MATHEMATICS

Module 1: Mathematics for Aviation

Technicians
 AC010 MATA Module 1 Mathematics Revision 3 March 2016
Contents
ARITHMETIC TERMS & SIGNS .................................................................. 4
SOME DEFINITIONS ................................................................................... 8
SEQUENCE OF ARITHMETICAL OPERATIONS ............................................... 8
FACTORS & MULTIPLES ............................................................................ 10
LOWEST COMMON MULTIPLE (L.C.M.) ....................................................... 10
HIGHEST COMMON FACTOR (H.C.F.) ......................................................... 10
POWER NUMBERS .................................................................................... 10
SEQUENCES ............................................................................................ 12

FRACTIONS ................................................................................................ 13
VULGAR FRACTIONS ................................................................................. 13
REDUCING A FRACTION TO ITS LOWEST TERMS........................................... 15
TYPES OF FRACTIONS .............................................................................. 17
LOWEST COMMON DENOMINATOR ............................................................. 19
ADDITION OF FRACTIONS .......................................................................... 20
SUBTRACTION OF FRACTIONS ................................................................... 22
COMBINED ADDITION AND SUBTRACTION .................................................... 23
MULTIPLICATION ...................................................................................... 24
CANCELLING ............................................................................................ 26
DIVISION OF FRACTIONS ........................................................................... 27
OPERATIONS WITH FRACTIONS .................................................................. 29

DECIMALS................................................................................................... 31
THE DECIMAL SYSTEM .............................................................................. 31
MULTIPLICATION & DIVISION OF DECIMALS ................................................. 33
LONG MULTIPLICATION ............................................................................. 36
LONG DIVISION......................................................................................... 37
DECIMAL PLACES ..................................................................................... 39
SIGNIFICANT FIGURES .............................................................................. 39
ROUGH CHECKS FOR CALCULATIONS ......................................................... 41
FRACTION TO DECIMAL CONVERSION ......................................................... 43
CONVERSION OF DECIMALS TO FRACTIONS ................................................ 46

FORMULAE ................................................................................................. 47
EVALUATING FORMULA ............................................................................ 47
TRANSPOSING FORMULAE........................................................................ 48
WEIGHTS, MEASURES & CONVERSION .................................................. 51
THE INTERNATIONAL SYSTEM OF UNITS ...................................................... 51
S I BASE UNITS ........................................................................................ 51
FACTORS OF MULTIPLES & SUB - MULTIPLES .............................................. 51
SPACE & TIME.......................................................................................... 52
MECHANICS ............................................................................................. 52
HEAT 52
EXPRESSING SI UNITS .............................................................................. 53
CONVERSION FACTORS ............................................................................ 54

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
RATIO & PROPORTION .............................................................................. 56
PROPORTIONAL PARTS ............................................................................. 58
DIRECT PROPORTION ............................................................................... 60
INVERSE PROPORTION ............................................................................. 62

AVERAGES ................................................................................................. 63
AVERAGE SPEED ...................................................................................... 66

PERCENTAGES .......................................................................................... 69
PERCENTAGE OF A QUANTITY ................................................................... 71

AREAS ......................................................................................................... 73
VOLUMES.................................................................................................... 78
UNIT OF VOLUME ..................................................................................... 78
UNIT OF CAPACITY ................................................................................. 79
VOLUMES AND SURFACE AREAS................................................................ 81
SQUARES & SQUARE ROOTS .................................................................. 83
SQUARE NUMBERS ................................................................................... 83
SQUARE ROOTS ....................................................................................... 88
CUBED 94
CUBED ROOTS ......................................................................................... 94

1.2 ALGEBRA ............................................................................................. 95

USE OF SYMBOLS ..................................................................................... 95
SUBSTITUTION ......................................................................................... 97
POWERS ................................................................................................. 99
ADDITION OF ALGEBRAIC TERMS ............................................................... 100
MULTIPLICATION & DIVISION OF ALGEBRAIC QUANTITIES .......................... 100
BRACKETS ............................................................................................... 105
ADDITION & SUBTRACTION OF FRACTIONS ................................................. 108

GRAPHS OF EQUATION ............................................................................ 110

THE MEANING OF M & C IN THE EQUATION OF A STRAIGHT LINE ...... 114
THE MEANING OF M & C IN THE EQUATION OF A STRAIGHT LINE .................... 114

INDICES & POWERS................................................................................... 118

LAWS OF INDICES ..................................................................................... 118
Multiplication .............................................................................. 118
Powers 118
Negative indices ......................................................................... 118
Fractional indices ....................................................................... 119
Zero index .................................................................................. 119
BINARY SYSTEM ........................................................................................ 121
OTHER NUMBER SCALES .......................................................................... 125
OCTAL …………………………………………………………………………127
HEXIDECIMAL .......................................................................................... 127
SIMULTANEOUS EQUATIONS ................................................................... 129
ELIMINATION METHOD IN SOLVING SIMULTANEOUS EQUATIONS ............... 129

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INDICES AND LOGARITHMS ..................................................................... 134
LAWS OF INDICES .................................................................................... 134
MULTIPLICATION ...................................................................................... 134
DIVISION ................................................................................................. 134
NEGATIVE INDICES .................................................................................. 135
FRACTIONAL INDICES ............................................................................... 135
ZERO INDEX ............................................................................................ 136
NUMBERS IN STANDARD FORM .................................................................. 137
LOGARITHMS ........................................................................................... 138
ANTI-LOGARITHMS ................................................................................... 140
RULES FOR THE USE OF LOGARITHMS MUTIPLICATION ................................ 141
GEOMETRY ................................................................................................. 147
RADIAN MEASURES ................................................................................. 147
RELATION BETWEEN RADIANS AND DEGREES ............................................. 147
TYPE OF ANGLES ..................................................................................... 150
PROPERTIES OF ANGLES AND STRAIGHT LINES .......................................... 150
GRAPHICAL REPRESENTATION ................................................................. 158
USE OF GRAPHS ...................................................................................... 159
Nomograms................................................................................ 160
TRIGONOMETRY ........................................................................................ 162
THE NOTATION FOR A RIGHT-ANGLED TRIANGLE ......................................... 162
THE TRIGONOMETRICAL RATIOS ............................................................... 163
THE SINE OF AN ANGLE ............................................................................ 163
READING THE TABLE OF SINES OF ANGLES ................................................ 164
THE COSINE OF AN ANGLE ....................................................................... 168
THE TANGENT OF AN ANGLE ..................................................................... 171
TRIGONOMETRICAL RATIOS BETWEEN 0 AND 360. .................................. 174
POLAR CO-ORDINATES ............................................................................. 180

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Mathematics in Aviation Maintenance

Mathematics is woven into many areas of everyday life. Performing mathematical
calculations with success requires an understanding of the correct methods and
procedures, and practice and review of these principles. Mathematics may be thought of
as a set of tools. The aviation mechanic will need these tools to successfully complete the
maintenance, repair, installation, or certification of aircraft equipment.
Many examples of using mathematical principles by the aviation mechanic are available.
Tolerances in turbine engine components are critical, making it necessary to measure
within a ten-thousandth of an inch. Because of these close tolerances, it is important that
the aviation mechanic be able to make accurate measurements and mathematical
calculations. An aviation mechanic working on aircraft fuel systems will also use
mathematical principles to calculate volumes and capacities of fuel tanks. The use of
fractions and surface area calculations are required to perform sheet metal repair on
aircraft structures.
Metric and Imperial Systems
Because both metric and imperial systems are used throughout the aviation industry, the
aviation technician must be able to converse and calculate between both systems. It is
therefore beneficial to be fully conversant with both systems.
What is Metric and Imperial units?
The Imperial units or the Imperial system is a collection of measurement units.
Commonwealth countries used this system from 1824 until they changed to the metric
system. The imperial system is very similar to the American system but there are some
differences. There are two main systems for measuring distances and weight, the Imperial
System of Measurement and the Metric System of Measurement. Most countries use the
Metric System, which uses the measuring units such as meters and grams and adds
prefixes like kilo, milli and centi to count orders of magnitude.
What is the Imperial System?
The system of imperial units or the imperial system (also known as British Imperial) is the
system of units first defined in the British Weights and Measures Act of 1824, which was
later refined and reduced. The system came into official use across the British Empire. It is
similar but not always the same as US standard units.

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EXAMPLE OF IMPERIAL MEASURES
Length: inches, feet, yards
Area: square feet, acres
Weight: pounds, ounces,
Volume: fluid ounces, gallons

Length
inch link foot yard pole chain furlong mile league metre
1
25 1 1 1 1 1 ⁄63,36 1
1 inch 1 ⁄198 ⁄12 ⁄36 ⁄198 ⁄792 ⁄7,920 ⁄190,080 0.0254
0

0.2011
1 link 7+23⁄25 1 33
⁄50 11
⁄50 1
⁄25 1
⁄100 1
⁄1,000 1
⁄8,000 1
⁄24,000
68
1+17⁄3 1 2 1 1 1 1
1 foot 12 1 ⁄3 ⁄33 ⁄66 ⁄660 ⁄5,280 ⁄15,840 0.3048
3

1 yard 36 4+6⁄11 3 1 2
⁄11 1
⁄22 1
⁄220 1
⁄1,760 1
⁄5,280 0.9144
1 pole 198 25 16+1⁄2 5+1⁄2 1 1
⁄4 1
⁄40 1
⁄320 1
⁄960 5.0292
1 1 1 20.116
1 chain 792 100 66 22 4 1 ⁄10 ⁄80 ⁄240
8
1,00 1 1 201.16
1 furlong 7,920 660 220 40 10 1 ⁄8 ⁄24
0 8
63,36 8,00 1,76 1 1,609.3
1 mile 5,280 320 80 8 1 ⁄3
0 0 0 44
190,0 24,0 5,28 4,828.0
1 league 15,840 960 240 24 3 1
80 00 0 32

Measures of Area
1 rod = 1 furlong × = 40 square = 1⁄2560 = 10890 = 0.10117141056 = 1011.7141056
(unit) 1 rod rods square mile square feet ha m²

= 1 furlong × = 160 = 1⁄640 = 43560 = 0.40468564224 = 4046.8564224

1 acre
1 chain square rods square mile square feet ha m²

1 square
foot

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
Volume
Wet
ounce gill pint quart gallon litre
1 (fluid) 1 1 1 1
1 ⁄5 ⁄20 ⁄40 ⁄160 0.028 413
ounce
1 1 1
1 gill 5 1 ⁄4 ⁄8 ⁄32 0.142 065
1 1
1 pint 20 4 1 ⁄2 ⁄8 0.568 261
1
1 quart 40 8 2 1 ⁄4 1.136 522
1 gallon 160 32 8 4 1 4.546 09
Dry
1 peck = 2 gal. = 9.092 18 l
1 kenning or =2
= 4 gal. = 18.184 36 l
bucket pecks
=4
1 bushel = 2 kennings = 8 gal. = 36.368 72 l
pecks
=2
1 strike = 16 gal. = 72.737 44 l
bushels
1 quarter or =8
= 64 gal. = 290.949 76 l
pail bushels
= 32
1 chaldron = 4 quarters = 256 gal. = 1163.799 04 l
bushels
= 80
1 last = 10 quarters = 640 gal. = 2909.497 6 l
bushels
Brewery
1 firkin = 9 gal. = 40.914 81 l
1 =2
= 18 gal. = 81.829 62 l
kilderkin firkin
=2 =4
1 barrel = 36 gal. = 163.659 24 l
kilderkin firkin
1 =3 =6
= 54 gal. = 245.488 86 l
hogshead kilderkin firkin

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MASS
Avoirdupois mass
1 grain = 64.798 91 mg
1 drachm = 1/16 ounce = 1/256 pound = 1.771 845 195 312 5 g
1 ounce = 1/16 pound = 28.349 523 125 g
1 pound = 7000 grains = 453.592 37 g
1 stone = 14 pounds = 6.350 293 18 kg
1 quarter = 2 stone = 28 pounds = 12.700 586 36 kg
1 hundredweight = 4 quarters = 112 pounds = 50.802 345 44 kg
1 ton = 20 hundredweight = 2240 pounds = 1016.046 908 8 kg

The avoirdupois system, abbreviated avdp) is a system of weights (more properly, mass)
based on a pound of 16 ounces.

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ARITHMETIC TERMS & SIGNS
SOME DEFINITIONS
The result obtained by adding numbers is called the sum. The sum of 4, 6 and 8 is 4 + 6 +
8 = 18. The order in which numbers are added is not important.
4 + 6 + 8 = 6 + 4 + 8 = 8 + 4 + 6 = 18.
The difference of two numbers is the larger number minus the smaller number. The
difference of 15 and 10 is 15 - 10 = 5. The order in which we subtract is very important. 7
- 3 are not the same as 3 - 7.
The result obtained by multiplying numbers is called the product. The product of 8 and 7
is 8  7 = 56. The order in which we multiply is not important.
8  7 = 7  8, and 3  4  6 = 4  3  6 = 6  3  4 = 72.

SEQUENCE OF ARITHMETICAL OPERATIONS

Numbers are often combined in a series of arithmetical operations. When this happens a
definite sequence must be observed.
1. Brackets are used if there is any danger of ambiguity. The contents of the bracket
must be evaluated before performing any other operation. Thus:
2  (7 + 4) = 2  11 = 22
15 - (8 - 3) = 15 - 5 = 10
2. Multiplication and division must be done before addition and subtraction. Thus:
5  8 + 7 = 40 + 7 = 47 (not 5  15)
8 ÷ 4 + 9 = 2 + 9 = 11 (not 8 ÷ 13)
5  4 - 12 ÷ 3 + 7 = 20 - 4 + 7 = 27 - 4 = 23
So far we have used the standard operations of add, subtract, multiply and divide.

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
Exercise 1 - Questions 1 - 4 Level 1 5 - 10 Level 2
Find values for the following:
1. 3 + 5  2

2. 3  6 - 8

3. 7  5 - 2 + 4  6

4. 8 ÷ 2 + 3

5. 7  5 - 12 ÷ 4 + 3

6. 11 - 9 ÷ 3 + 7

7. 3  (8 + 6)

8. 2 + 8  (3 + 6)

9. 17 - 2  (5 - 3)

10. 11 - 12 ÷ 4 + 3  (6 - 2)

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016

FACTORS & MULTIPLES

If one number divides exactly into a second number the first number is said to be a factor
of the second. Thus:
35 = 5  7 … 5 is a factor of 35 and so is 7.

240 = 3  8  10 … 3, 8 and 10 are all factors of 240.

63 = 3  21 = 7  9 … 63 is said to be a multiple of any of the numbers 3, 7, 9

and 21 because each of them divides exactly into 63.

Every number has itself a 1 as factors. If a number has no other factors apart from these,
it is said to be prime number. Thus 2, 3, 7, 11, 13, 17 and 19 are all prime numbers.

LOWEST COMMON MULTIPLE (L.C.M.)

The L.C.M. of a set of numbers is the smallest number into which each of the given
numbers will divide. Thus the L.C.M. of 3, 4 and 8 is 24 because 24 is the smallest
number into which the numbers 3, 4 and 8 will divide exactly.
The L.C.M. of a set of numbers can usually be found by inspection.

HIGHEST COMMON FACTOR (H.C.F.)

The H.C.F. of a set of numbers is the greatest number which is a factor of each of the
numbers. Thus 12 is the H.C.F. of 24, 36 and 60. Also 20 is the H.C.F. of 40, 60 and 80.

POWER NUMBERS
The quantity 2  2  2  2 is written 24 and is called the fourth power of 2. The figure
4, which gives the number of 2's to be multiplied together is called the index (plural:
indices).
55 = 5  5  5  5  5 = 15625

73 = 7  7  7 = 343

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Exercise 2 - Level 2
1. What numbers are factors of:

a) 24 b) 56 c) 42

2. Which of the following numbers are factors of 12:

2, 3, 4, 5, 6, 12, 18 and 24? Which of them are multiples of 6?

3. Write down all the multiples of 3 between 10 and 40.

4. Write down the two prime numbers next larger than 19.

5. Find the L.C.M. of the following set of numbers:

a) 8 and 12 b) 3, 4 and 5

c) 2, 6 and 12 d) 3, 6 and 8

e) 2, 8 and 10 f) 20 and 25

g) 20 and 32 h) 10, 15 and 40

i) 12, 42, 60 and 70 j) 18, 30, 42 and 48

6. Find the values of:

a) 25 b) 34 c) 53

d) 62 e) 83

7. Find the H.C.F. of each of the following sets of numbers:

a) 8 and 12 b) 24 and 36

c) 10, 15 and 30 d) 26, 39 and 52

e) 18, 30, 12 and 42 f) 28, 42, 84, 98 and 112

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SEQUENCES
A set of numbers, which are connected by some definite law, is called a series or a
sequence of numbers. Each of the numbers in the series is called a term of the series.
Here are some examples:
1, 3, 5, 7 … (each term is obtained by adding 2 to the previous term)

2, 6, 18, 54 … (each term is obtained by multiplying the previous term by 3)

Example 1
Write down the next two terms of the following series:
112, 56, 28, …
The second term is found by dividing the first term by 2 and the third term is found by
dividing the second term by 2. Hence:
28
Fourth term = 2 = 14

14
Fifth term = 2 = 7

Exercise 3 - Level 1
Write down the next two terms of each of the following series of numbers:
1. 3, 12, 48, …

2. 1, 4, 7, 10, …

3. 5, 11, 17, 23, …

4. 162, 54, 18, …

5. 6, 12, 24

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016

FRACTIONS
VULGAR FRACTIONS
The circle in the diagram below has been divided into eight equal parts. Each part is called
1
one-eighth of the circle and written as . The number 8 below the line shows how many
8
equal parts there are and it is called the denominator. The number above the line shows
how many of the equal parts are taken and it is called the numerator. If five of the eight
equal parts are taken then we have taken of the circle.

From what has been said above we see that a fraction is always a part of something. The
number below the line (the denominator) gives the fraction its name and tells us the
number of equal parts into which the whole has been divided. The top number (the
numerator) tells us the number of these equal parts that are to be taken. For example the
3
fraction 4 means that the whole has been divided into four equal parts and that three of
these parts are to be taken.
The value of a fraction is unchanged if we multiply or divide both its numerator and
denominator by the same amount.
3 12
5 = 20 (by multiplying the numerator (top number) and denominator (bottom number)
by 4).

2 10
=
7 35 (by multiplying the numerator and denominator by 5).

12 3
=
32 8 (by dividing the numerator and denominator by 4).

16 1
=
64 4 (by dividing the numerator and denominator by 16).

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Example 1
2
Write down the fraction with a denominator (bottom number) of 28.
7
In order to make the denominator (bottom number) 28, we must multiply the original
denominator of 7 by 4 because 7  4 = 28. Remembering that to leave the value of the
fraction unchanged we must multiply both numerator (top number) and denominator
(bottom number) by the same amount, then

2 2  4 8
= =
7 7  4 28

Exercise 4 - Level 1
Write down the following fractions with the denominator (bottom number) stated.
3
1.
4 with denominator 28

3
5 with denominator 20
2.

5
6 with denominator 30
3.

1
4.
9 with denominator 63

2
3 with denominator 12
5.

1
6 with denominator 24
6.

3
7.
8 with denominator 64

5
8. with denominator 35
7

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REDUCING A FRACTION TO ITS LOWEST TERMS
3 7 3
Fractions like , and are said to be in their lowest terms because it is impossible
8 16 52
to find a number which will divide exactly into both top and bottom numbers. However,
9 8 21
fractions like , and are not in their lowest terms because they can be reduced
18 12 24
further by dividing both the top and bottom numbers by some number which divides exactly
into both of them. Thus,
9 1
= (by dividing both top and bottom by 9)
18 2

8 2
12 = 3 (by dividing both top and bottom by 4)

21 7
=
24 8 (by dividing both top and bottom by 3)

Sometimes we can divide the top and bottom by the same number several times.
Example 2
210
Reduce 336 to its lowest terms.

210 105
336 = 168 (by dividing top and bottom by 2)

35
= (by dividing top and bottom by 3)
56

5
= (by dividing top and bottom by 7)
8

210 5
Hence;
336 reduced to its lowest terms is 8 .

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Exercise 5 - Questions 1 - 5 level 1. Questions 6 - 9 level 2.

Reduce the following fractions to their lowest terms:
8 15 210 210
1. 4. 7. 10.
16 25 294 315

9 42 126
2. 5. 8.
15 48 245

8 180 132
3. 6. 9.
64 240 198

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TYPES OF FRACTIONS
If the top number of a fraction is less than its bottom number the fraction is called a proper
2 5 3
fraction. Thus, , and are all proper fractions. Note that a proper fraction has a
3 8 4
value which is less than 1.
If the top number of a fraction is greater than its bottom number then the fraction is called
5 3 9
an improper fraction or a top heavy fraction. Thus 4 , 2 and 7 are all top heavy, or
improper fractions. Note that all top heavy fractions have a value which is greater
than 1.
Every top heavy fraction can be expressed as a whole number and a proper fraction.
1 1 3
These are sometimes called mixed numbers. Thus, 1 , 5 and 9 are all mixed
2 3 4
numbers. In order to convert a top heavy fraction into a mixed number it must be
remembered that:
top number top number ÷
= bottom number
bottom number
Example 3
15
Express 8 as a mixed number.

15 7
= 1 (because 15 ÷ 8 = 1 and remainder 7).
8 8

From Example 3 we see that we convert a top heavy fraction into a mixed number by
dividing the bottom number into the top number. Notice that the remainder becomes the
top number in the fractional part of the mixed number. To change a mixed number into
an improper fraction we multiply the whole number by the bottom number of the fractional
part. To this we add the numerator of the fractional part and this sum then becomes the
top number of the improper fraction. Its bottom number is the same as the bottom number
of the fractional part of the mixed number.
Example 4
5
Express 3 8 as a top heavy fraction.

5 (8  3) + 5 24 + 5 29
38 = = =
8 8 8

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Exercise 6
Express each of the following as a mixed number:
7 22 21
1. 3. 5.
2 10 8

8 12
2. 4.
4 11

Express each of the following as top heavy fractions:

3 2 3
6. 28 8. 83 10. 47

1 7
7. 510 9. 620

Remember (L.C.M.)
The L.C.M. of a set of numbers is the smallest number into which each of the given
numbers will divide. Thus, the L.C.M. of 4, 5 and 10 is 20 because 20 is the smallest
number into which the number 4,5 and 10 will divide exactly.
The L.C.M. of a set of numbers can usually be found by inspection.
Exercise 7 - Questions 1 - 7 level 1. Questions 8 - 10 level 2.
Find the L.C.M. of the following sets of numbers:
1. 4 and 6 6. 20 and 25

2. 2, 6 and 10 7. 10 and 32

3. 2, 4 and 12 8. 5, 15 and 40

4. 3, 4 and 8 9. 6, 42, 60 and 70

5. 4, 8 and 10 10. 18, 15, 42 and 48

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LOWEST COMMON DENOMINATOR

When we wish to compare the values of two or more fractions the easiest way is to
express the fractions with the same bottom number. This common denominator should be
the L.C.M. of the denominators of the fractions to be compared and it is called the lowest
common denominator.
Example 5
3 5 7 11
Arrange the fractions , , and in order of size starting with the smallest.
4 8 10 20
The lowest common denominator of 4, 8, 10 and 20 is 40. Expressing each of the given
fractions with a bottom number of 40 gives:
3 3  10 30 5 5  5 25
= = = =
4 4  10 40 8 8  5 40

7 7  4 28 11 11  2 22
10 = 10  4 = 40 20 = 20  2 = 40

Therefore the order is:

22 25 28 30 11 5 7 3
40, 40, 40, 40
or , , and
20 8 10 4

Exercise 8 - All level 1

Arrange the following sets of fractions in order of size, beginning with the smallest:
1 5 2 7 3 5 3 13
1. 4.
2 6 3 12 4 8 5 20

9 3 6 7 11 7 9 3
2. 5.
10 4 7 8 16 10 14 4

13 11 7 3 3 4 5 2
3. 6.
16 20 10 5 8 7 9 5

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ADDITION OF FRACTIONS
The steps when adding fractions are as follows:
1. Find the lowest common denominator of the fractions to be added.
2. Express each of the fractions with this common denominator.
3. Add the numerators of the new fractions to give the numerator of the answer. The
denominator of the answer is the lowest common denominator found in (1).
Example 6
2 3
Find the sum of and .
7 4

First find the lowest common denominator (this is the L.C.M. of 7 and 4).

2 3
It is 28. Now express 7 and 4 with a bottom number of 28.

2 2  4 8 3 3  7 21
= = = =
7 7  4 28 4 4  7 28

Adding the top numbers of the new fractions:

2 3 8 21 29 1
7 + 4 = 28 + 28 = 28 = 1 28

A better way of setting out the work is as follows:

2 3 2  4 + 3  7 8 + 21 29 1
7 + 4 =
= = 28 = 128
28 28

Example 7
3 2 7
Simplify 4 + 3 + 10 .

The L.C.M. of the bottom numbers 4, 3 and 10 is 60.

3 2 7 3  15 + 2  20 + 7  6
+ + =
4 3 10 60

45 + 40 + 42 127 7
= = = 2
60 60 60

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Example 8
1 2 2
Add together 5 , 2 and 3
2 3 5

First add the whole numbers together, 5 + 2 + 3 = 10. Then add the fractional parts in
the usual way. The L.C.M. of 2,3 and 5 is 30.

1 2 2 15  1 + 10  2 + 6  2
5 + 2 + 3 = 10 +
2 3 5 30

15 + 20 + 12
= 10 +
30

47 17
= 10 + 30 = 10 + 130

17
= 1130

Exercise 9 - All level 1

Add together:
1 1 3 9
1.
2 + 3
7. 18 + 316

2 9 2 3
2.
5 + 10
8. 73 + 65

3 3 3 2 3
3.
4 + 8
9. 38 + 57 + 44

3 1 1 5 1
4.
10 + 4
10. 42 + 36 + 23

1 3 7 3 3 7 5
5.
2 + 4 + 8
11. 78 + 24 + 8 + 16

1 2 3 2 2 3 1
6.
8 + 3 + 5
12. 73 + 5 + 10 + 22

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016

SUBTRACTION OF FRACTIONS
The method is similar to that in addition. Find the common denominator of the fractions
and after expressing each fraction with this common denominator, subtract.
Example 9
5 2
Simplify -
8 5

The L.C.M. of the bottom numbers is 40.

5 2 5  5 - 8  2 25 - 16 9
- = = =
8 5 40 40 40

When mixed numbers have to be subtracted the best way is to turn the mixed numbers
into top heavy fractions and then proceed in the way shown in Example 9.
Example 10
7 3
Simplify 310 - 24

7 3 37 11 37  2 - 11  5
310 - 24 = 10 - 4 =
20

74 - 55 19
= 20 = 20

Example 11
2 7
Simplify 55 - 38

2 7 27 31 27  8 - 31  5
55 - 38 = - =
5 8 40

216 - 155 61 21
= = 40 = 140
40

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
Exercise 10
1 1 7 5 3 9
1. - 5. - 9. 5 - 2
2 3 8 6 8 10

1 1 1 3 7 9
2. - 6. 3 - 2 10. 4 - 3
3 5 4 8 32 10

2 1 5 5 4
3. - 7. 3 - 11. 1 -
3 2 7 16 5

7 3 4
4. - 8. 5 - 3
8 8 5

COMBINED ADDITION AND SUBTRACTION

Example 12
3 1 1 7
Simplify 58 - 14 + 22 - 16

3 1 1 7 43 5 5 7
58 - 14 + 22 - 16 = 8 - 4 + 2 - 16

43  2 - 5  4 + 5  8 - 7  1
=
16

86 - 20 + 40 - 7
=
16

(86 + 40) - (20 + 7)

=
16

126 - 27 99 3
= = = 6
16 16 16

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
Exercise 11 - All level 2
Simplify the following:
1 1 3 7 1 3 1
1. 2 + 3 - 4 6. 12 - 5 + 3 + 1
2 4 8 10 8 20 2
1 1 1 3 3 5 3
2. 5 - 3 - 1 7. 2 - 2 + + 1
10 2 4 16 10 8 4
3 1 3 7 21 13
3. 4 - 2 + 5 8. 12 - 6 + 5 - 2
8 2 4 8 32 16
1 1 1 3 9 3 7 3
4. 6 - 3 + 2 - 4 9. 3 + 1 - 2 + 1
2 6 12 4 20 8 10 4
3 2 3 5 9 4 7 3
5. 116 - 25 + 34 + 58 10. 225 + 35 - 210 - 20

MULTIPLICATION
When multiplying together two or more fractions we first multiply all the top numbers
together and then we multiply all the bottom numbers together. Mixed numbers must
always be converted into top heavy fractions.
Example 13
5 3
Simplify 8  7

5 3 5  3 15
 = =
8 7 8  7 56

Example 14
2 2
Simplify 5  33

2 2 2 11 2  11 22 7
3     1
5 3 5 3 5  3 15 15

Example 15
3 1
Simplify 18  14

3 1 11 5 11  5 55 23
18  14 = 8  4 = = 32 = 132
8  4

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
Exercise 12 - All level 1
Simplify the following:
2 4 5 11 2 2
1.  4.  7. 1  1
3 5 9 4 9 5

3 5 2 1 7 4
2.  5. 1  3 8. 1  1
4 7 5 2 8 7

2 2 1 2
3. 9  1 3 6. 22  23

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CANCELLING
Example 16
2 7
Simplify  1
3 8

2 7 2 15 2  15 30 5 1
 1 =  = = = = 1
3 8 3 8 3  8 24 4 4

30
The step to reduce 24 to its lowest terms has been done by dividing 6 into both the top
and bottom numbers.
The work can be made easier by cancelling before multiplication as shown below.
2/1 / 5
15 1  5 5 1
 = = = 1
3/1 8/4 1  4 4 4
We have divided 2 into 2 ( a top number) and 8 (a bottom number) and also we have
divided 3 into 15 (a top number) and 3 (a bottom number). You will see that we have
divided the top numbers and the bottom numbers by the same amount. Notice carefully
that we can only cancel between a top number and a bottom number.
Example 17
16 7 35
Simplify  
20 8 4

2
1 6 1 7 3 5 7 1 7  7 49 9
    4
2 5 5 8 1 4 2 5  1 2 10 10
Sometimes in calculations with fractions the word 'of' appears. It should always be taken
as meaning multiply. Thus:
4 4 / 4
20 4  4
of 20 =  =
5 5/1 1 1  1

16
=
1 = 16

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Exercise 13 - All level 1
3 7 3 3 1
1.  1 7. 3  1  1
4 9 4 5 8

1 10 15 8 1
2. 55  13 8. 32  11  245

5 7 3
3. 18  26 9. 4 of 16

1 2 1 5
4. 12  5  22 10. 7 of 140

5 7 2 2 1
5.   11. 3 of 42
8 10 21

1 1 4 1
6. 2  12  13 12. 5 of 22

DIVISION OF FRACTIONS
To divide by a fraction, all we have to do is to invert it (i.e. turn it upside down) and
multiply. Thus:
3 2 3 7 3  7 21 1
÷ =  = = = 2
5 7 5 2 5  2 10 10

Example 18
4 1
Divide 15 by 23

4 1 9 7 9 3 27
15 ÷ 23 = 5 ÷ 3 = 5  7 = 35

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Exercise 14 - All level 1
4 1 1 3
1. ÷ 1 5. 2 ÷ 3
5 3 2 4

1 1
2. 2 ÷ 6. 5 ÷ 5
4 5

5 15 1 5
3. ÷ 7. 3 ÷ 2
8 32 15 9

3 1 3 3
4. 3 ÷ 2 8. 2 ÷
4 2 10 5

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OPERATIONS WITH FRACTIONS
The sequence of operations when dealing with fractions is the same as those used with
whole numbers. They are, in order:
1st. Work out brackets.
2nd Multiply and divide.
3rd Add and subtract.
Example 19
1 1 1
Simplify ÷  ÷ 
5 3 2

1 1 1 1 1 2
5 ÷ 3 ÷ 2 = 5 ÷ 3  1
   

1 2 1 3 3
= 5 ÷ 3 = 5  2 = 10

Example 20
4 1
25 + 14
5
Simplify -
3 16 .
35

With problems of this kind it is best to work in stages as shown below.

4 1 16 + 5 21 1
25 + 14 = 3 20 = 320 = 420

1
420
81 18 81 5 9
= 20 ÷ 5 = 20  18 = 8
3
35

9 5 18 - 5 13
- = =
8 16 16 16

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Exercise 15 - All level 2
3  1 7 2 2 4
1. 3 ÷ 1   6. 3 ÷ + 
14  49 10 3 3 5

3 1 2
5 - 3 
1 1 9 5 2 3
4 ÷ 8  10
2.   7. 1
23

2 3 9 2 2 1 1
3. 1 ÷  ÷  8.   -  +
3 5 10 5 3 4 2

9 4
316  9
 7 2 2
4. 1  2  - 3 9.
 8 5 3 1 1
2 + 64  15

2 1 5 7
23 + 15
9 - 15
5. 4 10. 5 7
55 1 - 9  15

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
DECIMALS
THE DECIMAL SYSTEM
The decimal system is an extension of our ordinary number system. When we write the
number 666 we mean 600 + 60 + 6. Reading from left to right each figure 6 is ten times
the value of the next one. We now have to decide how to deal with fractional quantities,
that is, quantities whose values are less than one.
6 6 6
If we regard 666.666 as meaning 600 + 60 + 6 + 10 + 100 + 1000 then
the dot, called the decimal point, separates the whole numbers from the fractional parts.
Notice that with the fractional, or decimal parts, e.g. .666, each figure 6 is ten times the
6 6
value of the following one, reading from left to right. Thus is ten times as great as ,
10 100
6 6
and 100 is ten times as great as 1000 , and so on.

Decimals then are fractions, which have denominators of 10, 100, 1000 and so on,
according to the position of the figure after the decimal point.
If we have to write six hundred and five we write 605; the zero keeps the place for the
3 5
missing tens. In the same way if we want to write 10 + 1000 we write .305; the zero
6 7
keeps the place for the missing hundredths. Also 100 + 1000 would be written .067; the
zero in this case keeps the place for the missing tenths.
When there are no whole numbers it is usual to insert a zero in front of the decimal point
so that, for instance, .35 would be written 0.35.

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
Exercise 16 - All level 1
Read off as decimals:
7 3
1. 5.
10 100

3 7 1 7
2. + 6. +
10 100 100 1000

5 8 9 6
3. + + 7. 8 +
10 100 1000 100

9 2 9
4. 1000 8. 24 + 100 + 10 000

8
9. 50 + 1000

Exercise 17 - All level 1

Write down the values of:
1. 2.375 + 0.625
2. 4.25 + 7.25
3. 3.196 + 2.475 + 18.369
4. 38.267 + 0.049 + 20.3
5. 27.418 + 0.967 + 25 + 1.467
6. 12.48 - 8.36
7. 19.215 - 3.599
8. 2.237 - 1.898
9. 0.876 - 0.064
10. 5.48 - 0.0691

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MULTIPLICATION & DIVISION OF DECIMALS
One of the advantages of decimals is the ease with which they may be multiplied or
divided by 10, 100, 100, etc.
Example 3
Find the value of 1.4  10.
1.4  10 = 1  10 + 0.4  10

4
= 10 +  10 = 10 + 4 = 14
10

Example 4
Find the value of 27.532  10.
27.532  10 = 27  10 + 0.5  10 + 0.03  10 + 0.002  10

5 3 2
= 270 + 10  10 + 100  10 + 1000  10

3 2
= 270 + 5 + 10 + 100

= 275.32

In both of the above examples you will notice that the figures have not been changed by
the multiplication; only the positions of the figures have been changed. Thus in Example
3, 1.4  10 = 14, that is the decimal point has been moved one place to the right.
In example 4, 27.532  10 = 275.32; again the decimal point has been moved one
place to the right.
To multiply by 10, then, is the same as shifting the decimal point one place to the
right. In the same way to multiply by 100 means shifting the decimal point two
places to the right and so on.

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Example 5
17.369  100 = 1736.9

The decimal point has been moved two places to the right.

Example 6
0.07895  1000 = 78.95

The decimal point has been moved three places to the right.

Exercise 18 - All level 1

Multiply each of the numbers in questions 1 to 6 by 10, 100 and 1000.
1. 4.1 6. 0.001753

2. 2.42 7. 0.4853  100

3. 0.046 8. 0.009  1000

4. 0.35 9. 170.06  10

5. 0.1486 10. 0.56396  10000

When dividing by 10 the decimal point is moved one place to the left, by 100, two places to
the left and so on. Thus:
154.26 ÷ 10 = 15.426

The decimal point has been moved one place to the left.

9.432 ÷ 100 = 0.09432

The decimal point has been moved two places to the left.

35 ÷ 1000 = 0.035

The decimal point has been moved three places to the left.

In the above examples note carefully that use has been made of zeros following the
decimal point to keep the places for the missing tenths.

Exercise 19

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
Divide each of the numbers in questions 1 to 5 by 10, 100 and 1000.
1. 3.6 6. 5.4 ÷ 100

2. 64.198 7. 2.05 ÷ 1000

3. 0.07 8. 0.04 ÷ 10

4. 510.4 9. 0.0086 ÷ 1000

5. 0.352 10. 627.428 ÷ 10000

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
LONG MULTIPLICATION
Example 7
Find the value of 36.5  3.504.
First disregard the decimal points and multiply 365 by 3504.
365

3504

1095000
182500
1460
1278960

Now count up the total number of figures following the decimal points in both numbers (i.e.
1 + 3 = 4). In the answer to the multiplication (the product), count this total number of
figures from the right and insert the decimal point. The product is then 127.8960 or
127.896 since the zero does not mean anything.
Exercise 20 - All level 1
Find the values of the following:

1. 25.42  29.23 4. 3.025  2.45

2. 0.3618  2.63 5. 0.043  0.032

3. 0.76  0.38

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LONG DIVISION
Example 8
Find the value of 19.24 ÷ 2.6.
First convert the divisor (2.6) into a whole number by multiplying it by 10. To compensate
multiply the dividend (19.24) by 10 also so that we now have 192.4 ÷ 26. Now proceed
as in ordinary division.
26)192.4(7.4
182 - this line 26  7
10 4 - 4 brought down from above. Since 4 lies to the
10 4 right of the decimal point in the dividend insert a
.. . decimal point in the answer.

Notice carefully how the decimal point was obtained. The 4 brought down from the
dividend lies to the right of the decimal point. Before bringing this down put a decimal
point immediately following the 7.
The division in this case is exact (i.e. there is no remainder) and the answer is 7.4. Now let
us see what happens when there is a remainder.
Example 9
Find the value of 15.187 ÷ 3.57.
As before make the divisor into a whole number by multiplying it by 100 so that it
becomes 357. To compensate multiply the dividend also by 100 so that it becomes
1518.7. Now divide.
357)1518.7(4.25406
1428 - this line 357  4
907 - 7 brought down from the dividend. Since it
714
lies to the right of the decimal point insert a decimal point.
1930

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
1930 - bring down a zero as all the figures in the
1785 dividend been used up.
1450 - bring down a zero.
1428
2200 - bring down a zero.
2142 the divisor will not go into 220 so bring down
58 another zero.
The answer to 5 decimal places is 4.25406. This is not the correct answer because there
is a remainder. The division can be continued in the way shown to give as many decimal
places as desired, or until there is no remainder.

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DECIMAL PLACES
It is important to realise what is meant by an answer given to so many decimal places. It is
the number of figures which follow the decimal point which give the number of decimal
places. If the first figure to be discarded is 5 or more then the previous figure is increased
by 1.
Thus:
85.7684 = 85.8 correct to 1 decimal place

= 85.77 correct to 2 decimal places

= 85.768 correct to 3 decimal places

Notice carefully that zero must be kept:

0.007362 = 0.007 correct to 3 decimal places

= 0.01 correct to 2 decimal places

7.601 = 7.60 correct to 2 decimal places

= 7.6 correct to 1 decimal place.

If an answer is required correct to 3 decimal places the division should be continued to 4

decimal places and the answer correct to 3 decimal places.

SIGNIFICANT FIGURES
Instead of using the number of decimal places to express the accuracy of an answer,
significant figures can be used. The number 39.38 is correct to 2 decimal places but it is
also correct to 4 significant figures since the number contains four figures. The rules
regarding significant figures are as follows:
1. If the first figure to be discarded is 5 or more the previous figure is increased by
1.
8.1925 = 8.193 correct to 4 significant figures.

= 8.19 correct to 3 significant figures.

= 8.2 correct to 2 significant figures.

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
Exercise 21- All level 2

1. 18.89  14.2 correct to 2 decimal places

2. 0.036  2.51 correct to 3 decimal places
3. 7.21  0.038 correct to 2 decimal places
4. 13.059  3.18 correct to 4 decimal places
5. 0.1383  0.0032 correct to 1 decimal places

Zeros must be kept to show the position of the decimal point, or to indicate that the zero is
a significant figure.
24392 = 24390 correct to 4 significant figures.

= 24400 correct to 3 significant figures.

0.0858 = 0.086 correct to 2 significant figures.

425.804 = 425.80 correct to 5 significant figures.

= 426 correct to 3 significant figures.

Exercise 22 - All level 2

Write down the following numbers correct to the number of significant figures stated:
1. 24.865 82 (i) to 6 (ii) to 4 (iii) to 2

2. 0.008 357 1 (i) to 4 (ii) to 3 (iii) to 2

3. 4.978 48 (i) to 5 (ii) to 3 (iii) to 1

4. 21.987 to 2

5. 35.603 to 4

6. 28 387 617 (i) to 5 (ii) to 2

7. 4.149 76 (i) to 5 (ii) to 4 (iii) to 3

8. 9.204 8 to 3

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
ROUGH CHECKS FOR CALCULATIONS
The worst mistake that can be made in a calculation is that of misplacing the decimal point.
To place it wrongly, even by one place, makes the answer ten times too large or ten times
too small. To prevent this occurring it is always worth while doing a rough check by using
approximate numbers. When doing these rough checks always try to select numbers
which are easy to multiply or which will cancel.
Example 10
1. 0.23  0.56

For a rough check we will take 0.2  0.6.

Product roughly = 0.2  0.6 = 0.12.

Correct product = 0.1288.

(The rough check shows that the answer is 0.1288 not 1.288 or 0.01288.)
2. 173.3 ÷ 27.8.

For a rough check we will take 180 ÷ 30.

Answer roughly = 6

Correct answer = 6.23.

8.198  19.56  30.82  0.198

3. .
6.52  3.58  0.823

8  20  30  0.2
Answer roughly = = 40.
6  4  1

Correct answer = 50.94

(Although there is a big difference between the rough answer and the correct answer,
the rough check shows that the answer 50.94 and not 509.4.)

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Exercise 23 - All level 1
1. 223.6  0.004 8

2. 32.7  0.259

3. 0.682  0.097  2.38

4. 78.41 ÷ 23.78

5. 0.059 ÷ 0.002 68

6. 33.2  29.6  0.031

0.728  0.006 25
7.
0.028 1

27.5  30.52
8.
11.3  2.73

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FRACTION TO DECIMAL CONVERSION

We found, when doing fractions, that the line separating the numerator and the
denominator of a fraction takes the place of a division sign. Thus:
17
is the same as 17 ÷ 80.
80
Therefore to convert a fraction into a decimal we divide the denominator into the
numerator.
Example 11
27
Convert 32 to decimals.

27
32 = 27 ÷ 32
32)27.0(0.843 75
25 6
1 40
1 28
120
96
240
224
160
160
...
27
Therefore 32 = 0.843 75.

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Example 12
9
Convert 2 into decimals.
16
When we have a mixed number to convert into decimals we need only deal with the
9 9
fractional part. Thus to convert 2 into decimals we only have t deal with .
16 16
9
= 9 ÷ 16
16
16)9.0(0.562 5
80 9
The division shows that = 0.562 5 and
1 00 16
9
96 hence 216 = 2.562 5.

40 Sometimes a fraction will not divide out exactly

as shown in Example 13.
32
80
80
Example 13
1
Convert 3 to decimals.

1
3 = 1 ÷ 3
3)1.0(0.333
9
10
9
10
9
1

It is clear that all we shall get from the division is a succession of threes.
This is an example of a recurring decimal and in order to prevent endless repetition the
1
result is written Therefore 3 = 0.333…….

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Further examples of recurring decimals are:
2
= 0.6 (meaning 0.666 6 … etc.)
3
1
= 0.16 (meaning 0.166 6 … etc.)
6
5 0.4 5
11 = (meaning 0.454 545 … etc.)

3
= 0.4 28 571 (meaning 0.454 545 … etc.)
7

For all practical purposes we never need recurring decimals; what we need is an answer
given to so many significant figures or decimal places. Thus:
2
3 = 0.67
(correct to 2 decimal places).

5
11 = 0.455 (correct to 3 significant figures).
Exercise 24 - Questions 1 - 6 level 1. Questions 7 - 10 level 2.
Convert the following to decimals correcting the answers, where necessary, to 4 decimal
places:
1 1 5
1. 4 5. 2 9. 16

3 2 7
2. 6. 10. 216
4 3

3 21
3. 7.
9 32

11 29
4. 8.
16 64

Questions 11 - 16 level 1. Questions 17 - 20 level 2.

Convert the following to three decimal places:
11. 0.3 15. 0.35 19. 0.3 28
12. 0.7 16. 0.2 3 20. 0.5 671
13. 0.13 17. 0.5 2
14. 0.18 18. 0.3 6

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CONVERSION OF DECIMALS TO FRACTIONS

We know that decimals are fractions with denominators 10, 100, 1000, etc. Using this fact
we can always convert a decimal to a fraction.
Example 14
Convert 0.32 to a fraction.
32 8
0.32 = =
100 25
When comparing decimals and fractions it is best to convert the fraction into a decimal.
Example 15
3
Find the difference between 116 and 1.163 2.

3
116 = 1.187 5

3
116 - 1.163 2 = 1.187 5 - 1.163 2

= 0.024 3

Exercise 25 - Questions 1 - 2 level 1. Questions 3 - 8 level 2.

Convert the following to fractions in their lowest terms:
1. 0.2 3. 0.312 5 5. 0.007 5

2. 0.45 4. 2.55 6. 2.125

9
7. What is the difference between 0.281 35 and 32 ?

19
8. What is the difference between 64 and 0.295?

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FORMULAE
EVALUATING FORMULA
A formula is an equation, which describes the relationship between two or more quantities.
The statement that I  PRT is a formula for I in terms of P, R and T . The value of I may be
found by substituting the values of P, R and T . The value of I may be found by substituting
the values of P, R and T .
Example 1
(a) If I = PRT find the value of I when P =20, R =2 and T =5.
Substituting the given values of P, R and T and remembering that multiplication signs are
omitted in formulae, we have
I = 20 x 2 x 5
=200
(b) The formula v  u  at is used in physics. Find the value of v when u = 8, a =3 and t =2.
v =8+3x2
=8+6
= 14

Exercise 1-3 Level 1

1. If V  Ah , find the value of V when A =6 and h =3.
RT
2. The formula P  is used in connection with the expansion of gases. Find the value
V
of P when R =25, T =230 and V =5
3. If a  b  cx, , find the value of a when b =32, c =3 and x =7
4. The formula V  2 gh is used in physics. Calculate the value of V when g  9.8 and
h 7.
2( S  an)
5. Calculate d from the formula d  when S  12, a  2, n  5 and p  3.
n( n  p )

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TRANSPOSING FORMULAE
The formula y  ax  b has y as is subject. By rearranging this formula we could make x
the subject.

The rules for transforming a formula are:

(1) Remove square roots or other roots
(2) Get rid of brackets
(3) Clear brackets
(4) Collect together the terms containing the required subject
(5) Factorise if necessary
(6) Isolate the required subject
These steps should be performed in the order given.

Example 2
2R
(a) Transpose the formula V  to make R the subject.
Rr
Step 1 Since there are no roots get rid of the fraction by multiplying both sides of the
equation by ( R  r )
V ( R  r )  2R
Step 2 Clear the bracket
VR  Vr  2R
Step 3 Collect the terms containing R on the LHS.
VR  2R  Vr
Step 4 Factorise the LHS.
R(V  2)  Vr
Step 5 Isolate R by dividing both sides of the equation by (V  2).
Vr
R
V 2
Although we used five steps to obtain the required subject, in very many cases far fewer
steps are needed. Nevertheless, you should work through the steps in order given.
(b) Transpose d  2hr to make h the subject.
Step 1 Remove the square root by squaring both sides.
2
d  2hr
Step 2 Since there are no fractions or brackets and factorisation is not needed we can now
isolate h by dividing both sides of the equation by 2r
2
d 2  h or h  d since it is usual to position the subject on the LHS.
2hr 2r

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Exercise 1-10 Level 1 11-30 Level 2

Transpose each of the following formulae:

1. C  ad for d. 2. PV=c for P.
b E
3. x = for y. 4. I  for E.
y R
ta
5. S = for a. 6. a =b + 8 for b.
p
7
7. y = for x.
4x
8. 3k = kx + 5 for k.
9. E =½ mv² for m.
10. y =ms + c for x.
11. v = u + at for t.
abh
12. V = for h.
3
13. M = 5 (x + y) for y.
N n
14. C = for n.
2p

15. S = ar(r + h) for h.

16. t = a + (n - 1)d for n.
17. A = 3(x – y) for y.
2
18. d= v + k for k.
200
19. 6x + 2y = 8 for y.
2 - 5x
20. y = for x.
2  3x
3n  2
21. k = f or n.
n3

R H
22. T + 2 for R.
g

b
23. a = for b.
bc
2

24. K = mv for v.
2g

A
25. r = for k.
4

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
m
26. q = for p.
p

27. x = (x - a) (x + b) for a.
ax
28. y + for x.
5  bx
5  4y
29. x = for y.
3y  2
2 2

30. T = 2 k h for h
gh

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WEIGHTS, MEASURES & CONVERSION

THE INTERNATIONAL SYSTEM OF UNITS
Together with major metric countries Britain has adapted the International System of Units
known worldwide as the S I Units. (Système International d' Unit). The effect of this
system is to introduce standard units for many of the quantities for which a multitude of
units exist as present.

SI BASE UNITS

Quantity Unit Symbol

Length metre m
Mass kilogram kg
Time second s
Electric Current Ampere A
Thermodynamic Kelvin K
Temperature
Plain Angles Radians Rad
Luminous Intensity candela cd.
(i.e. brilliance)

FACTORS OF MULTIPLES & SUB - MULTIPLES

Multiple Prefix Symbol

106 Mega M
103 kilo k
10-3 milli m
-6
10 micro µ
10-9 nano n
10-12 pico p

There are others extending beyond this range both greater and smaller.

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SPACE & TIME

Quantity Unit Symbol

Area square metre m2
Volume cubic metre m3
Velocity metre per second m/s
Acceleration metre per second squared m/s2
Angular Velocity radian per second rad/s
Angular Acceleration radian per second squared rad/s2
Frequency Herz Hz = 1/s

MECHANICS

Quantity Unit Symbol

Density Kilogram per cubic metre kg/m3
Momentum Kilogram metre per kg m/s
second
Force Newton N = kgm/s2
Torque or Moment of Newton metre N m
Force
Energy, work Joule J = Nm
Power watt W = J/s
Pressure & Stress Newton per square N/m2 = Pa
metre or Pascal

HEAT

Quantity Unit Symbol

Celsius Degrees Celsius °C
temperature

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EXPRESSING SI UNITS
The symbol for SI units and the conventions which govern their use should be strictly
followed.
1. Use the correct symbols used in the foregoing lists.
2. Never use a prefix without a unit either in writing or speech, e.g.
Kilogram or kilometre not kilo.
Millimetre or millilitre not mil.
3. Always put a zero before a decimal quantity less than Unit, e.g. 0.705 m.
4. When two units are multiplied together use a small space between the symbols as the
multiplier, e.g.
Kilogram metre squared kg m2.
Newton metre N m.
5. When dividing, use an oblique stroke to separate the numerator and denominator.
e.g. metre per second m/s
Joule per second J/s
6. Use a space as a thousands marker not the comma. The comma is used as a decimal
marker in most countries using the metric system and its use as a thousand marker will
cause confusion. Up to four figures may be blocked together but five or more figures
should be grouped in threes, e.g.
1000 mm = 1m
1 000 000 J = 1 MJ (Mega Joule)
0.000 000 001 s = 1 ns (nanosecond).
7. Leave a small space between figures and symbols.

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CONVERSION FACTORS
The units which it is thought most likely you will be required to know are set out below with
appropriate conversion factors.
To go from the first quantity into the second multiply by the number given.
Inches Millimetres 25.4

m Inches 39.37
Pounds Kilograms 0.4536
Kilograms Pounds 2.205
Imp. Galls Litres 4.546

bar p.s.i. 14.5

p.s.i. Pa (Pascal) 6895
bar Pa 105
N/m2 Pa 1

1bf N (Newton) 4.45

horsepower W (Watt) 746

B.Th.U. KJ 1.055
ft 1bf J (Joule) 1.356

Knot = 0.5148 m/s

Knot = 1.85 Kilometres / hour
Knot = 1.15 MPH.

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Density of a Substance
Relative Density =
Density of Water (at the same temperature)

Mass
Density = (Units: kg/m3)
Volume

Density of a/c fuel is typically 800 kg/m3

Density of water is 1000 kg/m3
 R.D. or S. G. (specific gravity) of a/c fuel = 0.8 R.D. = S.G.

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RATIO & PROPORTION

A ratio is a comparison between two similar quantities. If the length of a certain aircraft is
1
20 metres and a model of it is 1 metre long then the length of the model is th of the
20
length of the aircraft. In making the model the dimensions of the aircraft are all reduced in
the ratio of 1 to 20. The ratio 1 to 20 is usually written 1 : 20.
As indicated above a ratio may be expressed as a fraction and all ratios may be looked
2
upon as fractions. Thus the ratio 2 : 5 = . The two terms of a ratio may be multiplied
5
1
or divided without altering the value of the ratio. Hence 6:36 = 1:6 = .
6
Again, 1:5 = 0.20.
Before a ratio can be stated the units must be the same. We can state the ratio between 7
pence and £2 provided both sums of money are brought to the same units. Thus if we
convert £2 to 200p the ratio between the two amounts of money is 7 : 200.
Example 1
Express the ratio 20p to £4 in its simplest form.
£4 = 4  100p = 400p

20 1
20 : 400 = 400 = 20

Example 2
1
Express the ratio 4 : 4 in its lowest terms.

1 1 4 16
4:4 = 4 ÷ 4 = 4  1 =
1

1
4:4 = 16:1

Example 3
Two lengths are in the ratio 8:5. If the first length is 120 metres, what is the second
length?
5 5
The second length = 8 of the first length = 8  120 = 75 metres.

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Example 4
Two amounts of money are in the ratio of 12 : 7. If the second amount is £21 what is the
first amount?
12
First amount =  £21 = £36.
7

Exercise 29 - Question 1 - 7m level 1. Question 8 - 10, level 2.

Express the following ratios as fractions in their lowest terms:
1. 8:3 4. 9 : 15

2. 4:6 5. 8 : 12

3. 12 : 4

6. Express the ratio of 30p to £2 as a fraction in its lowest terms.

7. Express the ratio £5 : 80p as a fraction in its lowest terms.

8. Two lengths are in the ratio 7 : 5. If the first length is 210 metres, what is the second
length?

9. Two lengths of money are in the ratio 8 : 5. If the second is £120, what is the first
amount?

1
10. Express 3 : 2 in its lowest terms.

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
PROPORTIONAL PARTS
The following diagram shows a line AB whose length is 16 centimetres divided into two
parts in the ratio 3 : 5. As can be seen in the diagram the line has been divided into a total
of 8 parts.
The length AC contains 3 parts and the length BC contains 5 parts.
Each part is
16
= 2 centimetres long; hence AC is
8
3  2 = 6 centimetres long, and BC is
5  2 = 10 centimetres long.

We could tackle the problem in this way:

Total number of parts = 3 + 5 = 8 parts.

16
Length of each parts = 8 = 2 centimetres.

Length of AC = 3  2 = 6 centimetres.

Length of BC = 5  2 = 10 centimetres.

Example 5
Divide £1100 into two parts in the ratio 7:3.
Total number of parts = 7 + 3 = 10

1100
Amount of each part =
10 = £110

Amount of first part = 7  110 = £770

Amount of second part = 3  110 = £330

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Example 6
An aircraft carries 2880 litres of fuel distributed in three tanks in the ratio 3 : 5 : 4. Find the
quantity in each tank.
Total number of parts = 3 + 5 + 4 = 12.

2880
Amount of each part = = 240 litres.
12

Amount of 3 parts = 3  240 = 720 litres.

Amount of 4 parts = 4  240 = 960 litres.

Amount of 5 parts = 5  240 = 1200 litres.

The three tanks contain 720, 1200 and 960 litres.

Exercise 30 - Questions 1 - 3, level 1. Questions 4 - 8, level 2.

1. Divide £800 in the ratio 5 : 3.

2. Divide £80 in the ratio 4 : 1.

3. Divide £120 in the ratio 5 : 4 : 3.

4. A sum of money is divided into two parts in the ratio 5 : 7. If the smaller amount is
£200, find the larger amount.

5. A alloy consists of copper, zinc and tin in the ratios 2 : 3 : 5. Find the amount of each
metal in 75 kilograms of the alloy.

6. A line is to be divided into three parts in the ratios 2 : 7 : 11. If the line is 840
millimetres long, calculate the length of each part.

7. Two plane maintenance hangers have a work force of 336 and 240 respectively. The
two hangers are to share a bonus of £10 728 in proportion to their work force.
Calculate how much each hanger will receive.

8. Four friends contribute sums of money to a charitable organisation in the ratio of 2 : 4

: 5 : 7. If the largest amount contributed is £1.40, calculate the total amount
contributed by the four people.

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DIRECT PROPORTION
Two quantities are said to vary directly, or be in direct proportion, if they increase or
decrease at the same rate. Thus the quantity of fuel used and the distance travelled by an
aircraft are in direct proportion. Again if a company buys sorbsil at 20 pence for 2
kilograms then we expect to pay 40 p for 4 kilograms and 10 p for 1 kilogram. That is if we
double the amount bought then we double the cost; if we halve the amount bought we
halve the cost.
In solving problems on direct proportion we can use either the unitary method or the
fractional method.
Example 7
If 25 kilograms of dry powder fire extinguishant cost £17, how much does 8 kilograms
cost?
1. Using the unitary method:
25 kilograms cost £17 or 1700 pence.

1700
1 kilograms cost
25 = 68 pence.

8 kilograms cost 8  68

= 544 pence or £5.44.

2. Using the fractional method:

Cost of 8 kilograms.

8 8  1700
= 25  1700 =
25

= 544 pence or £5.44

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Example 8
A recipe for Beef Stroganoff quotes the following amounts to serve four people: 450 grams
of rump steak, 3 tablespoons flour, 4 tablespoons butter, 50 grams of onion, 75 grams of
mushrooms, 140 grams of sour cream. What amounts should be used for six people?
The quantities required and the number of people are in direct proportion. Hence the
amounts must be increased in the ratio of 6 : 4 or 3 : 2.
3
Amount of rump steak. =  450 = 675 grams.
2

3 1
Amount of flour. =  3 = 4 tablespoons.
2 2

3
Amount of butter. =  4 = 6 tablespoons.
2

3
Amount of onion. =  50 = 75 grams.
2

3 1
Amount of mushrooms. = 2  75 = 1122 grams.

3
Amount of sour cream. = 2  140 = 210 grams.

Exercise 31 - All level 1.

1. If 7 kilograms of silica gel cost £2.80, how much do 12 kilograms cost?

2. If 74 tech logs cost £5.92, how much do 53 cost?

3. If 40 cost rivets cost £35, how much does 1 cost? What is the cost of 55 rivets.

4. Split pins cost 70 p per 10. How much will 25 split pins cost?

5. A towing tractor travels 20 kilometres on 20 litres of petrol. How much petrol is need
for a journey of 35 kilometres.
6. If 9 metres of asbestos tape cost £21, how much will 96 metres cost?

7. An aircraft flies 2000 kilometres in 4 hours. How long will it take to complete a journey of 3500
kilometres?

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INVERSE PROPORTION
Suppose that 8 fitters working on an aircraft 'C' check takes 10 days to complete it. If we
double the number of men then we should halve the time taken. If we halve the number of
men then the job will probably take twice as long. This is an example of inverse
proportion.
Example 9
20 men working at BA, Filton produce 3000 components in 12 working days. How long will
it take 15 men to produce the 3000 components.
15 3
The number of men is reduced in the ratio = .
20 4

Since this is an example of inverse proportion the number of days required must be
4
increased in the ratio 3 .

4
Number of days required = 3  12.

= 16 days.

Exercise 32 - All level 1

1. Bristol Flying Centre employs 12 builders to extend the hanger. They take 9 days to
do the job. If they had employed 8 men how long would it have taken them?

2. 10 men produce 500 composite panels in 5 working days. How long would it take 15
men to produce the same amount?

3. Two gear wheels mesh together. One has 40 teeth and the other has 25 teeth. If the
larger wheel makes 100 revolutions per minute how many revolutions per minute
does the smaller wheel make?

4. 4 men can do a piece of work in 30 hours. How many men would be required to do
the work in 6 hours?

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AVERAGES
To find the average of a set of quantities, ass the quantities together and divide by the
number of quantities in the set. Thus,
sum of the quantities
Average =
number of quantities
Example 1
1. A student falls asleep in every lesson, the following number of times: 8, 20, 3, 0, 5, 9,
15 and 12. What is his average per lesson?
Average score

8 + 20 + 3 + 0 + 5 + 9 + 15 + 12
=
8

72
= 8 = 9

1
2. A 2 “ ‘Taper Lock Fastners’ in a box have a mass of 4680 gm. If the average mass of
one fastners is 97.5 gm find the number of fastners in the box.
Total mass = average mass of an fastner  number
of fastners in the box.
4680
 Number of fastners in the box = = 48
97.5
3. Find the average age of a team of boys given that four of them are each 15 years 4
months old and the other three boys are each 14 years 9 months old.
Total age of 4 boys at 15 years 4 months

= 61 years 4 months.

Total age of 3 boys at 14 years 9 months = 44 years 3 months.

Total age of all 7 boys = 105 years 7 months.

105 years 7 months

Average age =
7

= 15 years 1 month.

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4. the average age of the lecturers in the faculty is 39 years and their total age is 1170
years, whereas the pupils whose average age is 14 years have a total age 6580
years. Find the average age of all the people in the faculty.
The first step is to find the number of teachers:
total age of the teachers
Number of teachers: =
average age of the teachers

1170
= 39 = 30

We now find the number of pupils:

6580
= = 470
14

We can now find the average age of people in the faculty.

Total age of all the people in the faculty:

= 1170 + 6580 = 7750 years

Total number of people in the faculty:

= 30 + 470 = 500

Average age of all the people in the faculty:

7750
= = 15.5 years
500

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Exercise 38 - Question 1 - 4, level 1. 5 - 8 level 2.
1. Find the average of the following readings: 22.3 mm, 22.5 mm, 22.6 mm, 21.8 mm
and 22.0 mm.
2. Find the average mass of 22 boxes if 9 boxes each have a mass of 12 kg, 8 boxes
1 3
each have a mass of 12 kg and 5 have a mass of 11 kg.
2 4
3. 4 kg of engine blanks costing 20 p per kg are mixed with 8 kg costing 14 p per kg.
What is the average price per kg?
4. 30 litres of Mogas costing 8 p per litre is mixed with 40 litres costing 9 p per litre. Find
the average price of the mixture.
5. The average of nine numbers is 72 and the average of four of them is 40. What is the
average of the other five?
6. Find the average age of a team of men if 5 of them are each 25 years old and 6 of
them are 24 years 1 month old.
7. The average mark of 24 candidates taking an examination is 42. Find what the
average mark would have been if one candidate, who scored 88, had been absent.
8. The average of three numbers is 58. The average of two them is 49. Find the third
number.

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AVERAGE SPEED
The average speed is defined as total distance travelled divided by the total time
taken. The unit of speed depends on the unit of distance and the unit of time. For
instance, if the distance travelled is in kilometres (km) and the time taken is in hours (h)
then the speed will be stated in kilometres per hour (km/h). If the distance is given in
metre (m) and the time in seconds (s) then the speed is in metres per second (m/s).
Example 2
1. A car travels a total distance of 200 km in 4 hours. What is its average speed?
distance travelled 200
Average speed = =
time taken 4

= 50 km/h

2. A car travels 30 km at 30 km/h and 30 km at 40 km/h. Find its average speed.

Time taken to travel 30 km at 30 km/h.

30
= 30 = 1 hour

Time taken to travel 30 km at 40 km/h.

30
= 40 = 0.75 hour

Total distance travelled = 30 + 30 = 60 km.

Total time taken = 1 + 0.75 = 1.75 hour.

60
 Average speed = 1.75 = 34.3 km/h

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3. A train travels for 4 hours at an average speed of 64 km/h. For the first 2 hours its
average speed is 50 km/h. What is its average speed for the last 2 hours
Total distance travelled in 4 hours

= average speed  time taken = 64  4

= 256 km

Distance travelled in first two hours

= 50  2 = 100 km

 Distance travelled in last two hours

= 256 - 100 = 156 km

Average speed for the last two hours

distance travelled 156

= = = 78 km/h
time taken 2

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Exercise - Questions 1 - 3, Level 1 Level 2

1. A train travels 300 km in 4 hours. What is its average speed?

2. A car travels 200 km at an average speed of 50 km/h. How long does it take?

3. If a car travels for 5 hours at an average speed of 70 km/h how far has it gone?

4. For the first 1½ hours of a 91 km journey the average speed was 30 km/h. If the
average speed for the remainder of the journey was 23 km/h, calculate the average
speed for the entire journey.

5. A motorist travelling at a steady speed of 90 km/h covers a section of motorway in 25

minutes. After a speed limit is imposed he finds that, when travelling at the maximum
speed allowed he takes 5 minutes longer than before to cover the same section.
Calculate the speed limit.

6. In winter a train travels between two towns 264 km apart at an average speed of 72
km/h. In summer the journey takes 22 minutes less than in the winter. Find the average
speed in summer.

7. A train travels between two towns 135 km apart in 4½ hours. If on the return journey
the average speed is reduced by 3 km/h, calculate the time taken for the return journey.

8. A car travels 272 km at an average speed of 32 km/h. On the return journey the
average speed is increased to 48 km/h. Calculate the average speed over the whole
journey.

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PERCENTAGES
When comparing fractions it is often convenient to express them with a denominator of a
hundred. Thus:
1 50
=
2 100

2 40
=
5 100

Fractions with a denominator of 100 are called percentages. Thus:

1 25
4 = 100 = 25 per cent

3 30
= = 30 per cent
10 100

The sign % is usually used instead of the words per cent.

To convert a fraction into a percentage we multiply it by 100.
Example 1
3 3
= 4  100 = 75
4

17 17
20  100 = 85
=
20

Exercise 34 - All type A

Convert the following fractions to percentages:
7 4 7
1. 10 4. 5 7.
10

11 31 19
2. 5. 8.
20 50 20

9 1
3. 6.
25 4

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Decimal numbers may be converted into percentages by using the same rule. Thus:
3 3
0.3 = =  100 = 30%
10 10

The same rule result is produced if we omit the intermediate step of turning 0.3 into vulgar
fraction and just multiply 0.3 by 100.
Thus: 0.3 = 0.3  100 = 30
Exercise 35 - level 1
Convert the following decimal numbers into percentages:
1. 0.7 4. 0.813 7. 0.819

2. 0.73 5. 0.927

3. 0.68 6. 0.333

To convert a percentage into a fraction we divide by 100.

Example 3

45
45% = 100 = 0.45

3.9
3.9% = 100 = 0.039

Note that all we have done is to move the decimal point 2 places to the left.
Exercise 36 - Level 1
Convert the following percentages into decimal fractions:

1. 32% 5. 31.5% 9. 3.95%

2. 78% 6. 48.2% 10. 20.1%

3. 6% 7. 2.5%

4. 24% 8. 1.25%

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PERCENTAGE OF A QUANTITY
It is easy to find the percentage of a quantity if we first express the percentage as a
fraction.
Example 4
1. What is 10% of 40?
10
Expressing 10% as a fraction it is and the problem then becomes:
100

10
what is of 40?
100

10
10% of 40 = 100  40 = 4

2. What is 25% of £50?

25
25% of £50 = 100  £50 = £12.50

3. 22% of a certain length is 55 cm. What is the complete length?

55
1% of the length = 22 cm = 2.5 cm

Now the complete length will be 100%, hence:

Complete length = 100  2.5 cm = 250 cm

Alternatively, 22% of the length = 55 cm

100 100  55
Complete length = 22  55 = 22 = 250 cm

4. What percentage is 37 of 264? Give the answer correct to 5 significant figures.

37 37  100
Percentage = 264  100 = 264 = 14.015%

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Exercise 37 - Question 1 - 6, level 1. Question 7 - 10, level 2.

1. What is:
a. 20% of 50 d. 12% of 20

b. 30% of 80 e. 20.3% of 105

c. 5% of 120 f. 3.7% of 68

2. What percentage is:

a. 25 of 200 d. 29 of 178

b. 30 of 150 e. 15 of 33

c. 25 of 150

Where necessary give the answer correct to 3 significant figures.

3. A student scores 36 marks out of 100 in an examination. What is her percentage
mark? If the percentage needed to pass the examination is 75% how many marks
are needed to pass?
4. If 20% of a length is 23 cm, what is the complete length.
5. Given that 13.3 cm is 15% of a certain length, what is the complete length?
6. What is:
a. 9% of £80 c. 75% of £250

b. 12% of £110

7. Express the following statements in the form of a percentage:

a. 3 light bulbs are broken in a box containing 144 light bulbs.

b. In a school of 650 students, 20 are absent.

c. In a school of 980 students, 860 each school lunches.

8. in a certain county the average number of children eating lunches at school was 29
336 which represents 74% of the total number of children attending school. Calculate
the total number of children attending school in that country.

9. 23% of a consignment of bananas is bad. There are 34.5 kg of bad bananas. How
many kilograms were there in the consignment?

10. A retailer accepts a consignment of 5000 ball point pens. He finds that 12% are
faulty. How many faulty pens are there?

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AREAS
We are already familiar with the concept of length, e.g. the distance between 2 points, we
express length in some chosen unit, e.g. in meters, and if I want to fit a picture - rail along
a wall, all I need to known is the length of the wall, so that I can order sufficient rail. But if I
wish to fit a carpet to the room floor, the length of the room is insufficient. We obviously
need to know the width. This 2-dimensional concept of size is termed Area.

Consider a room 4m by 3m as shown above. Clearly it can be divided up into 12 equal

squares, each measuring 1m by 1m. Each square has an area of 1 square meter. Hence,
the total area is 12 square meters (usually written as 12m2 for convenience). So, to
calculate the area of a rectangle, multiply length of 1 side by the length of the other side.
Note. 4m x 3m = 12m2 (Don't forget the m2).
Example: An office 8.5m by 6.3m is to be fitted with a carpet, so as to leave surround
600mm wide around the carpet. What is the area of the surround?

With a problem like this, it is often helpful to sketch a diagram.

The area of the surround = office area - carpet area.
= (8.5 x 6.3) - (8.5 - 2 x 0.6) (6.3 - 2 x 0.6)
= 53.55 - (7.3) (5.1)
= 53.55 - 37.23 = 16.32m2
Note that 600mm had to be converted to 0.6m. Don't forget to include units in the answer
e.g. m2.

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The following table shows the formulaes for the more common shapes. Students will
require a knowledge of these formulae and attain a JAR 66 Level 2 in this topic.

or d

0
or  d x
360

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1).The cross section of a block of metal is shown. Find its area.

Area of trapezium
= ½ x 40 x (30 + 50)
= ½ x 40 x 80
= 1600 mm²

2). A hollow shaft has an outside diameter of 2.5cm. Calculate the cross-sectional area of
the shaft.

Area of cross-section
= area of outside circle – area of inside circle
=  x 1.626² -  x 1.25²
=  (1.625² - 1.25²)
= 3.142 x (2.640 – 1.563)
= 3.142 x 1.077
=3.388cm²

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(3) Calculate:
(a) the length of arc of a circle whose radius is 8m and which subtends an angle of 56°
at the centre, and
(b) the area of the sector so formed.


Length of arc = 2r x 0

360
56
=2xx8x
360
= 31.28 m²
Exercise 1-3 Level 1 Level 2 remainder
1) The area of a rectangle is 220mm². If its width is 25mm find its length.
2) A sheet metal plate has a length of 147.5mm and a width of 86.5mm find its length
to the nearest four decimal places.
3) Find the areas of the sections shown in

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4)Find the area of a triangle whose base is 7.5cm and whose altitude is 5.9cm.
5) Find the area of a trapezium whose parallel sides are 75mm and 82mm long
respectively and whose vertical height is 39mm.
6) The parallel sides of a trapezium are 12cm and 16cm long. If its area is 220cm², what is
its altitude?
7) Find the areas of the shaded portions in each of the diagrams.

8) Find the circumference of a circle whose radii are:

(a) 3.5mm (b) 13.8mm
(c) 4.2cm
9) Find the diameter of a circle whose circumference is 34.4mm.
10) How many revolutions will a wheel make in travelling 2km if its diameter is 700mm?
11) If r is the radius and 0 is the angle subtended at the centre by an arc find the length of
arc when:
(a) r = 2cm, 0 =30°

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VOLUMES
The concept and calculation of volume in the logical extension of length and area.
Instead of squares, we now consider cubes. This is a 3-dimensional concept and the
typical units of volume are cubic metres (m3).
If we have a box, length 4m, width 3m and height 2m, we see that the total volume=24
cubic metres (24m3).

Each layer contains

4 x 3 = 12 cubes.
There are 2 layers.
Hence the volume is
12 x 2 = 24m3.

Basically, therefore, when calculating volume, it is necessary to look for 3 dimensions, at

90º to each other, and then multiply them together. For a box - type shape, multiplying
length x width x height = volume.

UNIT OF VOLUME
The volume of a solid figure is measured by seeing how many cubic units it contains. A
cubic metre is the volume inside a cube which has a side of 1 metre. Similarly a cubic
centimetre is the volume inside a cube which has a side of 1 centimetre. The standard
abbreviations for units of volume are:
cubic metre m³
cubic centimetre cm³
cubic millimetre mm³

Example
(1) How many cubic centimetres are contained in 1 cubic metre?
1m = 10² cm
6
1m³ = (10² cm)³ = 10 cm³
= 1 000 000 cm³

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UNIT OF CAPACITY
The capacity of a container is usually measured in litres (  ), such that
1 litre = 1000cm³
Example
A tank contains 30 000 litres of liquid. How many cubic metres does it contain?
30 000 litres = 30 000 x 1 000 cm³
= 3 x 107 cm³
1cm = 102 m

1cm³ = (102 m) ³ = 106 m3

 3  107 cm3 = 3  107  106 m2

= 3 x 10 = 30m²
Exercise- All Level 1
Convert the following volumes into the units stated:
1) 5 m² into cm³
2) 0.08 m³ into mm³
3) 18 m³ into mm³
4) 830 000 cm³ into m³
5) 850 000 mm³ into m³
6) 78 500 cm³ into m³
7) A tank contains 5000 litres of petrol. How many cubic metres of petrol does it
contain?
8) A small vessel contains 2500mm³ of oil. How many litres does it contain?
9) A tank holds, when full, 827m³ of water. How many litres does it hold?
10) A container holds 8275cm² when full. How many litres does it hold?

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Example
A steel section has the cross-section shown. If it is 9m long calculate its volume and total
surface area.

To find the volume we use the formulae given on page 138.

Area of cross- section
= ½  x 752 + 100 x 150
= 23 836 mm²
2
23836 mm
= 2
= 0.023 836 m²
(1000)

Volume of solid
= 0.023 836 x 9
= 0.214 5m³
To find the surface area:
Perimeter of cross-section
= x 75 + 2 x 100 +150
=585.5mm
585.5
= = 0.585 5m
1000
Lateral surface area
=0.585 5 x 9 = 5.270 m²
Surface area of ends
= 2 x 0.024 = 0.048 m ²
Total surface area
= 5.270 + 0.048
= 5.318 m²

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VOLUMES AND SURFACE AREAS

The following table gives volumes and surface areas of some simple solids

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Exercise- Questions 1- Level 2
1) A steel ingot whose volume is 2 m³ is rolled into a plate 15mm thick and 1.75m wide.
Calculate the length of the plate in m.
2) A block of lead 2.0 m x 1m x 0.72m is hammered out to make a square sheet 10mm
thick. What are the dimensions of the square?
3) The volume of a small cylinder is 180 cm³. If the radius of the cross-section is 25mm find
its height.
4)A cone has a diameter of 28mm and a height of 66mm. What is its volume?
5) Calculate the diameter of a cylinder whose height is the same as its diameter and
whose volume is 220 cm³.
6) An ingot whose volume is 12320 mm² is to be made into ball bearings whose diameters
are 12mm. How many ball bearings will be produced from the ingot?
7) A water tank with vertical sides has a horizontal base in the shape of a rectangle with
semi-circular ends as illustrated in Fig. 26.14. The total inside length of the tank is 7m, its
width 4m and its height 2m.

Calculate:
(a) the surface area of the vertical walls of the tank in m²
(b) the area of the base in m²
(c) the number of litres of water in the tank when the depth of water is 1.56m.

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SQUARES & SQUARE ROOTS

SQUARE NUMBERS
When a number is multiplied by itself the result is called the square of the number. The
square of 9 is 9  9 = 81. Instead of writing 9  9, it is usual to write 92 which is read
as the square of 9. Thus;
122 = 12  12 = 144

(1.3)2 = 1.3  1.3 = 1.69

The square of any number can be found by multiplication but a great deal of time and effort
is saved by using printed tables. Either three or four figure table may be used. In the three
figure tables the squares of numbers are given correct to three significant figures, but in
the four figure tables the square are given correct to four significant figures. Hence the
four figure table are more accurate.
Although the tables only give the squares of numbers from 1 to 10 they can be used to find
the squares of numbers outside this range. The method is shown in the examples which
follows.
Example 1
Find (168.8)2.

(168.8)2 = 168.8  168.8

or

= 1.688  100  1.688  100

or

= (1.688)2  1002

From the tables of squares,

(1.688)2 = 2.848

Hence (168.8)2 = 2.848  1002 = 28 480

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Example 2
Find (0.2388)2.

1 1
(0.2388)2 = 2.388   2.388 
10 10

1
= (2.388)2  = (2.388)2 ÷ 100
100

From the tables,

(2.388)2 = 5.702

Hence

(0.2388)2 = 5.702 ÷ 100

= 0.057 02

Example 3
2
 0 .9 
Find the value of .  
 0.15 

2
 0.9 
   6 2  36
 0.15 

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Exercise - Question 1 - 12, level 1. Question 13 - 20, level 2.
Find the square of the following numbers.
1. 1.5 11. 23

2. 2.1 12. 40.6

3. 8.6 13. 3093

4. 3.15 14. 112.3

5. 7.68 15. 98.12

6. 5.23 16. 0.019

7. 4.263 17. 0.729 2

8. 7.916 18. 0.004 219

9. 8.017 19. 0.283 4

10. 8.704 20. 0.000 578 4

21. Find the value of (3.142)2 correct to 2 places of decimal.

22. Find the value of:

2 2
 0.75   0.25 
a.   c.  
 0.15   2 

2 2
 0 .8   0.36 
b.   d.  
 0 .2   6 

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Table of Squares

x 0 1 2 3 4 5 6 7 8 9 12 3 4 5 6 7 8 9
2.0 4.000 4.040 4.080 4.121 4.162 4.203 4.244 4.285 4.326 4.368 4 8 12 16 20 25 29 33 37

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SQUARE ROOTS
The square roots of a number is the number whose square equals the given number.
Thus since 52 = 25, the square root of 25 = 5.
The sign is used to denote a square root and hence we write 25  .5

Similarly, since 92 = 81, 81  9 .

The square root of a number can usually be found with sufficient accuracy by using the
printed tables of square roots. There are two of these tables. One gives the square roots
of numbers 1 to 10 and the other gives the square roots of numbers from 10 to 100. The
reason for having two tables is as follows:

2.5  1.581

25  5
Thus there are two square roots for the same figures, depending upon the position of the
decimal point. The square root tables are used in the same way as the tables of squares.
Example 4
1. 2.748  1.657 (directly from the tables from 1 to 10).

2. 92.65  9.626 (directly from the tables from 1 to 100 ).

3. To find 836.3 .
Mark off the figures in pairs to the left of the decimal point. Each pair of figures is
called a period. Thus 836.3 becomes 8'36.3. The first period is 8 so we use the table
of square roots from 1 to 10 and look up
8.363  2.892 . To position the decimal point in the answer remember that for each
period to the left of the decimal point in the original number there will be one figure
less to the left of the decimal point in the answer. Thus:
836.3  28.92 836.3 is three figures to the left of the decimal point. One
less is two figures hence 2.892 is 28.92
4. To find 173 900 .
Marking off in periods 173 900 becomes 17'39'00. The first period is 17 so we use
the table of square roots from 10 to 100 and look up.
17.39  4.17
173900 is four figures to the left of the decimal point. One
less is three so the answer will be 417.0
173 900  417.0

5. To find 0.000 094 31 .

In the case of numbers less than 1 mark off the periods to the right of the decimal
point. 0.000 094 31 becomes 0.00'00'94'31. Apart from the zero pairs the first period
is9494 so we use the tables from 10 to 100 to look up
.31  9.712
. For each zero pair in the original number there will be one zero
following the decimal point in the answer.

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0. 0 0 9 712
Thus: 0.000 094 31  0.009 712
0.00'00'94'31

6. To find .
0.07365
Marking off in periods to the right of the decimal point 0.073 65 becomes 07'36'50.
Since the first period is 07 we use the tables between 1 and 10 and look up
. 0.07365  2.714

Exercise - Questions 1 - 12, level 1. Questions 13 - 23, level 2.

Find the square root of the following numbers.
1. 3.4 13. 900

2. 8.19 14. 725.3

3. 5.264 15. 7142

4. 9.239 16. 89 000

5. 7.015 17. 3945

6. 3.009 18. 893 400 000

7. 35 19. 0.153 7

8. 89.2 20. 0.001 698

9. 53.17 21. 0.039 47

10. 82.99 22. 0.000 783 1

11. 79.23 23. 0.001 978

12. 50.01

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Table of Square Roots 1 – 10

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Table of Square Roots from 10 – 100

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CUBED
When a number is multiplied by itself , i.e. 3  3 = 9, it is usual to write it as 32 or 3
squared. We can take this a stage further and multiply by another 3,
i.e. 3  3  3 = 27, it is usual to write it as 33 or 3 cubed.

CUBED ROOTS
The cubed root of a number is the number which cubed equals the number. E.g. the
cubed root of 64 = 4 (4  4  4).
The sign 3
is used to denote a cubed root and hence we write 3
64  .4

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ALGEBRA
The methods of Algebra are an extension of those used in arithmetic. In algebra we use
letters and symbols as well as numbers to represent quantities. When we write that a sum
of money is £50 we are making a particular statement but if we write that a sum of money
is £P we are making a general statement. This general statement will cover any number
we care to substitute for P.

USE OF SYMBOLS
The following examples will show how verbal statements can be translated into algebraic
symbols. Notice that we can chose any symbol we like to represent the quantities
concerned.
1. The sum of two numbers.

Let the two numbers be x and y.

Sum of the two numbers = x + y.

2. Three times a number.

Let the number be N.

Three times the number = 3  N.

3. One number divided by another number.

Let one number be a and the other number be b.

a
One number divided by another number = b

4. Five times the product of two numbers.

Let the two numbers be m and n.

5 times the product of the two numbers = 5  m  n.

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Exercise - All level 1.
Translate the following into algebraic symbols:
1. Seven times a number, x.

2. Four times a number x minus three.

3. Five times a number x plus a second number, y.

4. The sum of two numbers x and y divided by a third number, z.

5. Half of a number, x.

6. Eight times the product of three numbers, x, y and z.

7. The product of two numbers x and y divided by a third number, z.

8. Three times a number, x, minus four times a second number, y.

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SUBSTITUTION
The process of finding the numerical value of an algebraic expression for given values of
the symbols that appear in it is called substitution.
Example 1
If x = 3, y = 4 and z = 5, find the values of:
y
a. 2y + 4 d.
x

3y + 2z
b. 3y + 5z e. x + z

c. 8 - x

Note that multiplication signs are often missed out when writing algebraic expressions so
that, for instance, 2y means 2  y. These missed multiplication signs must reappear
when the numbers are substituted for the symbols.
a. 2y + 4 = 2  4 + 4 = 8 + 4 = 12

b. 3y + 5z = 3  4 + 5  5

c. 8 - x = 8 - 3 = 5

y 4 1
d. = = 1
x 3 3

3y + 2z 3  4 + 2  5
e. =
x + z 3 + 5

12 + 10 22 3
= = = 24
8 8

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Exercise - All level 1
If a = 2, b = 3 and c = 5, find the values of the following:
1. 9 + 7 10. 4c + 6b

2. c - 2 11. 8c - 7

3. 6 - b 12. a + 2b + 5c

4. 6b 13. 8c - 4b

5. 9c 14. 2 ÷ a

ab
6. ab 15.
8

abc
7. 3bc 16.
6

2c
8. abc 17.
a

5a + 9b + 8c
9. 5c - 2 18.
a+b+c

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POWERS
The quantity a  a  a or aaa is usually written as a3. a3 is called the third power of a.
The number 3 which indicates the number of a's to be multiplied together is called the
index (plural: indices).
24 = 2  2  2  2 = 16

y5 = y  y  y  y  y

Example 2
Find the value of b3 when b = 5.
b3 = 53 = 5  5  5 = 125

When dealing with expressions like 8mn4 note that it is only the symbol n which is raised
to the fourth power. Thus:
8mn4 = 8  m  n  n  n  n

Example 3
Find the value of 7p2q3 when p = 5 and q = 4.
7p2q3 = 7  52  43 = 7  25  64
= 11 200
Exercise - All level 1
If a = 2, b = 3 and c = 4 find the values of the followings:
2 2 3 3a4
1. a 5. ab c 9.
c2

4 2 2 c5
2. b 6. 5a + 6b 10. ab3

3. ab3 7. a2 + c2

4. 2a2c 8. 7b3c2

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ADDITION OF ALGEBRAIC TERMS
Like terms are numerical multiplies of the same algebraic quantity. Thus:
7x, 5x and -3x are three like terms.
An expression consisting of like terms can be reduced to a single term by adding the
numerical coefficients together. Thus:
7x - 5x + 3x = (7 - 5 + 3)x = 5x

3b2 + 7b2 = (3 + 7)b2 = 10b2

-3y - 5y = (-3 -5)y = -8y

q - 3q = (1 - 3)q = -2q

Only like terms can be added or subtracted. Thus 7a + 3b - 2c is an expression

containing three unlike terms and it cannot be simplified any further. Similarly with
8a2b + 7ab3 + 6a2b2 which are all unlike terms.
It is possible to have several sets of like terms in an expression and each set can then
be simplified.
8x + 3y - 4z - 5x + 7z - 2y + 2z

= (8 - 5)x + (3 - 2)y + (-4 + 7 + 2)z

= 3x + y + 5z

MULTIPLICATION & DIVISION OF ALGEBRAIC QUANTITIES

The rules are exactly the same as those used with directed numbers:
(+ x)(+ y) = + (xy) = + xy = xy

5x  3y = 5  3  x  y = 15xy

(x)(-y) = - (xy) = - xy

(2x)(- 3y) = - (2x)(3y) = -6xy

(- 4x)(2y) = - (4x)(2y) = 8xy

(- 3x)(- 2y) = + (3x)(2y) = 6xy

+x x x
+y = +y = y

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- 3x 3x
= -
2y 2y

- 5x 5x 5x
= + =
- 6y 6y 6y

4x 4x
= -
- 3y 3y

When multiplying expressions containing the same symbols, indices are used:
m  m = m2

3m  5m = 3  m  5  m = 15 m2

(- m)  m2 = (- m)  m  m = - m

5m2n  3mn3 = 5  m  m  n  3  m  n  n  n

= 15m3n4

3mn  (-2n2) = 3  m  n  (- 2)  n  n = - 6mn3

When dividing algebraic expressions, cancellation between numerator and denominator is

often possible. Cancelling is equivalent to dividing both numerator and denominator by the
same quantity:

pq p  q
  q
p p
3p 2 q  3  p  p  q 3p p
 
6pq 2 6  p  q  q 6q 2q
2
18x 2 y z 18  x  x  y  y  z
  3xy
6 xyz 6  x  y  z

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Exercise - All level 1

Simplify the following:
1. 7x + 11x

2. 7x - 5x

3. 3x -6x

4. - 2x - 4x

5. - 8x + 3x

6. - 2x + 7x

7. 8a - 6a - 7a

8. 5m + 13m - 6m

9. 6b2 - 4b2 + 3b2

10. 6ab - 3ab - 2ab

11. 14xy + 5xy - 7xy + 2xy

12. - 5x + 7x - 3x - 2x

13. - 4x2 - 3x2 + x2

14. 3x - 2y + 4z - 2x2 - 3y + 5z + 6x + 2y - 3z

15. 3a2b + 2ab3 + 4a2b3 - 5ab3 + 11b4 + 6a2b

16. 1.2x3 - 3.4x2 + 4a2b2 - 3.7x2 + 3.6x - 2.8

17. pq + 2.1pr - 2.2rq + 8pq

18. 2.6a2b2 - 3.4b3 - 2.7a3 - 3a2b2 - 2.6b3 + 1.5a3

19. 2x  5y

20. 3a  4b

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21. 3  4m

1
22.
4 q  16p

23. x  (- y)

24. (- 3a)  (- 2b)

25. 8m  (- 3n)

26. (- 4a)  3b

27. 8p  (- q)  (- 3r)

28. 3a  (- 4b)  (- c)  5d

29. 12x ÷ 6

30. 4a ÷ (- 7b)

31. (- 5a) ÷ 8b

32. (- 3a) ÷ (- 3b)

33. 4a ÷ 2b

34. 4ab ÷2a

35. 12x2yz2 ÷ 4xz2

36. (- 12a2b) ÷ 6a

37. 8a2bc2 ÷ 4ac2

38. 7a2b2 ÷ 3ab

39. a  a

40. b  (- b)

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41. (- m)  m

42. (- p)  (- p)

43. 3a  2a

44. 5X  X

45. 5q  (- 3q)

46. 3m  (- 3m)

47. (- 3pq)  (- 3q)

48. 8mn  (- 3m2n3)

49. 7ab  (- 3a2)

50. 2q3r4  5qr2

51. (- 3m)  2n  (- 5p)

52. 5a2  (- 3b)  5ab

53. m2n  (- mn)  5m2n2

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BRACKETS
Brackets are used for convenience in grouping terms together. When removing brackets
each term within the bracket is multiplied by the quantity outside the bracket:
3(x + y) = 3x + 3y

5(2x + 3y) = 5  2x + 5  3y = 10x + 15y

4(a - 2b) = 4  a - 4 2b = 4a - 8b

m(a + b) = ma + mb

3x(2p + 3q) = 3x  2p + 3x  3q = 6px + 9qx

4a(2a + b) = 4a  2a + 4a b = 8a2 + 4ab

When a bracket has a minus sign in front of it, the signs of all the terms inside the bracket
are changed when the bracket is removed. The reason for this rule may be seen from the
following example:
- 3(2x - 5y) = (- 3)  2x + (- 3)  (- 5y)
= - 6x + 15y
- (m + n) = -m-n
- (p - q) = -p + q
- 2(p + 3q) = - 2p - 6q

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When simplifying expressions containing brackets first remove the brackets and then add
the like terms together:
(3x + 7y) - (4x + 3y) = 3x + 7y - 4x - 3y

= - x + 4y

3(2x + 3y) - (x + 5y) = 6x + 9y - x - 5y

= 5x + 4y

x(a + b) - x(a + 3b) = ax + bx - ax - 3bx

= - 2bx

2(5a + 3b) + 3(a - 2b) = 10a + 6b + 3a - 6b =

13a

Exercise - Questions 1 - 20, Level 1. Remainder Level 2.

1. 3(x + 4) 9. - (3p - 3q)

2. 2(a + b) 10. - (7m - 6)

3. 3(3x + 2y) 11. - 4(x + 5)

1
4.
2 (x - 1)
12. - 2(2x - 5)

5. 5(2p - 3q) 13. - 5(4 - 3x)

6. 7(a - 3m) 14. 2k(k - 5)

7. - (a + b) 15. - 3y(3x + 4)

8. - (a - 2b) 16. a(p - q - r)

17. 4xy(ab - ac + d) 18. 3x2(x2 - 2xy + y2)

18. - 7P(2P2 - P + 1)

19. - 2m(- 1 + 3m - 2n)

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Remove the brackets and simplify:

20. 3(x + 1) + 2(x + 4)

21. 5(2a + 4) - 3(4a + 2)

22. 3(x + 4) - (2x + 5)

23. 4(1 - 2x) - 3(3x - 4)

24. 5(2x - y) - 3(x + 2y)

1 1
2 (y - 1) + 3 (2y - 3)
25.

26. - (4a + 5b - 3c) - 2(2a + 3b - 4c)

27. 2x(x - 5) - x(x - 2) - 3x(x - 5)

28. 3(a - b) - 2(2a - 3b) + 4(a - 3b)

29. 3x(x2 + 7x - 1) - 2x(2x2 + 3) - 3(x2 + 5)

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ADDITION & SUBTRACTION OF FRACTIONS
The method for algebraic fractions is the same as for arithmetical fraction, that is:
 Find the L.C.M. of the denominators.
 Express each fraction with the common denominators.
 Add or subtract the fractions.
Example 3
a b c
1. Simplify + - .
2 3 4

The L.C.M. of 2,3 and 4 is 12.

a b c 6a 4b 3c
+ - = + -
2 3 4 12 12 12

6a + 4b - 3c
= 12

2 3 4
2. Simplify x + 2x + 3x .

The L.C.M. of x, 2x and 3x is 6x.

2 3 4 12 + 9 + 8 29
+ + = = 6x
x 2x 3x 6x

The sign in front of a fraction applies to the fraction as a whole. The line which separates
the numerator and denominator acts as a bracket.

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Example 4
m 2m + n m - 2n
Simplify + - .
12 4 3

The L.C.M. of 12, 4 and 3 is 12.

m 2m + n m - 2n
 + -
12 4 3

m + 3(2m + n) - 4(m - 2n)

=
12

m + 6m + 3n - 4m + 8n
=
12

3m + 11n
= 12

Exercise - All level 2

Simplify the following:
x x x 2x x
1. + + 8. 1 - 5 + 8
3 4 5

5a 7a 2m + n
2.
12 - 18
9. 3m -
7

2 3 3a + 5b a - 3b
3. - 10. -
q 2q 4 2

3 5 4 3m - 5n 3m - 7n
4. - + 11. -
y 3y 5y 6 2

3 2 x - 2 2
5. - 12. +
5p 3q 4 5

3x 5y x - 5 x - 2
6. 2y - 6x 13. 3 - 4

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GRAPHS OF EQUATION
One of the most important applications of the straight-line equation is the determination of
an equation connecting two quantities when values have been obtained from an
experiment.
Example
In an experiment carried out with a lifting machine the effort E and the load W were
found to have the values given in the table below:

W
15 25 40 50 60
(kg)
E (kg) 2.75 3.80 5.75 7.00 8.20

Plot these results and obtain the equation connecting E and W which is thought to be of
the type E = aW + b.
If E and W are connected by an equation of the type E = aW + b then the graph must be
a straight line. Note that when plotting the graph, W is the independent variable and must
be plotted on the horizontal axis. E is the dependent variable and must be plotted on the
vertical axis.
On plotting the points (see diagram below) it will be noticed that they deviate only slightly
from a straight line. Since the data are experimental we must expect errors in
measurement and observation and hence slight deviations from a straight line must be
expected. Although the straight line will not pass through some of the points an attempt
must be made to ensure an even spread of the points above and below the line.

To determine the equation we choose two points which lie on the straight line. Do not use
any of the experimental results from the table unless they happen to lie exactly on the line.
Choose the points as far apart as is convenient because this will help the accuracy of your
result.
The point W = 55, E = 7.5 lies on the line. Hence, 7.5 = 55a + b [1]

The point W = 20, E = 3.3 also lies on the line, Hence,

3.3 = 20a + b [2]

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Subtracting equation [2] from equation [1],

4.2 = 35a

a = 0.12

Substituting for a = 0.12 in equation [2],

3.3 = 20  0.12 + b

b = 0.9

The required equation connecting E and W is therefore;

E = 0.12W + 0.9

Exercise - Questions 1 - 8, type A. Remainder type B.

Draw graphs of the following simple equations:
1. y = x + 2 taking values of x between -3 and 2.

2. Y = 2x + 5 taking values of x between -4 and 4.

3. Y = 3x - 4 taking values of x between -4 and 3.

4. Y = 5 - 4x taking values of x between -2 and 4.

The following equations represent straight lines. State in each case the gradient of the line
and the intercept on the y-axis.
5. Y = x + 3 7. Y = -5x - 2

6. Y = -3x + 4 8. Y = 4x - 3

9. Find the values of m and c if the straight line y = mx + c passes through the point
(-2,5) and has a gradient of 4.

10. Find the values of m and c if the straight line y = mx + c passes through the point
(3,4) and the intercept on the y-axis is -2.

In the following find the values of m and c if the straight line y = mx + c passes though
the given points:
11. (-2, -3) and (3,7)

12. (1,1) and (2,4)

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
13. (-2,1) and (3,-9)

14. (-3,13) and (1,1)

15. (2,17) and (4,27)

16. The following table gives values of x and y which are connected by an equation of
the type y = ax + b. Plot the graph and from it find the values of a and b.

X 2 4 6 8 10 12
y 10 16 22 28 34 40

17. The following observed values of P and Q are supposed to be related by the linear
equation P = aQ + b, but there are experimental errors. Find by plotting the graph
the most probably values of a and b.

Q 2.5 3.5 4.4 5.8

P 13.6 17.6 22.2 28.0

Q 7.5 9.6 12.0 15.1

P 35.5 47.4 56.1 74.6

18. In an experiment carried out with a machine the effort E and the load W were found
to have the values given in the table below. The equation connecting E = aw + b.
By plotting the graph check if this is so and hence find a and b.

W (kg) 10 30 50 60 80 100
E (kg) 8.9 19.1 29 33 45 54

19. A test on a metal filament lamp gave the following values of resistance (R ohms) at
various voltages (V volts).

V 62 75 89 100 120
R 100 117 135 149 175

These results are expected to agree with an equation of the type R = mV +

c where m and c are constants. Test this by drawing the graph and find suitable
values for m and c.

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
20. During an experiment to verify Ohm's Law the following results were obtained.

E (volts) 0 1.0 2.0 2.5 3.7

I 0 0.24 0.5 0.63 0.92
(amperes)

E (volts) 4.1 5.9 6.8 8.0

I 1.05 1.48 1.70 2.05
(amperes)
Plot these values with I horizontal and find the equation connecting E and I.

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016

THE MEANING OF M & C IN THE EQUATION OF A STRAIGHT

LINE
Every linear equation may be written in the STANDARD FORM:
Y = mx + c

Hence y = 2x - 5 is in the standard form with m = 2 and c = -5.

The equation y = 4 - 3x is in standard form, if we rearrange it to give y = -3x
+ 4. We then see that m = -3 and c = 4.

THE MEANING OF M & C IN THE EQUATION OF A STRAIGHT LINE

The point B is any point on the straight line shown in the diagram below, and it has the co-
ordinates x and y. Point A is where the line cuts the y-axis and it has co-ordinates x = 0
and y = c.

BC
AC is called the gradient of the line,
now
BC
BC = AC  AC = AC  gradient of the line

y = BC + CD = BC + AO

= AC  gradient of the line + AO

= x  gradient of the line + c

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
But y = mx + c

Hence it can be seen that:

m = gradient of the line

c = intercept on the y-axis

The diagram below shows the difference between positive and negative gradients.

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
Example 1
Find the law of the straight line shown in the following diagram.

Since the origin is at the intersection of the axes, c is the intercept on the y axis. From the
diagram it will be seen that c = - 4. We now have to find m. Since this is the gradient of
the line we draw QPN making the sides reasonably long since a small triangle will give
very inaccurate results. Using the scales of x and y we see that QP = 2 units and PN =
10 units.
NP 10
 m = QP = 2 = 5

 The standard equation of a straight line

y = mx + c becomes y = 5x -4.

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Example 2
Find the values of m and c if a the straight line y = mx + c passes through the point (-
1,3) and has a gradient of 6.
Since the gradient is 6 we have m = 6.

 y = 6x + c

Since the line passes through the point (-1,3) we have y = 3 when x = -1. By
substitution,
3 = 6  (-1) + c

3 = -6 + c

 c = 9

Hence y = 6x + 9

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INDICES & POWERS
LAWS OF INDICES
The laws of indices are as shown below.
MULTIPLICATION
When multiplying powers of the same quantity together add the indices.
x5
x2 = x5-2 = x3

a3  a4  a8 a3 + 4 + 8
= a5 + 7
a5  a7

a15
= = a15 - 12 = a3
a12

3y2  2y5  5y4 30y2 + 5 + 4

=
6y3  4y4 24y3 + 4

30y11 5y11 - 7 5y4

= 24y7 = 4 = 4

POWERS
When raising the power of a quantity to a power multiply the indices together.
(3x)3 = 31  3  x1  3 = 33x3 = 27x3

(a2b3c4)2 = a2  2b3  2c4  2 = a4b6c8

 3m 3 
2 32m3  2 9m6
  = =
 5n 2  52n2  2 25n4
 
NEGATIVE INDICES
A negative index indicates the reciprocal of the quantity.
1
a-1 = a

5
5x-3 = x3

2 -2 -3 a2
ab c = b2c3

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FRACTIONAL INDICES
The numerator of a fractional index indicates the power to which the quantity must be
raised; the denominator indicates the root which is to be taken.
2
x3  3
x2

3
ab 4  a  4
b3

1
a2  a

(Note that for square roots the number indicating the root is usually omitted.)

   
1 1
64a 6  64a 6 2  8 2 a6 2

1 1
2 6
 8 2 a 2  8a 3

ZERO INDEX
Any quantity raised to the power of zero is equal to 1.
a0  1

0
x
   1
y

Example 1
4
 1 14 44
1.      81
3 3 4 14

2 
5 5 2 5

2. 42  2 2
 21 2

 25  32

3 x 
1 2 1 2 1
 
3. 9x 2  2 2 2
 31 2 x1 2

 31 x 1  3 x

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Example 2
If 3p + 4 = 9p - 2 find the value of p.

3p + 4 = (32)p - 2

3p + 4 = 32p - 4

Since (p + 4) and (2p - 4) are both powers of 3, they must be equal.

 p + 4 = 2p - 4

p = 8

Exercise - Questions 1 - 7
Simplify the following:
1. 35  32  37

2. b2  b4  b5  b8

57
3.
52

23  24  27
4.
22  25

5. (72)3

6. (3x2y3)4

7. (a2b3c)5

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BINARY SYSTEM
In the ordinary decimal system the digits 0 to 9 are used.

Consider the number 23. It means: 2  10 + 3  1 = 23

Now remember that 100 = 1, 101 = 10.

We may write 23 as follows, using decimal to base 10.

2  101 + 3  100

Now let’s consider 5623 to the base 10.

5623

5  103 + 6  102 + 2  101 +

3 x 100

Thus:

80,321 = 8  104 + 0  103 + 3  102 + 2  101 + 1  100

It is perfectly possible to have a number system which works on the powers of any
number. The most popular of these systems is the Binary (Bi means two), which operates
with the powers of 2 instead of 10 as in the decimal system.
It will be noticed in the decimal system that the greatest digit used is 9 which is one less
than 10. Thus, in the binary system the greatest digit that can be used is 1 which is one
less than 2.
A number written in binary consists only at the digits 0 and 1.

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AC010 MATA Module 1 Mathematics Revision 3 March 2016
The number 10111 means

1 x 24 + 0 x 23 + 2 x 22 + 1 x 21 + 1 x 20

16 + 0 + 4 + 2 + 1 = 23
In decimal 10

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To convert from a Base 10 system to Binary the following method may be used. To convert

23 to Binary:

26 25 24 23 22 21 20

64 32 16 8 4 2 1

23 7 3 1

1 0 1 1 1 - Binary

Step 1. Look for the largest number that is equal to or just under the decimal number
you want to convert. In this case it is 16.

Step 2. Put a 1 in the box below.

Step 3. Take 16 from 23. 23 - 16 = 7

Step 4. Look for the largest number that is equal to or just under 7. In this case it is 4.

Step 5. Put a 1 in the box below.

Step 6. Take 4 from 7. 7-4 = 3

Step 7. Look for the largest number that is equal to or just under 3. In this case it is 2.

Step 8. Put a 1 in the box below.

Step 9. Take 2 from 3. 3 - 2 = 1

Step 10. Look for the largest number that is equal to or just number 3. In this case it is
1.

Step 11. Put 1 in the box below. This final step finishes the conversion. All gaps between
the digit 1 and the extreme left are filled in with 0.

Thus 23 in Binary is 10111.

Note: The above conversion is not limited to 64, there is no limit. The next number would
be 128, the next 256, the next 512 etc.

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Example
The following decimal numbers have been converted to binary:
Decimal Binary
1) 18 10010
2) 32 100000
3) 40 101000
4) 43 101011

Exercise
Convert the following decimal numbers into binary.
1. 11

2. 29

3. 30

4. 111

5. 90

6. 3

7. 48

8. 61

9. 119

10. 127

As well as whole numbers being expressed in Binary we can also express decimal
fractions in Binary but this will be covered in Module 5.
The binary system is used on computers and other calculating machines. Since only the
digits 0 and 1 are used in the system this is equivalent to a two-state system. For instance
if a device is off it represents a 0 and if it is on a 1 is represented.

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
The figure shows how the number 10110 can be represented by 5 electric light bulbs.

OTHER NUMBER SCALES

In the scale of 5, powers of 5 are used. Only the digits 0,1,2,3, and 4 are available because
the greatest digits used must be one less than 5. If you are told that the number 3412 is in
the scale of 5 it means that the number is based upon the powers of 5. To show that this
is so we write 34125 . The suffix 5 indicates that the number of 5 is being used. The number
scale is called the BASE. We say 34125 is to the BASE 5.
Example 1
34125 = (3 x 53)  (4  52)  (1 52)  (2  50)

= (3  125)  (4  25)  (1 5)  (2  1)

= 375 + 100 + 5 + 2
= 48210.

Example 2:
4638 is a number of BASE 8.

4638 = (4  8 )  (6  8 )  (3  8 )
2 1 0

= (4  64)  (6  8)  (3  1)
= 256 + 48 + 3
= 30710

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Converting from a number in BASE 10 to a number in any other BASE use the table shown
below

Example-
Convert 41310 into BASE 8

BASE 10  BY BASE  REMAINDER POWERS OF 8

413 = 51 5 8º
51 =6 3 8¹
6 =0 6 8²

Read the remainder from

Bottom up = 635
Hence 41310 = 635 8

Check:

6358  (6  82)  (3  81)  (5  80)

= 384 + 24 + 5
= 41310
Exercise:
Convert the following numbers to BASE 8

a) 390
b) 495
c) 1102
d) 80
e) 772

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OCTAL
As well as Binary (Base 2) Base 8 OCTAL and Hexidecimal Base 16 is also used in
computer technology, though OCTAL and Hexidecimal would ultimately be converted to
Binary as all internal computer operations are binary. JAR 66 Module 5 will cover more on
this topic.

HEXIDECIMAL
As previously mentioned the hexidecimal is to Base 16. It differs from other systems in
using a combination of both numbers and letters. The rules for manipulation of the
arithmetic are similar to those for decimal. The chart that follows is only an introduction.
Conversions and arithmetic calculations will be practised in Module 5.

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SIMULTANEOUS EQUATIONS
Consider the two equations:
2x + 3y = 13 [1]
3x + 2y = 12 [2]
Each equation contains the unknown quantities x and y. The solutions of the equations
are the value if x and y which satisfy both equations. Equations such as these are
called simultaneous equations.

ELIMINATION METHOD IN SOLVING SIMULTANEOUS EQUATIONS

The method will be shown by considering the following examples.
Example 1
1. Solve the equations:
3x + 4y = 11 [1]

x + 7y = 15 [2]

If we multiply equation [2] by 3 we shall have the same coefficient of x in both equations:
3x + 21y = 45 [3]

We can now eliminate x by subtracting equation [1] from equation [3].

3x + 21y = 45 [3]

3x + 4y = 11 [1]

17y = 34

y = 2

To find x we substitute for y = 2 in either of the original equations. Thus, substituting

for y = 2 in equation [1],
3x + 4  2 = 11

3x + 8 = 11

3x = 11 - 8

3x = 3

x = 1

Hence the solutions are: x = 1 and y = 2

Hence the solutions are correct since the L.H.S. and R.H.S. are equal.
2. Solve the equations:
5x + 3y = 29 [1]

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
4x + 7y = 37 [2]

The same coefficient of x can be obtained in both equations if equation [1]

is multiplied by 4 (the coefficient of x in equation [2]) and equation [2] is
multiplied by 5 (the coefficient of x in equation [1]).
Multiply equation [1] by 4,

20x + 12y = 116 [3]

Multiply equation [2] by 5,

20x + 35y = 185 [4]

Subtracting equation [3] from equation [4],

23y = 69

y = 3

Substituting for y = 3 in equation [1],

5x + 3  3 = 29

5x + 9 = 29

5x = 20

x = 4

Hence the solutions are:

y = 3 and x = 4

Check in equation [2],

L.H.S. = 4  4 + 7  3

= 16 + 21 = 37 = R.H.S.

3. Solve the equations:

7x + 4y = 41 [1]

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
4x - 2y = 2 [2]

In these equations it is easier to eliminate y because the same coefficient of y can be

obtained in both equations by multiplying equation [2] by 2.
Multiplying equation [2] by 2,

8x - 4y = 4 [3]

Adding equation [1] and [3],

15x = 45

x = 3

Substituting for x = 3 in equation [1],

7  3 + 4y = 41

21 + 4y = 41

4y = 20

y = 5

Hence the solutions are:

x = 3 and y = 5

Check in equation [2],

L.H.S. = 4  3 - 2  5

= 12 - 10 = 2 = R.H.S.

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
4. Solve the equations:

2x y 7
- = [1]
3 4 12

3x 2y 3
- = [2]
4 5 10

It is best to clear each equation of fractions before attempting to solve.

In equation [1] the L.C.M. of the denominators is 12. Hence by multiplying
equation [1]by 12,
8x - 3y = 7 [3]

In equation [2] the L.C.M. of the denominators is 20. Hence by multiplying

equation [2] by 20,
15x - 8y = 6 [4]

We now proceed in the usual way. Multiplying equation [3] by 8,

64x - 24y = 56 [5]

Multiplying equation [4] by 3,

45x - 24y = 18 [6]

Subtracting equation [6] from equation [5],

19x = 38

x= 2

Substituting for x = 2 in equation [3],

8  2 - 3y = 7

16 - 3y = 7

- 3y = -9

y = 3

Hence the solutions are:

x = 2 and y = 3

Exercise - Questions 1 - 5, Level 1.

Solve the following equations for x and y and check the solutions:
1. 3x + 2y = 7 4. 7x - 4y = 37

x + y = 3 6x + 3y = 51

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2. x - 3y = 1 5. 4x - 6y = -2.5

x + 3y = 19 7x - 5y = -0.25

3. x + 3y = 7

2x - 2y = 6

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INDICES AND LOGARITHMS
LAWS OF INDICES
The laws of indices are shown below.

MULTIPLICATION
When multiplying power of the same quality together add the indices.

x6  x7  x67  x13

y2  y3  y4  y5  y23 45  y14

DIVISION
When dividing powers of the same quantity subtract the index of the denominator (bottom
part) from the index of the numerator (top part).

x 5  x 5 2  x 3

a3  a4  a8  a3 48
a5  a7 a5 7

15
 a12  a1512  a3
a

3y2  2y5  5y 4 30y 25 4

3 4
 3 4
6y  4y 24y

11 11 7 4
30y 5y 5y
 7
 
4 4
24y

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POWERS
When raising the power of a quantity to a power multiply the indices together.

(3x)  313  x 33  27x 3

3

(a2 b2 c 4 )2  a22 b32 c 42  a4 b6 c8

 3m  3 2 2 32 6

 5n   3 2m22  9m 4
  5 n
2
25n

NEGATIVE INDICES
A negative index indicates the reciprocal of the quantity
1 1
a a

5
5x  x 3
3

a2
a b c  b2 c 3
2  2 3

FRACTIONAL INDICES
The numerator of a fractional index indicates the power to which the quantity must be
raised; the denominator indicates the root which is to be taken.
2
2
x  x
33

3
3
ab  a  b
4 4

a  a
2

(Note that for square roots the number indicating the root is usually omitted).
1 1
6
64a  (64a )  (8 a )
2 2 6 2 6

1 1
2 6 3
8 2
a
2  8a

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ZERO INDEX
Any quantity raised to the value of zero is equal to 1.
0
a 1
0
x
  1
y
 
Example 1
4 4 4
 
(1)  1   14  34  81
 3 3 1


4 5 2 5

4  2  21
5 2 2 2
(2)
 25  32

 
1 2 1 2 1
 
9x  32 x 2  3
2 2 1 2 1 2
(3) x
 31 x1  3x

Example 2
If 3p 4  9p2 find the value of p.

3
p 4  3 
2
p2

3
p 4  32p  4

Since (p + 4) and (2p-4) are both powers or 3, they must be equal.

 p + 4=2p – 4 p=8

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Exercise- Questions 1-7 Level 1
Simplify the following:
1) 35  32  37

2) b2  b4  b5  b8
7
3) 52
5

3 4 7
4) 2 2 2
2 2
2 5


5) 72
3


6) 3x 2 y3  4


7) a2 b3 c  5

NUMBERS IN STANDARD FORM

n,
A number expressed in the form A  10 where A is a number between 1 and 10 and n is an
integer is said to be in standard form.
Example 3
4
50 000  5  10 000  5  10
3 3
0.003   3
1000 10

Exercise- Level 1
Express each of the following in standard form:
1) 8000 5) 0.0035
2) 92 500 6) 0.7
3) 893 7) 0.000 365
4) 5 600 000 8) 0.007 12

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LOGARITHMS
Any positive number can be expressed as a power of 10. For instance:
3
1000  10
1.869 2
74  10

These powers of 10 are called logarithms to the base 10.

logarithm
That is: number= 10
The log tables at the end of this book give the logarithms of numbers between 1 and 10.
Thus, log 5.176=0.714 0
To find out the logarithms of numbers outside this range we make use of numbers in
standard form and the multiplication law of indices. For example:
2
324.3  3.243 10
log 3.243  0.5109
0.5109 2
324.3  10  10
2.5109
 10
log 324.3  2.5109

A logarithm therefore consists of two parts:

(1) A whole number part called the characteristic.
(2) A decimal part called the mantissa which is found directly from the log tables
For a number, 10 or greater, the characteristic is found by subtracting 1 from the
number of figures to the left of the decimal point in the given number.
In the number 825.7 the characteristic is 2.
 log 825.7- 2.916 8
In the number 18 630 the characteristic is 4.
 log 18 630 = 4.270 2

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NEGATIVE CHARACTERISTICS
1
0.632 0  6.321  10
log 6.321  0.800 0
0.632 1  100.800 8  101

 1010.800 0

The characteristic is therefore –1 and the mantissa is 0.800 8. However writing –1+0.800
0 for the logarithm of 0.632 1 would be awkward and we therefore write:
log 0.632 1  1.8008

Note that the minus sign has been written above the characteristic but it must be clearly
understood that
2.735 6  2  0.735 6
and
4.067 3  4  0.067 3

All numbers between 0 and 1 have negative characteristics which are found by adding 1 to
the number of zeros following the decimal point.
In the number 0.073 58 the characteristic is 2 .
 log 0.073 58  2.866 8

In the number 0.000 612 3 the characteristic is 4.

 log 0.000 612 3  4.787 0

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ANTI-LOGARITHMS
The table of antilogs at the end of this book contains the numbers which correspond to the
given logarithms. In using these tables remember that only the decimal part of the log is
used.
Example 4
(1)To find the number whose log is 2.531 2. Using the mantissa .531 2, we find 3398 as
the number corresponding. Since the characteristic is 2 the number must be 339.8.
(Note the log 339.8=2.531 2.)
(2)To find the number whose log is 3.617 8. Using the mantissa .617 8 we find 4148 as the
number corresponding. Since the characteristic is 3 the number must be 0.004 148.
(Note that log 0.004 148  3.617 8. )

Exercise 106- Level 1

Write down the following numbers:
1) 7.263 7) 70.01
2) 8.197 8) 176 300
3) 63.25 9) 0.178 6
4) 716.4 10) 0.006 341
5)1823 11) 0.068 91
6) 78 640 12) 0.000 718 2

Write down the antilogs of the following

13) 2.618 3 17) 1.234 5
14) 1.735 8 18) 2.600 8
15) 0.628 8 19) 4.631 8
16) 3.105 8 20) 3.555 7

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RULES FOR THE USE OF LOGARITHMS MUTIPLICATION
Find the logs of the numbers and add them together. The antilog of the sum gives the
required answer.
Example 5
19.63 x 0.067 34 x 0.918 7
number logarithm
19.63 1.292 9
0.067 34 2.828 3
DIVISION
0.918 7 1.963 2
Answ er  1.215 0.084

Find the log of each number. Then subtract the log of the denominator (bottom number)
from the log of the numerator (top number).
Example 6
17.63
0.038 62
number logarithm
17.63 1.246 3
0.038 62 2.586 8
Answ er  456.6 2.659 5

Example 7
0.617 8  20.31
136.5  0.092 73

In problems where there is multiplication and division a table layout like the one below is
helpful.
Numerator Denominato r
number logarithm number logarithm
0.617 8 1.790 8 136.5 2.135 1
20.31 1.307 7 0.097 73 2.967 2
numerator 1.098 5 denominato r 1.102 3
denominator 1.102 3
Answ er  0.991 3 1.996 2

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TABLE OF RECPROCALS OF NUMBERS FROM 1 – 10
Subtract

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Subtract

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Logarithms

In mathematics, the logarithm is the inverse operation to exponentiation. That

means the logarithm of a number is the exponent to which another fixed value, the
base, must be raised to produce that number. In simple cases the logarithm counts
repeated multiplication. The logarithm to base 10 (that is b = 10) is called the
common logarithm and has many applications in science and engineering. The
natural logarithm has the number e (≈ 2.718) as its base; its use is widespread in
mathematics and physics, because of its simpler derivative. The binary logarithm
uses base 2 (that is b = 2) and is commonly used in computer science.

Logarithms were introduced by John Napier in the early 17th century as a means to
simplify calculations. They were rapidly adopted by navigators, scientists, engineers, and
others to perform computations more easily, using slide rules and logarithm tables.
Tedious multi-digit multiplication steps can be replaced by table look-ups and simpler
addition because of the fact — important in its own right — that the logarithm of a product
is the sum of the logarithms of the factors:

provided that b, x and y are all positive and b ≠ 1

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Logarithms

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Antilogarithms

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Geometry
RADIAN MEASURES
We have seen that an angle is measured in degrees. There is however a second way of
measuring an angle. In this second system the unit is known as the radian.

RELATION BETWEEN RADIANS AND DEGREES

If we make the arc AB equal to a semi-circle then,
Length of arc = r
r
Angle in radians = 
r
But the angle at the centre subtended by a semi-circle is 180 and hence
 radians  180ο
ο
1 radian  180  57.3 ο

It is worth remembering that
ο 0
0  180 radians
ο 
60  3 radians
ο 
45  4 radians
ο 
90  2 radians
ο 
30  6 radians

Example 4
(1) Find the angle in radians subtended by an arc 12.9 cm long whose radius is 4.6 cm.

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length of arc
Angle in radians 
radius of circle
12.9
 (2) Express an angle of 1.26 radians in degrees and
4.6
 2.804 radians

minutes.
Angle in deg rees
180  angle in radians


180  1.26 ο
  72.18

Now
ο
0.18  0.18  60 minutes  11 minutes Angle=7211'

(3) Express an angle of 104 in radian

Angle in radians
  angle in deg rees

180

  104

180
 1.815 radians

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Exercise- Level 1
(1) Find the angle in radians subtended by the following arcs:
(a) arc = 10.9cm, radius = 3.4cm
(b) arc = 7.2m, radius = 2.3m
(2) Express the following angles in degrees and minutes:
(a) 5 radians
(b) 1.73 radians
(c) 0.159 radians
(4)Express the following angles in radians:
(a) 83
(b) 189
(c) 295
(d) 5.21

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TYPE OF ANGLES

An acute angle is less than 90.

A right angle is equal to 90.

A reflex angle is greater than 180.

An obtuse angle lies between 90 and 180.

Complementary angles are angles whose sum is 90.
Supplementary angles are angles whose sum is 180

PROPERTIES OF ANGLES AND STRAIGHT LINES

(1)The total angle on a straight line is 180. The angles A and B are called adjacent
angles. They are also supplementary.

(2) When two straight lines intersect the opposite angles are equal. The angles A and C
are called the vertically opposite angles. Similarly the angles B and D are also vertically
opposite angles.

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(4) When two parallel lines are cut by a transversal

(a) The corresponding angles are equal a=1; b=m; c=p;d=q.
(b) The alternate angles are equal d=m; c=l.
(d) The interior angles are supplementary d + l = 180; c + m= 180.

Conversely if the two straight lines are cut by a transversal the lines are parallel if any one
of the following is true:
(a) Two corresponding angels are equal.
(b)Two alternate angles are equal.
(c) Two interior angles are supplementary .

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Example
(1)Find the angle A shown in Fig.

ο ο ο
B  180  138  42
B  A corresponding angles 
ο
A  42

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(2) In Fig. the line BF bisects ABC. Find the value of the angle .

The lines AX, BZ and EY are all parallel because they lie at right-angles to the line XY.
c  b alternate angles : BZ || EY 
ο

b  38 since c  38
ο

a  d alternate angles : XD || BZ 
ο

d  80 sin ce a  80
ο

ABC  b  d  80ο  38ο  118 ο

FBC  118ο  2  59ο sin ce BF bi sec ts ABC

ο
b    59
ο ο
38    59

  59  38  21
ο ο ο

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Exercise-All Level 1
1) Find x in Fig.

2) Find A in Fig.

3) Find x in Fig.

4) In Fig. find a, b ,c & d.

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5)Find the angle x in Fig.

6) Find x in Fig.

7) A reflex angle is:

a less than 90
b greater than 90
c greater than 180
d equal to 180

8) Angles whose sum is 180 are called:

a complementary angles
b alternate angles
c supplementary angles
d corresponding angles

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9) In Fig. find A

10) In Fig., AB is parallel to ED. Find the angle x.

11) Find A in Fig.

12) In Fig. the lines AB, CD and EF are parallel. Find the values of x and y.

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13) In Fig.
a q=p + r
b p + q + r = 360
cq=r–p
d q = 360 – p – r

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GRAPHICAL REPRESENTATION
Charts and Graphs are pictorial representations of date. They enable you to quickly
visualise certain relationships, completer complex calculations and predict trends.
Furthermore, charts allow you to see the rate and magnitude of changes.
Information is presented graphically in many different forms. Graphs are often found in the
form of bar charts, pictographs, broken line graphs (or continuous curve graphs) and the
circular or pie chart. Another type of graph that you will meet in aircraft maintenance if the
nomogram.

Many of the graphs that you will meet will conform to a standard layout of two variables
displayed on adjacent axes, normally vertical and horizontal. This layout is described as
Cartesian and usually has the two axes, labelled x and y which intersect at the zero point.

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USE OF GRAPHS
You will find many graphs also produce a straight line, which may, or may not pass through
the origin. A graph of this type is formed when load is plotted against extension for an
‘elastic’ material subjected to a tensile test.

For such a graph, it is evident that the load value is directly proportional to the extension
that the load produces.

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If you plot a graph, which represents the compression of a gas in a close d cylinder, it
takes the form as shown. If the temperature of the gas remains constant during the
compression, then P x volume = constant, produces a curve known as a Hyperbola.

Graphs of sine and Cosine Waves

Alternating voltages and currents are often represented by sine and cosine waves. These
are the result of plotting the path of a rotating output along a straight axis.
The only difference between them is that the sine wave always has its zero value at the
start and completion of each rotation. The cosine wave however, begins and finishes
its rotation with the output at its maximum value.

Nomograms
The need to show how two or more variables affect a value is common in the maintenance
of aircraft. Nomograms also known as an alignment chart, are a special type of graph that
enables you to solve complex problems involving more than one variable.
Most nomogram charts contain a great deal of information and require the use of scales on
three sides of the chart, as well as diagonal lines. In fact, some charts contain so
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much information, that it can be very important for you to carefully read the
instructions before using the chart and to show care when reading information from
the chart itself.
Illustrated below is a graph of three variables, distance, speed and time, the resulting
distance can be extracted from the graph at the point where these two dashed lines
meet. A speed of 375 knots for 2.5 hours would result in a distance of approximately
950 nautical miles.

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TRIGONOMETRY
THE NOTATION FOR A RIGHT-ANGLED TRIANGLE
The sides of a right-angled triangle are given special names. The side AB lies opposite the
right-angle and it is called the hypotenuse. The side BC lies opposite to the angle A and it
is called the side opposite to A. The side AC is called the side adjacent to A.

When we consider the angle B the side AB is still the hypotenuse but AC is now the side
opposite to B and BC is the side adjacent to B.

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THE TRIGONOMETRICAL RATIOS
Consider any angle 0 which is bounded by the lines OA and OB as shown. Take any point
P on the boundary line OB. From P draw line PM perpendicular to OA to meet it at the
point M. Then
MP
the ratio is called the sine of AOB
OP
OM
the ratio is called the cosine of AOB
OP
and
MP
the ratio is called the tangent of AOB
OM

THE SINE OF AN ANGLE

The abbreviation ‘sin’ is usually used for sine. In any right-angled triangle the sine of an
angle
side opposite the angle

hypotenuse
BC
sin A 
AC
AB
sin C 
AC

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Example 1
Find by drawing a suitable triangle the value of sine 30.

ο
Draw the lines AX and AY which intersect at A so that the angle YAX  30 as shown.
Along AY measure off AC equal to 1 unit (say 10cm) and from C draw CB perpendicular to
AX. Measure CB which will be found to be 0.5 units (5cm in this case).
ο 5
Thereforesin 30   0.5.
10
Although it is possible to find the sines of the angles by drawing, this is inconvenient and
not very accurate. Tables of sines have been calculated which allow us to find the sine of
any angle. Part of this table is reproduced below and in full, with the other trigonometrical
tables, at the end of the book.

READING THE TABLE OF SINES OF ANGLES

(1) To find sin 12. The sine of an angle with an exact number of degrees is shown in the
column headed 0. Thus sin 12=0.2079.
(2) To find sin 1236’. The value will be found under the column headed 36’. Thus sin
12= 0.2181.
(3) To find sin 1240’. If the number of minutes is not an exact multiple of 6 we use the
table of mean differences. Now 1236’=0.2181 and 40’ is 4’ more than 36’. Looking
in the mean difference headed 4 we find the value 11. This is added on to the sine
of 1236’ and we have sin 1240’=0.2181 + 0.0011= 0.219 2.
(4) To find the angle whose sine is 0.1711. Look in the table of sines to find the nearest
to find the nearest number lower than 0.1711. This is found to be 0.1702 which
corresponds to an angle of 948’. Now 0.1702 is 0.000 9 less than 0.1711 so we
look in the mean difference table in the row marked 9 and find 9 in the column
headed 3’. The angle whose sine is 0.1711 is then 948’ + 3’ =951’ or sin 951’ =
0.1711.

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Example 2
(1) Find the length of AB.

AB is the side opposite ACB. AB is the hypotenuse since it is opposite to the right angle.
Therefore

AB ο
 sin 22
BC
ο
AB  BC  sin 22  80  0.3746
 29.97 mm

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(2) Find the length of AB

BC is the side opposite to BAC and AB is the hypotenuse.

BC ο
 sin 23 35'
AB
BC 60
AB  
ο
sin 23 35' 0.400 0
 150 mm

(3) Find the angles CAB and ABC in  ABC which is shown below.

AC 20
sin B    0.333 3
AB 60
From the sine tables
ο '
 B  19 28
ο
ο ο
A  90  19 28'  70 32'

Exercise- All Level 1

1)Find, by drawing, the sines of the following angles:
(a) 30 (b)45 (c)68
2) Find, by drawing, the angles whose sines are:
1 3
(a) (b) (c) 0.72
3 4
3)Use the tables to write down the values of:
(a) 0.156 4 (b) sin 1812
(c) sin 7442 (d) sin 723
(e) sin 8735 (f) sin 011
4) Use the tables to write down the angles whose sines are:
(a) 0.156 4 (b) 0.913 5 (c) 0.988 0
(d) 0.080 2 (e) 0.981 4 (f) 0.739 5

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(g) 0.050 0 (h) 0.270 0
5)Find the lengths of the sides marked x

6)Find the angles marked 0

7) In  ABC,  C=90,  B=2317 and AC=11.2cm. Find AB.

8) In  ABC,  B=90, A=6728 and AC=0.86 m. Find BC.

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THE COSINE OF AN ANGLE

In any right-angled triangle the cosine of an angle
side adjacent to the angle

hypotenuse
AB
cos A 
AC
BC
cos C 
AC

The abbreviation ‘cos’ is usually used for cosine.

The cosine of an angle may be found by drawing, the construction being similar to that
used for the sine of an angle. However, tables of cosines are available and these are used
in a similar way to the table of sines except that the mean differences are now subtracted.
Example
Find the length of the side BC

BC is the side adjacent to BCA and AC is the hypotenuse.

BC ο
 cos 38
AC
ο
BC  AC  cos 38  120  0.788 0
 94.56mm

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(2) Find the length of the side AC

AB is the side adjacent to BAC and AC is the hypotenuse.

Therefore
AB ο
 cos 60
AC
AB 28
AC  ο
  56 cm
cos 60 0.5000

(3) Find the angle 0 shown

Since  ABC is isosceles the perpendicular AD bisects the base BC
and hence BD=15mm.
BD 15
cos 0    0.3
AB 50

0  72 32'
ο

Exercise-All type Level 1

1) Use the tables to write down the values of:
(a) cos 15 (b) cos 2418
(c) cos 7824 (d) cos 011
(e) cos 7322 (f) cos 3959
2) Use the tables to write down the angles whose cosine are:
(a) 0.913 5 (b) 0.342 0 (c) 0.967 3

3)Find the lengths of the sides marked x

4) Find the angles marked 0 , the triangles being right angled.

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5) An isosceles triangle has a base of 3.4cm and the equal sides are each 4.2cm long.
Find the angles of the triangle and also its altitude.
6)In  ABC,  C=90,  B=33 and BC-2.4cm. Find AB.
7) In  ABC,  =90,  A=6245 and AC=4.3cm. Find AB.
8) Calculate  BAC and the length BC.

9)Calculate BD, AD, AC and BC.

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THE TANGENT OF AN ANGLE
In any right-angled triangle
the tangent of an angle
side opposite to the angle

side adjacent to the angle
BC
tan A 
AB
AB
tan C 
BC

The abbreviation ‘tan’ is usually used for tangent. From the table of tangents the tangents
of angles from 0 to 90 can be read directly.
For example:
ο
tan 37  0.753 6
ο
and tan 62 29'  1.919 6

Example 4
(1) Find the length of the side AB

AB is the side opposite C and AC is the side adjacent to  C. Hence,

AB
 tan C
AC
AB ο
 tan 42
AC
ο
AB  AC  tan 42  40  0.9004
 36.02 mm

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(2)Find the length of the side BC

There are two ways of doing this problem

AB ο AB
(a)  tan 38 or BC  ο
BC tan 38
32
Therefore BC   40.96 mm
0.781 3
ο
(b) Since C  38
ο ο ο
A  90  38  52
now
BC
 tan A or BC  AB  tan A
AB
BC  32  1.280  40.96 mm

Both methods produce the same answer but method (b) is better because it is quicker and
more convenient to multiply than divide. Whenever possible the ratio should be arranged
so that the quantity to be found is the numerator of the ratio.
Exercise- All Level 1
1) Use tables to write down the values of:
(a) tan 18 (b) tan 3224
(c) tan 5342 (d) tan 3927
(e) tan 1120 (f) tan 6923

2) Use tables to write down the angles whose tangents are:

(a) 0.445 2 (b) 3.270 9 (c) 0.076 9
(d) 0.397 7 (e) 0.356 8 (f) 0.826 3
(g) 1.925 1 (h) 0.016 3

3) Find the lengths of the sides marked y in the triangles being right-angled.

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016

4) Find the angles marked  , the triangles being right-angled.

5) An isosceles triangle has a base 10cm long and the two equal angles are each 57.
Calculate the altitude of the triangle.
6) In  ABC,  B=90,C=49 and AB=3.2cm. Find BC.
7) In  ABC, A=1223, B=90 and BC=7.31cm. Find AB.
8) Calculate the distance x

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
9) Calculate the distance d

TRIGONOMETRICAL RATIOS BETWEEN 0 AND 360.

Previously the definitions for the sine, cosine and tangent of an angle between 0 and 90
were given. In this chapter we show how to deal with angles between 0 and 360.
In Fig., the axes XOX and YOY, have the four quadrants. In each of these four quadrants
we make use of the sign convention used when drawing graphs.

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
Now an angle, if positive, is always measured in an anti-clockwise direction for OX and an
angle is formed by rotating a line (such as OP) in an anti-clockwise direction. It is
convenient to make the length of OP equal to 1 unit. Referring to Fig. we see
In the first quadrant,

sin 0  P1M1  P1 M1
OP1
 y co  ordinate of P1

cos 01  OM1  OM1

OP1
 x co  ordinate of P1

P1M 1 y co  ordinate of P
tan 01  
x co  ordinate of P
OM1

Hence in the first quadrant all the trigonometrical ratios are positive.

In the second quadrant

The y co-ordinate of P2 is positive and hence in the

second quadrant the sine of an angle is positive.

cos 02  OM2  OM2

Op 2
 x co  ordinate of P2

The x co-ordinate of P2 is negative, and hence in the second quadrant the cosine of an

angle is negative. tan 02  P2M 2  y co  ordinate of P2 But the y co-ordinate of

OM2 x co  ordinate of P2

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
P2 is positive and the x co  ordinate of P2 is negative, hence the tangent of an angle in the
second quadrant is negative.
The trigonometrical tables usually give values of the trigonometrical ratios for angles
between 0 and 90. In order to use these tables for angles greater than 90 we make use

of the triangle OP 2M 2
,

w here w e see that

y co  ordinate of P2
P2M 2 
x co  ordinate of P2

But

P2 M2  sin 02
 sin 02  sin (180  02 )
Also
OM2   OP 2 cos (18002 )

 - cos (180  02 )
 cos 02  cos (180  02 )
Similarily
tan 02   tan(180  02 )
In the third quadrant by similar considerations

sin 03  sin (03  180ο )

cos 03  cos (03  180ο )
tan 03  tan (03  180ο )

In the fourth quadrant,

sin 04   sin (360ο  04 )
cos 04  cos (3600  04 )
tan 04   tan (360  04 )

The results are summarised in the following figure

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016

Example
Find the values of sin 158, cos 158 and tan 158. Referring to Fig.
MP
sin 158 ο   sin  POM
OP
ο ο
 sin (180  158 )
ο
 sin 22  0.3746
ο OM
cos 158  OP  cosPOM
ο ο
 cos (180  158 )
ο
  cos 22  0.9272
ο MP
tan 158  OM   tan POM
ο ο
  tan (180  158 )
ο
  tan 22  0.4040

The table below may be used for angles in any quadrant.

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016

Example
(1) Find the sine and cosine of the following angles:
(a) 171 (b) 216 (c) 289º
(a) sin 171º = sin (180º-171º)= sin 9º
= 0.1564
cos 171º = -cos (180º-171º)
= -cos 9º = - 0.9877
(b) sin 216º = -sin (216º - 180º)
= - sin 36º = - 0.5878
cos 216º = - cos (216º-180º)
= - cos 36º= -0.8090
(c) sin 289º = - sin (360º-289º)
= - sin 71º= -0.9455
cos 289º = cos(360º-289º)
= cos 71º = 0.3256
(2) Find all the angles between 0º and 180º:
(a) whose sine is 0.4676;
(b)whose cosine is –0.357 2.
3
(3) Is sin A  find the values of cos A .
5
In the second quadrant:
2
OM  4
OM 2 4
cos A  
M 2P2 5

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
5)Copy and complete the following table.
 sin  cos  tan 
108º
163º
207º
320º
134º
168º
225º
286º
300º
95º

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
POLAR CO-ORDINATES
It was shown that a point on a graph may be positioned by using rectangular co-ordinates
(sometimes called Cartesian co-ordinates). Hence if P is the point (3,4) its position is as
shown in Fig.

However, the position of P may also be indicated by stating the length OP and the angle .
Thus in Fig.

Op  3 2  4 2  25  5
(by u sin g Pythagoras ' theorem )
4
and tan 0   1.333
3
ο
0  53 7 '

P is then said to have the polar co-ordinates (5,537). The angle  may be expressed
 
in degrees or in radians. If Q is the point  7,  the angle  is radians or 60.
 3 3

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
Example
(1) A point P has Cartesian co-ordianates (5, -7). State the polar co-ordinates of P.

OP  52  72  74  8.602
7
tan φ  1.4
5
φ  54ο28'
From Fig. θ  360ο  54ο 28'  305ο 32'
Hence the polar co  ordinates of P are
(8.602,305ο 32')
(2) A point A has the polar co  ordinates
 5π 
 8, . Determine the Cartesian co  ordinates
 6 

of A.

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
In Fig.
5π 5  180
θ radians   150 ο
6 6
ο
φ  180  150  30
ο ο

ο
OB  OA cos 30  8  0.8660  6.928
AB  OA sin 30ο  8  0.5000  4
Hence the Cartesian co  ordiantes of A
are ( 6.928,4).

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
Exercise-All Level 2
1)Calculate the polar co-ordinates for the following points:
(a) (3,2) (b) (5,8)
(c) (-4,8) (d) (-3,-5)
(e) (6,-4) (f) (-4,-6)
(g) (8,-7) (h) (-1,3)

2) Calculate the Cartesian co-ordinates of the following points (polar):

(a) (5,30) (b) (7,65)
(c) (2,112) (d) (4,148)
(e) (7,198) (f) (3,265)
(g) (5,297) (h) (3,330)

3)Calculate the Cartesian co-ordinates for the following points:

 
(a)  5,  (b)  4, 
 3  2

3 5
(c)  6,  (d) 10, 
 4   3 

4)Calculate the polar co-ordinates for the following points, stating the angle in radian
measure:

(a) (2,1) (b) (-3,5)

(c) (-2,-4) (d) (4,-2)

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 AC010 MATA Module 1 Mathematics Revision 3 March 2016
5) In Fig., with origin O, the polar co-ordinates of the point X are (5,40). YXP is a
straight line parallel to the x-axis.
Find:
(a)the polar co-ordinates of Y
(b)the polar co-ordinates of P

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