturers of stainless steel, plastic, etc.

1. Calculation of daily income
2. Calculation of overtime pay
3. Calculation of loan and loan interest (effective rate and fixed rate)
4. Keeping of daily income-expense record
5. Keeping an inventory account (purchase and disbursement of
inventory)
6. Market survey and research
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(2) Tools and technology used

1. Calculators
2. Computers
3. Industry-specific machinery
4. Carton / plastic packing machines
(3) Required mathematical knowledge and skills

1. Calculation of weekly income after deduction of unpaid leave
2. Calculation of overtime pay based on overtime hours and hourly wage
rate
3. Calculation of loan and loan interest (effective rate and fixed rate)
4. Keeping of daily income-expense records
1.3 Commercial occupation which includes merchant business, food and beverage
business, retail and wholesale business, real estate business, stock investment and trading,
accounting business marketing business, etc.

1. Arrangement and calculation of desks, chairs or equipment used in
selling
2. Purchase of raw materials and products for retail and wholesale
businesses
3. Selling, calculation of price per unit and giving change
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4. Keeping of inventory accounts (purchase and disbursement of

inventory)
6. Deposit, withdrawal and saving
7. Advertising and promotion of commercial or trading businesses which
involve calculation of sign sizes, font sizes as well as the size and
quantity of promotional pamphlets or flyers
(2) Tool and technology used
1. Calculator
2. Cash register
3. Computer
4. Microwave oven
5. Blender
1. Calculation of the usable area to support an arrangement of desks,
chairs, inventory and equipment used in selling
2. Calculation of daily raw material requirements
3. Calculation related to inventory purchases
5. Calculation of advertising boards, pamphlets or leaflets
1.4 Creative occupation which includes advertising business, interior design, office
design, garden design, flower arrangement, funeral wreath arrangement, gift basket design, etc.
187

1. Preparation of materials or areas according to the volume and shape
required for work. Measurement of the width, length and height of
areas for work as well as shape design based on 3 dimensional
geometry.
2. Calculation of the quantity of materials and supplies required for
creative work or garden design.
3. Calculation for pricing
4. Keeping of inventory accounts (purchase and disbursement of
inventory)
6. Business advertising which basically involves mathematical
calculation
1. Calculator
2. Computer
3. Product design software
1. Calculation of surface area, volume or design of shapes relevant to
work
2. Calculation of the quantity of materials and supplies required for
creative work
188
3. Calculation of costs and profits for pricing

4. Keeping of inventory accounts
1.5 Management and service occupation which include occupations in the service and
tourism business, security service business, stock management business, elderly care business,
entertainment, sports business, etc.

1. Survey of service areas and calculation of distances for service delivery
2. Purchase of the supplies and equipment required
3. Recruitment and determination of salaries based on the positions of
service staff
4. Staff shift scheduling
5. Determination of travel plans, service schedules and service charges based
on area
6. Calculation of the fuel consumption rate of vehicles used in service
delivery
7. Keeping an inventory account and inventory disbursement records
8. Keeping daily income-expense records
9. Production of advertising boards to promote services
10. Preparation of summary reports and data presentations
189

1. Calculator
2. Computer
3. Exercise machine
4. Equipment for preparing food, drink and milk for infants and senior
5. Vehicles used in service delivery
6. Service location map
1. Calculation of area size and distance
2. Calculation of the quantity of materials and supplies required
3. Calculation of salaries and determination of positions of staff
4. Staff shift scheduling
5. Calculation of the ratio of fuel consumption to travel distance
6. Basic accounting
7. Use of statistical data for preparation of summary reports or data
presentations
Topic 2 Linking mathematical knowledge to occupations in society

Mathematics is a subject which involves reasoning, thinking processes and problem
solving skills. It promotes logical and systematic thinking, problem solving skills and the ability
to thoroughly analyze problems and situations.
Linking mathematical knowledge to occupations means the application of mathematical
knowledge and skills / process to occupational activities and decision making in a logical manner
using data tables, graphs and statistical data to support work-related analyses and customer
demand surveys which are required for production planning, application of percentage knowledge
to calculation of interest, tax, profit and loss, etc.
2.1 Skills related to the keeping of a daily income-expense record
Example Daily income-expense record of a restaurant entrepreneur
25 September 2011 Expenses of 3,000 baht on ingredients, 850 baht on electricity and
water, and 250 baht on food . Income of 6,500 baht from food sales.
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26 September 2011 Expenses of 650 baht on telephone bill, 1,400 baht on gasoline, 280
baht on food , and 150 baht on fruit. Income of 5,400 baht from
food sales.
27 September 2011 Expenses of 480 baht on newspapers, 310 baht on food, 270 baht
on drinking water, and 4,800 baht on vehicle repair. Income of
4,500 baht from food sales.
28 September 2011 Expenses of 240 baht on food, 1,000 baht on charity tickets, 550
baht on plastic bags used as food containers. Income of 6,800 baht
from food sales.
Example Daily income-expense record of a restaurant entrepreneur
Amount Amount
Date Income Date Expense
Baht Satang Baht Satang
25 Sept 11 Income from 6,500 - 25 Sept 11 Expenses on ingredients 3,000 -
food selling Electricity and water 850 -
Food 250 -
26 Sept 11 Income from 5,400 - 26 Sept 11 Telephone bill 650 -
food selling Gasoline 1,400 -
Food 280 -
Fruit 150 -
27 Sept 11 Income from 4,500 - 27 Sept 11 Newspaper 480 -
food selling Food 310 -
Drinking water 270 -
Vehicle repair 4,800 -
28 Sept 11 Income from 6,800 - 28 Sept 11 Food 240 -
food selling Charity tickets 1,000 -
Plastic bags used as food 550 -
containers
Total 23,200 - Total 14,230 -
Balance carried forward 8,970 -
After recording daily income and expense entries, students should calculate the balance by
subtracting expenses from income. The remaining balance will be carried forward to the accounting
191
record on the following page or of the following month on the income side and added to other income
items of the subsequent period.
2.2 Skills related to income calculation and foreign exchange
Example A company purchases machinery worth USD 45,000 from a supplier. The machinery, when
shipped to Thailand, must be cleared through customs and is subject to the customs duty of
10%, the value added tax of 7% as well as fees plus service charges of 4,000 baht. How
much does it cost in total for the imported machinery and all relevant expenses? (USD 1
equals 30.42 baht.)
Solution
The machinery costs 45,000 × 30.42 = 1,368,900 baht
10
10% custom duty = 1,368,900 × = 136,890 baht
100
7
7% value added tax = 1,368,900 × = 95,823 baht
100
The cost of the machinery plus all other expenses:
= Machinery cost + customs duty + value added tax +
fees and service charges
= 1,368,900 + 136,890 + 95,823 + 4,000
= 1,605, 613 baht
2.3 Calculation of loan interest charged by the bank
Example Based on the above example, the company’s purchase of machinery is financed by a bank
and the company has to repay the loan in installments. The loan principal repayment amount
is 120,000 baht per month. The loan interest rate is charged at 7.5% per annum. How much
of the installment payment will the company have made after 1 year?
Solution
Principal  Interest Rate  Period
Interest =
100
7.5 1
Month 1: Interest payable = 1,368,900   = 8,555.63 baht
100 12
192
Month 2: Outstanding principal = 1,368,900 – 120,000 = 1,248,900 baht

7.5 1
Interest payable = 1,248,900   = 7,805.63 baht
100 12
7.5 1
100 12
7.5 1
100 12
Month 5: Outstanding principal = 1,008,900 – 120,000 = 888,900 baht
7.5 1
Interest payable = 888,900   = 5,555.63 baht
100 12
Month 6: Outstanding principal = 888,900 – 120,000 = 768,900 baht
7.5 1
100 12
7.5 1
100 12
7.5 1
100 12
7.5 1
100 12
7.5 1
100 12
7.5 1
100 12
7.5 1
Interest payable = 48,900   = 305.63 baht
100 12
193
After 1 year, the installment payment made by company = Machinery cost + interest over 12 months
= 1,368,900 + 8,555.63 + 7,805.63 + 7,055.63 +
6,305.63 + 5,555.63 + 4,805.63 + 4,055.63 +
3,305.63 + 2,555.63 + 1,805.63 + 1,055.63 + 305.63
= 1,422,067.56 baht
2.4 Calculation of production capacity (ratio / proportion)
Example A sugar bagging machine can fill 100 8 gram bags of sugar in 1 minute. If the machine
operates 8 hours per day, how many sugar bags can the machine fill in 1 day?
Solution The bagging speed ratio is 1 minute to 100 bags or 8 hours to A (8 hours  60 minutes : A)
Ratio 1 : 100 = 8  60 : A
1 480
=
100 A
A = 480  100
A = 48,000
Therefore, the sugar bagging machine can fill 48,000 8 gram bags of sugar in 1 day of 8
machine hours.
2.5 Calculation of income (percentage, ratio and proportion)
Example An employee is paid a salary of 12,000 baht per month plus an incentive of 10% of the
salary. The overtime pay is 50 baht per hour. This month, the employee has worked overtime
8 days, 3 hours per day. How much income will he receive after the deduction of 5% of his
salary for the social security contribution?
10
Solution Incentive pay =  12,000 = 1,200 baht
100
The ratio of overtime hour : overtime pay is 1 hour to 50 baht.
That is 8  3 : overtime pay = 1 : 50
24 : overtime pay = 1 : 50
24 1
=
overtime pay 50
Overtime pay = 24  50 = 1,200 baht
5
Social security contribution =  12,000 = 600 baht
100
This employee will be paid = Salary + incentive pay + overtime pay – social security contribution
194
= 12,000 + 1,200 + 1,200 – 600

= 13,800 baht
2.6 Skills related to calculation of personal income tax
Example 5 Olarn is single and earns 10,500 baht per month from work. When filing a tax return,
he is eligible to deduct from his taxable income 40% of his income, but not in excess
of 60,000 baht, as an expense plus 30,000 baht for general allowance. Will Olarn have
to pay income tax?
Solution Olarn’s annual taxable income = 10,500  12 = 126,000 baht
40
Deduct 40% of the taxable income as an expense = 126,000 = 50,400 baht
100
Deduct general allowance of 30,000 baht
Taxable income = Taxable income – (deductions + allowances)
= 126,000 – (50,400 + 30,000)
= 45,600 baht
According to the Revenue Department’s requirements, the taxable income of 0 - 150,000
baht is exempted from tax.
Therefore, upon the filing of personal income tax return, Olarn will not have to pay
income tax because his taxable income is eligible for tax exemption according to the following
tax rates:
Personal Income Tax Rate

Marginal Marginal
Taxable income Marginal tax
Taxable income bracket taxable Tax rate Tax accumulated
in each bracket amount
income tax
0 - 100,000 100,000 .............. .... 5 .............. .... Exempted 0
Above 100,000 - 150,000 50,000 .............. .... 10 .............. .... Exempted 0
Above 150,000 - 500,000 350,000 .............. .... 10 .............. .... 35,000 35,000
Above 500,000 - 1,000,000 500,000 .............. … 20 .............. … 100,000 135,000
Above 1,000,000 - 4,000,000 3,000,00 .............. … 30 .............. … 900,000 1,035,000
Above 4,000,000 0 .............. … 37 .............. …
Total 
195
2.7 Making acrylic signs
Example The following acrylic signs must be made for rooms:
Meeting Room
Show Room
Store Room
The 3 signs will be of white acrylic. Each sign will be 3 millimetres thick and has a width of
8 inches and a length of 21 inches. The sign shop charges 165 baht per each square foot. How much
will it cost to make the 3 signs?
Solution
8
The sign has a width of 8 inches = foot
12
21
The sign has a length of 21 inches = feet
12
8 21
The total area of the signs is =   3 = 3.5 square feet
12 12
The cost will be = 3.5  165 = 577.50 baht
196
Exercise
1. Prepare a daily income-expense record for Mr. Somporn who sells Chinese donuts. Details of his
income and expenses during 5 days are as follows:
1 October 2011 The balance brought forward from September 2011 is 8,000 baht.
Expense for flour and ingredients is 2,500 baht.
Expense for cooking gas is 350 baht.
Expense for food is 270 baht.
Income from Chinese donut sales is 4,800 baht.
2 October 2011 Expense for water and electricity bills is 840 baht.
Expense for plastic bags is 200 baht.
Expense for paper bags is 100 baht.
3 October 2011 Expense for telephone bill is 430 baht.
Expense o for n kid’s textbooks is 950 baht.
Expense for drinking water is 160 baht.
4 October 2011 Expense for clothes is 1,250 baht.
Expense for flour and ingredients is 2,000 baht.
5 October 2011 Expense for food is 250 baht.
Expense for drinking water is 120 baht.
Expense for newspapers is 480 baht.
2. Prepare the record of your actual income and expenses over a period of 1 week. Also, please
calculate the total income, expenses and remaining balance.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
197
3. A furniture shop offers a 10% discount for every furniture purchase of 25,000 baht and higher
Furniture price list (goods + value added tax). All furniture items will be charged
the 7% value added tax. How much will Samorn have to pay if
Item Price
she buys a bed, a wardrobe and a desk? Also, how much will
Bed 6,000
she have to pay if she buys one each of all the items listed in
Wardrobe 8,500
the table?
Chair 600
Desk 5,500
Wall cabinet 3,200
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Amorn has cash worth 500,000 baht. What is the type of saving Amorn should select to gain the
highest return over the period of 1 year? Please elaborate on your reason.
(1) Savings deposit which offers the interest rate of 0.75 baht/year.
(2) 4-month time deposit which offers the interest rate of 3.42 baht/year. The interest income
from the time deposit is subject to 15% tax.
(3) Government Saving Bank’s lottery which is 50 baht each and offers the interest rate of 2.50
baht per lottery upon the end of the 3-year maturity term. If the lottery is redeemed before
the maturity date but after 1 year of the purchase, the interest rate will be 0.25 baht per
lottery. With the purchase amount of 500,000 baht, the lottery owner will win 2 prizes of
the last 4-digit numbers every month. Each prize worth 150 baht.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
198
5. Jamnong works as a medical equipment salesperson and is paid 15,000 baht per month. She is
single. When filing a tax return, she is eligible to deduct from her taxable income 40% of her
income (this deduction must not exceed 60,000 baht) for an expense allowance, 30,000 baht for a
general allowance, and 10,000 for her life insurance premium expense. Will Jamnong have to pay
personal income tax and how much?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. Statistical analysis
Item
400
350
300
250
200
150
100
50
0
Jan Feb Mar Apr May
The bag sales of a company are as shown in the above graph. Based on the graph, what
should the company do?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
199
7. An employee receives a daily wage of 215 baht and holiday pay which is 1.5 times the daily wage.
If the employee has worked 5 normal working days plus 3 holidays, how much will the employee be
paid?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
8. To analyze a profitability trend over the past 3 years, what type of graph should be used?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
9. There are 3 signs to be made:
Studio Meeting Room 1
Meeting Room 2
All 3 signs will be made of cream acrylic. Each sign will be 2 millimetres thick and has a
width of 10 inches and a length of 21 inches. The sign shop charges 185 baht per square foot.
How much will it cost for the 3 signs?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
200
Answer Key
Exercise 1
1. Identify which of the following numbers are positive integers, negative integers and integers
4 500 500
- 1, , 0, -3, , 
2 1000 250
4
Positive integers consist of
2
500
Negative integers consist of -1, -3, 
250
Integers consist of -1, 4
, 0, -3,  500
2 250
2. Insert the symbol < or > between the following pairs of integers to make the statement true
1) -4 ............... <................. 3
2) -4 .............. <................. -3
3) -2 .............. >............... -5
4) 4................ >................ -2
5) 4................ >................. -8
3. Write these integers in an increasing order

1) -2, -8, -4, -15, -20, -7
………-20, -15, -8, -7, -4, -2…………………
2) 4, -8, 0, -2, 16, -17
………-17, -8, -2, 0, 4, 16 ……………………
201
Exercise 2
1. Fill in the blank with ‚greater than‛, ‚less than‛ or ‚equal to‛
1) The absolute value of (-3) is ..................equal to........... the absolute value of 3.
2) The opposite of (-4) is ...........greater than.......................... the opposite of 4
3) The opposite of 5 is ...............less than.......................... the opposite of -5
4) The absolute value of A is ...........equal to................... the absolute value of (-A)
when A is any number.
5) The opposite of A is .....less than...... the opposite of (-A) when A is any number.
2. Write the symbol <, > or = in the blank

1) – (- 5) .....................=...........................5
2) The opposite of 8 .................. <..................................8
3) The opposite of (-8)................. >................................(-8)
4)  25.......... .......  .......... .......... .  25
5)  20 .......... ................. .......... ... 20
6)  25.......... ................ .......... ......  5
7) The opposite of (-2) .......................... <......................... the opposite of (-7)
8) The opposite of 32........................ >............................... the opposite of 77
Exercise 3
1. Show how to add the given two numbers by using the number line.
1. 3+2
2. (-3)+(-2)
3. 2+1
202
4. (-2)+(-1)
5. 5+ (-1)
6. (-1) +5
7. (-5) +3
8. 3 + (-5)
2. Find the sum using the number line and complete the table below:
Addition statement of a+b Absolute value of Absolute value of Absolute value of Is the sum of a and b
a b (a+b) equal to a  b ?
1. 3+2 = 5 3 2 5 Equal
2. (-3)+(-2) = -5 3 2 5 Equal
3. 2+1 = 3 2 1 3 Equal
4. (-2)+(-1) = -3 2 1 3 Equal
5. 5+ (-1) = 4 5 1 4 Equal
6. (-1) +5 = 4 1 5 4 Equal
7. (-5) +3 = -2 5 3 2 Equal
8. 3 + (-5) = -2 3 5 2 Equal
203
Exercise 4
1. Find the results of the following operations:
1. (-12) – 7 4. (-5) – (-8)

Method: (-12) – 7 = (-12) + (-7) Method: (-5) – (-8) = (-5) + 8
= - 19 =3
2. 7 – (-12) 5. [8 – (-2)] – 6
Method: 7 – (-12) = 7 + 12 Method: [8 – (-2)] – 6 = [ 8 + 2] + (-6)
= 19 = 10 + (-6)
=4
3. (-8) – (-5) 6. 8 – [(-2) – 6]
Method: (-8) – (-5) = (-8) + 5 Method: 8 – [(-2) + (-6)] = 8 – (-8)
= -3 =8+8
=1
2. Find the result of a – b and b – a given the following values of a and b:

1. a = 5, b = (-3)
Method: a – b = 5 – (-3) b – a = (-3) – 5
=5+3 = (-3) + (-5)
=8 = -8
2. a = (-14), b = (-6)
Method: a – b = (-14) – (-6) b – a = (-6) – (-14)
= (-14) + 6 = (-6) + 14
= (-8) =8
3. a = (-4), b = (-4)
Method: a – b = (-4) – (-4) b – a = (-4) – (-4)
= (-4) + 4 = (-4) + 4
=0 =0
204
Exercise 5
Find the results of:
1). [(-3)  (-5)]  (-2) 6). (-5)  [6 + (-6)]
Method: [(-3)  (-5)]  (-2) = 15  (-2) Method: (-5)  [6 + (-6)] = (-5)  0
= (-30) =0
2). (-3)  [(-5)  (-2)] 7). [(-7)  (-5)] + [(-7)  2]

Method: (-3)  [(-5)  (-2)] = (-3)  10 Method: [(-7)  (-5)] + [(-7)  2] = 35 + (-
= -30 14)
= 21
3). [4  (-3)]  (-1)
Method: [4  (-3)]  (-1) = (-12)  (-1) 8). (-7)  [(-5) + 2]
= 12 Method: (-7)  [(-5) + 2] = (-7)  (-3)
= 21
4). 4  [(-3)  (-1)] 9). [5  (-7)] + [5  3]
Method: 4  [(-3)  (-1) ] = 4  3 Method: [5  (-7)] + [5  3] = (-35) + 15
= 12 = (-20)
5). [(-5)  (-6)] + [(-5)  (-6)]
Method: [(-5)  (-6)] + [(-5)  (-6)] = 10). 5  [(-7) + 3]
30+30 Method: 5  [(-7) + 3] = 5  (-4)
= 60 = (-20)
205
Exercise 6
1. Complete the table below to show the relationship between division and multiplication.
Multiplication expression: a  b  c Division expression: a  b  c or a  c  b
10 = 5 x 2 10  5 = 2 or 10  2 = 5
35 = 7 x 5 35  7 = 5 or 35  5 = 7
33 = 3 x 11 33  3 = 11 or 33  11 = 3
(-14) = 7 x (-2) (-14) 7 = (-2) or (-14)  (-2) = 7
(-21) = 7 x (-3) (-21) 7 = (-3) or (-21)  (-3) = 7
(-15) = 3 x (-5) (-15) 3 = (-5) or (-15)  (-5) = 3
10 = (-5) x (-2) 10(-5) = (-2) or 10(-2) = (-5)
Find the quotients.

1. 17  17
Method: 17  17 = 1
2. 23  (-23)
Method: 23  (-23) = -1
3. 15  (-3)
Method: 15  (-3) = -5
4. (-72)  9
Method: (-72)  9 = -8
5. [(-51)  (-17)]  [15 (-5)]

Method: [(-51)  (-17)]  [15 (-5)] = 3  (-3)
= -1
6. [(-72)  9]  [ 16  (-2)]
Method: [(-72)  9]  [ 16  (-2)] = (-8)  (-8)
=1
206
Exercise 7
1. Fill in the blank to make a true statement.
1.1 5 1.2 (-5)
1.3 7 1.4 6
1.5 (-9) 1.6 (-5)
1.7 (-13) 1.8 13
1.9 0 1.10 (-3)
ac  bd
2. Given a = 8, b = 10, c = 3 and d = -6, find the result of
ab
Method: 8  3  10   6  24   60
8  10 18
  36 

18
= (-2)
207
Answer Key
Lesson 2: Fraction and decimal
Exercise 1
1. Fill in the correct fractions in the box 
1)
2)
2. Construct a number line and plot each of the following fractions on the number line.
4 1 20
1) , 1 ,
8 2 8
0 1 2 3
1 3 29
2) 1 , 4 ,
2 6 6
*
1
1
2
3. Change the fractions below to decimals.

6 12
1. = 0.6 2.  0.12
10 100
357 1 2 3
3.  0.357 4.    0.123
1000 10 100 1000
208
Exercise 2
1. Change the fractions to decimals with the denominator representing 10 , 100 ,1,000, .......
9 225 3 175
1) = = 2.25 2) 1 = = 1.75
4 100 4 100
39 97.5 7 28
3) = = 0.975 4) = = 0.28
40 100 25 100
1 125 8 64
5) = = 0.125 6) = = 0.064
8 1000 125 1000
2. Convert the fractions below to decimals by way of fraction division.
9 1
1) = 0.8 1 2) 3 = 3.14
11 7
7 5
3) = 0.4375 4) = 1.25
16 4
5 3
5) = 0.83 6) 8 = 8.6
6 5
Exercise 3
1. Fill in the correct numerators or denominators in  to make each pair of fractions equivalent.
209
2. Fill in > , < or = in  to make each statement true.
3. Insert > , < or = between each pair of numbers to make true statements.
1) -0.500 ..............0.501 2) 103.012 .........>............. – 0.501
3) 5.28 .......... .......... 5.82 4) – 5.28 .........=................. -5.28
5) 8.354 ......... ........ 8.534 6) -8.544 .............. ............. -8.534
7) -13.06 ......... ........ 13.06 8) 103.012 ......... >........... -103.012
9) -5.125 ..........=........ -5.1250 10) -7.10 .............. ........... -7.01
4. Arrange the numbers in increasing order.

5) -1.724, -1.738, 0.832, -2.000
- 2.000, - 1.738, -1.724, 0.832
6) -30.710, -31.170, -31.107, 30.017

-30.710, -31.170, -31.107, 30.017
7) 83.000, -38.000, -83.001, -138.500

-138.500, -83.001, -38.000, 83.000
8) -34.50, -37.40, -41.54, -39.62, -42.50

-42.50, -41.54, -39.62, -37.40, -34.50
210
Exercise 4

12 6 1
1.1 6 1.2 
2 12 2
24 16
1.3 2 1.4 =15
12 11 11
2 1 2 1
1.5  1.6 
12 6 24 12

6 6
2.1 2.2
8 6
12 5
2.3 2.4
8 3
7
2.5
8
3 9
3.1 3.2
6 14
1 15
3.3 3.4 = 23  21
6 6 6 2
3.5 7
= 13 3.6 14
4 4 24
35 17 111
3.7 =1 3.8
18 18 28

3  14 20 
1. Method: =    2. Method: = 7   5  4   7  9
7  35 35  10  9 9  10 9
= 3  34  3  5  34  15  34 = 7 1
7 35 7  5 35 35 35 10
= 49
= 17
35 10
14
= 1
35
= 12
5
3. Method: =  3  8    7  5   2 4. Method: = 46   7  7 
 5 8   8 5  5 11  3 33 
211
46  7 11  7 
=  24  35   2 =    
 40 40  5 11  3 11  33
= 59 2
 = 46   77  7 
40 5 11  33 33
59  2 8 
=    = 46  70
40  5 8  11 33
= 59 16
 =  46  3   70
40 40  11 3  33
75 35
= 1 = 138  70 = 208 = 6 10
40 40 33 33 33 33
Exercise 5
1. Find the products of the following:
1 1
1) 2 1
3 5
7 6
Method: = 
3 5
42
=
15
12 4
= 2 2
15 5
2) 1 1  5
5 9
6 5
Method: = 
5 9
30 2
= 
45 3
3) 5 2  1 1
11 9
57 10
Method: = 
11 9
570 75 25
= 5 5
99 99 33
4) 16 2 7
3 10
50 7
Method: = 
3 10
35 2
=  11
3 3
5 2 2
5)  2 1
16 3 5
212
5 8 7
Method: =  
16 3 5
7 1
= 1
6 6
2 3 1
6) 6  
3 4 6
Method: = 20 3 1
  = 5  1 1  5
3 4 6 1 2  3 6
15 24 35
7)  
49 25 18
15 24 35
Method: =  
49 25 18
4
=
7
24 10 11 10
8)   
25 27 25 22
Method: 24  10  11  10
25 27 25 22
= 8  2  1 1
5  9  5 1
= 16
225
Exercise 6

4 8
1.1 Method: = 
5 5
32 7
= 1
25 25
10 2
1.2 Method: = 
11 5
4
=
11
9 12
1.3 Method: = 
24 6
3
=
4
15 24
1.4 Method: = 
16 5
213
9 1
= 4
2 2
99 25
1.5 Method: = 
100 11
9 1
= 2
4 4
3 1
1.6 Method: = 
2 3
1
=
2
9  21 31 
2.1 Method: =   
17  5 9
9  189 155  9 34
=    
17  45 45  17 45
2
=
5
3 2 3 2
2.2 Method: =     
6 6 6 6
5 1 5
=   6
6 6 6
= 5
11 7 12
2.3 Method: =  
3 6 11
14
=
3
2
= 4
3
24 7 10
2.4 Method: =  
7 5 3
= 16
Exercise 7
1. Solve the following problems:
2
1) Tong had 320 baht and spent of the money on a pair of shoes. Then, she bought a blouse
5
5
worth of the remaining money. How much money did she have left?
16
Method: Tong had 320 baht
2 2
She spent of the money on a pair of shoes or  320  128
5 5
214
After buying the shoes, she had 320 – 128 = 192 baht
5
She bought a blouse worth of the remaining money or 5  192  60 baht
16 16
So, the remaining money was 192 – 60 = 132 baht
Answer: Tong had 132 baht left.
2) The length of a meeting room is 3 3 of its width and the width is 4 2 of its height. If the room’s
4 5
1
height is 3 meters and there are 462 students. How many cubic meters of breathing air will each student
2
have?
Method: The width of the meeting room is 4 2 of its height = 22 7 77
  meters
5 5 2 5
3 15 77 231
Its length is 3 of its width =   meters
4 4 5 4
7 77 231 124,509
So, the meeting room’s volume is =    cubic meters
2 5 4 40
There are 462 students in the room. On average, each student will have the air of
124,509
=  462
40
124,509 1
= 
40 462
= 6.7375 cubic meters
Answer: Each student has 6.7375 cubic meters on average of breathing air.
3) A rectangular-shaped lawn is 6 4 meters wide and 10 1 meters long. If planting grass on the lawn
5 2
costs 45 baht per square meter. How much will it cost to plant grass on the entire lawn?
Method: The length of a rectangular-shaped lawn is 6
4
meters = 34 meters
5 5
1 21
Its length is 10 meters = meters
2 2
34 21 357
The lawn’s area is =   square meters
5 2 5
The grass planting cost is 45 baht per square meter
357
So, it will cost = 45   3,375 baht
5
Answer: The grass planting will cost 3,213 baht.
215
1
4) A television set is on sale with a discount of of the original price. A buyer who is a friend of the
4
1
shop owner receives an extra discount of of the discounted price. If the buyer pays 4,200 baht for the
5
television set, what is the regular price of the television set?
1
Method: A television set is discounted by of the original price
4
1 1 3
If the discount equals baht, the discounted price is 1  baht
4 4 4
1 1 3 3
An extra discount of of the discounted price is offered  
5 5 4 20
3 3 15  3 12 3
It is sold at     baht
4 20 20 20 5
3
equals 4,200 baht
5
5
So, the original price is = 4,200   7,000 baht
3
Answer: The original price is 7,000 baht.
2
5) The accommodation expenses accounted for of the total trip expenses. The transportation expenses
5
were 1 of the total trip expenses and other expenses equaled 1,470 baht. How much were the total
4
expenses for this trip?
Method: The total expenses were 1 baht
The accommodation expenses were 2 of the total expenses = 2
baht
5 5
1
The transportation expenses were of the total trip expenses = 1 baht
4 4
The sum of accommodation and transportation expenses were = 2  1  13 baht
5 4 20
Other expenses were = 1  13  7 baht
20 20
7
of the total expenses equals 1,470 baht
20
20
The total expenses were = 1,470 x  4,200 baht
7
Answer: The total expenses for this trip were 4,200 baht.
216
Exercise 8
1.1 0.99 1.2 -0.2
1.3 -0.1 1.4 0.1
1.5 -16.7 1.6 -12.5
1.7 50.09 1.8 -15.15
1.9 10.1 1.10 3.306 1.11
-9.1 1.12 -16.57
1.13 -36.7 1.14 -50.1
1.15 8.4782 1.16 2.7843
1.17 -57.03 1.18 -63.938
1.19 -3.237 1.20 3.327
Exercise 9
1.1 -28.92 1.2 -0.1176
1.3 6.6742 1.4 -32.6808

2.1 -1,240
2.2 -10.1802
2.3 -12.596
2.4 24.5746
2.5 -3.33
217
Exercise 10
Solve the following problems:
1. A rope which is 17.25 meters long is tied to another rope which is 5.2 meters long. The knot takes up
0.15 meters of the ropes. Then, the connected rope is arranged into the form of a rectangle. If the width of
the rectangle is 1.5 meters on each side, what is its length on each side?
Method: The connected rope is (17.25 + 5.2) – 0.15 = 22.3 meters
It is arranged into the form of a rectangle with a width of 1.5 meters on each side
Both length sides of the rectangles require 1.5 x 2 = 3 meters of the rope
The remaining rope for the width sides is 22.3 – 3 = 19.3 meters
As there are 2 sides of the length, each side of the length is 19.3 ÷ 2 = 9.65 meters
Answer: Each side of the length is 9.65 meters
2. There are 16 bags of sugar. Each bag weighs 9.35 kilograms. If an average of 4.4 kilograms of the
sugar is used for baking each day, how many days will the sugar last?
Method: Each sugar bag weighs 9.35 kilograms and there are 16 sugar bags
= 9.35 x 16 = 49.6 kilograms
Each day, 4.4 kilograms of sugar is used for baking.
The available sugar will last = 149.6  34 days.
4.4
Answer: The sugar will last for 34 days.
3. A rectangular room is 4.8 meters wide and 9.6 meters long. If each square floor tile is 32 sq.cm., how
many tiles are needed to entirely cover the room’s floor?
Method: A rectangular room is 4.8 meters wide and 9.6 meters long
= 480 x 960 = 460,800 sq.cm.
A square floor tile is = 32 sq.cm.
To entirely cover the room’s floor, it will need = 460,80014,400 tiles
32
Answer: 14,400 floor tiles are needed.
218
4. I had 12.04 grams of gold bars and bought 25.22 grams more. I later sold 8.02 grams of gold bars twice
and some of the rest were made into 5 gold rings weighing 3.45 grams each. How many grams of the gold
bars do I have left?
Method: I had 12.04 grams of gold bars and bought 25.22 grams more
= 12.04 + 25.22 = 37.26 grams
I sold 8.02 grams of gold bars twice = 8.02 x 2 = 16.04 grams
The remaining gold bars weighed = 37.26 – 16.04 = 21.22 grams Some of the
rest were made into 5 gold rings weighing 3.45 grams each
= 5 x 3.45 = 17.25 grams
So, the remaining gold bars weighed = 21.22 – 17.25 = 3.97 grams
Answer: The remaining gold bars weighed 3.97 grams

219
Answer Key
Chapter 3: Power
Exercise 1
1. Write each of the following numbers as a power that has an integer exponent with a value greater than
1, and identify its base and exponent.
1.1 25 = ……… 5 x 5…………………=……..… 5 2 ……………..
has = …………5………….as the base and ..............2.................as the exponent
1.2 64 = ………8 x 8…………………=…………… 8 2 …………..
has = …………8………….as the base and ..............2.................. as the exponent
1.3 169 = ………13 x 13……………....=…………… 132 …….…..
has = ……………13.….….as the base and ..............2.................... as the exponent
1.4 729 = ……………27 x 27.….….= .............. 272 ……….…..
has = …………27.….….as the base and ..............2...................... as the exponent
1.5 -32 = …(-2) (-2) (-2) (-2) (-2)…….=…………  25 ………..
has = …………(-2).….….as the base and ..............5..................... as the exponent
1.6 -243 = …(-3) (-3) (-3) (-3) (-3)……….=………  35 …………..
has = …………(-3).….….as the base and ..............5.................... as the exponent
1.7 0.125 = …(0.5) (0.5) (0.5)………….=………… 0.53 ……..…..
has = …………(0.5) .….….as the base and ..............3.............. as the exponent
2. Write a number representing each of the following expressions:.
2.1 2  2  2  2  2  2  2  2 = 256
2.2 (-3) (-3) (-3) (-3) = 81
2.3 (0.3) (0.3) (0.3) (0.3) (0.3) = 0.00243
2.4 (0.02) (0.02) (0.02) (0.02) (0.02) (0.02) = 0.000000000064
1 1 1  1 
2.5     =  
3 3 3  27 
2 2 2 8
2.6     =
7 7 7 343
2.7 (-5) (-5) (-5) (-5) = 625
2.8 - (2  2  2) = -8
11111 1
2.9       =
 10   10   10   10   10  100000
2.10 (0.5) (0.5) (0.5) (0.5) (0.5) (0.5) = 0.015625
220
Exercise 2
1. Write each of the following numbers in the form of scientific notation:
1. 4 x 105
2. 2.3 x 1010
3. 6.39 x 108
4. 2.475 x 108
2. Saturn is about 1,430,000,000 kilometers from the sun. Write this in scientific notation.
Answer: 1.43 x 109
3. What number is represented by each of the following scientific notations?

3.1 2,000,000
3.2 48,000,000,000,000
3.3 4,030,000,000
3.5 912,500
Exercise 3
1 Write the number represented by each of the following notations:
1.1 2 56 = 2,048
1.2 32 x 9 = 288
1.3 6 3 = 216
1.4 0.752 = 0.5625
1
1.5  9 = 1
9
1.6  63 = -216
8 625 5 1
1.7  = =2
125 16 2 2
1 16807 1
1.8  =
117649 32 224
1.9 0.125 1  = 0.0078125
 16 
1.10  115 = 161051
221
2. Write the product of each of the following numbers in the form of a power:
2.1 2 237 = 212
2.2  3315 =  39
2.3 5  5 4  5 2 = 5 142 = 5 7
2.4 11 2 1111 2 = 11 21 2 = 11 5
2.5  3437 =  314
Exercise 4
1. Find the result.
1.1 2 92 = 27
1.2 361 = 35
1
1.3 1136 = 113 =
11 3
42 2
1 1
1.4   =  
5 5
1.5 0.0354 = 0.03
1
1.6  0.8  5  ( 0.8 ) 7
=  0.8  57 = ( 0.8 ) 2
=
2
( 0.8 )
1.7 5347 = 50 = 1
1.8 7 614 = 73
1.9 13245 = 13
1.10 m67 4 = m3
2. Find the result in the form of a power with a positive integer exponent.
1
2.1 53(4) = 5 1 =
5
2.2 3862 = 30 = 1
1
2.3 4 6 1 = 4 7 =
47
2.4 2 6   1
= 2 5
2.5 1.523 = 1.51 = 1

1.5
1
2.6 x 25
= x 3
=
x3
2.7 a 31   a 05  = a 45 = a 1 = 1
a
1
2.8 m 75 = m 75 = m 2 =
m2
222
Answer Key
Exercise 1
1. Write each of the following statements as a ratio
1.1 1 centimetre : 100 kilometres
1.2 200 kilometres : 3 hours
1.3 40 teachers : 1,000 students
1.4 72 beats : 1 minute
2. A government lottery ticket contains 6 digits such as 889748. There are 1,000,000 lottery tickets with
different digits issued for each draw. Of these, 10,000 tickets win the last-two-digit prizes, 4,000 tickets
win the last-three-digit prizes and one ticket wins the first prize.
2.1 1 : 1,000,000
2.2 10,000 : 1,000,000
2.3 4,000 : 1,000,000
2.4 10,000 : 4,000
3. A seller puts different colors of the same candy in a bottle as follows: 3 red candies, 2 green candies
and 5 yellow candies.
3.1 3: 10
3.2 3: 5
3.3 Yellow, because it is the colour with the largest number of candies. The chance of picking up yellow
candies is therefore high.
Exercise 2
1. If the US Dollar and the Baht exchange rate is 1 : 43, complete the table below
Dollar 1 2 3 10 20
Baht 43 86 129 430 860

223
2. Write 3 equivalent ratios for the following ratios:

4 6 8
2.1 , ,
6 9 12
10 15 20
2.2 , ,
18 27 36
3. Check if the following pairs of ratios are equal:

Given ratios Cross multiplication Result
1) 5 and 10 5 × 12 = 10 × 6 5
= 10
6 12 6 12
Because 60 = 60
2) 3 and 4 3×5≠4×4 3
≠
4
4 5 4 5
Because 15 ≠ 16
3) 6 and 7 6×9 = 8×7 6 7
≠
8 9 8 9
54 ≠ 56
4) 12 and 18 12 × 15 = 18 × 10 12
= 18
10 15 10 15
180 = 180
5) 0.3 and 6 0.3 × 200 = 6 × 10 0.3
= 6
10 200 10 200
60 = 60
4. Write the following ratios in their simplest forms using the same units:
4.1 2x 24 : 10 or 48 : 10 or 24 : 5
4.2 200 : 1.5 x 1,000 meters or 200 : 1,500
Exercise 3
1. A father gives money to his three children as follows:
The ratio of money given to the eldest child to that given to the middle child to that given to the
youngest child is 5 : 3 : 2. Find the following ratios:
1.1 5 : 2
1.2 2 : 3
1.3 3 : 10
1.4 2 : 10
2. A millionaire makes the following will before he dies: If his pregnan
His wife gives birth to a boy, the ratio of money given to his wife to the money given to his son is 1 : 2.
However, if his wife gives birth to a girl, the ratio of money given to his wife to the money given to his
224
daughter is 2 : 1. After he died, his wife gave birth to twins, one boy and one girl. Find the ratio of the
money given to his wife to the money given to his son and to the money given to his daughter.
Answer: Ratio of money given to his wife to money given to his son is 1 : 2.
Ratio of money given to his wife to money given to his daughter is 2 : 1.
When the millionaire dies and his wife gives birth to twins, one boy and one girl, his money has to be
divided into three parts as follows:
Ratio of money given to his wife to money given to his son is 1: 2 = 2: 4
Ratio of money given to his wife to money given to his daughter is 2 : 1
So, the ratio of money given to his wife to money given to his son to money given to his daughter is 2 :4 :
1.
Exercise 4
1. Write proportions from the following:
3 6
1.1 
4 8
A 9
1.2 
7 27
12 B
1.3 
10 5
5 65
1.4 
4 D
2. Find the value of variables in the following proportions:

A 12
2.1 
3 15
12
Method: A 3
15
= 2.4
3 21
2.2 
B 28
28
Method: B  3
21
=4
Exercise 5
1. If we can sell 3 papayas for Baht 50, how much will we get from selling 15 papayas?
Method: Sell 3 papayas for 50 baht
Sell 15 papayas for x baht
225
3 15
Then 
50 x
15x50
x
3
x = 250
2. In one school, there are a total of 400 students. The ratio of female students to male students is 5 : 3.
How many male students and female students are there in the school?
Method: In one school, there are a total of 400 students
The ratio of female students to male students is 5: 3
If we divide the students into 5 + 3 = 8 parts
400
Each part will contain  = 50 students
8
So, there are 3 parts of male students equaling 3 x 50 = 150 students
There are 5 parts of female students equaling 5 x 50 = 250 students
3. A father gives money to his two children. The ratio of money given to the elder child to money given to
the younger child is 7 : 3. If the elder child receives Baht 80,000 more than the younger child, how much
money does each of them receive?
Method: The ratio of money given to the elder child to money given to the younger child is 7: 3
Therefore, the father divides his money into 10 portions.
The elder child receives 4 portions more than the younger child which is 80,000 baht
80,000
Therefore, one portion of money is equal to  20,000 baht
4
So, the elder child receives 7 portions worth 7 x 20,000 = 140,000 baht
The younger child receives 3 portions worth 3 x 20,000 = 60,000 baht
Exercise 6
1.1 90
1.2 48
1.3 7%
1.4 25%
1.5 600
226
1.6 0.5
Exercise 7
1. 125 students
2. 2.1 1,200 students
2.2 480 students
3.
Method: The discount rate on all products is 20 %.
Mother buys a set of glassware and gets a discount of 250 baht.
100
Therefore, the selling price is 250  1, 250 baht.
20
4. Method: A lawn is 5 centimetres wide and 8 centimetres long.

The scale is 1 centimetre : 50 metres.
So, the lawn is 250 metres and 400 metres long.
Calculating the area of a rectangle by 250 x 400 = 100,000 square metres
5. Method: Noknoi gets an annual interest rate of 3% which is subject to a 15% interest tax or
15
 3  0.45
100
The interest after tax is therefore 3 – 0.45 = 2.55
Noknoi deposits Baht 10,000. At the end of the 1st year, she will get an after-tax interest of 2.55%
2.55
Amounting to 10,000  255 baht
100
She then has 10,000 + 225 = 10,225 baht in her account at the beginning of the 2nd year.
At the end of the 2nd year, she gets an interest of 2.55% on the 2nd year amount =
 10,255  261.50 baht.
2.55
100
So, at the end of the 2nd year, she will have 10,255 + 261.50 = 10,516.50 baht.
6. Method: Weera bought a car for 200,000 Baht

20
He sold the car and got a profit of 20% amounting to  200,000  40,000 Baht
100
He then had 240,000 Baht
227
20
He invested the money in stocks and suffered a loss of 20% or  240,000  48,000 Baht
100
So, he has 240,000 - 48,000 = 192,000 Baht
Answer Key
Exercise 1
228
1. Fill in the blanks with the appropriate units of length or area:

1.1 millimetres
1.2 centimetres, centimetres, millimetres
1.3 kilometre
1.4 metre, metre, kilometre
1.5 centimetres, centimetres, millimetres
1.6 square centimetre
1.7 square metre
1.8 metre or wa , rai-ngarn-square wa, square metre
1.9 metre
2. Fill in the blanks
2.1 1,600
2.2 170,000
2.3 7 rai 3 ngan 19 square wa
2.4 5
2.5 2 x 10
10
2.6 2,222
2.7 2.9
2.8 432
2.9 38
2.10 1,072, 938,000 and 1,400,000
3. Answer the following questions and provide the method.
1) A garden has an area of 4,800 square metres, what is the area in Rai?
Method: The area of 1,600 square metres equals 1 rai
4,800
The area of 4,800 square metres equals 3 rai
1,600
2) An area of 25 square feet is equal to how many square metres?
Method: 1 foot = 30 centimetres
1 square foot = 30 x 30 square centimetres
25 square feet = 30 x 30 x 25 = 22,500 square centimetres
3) Uncle Dang gives a piece of land to each of three sons. The eldest son got 2 rai, the second son
got 850 square wa and the youngest son got 3,000 square metres. Who got the largest area of land?
229
Method: The oldest son has got 2 rai, i.e. 2 x 1,600 = 3,200 square metres
The second son has got 850 square wa, i.e. 850 x 4 = 3,400 square metres
The youngest son has got 3,000 square metres
Therefore, the second son has got the largest area of land.
4) An area of 5,625 rai equals how many square kilometres?
Method: An area of 625 rai = 1 square kilometre
5,625
An area of 5,625 rai = 9 square kilometres
625
5) Somkiet buys a metal sheet 3 square metres in size at the price of 456 baht. Somnuk bought
the same type of metal sheet 4 square yards in size at the price of 567 baht. Who bought the metal sheet at
a cheaper price and how much cheaper is each square metre (1 yard = 90 centimetres)?
Method: 1 yard = 90 centimetres
1 square yard = 90 x 90 square centimetres
4 square yards = 90 x 90 x 4 square centimetres
100 x 100 square centimetres = 1 square metre
90x90x4
Thus, 90 x 90 x 4 square centimetres =  3.24 square metres
100x100
567
Somnuk buys a metal sheet at 567 baht which equals  175 baht per square metre
3.24
456
Somkiet buys a metal sheet at 456 baht which equals  152 baht per square metre
3
Thus, Somkiet buys the metal sheet at a cheaper price.
Exercise 2
1. Fill the suitable measurement unit in the blanks.
2.1 metre
2.2 millimetre
2.3 kilometre
2.4 kilogram
2.5 second
2.6 degree Celsius
2.7 rai – ngarn – square wa
2.8 cubic centimetre or litre
230
2.9 centimetre
2.10 kilogram
Exercise 3
1. Find the shaded area of the following pictures. The specified number is the length of each side in a unit
of length.
1 1
1. x20x15  150 square units 2. x10x5  25 square units
2 2
2. A triangle has an area of 90 square centimetres and a base length of 12 centimetres. What is its height?
1
Method: 90 = x12x height
2
90x 2
Height =  15
12
3. A right triangle ABC has the angle BAC as the right angle and the length of each side is given as
shown in the picture below. Find the length of side A.
1
Method: ABC where AB is the base, the triangle area is x6 x8  24      1
2
1
ABC where BC is the base, the triangle area is x10xa        2
2
231
1
Equation 1 = Equation 2 Thus, x10xa  24
2
Therefore a = 4.8 units
4. Find the area of the shaded part of the set square with size details as shown in the picture below (the
given length is in centimetre).
30
1
Method: The area of the outer triangle = x30x25  375 square units
2
1
The area of the inner triangle = x24x20  240 square units
2
Therefore, the shaded part has an area of 375 – 240 = 135 square units
Exercise 4
1.1 Area of a square = side x side = 8 x 8 = 64 square centimetres
1 1
1.2 Area of a square = x the product of lengths of diagonals = ( 12 12 )  72 square
2 2
centimetres
1.3 Area of a rectangle = width x length = 4 x 7 = 28 square centimetres
1.4 Area of a parallelogram = base x height = 12 x 8 =96 square metres
1.5 Area of a trapezoid = 1
x sum parallel sides x height = 1 x5  11x6  48 square metres
2 2
1 1
1.6 Area of a rhombus = x the product of lengths of diagonals = x12x8  48 square metre
2 2
1.7 Area of a kite = 1 x the product of lengths of diagonals = 1 x8x10  40 square metres
2 2
232
1 1
1.8 Area of a kite = x the product of lengths of diagonals = x7 x12  42 square metres
2 2
x diagonal x sum of branch lines = x10x5  7   60
1 1
1.9 Area of any quadrilateral=
2 2
square metres
2. Find the area of the shaded area. The given numbers are the length of each side in metres.
1
Method: The area of the small triangle = x 4 x 4  8 square metres
2
1
The area of the big triangle = x8 x6  24 square metres
2
It can be seen that the shaded area equals 24 – 8 = 16 square metres
Method: The area of the big rectangle = 50x40  2,000 square metres
The area of the small rectangle = 44x34  1,496 square metres
It can be seen that the shaded area equals 2,000 – 1,496 = 504 square metres
Exercise 5
1. Find the shaded area. The given numbers are in centimetre and points O, Q represent the center
of the circle.
1.1
233
1
Method: The area of the triangle figure 1 = x8 x3  12
2
1
The area of the rectangle figure 2 = x10x8  40
2
Therefore the total shaded area is = 12 + 40 = 52 square units
1.2
22
Method: The circle area = x3.5 x3.5
7
The shaded area = 38.5 square units
1.3
234
22
Method: The circle area = x7 x7  154
7
Rectangle area = 14 x 14 = 196
Total shaded area = 196 – 154 = 42 square units
1.4
1 1
2.
5
6 2
2.5
Method: The area of rectangle 1 = 1x6=6

The area of rectangle 2 = 2x1=2
Area of rectangle 3 = 1x6=6
Total shaded area = 6+2+6 = 14 square units
1.5
Method: The area of rectangle 1 = 4 x 5 = 20

1
The area of triangle 2 = x 4 x3  6
2
Therefore, the total area = 20 + 6 = 26 square units
1.6
235
Method: The area of triangle 1 = Area of triangle no.2

1 
The area of triangle 1 and 2 =  x3 x 2  x 2  6
2 
Area of rectangle 3 = 5 x 3 = 15
Therefore, the total rectangular area = 6 + 15 = 21 square unit
Exercise 6
1. A house plan has a shape and a size as per the figure below. If we need to pour concrete in the shaded
areas and concrete costs 250 baht per square metre, what will be the expense? It is given that the length is
in metres.
Method: The area of rectangle 1 = 1x2 = 2 square metre

The area of rectangle 2 = 1x3 = 3 square metre
The area of rectangle 3 = 1.5 x 2 = 3 square metre
Thus, the shaded area = 2+3+3 = 8 square metre
The cost of cement pouring is 250 Baht per square metre
Total cost = 250 x 8 = 2,000 baht
2. To make a shirt as shown in the figure below, how many square metres of cloth are needed (the seam is
ignored). The length is given in centimetre.
236
Method: The area of the rectangle for the arm part 1 = ( 1 x (0.2+0.3) x 0.15) = 0.0375 square metre
2
The area of the rectangle for the arm part 2 = ( 1 x (0.2+0.3) x 0.15) = 0.0375 square
2
metre
The area of the rectangle for the body = 0.4 x 0.4 = 0.16 square metre
Total area 0.0375 + 0.0375 + 0.16 = 0.235
2 pieces of cloths are used. Therefore, the total cloths is 0.235 x 2 = 0.47 square metre
Exercise 7
1. Estimate time or time interval according to the following situations:
1.1 5.00 hours
1.2 12.00 hours
1.3 Cold, December
2. Circle the most suitable answer of unit for estimating distance, weight or size of the following objects:
2.1 b
2.2 b
2.3 a
2.4
2.4.1 c
2.4.2 a
2.4.3 b
2.4.4 b
2.5
2.5.1 b 2.5.2 a
237
3. Phahonyotin Highway from Bangkok to Maesai is 952 kilometres long. The air-conditioned bus travels
on this highway at a speed of 80-100 kilometres per hour.
3.1 10 – 12 hours
3.2 4.00 – 6.00
3.3 24.00 – 2.00
4. A hotel elevator can take up to 10 passengers at a time (600 kilograms). Sometime, there are only 8
passengers but the alarm is sounded. Some other times, there are 12 passengers but the alarm remains
silent. Explain the reason why?
Answer If the total weight of 8 persons is more than 600 kilograms.
If the total weight of 12 persons does not exceed 600 kilograms.
5. Petch Kasem Highway (Bangkok-Ban Klong Pran, Naradivas) is 1,352 kilometres, Mitraparb
Highway (Bangkok-Nongkai) is 508 kilometres, Sukhumvit Highway (Bangkok-Trad) is 400 kilometres.
5.1 A distance of 1,352 + 508 = 1,860 kilometres
At a speed of 90 – 100 kilometres per hour, the estimated travel time is 19 – 22 hours.
5.2 Travel time 1,352  13.52 hours. So, arrival at Naradivas around 2 o’clock in the morning.
100
400
5.3 Travel time 5 hours
80
5.4 Petch Kasem Highway approximately 1,400 kilometres
Mittraparp Highway approximately 500 kilometres
Sukhumvit Highway approximately 400 kilometres
Answer Key
Exercise 1
1. Find the surface area and the volume of the following prisms:
Method: Volume = base area x height

238
1 
=  x8 x3  x5 = 60 cubic centimetres
2 
Method: Volume = base area x height

1 
=  x12x2  x4 = 48 cubic centimetres
2 
Exercise 2
1. Find the volume and the total surface area of a cylinder with a height of 10 centimetres and a diameter
of 14 centimetres.
Method: Volume = ¶ r2 h
22
= x7 x7 x10  1,540 cubic centimetres
7
Base area = ¶ r2
22
= x7 x7  154 square centimetres
7
Lateral surface area = 2¶rh
22
= 2x x7 x10  440 square centimetres
7
Therefore, the total surface area = 440 + (154 x 2) = 748 square centimetres
2. Find the volume of a cylinder with a base radius of 3.5 inches and a height of 5 inches.
Method: Volume = ¶r2 h
22
= x3.5 x3.5 x5  192.5 cubic inches
7
3. Find the volume and the total surface area of a cylindrical water tank with a base radius of 3 metres and
a height of 3 metres.
22
= x3x3x4.9  138.6 cubic metres
7
Lateral surface area = 2¶rh
239
22
= 2x x3x4.9  92.4 square metres
7
Two sides of base area = 2 x (3.14)x 3x 3 = 56.52 square metres
Therefore, the total surface area = 92.4 + 56.52 = 148.92 square metres
Exercise 3
1. Find the volume and the total surface area of a pyramid with a height of 6 centimetres and a square base
where each side is 16 centimetres long.
Method: Find the slant height from the formula c 2  a 2  b 2
c 2  82  6 2
C = 10
Base area of a square = 16 x 16 = 256 square centimetres
1
Volume of a pyramid = x base area x height
3
1
= x 256x6 = 512 square centimeters
3
x4 x16x10 =
1
Lateral surface area = 320 square centimetres
2
Therefore, the total surface area = 256 + 320 = 576 square centimetres
2. Find the lateral surface area of a pyramid that has a regular hexagon as a base with a side 4 centimetres
long and a slant height of 7.5 centimetres.
1
Method: Lateral surface area = x base perimeter x slant height
2
1
= x (4 x 6) x 7.5
2
= 2 x 6 x 7.5 = 90 square centimetres
Exercise 4
1. Find the volume and the total surface area of a cone with a height of 24 centimetres and a diameter of
15 centimetres.
1
3
240
1 22
= x x7 x7 x24
3 7
Slant height = A2  242  7 2 = 625
A = 25
Base area = ¶ r2
22
= x7 x7  154 square centimetres
7
Lateral surface area = ¶rl
22
= x7 x 25  550 square centimetres
7
Therefore, the total volume = 154 + 550 = 704 square centimetres
2. Find the volume and the total surface area of a cone with a slant height of 5 centimetres and a diameter
of 8 centimetres (answer in terms of ).
Method: Find the height c 2  a 2  b2
a 2  52  4 2
a =3
1
Volume = ¶ r2h
3
1
= ¶ 42 x3 = 16 ¶ cubic centimetres
3
Lateral surface area = ¶rl
= ¶ (4)(5) = 20 ¶ square centimetres
Base area = ¶r2
= ¶ 42 = 16 ¶ square centimetres
The total surface area = 20 ¶ + 16¶ = 36¶ square centimetres
3. Find the volume of a cylinder shaped rocket with a cone head, a diameter of 14 centimetres, a cylinder
length of 30 centimetres and a cone height of 12 centimetres.
Method: Volume of a cylinder = ¶ r2 h

241
22
= x7 x7 x30 = 4,620 cubic centimetres
7
1
Volume of a cone = ¶ r2 h
3
= x x7 x7 x12 =
1 22
616 cubic centimetres
3 7
Total volume = 4,620 + 616 = 5,236 cubic centimetres
Exercise 5
1. Find the volume and the surface area of a sphere with diameter of 14 centimetres.
4
Method: Volume of a sphere = ¶ r3
3
4 22
=  777 = 1,437.3 cubic centimetres
3 7
Surface area of a sphere = 4 ¶ r2
22
= 4x x7 x7 = 616 square centimetres
7
2. A sphere has 38,808 cubic centimetres. Find its radius and its surface area.
4
Method: Volume of a sphere = ¶ r3
3
4 22 3
38,808 = x xr
3 7
38,808 3  7
r3 =
4  22
r = 21 centimetres
Surface area of a sphere = 4 ¶ r2
22
= 4x x 21x 21 = 5,544 square centimetres
7
3. A sphere has a surface area of 616 square inches. Find its volume.
Method: Surface area of a sphere = 4 ¶ r2
22 2
616 = 4 r
7
r2 = 616  1  7
4 22
r = 7 centimetres
4
Volume of a sphere = ¶ r3
3
242
= 4 22
 777
3 7
4. A metal sphere has an outer radius of 21 centimetres and an inner radius of 7 centimetres. Find the
metal’s volume.
4
Method: Volume of the outer sphere = ¶ r3
3
= 4 22
  21 21 21
3 7
4
Volume of an inner sphere = ¶ r3
3
= 4 22
 777
3 7
Therefore, the volume of the metal = 38,808 - 1,437.33 = 37,370.67
Exercise 6
1. A rectangular pool has a width of 5 wah, a height of 3 metres and a length of 15 metres. If a water
pumping can remove water from the pool at the rate of 9,000 liters per minute. How much time will it
take to pump all of the water out?
Method: Volume of a pool = width x length x depth
= 10 x 15 x 3 cubic metres
= 450 cubic metres
1 cubic metre = 1,000,000 cubic centimetres
= 450 x 1,000,000
1 litre = 1,000 cubic centimetres
450,000,000
=  450,000 litres
1,000
Each minute, water is pumped out of the pool = 9,000 litres
450,000
Water pumping takes =  50 minutes
9,000
243
2. A rectangular fish basin is 90 centimetres wide, 1.2 metres long and contains 540 litres of water. If the
basin is to be covered with 10-centimeter square tiles, how many tiles will be needed as a minimum?
Method: A fish basin contains 540 litres of water which is 540 x 1,000 = 540,000 cubic centimetres
Find the depth of the fish basin from 540,000 = 90 x 120 x depth
540,000
depth =  50 centimetres
90  120
Find the area of fish basin of side 1 = 50 x 90 = 4,500 square centimetres
Therefore, total area of the fish basin = 4,500 +4,500 +6,000 +6,000 +
10,800 +10,800= 42,600 square centimetres
Find the area of tiles = 10 x 10 = 100 square centimetres
42,600
Therefore, the number of tiles to be used =  426 tiles3. A bottle of mouthwash has a
100
volume of 700 millilitres. 10 millilitres of it is used twice a day for mouth washing. How many days will
it last?
Method: A bottle of mouthwash has net volume of 700 millilitres
The mouthwash is used 10 millilitres each time, twice a day =10 x 2 = 20 millilitres
700
The mouthwash will be used for =  35 days
20
4. How many litres of water can a 2-metre square water tank contain?
Method: The square tank has a capacity of = 2 x 2 x 2 = 8 cubic metres
which is = 8 x 1,000,000 = 8,000,000 cubic centimetres
The tank can contain water = 8,000,000 = 8,000 litres
1,000
5. A rectangular tank with an inner width of 90 centimetres, a length of 1.50 centimetres, a height of 1.20
metres, is full of water. If the water is drawn from the tank to fill 4.5-litre buckets. How many buckets will
be filled with water?
Method: The rectangular tank has a volume = 90 x 150 x 120
244

1,620,000
It can contain water =
1,000
= 1,620 litres
A gallon can contain water = 4.5 litres
1,620
Therefore, 1,620 litres of water can fill =  360 gallons
4.5
Exercise 7
1. A fuel tank of a gas station has a spherical shape with a diameter of 7 metres. To paint the upper half part
will cost 40 baht per square metre. How much will it cost to paint the tank?
Method: Surface area of a sphere = 4 ¶ r2
1
Surface area of a hemisphere = x 4 ¶ r2
2
1 22
=  4   3.5  3.5
2 7
= 77 square metres
Painting cost per square metre = 40 Baht
Total painting cost = 77 x 40
= 3,080 Baht
2. A marble cube is 2.1 metres long on each side. If it is worked into a spherical shape with a diameter
equal to the length of the cube, how much of the marble volume will have to be removed?
Method:
2.1 m
2.1 m
Volume of the cube = side3
= 2.1 x 2.1 x 2.1 = 9.261 cubic metres
4
Volume of a sphere = ¶ r3
3
245
4 22  2.1   2.1   2.1 

=     
3 7  2   2   2 
= 4.851 cubic metres
The volume to be removed = 9.261 – 4.851
= 4.41 cubic metres
3. A rectangular lead bar which is 8 inches wide, 11 inches long and 5 inches thick is melted to form
spherical bullets with a radius of 1 inch. How many bullets will be formed?
Method: Volume of a rectangular solid = 8 x 11 x 5
= 440 cubic inches
4
Volume of 1 spherical bullet = ¶ r3
3
  1
4 22
= 3
3 7
88
= cubic inches
21
Number of bullets = 440  88
21
= 440  21
88
= 105 bullets
Answer Key
Exercise 1
1. Write ordered pairs from the following given charts:
1.1 (1,-1), (2,-2), (3,-3), (4,-4)
1.2 (1,c), (2,b), (3,a) , (4,d)
1.3 (1,0), (2,-1), (3,-2), (4,-3),(5,-4)
2. Find x and y from the given conditions as follows:
2.1 x = 4 , y=3
2.2 x = y , y=2
2.3 x = 6 , y=0
2.4 x = 4 , y=4
246
Exercise 2
1.1 A = (1, 3) B = (-1, 2) C = (-4, -2) D = (1,-1)
1.2 A = (0, 2) B = (-3, 1) C = (4, 0) D = (3,-4)
2.1
2.2
247
Exercise 3
The following graph shows the travel time and distance of Anuwat and Anupan:
Distance (kilometre)
Anuwat
Anupan
Time (hour)
3.1 2 hours
3.2 3 hours
3.3 320 kilometres
3.4 2 hours
3.5 160 kilometres
Answer-Key
Lesson 8: Connection between two- and three-dimensional geometric shapes
Exercise 1
1. Identify the type of 3D geometric shapes from the following opened forms:
1. Triangular pyramid 2. Rectangular prism or square prism

248
3. Hexagonal pyramid 4. Pentagonal prism
2. Draw the opened form of the following 3D geometric shapes:

249
Exercise 2
3D shape Front view Top view Side view
250
Exercise 3
251
Match the following front, side and top views with the correct 3D geometric shapes on the right-
hand side and indicate the 3D shape concerned in the space provided:
คc
Top
a
Front Side
กa
Top
Front Side
b
252
ขb
Top
Front Side
จe
Top
d
Front Side
งd
Top
Front Side
253
2. Draw the front, side and top images of the following 3D geometric shape and write the controlling
number of cubes in the squares table.
Answer
Top
Front Side
254
Answer Key
Exercise 1
Statistical data
No. Information
Yes No
1 Daeng is 163 cm. tall. 
2 Miss Vipawee’s measurements are 35-24-36 
3 The total weight of all the school children who study the distance learning curriculum. 
4 The temperature in Pathumthani today is 25degree Celcius. 
5 Somsri got a score of 15. 

In flipping a coin 10 times, it came up heads 10 times and tails 4 times and the ratio 
6 for obtaining the head was
6
10
7 Ajarn Supara’s salary is 23,000baht. 
8 The average height of the male population is 162 cm. 
9 Amongst the 6 people living in Vichai’s house, there are 6 men and 2 women. 
The number of criminal cases in B.E. 2551 as compiled from the daily criminal case 
10 record of all police stations.
2. Consider the following data and mark in the column corresponding to your own opinion.
Statistical data
No. Information Qualitative Quantitative
data data
1 Statistics of patients classified as bacterial infections at a hospital. 
2 The number of long-distance calls per day of each of the 10 office telephones. 
3 The manager was interviewed about the percentage of time he spent at meetings. 
4 Cosmetics, particularly lipstick colours are the top sellers of each of the 10 companies. 
3. Consider each of the following sentences and add your opinion whether it is a primary or secondary data source in the space provided.
3.1 Secondary
3.2 Primary
3.3 Secondary
3.4 Primary
255
3.5 Secondary
Exercise 2
1. The pie chart shows the revenue per day of a department store classified by department.
bahts
bahts
bahts
bahts
bahts
1.1 Less than 0.86 %

1.2 The revenue of the cosmetics department is the lowest, it is 12.87% of the department with the highest
revenue.
1.3 51.43%
1.4 The stationary and school books department accounts for 20.11% of the total revenue.
2. Based on interviews, the budget allocated by the school to each course group is as follows:
256
Course group Budget Percentage Size of angle at the centre

(Baht) of the circle (Degrees)
Mathematics 35,000 35,000
 100  10.29
35,000
 360  37.06
340,000 340,000
Scienceห 100,000 29.41 105.88
Foreign Language 48,000 14.12 50.82
Thai language 34,500 10.15 36.53
Art education 18,500 5.44 19.59
Occupation and Technology 40,500 11.91 42.83
Health and Physical Education 29,500 8.68 31.24
Social Education, Religion and 34,000 10.00 36.0
Culture
3. Draw a pie chart using the percentages and the angles at the centre of the circle as calculated from the
above table.
Pie chart of the Group Course Budgets
Science
Mathematics
Foreign
languages Social Education,
Religion and Culture
Thai language
Health and Physical
Arts Education
Occupation and
Technology
257
4. Consider the following line chart:
4.1 B.E. 2529, 2531, 2533

4.2 B.E. 2529 with a difference of about 28,000 cubic metres.
4.3 The quantity of teak and Pradoo wood production is constantly decreasing but Pradoo wood
production tends to decrease faster.
26,000
4.4 Teak wood production is  100  76.47% of Pradoo wood production.
34,000
4.5 The year with the highest production is B.E. 2530 with a production of 52,000 cubic metres.
The year with the lowest production is B.E. 2533with a production of 5,000 cubic metres.
The difference between the two years is 52,000– 5,000 = 47,000cubic metres.
258
Exercise 3
1. Find the arithmetic mean, median and mode of the data 2, 6, 1, 5, 13, 6, 16.
Arithmetic mean = 7
Median= 4
Mode = 6
2. Find the arithmetic mean, median and mode of the data 24, 16,18, 36, 7, 28, 6, 36, 12.
Arithmetic mean = 20.33
Median = 18
Mode = 36
3. Find the arithmetic mean, median and mode of the data 10.1, 13.8, 15.6, 4.5, 18.6, 8.4.
Median = 11.95
Mode = -
259
Exercise 4
1. Give the accumulated frequencies in the table below:
2. The median and mode are as follows:
Median=45
Mode= 45
260
3.The table below shows the frequency distribution of the weight (in kg.) of 60 schoolchildren.
1)
2) What is the range of the weight mode? Answer: 40 -44
3) What is the range of the weight of most of these school children? Answer: 40 -44
4) If the weights are arranged according to increasing order, find the median.
Answer: The median is between the weight of the 30th and 31st child.
5) In which weight range do you think that the median is? Answer: 40 -44
261
262
263
Answer Key
Exercise 1
1. Consider the following random experiments and write down the possible outcomes:
1.1 Heads or tails
1.2 (Head, Head), (Head, Tail), (Tail, Tail)
1.3 (Yellow, Yellow), (Yellow, Red)
2. Write down all the possible outcomes of spinning a spinner with numbers 1 and 2 followed by tossing a
1-baht coin.
Answer: H,1 H,2 T,1 T, 2
3. Write down all the possible outcomes of picking 1 number between 10 and 20
Answer: 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20
Exercise 2
1. Tossing a dice: Write down the following:
1.1 1, 2, 3, 4, 5,6
1.2 1, 2, 3, 4, 5
1.3 3, 6
2. Tossing 2 dice simultaneously: Write down the following:
2.1 {(1,1),(1,2),(1,3),(1,4),(1,5),(1,6),
(2,1),(2,2),(2,3),(2,4),(2,5),(2,6),
(3,1),(3,2),(3,3),(3,4),(3,5),(3,6),
(4,1),(4,2),(4,3),(4,4),(4,5),(4,6),
(5,1),(5,2),(5,3),(5,4),(5,5),(5,6),
(6,1),(6,2),(6,3),(6,4),(6,5),(6,6)}
2.2 (2,6), (3,5), (4,4), (5,3) (6,2)
2.3(4,6), (5,5), (5,6), (6,4),(6,5),(6,6)
2.4 (1,1),(1,2), (2,1)
2.5 (1,1), (1,3),(1,5),(2,1),(2,2),(2,4),(2,6), (3,1),(3,3),(3,5),(4,2),(4,4),(4,6),
(5,1),(5,3),(5,5),(6,2),(6,4),(6,6)
2.6 No. It is an impossible event.
264
3. When students are asked about the 2 colors they prefer for the report cover page out of the following 5
colors: white, blue, pink, green and yellow. Write down the following:
3.1 (White, Blue), (White, Pink), (White, Green), (White, Yellow), (Blue, Pink), (Blue, Green),
(Blue, Yellow), (Pink, Green), (Pink, Yellow), (Green, Yellow)
3.2 (White, Blue), (White, Pink), (Blue, Pink), (Blue, Green), (Blue, Yellow), (Pink, Green),
(Pink, Yellow)
Exercise 3
5
1
10
1
2.
6
5
3.
7
1
4.
52
26
5.
52
6
6.
36
7. Zero possibility
8. 100 tickets
1
9.
4
6
10.
12
Exercise 4
Read the following and tell who has more advantage than the other.
1. Students are asked to write number 1 at one face of the cube, number 2 at the other two faces and
number 3 at the remaining 3 faces. Each student is asked to roll the cube one time. The rules for
determining win/loss/tie are as follows:
1.1 No one has an advantage over another.
1.2 The second player has an advantage over the first player.
265
Answer Keys
Lesson 11: Application of mathematical process skills to occupations
1. The daily income-expense record over a 5-day period of Mr. Somporn who sells Chinese donuts:
Amount Amount
Baht Satang Baht Satang
1 October - Balance brought 8,000 - 1 October - Flour and ingredients 2,500 -
2011 forward from 2011
September 2011 - Cooking gas 350 -
- Chinese donut 4,800 -
sales - Food 270 -
2 October - Chinese donut 4,200 - 2 October - Water and electricity 840 -

2011 sales 2011 bills
- Food 320 -
- Plastic bags 200 -
- Paper bags 100 -
3 October - Chinese donut 3,900 - 3 October - Telephone bill 430 -
2011 sales 2011 - Food 290 -
- Textbooks 950 -
- Drinking water 160 -
4 October - Chinese donut 4,500 - 4 October - Clothes 1,250 -
2011 sales 2011 - Food 340 -
- Flour and ingredients 2,000 -
5 October - Chinese donut 3,800 - 5 October - Food 250 -

2011 sales 2011 - Drinking water 120 -
- Newspaper 480 -
Total income 29,200 - Total expenses 10,850 -
Balance carried forward 18,350 -
266
2. Prepare the record of your actual income and expenses over a period of 1 week
Amount Amount
Baht Satang
Day 1 Salary or sales 18,000 - Day 1 - Gasoline 1,200 -
- Food 340 -
- Fruit 130 -
Day 2 Deposit interest 3,000 - Day 2 - Food 280 -
- Telephone bill 430 -
Day 3 - Cooking gas 360 -
- Food 240 -
- Newspaper 240 -
Day 4 - Food 220 -
- Clothes 850 -
- Laundry 350 -
Day 5 - Gasoline 1,200 -
- Food 280 -
- Fruit 180 -
Day 6 -Food and milk 400 -
- Shoes 1,800 -
Day 7 - Food 280 -
Total income 21,000 - Total expense 9,070 -
Balance carried 11,930 -
forward
3. (1) Samorn buys bed, a wardrobe and a desk:

267
= 6,000 + 8,500 + 5,500 = 20,000

7
Value added tax to be paid = 20,000  = 1,400 baht
100
Amount to be paid = 20,000 + 1,400 = 21,400 baht
As the purchase is less than 25,000 baht, Samorn will not receive the discount.
(2) Samorn buys one each of all the items listed in the table:
= 6,000 + 8,500 + 600 + 5,500 +3,200 = 23,800 baht
7
Value added tax to be paid = 23,800  = 1,666 baht
100
All furniture items cost = 23,800 + 1,666 = 25,466 baht
As the purchase is more than 25,000 baht, Samorn will receive a 10% discount.
10
 The discount = 25,466  = 2,546.60 baht
100
Amount to be paid = 25,466 – 2,546.60 = 22,919.40 baht
0.75
4. (1) Savings deposit interest = 500,000   1 = 3,750 baht
100
3.42 4
(2) 4-month time deposit interest = 500,000   = 5,700 baht
100 12
Upon the end of 1 year = 5,700  3 = 17,100 baht
15
Tax to be paid = 17,100  = 2,565 baht
100
Net interest income = 14,535 baht
500,000
(3) Government Saving Bank’s lottery = = 10,000 lotteries
50
If the lotteries are redeemed after 1 year, the interest rate will be 0.25 baht per lottery.
500,000
The interest income will be  0.25 = 2,500 baht
50
The owner will win 2 monthly prizes from the matching last 4-digit numbers for 12 months.
Each prize worth 150 baht.
= 12  2  150 = 3,600 baht
 The prize and interest gained from the Government Saving Bank’s lotteries total
268
= 2,500 + 3,600 = 6,100 baht

 Amorn should opt for the 4-month time deposit as it offers the best rate of return.
5. The taxable income of Jamnong is 15,000  12 = 180,000 baht

Deduct the expense allowance worth 40% of the taxable income (the deduction must not
exceed 60,000 baht)
40
= 180,000 = 72,000 baht
100
Jamnong can deduct only up to 60,000 baht for the expense allowance.
Deduct 30,000 baht for a general allowance and 10,000 baht for life insurance premium
expense
Total deductions 30,000 + 10,000 = 40,000 baht
Taxable income of Jamnong = Taxable income – (deductions + allowances)
= 180,000 – (60,000 + 40,000)
= 80,000 baht
Therefore, Jamnong has to file a personal income tax return but is exempted from the tax
payment. (According to the Revenue Department’s requirements, taxpayers having a taxable income of 0
- 150,000 baht are granted personal income tax exemption.)
6. According to the graphical data, the sales figure of the company has increased continuously. So, the
company should purchase more bags for its stock.
7. Normal wage = 215  5 = 1,075 baht
Holiday pay = 215  1.5  3 = 967.50 baht
The employee is paid = 1,075 + 967.50
= 2,042.50 baht
8. Line graphs should be used in the analysis of historical profitability trend.
10
9. Solution The width of each sign is 10 inches= foot
12
21
The length is 21 inches = foot
12
10 21
Area of all signs combined =   3 = 4.375 square feet
12 12
The total cost is = 4.375  185 = 809.375 b
269
Working Group
Advisors
1. Mr. Prasert Boonrueng ONIE Secretary General
2. Dr. Chaiyos Aim-Suwan ONIE Vice Secretary
3. Mr. Watcharin Jumpee ONIE Vice Secretary
4. Dr. Thongyou Kaewsaiha ONIE Curricular Consultant
5. Mrs. Rakhana Tanthawutto Director of ONIE Development Division
Writers
1. Mr. Chaiyo Muangboonmee Retired Official
2. Miss Karuna Tatiyarattanaporn Retired Official
Editors and Developers

1. Mr. Chumpol Noosong Retired Official
2. Mr. Chaiyo Muangboonmee Retired Official
3. Miss Sirintorn Nakkum ONIE, Samut Sakhon
4. Miss Bibihara Samut ONIE, Samut Sakhon
5. Mrs. Pornthip Klarop ONIE Development Division
6. Mr. Suraphong Manmano ONIE Development Division
Working Group
1. Mr. Suraphong Manmano ONIE Development Division
2. Mr. Supachoke Srirattanasil ONIE Development Division
3. Miss Wannaporn Patamanont ONIE Development Division
4. Miss Srinya Kulapradit ONIE Development Division
5. Miss Phetcharin Leungjitwattana ONIE Development Division
Typist of the Original Version

Miss Phetcharin Leungjitwattana ONIE Development Division
Textbook Cover Design

Mr. Supachoke Srirattanasil ONIE Development Division
270
Second Working Group

Advisors
1. Mr. Prasert Boonrueng ONIE Secretary General
2. Dr. Chaiyos Aim-Suwan ONIE Vice Secretary
3. Mr. Watcharin Jumpee ONIE Vice Secretary
4. Mrs. Wattanee Chant-okul Expert, Instructional Media Development
5. Mrs Chuleeporn Phatininnat Expert, Educational Dissemination
6. Mrs. Anchalee Dhammaviteekul Chief, Educational Supervision Division
7. Mrs. Suthinee Ngarmkhet Director, ONIE Development Division
2nd Working Group

1. Mrs. Jaruporn Bouthaviriyakorn Educational Technology Centre
2. Miss Vorawan Benjanirat ONIE Retired Official
3. Mrs. Panthipa Chinchatchawal ONIE Development Division
4. Miss Benchawan Amphaisri ONIE Development Division
5. Miss Piyawadee Kanesom ONIE Development Division

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Non-Formal and Informal Basic Education Curriculum of B.E. 2551

Office of the Non-Formal and Informal Education

The Essence of Mathematics Skills Textbook

Copyright owned by the Office of the Non-Formal and Informal Education,

The Lower Secondary Level Basic Learning Skills Textbook in Mathematics

Mathematics Course Structure

Expected learning outcome

Topic 1: Positive integers, negative integers and zero

Positive integer Zero Negative integer

Zero – There is only one number, which is zero (0).

Topic 2: Comparison of integers

Integers can be compared using the number line as follows:

Positive integers are ...............................................................................................

3. Write these integers in an increasing order.

2.1 Opposites of integers

Consider the number line:

2.2: Absolute value of integers

The absolute value of 2 is 2 and is represented by 2  2

2. Write the symbol <, > or = in the blank.

2) The opposite of 8 .........................................8

3) The opposite of (-8).......................................(-8)

4)  25 .......... .......... .......... .......... .  25

5)  20 .......... .......... .......... .......... . 20

6)  25 .......... .......... .......... .......... ..  5

7) The opposite of (-2) ......................................... the opposite of (-7)

8) The opposite of 32............................................. the opposite of 77

Topic 3: Addition, subtraction, multiplication and division of integers

Consider the number line:

Consider the number line:

Consider the number line:

3.2 Where the negative integer has a greater absolute value

Consider the number line:

Consider the number line:

Consider the number line:

Summary: Principle of integer addition

3.2 Subtraction of integers

Based on the above 2 examples of a subtraction of two integers,

Minuend - Subtrahend = Minuend + the opposite of Subtrahend

That is, when ‘a’ and ‘b’ represent any integer,

3.3 Multiplication of integers

2) Multiplying positive integers by negative integers

3) Multiplying negative integers by positive integers

4) Multiplying negative integers by negative integers

3.4 Division of integers

Based on the examples above, it can be seen that:

Based on the examples above, it can be seen that:

Find the quotient

Topic 4: Properties of integers and their application

2). Properties of zero

Expected learning outcome

Topic 1: Meaning of fractions and decimals

This is a circle, it is divided into 4 equal parts.

1 unit on the number line is divided into 5 equal parts.

is read minus three-seconds.

is read minus four-thirds.

Example 1: Fill in the correct fractions in the box 