E-LEARNING NOTES

S S 2 SCHEME SECOND TERM

WEEK TOPIC CONTENT
(a) Simple and Compound statements.
1 *LOGICAL REASONING (b) Logical operation and the truth table.
(c) Validity of argument.
(a) Revise linear inequalities in one variable.
2 LINEAR INEQUALITIES 1 (b) Solutions of inequalities in two variables.
(c) Range of values of combined inequalities.
(a) Graphs of linear inequalities in two variables. (b)
Maximum and minimum values of simultaneous
3 LINEAR INEQUALITIES 2 linear inequalities.
(c) Application of linear inequalities in real life.
(d) Introduction to linear programming.
(a) Simplification of fractions.
(b) Operation in algebraic fractions.
4 ALGEBRAIC FRACTIONS (c) Equation involving fraction.
(d) Substitution in fractions.
(e) Simultaneous equation involving fractions.
(f) Undefined value of a fraction.
(a) Lines and regions of a circle.
(b) Circle theorems including: (i) Angles subtended
by chords in circle; (ii) Angles subtended by chords
5 CIRCLE GEOMETRY 1 at the centre; (iii) Perpendicular bisectors of chords;
(iv) Angles in alternate segments. (v) Cyclic
quadrilaterals
Circle Theorems: (a) The angle which an arc subtends
at the centre is twice the angle it subtends at the
6 CIRCLE GEOMETRY 2 circumference. (b) Angles in the same segment of a
circle are equal. (ii) Angle in a semi-circle. (c)
Tangent to a circle.
7 MID-TERM BREAK
(a) Derivation and application of sine rule.
8 TRIGONOMETRY (b) Derivation and application of cosine rule.
(a) Revision of; Trigonometric ratios; Angles of
elevation and depression.
9 BEARINGS (b) Notation for bearings: (i) Cardinal notations
N300E (ii) S450W (iii) 3-digits notation. E.g. 0750,
3500.
(c) Practical problems on bearing.
10 REVISION
11 EXAMINATION

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Page 2
WEEK 1
SUBJECT: MATHEMATICS
CLASS: SS2
TOPIC: LOGICAL REASONING
CONTENT:
 Simple and Compound statements.
 Logical operation and the truth table.
 Validity of argument

SIMPLE AND COMPOUND STATEMENTS

Mathematical logic can be defined as the study of the relationship between certain
objects such as numbers, functions, geometric figures etc. Statements are verbal
or written declarations or assertions. The fundamental (i.e logical) property of a
statement is that it is either true or false but not both. So logical statements are
statements that are either reasonably true or false but not both.
Example: The following are logical statements;
1. Nigeria is in Africa
2. The river Niger is in Enugu
3. 2+5=3
4. 3<7

P Q p˄q
T T T
T F F
F F F

N.B The educator should ask the students to give their examples

Example: The following are not logical statements because they are neither true
nor false.
1. What is your name?
2. Oh what a lovely day

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 3. Take her away
4. Who is he?
5. Mathematics is a simple subject (note that this statements is true or false
depending on each individual, so it is not logical)
N.B educator to ask the students to give their own examples

Compound statements—
When two or more simple statements are combined, we have a compound
statement. To do this, we use the words: ‘and’, ‘or’, ‘if … then’, ‘if and only if’,
‘but’. Such words are called connectives.
Conjunction (or ˄) of logical reasoning: Any two simple statements p,q can be
combined by the word ‘and’ to form a compound (or composite) statement ‘p
and q’ called the conjunction of p,q denoted symbolically as p˄q.
Example: 1. Let p be “The weather is cold” and q be “it is raining”, then the
conjunction of p,q written as p˄q is the statement “the weather is cold and it is
raining”.
2. The symbol ‘˄’ can be used to define the intersection of two sets A and B as
follows;
𝐴 ∩ 𝐵 = {𝑥: 𝑥 ∈ 𝐴 ˄ 𝑥 ∈ 𝐵}
The truth table for p˄q is given below;
Class Activity:
1. Which of the following is (are) simple statement and non statement
i. The ground is wet
ii. It is raining
iii. Go to the front seat
iv. Base ball is not a sport
v. Every triangle has four sides
2. In the following problems, determine if the sentence is a statement. Classify
each sentence that is a statement as simple or compound. If compound , give
the components
i. Open the door
ii. 5 is a prime number
iii. Do you like mathematics
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 iv. May you live long!
v. Today is Sunday and tomorrow is Monday
vi. Rebecca is studying in class eleven and she has to offer 5 object
vii. 20 is a prime number and 20 is less than 21
viii. Abuja is a city and it is the capital of Nigeria
ix. The earth revolves around the moon
x. Every rectangle is square

LOGICAL OPERATION AND THE TRUTH TABLE

The word ‘not’ and the four connectives ‘and’, ‘or’, ‘if … then’, ‘if and only if’ are
called logic operators. They are also referred to as logical constants. The symbols
adopted for the logic operators are given below.
Logic Operators Symbols
‘not’ − 𝑜𝑟~
‘and’ ˄
‘or’ ˅
‘if … then’ →
‘if and only if’ ↔
When the symbols above are applied to propositions p and q, we obtain the
representations in the table below:
Logic operation Representation
‘not p’ ~p or 𝑝̅
‘P and q’ p˄q
‘p or q’ p˅q
‘if p then q’ p→q
‘p if and only if q’ p↔q

CONDITIONAL STATEMENTS AND INDIRECT PROOFS

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Many statements especially in mathematics are of the form “if p then q”, such
statements are called conditional statements or implications. The statement ‘if p
then q’ means p implies q. The p part is called the antecedent (ante means before)
whereas the q part is the consequent
Examples:
1. The student can solve the problem only if he goes through the worked
examples thoroughly.

Antecedent: The student can solve the problem

Consequent: He goes through the worked examples thoroughly
2. If Dayo is humble and prayerful then he will meet with God’s favour.
Antecedent: Dayo is humble and prayerful
Consequent: He will meet with God’s favour

Class Activity:
Identify the antecedent and the consequent in these implicative statements
(a) If I travel then you must teach my lesson
(b) If you person well in your examinations then you will go on holidays
(c) If London is in Britain then 12 is an even number
(d) If the bus come late then I will take a motorcycle
(e) If a & b are integers then ab is a rational number

Converse statements: The converse of the conditional statement “if p then

q” is the conditional statement “if q then p” i.e the converse of p → q is q →
p
Example;
Let p be ‘Obi is a boy’ and q be ‘3 + 3 = 4’ and so p → q is the statement ‘if
Obi is a boy then 3 + 3 = 4’. The converse of the statement (q → p) is the
statement ‘if 3 + 3 = 4 then Obi is a boy’
(students should give more examples)
Inverse statements: The inverse of the conditional statement “if p then q” is
the conditional statement “if not p then not q”. i.e the inverse of p → q is
~p → ~q

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Class Activity:
1. Write down the inverse of each of the following statements
(a) If Mary is a model then she is beautiful
(b) If Ibadan is the largest city in the west Africa then it is the largest city
in Nigeria
(c) If the army misbehaves again he will be demoted
2. Write down the converse of each of the following
(a) If he sets a good, he will get a good fellowship
(b) If it rains sufficiently then the harvest will be good
(c) If the triangles are congruent then the ratios of their corresponding
lengths are equal

VALIDITY OF ARGUMENT

A logical argument is a relationship between a sequence of statements

X1, X2,X3,..Xn called premises and another statement Y called the
conclusion. Usually, an argument is denoted by X1, X2,X3,..Xn; Y
.One of the major application of logic is the determination of validity
(correctness) or otherwise of arguments. An argument is valid if its
truth T; if the truth value is false F, it is called a fallacy
Examples
1. Test the validity of the following argument with premises X 1, and
X2 and conclusion Y.

X1 : All teacher are hardworking.

X2 : Some young people are teachers
Y : There, some young people are hardworking
Solution
Let
U = { all people}
H = { hardworking people}
N = { young people}
T = { teachers}

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 The Venn diagrams in the diagram below illustrate this argument

H
T
N N

The shaded region of the Venn diagram represent H n N , i.e young people who are
hardworking
Since the conclusion follows from the premises, the argument is valid
2. Determine the validity of the following argument
X1 : if Bola studies hard he passes his examination
X2 : if Tina fails her examination, Bola passes his examination
X3 : Bola fails his examination
Y : therefore, Tina passes her examination
Solution
First start by identifying the statement ( propositional) variables in
argument as follows
P : Bola studies hard
Q : Bola passes his examination
R : Tina passes her examination
Thus, using the argument form ,X1,X2,X3,.Y i.e (P→q ), (r → q)
̃q ; ..r
Second Construct the relevant truth table
P Q R ̃q ̃r p→q ̃r→q

T T T F F T T

T T F F T T T

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 T F T T F F T

T F F T T F F

T F F T T F F

F T T F F T T

F T F F T T T

F F T T F T T

F F F T T T F

Class Activity
Determine the validity of the following arguments
1. Bankers are rich.
Rich people are house owner
Therefore, bankers are house owners
2. Idle men are never rich
Wanderers are idle men
Therefore, a rich man is never wanderer
PRACTICE EXERCISE
1. Determine the validity of the following argument
i. All reptiles are intelligent animals
A tortoise is a reptile
Therefore, a tortoise is an intelligent animal
ii. No doctor is dirty person
All friends are clean person
Therefore, all my friend s are doctors
iii. Nurses are hospitable people
My neighbours are hostile to one another
Therefore, none of my neighbours is a nurse
2. Given the positive intergers x,y,z. prove that if x<y and y< z [ Hint: you
may use Venn diagram]
3. Prove that if two angles are alternate then the angles are equal
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ASSIGNMENT
1. Prove that if a triangle is isosceles, then two of it angles are equal
2. Given two integers m and n. Prove that if m and n are even. Then their
products also even
3. Prove that the conditional statement, if x2 = 16, then x = 4, is a fallacy
4. Which of the following is the correct interpretation of p v q ?
A : it will rain tomorrow and the field will be wet
B: Either it will rain tomorrow or the field will be wet
C: Either it will rain tomorrow or the field will be wet or it will rain
tomorrow and the field will be wet
D: It will not rain tomorrow but the field will be wet.
5. Determine the validity of the following argument
X1 : No farmer is lazy
X2: No non farmer wears gold wrist-watch
Y: therefore, a lazy person does not wear a gold wrist watch
KEYWORD: VALID, NEGATION, ARGUMENT,
COMPOUND, SIMPLE STATEMENT, PROPOSITION ETC

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WEEK 2
SUBJECT: MATHEMATICS
CLASS: SS 2
TOPIC: LINEAR INEQUALITIES
CONTENT:
 Revision of linear inequalities in one variable.
 Solutions of inequalities in two variables.
 Range of values of combined inequalities

INTRODUCTION
Number line can be used to show the graph of inequalities in one variable.
Symbols commonly used for inequalities include;
< 𝑚𝑒𝑎𝑛𝑠 𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛
> 𝑚𝑒𝑎𝑛𝑠 𝑔𝑟𝑒𝑎𝑡𝑒𝑟 𝑡ℎ𝑎𝑛
≥ 𝑔𝑟𝑒𝑎𝑡𝑒𝑟 𝑡ℎ𝑎𝑛 𝑜𝑟 𝑒𝑞𝑢𝑎𝑙 𝑡𝑜
≤ 𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛 𝑜𝑟 𝑒𝑞𝑢𝑎𝑙 𝑡𝑜

Steps taken in solving inequalities is similar to that of equations with few

exceptions such as
(i) Reversing the inequality sign when both sides are multiplied (or divided)
by negative quantity. i.e if 2 < 5 then -2 > -5
(ii) Reversing the inequality sign when reciprocals are taken
2 1 3 2
i.e if > 𝑡ℎ𝑒𝑛 <
3 2 2 1

Examples;
1. solve 2𝑥 + 1 < 𝑥 + 5

solution;
2𝑥 − 𝑥 < 5 − 1
𝑥<4

0 1 2 3 4

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Notice that the right end point x=4 is not part of the solution so the circle above is
not shaded.
2𝑥 1 3𝑥
(b) solve the inequality ; − ≤
3 6 4

Solution; To clear the fraction, multiply through by the LCM of the denominators
i.e 12
2𝑥 1 3𝑥
12 ( ) − 12 ( ) ≤ 12 ( )
3 6 4
8𝑥 − 2 ≤ 9𝑥
8𝑥 − 9𝑥 ≤ 2
−𝑥 ≤ 2
∴ 𝑥 ≥ −2
-2 -1 0 1 2
Notice that the left end point, 𝑥 = −2 is part of the solution, so small
circle above is shaded.
2. Find the range of values of x which satisfy 3 + 𝑥 ≤ 5 𝑎𝑛𝑑 8 + 𝑥 ≥ 5
(WAEC)

Solution; 3 + 𝑥 ≤ 5 𝑎𝑛𝑑 8 + 𝑥 ≥ 5
𝑥 ≤ 5 − 3 𝑎𝑛𝑑 𝑥 ≥ 5 − 8
𝑥 ≤ 2 𝑎𝑛𝑑 𝑥 ≥ −3
∴ −3 ≤ 𝑥 ≤ 2
-4 -3 -2 -1 0
1 2 3 4
Class Activity:
1. Solve the inequality and represent your result on a number line;
2(𝑥 + 3) 3(𝑥 − 1) 𝑥 + 1
+ ≤
5 4 2
1
2. Find the three highest whole number that satisfy 2(3𝑥 + 1) ≤ (2𝑥 − 5)
2

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 3. Solve and show on number line the values of x which satisfy2𝑥 − 1 ≥
3 𝑎𝑛𝑑 𝑥 − 3 < 5

Solution of inequalities in two variables

For linear inequalities in two variables, first draw the corresponding straight line.
Inequalities in two variables are usually plotted on 𝑥, 𝑦 plane (the Cartesian
coordinate plane)
Example: Show the expression 2𝑦 − 𝑥 > 1 on a graph.
𝑥+1
Solution; first put y on one side of the inequality i.e 𝑦 >
2
𝑥+1
Then draw the corresponding line 𝑦 =
2

𝒙 -3 -1 0 3
𝒚 -1 0 1 2

This line divides the plane into two. To find the side with the solution, we select
and try out a pair of points. E.g 𝑝1 (0,0)𝑝2 (1,1)
0+1
For 𝑝1 (0,0) , 0> (𝑓𝑎𝑙𝑠𝑒)
2

1+1
𝑝2 (1,1) 1> (𝑓𝑎𝑙𝑠𝑒)
2
𝑥+1
Hence, the solution set is in the region above the line 𝑦 =
2

1.5

0.5
Axis Title

Y-Values
0
-4 -3 -2 -1 0 1 2 Linear (Y-Values)
-0.5

-1

-1.5
Axis Title

The upper part of the graph shaded satisfies the inequality 2𝑦 − 𝑥 > 1

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Class Activity:
1. Shade the region common to 2𝑥 ≥ 3 𝑎𝑛𝑑 𝑦 − 1 > 0
2. Show on a graph the region that contains the set of points for which 2𝑥 +
𝑦<5
3. Shade the region that satisfy the following
(a) 𝑦 < 3𝑥
(b) 𝑥 + 𝑦 ≤ 4
(c) 2𝑥 + 𝑦 + 2 ≥ 0
(d) 4𝑥 + 3𝑦 > 0

Now we shall consider range of values of combined inequalities.

Examples:
1. if 5𝑥 < 42 − 𝑥 𝑎𝑛𝑑 𝑥 + 5 < 2𝑥 what range of x satisfies both
inequalities?

Solution:
solving the inequalities separately we obtain 𝑥 < 7 𝑎𝑛𝑑 𝑥 >
5 respectively.
∴5<𝑥<7
2. The integral values of z which satisfy the inequality −1 < 2𝑧 − 5 ≤ 5 are
solution

−1 < 2𝑧 − 5 ≤ 5 2𝑧 − 5 ≤ 5
−1 + 5 < 2𝑧 2𝑧 ≤ 5 + 5
4 2𝑧 10
<𝑧 ≤
2 2 2

2<𝑧 𝑧≤5
2<𝑧≤5
The values are 3,4,5
Class Activity:

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 1. What range of 𝑝 satisfy both 1 − 𝑝 > 1 𝑎𝑛𝑑 3(1 + 𝑝) ≥ 0
2. Find the range of values of 𝑥 such that 6𝑥 − 7 ≤ 5𝑥 𝑎𝑛𝑑 𝑥 ≤ 3𝑥 + 8
3. Express the inequality −1 − 𝑥 < 5 < 6 − 𝑥 in the form 𝑎 < 𝑥 < 𝑏 where
𝑎 & 𝑏 are both integers
PRACTICE EXERCISE
1. Illustrate the following on graph paper and shade the region which satisfies
all the three inequalities at the same time: -x + 5y ≤ 10, 3x -4y ≤ 8 and x > -
1. (SSCE 1988)

2. Illustrate graphically and shade the region in which inequalities

y- 2x < 5, 2y + x ≥ 4. y + 2x ≤ 10 (SSCE
1993)

3. If 4x < 2 + 3x and x – 8 < 3x, what range of values of x satisfies both

inequalities. Represent your result on a number line.
(SSCE 2006)

2 1
4. Solve the inequality : (x – 2) - (x + 5 ) ≤ 0
5 6
(SSCE 2008)

5. Given that x is an interger,find the three greatest values of x which satisfy

the inequality
7x <2x -13 (SSCE 2009)

ASSIGNMENT
1. What is the range of values of x for which 2x + 5 > 1 and x -4 < 1 are both
satisfied.

2. Solve 3x – 5 < 5x – 3. Represent your result on a number line.

3. Solve 2x + 6 < 5(x – 3). Represent your result on a number line.

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 5𝑥−1 1−2𝑥
Solve − ≤ 8 + 𝑥. Represent your result on a number lin
3 5
4. Show on a graph ,the area which gives the solution set of the inequalities:
y - 2x ≤ 4, 3y + x ≥ 6,y ≥ 7x (SSCE 1990)
𝑥+2 𝑥+1 1
5. Find the range of values of x for which − >
4 3 2
A. x > 4 B. x > - 4 C. x < 4 D. x < -4 (SSCE 2004)

KEYWORDS: INEQUALITY, GREATER THAN, LESS

THAN,VARIABLES,LINEAR,

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WEEK 3
SUBJECT: MATHEMATICS
CLASS: SS 2
INEQUALITIES
CONTENT:
 Graphs of linear inequalities in two variables.
 Maximum and minimum values of simultaneous linear inequalities.
 Application of linear inequalities in real life.
 Introduction to linear programming

Graph of linear inequalities in two variables: We shall consider simultaneous

inequalities.

Examples:
Show on a graph the region that contains the solution of the simultaneous
inequalities
2𝑥 + 3𝑦 < 6, 𝑦 − 2𝑥 ≤ 2, 𝑦 ≥ 0
Solution: In each case put 𝑦 on one side of the inequality
6 − 2𝑥
𝑦< 𝑦 ≤ 2 + 2𝑥 𝑎𝑛𝑑 𝑦 ≥ 0
3
6−2𝑥
We shall draw the lines 𝑦 = , 𝑦 = 2 + 2𝑥 𝑎𝑛𝑑 𝑦 = 0
3

𝒙 -2 0 2 3

𝒚𝟏 3.3 2 0.7 0
6 − 2𝑥
=
3

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 𝒚𝟐 -2 2 6 8
= 2 + 2𝑥

y-axis
8
7 y=2+2x
6
5
4
3
2
1
-3 -2 -1 0 1 2 3 4
x-axis
-1
6−2𝑥
-2y=
3
-3
-4

Points 𝑝1 (0,0) 𝑎𝑛𝑑 𝑝2 (1,1) are in the solution set for the three inequalities.
The shaded portion is the required region. The integral values of x & y that satisfy
the inequalities simultaneously are (-1,0), (0,0), (0,1), (0,2), (1,0), (1,1), (2,0), (3,0)
Class Activity:
1. Shade the region defined by;
(a) 𝑦 > −1, 𝑦 < 3𝑥 , 𝑥 + 𝑦 ≤ 4
(b) 𝑦 < 4, 𝑥 < 3.5, 2𝑥 + 𝑦 ≥ −2 , 𝑥 ≥ 𝑦 + 2
2. Show on a graph the region which contains the solutions of the simultaneous
inequalities
𝑥 − 𝑦 ≤ 2 , 3𝑥 + 2𝑦 > 6
3. Find the region common to 𝑥 + 𝑦 ≤ 3 𝑎𝑛𝑑 3𝑥 + 2𝑦 ≥ 0. show the region
on a graph

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MAXIMUM AND MINIMUM VALUES OF SIMULTANEOUS LINEAR
INEQUALITIES; APPLICATION OF LINEAR INEQUALITIES IN REAL
LIFE.
In solving simultaneous inequalities involving variables x & y, the expression
x+y=n is called the objective function. Linear programming usually involves either
maximizing or minimizing the function x+y=n. These problems are sometimes
called minimax problems.
Example: A manufacturer has 120kg and 100kg of wood and plastic respectively.
A product 𝐴 requires 2kg of wood and 3kg of plastic. Product 𝐵 requires 3kg of
wood and 2kg of plastic. If A sells for #3500 and B for #5000. How many must be
made to obtain the maximum gross income?
Solution:

Wood (kg/unit) Plastic (kg/unit) # per kg

Product A 2 3 3500
Product B 3 2 5000
Suppose there is x number of product A and suppose there is y number of product
B
2𝑥 + 3𝑦 ≤ 120
3𝑥 + 2𝑦 ≤ 100
For the first inequality we shall draw line 2x + 3y = 120
If x=0, y=40. This line passes through (0,40)
If y=0, x=60. The line passes through (60,0)
For the second inequality, consider line 3x+2y=100
If x=0, y=50. This other line passes through (0,50)
100 1 1
If y=0,x= =33 . This line passes through point (33 ,0)
3 3 3

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Number of product B, 50 3x+2y=100

40

30

20

10

Number of A
0 40
60 2x+3y=120

From the shaded region, we can get the integral values of A & B and at the given
price that will give maximum income.
At the point of intersection we have approximately 12kg of A and 32kg of B.
The income from item A is 12 x #3500 = #42000
The income from item B is 32 x #5000 = #160000
Total income = #202,000
Class Activity:
1. The number of units of protein and carbohydrate in food type F1 and F2 are
recorded in the table below

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 Food Protein Carbohydrate Cost per Kg
(units/kg) (units/kg)
F1 5 8 N200

F2 6 3 N300

Minimum daily 15 12
requirement
i. What are the restrictions on the type of food eaten daily?
ii. Draw the graph to illustrate the region of possible solutions
iii. How much food should be bought to satisfy the minimum daily
requirement

INTRODUCTION TO LINEAR PROGRAMMING

In some real life situations in business there are some constraints or restrictions.
This may be in form of constraint in amount of money available for a project,
constraint in number of skilled workers available. Such restriction problems can be
solved using graphs of linear inequalities. This method is called linear
programming. Now we shall use linear programming to solve a problem.
Example: A man has #2000. He buys shirts at #500 each and belt at #200 each. He
gets at least 2 shirts and at least one belt. If he spent over #400 more on shirts than
on belts, find
(a) How many ways the money can be spent
(b) The greatest number of shirts that can be bought
(c) The greatest number of belt that can be bought
Solution;

Let the man buy x shirts at #500 each and y belts at #200. From the first two
sentences, we have
500𝑥 + 200𝑦 ≤ 2000
Divide through by 100 to get; 5𝑥 + 2𝑦 ≤ 20 … … (𝑖)
At least 2 shirts implies 𝑥 ≥ 2 … … … . (𝑖𝑖)
At least 1 belt implies 𝑦 ≥ 1 … … … . . (𝑖𝑖𝑖)
Spending over #400 on shirts than belt implies 500𝑥 − 200𝑦 ≥ 400
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 i.e 5𝑥 − 2𝑦 ≥ 4 … … … . . (𝑖𝑣)
we shall now draw the graph for four inequalities. For the first inequality i.e 5𝑥 +
2𝑦 ≤ 20, we need line 5𝑥 + 2𝑦 = 20. if x=0, y=10 the line passes through (0,10).
If y=0, x=4. It passes through (4,0). For 5𝑥 − 2𝑦 ≥ 4,consider
line 5𝑥 − 2𝑦 = 4 if x=0, y= -2,this line passes through point (0,-2), if y=0 x=0.8
so this line passes through (0.8,0)
number of belt, y-axis

10
8
6
4
2 y=1
0
no of shirts x-axis

5x-2y=4 X=2 5x+2y=20

Ans: (a) there are five ways the money can be spent i.e (2,1),(2,2),(2,3),(3,1) and
(3,2)
(b) The greatest number of shirts that can be bought is 3
(c.) The greatest number of belts that can be bought is 3
Notice that the points to maximize the number of items that can be bought
are (2,3) i.e 2shirts and 3belts. In the two situations, five items can be
bought.
The maximum expenses occurs when we have 3shirts and 2belts,
i.e 3 × #500 + 2 × #200 = #1900

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Class Activity:
A business man needs at least 5 buses and 12 cars. He is not able to run more than
25 vehicles altogether. A bus takes up 3units of the parking space, a car takes
2units and there are only 60 units available. Find the greatest number (a) buses (b)
cars
PRACTICE EXERCISE
1. Show by shading the region S of all the points (x,y) which satisfies
simultaneously the following four inequalities: 2𝑦 ≥ 2 − 𝑥, 𝑥 + 𝑦 ≥ 5, 𝑦 ≤
2𝑥 − 3
Use your diagram to find
i. The maximum and the minimum values of x and y
ii. The minimum value of x2
iii. The maximum and minimum value of x-y
2. A dietician wishes to combine two foods, A and B, to make a mixture that
contains at least 50g of protein, at least 130mg of calcium, And not than 559
calories. The nutrient values of foods A and B are give in the table
Food A A

Protein (g/cup) 20 10

Calcium (mg/cup) 20 50

Calories (cup) 100 150

How many cups of each of the foods should the dietician use?
3. Solve the following integer programming problem
Maximize 4𝑥 + 3𝑦
Subject to 2𝑥 + 3𝑦 ≥ 150
3𝑥 + 𝑦 ≥ 100
𝑥 < 4𝑦

Page 23
ASSIGNMENT
1. When twice a certain number is added to 7. The result is more than 10.
What is the number
2. You need to buy some filling cabinets. You know that cabinet X costs
N10 per unit, requires six square feet of floor space, and holds eight files.
Cabinet Y costs N20 per unit, requires eight square feet of floor space,
and ho floor space, and holds twelve cubic feet of files. You have been
given N140 for this purchase, though you don’t have to spend that much.
The office has room for not than 72 square feet of cabinets. How many of
which model should you buy, in order to maximize storage volume?

Page 24
WEEK 4
CLASS: SS 2
TOPIC: ALGEBRAIC FRACTIONS
CONTENT:
 Simplification of fractions.
 Operation in algebraic fractions.
 Equation involving fraction.
 Substitution in fractions.
 Simultaneous equation involving fractions.
 Undefined value of a fraction.

SIMPLIFICATION OF FRACTIONS
An algebraic fraction is a part of a whole, represented mathematically by a pair of
algebraic terms. The upper part is called the numerator while the lower part the
denominator. To simplify algebraic fractions, we need to factorize both the
numerator and the denominator.
Examples:
1. Reduce the following to their lowest term
3𝑥 2 +9𝑥 2 𝑦 2
(a)
3𝑥 2 𝑦

𝑥 2 −𝑦 2 +3𝑥+3𝑦
(b)
𝑥−𝑦+3

𝑥 2 −9
(c)
𝑥 2 +𝑥−6

5𝑥𝑦−10𝑥+𝑦−2
(d)
8−2𝑦 2

Solution:

Page 25
 3𝑥 2 +9𝑥 2 𝑦 2 3𝑥 2 (1+3𝑦 2 )
(a) =
3𝑥 2 𝑦 3𝑥 2 ×𝑦
Cancel the common factors i.e.3𝑥 2
1+3𝑦 2
.∴ 𝐴𝑛𝑠 =
𝑦

𝑥 2 −𝑦 2 +3𝑥+3𝑦 (𝑥+𝑦)(𝑥−𝑦)+3(𝑥+𝑦)
(b.) =
𝑥−𝑦+3 𝑥−𝑦+3

(𝑥 + 𝑦)(𝑥 − 𝑦 + 3)
=
𝑥−𝑦+3
∴ 𝐴𝑛𝑠 = 𝑥 + 𝑦

𝑥 2 −9 (𝑥+3)(𝑥−3)
(c.) = (𝑥+3)(𝑥−2)
𝑥 2 +𝑥−6

𝑥−3
=
𝑥−2
5𝑥𝑦−10𝑥+𝑦−2 5𝑥(𝑦−2)+(𝑦−2)
(d.) =
8−2𝑦 2 2(4−𝑦 2 )

(𝑦 − 2)(5𝑥 + 1)
=
2(2 − 𝑦)(2 + 𝑦)

−(2 − 𝑦)(5𝑥 + 1)
=
2(2 − 𝑦)(2 + 𝑦)
−(5𝑥 + 1)
=
2(2 + 𝑦)
Class Activity:
Simplify the following fractions
𝑥 2 +9𝑥+8
(a)
𝑥 2 +6𝑥+5
𝑝2 +𝑝𝑞−6𝑞2
(b)
𝑝2 −3𝑝𝑞+2𝑞2

Page 26
OPERATIONS IN ALGEBRAIC FRACTIONS ARE THE PROCESS OF
ADDING AND SUBTRACTING ALGEBRAIC FRACTIONS
Addition and Subtraction algebraic fractions
Examples;
Simplify the following
4 6
(a) +
𝑎 𝑎+2

5 2
(b) −
𝑥−4 𝑥+4

1 1 2
(c) − +
2 𝑥−𝑦 𝑥+𝑦

3𝑚𝑛 5𝑚𝑛
(d) +
2𝑚2 +2𝑛2 3𝑚2 +3𝑛2

Solution:
4 6
(a) +
𝑎 𝑎+2
Express the two fractions as a single fraction by taking LCM
4(𝑎 + 2) + 6𝑎
=
𝑎(𝑎 + 2)
4𝑎 + 8 + 6𝑎
=
𝑎(𝑎 + 2)
10𝑎 + 8
=
𝑎2 + 2𝑎
5 2
(b.) −
𝑥−4 𝑥+4

Take the LCM and then express a single fraction

5(𝑥 + 4) − 2(𝑥 − 4)
=
(𝑥 − 4)(𝑥 + 4)

Page 27
 5𝑥 + 20 − 2𝑥 + 8
=
(𝑥 − 4)(𝑥 + 4)
5𝑥 − 2𝑥 + 20 + 8
=
(𝑥 − 4)(𝑥 + 4)
3𝑥 + 28
=
𝑥 2 − 16
1 1 2
(c.) − +
2 𝑥−𝑦 𝑥+𝑦

The LCM is the product of the denominator of the three terms

(𝑥 − 𝑦)(𝑥 + 𝑦) − 2(𝑥 + 𝑦) + [2(𝑥 − 𝑦)]
=
2(𝑥 − 𝑦)(𝑥 + 𝑦)
𝑥 2 + 𝑥𝑦 − 𝑥𝑦 − 𝑦 2 − 2𝑥 − 2𝑦 + 4𝑥 − 4𝑦
=
2(2𝑥 − 𝑦)(𝑥 + 𝑦)
𝑥 2 − 𝑦 2 + 4𝑥 − 2𝑥 − 2𝑦 − 4𝑦
=
2(𝑥 − 𝑦)(𝑥 + 𝑦)
𝑥 2 − 𝑦 2 + 2𝑥 − 6𝑦
=
2(𝑥 2 − 𝑦 2 )
3𝑚𝑛 5𝑚𝑛 3𝑚𝑛 5𝑚𝑛
(d.) + = +
2𝑚2 +2𝑛2 3𝑚2 +3𝑛2 2(𝑚2 +𝑛2 ) 3(𝑚2 +𝑛2 )

9𝑚𝑛 + 10𝑚𝑛
=
6(𝑚2 + 𝑛2 )
19𝑚𝑛
=
6(𝑚2 + 𝑛2 )
Class Activity:
Simplify the following expressions to its lowest terms
4 6
(a) −
𝑥 𝑥+2

1 1
(b) −
4(𝑢−𝑣) 5(𝑣−𝑢)

Page 28
MULTIPLICATION AND DIVISION OF FRACTIONS
In multiplication and division of algebraic fractions, we need to factorize both the
numerator and the denominator fully and then divide both the numerator and
denominator by common factor(s)
Examples:
2 5 4
(a) [ − ] ÷
𝑥 𝑦 𝑥𝑦

𝑥 2 −𝑦 2 2𝑥 3
(b) 2
×
𝑥𝑦+𝑥 𝑥𝑦−𝑥 2

𝑎2 +𝑎𝑏−2𝑏2 𝑎2 −𝑏2 𝑎2 −2𝑎𝑏+𝑏2

(c) × ÷
𝑎2 −2𝑎𝑏−3𝑏 2 𝑎𝑏+2𝑏 2 𝑎2 −3𝑎𝑏

Solution:
2 5 4
(a) [ − ] ÷
𝑥 𝑦 𝑥𝑦
2𝑦−5𝑥 4
.= ÷
𝑥𝑦 𝑥𝑦
2𝑦 − 5𝑥 𝑥𝑦
= ×
𝑥𝑦 4
2𝑦−5𝑥
.=
4

𝑥 2 −𝑦 2 2𝑥 3 (𝑥+𝑦)(𝑥−𝑦) 2𝑥 3
(b.) 2
× 2
= ×
𝑥𝑦+𝑥 𝑥𝑦−𝑥 𝑥(𝑦+𝑥) 𝑥(𝑦−𝑥)

−(𝑥 + 𝑦)(𝑦 − 𝑥 ) 2𝑥 3
= ×
𝑥 (𝑦 + 𝑥 ) 𝑥 (𝑦 − 𝑥 )
−2𝑥 3
=
𝑥2
= −2𝑥
𝑎2 +𝑎𝑏−2𝑏2 𝑎2 −𝑏2 𝑎2 −2𝑎𝑏+𝑏2
(c.) × ÷
𝑎2 −2𝑎𝑏−3𝑏 2 𝑎𝑏+2𝑏 2 𝑎2 −3𝑎𝑏

Page 29
 Re-writing the question and factorise each fraction fully, we
have
𝑎2 + 𝑎𝑏 − 2𝑏2 𝑎2 − 𝑏 2 𝑎2 − 3𝑎𝑏
= 2 × ×
𝑎 − 2𝑎𝑏 − 3𝑏2 𝑎𝑏 + 2𝑏2 𝑎2 − 2𝑎𝑏 + 𝑏2
(𝑎 + 2𝑏)(𝑎 − 𝑏) (𝑎 + 𝑏)(𝑎 − 𝑏) 𝑎(𝑎 − 3𝑏)
= × ×
(𝑎 − 3𝑏)(𝑎 + 𝑏) 𝑏 (𝑎 + 2𝑏) (𝑎 − 𝑏)(𝑎 − 𝑏)
After thorough and correct factorization we then cancel factors
accordingly
𝑎
=
𝑏
Class Activity: Simplify the following to its lowest term
18𝑎𝑏 20𝑐𝑑
1. ×
15𝑏𝑐 24𝑑𝑒

𝑢𝑣 4𝑢−8𝑣
2. ×
3𝑢−6𝑣 𝑢2 𝑣

SUBSTITUTION IN FRACTION
Examples:
𝑥 2 7𝑥+𝑦
Given = , evaluate 1
𝑦 7 𝑥−7𝑦

Solution: divide both numerator and denominator by 𝑦

𝑥 𝑦 𝑥
7( )+ 7( )+1
𝑦 𝑦 𝑦
⇒ 𝑥 1 𝑦 = 𝑥 1
− ( ) −
𝑦 7
𝑦 7 𝑦

2 𝑥
Substitute 𝑓𝑜𝑟 in the algebraic expression
7 𝑦
2
7×7+1 3
.= 2 1 = 1 = 3 × 7 = 21
−
7 7 7

Or we can also check by putting 𝑥 = 2 𝑎𝑛𝑑 𝑦 = 7

7(2)+7 14+7 21
⇒ 1 = = = 21
2− (7) 2−1 1
7

Page 30
Examples:
𝑑+1 𝑎+1
If 𝑎 = , 𝑒𝑥𝑝𝑟𝑒𝑠𝑠 in terms of d
𝑑−1 𝑎−1

Solution:
𝑑+1
Substitute for 𝑎 in the given expression
𝑑−1
𝑑+1
+1
𝑑−1
⇒ . 𝑑+1
−1
𝑑−1

Multiply the numerator and the denominator by 𝑑 − 1, we obtain

𝑑+1+𝑑−1
.=
𝑑+1−𝑑+1
2𝑑
.=
𝑑

.= 𝑑

Class Activity:
15𝑝−2𝑞
1. Given p:q = 9:5, evaluate
5𝑝+16𝑞

2𝑎+3 𝑋−1
2. If 𝑋 = , express in terms of 𝑎
3𝑎−2 2𝑋+1

𝑥 3 2𝑥−𝑦
3. If = , evaluate
𝑦 4 2𝑥+𝑦

𝑎+2 𝑥−3
4. If 𝑥 = , then express in terms of 𝑎.
𝑎−1 𝑥+1

EQUATION INVOLVING FRACTION

Examples:
4𝑟−3 2𝑟−1
1. Solve the equation; =
6𝑟−1 3𝑟+4

Page 31
Solution: on cross multiplying, we have
.(4𝑟 − 3)(3𝑟 + 4) = (2𝑟 − 1)(6𝑟 − 1)
.12𝑟 2 + 16𝑟 − 9𝑟 − 12 = 12𝑟 2 − 2𝑟 − 6𝑟 + 1
Collecting like terms
,12𝑟 2 − 12𝑟 2 + 7𝑟 + 8𝑟 − 12 − 1 = 0
,15𝑟 − 13 = 0
13
,∴ 𝑟 =
15
2 3 2
2. = +
𝑥−4 𝑥−1 3
The LCM of the denominators is 3(x -4)(x-1)
Multiply each term by 3(x -4)(x-1) to clear the fractions
2 3
3(x − 4)(x − 1) × = 3(x − 4)(x − 1) × +
𝑥−4 𝑥−1
2
3(x − 4)(x − 1) ×
3
6( x - 1) = 9(x-4) + 2(x-4)(x-1)
6x-6 = 9x – 36 + 2[x2-5x+4]
6m – 6 = 9x -36 +2x2-10x+8
6m – 6 = 2x2 - x -28
0 = 2x2 – 7x -22
2x2 – 11x + 4x -22 = 0
(x-2)(2x-11) = 0
X + 2 = 0 or 2x -11 = 0
X =-2 or x = 11/2

Class Activity:
Solve the following equation
5
1. 𝑥 + 1 =
𝑥+2
4
2. =𝑥−3
𝑥
3𝑝−4 6𝑝−1
3. =
2𝑝−1 4𝑝−3

Page 32
SIMULTANEOUS EQUATION INVOLVING FRACTIONS
Examples;
1. Solve the simultaneous equation
2𝑥 𝑦
− =2
5 2
𝑥 − 2𝑦 = 2
Solution;
2𝑥 𝑦
− = 2 … … … . (𝑖)
5 2
𝑥 − 2𝑦 = 2 ...........(ii)
Multiply each term of equation (i) by 10 and multiply each term of
equation (ii) by 4
2 10 1 10
( × ) 𝑥 − ( × ) 𝑦 = 2 × 10 … … … … . (𝑖𝑖𝑖)
5 1 2 1

⇒4𝑥 − 5𝑦 = 20 … … … … . (𝑖𝑖𝑖)
4𝑥 − 8𝑦 = 8 … … … … . (𝑖𝑣)
Subtracting equation (iv) from (iii), we have
, 3𝑦 = 12
Divide both sides by 3
, 𝑦=4
Substitute 4 for y in equation (iv)
4𝑥 − 8(4) = 8
4𝑥 − 32 = 8
4𝑥 = 40
𝑥 = 10
∴ 𝑥 = 10, 𝑦 = 4

𝑥+1 𝑦−1
2. Solve the equation; + =5
3 2
2𝑥 + 5 𝑦 + 1
− =3
3 4

Page 33
 𝑥+1 𝑦−1
Solution: + = 5 … … … . (𝑖)
3 2
2𝑥+5 𝑦+1
− =3 .............(ii)
3 4

Multiply each term in equation (i) by 6 and equation (ii) by 12

2(𝑥 + 1) + 3(𝑦 − 1) = 30
2𝑥 + 3𝑦 = 31 … … … … … … … . . (𝑖𝑖𝑖 )
Multiply each term in equation (2) by 12
4(2𝑥 + 5) − 3(𝑦 + 1) = 36
8𝑥 + 20 − 3𝑦 − 3 = 36
8𝑥 − 3𝑦 = 19 … … … … … … … . . (𝑖𝑣 )
Adding equations (iii) & (iv)
10𝑥 = 50
𝑥=5
Substitute 5 for x in equation (iv)
8(5) − 3𝑦 = 19
40 − 3𝑦 = 19
−3𝑦 = 19 − 40
−3𝑦 = −21
Divide both sides by −3, 𝑤𝑒 ℎ𝑎𝑣𝑒
𝑦=7
∴𝑥 =5&𝑦=7

Class Activity:
Solve the following pairs of equations
𝑥+1 3𝑦−1
1. − =1
3 2
3 − 8𝑦 7 − 3𝑥
− =1
5 4
𝑎
2. +𝑏=1
2

𝑏 31
3𝑎 − =
3 2

Page 34
UNDEFINED VALUE OF A FUNCTION
An algebraic fraction whose denominator is equal to zero is said to be undefined. If
an expression contains an undefined fraction, the whole expression is undefined.
1
For instance, will be undefined if the value of 𝑥 is −2
𝑥+2
1 1 1
When 𝑥 = −2, then; = = , but division by zero is impossible.
𝑥+2 −2+2 0
Therefore the fraction is undefined. Below is the table of values and
2
corresponding graph of the function , values of x ranges from -3 to 5
𝑥−2

𝒙 -3 -2 -1 0 1 2 3 4 5
𝒚 -0.4 -0.5 - -1 -2 0 2 1 0.67
0.67

0
-4 -3 -2 -1 0 1 2

-0.5

-1
Axis Title

Y-Values
-1.5

-2

-2.5
Axis Title

2
Notice that: (i) As the values of x approaches 2 from below the value of
𝑥−2
decreases rapidly.
2
(ii) As the value of x approaches 2 from above, the value of
𝑥−2
increases rapidly.

Page 35
 2 1
When 𝑥 = 2, 𝑦 = =
2−2 0
2
Division by zero is impossible. The fraction is said to be undefined when 𝑥 =
𝑥−2
2.
2
The table of values and the graph clearly shows that is undefined when 𝑥 = 2
𝑥−2

Examples;
Find the values of 𝑥 for which the following fractions are not defined.
5
1.
𝑥+2
𝑥+3
2.
3𝑥+2

Solution:
5
1. is undefined when 𝑥 + 2 = 0, if 𝑥 + 2 = 0 then 𝑥 = −2
𝑥+2
The fraction is not defined when 𝑥 = −2
𝑥+3
2. is undefined when 3𝑥 + 2 = 0
3𝑥+2

−2
Which implies that , 𝑥 =
3

Class Activity:
1. If k is a constant not equal to zero. Find the value(s) of x for which the
𝑘 𝑏 𝑐
expression is undefined + +
𝑥 𝑥−3 𝑥(𝑥−3)
2. Find the values of x for which the following expressions are undefined.
3𝑥+2
(a)
𝑥+7
2𝑎
(b)
𝑥(𝑥+2)
PRACTICE EXERCISE
1. Simplify this expression to its lowest terms

(𝑚 + 𝑛)2 𝑚2 + 𝑚𝑛
𝑖. + 2
𝑚 2 − 𝑛2 𝑛 − 𝑚𝑛

Page 36
 𝑥 2 −4𝑥𝑦+4𝑦 2 𝑥 2 +3𝑥𝑦
ii. ÷
𝑥 2 +𝑥𝑦−6𝑦 2 𝑥 2 +6𝑥𝑦+9𝑦 2

2 3 2
iii. × ÷
2𝑢+3 2𝑢+3 4𝑢2 −9

18𝑚2 𝑢 24𝑚 8𝑛2 𝑣 3

𝑖𝑣. ÷ ×
16𝑛3 𝑣 2 15𝑛𝑢3 30𝑚3 𝑣
2. Find the values of x for which this expression are
undefined.

𝑥 2 − 3𝑥 − 10
𝑥 2 + 12𝑥 + 36
ASSIGNMENT
1. Find the values of x which the following expressions are
undefined:
𝟓𝒂
𝒊.
(𝟑 − 𝟐𝒙)𝒙
𝟐𝒙−𝟑
ii. (𝒙+𝟐)(𝒙+𝟑)
𝟏𝟑 𝟐𝒙𝟐 +𝟏𝟓
iii. =
𝒙 𝒙𝟐 −𝟒
2𝑚+3
2. Given that y =
2𝑚−3
3𝑦−1
Express 𝑥 = in terms of m
2𝑦+4
3. Using the substitution 𝑝 =1/𝑥, 𝑞 =1/𝑦. Solve the
simultaneous equations
2 1 1 5
+ = 3, − = 7
𝑥 𝑦 𝑥 𝑦
(SSCE 1991)

Page 37
WEEK 5
CLASS: SS 2
TOPIC: CIRCLE GEOMETRY
CONTENT:
 Lines and regions of a circle.
 Circle theorems including:
 Angles subtended by chords in circle;
 Angles subtended by chords at the centre;
 Perpendicular bisectors of chords;
 Angles in alternate segments.
 Cyclic quadrilaterals

ANGLES SUBTENDED BY CHORDS IN CIRCLE

The word chord is a straight line joining any two points such as A and B on the
circumference of a circle. The chord divides the circle into two parts called the
segments (minor and major)
Major Arc
major segment
chord
minor segment

Page 38
 Minor Arc
The larger part of the circle is called the major segment while the smaller part ---
the minor segment. Each of these parts is called the alternate segment of the other.
Note: A major segment has a major arc while a minor segment a minor arc.
A circle is the set of all points at a constant distance from a fixed point in a plane.
The fixed point is the centre of the circle, the distance from the fixed point (is
constant), is called the radius.
It will be noted that it is the chord that subtends (project out) angles viz:

Q
P R

A B

From the diagram, P,Q and R are points on the circumference of a circle.
𝐴𝑃̂𝐵, 𝐴𝑄̂ 𝐵, 𝐴𝑅̂ 𝐵 are angles subtended at the circumference by the chord AB or by
the minor arc AB. 𝐴𝑃̂ 𝐵, 𝐴𝑄̂ 𝐵, 𝐴𝑅̂ 𝐵 are all angles in the same major segment
APQRB.
Similarly, from the diagram below

A B

X Y

Page 39
.A𝑋̂𝐵 & 𝐴𝑌̂𝐵 are angles subtended by the chord AB or by the major arc AB in the
minor segment AXYB or the alternate segment.
ANGLES SUBTENDED BY CHORDS AT THE CENTRE
Examples:
Theorem: A straight line drawn from the centre of the circle to the middle point
of a chord which is not a diameter, is at right angle

A D B

Given: A chord AB of a circle with centre O, is the mid-point of AB such that AD

= DB
̂ 𝑂 = 𝐵𝐷
To prove: 𝐴𝐷 ̂ 𝑂 = 90°
Construction: join OA and OB
̅̅̅̅ = ̅̅̅̅
Proof: 𝑂𝐴 𝑂𝐵 (radii of the circle)
̅̅̅̅
𝐴𝐷 = ̅̅̅̅
𝐷𝐵 (Given)
̅̅̅̅
𝑂𝐷 is common
Hence ∆𝐴𝑂𝐷 ≡ ∆𝐵𝑂𝐷 (𝑆𝑆𝑆)
̂ 𝑂 = 𝐵𝐷
𝐴𝐷 ̂𝑂
But ̂ 𝑂 + 𝐵𝐷
𝐴𝐷 ̂ 𝑂 = 180° (𝑎𝑛𝑔𝑙𝑒𝑠 𝑜𝑛 𝑎 𝑠𝑡𝑟𝑎𝑖𝑔ℎ𝑡 𝑙𝑖𝑛𝑒)
̂ 𝑂 = 180 ÷ 2 = 90°
∴ 𝐴𝐷
̂ 𝑂 = 𝐵𝐷
⇒𝐴𝐷 ̂ 𝑂 = 90°
THEOREM: Equal chords of a circle are equidistant from the centre of the circle.
A D

Page 40
 M N

B C
Given: chord AB = chord DC
To prove: ̅̅̅̅̅
𝑂𝑀 = ̅̅̅̅
𝑂𝑁
̅̅̅̅ 𝑎𝑛𝑑 ̅̅̅̅
Construction: join 𝑂𝐴 𝑂𝐷
Proof: In ∆𝑠 𝑂𝑀𝐴 𝑎𝑛𝑑 𝑂𝑁𝐷
̂ 𝐴 = 𝑂𝑁
𝑂𝑀 ̂ 𝐷 = 90°
OA = OD (radii)
1 1
̅̅̅̅̅
𝐴𝑀 = ̅̅̅̅
𝐴𝐵 = ̅̅̅̅
𝐷𝐶 = ̅̅̅̅
𝐷𝑁(𝑐ℎ𝑜𝑟𝑑 𝑝𝑟𝑜𝑝𝑒𝑟𝑡𝑦)
2 2
∴ ∆𝑂𝑀𝐴 ≡ ∆𝑂𝑁𝐷 (𝑅. 𝐻. 𝑆)
∴ ̅̅̅̅̅
𝑂𝑀 = ̅̅̅̅
𝑂𝑁
Converse: chords that have the same distance (i.e equidistant) from the centre of
the circle are of the same length. If ̅̅̅̅̅
𝑂𝑀 = ̅̅̅̅
𝑂𝑁 , then ̅̅̅̅
𝐴𝐵 = ̅̅̅̅
𝐷𝐶
Examples:
A chord of length 24cm is 13cm from the centre of the circle. Calculate the radius
of the circle
Solution:

P Q
From the diagram, ̅̅̅̅
𝑃𝑄 = 24𝑐𝑚, ̅̅̅̅̅
𝑃𝑀 = ̅̅̅̅̅
𝑀𝑄 = 12𝑐𝑚 (̅̅̅̅̅ ̅̅̅̅ )
𝑂𝑀 𝑖𝑠 𝑚𝑖𝑑𝑝𝑜𝑖𝑛𝑡 𝑜𝑓𝑃𝑄
Page 41
In ∆𝑃𝑂𝑀 𝑜𝑟 𝑂𝑀𝑄,
.𝑟 2 = 132 + 122 (𝑝𝑦𝑡ℎ𝑎𝑔𝑜𝑟𝑎𝑠 ′ 𝑟𝑢𝑙𝑒)
= 169 + 144
= 313
, r = √313 = 17.69cm
Class Activity:

1. A chord is 5cm from the centre of a circle of diameter 26cm.Find the length
of the chord. (WAEC)
2. Calculate the length of a chord which is 6cm from the centre of the circle of
radius 10cm
PERPENDICULAR BISECTORS OF CHORDS
This talks of line(s) that divides another line into two equal parts.
THEOREM: A straight line drawn from the centre of a circle perpendicular to a
chord bisects the chord.

A D B

Given: A chord AB of a circle with centre O and ̅̅̅̅

𝑂𝐷 ⊥ ̅̅̅̅
𝐴𝐵
To prove: ̅̅̅̅
𝐴𝐷 = ̅̅̅̅
𝐵𝐷
Construction: join OA and OB
Proof: In ∆𝑠 𝐴𝑂𝐷 𝑎𝑛𝑑 𝐵𝑂𝐷
̂ 𝑂 = 𝐵𝐷
𝐴𝐷 ̂𝑂 (given)
̅̅̅̅
𝑂𝐴 = ̅̅̅̅
𝑂𝐵 (𝑟𝑎𝑑𝑖𝑖)
OD is common
∴ ∆𝐴𝑂𝐷 ≡ ∆𝐵𝑂𝐷 (𝑅. 𝐻. 𝑆)
∴ ̅̅̅̅
𝐴𝐷 = ̅̅̅̅
𝐵𝐷

Page 42
Examples;
1. XYZ is an isosceles triangle inscribed in a circle centre O. XY = XZ = 20cm and
YZ = 18cm. calculate to 3s.f
(a) The altitude of ∆XYZ
(b) The diameter of the circle
Solution: X X

A
B
Y Z Y
Z

In ∆𝑋𝑌𝑄,
.(𝑋𝑄 )2 = (𝑋𝑌 )2 + (𝑌𝑄 )2
= 202 − 92
= 400 − 81
= 319
(XQ) = √319
= 17.9cm
(b.) ̅̅̅̅
𝐴𝐵 is the diameter of the circle ̅̅̅̅
𝐴𝐶 = ̅̅̅̅
𝐶𝐵 , radii = ̅̅̅̅
𝑌𝐶 𝑜𝑟 ̅̅̅̅
𝑍𝐶
In ∆𝑋𝑌𝑄,
9
Sin 𝜃 =
20
Sin 𝜃 = 0.45
𝜃 = sin−1(0.45)
𝜃 = 26.7°
∴ 2𝜃 = 2 × 26.7° = 53.4°
In ∆𝐶𝑌𝑄,

Page 43
 9
sin 53.4 =
𝑟
9
𝑟=
sin 53.4
𝑟 = 11.21𝑐𝑚
But diameter, 𝑑 = 2𝑟
= 2 × 11.21𝑐𝑚
= 22.42𝑐𝑚
2.The diagram below shows two parallel chords AB and CD that lie on opposite
sides of the centre O of the circle. AB = 40cm, CD = 30cm and the radius of the
circle is 25cm. Calculate the distance h between the two chords
A E B
H O
C F D
Solution:
̅̅̅̅ ̅̅̅̅(̅̅̅̅
𝐹𝐸 = 𝐸𝐵 ̅̅̅̅ )
𝑂𝐸 𝑏𝑖𝑠𝑒𝑐𝑡𝑠 𝐴𝐵
̅̅̅̅
𝐴𝐸 = ̅̅̅̅
𝐸𝐵 = 40𝑐𝑚 ÷ 2 = 20𝑐𝑚
Similarly, ̅̅̅̅
𝐶𝐹 = ̅̅̅̅
𝐹𝐷 = 30𝑐𝑚 ÷ 2 = 15𝑐𝑚
In ∆𝑂𝐸𝐵, by Pythagoras’ theorem,
.(𝐸𝑂)2 = (𝑂𝐵)2 − (𝐸𝐵)2
= 252 − 202
= 625 − 400
= 225
.∴ 𝐸𝑂 = √225
= 15𝑐𝑚
In ∆𝑂𝐹𝐷,
(𝑂𝐹 )2 = 252 − 152
= 625 − 225
Page 44
 = 400
𝑂𝐹 = √400
∴ 𝑂𝐹 = 20𝑐𝑚
But, ℎ = 𝐸𝑂 + 𝑂𝐹
= 15 + 20
= 35𝑐𝑚
Class Activity
1. A chord 26cm long is 10cm away from the centre of a circle. Find the radius
of the circle.
2. The diameter of a circle is 12cm if a chord is 4cmfrom the centre, calculate
the length of the chord.
ANGLES IN ALTERNATE SEGMENTS
Recall: The chord that passes through the centre of the circle is called diameter and
is the largest chord in a circle.
A segment is a region bounded by a chord and an arc lying between the chord’s
end point.
The chord that is not a diameter divides the circle into two segments -- a major
and a minor segment.
But, a tangent to a circle is a straight line that touches the circle at a point.
Thus;

Theorem: An angle between a tangent and a chord through the point of contact
is equal to the angle in the alternate segment

Page 45
 D
E
C

B
P A Q

Given: A circle with tangent PAQ at A and chord AC dividing the circle into two
segments AEC and ABC. Segments AEC is alternate to 𝑄𝐴̂𝐶
To prove: <QAC = <AEC and <PAC
= <ABC
Construction: Draw the diameter AD. Join CD
Proof: From the lettering in the above,
𝑋1 + 𝑋2 = 90° … … … (𝑖) (𝐷𝐴 ⊥ 𝐴𝑄)
Also, <ACD = 90 (angle in a semi-circle)
In ∆𝐴𝐶𝐷,
𝑋2 + 𝑋3 +<ACD = 180 (sum of angles in a ∆)
𝑋2 + 𝑋3 + 90 = 180
∴ 𝑋2 + 𝑋3 = 90 … … … … (𝑖𝑖)
Subtracting 𝑋2 from equations (i) and (ii)
∴ 𝑋1 = 𝑋3 = 𝑋4
∴ < 𝑄𝐴𝐶 = < 𝐴𝐸𝐶
Also, B is a point in the minor segment.
< PAC + < CAQ = 180 (angles on a straight line)
< PAC + 𝑋1 = 180

Page 46
< PAC = 180 – 𝑋1
= 180−𝑋4 (proved 𝑋1 = 𝑋4 )
< PAC = < ABC (opposite angles of a cyclic quadrilateral)
Example:
̅̅̅̅̅̅
𝑍𝑄𝑋 is a tangent to circle QPS. Calculate < SQX
X

S Q

P Z
Solution:
In ∆𝑃𝑄𝑆,< SPQ = 180 – (55 + 48)
= 180 – 103
= 77
.∴ < SQX = 77 (angles in alternate segment)
Example: N

Y
Z

L X M
From the above, ̅̅̅̅̅̅
𝐿𝑋𝑀 𝑎𝑛𝑑 ̅̅̅̅̅̅̅
𝑁𝑌𝑀 are tangents to the circle with centre O. Find X
Solution:
<XYZ = 2𝑥° (angles in alternate segment)
<ZYN + 100 = 180 (angles on a straight line)
∴ < 𝑍𝑌𝑁 = 80°
<ZXY = 80° (angles in alternate segment)
Page 47
<XZY = 100 – 2x (angles in alternate segment)
<MXY = <XZY = 100 – 2x (angles in alternate segment)
.∴ <MXY = <MYX =100 – 2x
.∆𝑀𝑋𝑌 is an isosceles triangle
.∴ 35 + 2(100 –2x) = 180 (sum of angles in a ∆)
2(100 –2x) = 180 – 35
200 – 4x = 145
4x = 55
.∴ 𝑥 = 13.75°
Class Activity:
1. PQ and PT are tangents to a circle with centre O. Find the unknown
angles giving reasons.

2. PQ and PT are tangents to a circle with centre O. Find the unknown angles
giving reasons.

Cyclic Quadrilateral
(i) Quadrilateral is a four sided plane shape

Page 48
(ii) A cyclic quadrilateral is a quadrilateral that is enclosed in a circle such
that the four vertices touch the circumference of the circle.

Note: the four points where the vertices touch are referred to as concyclic
points.

P Q

S R

Theorem:

The opposite angles in a cyclic quadrilateral are supplementary.

Note: Two angles are supplementary if their sum is 180 and complementary
if their sum is 90.
Given: A cyclic quadrilateral ABCD in a circle with centre O.
To prove: <BAD + < BCD = 180
Construction: Join OB, OD

A a
2c O 2a C

Page 49
Proof: Using letters in the diagram, Let <BAD = a
Reflex BOD = 2a (angle at the centre is twice the angle at the
circumference)
Let < BCD = c
Obtuse BOD = 2c (angle at the centre is twice the angle at the
circumference)
But 2a + 2c = 360 (angle at a point)
⇒ 2(a + c) = 360
360
⇒a+c=
2

∴ a + c = 180⁰
Theorem
The exterior angle of a cyclic quadrilateral is equal to the interior
opposite angles. Using the letters in the diagram,

P Q
a1 b1

d1 c1 a2 T
S b2

Page 50
 Given: A Cyclic quadrilateral PQRS
To prove: 𝑎1 = 𝑎2 𝑎𝑛𝑑 𝑏1 = 𝑏2
Construction: Produce SR to T and PS to U.
Proof:
𝑎1 + 𝑐1 = 180 (opposite angles of a cyclic quadrilateral)
𝑎2 + 𝑐1 = 180 (angles on a straight line)
⇒ 𝑎1 = 𝑎2
Similarly;
𝑏1 + 𝑑1 = 180 (opposite angles of a cyclic quadrilateral)
𝑏2 + 𝑑1 = 180 (angles on a straight line)
⇒ 𝑏1 = 𝑏2

Class Activity
(1) Find the lettered angles in each of the figures below;

(a) P
a

M b O N
1150

Q
(b)

R q
150

S 420 P
T U

Page 51
 PRACTICE EXERCISE
(1) O is the centre of the circle PQRST. If <SPT = 42⁰, <PST = 55⁰ and <PSQ =
15⁰, Find <QRS.

P
0
42
T Q

550150
S R

(2) Find angle h in the diagram below;

650

750

(3) In the diagram, O is the centre of the circle and PQRS is a cyclic quadrilateral.
Find the value of 𝑥.

Page 52
A. 250 B. 650 C. 1150 D. 1300
(SSCE 2008)
P S
𝑥0

.o

Q R

Page 53
(4) . In the diagram, P, Q, R, S are points on the circle, PQS = 30 0, PRS =
500 and PSQ = 200. What is the value of 𝑥 0 + 𝑦 0 ?
A. 2600 B. 1300 C. 1000 D.800
(SSCE 2006) P

𝑦0 Q
0
30
200
S 𝑥0 500

(5) In the diagram, PQ is a diameter of the circle and <PRS = 58 0. Find <STQ.
A. 290 B. 320T C.
S
420 D. 530 (SSCE
𝑥
2001)

P Q

580

ASSIGNMENT
1. In the diagram, PQR is a circle with centre O. <QRP = 500, <PQO = 300 and
<ORP = m. Find m.
A. 200 B. 250 C. 300 D. 500 P (SSCE
50 0
1999)
300
Q m

2. In the diagram, PST is a tangent to circle VSU centre O. <SVU = 50 0 and UV is

a diameter. Calculate <RSV.

Page 54
 A. 900 B. 500 C. 450 D. 40
R
0
S T
(SSCE 1999)

V 500

O
U

3. In the diagram below, O is the centre of the circle and|𝐵𝐷| = |𝐷𝐶|. If ∠𝐷𝐵𝐶 =
350 find the ∠BAO.
A. 200 B. 250C. 300 D. 350E. 400
(SSCE 1995) B

3𝟓𝟎
A D
O

4. In the diagram, PQ is the tangent to the circle RST at T. /ST/ = /SR/ and <RTQ
= 680. Find <PST.
A. 680 B. 620 C. 610 D. 560E. 340 (SSCE 1994)
S

680
P Q
T

5. The diagram shows a circle PQRS in which <PQR = 540 and <SPQ = 970. Find
<PQS.

Page 55
A. 610 B. 510 C. 430 D. 390E. 290 (SSCE
1994)
R

970
P Q

KEYWORDS: THEOREM, PROVE, CYCLIC, QUADRILLATERAL,

SUBTENDS,SUPPLIMENTARY, RIGHT ANGLE, ETC

Page 56
WEEK 6
CLASS: SS 2
TOPIC: CIRCLE THEOREM
 The angle which an arc subtends at the centre is twice the angle it subtends
at the circumference.
 Angles in the same segment of a circle are equal.
 Angle in a semi-circle.
 Tangent to a circle.

PROOF OF (i) The angle which an arc subtends at the centre is twice the angle
it subtends at the circumference.
The angle which an arc (or a chord) of a circle subtends at the centre of the circle is
twice the angle which it subtends at any point on the remaining part of the
circumference.
Note: An arc of a circle is any connected part of the circle’s circumference.
A chord which is not a diameter divides the circle into two arcs- a major and a
minor arc.

Given: An arc AB of a circle with ‘O’ and a point ‘P’ on the circumference.
To Prove: A𝑂̂ 𝐵 = 2𝐴𝑃̂ 𝐵
Construction: Join ̅̅̅̅
𝑃𝑂 and produce the line to a point D
Sketch:

P P

X1 y1 A x2 X1 y1
O
o y2 B
X2 y2
A D B D

Page 57
 (i) (ii)

P
O X1 y1
D
(iii) X2 y2
A B

Proof: since ̅̅̅̅

𝐴𝑂 = ̅̅̅̅
𝑂𝑃 (radii in the same circle)
𝑋1 = 𝑋2 (base angles of isosceles A𝑂̂ P)
A𝑂̂ D = 𝑋1 + 𝑋2 (exterior angle of A𝑂̂ P)
A𝑂̂ D = 2𝑋1 (since 𝑋1 = 𝑋2 )
Similarly, BOD = 2𝑌1
In (a) acute/obtuse AOB = AOD + BOD
In (b) reflex AOB = AOD + BOD
= 2𝑋1 + 2𝑌1
= 2(𝑋1 + 𝑌1 )
= 2APB
In (c) AOB = AOD – BOD
= 2𝑌1 − 2𝑋1
= 2(𝑌1 − 𝑋1 )
= 2APB
∴ AOB = 2APB (in all cases)
(2) in the diagram below, O is the centre of the circle ACB. If <CAO = 26⁰ and
<AOB = 130⁰, calculate (a) <OBC and (b) <COB (WAEC)

C
α α
O

260 1300
A B
Solution:
130
ACB = (𝑝𝑟𝑜𝑣𝑒𝑑 𝑡ℎ𝑒𝑜𝑟𝑒𝑚)
2

Page 58
 = 65⁰
= α+α
65
α=
2
= 32.5⁰
AOC = 180 – (26 + 32.5)
= 180 – 58.5
= 121.5⁰
COB = 360 – (130 + 121.5) (angle at a point)
= 360 – 251.5
= 108.5⁰
∴ OBC = 180 – (108.5 + 32.5)
= 180 – 141
= 39⁰
(3) Given a circle with centre O while A,B and C are points on the circumference.
Find <ABC, if the obtuse <AOC = 125⁰
B

A C
1250
O

Solution:
Reflex AOC = 360 – 125 (angle at a point)
= 235⁰
235
∴ ABC = (angle at the centre is twice the angle at the circumference)
2
= 117.5⁰

Class Activity
1. Find the lettered angles in each of the figures below;

Page 59
(a) K 300 (b) 1200

2000 O y
J O
i x
z

2. In the diagram, ABCD is a circle centre O. AC and BD intersect at right

angles at K. Angle COD is 130⁰, calculate angles (i) DAC
(ii) ADB
(iii) AOB (WAEC)

B K

O
1300 D

3. (a) Prove that the angle which an arc of a circle subtends at the centre is
twice that which it subtends at any point on the remaining part of the
circumference.
(a) In the diagram below, O is the centre of the circle <OQR = 32⁰ and
<MPQ = 15⁰
Calculate: (i) <QPR

Page 60
 (ii) <MQO (WAEC)
P
150

M S

Q 320 R

PROOF OF :Angles in the same segment of a circle are equal.

Given: points A,B and C on the major segment of a circle ABCDE with centre O.
To Prove: <EAD = <EBD = <ECD
Construction: Join EO; DO

B
A C
P q r

E D

Proof:
EOD = 2p (angle at the centre is twice angle at the circumference)
EOD = 2q (angle at the centre is twice angle at the circumference)
EOD = 2r (angle at the centre is twice angle at the circumference)
⇒p=q=r
∴ EAD = EBD = ECD

Page 61
(2) The diagram below shows a circle ABCD in which <DAC = 55⁰ and <BCD =
100⁰, find BDC.

A B

550

D 100 0 C

Solution:
<CAD = <CBD = 55⁰ (angles on the same segment)
∴ <BDC + <CBD + <BCD = 180⁰ (sum of the angles of a triangle)
⇒ <BDC + 55⁰ + 100⁰ = 180⁰
⇒ <BDC = 25⁰
(3) In the diagram below, PQRS is a circle if /PT/ = /QT/ and <QPT = 70⁰,
calculate < PRS? (WAEC)

P Q
0
70

S R

In PQT, PT = TQ (isosceles triangle)

∴ QPT = PQT = 70⁰
But PQ = SR common chord
SRT = QPT = 70⁰ (alternate angle)
Page 62
Class Activity
1. Find the lettered angles in each of the figures below;
(a) (b)

M e
I h f

O
d
N 15 50
40 g
550

PROOF OF:Angle in a semi-circle

Given: PQ is the diameter of a circle with c entre O and R is any point on the
circumference.
To Prove: PRQ = 90⁰
Construction: PR, RQ

P Q

Proof:
<POQ = 2PRQ (angle at the centre is twice that at the circumference)
But POQ = 180⁰ (angle on a straight line)
∴ 2PRQ = 180⁰

Page 63
 180
PRQ =
2

∴ PRQ = 90⁰
(2) In the diagram, O is the centre of the circle. If <BAC = 55⁰, find the value of
<ACB

A C

Solution:
<ABC = 90⁰ (angle in a semi-circle)
<ABC + <ACB + <BAC = 180⁰ (sum of angles in a triangle)
⇒ 90⁰ + <ACB + 55⁰ = 180⁰
<ACB + 145⁰ = 180⁰
<ACB = 180 – 145
< ACB = 35⁰
(3) Find the values of the lettered angles in the figure below;
B

X 60

y
A D O C

Solution:
<ABC = 90
∴ X = 90 – 60

Page 64
 = 30
In ABD, <ADB = 90 (perpendicular bisector)
∴ x + y + 90 = 180
30 + y + 90 = 180
y = 180 – 120
y = 60⁰

Class Activity
(1) Find the values of the lettered angles in the figures below;

(a) 54

64 a
O

(b)

30
y O x

Tangent to a circle
The tangent to a circle is a straight line drawn to touch the circle at a point. The
point where the line touches the circle is referred to as the point of contact.

Page 65
 A secant is a straight line that cuts a given circle into two clear points

secant
Point of contact

Note:
(i) A tangent to a circle is perpendicular to the radius drawn to its point of
contact.
(ii) The perpendicular to a tangent at its point of contact passes through the
centre of the circle.

Theorem:
Two tangents drawn to a circle from an external point are equal in length.
Given: An exterior point T of a circle with centre O. TY and TX are tangents to
the circle at X and Y.
X

T
Y
To Prove: /TX/ = /TY/

Page 66
Construction: Join TX, TO and TY
Proof: In triangles TXO and TYO
TXO = TYO = 90 (tangent perpendicular to radius)
/XO/ = /YO/ (radius)
/TO/ = /TO/ (common)
∴ /TX/ = /TY/
(1) AB and AC are tangents from a point A to a circle centre O. If <BAC = 54⁰,
find the value of X

O X
540

Solution:
ABO = ACO (tangents to a circle from an external point are
equal)
ABO = ACO = 90 (tangents perpendicular to radius)
∴ ABO + ACO + BAC + X = 360 (sum of angles in a quadrilateral)
⇒ 90 + 90 + 54 + X = 360
⇒ 234 + X = 360
⇒ X = 360 – 234
∴ X = 126⁰
(2) Calculate PRQ

R
P

Page 67
 O

880
Q T

Solution:
PTQ = 88⁰
Join PO and QO
OP and OQ are radii
TQO = TPO = 90 ( radii perpendicular to tangent)
∴ OPT + OQT = 180
PTQ + QTP = 180
QOP = 180 – 88
= 92⁰
But QRP = ½ (QOP) (angle at centre is twice angle at the circumference)
= ½ (92)
= 46
∴ PRQ = 46⁰

Class Activity
1. Calculate the values of the marked angles below;
(a)

O 28

x R

(b)

Page 68
 45 45

PRACTICE EXERCISE
(1) PQRT is a circle. /ST/ = /RS/ and TSR = 51⁰, find POR (JAMB)

O T

P R

(2) AB and CB are tangents to the circle. Given that CBA = 54⁰, calculate
<ADC
(NECO)

D 54 o B

Page 69
(3) TP is a tangent to the circle TRQ with centre O. if <TPO = 28⁰ and <ORQ =
15⁰. Find ( a) <RQT (b) <QTO
(NECO)

O
15 28
R P
Q

(4) PQRST lie on the circumference of the circle with centre O. The chords PS
and RT intersect at V and the chords PT and RS produced meet at X as
shown below;
T
P X

OV
Q
S

R
Given that the obtuse POR = 4 PXR
Prove that: (a) SVT = 3 PXR , (b) PSR = PQR
(London G.C.E)

Page 70
(5) O is the centre of the circle. <OQR = 32⁰ and <TPQ = 15⁰, Calculate (a)
<QPR (b) <TQO (WAEC)

P
150

T S

320
Q R

ASSIGNMENT
(1) Find the values of the lettered angles in the figure below;

630
c
O

(2) In the diagram, AB is the diameter. <ABC = (5x + 3)⁰ and <BAC = (5y +
7)⁰. Express y in terms of x
C

5y+7 5x+3

Page 71
 A B

(3) The diagram below is a circle with its centre at O. Find the value of (a)
𝑥 𝑎𝑛𝑑 (𝑏) 𝑦

3x+3

y-8
60

(4) P,Q,R and S are points on the circle. If <PSQ = 30⁰, <PRS = 50⁰ and <PSQ
= 20⁰, what is the value of 𝑥 + 𝑦 ?

P
Y x Q
30
200

S 50 R

(5) Calculate the values of the marked angles below;

18

Page 72
 30 y

1. TS is a tangent to a circle PQRS. If /PR/ = /PS/ and PQR = 117⁰,

calculate RST (WAEC)

R P

T S
KEYWORDS: THEOREM, PROVE, CYCLIC, QUADRILLATERAL,
SUBTENDS,SUPPLIMENTARY, RIGHT ANGLE, ETC

WEEK 7
MID TERM BREAK
WEEK 8
Subject: Mathematics

Page 73
Class: SS 2
TOPIC: TRIGONOMETRY (Sine and Cosine Rule)
CONTENT:
 Derivation and application of sine rule.
 Derivation and application of cosine rule.

SINE RULE
Given any triangle ABC (acute or obtuse), with the angles labelled with capital
letters A, B, C and the sides opposite these angles labelled with the corresponding
small letters a, b, and c respectively as shown below.
C
C

b a b a

A c B A c B

The sine rule states that;

a = b = c
sinA sinB sinC

OR
sinA = sinB = sinC
a b c

PROOF OF THE RULE

Using Acute – angled triangle
C

b h a

A c B

Page 74
Given: Any ∆ABC with B acute.
To prove: a = b = c
sinA sinB sinC
Construction: Draw the perpendicular
from C to AB.
Proof: Using the lettering in the diagram above.
sinA = h
b
h = bsinA --------------------- (1)
sinB = h
a
h = asinB ---------------------- (2)
From equation (1) and (2)
bsinA = asinB
 a = b
sinA sinB
Similarly, by drawing a perpendicular from B to AC
a = c
sinA sinC
a = b = c
sinA sinB sinC
Q.E.D

Using Obtuse – angled triangle

C
b
a h

A c B
Given: any ∆ABC with B obtuse
To Prove: a = b = c
sinA sinB sinC
Construction: Draw the perpendicular
from C to AB produced.

Page 75
Proof: With the lettering in the diagram.
sinA = h
b
h = bsinA -----------------(1)
sin(180 – B) = h but sin (180-) = sin
a
 sinB = h
a
h = asinB ----------------(2)
From equation (1) and (2)
bsinA = asinB
a = b
sinA sinB
Similarly, by drawing a perpendicular from A to CB produced.
b = c
sinB sinC
a = b = c
SinA sinB sinC
Q.E.D
APPLICATION OF SINE RULE
The sine rule is used for solving problems of triangle, which are NOT right
– angled, and in which either two sides and the angle opposite one of them are
given or two angles and any side are given.

Example 1:
In ABC, a = 9cm, B = 1100, b = 13cm. Solve the triangle completely.

Solution:
The diagram representing the information above is given below as
C
b = 13cm a = 9cm
1100

Page 76
A c B
Using sine rule
a = b
sinA sinB

9 = 13
sinA sin1100
9sin 1100 = 13sinA
sinA = 9sin700
13
sinA = 0.6506
A = sin-1 0.6506
A = 40.60
 A  410 (nearest degree)

To find angle C
A + B + C = 1800 [sum of <s in a ]
410 + 1100 + C = 1800
C = 1800 - 1510
 C = 290
To find side c, use sine rule
a = c
sinA sinC
9 = c
sin41 sin29
c = 9sin29
sin41
c = 6.65cm
 c = 6.7cm
Example 2:
In PQR, given that P = 500, Q = 600,
r = 7.5cm. Find (i) p (ii) q

Solution:
R

Page 77
 q p

500 600
P 7.5cm Q

(i) P + Q + R = 1800 [sum of <s in a ∆]

500 + 600 + R = 1800
R = 1800 - 1100
R = 700
Using sine rule
r = p
sinR sin P
7.5 = p
sin700 sin500
p = 7.5sin500
sin700
p = 6.11cm
 p  6cm
(ii) Using sine rule
r = q
sinR sinQ
7.5 = q
sin700 sin600
q = 7.5 sin 600
sin700
q = 6.9cm
 q  7cm

Class Activity:

Find the missing sides and angles of the following triangles. Calculate all angles to
the nearest degree and all sides to 1 decimal place.
(1) ABC, given that B = 680, b = 27m and a = 22m.
(2) PQR, given that Q = 1210, q = 57km and r = 17km.
(3) ABC, given that C = 270, c = 7cm and b = 13cm.

Page 78
 COSINE RULE
Given any triangle ABC (acute or obtuse), with the angles labeled
with the capital letters A, B, C and the sides opposite these angles labeled with
the corresponding small letters a, b, and c respectively as shown below

C C

b a

b a

A c B B
A c

The cosine rule states that

a2 = b2 + c2 – 2bc cosA
b2 = a2 + c2 – 2ac cosB
c2 = a2 + b2 – 2ab cosC

PROOF OF THE RULE

Using acute – angled triangle
C

b a
h

A c- x D x B
c

Given: Any ABC with B acute.

To prove: b2 = a2 + c2 – 2ac cos B
Construction: Draw a perpendicular
from C to AB.
Proof: With the lettering in the diagram.
b2 = (c - x)2 + h2 (Pythagoras)
= c2 – 2cx + x2 + h2
But in  BCD, a2 = x2 + h2
Page 79
  b2 = c2 – 2cx + a2 ----------(1)
In BCD,
cosB = x
a
 x = a cos B
From Eqn (1)
b2 = c2 + a2 – 2cx
b2 = c2 + a2 – 2ca cos B
Q.E.D

Using obtuse – angled triangle

C
b
a h
A c B x D
c+x

Given: Any ABC with B obtuse

To prove: b2 = a2 + c2 – 2ac cos B
Construction: Draw the perpendicular
from C to AB produced.
Proof: With the lettering in the diagram.
b2 = (c + x)2 + h2
= c2 + 2cx + x2 + h2
But in BCD
a2 = x2 + h2 (by Pythagoras)
 b2 = c2 + 2cx + a2
ie b2 = a2 + c2 + 2cx -------- (1)
In BCD, cosB = x
a
cos (180 – B) = x
a
-cosB = x
a
 x = -acosB
Page 80
From Eqn (1)
b2 = a2 + c2 + 2c(-acosB)
 b2 = a2 + c2 – 2accosB
Q.E.D

Similarly, a2 = b2 + c2 – 2bccosA
c2 = a2 + b2 – 2abcosC

APPLICATIONS OF COSINE RULE

Cosine rule can be used for solving problems involving triangles, which
are not right–angled, in which two sides and the angle between the two sides are
given i.e. two sides and the included angle.
Secondly, the formula can be used to find the angles of a triangle when the
three sides of the triangle are given.

USING COSINE RULE TO FIND THE MISSING SIDE OF A

TRIANGLE
Examples:
(1) In  ABC, given that A = 650, b = 9cm and c = 12cm, Find a.

Solution:
C

9cm a

650
A 12cm B
Using cosine rule
a2 = b2 + c2 – 2bccosA
= 92 + 122 – 2x9x12cos65
= 81 + 144 – 216cos65
= 225 – 216 x 0.4226
= 225 – 91.28
= 133.72
a = 133.72
 a = 11.56cm.

Page 81
 (2) Find the value of q in the figure below.
R
q
5m
0
112
P 7m Q
Solution:
Using cosine rule
q2 = p2 + r2 – 2prcosQ
= 52 + 72 – 2x5x7cos1120
= 25 + 49 – 70[-cos(180 – 112)]
= 74 – 70(-cos 68)
= 74 + 70cos68
= 74 + 70 x 0.3746
= 74 + 26.222
= 100.222
q = 100.22
 q = 10.01
 q  10m

(3) In  ABC, B = 1300, a = 4.62cm and c = 6.21cm, Calculate b.

Solution:
A

b
6.21cm

1300

B 4.26cm C
Using cosine rule
b2 = a2 + c2 – 2ac cos B
= 4.622+6.212–2x4.62x6.21cos1300
Page 82
 = 21.34+38.56–57.38[-cos180–130]
= 59.9 - 57.38 [-cos 50]
= 59.9 + 57.38 x 0.6428
= 59.9 + 36.88
= 96.78
b = 96.78
2

 b = 9.8cm.

Class Activity:
Solve the following questions and approximate all answers to 1 decimal place.
(1) In ABC, B = 530, c = 45km and
a = 63km. Find b.
(2) In PQR, Q = 1110, r = 47km and p =
39km. Find q.
(3) In ABC, B = 870, a = 25m and c =
19m. Find b.
(4) In ABC, B = 1420, a = 33km and c =
27km. Find b.

USING COSINE RULE TO CALCULATE ANGLES

Cosine rule can also be used to calculate the angles of a triangle when the
three sides are given. This is done by making the cosine of the desired angle the
subject of the formula.
E.g. If
a2 = b2 + c2 – 2bc cos A
2bccosA = b2 + c2 – a2
cosA = b2 + c2 – a2
2bc
Similarly, cosB = a2 + c2 – b2
2ac
and cosC = a + b2 – c2
2

2ab
This formula is used to calculate the angles of a triangle when all the three sides of
the triangle are given.

Examples:

Page 83
Find the angles of the  ABC given that a = 7cm, b = 6cm and c = 5cm.
Solution:
C

6cm 7cm

A 5cm B
To find angle A,
cosA = b2 + c2 – a2
2bc
= 6 + 52 - 72
2

2x6x5
= 36 + 25 – 49
60
cosA = 0.2000
A = cos-1 0.2000
 A = 78.50 ----------------- (1)
To find angle B,
cosB = a2 + c2 – b2
2ac
= 7 + 52 - 62
2

2x7x5
= 49 + 25 – 36
70
cosB = 0.5429
B = cos-1 0.5429
B = 57.10 -----------------(2)
To find angle C,
cosC = 72 + 62 - 52
2x7x5
= 49 + 36 – 25
84
cosC = 0.7143
C = cos-1 0.7143
C = 44.40 ---------------- (3)

Page 84
Check: From Eqn (1), (2) and (3).
A + B + C = 78.50 + 57.10 + 44.40
= 1800

Class Activity
Using cosine rule, calculate the three angles of the following triangles whose sides
are given below. Approximate all your answer to the nearest degree.
(1)  XYZ, x = 10m, y = 16m and
z = 13m.
(2)  PQR, p = 25km, q = 30km, and
r = 8km.
(3) ABC, a = 5.7cm, b = 3.5cm and
c = 4.3cm.

GENERAL PROBLEM SOLVING USING SINE AND COSINE RULE.

A combination of sine and cosine rule can be used to solve a given

problem, as we shall see subsequently.
Example 8:
Find the value of the following from the diagram below (i) x (ii)  (iii) BD.
C
13cm
D 430
xcm 7cm
 35 125
0 0

A B
Solution:
(i) Using sine rule
a = b
sinA sinB
7 = x
0
sin35 sin1250

Page 85
 X = 7 sin 1250
sin 350
X = 7 sin 550
sin 350
x = 9.99cm
 x  10cm

(ii) Using sine rule

10 = 13
sin430 sin
10sin = 13sin430
sin = 13sin430
10
sin = 0.8866
 = sin-1 0.8866
 = 620

(iii) To find /BD/

D 13cm C

7cm
B
BCD = BCA + ACD ----------------- (1)
BCA = 1800 – (1250 + 350) (sum of s in ABC)
= 1800 - 1600
= 200
ACD = 180 – (430 + 0)
= 180 – (430 + 620)
= 180 - 1050
= 750
From (1)
BCD = 200 + 750

Page 86
 = 950
Using cosine rule to find /BD/
/BD/2 = b2 + d2 – 2bdcosC
= 132 + 72 – 2 x 13 x 7cos950
= 169 + 49 – 182[-cos180–95]
= 218 – 182 [-cos 85]
= 218 + 182 x 0.0872
= 218 + 15.87
2
/BD/ = 233.87
/BD/ = 233.87
/BD/ = 15.29cm
/BD/ = 15.3cm (1. d.p)
Example 9:
Find the unknown sides and angles of a triangle ABC given that C = 69 0 , a = 9cm
and b = 6cm. Give answer to 3 significant figure.

Solution:
A

6cm

690
B 9cm C

Using cosine rule

c2 = a2 + b2 – 2abcos C
= 81 + 36 – 108 cos690
= 117 – 108 x 0.3584
= 118 – 38.71
= 79.29
C = 79.29
Page 87
C = 8.90cm
To get angle B, we shall use sine rule
b = c
sinB sinC
6 = 8.9
sinB sin690
6sin690 = 8.9sinB
sinB = 6sin690
8.9
sinB = 0.6294
B = sin-1 0.6294
 B = 390
To get angle A,
A + B + C = 1800 [sum of Ls in a ]
A + 390 + 690 = 1800
A = 1800 - 1080
 A = 720

Class Activity:
(1) The figure below is a trapezium
ABCD, in which /AB/ is parallel to
/DC/, and the lengths of the sides are
as shown below.
D 7cm C
1080
5cm
6cm
A 9cm B
Calculate the value of the following
(i) /AC/ (ii) ABC
(2) R
2.5cm
S

Page 88
 3cm 8.3cm
P
6.4cm

Q
The figure above is a triangle PQR with the dimension as shown above. Calculate
the following (i) RPQ (ii) /QS/

(3) In PQR p:q:r = 3:1:1. Calculate the

ratio P:Q:R in its simplest form.
(WAEC).
(4) Calculate the angles of the triangles
whose sides are in the ratio 4:5:3.
(5) Given a triangle PQR, in which
/PQ/ = 13cm, /QR/ = 9cm,
/PR/ = 7cm and QR is produced to S
so that /RS/ = 6cm. Calculate the
following. (i) cos PRS (ii) /PS/
(6) Find the value of the following from
the diagram below.
(i) x
(ii) DAB

D 8cm C

7.3cm xcm 6cm

A 9.5cm B

PRACTICE EXERCISE
(1) The angle of elevation of the top of a building measured from point A is
25o. At point D which is 15m closer to the building, the angle of
elevation is 35o Calculate the height of the building.(Hint: use sine rule)

Page 89
 (2) The angle of elevation of the top of a column measured from point A, is
20o. The angle of elevation of the top of the statue is 25 o. Find the height
of the statue when the measurements are taken 50 m from its base( Hint:
use sine rule)
(3) Find the values of the unknown sides and angles

ASSIGNMENT
(1) A fishing boat leaves a harbour (H) and travels due East for 40 miles to a
marker buoy (B). At B the boat turns left onto a bearing of 035 o and sails to
a lighthouse (L) 24 miles away. It then returns to harbour.
I. Make a sketch of the journey
II. Find the total distance travelled by the boat. (nearest mile)
(2) A fishing boat leaves a harbour (H) and travels due East for 40 miles to a
marker buoy (B). At B the boat turns left and sails for 24 miles to a
lighthouse (L). It then returns to harbour, a distance of 57 miles.
I. Make a sketch of the journey.
II. Find the bearing of the lighthouse from the harbour. (nearest degree)
(3) Find the unknown sides and angles

KEYWORDS: COSINE RULE, SINE RULE, ANGLES, SIDES,

DEGREE, DIRECTION ,TRIGONOMETRY, ETC

Page 90
 WEEK 9

Subject: Mathematic
Class: SS 2
TOPIC: BEARING
CONTENT:
 Revision of;
 Trigonometric ratios;
 Angles of elevation and depression.
 Notation for bearings: (i) Cardinal notations N300E (ii) S450W
 3-digits notation. E.g. 0750, 3500.
 Practical problems on bearing.

REVISION OF TRIGONOMETRIC RATIOS

Parts of a Right Triangle
HYPOTENUSE
B
OPPOSITE SIDE c

Page 91
 A

C ADJACENT SIDE (b)

A

The hypotenuse will always be the longest side, and opposite from the right angle.
(Imagine that you are at Angle A looking into the triangle.)
The adjacent side is the side next to Angle A. It’s that sides that has angle 90 and
unknown angle on it.( The opposite side is the side that is on the opposite side of
the triangle from Angle A.)
Opposite side is the side facing the unknown angle
The ratios are still the same as before!!
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎 1 𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑐
Sine A = = Cosec A = = =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑐 sin 𝐴 𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎
𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑏 1 𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑐
Cos A = = Sec A = = =
𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑐 cos 𝐴 𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑏
𝒐𝒑𝒑𝒐𝒔𝒊𝒕𝒆 𝑎 1 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑏
Tan A = = Cot A = = =
𝒂𝒅𝒋𝒂𝒄𝒆𝒏𝒕 𝑏 tan 𝐴 𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑎

Examples
(1) In the diagram below, calculate /BD/ and /AD/

10cm

A D C
Solution

Page 92
BC/AB= sin 35 implies BC = Ab sin 35 = 10 sin 35
From sin tables, sin 35 = 0.5736
Hence BC = 10 × 0.5736
BC/BD = sin 60 implies BD = BC/sin 60 = 5.736/0.866= 6.62 cm
BC/CD = tan 60= 1.732
CD= BC/1.732 = 5.736/1.732 = 3.31cm
AC/AB = cos 35 implies AC=AB cos 35 = 10(0.8192) = 8.19cm
AD=AC-CD= 8.19 -3.31 = 4.88cm
(2) Given that tan x = 5/12, what is the value of Sin x + Cos 2x?
Solution

5 p

12
P2= 122 + 52
P2 = 144 + 25
P2 = 169
P = √169
P = 13
Sin x + cos 2x
5/13 + 2( 12/13)
𝟓+𝟐𝟒 𝟐𝟗
5/13 + 24/13 = = = 𝟐𝟑𝟏𝟑
𝟏𝟑 𝟏𝟑

Class Activity:
If Cos 600 = ½, which of the following angles has a cosine of -½?
A. 300 B. 1200 C. 1500 D. 2100 E. 3000 (SSCE 1988)

Page 93
 2. Cos x is negative. Which of the following is true of x?
A. 00 < x < 900 B. 900 < x < 1800 C. 1800< x < 2700D. 2700< x < 3600 E.
-900< x < 900
(SSCE1988)
3. If Sin θ = 3/5, find tan θ from θ < θ < 900
A. ⅜ B. ⅝ C. ¾ D. ½ E. 4/5
(SSCE 1988)

4. If Sin θ = ½ and Cos θ = -√3/2 what is the value of θ?

A. 300 B. 600 C. 900 D. 1200 E. 1500 (SSCE 1989)

5. Given that Sin θ = -0.9063 where 0 ≤ θ ≤ 2700 find θ

A. 650 B. 1150 C. 1450 D. 2450 E. 2650 (SSCE
1991)

ELEVATION AND DEPRESSION

Right triangle trigonometry is often used to the height of a tall object indirectly. To
solve a problem of this type, measure the angle from the horizontal to your line of
sight when you look at the top or bottom of the object

Angle of depression
Angle of Elevation

Page 94
If you look up, you measure the angle of elevation. If you look down, you measure
the angle of depression
Examples:
(1) An aircraft is circling an airport at a height of 600m. The navigator finds that
the angle of depression of the control tower of the airport is 12 0. What is the
distance between the aircraft and the control tower?

Solution
120 A

600m

C 120 B
In theb above diagram, the point A represents the position of the aircraft while the
point C represents the position of the control tower
From triangle ABC
𝐴𝐵
= sin 120
𝐴𝐶
𝐴𝐵 600
/AC/ = = = 2886𝑚
𝑆𝐼𝑁 12 0.2079

The aircraft is approximately 2886m from the control tower

(2) A survey stands 60m a vertical tree. The angle of elevation of top of the tree
from a point 2m above the ground is 250. Calculate the height of the tree to 2
sig fig

Page 95
 A 60m 250 B
E 2m D
If BC= a and AC = b
a/b = tan 250 a = 60 tan 25
60 × 0.4663 = 27.978𝑚
The height of the tree = 2m + 27.978m
29.789m≈ 30.0𝑚 (2. 𝑠. 𝑓)
Class Activity
(1) A cell phone tower is supported by two guy-wires, attached on opposite
sides of the tower. One guy-wire is attached to the top of the base of the
tower at point A and the other is attached to the base at point E, at a height
of 70 m above the ground
(2) From the top of a building 10 m high, the angle of depression of a
stone lying on the horizontal ground is 690. Calculate, correct to 1 decimal
place, the distance of the stone from the foot of the building
A. 3.8m B. 6.0m C. 9.3m D. 26.1m
(SSCE 1990)
(3) From the top of a building 10 m high, the angle of depression of a stone
lying on the horizontal ground is 690. Calculate, correct to 1 decimal place,
the distance of the stone from the foot of the building
A. 3.8m B. 6.0m C. 9.3m D. 26.1m
(SSCE 1990)

( 4) From the top of a cliff, the angle of depression of a boat on the sea is
0
60 . If the top of the cliff is 25m above the sea level, calculate the horizontal
distance from the bottom of the cliff to the boat.

Page 96
 25√3 25 √3
A. 50√30m B. 25√25m C. 𝑚 D. 𝑚 E. 𝑚
3 3 25
(SSCE 1991)

( 5) The angle of elevation of the top of a tree 39m away from a point on
the ground is 300. Find the height of the tree.
13 13 √3
A. 39√3m B. 13√3m C. 𝑚 D. 𝑚 E. 𝑚
√3 3√3 13
(SSCE 1991)

BEARINGS
This is a system of measuring the location of points on the earth’s surface in
relation to another using the four cardinal points of the earth. i.e. the North, South,
East and West.
There are two major ways of measuring the bearings of points. They are
(i) The three-digit bearing (True bearing).
(ii) The points of compass bearing.
The Three-digit bearing or True bearing
This type of bearing is normally expressed using three digits as the name
implies e.g. 0030, 0070, 0250, 0670, 1250, 2180 e.t.c.
The bearing is normally read from the North Pole in a clockwise direction
until the desired point is reached.

Example 1:
The bearing of B from A is 0750, what is the bearing of A from B?
Solution: N
B 900
750 900
N 0750
A

The bearing of A from B is

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 900 + 900 + 750 = 2550
(This is read from the North Pole at point B)
Example 2:
The bearing of Y from X is 2400, what is the bearing of X from Y?
Solution:
N
x 1800
600
N 600
Y
The bearing of X from Y is 0600
(This is read from the North Pole at point Y)
Example 3:
The bearing of Q from P is 1880, what is the bearing of P from Q?

Solution: N
P 1800
80
N
Q 80
The bearing of P from Q is 0080
(This is read from the North Pole at Q)

The Points of Compass Bearing

This type of bearing is usually read either from the North or South to
any of the directions specified, East or West. It is usually started with the letters N
or S denoting North or South and it is normally ended with the letters E or W
Page 98
denoting East or West i.e. N0W, N0E, S0W, S0E where  lie between 0 and 900
(00 << 900).
The first letter N or S as the case may be, signifies the point we are reading from
and the last letters E or W signifies the direction we are reading to.
e.g.
N650E  We are reading from the
North 650 towards the East.
S300W  We are reading from the
South 300 towards the West.
S170E  We are reading from the
South 170 towards the East.
We shall reframe the three examples under the three-digit bearing using
point of compass bearing specifications.
Examples
(1) The bearing of B from A is N750E, what is the bearing of A from B?

Solution:

N B
W E
0
75
S
N
A 750
W E
S
The bearing of A from B is S750W.

(2) The bearing of Q from P is S80W, what is the bearing of P from Q?

N P
W E
80S
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 Q N 80
W E
S
The bearing of P from Q is N80E.

(3) The bearing of Y from X is S600W, what is the bearing of X from Y?

Solution:
N X
W E
600
S N 600 Y
W E
S
The bearing of X from Y is N600E
NOTE THAT:
The bearing of a place is said to be due North if it is directly to the North; due
South if it is directly down South; due East if it is directly towards the East and due
West if it is directly towards the West.

(1) B is due North of A

B

N
W A E
S
(2) B is due East of A
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 N

A E B
S

(3) B is due West of A

N
A
W E
B S
(4) B is due South of A
N
A
W E

S
B
(5) C is North East of B
C

N
B E

(6) B is directly South West of A

N
A
W E
S

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 B

Class Activity
(1) What’s the bearing of Q from P to the nearest whole degree?
A. 160 B. 170 C. 730 D.1060 E. 1640
(SSCE 1988)

(2) Points X and Y are respectively 20km north and 9km east of a point
O. What is the bearing of Y from X correct to the nearest degree?
A. 0240 B. 1140 C. 1540 D. 2040 E. 3360
(SSCE 1989)

(3) Town P is on a bearing 3150 from town Q while town R is south of town P
and west of town Q. if town R is 60km away from Q, how far is R from P?
A. 30km B. 42km C. 45km D. 60km E. 120km
(SSCE 1992)

(4) Points X and Y are respectively 12m North and East of point Z.
Calculate /XY/.
A. 7m B. 12m C. 13m D. 17m E. 18m
(SSCE 1992)

(5) A plane flies 90km on a bearing 0300 and then flies 150km due east. How
far east of the starting point is the plane?
A. 120km B. 165km C. 195km D. (150 + 45√3) km E. 240km
(SSCE 1993)

PRACTICAL PROBLEMS ON BEARING.

THREE POINTS MOVEMENT WITH DISTANCE GIVEN

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Examples:
(1) A dragonfly flew from point A to point B, 25m away on a bearing of 067 0. It
then flew from point B to point C 17m away on a bearing of 1430.
(a) How far is the dragonfly from the
starting point to the nearest metre?
(b) What is the bearing of the starting point from the dragonfly?
Solution:
We shall represent the movement of the dragonfly with a diagram.
N
B
1430
1 2
25m 1040 17m
3
C
0
N 067
b
A
HOW TO FIND THE ANGLE B
1 = 670 [alternate angles]
2 + 1430 = 1800 [sum of <s on a straight
line] 2 = 180 – 143
2 = 370
B =  1 + 2
= 670 + 370
= 1040

(a)

Using cosine rule

b2 = a2 + c2 – 2ac cos B
= 172 + 252 – 2x17x25 cos 1040
= 289 + 625 – 850 (-cos 760)
= 914 + 850 x 0.2419
= 914 + 205.6
= 1119.6
b = 1119.6
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 b = 33.46
 b = 33m (nearest metre)
 The dragonfly is approximately 33m from the starting point.
(b) Using sine rule
b = c
sin B sin C
33.46 = 25
sin 104 sin C
33.46 sin C = 25 sin 1040
sin C = 25 sin 104
33.46
sin C = 25 sin 760
33.46
sin C = 0.7249
C = sin-1 0.7249
C = 46.470
The bearing of the starting point from the dragonfly is
= 360 – (3 + C) But 3 = 2 =
= 360 – (370 + 46.47)370(alternate <s)
= 3600 – 83.470
= 276.50
 2770

(2) A ship in an open sea sailed from a point A to another point B, 15km away on a
bearing of 3100. It then sailed from the point B to another point C, 23km away on a
bearing of 0620.
(i) How far is the ship from the starting point?
(ii) What is the bearing of the starting point from the ship?

Solution: (i) 4 C
3
23km

0620 1

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 B 2 680 b
0
15km 50 N
5
A 3100

To find the angle B,

1 + 620 = 900 [complimentary angles]
1 = 900 - 620
1 = 280
5 + 500 = 900 [complimentary angles]
5 = 900- 500
5 = 400

2 = 5 = 400 (alternate angles)

B = 1 +  2
= 280 + 400
= 680

Using cosine Rule

b2 = a2 + c2 – 2ac cos B
= 232 + 152 – 2x23x15 cos 680
= 529 + 225 – 690 x 0.3746
= 754 – 258.474
2
b = 495.526
b = 495.526
b = 22.3km
(ii) Using sine Rule
b = c
sin B sin C
22.3 = 15
sin 680 sin C
22.3 sin C = 15 sin 680
sin C = 15 sin 680
22.3
sin C = 0.6237
C = sin-1 0.6237

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 C = 38.60
The bearing of the starting point from the ship is obtained from 360 0 – (3 + 4 +
C).
1 = 3 [alternate <s]
since 1 = 280
 3 = 280

= 3600 – (280 + 900 + 38.60)

= 3600 – 156.60
= 203.40
 The bearing of the starting point from
the ship is  2030
THREE POINTS MOVEMENT WITH SPEEED AND TIME GIVEN
(Under this case, we shall be considering the bearing of ONE OBJECT moving to
three different points with no distance given but the SPEED AND TIME OF THE
VEHICLE GIVEN)

(3)A boat sails at 50km/h on a bearing of N520E for 1½ hours and then sails at
60km/h on a bearing of S400E for 2 hours.
(i) How far is the boat from the starting point?
(ii) What is the bearing of the starting point from the boat?
(iii) What is the bearing of the boat from the starting point?

Solution: N
(i) Q 1400

75km 920
N 520 2 120km
P 4 q 3
R
Distance PQ = Speed x Time
= (50 x 1½) km

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 = (50 x 3/2) km
= 75km
Distance QR = (60 x 2) km
= 120km
To find angle Q,
1 = 520 (alternate angles)
Q = 1 + 400
Q = 520+ 400
= 920

Using cosine rule

q2 = p2 + r2 – 2pr cos Q
= 1202 + 752 – 2x120x75 cos 920
= 14400 + 5625 – 18000 [-cos1800-920]
= 20025 – 18000 (-cos 88)
= 20025 + 18000 x 0.0349
= 20025 + 628.2
= 20653.2
q = 20653.2
 q = 143.7km.
(ii) Using sine rule
q = r
sinQ sin R
143.7 = 75
sin92 sin R
143.7 sinR = 75 sin 920
sinR = 75 sin 920
143.7
sin R = 75 sin 880
143.7
sin R = 0.5216
R = sin-1 0.5216
R = 31.40
But 3 = 400 [alternate <s]

The bearing of the starting point from the boat is = N(R + 3)0W
= N( 31.40 + 400)W
= N 71.40 W
Page 107
  N 710 W
(iii) But 2 + 920 + R = 1800 [<s in a ]
2 + 920 + 31.40 = 1800
2 = 1800 – 123.40
 2 = 56.60
4 = 1800 –(520 + 2)
4 = 1800 –(520 + 56.60)
4 = 1800 –108.60
4 = 71.40
 4  710


The bearing of the boat from the starting point is read from the point P as S71 0E.

(4)An aircraft flew from an airport A to another airport B, on a bearing of 065 0 at

an average speed of 300km/h for 21/3 hrs, It then flew from the airport B to another
airport C, on a bearing of 3200 at an average speed of 450km/h for 40min.
(i) How far is the aircraft from the starting point?
(ii) What is the bearing of the starting point from the aircraft?
(iii) What is the bearing of the aircraft from the starting point?

Solution:(i) 3C
4
300km
b 750 500
2 B
650 5 2700
N 1 700km
A
Distance = Speed x Time
Distance AB = (300 x 21/3) km
= (300 x 7/3) km
= (100 x 7) km
= 700km.

Page 108
Distance BC = (450 x 40) km
60
2
= (450 x /3) km
= (150 x 2) km
= 300km.

since 60min = 1hr

 to get time in hrs
= 40
60
=2
3 hrs

To find angle B,
1 + 650 = 900 [complimentary angles]
1 = 900 – 650
1 = 250
1 = 2 [alternate angles]
2 = 250
B = 2rule
Using cosine + 500
b2 = a2B
0
+ 500cos B
+ c=225–0 2ac
B2 = 75 2
= 300 + 700 – 2x300x700 cos 750
= 90000 + 490000 – 420000 x 0.2588
= 580000 – 108696
= 471304
b = 471304
b = 686.5km
 The aircraft is 686.5km from the starting point.

(ii) Using sine rule

b = c
sin B sin C
686.5 = 700
sin 75 sin C
686.5 sin C = 700 sin 75
sin C = 700 sin 75
686.5
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 sin C = 0.9849
C = sin-1 0.9849
 C = 800
The bearing of the starting point from the aircraft is read from point C.
i.e. = 3 + 4 + C
3= 900

4 =500 ( alter. Angles)

= 900 + 500 + 800
= 2200

(iii) A + B + C = 1800 [sum of Ls in a ]

5 +750 + 800 = 1800
5 = 1800 – 1550
5 = 250
The bearing of the aircraft from the starting point is = 90 0- (5 + 1)
= 900 – (250 + 250)
= 900 – 500
= 0400
(read from the point A)

Class Activity
(1) C

N
9m A

2170
N 4m
B
3200
From the diagram above, find the following
(i) ABC
(ii) /AC/

Page 110
(iii)The bearing of A from C.

N
(2) P 1220

21km
N
Q
2000
15km

R
From the diagram above, find the following
(i) PQR
(ii) /PR/
(iii) The bearing of P from R.
(3) A town B is 12km from another town A on a bearing of 0470 and another town
C is 8km from town B on a bearing of 1240.
(i) How far is town A from town C?
(ii) What is the bearing of town A from C?

(4) A ship sailing in an open sea moves from a point A on a bearing of 055 0 at a
speed of 50km/h for 1½ hour to another point B. It then moves on a bearing of
1430 at a speed of 40km/h for 2 hours to another point C.
(i) How far is the ship from the starting point?
(ii) What is the bearing of the ship from the starting point?

TWO DIRECTIONS WITH DISTANCE GIVEN

(Under this case, we shall be considering the bearing of TWO OBJECTS at

different locations read from the same point or TWO OBJECT moving from the
same point in two different directions AND the DISTANCES covered by the two
objects GIVEN)

Page 111
Examples:
(1) Two missiles A and B shot from the same point, Missile A was shot on a
bearing of 0580 and at a distance of 10km and missile B was shot on a bearing of
1320 at a distance of 18km.
(i) How far apart are the missiles?
(ii) What is the bearing of missile A from missile B? (WAEC)

Solution:

(i) A
10km
N 0580
P 1
0
132 420 740
p

18km
N

To get angle P,
1 + 580 = 900 [complementary angles]
1 = 900 - 580
1 = 320
P = 1 + 420
= 320 + 420
Using cosine
= 740 rule
2
ORP = + 0b-258–0 2ab cos P
P =a2132
20
= 74
= 18 + 102 – 2x18x10 cos
740
= 324 + 100 – 360 x 0.2756
= 424 – 99.216
= 324.784
P = 324.784
P = 18.0km
The two missiles are 18km apart.
(ii) Using sine rule
To find angle B,

Page 112
 b = p
sin B sin P
10 = 18
sin B sin 740
10 sin 74 = 18 sin B
sin B = 10 sin 740
18
sin B = 0.5340
B = sin-1 0.5340
B = 32.30
To get the bearing of A from B
= 2700 + 2 + B [2 = 42 (alternate <s)]
= 2700 + 420 + 32.30
= 344.30
 3440

(2) Two points B and C are observed from a watch tower at point A. If B is 7km on
a bearing of 0630 and the other point C is 12km due south of A.
(i) How far apart are the two points?
(ii) What is the bearing of B from C?
(iv) What is the bearing of C from B?

Solution: B

7km 3
0
063
A 1
2 1170
a
12km

1 + 630 = 900 [complementary angles]

1 = 900 - 630
1 = 270 Page 113
2 = 900
A = 1 + 2
= 270 + 900
(i) Using cosine rule
a2 = b2 + c2 – 2bc cos A
= 122 + 72 – 2x12x7 cos 117
= 144 + 49 – 168 [-cos 180 – 117]
= 193 – 168 [-cos 63]
= 193 + 168 x 0.4540
= 193 + 76.27
2
a = 269.27
a = 269.27
a = 16.4km
The two points are 16.4km apart.
(ii) Using sine rule
to find angle C
a = c
sin A sin C
16.4 = 7
sin 117 sin C
16.4 sin C = 7 sin 117
sin C = 7 sin 63
16.4
sin C = 0.3803
C = sin-1 0.3803
C = 22.40
 220
 The bearing B from C is 0220

(iii) The bearing of C from B is

=180 + 3 3 = C= 220
(alternate angles)
Page 114
 = 180 + 220
= 2020

Class Activity
(1) Two men P and Q set off from a base camp R prospecting for oil. P move 20km
on a bearing 2050 and Q moves 15km on a bearing of 0600.Calculate the
(a) Distance of Q from P
(b) Bearing of Q from P
(Give answers in each case correct to the nearest whole number).
SSCE, June 1996, No 12 (WAEC).
(2) Two boats A and B left a port C at the same time along different routes. B
traveled a distance of 9km on a bearing of 1350 and A traveled a distance of 5km
on a bearing of 0620.
(a) How far apart are the two ships?
(b) What is the bearing of ship B from A?

PRACTICE EXERCISE

(1) Two flying boats A and B left port P at the same time, A sailed on a bearing of
1150 at an average speed of 8km/h and B sailed on a bearing of 241 0 at an average
speed of 6km/h.
(a) How far apart are the flying boats after 1½ hour?
(b) What is the bearing of boat A from boat B?

(2) A man observed two boats P and Q at a sea sailing towards him at the point R.
He observes P at a bearing of N430W moving at an average speed of 20km/h and Q
is on a bearing of S520W moving at an average speed of 30km/h. If P took 2 hours
to get to R and Q took 2½ hours to get to R.
(a) How far apart were the two boats when the man first noticed them?
(b) What was the bearing of P from Q?

(3)An aeroplane flew from city G to city H on a bearing of 150 0. The distance
between G and H is 300km. It then flew a distance of 450km to city J on a bearing
of 0600. Calculate and correct to a reasonable degree of accuracy.
(a) The distance from G to J,
(b) How far north of H is J,
(c) How far west of H is G.

Page 115
 SSCE, Nov 1994, No 4 (WAEC).

(4) A girl moves from a point P on a bearing of 0600 to a point Q, 40m away. She
then moves from the point Q, on a bearing of 1200 to a point R. The bearing of P
from R is 2550. Calculate, correct to three significant figures the distance between
P and R.
SSCE, Nov 1993, No 2b (WAEC).

ASSIGNMENT
(1) A man travels from a village X on a bearing of 0600 to a village Y which is
20km away. From Y, he travels to a village Z, on a bearing of 195 0. if Z is directly
east of X, calculate, correct to three significant figures, the distance of (i) Y from Z
(ii) Z from X.
SSCE, June 1995, No 10a (WAEC).
(2) A surveyor standing at a point X sights a pole Y due east of him and a tower Z
of a building on a bearing of 0460. After walking to a point W, a distance of 180m
in the south-east direction, he observes the bearing of Z and Y to be 3370 and 0500
respectively.
(a) Calculate, correct to the nearest metre.
(i) /XY/
(ii) /ZW/
(b) If N is on XY such that XZ = ZN, find the bearing of Z from N.
SSCE, June 1998, No 10 (WAEC).
(3) An aeroplane flies from a town X on a bearing of N450E to another town Y, a
distance of 200km. It then changes course and flies to another town Z on a bearing
of S600E. If Z is directly east of X, calculate correct to 3 significant figures.
(a) The distance from X to Z.
(b) The distance from Y to XZ.
(WAEC).

N
(3) A
2100
N 50km
B 1500

80km

Page 116
 C
(a) In the diagram, A, B and C represent three locations. The bearing of B from A
is 2100 and the bearing of C from B is 1500. Given that /BA/ = 50km and /BC/ =
80km, calculate:
(i) The distance between A and C correct to the nearest kilometer
(ii) The bearing of A from C to the nearest degree.
(b) How far east of B is C?
WASSCE, Nov 1999. No 9 (WAEC).

(5) T
580 N
1610
0530 B
N 15m
18m
A
N
C

In the diagram, three points A, B and C is on the same horizontal ground. B is 15m
from A, on a bearing of 0530. C is 18m from B on a bearing of 1610. A vertical
pole with top T is erected at B such that angle ATB = 58 0. Calculate, correct to
three significant figures,
(a) The length of AC;
(b) The bearing of C from A;
(c) The height of the pole BT.
WASSCE, June 2001, N0 12. (WAEC)

(3) Two planes left Lagos international airport at the same time. The first traveled
on a bearing of 0480 at an average speed of 500km/h for 12/5 hour before landing.

Page 117
The second traveled on a bearing of 3320 at an average speed of 400km/h for ¾
hour before landing at its destination.
(a) How far apart are their destinations?
(b) What is the bearing of the first from the second?

KEYWORDS: BEARING,TRIGONOMETRY,
SINE,COSINE,TANGENT,SPEED,VELOCITY,DISTANCE ETC

Page 118