Understanding

SENIOR ONE MATHEMATICS

BASED ON THE NEW LOWER SECONDARY CURRICULUM

KAZIBA STEPHEN

1ST EDITION 2020

 UNDERSTANDING

SENIOR ONE MATHEMATICS

BASED ON THE NEW LOWER SECONDARY CURRICULUM

by

KAZIBA Stephen

Key Topics covered in the book

• NUMBER BASES
• WORKING WITH INTEGERS
• FRACTIONS, PERCENTAGES AND DECIMALS
• RECTANGULAR CARTESIAN COORDINATES IN 2 DIMENSIONS
• GEOMETRIC CONSTRUCTION SKILLS
• SEQUENCE AND PATTERNS
• BEARINGS
• GENERAL AND ANGLE PROPERTIES OF GEOMETRIC FIGURES
• DATA COLLECTION AND PRESENTATION .
• REFLECTION
• EQUATION OF LINES AND CURVES
• ALGEBRA 1
• BUSINESS ARITHMETIC
• TIME AND TIME TABLES
.

1st EDITION 2020

The only way to learn mathematics is to do mathematics.

Practice makes mathematics easier i

Preface

Mathematics is increasingly useful in every day life.In modern society we rely heavily on math-
ematics to solve problems . The book covers 14 chapters of mathematics as per new upgraded
curriculum prescribed by the National curriculum development center.All the changes made by
the NCDC are implemented in this book.

This book is my attempt to enrich and enliven the teaching of mathematics ,and i have achieved
this through including in new features that can stimulate the learning of the content.

At the beginning of each chapter ,the expected learning outcomes are given,introductory notes
are given for each section explaining the concept in a very simple language.

I have included a Plenty of worked examples for each section and subsection and accompanied
them with exercises at the end. Activities of integration for each chapter have been included and
these activities can eitherbe done in pairs,groups or as a whole class. .

I would advice learners to go through all the problems in the exercises on their own ,before
asking assistance from friends and teachers.I have not been able to include the answers for the
exercises at this point,however in our next edition all the answers will be included
I feel con dent that this book will be of immense value to both the students and the teachers

ii Practice makes mathematics easier

DEDICATION

To my beloved students ,Namutebi priscilla ,Twanza maria keziah,Muhanuzi daniel,Nabagereka

alexadra,Nalubega sheillah,Akasha byona,Kirabo glen arthur,Nattabi pauline,Bisaso hannah
grace, Mulumba mimmi ,Maisha alesi,Akabwai michael,Katumba victor and all the senior one
students of Taibah international school ,the class of 2020 .

Practice makes mathematics easier iii

ACKNOWLEDGEMENTS

First of all I o er my sincere gratitude to the almighty God, who has brought me this far be-
cause with his grace anything is possible. I would rstly like to thank my friends more so,Mr
Madoi geofrey , Mrs Kaggwa Sylvia, Mr Lukwago bashir ,Fr Kyazze Frank(Nyenga
seminary),Mr sekirabi edward (Nyenga seminary),Mr Makumbi edward(Ndejje ss ) Mr
Nshuguyika stephen(Mt st mary's Namagunga),and Mr ssempagala solomon(Namilyango high
school) for your love , time and constant advice you shared with me during the course of writing.
Thank you for the many helpful discussions , for your constant interest and time, encouragement
,suggestions and guidance
. Really, you have both been amazing and an inspiration.Thank you so much am really indebted.

Iam thankful to and fortunate enough to get constant encouragement, support and guidance
from all Teaching sta s of Taibah international school which helped me in successfully completing
this work.

I must express my very profound gratitude to all the organisations ,authors and every one who
has provided me with his/her resources to ensure that am able to come up with this book. This
accomplishment would not have been possible without you. Thank you very much am really
indebted .

Finally i would like to I welcome communications from students,parents and teachers especially
when they concern errors or de ciencies that you nd in this book.Feel free to let me know
what still needs to be improved.

iv Practice makes mathematics easier

Contents

Contents v

1 NUMBER BASES 2
1.1 Identifying numbers of di erent bases on an abacus . . . . . . . . . . . . . . . . . 3
1.2 Place Values Using the Abacus . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1.3 Converting Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.3.1 Converting from any base to base ten . . . . . . . . . . . . . . . . . . . . . 6
1.3.2 Converting from base ten to other bases . . . . . . . . . . . . . . . . . . . 7
1.4 Operation on Numbers in Various Bases . . . . . . . . . . . . . . . . . . . . . . . 9
1.4.1 Addition of bases........................................................................................................10
1.4.2 Subtraction of bases...................................................................................................10
1.4.3 Multiplication of bases...............................................................................................11
1.4.4 Division of bases.........................................................................................................13

2 WORKING WITH INTEGERS 16

2.1 Natural numbers......................................................................................................................16
2.1.1 Di erentiating between natural numbers and whole numbers/integers..................18
2.2 Use Directed Numbers (Limited to Integers) in Real-life Situations................................18
2.3 Use the Hierarchy of Operations to Carry out the Four Mathematical Operations
on Integers................................................................................................................................19
2.4 Number line.............................................................................................................................19
2.4.1 Addition of numbers on a number line....................................................................20
2.4.2 Subtraction of numbers on a number line...............................................................20
2.4.3 Multiplication of numbers on a number line...........................................................20
2.4.4 Division of numbers on a number line.....................................................................21
2.5 Identify Even, Odd, Prime and Composite Numbers..........................................................23
2.6 Finding the Prime Factors and multiples of any Number..................................................25
2.7 Work Out and Use Divisibility Tests of Some Numbers.....................................................27
2.8 Relate Common Factors with HCF and Multiples with LCM...........................................29
2.8.1 Highest Common Factor(HCF)..................................................................................29
2.8.2 Lowest Common Multiple(LCM)...............................................................................31

3 FRACTIONS, PERCENTAGES AND DECIMALS. 34

3.1 Types of fraction.....................................................................................................................34
3.2 Converting Improper Fractions to Mixed Numbers and Vice Versa.................................36
3.3 Operations on Fractions..........................................................................................................38
3.3.1 Addition of Fractions with the Same Denominators...............................................40
3.3.2 Addition of Fractions with di erent Denominators.................................................41
3.3.3 Subtraction of Fractions with Same Denominators.................................................43
3.3.4 Subtraction of Fractions with di erent Denominators............................................44
3.3.5 Addition of Mixed Fractions......................................................................................45
3.3.6 Subtraction of Mixed Fractions.................................................................................46

v
CONTENTS

3.3.7 Multiplication of Fractions........................................................................................47

3.3.8 Multiplying Mixed Fractions.....................................................................................48
3.3.9 Division of Fractions...................................................................................................49
3.4 Add, Subtract, Divide and Multiply Decimals....................................................................50
3.4.1 Fractions and decimals..............................................................................................50
3.4.2 Addition and subtraction of decimals......................................................................53
3.4.3 Multiplication and Division of decimals..................................................................54
3.5 Identify and Classify Decimals as Terminating, Non-terminating and Recurring
Decimals
..................................................................................................................................................
55
3.5.1 Converting Recurring Decimals into Fractions.......................................................56
3.6 Percentages...............................................................................................................................61
3.6.1 Convert Fractions and Decimals into Percentages and Vice Versa.......................61
3.7 Finding the Percentage Increase and Decrease...................................................................64
3.8 Work out real-life problems involving percentages.............................................................66

4 RECTANGULAR CARTESIAN COORDINATES IN 2 DIMENSIONS 68

4.1 Identifying the x− axis and y−axis....................................................................................68
4.2 Plotting Polygons (shapes)....................................................................................................71
4.3 Use of Appropriate Scale for Given Data.............................................................................74

5 GEOMETRIC CONSTRUCTION SKILLS 76

5.1 Parallel ,Perpendicular and Intersecting lines.....................................................................76
5.2 Construction of Perpendicular Lines....................................................................................77
5.3 Construction of parallel lines...............................................................................................79
5.4 Construction of special angles...............................................................................................79
5.5 Describing a Locus..................................................................................................................81
5.6 Relating Lines and Angles to Loci........................................................................................81
5.7 Construction of Loci...............................................................................................................82
5.8 Construction of Geometric Figure........................................................................................83

6 SEQUENCE AND PATTERNS 87

6.1 Draw and Identify the Patterns.............................................................................................87
6.2 Describing the General Rule................................................................................................90
6.3 Generating Number Sequence..............................................................................................92
6.4 Formulae for General Terms..................................................................................................95

7 BEARINGS 98
7.1 Compass directions..................................................................................................................98
7.2 Angles and Turns....................................................................................................................99
7.3 Identifying the angles in relation to the compass direction..............................................100
7.4 Bearings..................................................................................................................................101
7.5 Scale Drawings......................................................................................................................104

8 GENERAL AND ANGLE

PROPERTIES OF
 GEOMETRIC FIGURES 107
8.1 Classifying angles..................................................................................................................107
8.2 Identify Di erent Angles.....................................................................................................109

vi Practice makes mathematics easier

CONTENTS

8.3 Angle Relationships...............................................................................................................110

8.4 Parallel and Intersecting Lines............................................................................................113

9 DATA COLLECTION AND PRESENTATION 119

9.1 Types of Data........................................................................................................................119
9.2 Collecting Data......................................................................................................................122
9.3 Hypothesis..............................................................................................................................127

10 REFLECTION 131
10.1 Identify Lines of Symmetry for Di erent Figures..............................................................131
10.2 Re ection in the Cartesian Plane........................................................................................133

11 EQUATIONS OF LINES AND CURVES 141

11.1 Forming Linear Equations with given points.....................................................................141
11.2 Plotting Graphs Given Their Equations.............................................................................144
11.3 Curves.....................................................................................................................................147

12 ALGEBRA 1 149
12.1 Fundamental Algebraic Skills..............................................................................................149
12.1.1 Substituting numbers for letters..............................................................................150
12.1.2 Collecting like terms.................................................................................................151
12.1.3 Simpli cation of brackets.........................................................................................151
12.2 Function Machines................................................................................................................154
12.3 Solving Linear Equations......................................................................................................156
12.3.1 Solving word problems on linear equations............................................................158

13 BUSINESS ARITHMETIC 162

13.1 Pro t and Loss....................................................................................................................162
13.2 Percentage Pro t and Loss.................................................................................................163
13.3 Discount.................................................................................................................................165
13.4 Commission............................................................................................................................168
13.5 Simple interest.......................................................................................................................169
13.6 Insurance................................................................................................................................170

14 TIME AND TIME TABLES 172

14.1 Telling the Time....................................................................................................................172
14.2 12−hour and 24−hour Clocks..........................................................................................175
14.2.1 Converting from 12 hour times to 24 hour clock..................................................175
14.2.2 Converting from 24 hour times to 12 hour times..................................................177
14.3 Units of time..........................................................................................................................179
14.4 Timetables..............................................................................................................................181

Key Words 184

Bibliography 186

Practice makes mathematics easier 1

Chapter 1: NUMBER BASES

Learning objectives
By the end of this topic,the learners should be able to

• Identify numbers in any base using abacus

• Convert numbers from one base to another

• Manipulate numbers in di erent bases with respect to all four operations

• Identify place value in di erent

bases Introduction
[1]A number base is the number of digits or combination of digits that a system of counting uses
to represent numbers. A base can be any whole number greater than 0. The most commonly used
number system is the decimal system, commonly known as base 10. In everyday life, we count
or estimate quantities using groups of ten items or units. This may be so because, naturally, we
have ten ngers. For example, when we count ten, i.e. we write 10 meaning one group of 10 and
no units. A quantity like twenty ve, written as 25 means 2 groups of 10 and 5 units Suppose
instead we had say 6 ngers

• How, in your opinion would we do our counting?

• If we had eight ngers, how would we count?

This is now what we are to cover under this topic.

NOTE

• The digits of a number in any base are less than the base itself

• The digits 10 and 11 are represented by t and e respectively in number bases

• For digits above 11 are represented by alphabetic letters of your choice

• The names of some number systems is as given below

NUMBER SYSTEM NAME BASE VALUE

Base three trinary base 3
Base four quaternary base 4
Base ve quinary base 5
Base six seximal base 6
Base seven septimal base 7
Base eight octal base 8
Base nine nonary base 9
Base ten decimal base 10
Base twelve duodecimal base 12
Base sixteen hexadecimal base 16

2
 1.1. IDENTIFYING NUMBERS OF DIFFERENT BASES ON AN ABACUS

Activity:Getting familiar with number bases

Bases are used in day today life.Therefore copy and complete the table below by giving some real
life situations were bases are used

Real life situation Base Reason for the base chosen

Days of the week Base Seven Seven days in a week
Football team Base eleven There are 11 players per team
Months of a year Base twelve Twelve months in a year

1.1 Identifying numbers of di erent bases on an abacus

1. Which possible base does each abacus below represent.

Hundreds Tens Ones Three Six

threes Threes Ones sixes sixes Ones

(a)
(b) (c)

Eight Nine Five

eights Eights Ones nines Nines Ones ves ves Ones

(d) (e) (f)

(b) Write down the numbers represented on the abaci above.

Practice makes mathematics easier 3

1.2. PLACE VALUES USING THE ABACUS

2. Write down the numbers represented on the abaci below.

Thousands Hundreds
Five
ve Five
TensOnes ves ves Fives Ones

(a)

(b)

Seven Nine
seven nine
sevens Seven nines
Nine
sevens Sevens Ones nines Nines Ones

(c) (d)

Activity:List the numerals for the following bases

Numerals are digits(or symbols) that are used for writing numbers in a given base.The digits are
always less than the base itself. study the table below and ll in the gaps.
NUMBER SYSTEM BASE VALUE NUMERALS EXAMPLE
Base 2 2 0,1 1111two
Base 3 3
Base 4 4
Base 5 0,1,2,3,4
Base 6
Base 7
Base 8 457eight
Base 9
Base 10
Base 12 12 0, 1, 2, 3, 4, 5, 6, 7, 8, te5twelve
9, t, e
Base 16

1.2 Place Values Using the Abacus

The representation of numbers on an abacus helps in identifying the place value of digits in any
base.
4 Practice makes mathematics easier
 1.2. PLACE VALUES USING THE ABACUS

Activity : Making abaci

1. Make abaci for the following number bases.

(a) 220four (d) 1110two (g) 7562eight

(b) 6321t (e) 5552six (h) 654nine
en
(f) 6431sev (i) 5974eleven
(c) 43 ve en

2. Make an abacus for any number in base twelve

Activity : Reading and stating the value of digits in bases

1. State the place value and value of digit for each numeral in the following numbers:
(a) 523

5 2 3
Place value Value of digit

Ones 3×1=3
Tens 2 × 10 = 20
Hundreds 5 × 100 = 500

(b) 5.12te
n
5 . 1 2
Place value Value of digit

Hundredths 2 ×101 = 0.02

0
Tenths 1 ×11 = 0.1
0
ones 5×1=5

1.1 Exercise
Set
1. State the place value of each numeral in the following numbers:

(a) 143 ve (c) 5552six (e) 4562eight (g) 45.62eight

(b) 110two (d) 431seven (f) 4.1234ten (h) 456.212ten

Practice makes mathematics easier 5

1.3. CONVERTING NUMBERS

2. State the value of each numeral in the following numbers:

(a) 1432 ve (c) 3412six (e) 6542eight (g) 45.62eight

(b) 111two (d) 431seven (f) 4.1234ten (h) 456.212ten

1.3 Converting Numbers

Numbers can be converted from one base to another, and when you do this, you get the same
numbers written in di erent bases.

1.3.1 Converting from any base to base ten

EXAMPLES
Convert the following to base ten
1. 222four

222four = (2 × 42) + (2 × 41) + (2 × 40)

= (2 × 4 × 4) + (2 × 4) + (2 × 1)
= 32 + 8 + 2
= 42ten

2. ee0twelv
e

ee0twelve = (e × 122) + (e × 121) + (0 × 120)

= (11 × 12 × 12) + (11 × 12) + (0 × 1)
= 1584 + 132 + 0
= 1716ten

3. 1075eig
ht
1075eight = (1 × 83) + (0 × 82) + (7 × 81) + (5 × 80)
= (1 × 8 × 8 × 8) + (0 × 8 × 8) + (7 × 8) + (5 × 1)
= 512 + 0 + 56 + 5
= 573ten

4. 45.4eig
ht
45.4eight = (4 × 81) + (5 × 80) + (4 × 8−1)
1
= (4 × 8) + (5 × 1) + (4 × )
8
= 32 + 5 + 0.5
= 37.5ten

6 Practice makes mathematics easier

 1.3. CONVERTING NUMBERS

1.2 Exercise
Set
1. Convert the following numbers to base ten

(a) 1432 (c) 3412si (e) 6542eig (g) 321four

ve x ht
(h) 4518nine
(b) 111two (d) 431seve (f) 1202thre
n e

2. Convert 68.3nine to base ten

3. Convert the following binary numbers to base 10:

(a)110 (d)
1101 (g)
1111111
(b)1111 (e)
10001 (h)
11001101
(c)1001 (f)
11011 (i)
111000111

4. A particular binary number has 3 digits.

(a) What are the largest and smallest possible binary numbers?
(b) Convert these numbers to base 10.

1.3.2 Converting from base ten to other bases

• We use BNR
• Divide the number repeatedly by the required bases
• The remainder in reverse order gives the required number
1. Convert 19ten to base two

B N R
2 19 1
2 9 1
2 4 0
2 2 0
1

19ten = 10011two

2. Convert 85ten to base eight

B N R
8 85 5
8 10 2
1

85ten = 125eight
Practice makes mathematics easier 7
1.3. CONVERTING NUMBERS

3. Convert 762eight to base seven

762eight = (7 × 82) + (6 × 81) + (2 × 80)

= (7 × 8 × 8) + (6 × 8) + (2 × 1)
= 448 + 48 + 2
= 498ten

B N R
7 498 1
7 71 1
7 10 3
1

762eight = 1311seven

4. Convert 32 ve to base two

32 ve = (3 × 51) + (2 × 50)
= (3 × 5) + (2 × 1)
= 15 + 2
= 17ten

B N R
2 17 1
2 8 0
2 4 0
2 2 0
1

32 ve = 10001two

5. Convert 5432six to base twelve

5432six = (5 × 63) + (4 × 62) + (3 × 61) + (2 × 60)

= (5 × 6 × 6 × 6) + (4 × 6 × 6) + (3 × 6) + (2 × 1)
= 1080 + 144 + 18 + 2
= 1244ten

8 Practice makes mathematics easier

 1.4. OPERATION ON NUMBERS IN VARIOUS BASES

B N R
12 1244 8
12 103 7
8

5432six = 878twelve

1.3 Exercise
Set
1. Convert the following numbers to the bases indicated:

(a) 19 base two (e) 27ten to base eight

(b) 568 to base nine
(f) 246ten to base ve
(c) 1256 to base
eleven
(g) 20twelve to binary
(d) 6410 to base three

2. Convert the following numbers to the bases indicated:

(a) 34 ve base two (f) 276eight to base twelve

(b) 568nine to base (g) 341 ve to base six
eleven
(h) tt5eleven to base twelve
(c) 111two to base four
(i) 5432six to base twelve
(d) 234 ve to base nine
(j) 554six to base four
(e) 647 to base three

1.4 Operation on Numbers in Various Bases

In this section we are going to look at the four mathematical operations which include addi-
tion,subtraction,division and multiplication
Activity:James had two jackfruit trees in his compound. At one time one tree had 8 fruits ready and
the other 7 fruits. He harvested them at the same time.
• If james puts the jack fruits in heaps of ten fruits. How many heaps of ten did he get and
how many remained?
• If james puts the jack fruits in heaps of nine fruits. How many heaps of nine did he get and
how many remained?
• If james puts the jack fruits in heaps of ve fruits. How many heaps of ve did he get and
how many remained?
When you put the fruits in heaps of 10,9 and 5, you are adding in base 10,base 9 and base 5.
Practice makes mathematics easier 9
1.4. OPERATION ON NUMBERS IN VARIOUS BASES

1.4.1 Addition of bases

• If the sum of the digits exceeds the base, divide that sum by the base then write down the
remainder and carry the whole number.
EXAMPLES
1. Workout 234 ve + 23 ve leaving your answer in the base indicated
2 3 4 ve
+ 2 3 ve
3 1 2 ve
2. Add 153 seven to 453
seven
1 5 3seven
+ 4 5 3seven
6 3 6seven

3. Add 98ttwelve to
98etwelve 9 8 ttwelve
+ 9 8 etwelve
1 7 5 9twelve

1.4 Exercise
Set
1. Workout the following leaving your answer in the base indicated

(a) 232 six + 451 six (e) 999 ten + 245 ten

(b) 66 seven + 56 seven (f) 684 twelve + 436

twelve

(c) 11101 two + 11010 two (g) 36.64 nine + 4.31 nine

(d) 577 eight + 165 eight (h) 66.45 eleven + 4.65

eleven

2. Workout 233four + 544six giving your answer in base ve

3. Calculate the binary numbers:
(a) 111 + 101 + 100
(b) 11101 + 10011 + 110111
4. Workout the following leaving your answer in the base indicated

(a) et4twelve + tt3twelve

(b) 234 ve + 413 ve

1.4.2 Subtraction of bases

• In case of borrowing the new value is the sum of the base and the digit which was small
10 Practice makes mathematics easier
 1.4. OPERATION ON NUMBERS IN VARIOUS BASES

EXAMPLES
1. Workout 72eight − 43eight leaving your answer in the base indicated
7 2eight
— 4 3eight
2 7 eight

2. Workout t45twelve − 376twelve leaving your answer in the base indicated

t4 5twelve
- 3 7 6twelve
6 8 etwelve
3. Subtract 342 eight from 537
eight
5 3 7eight
— 34
2eight
1 7 5eight
4. Subtract 432 six from 514 six

5 1 4six
— 43
2six
4 2six

1.5 Exercise
Set
1. Workout the following leaving your answer in the base indicated

(a) 1022 three − 210 three (e) 999 ten − 245 ten

(b) 31 eight − 17 eight (f) 684 twelve − 436

twelve

(c) 11111 two − 1010 two (g) 36.64 nine − 4.31 nine

(d) 577 eight − 165 eight (h) 66.45 eleven − 4.65

eleven

2. Subtract the following numbers in the given bases:

(a) 354 six from 553 six

(b) 845 twelve from t43 twelve

3. Workout 221three − 111two giving your answer in base ve

4. Workout 567eight − 146seven giving your answer in base six
5. Find the value of n ,45n = 29

1.4.3 Multiplication of bases

• Find the product of any two numbers as we do in base ten

• Divide this product by the base number

Practice makes mathematics easier 11

1.4. OPERATION ON NUMBERS IN VARIOUS BASES

• Write the remainder and carry the quotient to the next place value position
EXAMPLES
1. Workout 136seven × 4seven leaving your answer in the base indicated

1 3 6seven
×

4seven 6
1 3seven
2. Workout 32 ve × 14 ve leaving your answer in the base indicated
3 2 ve
× 1 4 ve
23 3
+32
110 3 ve

3. Work out et5twelve ×

8ttwelve
e t 5twelve
× 8 ttwelve
9t8 2
+ 7te4
8 8t0 2 twelve

4. Work out 141 ve × 23 ve

1 2 3 ve
× 2 3 ve
102 3
+332 0
434 3 ve

1.6 Exercise
Set
1. Fill in the missing numbers in this multiplication table in base twelve

× 0 1 2 3 4 5 6 7 8 9 t e
0 0 0
1 1twelve
2 10twelve
3
4 14twelve 34twelve
5 47twelve
6 16twelve
7 0twelve 53twelve
8 54twelve
9 53twelve
t
e 1ttwelve 47twelve t1twelve
12 Practice makes mathematics easier
 1.4. OPERATION ON NUMBERS IN VARIOUS BASES

2. Workout the following leaving your answer in the base indicated

(a) 1022 three × 21 three (e) 999 ten × 245 ten

(b) 315 eight × 17 eight (f) e84 twelve × et twelve

(c) 1111 two × 10 two (g) 3664 nine × 31 nine

(d) 577 eight × 165 eight (h) 8745 eleven × t65

eleven

3. Multiply:

(a) 1121 three by 212 (c) 41 ve by 12 ve

three
(d) 1001 two by 11 two
(b) 312 four by 122 four

4. Multiply:

(a) 11 two by 12 three (d) 1123 four by 234 ve

(b) 8787 nine by 435 (e) tet4 twelve by t67 eleven

seven
(f) 3421 ve by 133 four
(c) 231 four by 235 six

1.4.4 Division of bases

• Convert each number base to base ten

• Divide the two numbers in base ten

• Convert the result back to the required base

EXAMPLES

1. Divide 1331four by 121four

First Convert 1331four and 121four to base ten and then nally express the answer in base
Practice makes mathematics easier 13
1.4. OPERATION ON NUMBERS IN VARIOUS BASES

four.
Converting 1331four to base ten

1331four = (1 × 43) + (3 × 42) + (3 × 41) + (1 × 40)

= (1 × 4 × 4 × 4) + (3 × 4 × 4) + (3 × 4) + (1 × 1)
= 64 + 48 + 12 + 1
= 125ten
Converting 121four to base ten

121four = (1 × 42) + (2 × 41) + (1 × 40)

= (1 × 4 × 4) + (2 × 4) + (1 × 1)
= 16 + 8 + 1
= 25ten
Dividing the numbers in base ten
= 125 ÷ 25
=5 B N R
Converting to base four 4 5 1
1

1331four ÷ 121four = 11four

2. Divide t46eleven by 26eleven

First convert t46eleven and 26eleven to base ten and then nally express the answer in
base eleven .
Converting t46eleven to base ten

t46eleven = (t × 112) + (4 × 111) + (6 × 110)

= (10 × 11 × 11) + (4 × 11) + (6 × 1)
= 1210 + 44 + 6
= 1260ten
Converting 26eleven to base ten

26eleven = (2 × 111) + (6 × 110)

= (2 × 11) + (6 × 1)
= 22 + 6
= 28ten
Dividing the numbers in base ten
= 1260 ÷ 28
= 45
Converting the number in base ten to base eleven

14 Practice makes mathematics easier

 1.4. OPERATION ON NUMBERS IN VARIOUS BASES

B N R
11 45 1
4

t46eleven ÷ 26eleven = 41eleven

1.7 Exercise
Set
1. Workout the following leaving your answer in the base indicated

(a) 10000two ÷ (c) 1111two ÷ (e) 176eight ÷ 11eight

1000two 101two
(f) 500six ÷ 23six
(b) 313four ÷ 11four (d) 1870nine ÷
35nine

2. Workout 201four ÷ 1011two giving your answer in base three.

Activity of intergration
On April 4, 2020 the Covid19 task force started the distribution of food in Kawempe Divi-
sion(kampala district). Each member in the household was given a package containing 6 kgs of
maize our,and 3 kg of beans. There are 10 households in the community with 3, 5, 7, 4, 6, 5,8,12,
13,4 members respectively.
TASK

1. Determine the number of packages the task force distributed in kawempe division.
2. Determine the total weight of the maize our that was distributed in the division.
3. In case there are some remaining packages,discuss what the task force should do with them.
4. The prices of, beans and maize our was approximated to be at 4000UGX and 2500UGX
perkilogram respectively.What is the total amount of money spent by the government on
maize our and beans in the 10 households.
Practice makes mathematics easier 15
Chapter 2: WORKING WITH INTEGERS

Learning objectives
By the end of this topic,the learners should be able to
• Identify ,read and write natural numbers as numerals and words in million,billion and trillion
• Di erentiate between natural numbers and whole numbers /integers
• Identify directed numbers
• Use directed numbers (limited to integers) in real life situations
• Use the hierarchy of operations to carry out the four mathematical operations on integers
• Identify Even, Odd, Prime and Composite Numbers
• Find the prime factors of any number
• Relate common factors with HCF and multiples with LCM
• Work out and use of divisibility tests of some numbers

2.1 Natural numbers

Introduction
Natural numbers can be classi ed into various groups of numbers. In your primary education,
you learnt numbers such as even, odd, prime and composite.
1. Natural Numbers
These are numbers used in counting.e.g N={1, 2, 3, 4 · · · }
2. Whole Numbers
These are counting numbers including zero.e.g W={0, 1, 2, 3, 4 · · · }

Activity:Writing and reading numbers

There are two boxes. In one box, number cards are written in gures and the others in words.
In groups, a member picks one card from one of the boxes. After all the cards have been picked,
one member displays his/her card; then the others check their cards, and the matching card is
displayed.
EXAMPLES
1. Write 999, 444, 230, 999 in words.

Billion Million Thousands Ones

H T O H T O H T O H T O
9 9 9 4 4 4 2 3 0 9 9 9

16
 2.1. NATURAL NUMBERS

Nine hundred ninety nine billion,four hundred forty four million Two hundred thirty thou-
sand nine hundred ninety nine.

2. Write 940, 340, 400, 230, 886 in words.

Trillion Billion Million Thousands Ones

H T O H T O H T O H T O H T O
9 4 0 3 4 0 4 0 0 2 3 0 8 8 6

Nine hundred fourty trillion three hundred forty billion,four hundred million Two hundred
thirty thousand eight hundred eighty six.

3. Write: Nine hundred ninety nine trillion seven hundred eighty eight billion, ve hundred
ninety nine million nine hundred ninety nine thousand eight hundred eighty six in gures.

999 000 000 000 000

788 000 000 000
599 000 000
999 000
+ 886
999 788 599 999 886

2.1 Exercise
Set
1. Write the following in words:

(a) 6,800 (d) 76000 (g) 8,999,909,700

(b) 9,888,008 (e) 8,888,888 (h) 6,745,842,003
(c) 722,820,060 (f) 9,770,500 (i) 3,730,284,654,040

2. Write the following in gures

(a) Seven hundred three million seven thousand and six

(b) Four billion seventy-nine million ve thousand six

(c) One trillion three hundred forty billion seven hundred seventy- ve million two hundred
sixty thousand

(d) Nine hundred ninety- nine trillion seven hundred eighty eight billion ve hundred
ninety nine million nine hundred ninety nine thousand eight hunded eighty six

(e) Seventy seven million two hundred sixty seven thousand nine hundred eighty

Practice makes mathematics easier 17

2.2. USE DIRECTED NUMBERS (LIMITED TO INTEGERS) IN REAL-LIFE
SITUATIONS
2.1.1 Di erentiating between natural numbers and whole
numbers/in- tegers

Activity:Relating natural numbers and integers

Two learners Hannah and Ritah went to the school canteen to buy some snacks for their
breakfast. Ritah bought 3 pancakes at UGX.200 each and 1 ban at UGX. 300. Hannah checked
her bag and found out that her money was stolen. She borrowed some money from Ritah. She
bought four 4 pancakes and 2 bans.
Questions

1. Which of the two learners had more money?

2. How much money did Hannah borrow from Ritah?
3. Ritah said that Hannah had negative UGX. 1400. Was she correct?
4. Give reasons for your answer.

2.2 Use Directed Numbers (Limited to Integers) in Real-

life Situations

Numbers which have a direction and a size are called directed numbers. Once a direction is
chosen as positive (+), the opposite direction is taken as negative (-)

Activity: Integers in real-life situations

Read the story below and answer the questions.

Once upon a time, there lived an old woman. She had hot and cold stones and a big pot of water.
If she put one hot stone in the water, the temperature of the water would rise by 1 degree. If
she took the hot stone out of the water again, the temperature would go down by 1 degree.i.e
if the temperature of the water was 28 degrees and the old woman removes 2 hot stones ,the
temperature would drop to 26 degrees ,and if the temperature of the water was at 85 degrees and
the old woman adds 4 hot stones,the temperature would rise to 89 degrees.

18 Practice makes mathematics easier

 2.3. USE THE HIERARCHY OF OPERATIONS TO CARRY OUT THE FOUR
MATHEMATICAL OPERATIONS ON INTEGERS
Questions

1. If the temperature of the water is 24 degrees and the old woman adds 5 hot stones, what is
the new temperature of the water?
2. Now imagine that the temperature of the water is at 29 degrees. The old woman takes a
spoon and takes out 3 of the hot stones from the pot.What is the temperature of the water
when the old woman removes 3 hot stones? Explain your answer.
3. The old woman also had cold stones. If she adds 1 cold stone to the water, the temperature
goes down by 1 degree. The temperature of the water was 26 degrees. Then the old woman
added 4 cold stones.What is the temperature of the water after the old woman added 4 cold
stones
4. Give a reason for your answer.
5. Imagine that the temperature of the water was 22 degrees and the old woman removes 3
cold stones. What happens to the temperature of the water?
6. What is the new temperature of the water? Explain your answer.

2.3 Use the Hierarchy of Operations to Carry out the

Four Mathematical Operations on Integers

Activity: Operation on integers

1. Sarah moved 5 steps to the right from a xed point. Then she moved 9 steps to the left.
(a) How far is Sarah from the xed point?
(b) Peter gave his answer as 4 steps to the left of the xed point and John as 4 (negative
4). Who is correct? Give reasons for your answer.
2. A group of learners of Geography went for a tour to Kabale. They found out that the
temperature at one time was 130C. At around mid-night the temperature was 100C. By how
many degrees had the temperature dropped?

2.4 Number line

Integers can be illustrated on a number line (number scale) as shown below

Negative integers Positive integers

−6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6

Zero is neither positive nor negative

Practice makes mathematics easier 19

2.4. NUMBER LINE

Positive integers are to the right of a zero and negative integers are to the left of zero.Positive
integers are shifts to the right while negative integers are shifts to the left

2.4.1 Addition of numbers on a number line

Work out −4 ++ 6 using a numberline

+
6
—4

−6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6

+2

—
4 ++ 6 =+ 2

2.4.2 Subtraction of numbers on a number line

Work out −3 − 4 using a number line

—4
—
3

−10 −9 −8 −7 −6 −5 −4 −3 −2 −1 0 1

—7

—
3 +− 4 =− 7

2.4.3 Multiplication of numbers on a number line

Multiplication is interpreted as repeated addition of positive or negative numbers.

Work out +2 ×+ 3
SOLUTION
+
2 ×+ 3 =+ 2 ++ 2 ++ 2
+ +
+2 2 2

0 1 2 3 4 5 6 7 8 9 10 11

+6

+
2 ×+ 3 = 6

20 Practice makes mathematics easier

 2.4. NUMBER LINE

2.4.4 Division of numbers on a number line

Division is interpreted as repeated subtraction of positive or negative numbers

STEPS
• Draw an empty number line.
• Start from the right hand side of the number line.i.e From the Dividend
• Subtract by groups i.e subtract the divisor from the dividend up to when you reach zero.
• Count the jumps made from the dividend
(i) Workout +6 ÷+ 2 using a numberline
+
6=6−2−2−2
=0
+
6÷ 2=3 +

3 is the number of times you can subtract 2 from 6 before you get to zero i.e 3 represents the
jumps made (skip 2 digits from 6)

− −
—2 2 2

0 1 2 3 5 6 7 8 9 10 11
4

3 jumps

(ii) Work out 15÷3

15 = 15 − 3 − 3 − 3 − 3 − 3
=0
15 ÷ 3 = 5
5 is the number of times you can subtract 3 from 15 before you get to zero i.e 5 represents the
jumps made (skip 3 digits from 15)

− − − −
—3 3 3 3 3

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
5 jumps

Practice makes mathematics easier 21

2.4. NUMBER LINE

Summary for the rules of multiplication and division of integers

RULE RESULT EXAMPLE

A positive× A positive A positive 2 ×+ 4 =+
+

8
A positive× A negative A negative +
2 × 3 =−
−

6
A negative × A negative A positive — 2 ×− 2 =+
4
A positive÷A positive A positive +
4 ÷ 2 =+
+

2
A positive ÷ A negative A negative +
4 ÷ 2 =−
−

2
A negative ÷ A positive A negative — 4 ÷+ 2 =−
2
A negative ÷A negative A positive —
4 ÷− 2 =+
2

2.2 Exercise
Set
1. Work out the following in degrees

2. Workout the following numbers using a number line

(a) 3 ++ 5
+
(e) +
5 −− 3 (i) +
23 ×+
6
 (b) +
4−6 (f) 4 ×+ 2 (j) +3 −− 4
(c) −7 −− 3 (g) +
3 ×− 3 (k) +
9÷3
(d) +4 −+ 8 (h) +
4 ×− 2 (l) 24 ÷ 4

22 Practice makes mathematics easier

 2.5. IDENTIFY EVEN, ODD, PRIME AND COMPOSITE NUMBERS

3. Work out the following:

(a) +
32 +− 5 (e) +
51 −− 32 (i) 123 ×+
+

6
(b) +
84 − 6 (f) 42 ×+ 2 (j) +73 −−
4
(c) −
17 −− 13 (g) +
13 ×− 3 (k) +99 ÷ 3
(d) +
104 −+ 5 (h) +
74 ×− 2 (l) 124 ÷ 4

4. Work out
Hint:BODMAS MUST BE APPLIED

(a) +3 ×− 4 ×− 6 (f) −
34 ×+ 2 ÷+ 2
(b) +
4 ×− 2 ×+ 5 (g) 24 of 13˘(18 ÷ 6 + 3) ÷ (9 × 3 − 25)
(c) +7 ×− 8 ×+ 4 (h) 89 − (99 − 84 ÷ 2 + 2)
(d) −
20 × 6 ÷ 2
− +
(i) 6 ÷ (2 + (2 × 6 − 2))
(e) −
25 ÷ 5 × 8 −
(j) 4 of (4 + 3) − 2(1 + 9) ÷ 4

5. In a certain mathematics test a correct answer scores 5 marks and an incorrect answer, the
child gets a penalty of two marks deducted. Joy guessed all the answers. She got 12 correct
and 8 wrong. Work out her total marks.

2.5 Identify Even, Odd, Prime and Composite Numbers

Introduction
Natural numbers can be classi ed into various groups of numbers. In your primary education,
you learnt numbers such as even, odd, prime and composite.

Activity: Identifying even, odd, prime and composite numbers

1. Natural Numbers
These are numbers used in counting.e.g N={1, 2, 3, 4 · · · }
2. Whole Numbers
These are counting numbers including zero.e.g W={0, 1, 2, 3, 4 · · · }
3. Square Numbers
These are numbers got after multiplying a natural number by itself.e.g S={1, 4, 9, 16 · · · }
4. Cube Numbers
These are numbers got after multiplying a natural number three times.e.g C={1, 8, 27, 64 · · · }
5. Even Numbers
This is a number that is exactly divisible by two .e.g E={2, 4, 6, 8 · · · }
6. Prime Numbers
This is a number with only two factors one and itself .e.g E={2, 3, 5, 7 · · · }

Practice makes mathematics easier 23

2.5. IDENTIFY EVEN, ODD, PRIME AND COMPOSITE NUMBERS

7. Composite Numbers
This is a number with more than two factors .e.g {4, 6, 8 · · · }
EXAMPLES
1. Identifying prime and composite numbers

Prime and Composite

Numbers
Prime Composite Neither prime nor composite

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

2. Are there numbers that belong to more than one group?

3. Wha is the 6th prime number?
4. Wha is the 19th composite number?

2.3 Exercise
Set
1. (a) The table below shows the natural numbers from 1 to 100.Color the numbers

Even numbers Odd numbers

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

24 Practice makes mathematics easier

 2.6. FINDING THE PRIME FACTORS AND MULTIPLES OF ANY NUMBER

(b) What is the 7th odd number?

(c) What is the 20th even number?

(d) Are there numbers that belong to more than one group?

2. Write down a number which is both an even number and a prime number

3. List the rst 10 composite numbers

2.6 Finding the Prime Factors and multiples of any Number

• Factors
Factors of numbers are all numbers that divide exactly into it,leaving no remainder..e.g 6 is
divisible by {1, 2, 3, 6} Therefore the factors of 6 are F6={1, 2, 3, 6}
• Prime Factor
This is a factor which is a prime number.
• Prime Factorisation
Expresses a number as a product of only its prime factors .
• Multiple of a Number
Is that number multiplied by another integer .i.e When two numbers are multiplied together,
the product is called multipl.e.g Multiples of 5 include {5, 10, 15, 20 · · · }.

EXAMPLES

1. List all the factors of the following numbers

(a) 12
F12 = {1, 2, 3, 4, 6, 12}

(b) 32
F32 = {1, 2, 4, 8, 16, 32}

(c) 60
F60 = {1, 2, 3, 4, 5, 10, 12, 15, 30, 60}

2. List the multiples of the following numbers

(a) 2
M2 = {2, 4, 6, 8, 10, · · · }

(b) 3
M3 = {3, 6, 9, 12, · · · }

(c) 12
M12 = {12, 24, 36, 48, 60, · · · }

3. Express each of the following numbers as a product of its prime factors

(a) 36

Practice makes mathematics easier 25

2.6. FINDING THE PRIME FACTORS AND MULTIPLES OF ANY NUMBER

Prime Factor Number

2 36
2 18
3 9
3 3
1

36 = 2 × 2 × 3 × 3
36 = 22 × 32

(b) 108

Prime Factor Number

2 108
2 54
3 27
3 9
3 3
1

108 = 2 × 2 × 3 × 3 × 3 (1)
108 = 22 × 33 (2)

NB

• Equation (1) expresses our answer as a product of prime factors

• Equation (2) expresses our answer in power notation
• The above method is known as prime factorisation
4. 126

126

2 63

3 21

3 7

126 = 2 × 3 × 3 × 7
3780 = 21 × 32 × 71

26 Practice makes mathematics easier

 2.7. WORK OUT AND USE DIVISIBILITY TESTS OF SOME NUMBERS

5. 3780
We can as well use the prime factor tree to nd the factors of a number

3780

2 1890

2 945

3 315

3 105

3 35

5 7

3780 = 2 × 2 × 3 × 3 × 3 × 5 × 7
3780 = 22 × 33 × 51 × 71

NOTE
To express our answer in power notation we apply the law of indices as below

LAW Example
am × an = a(m+n) 23 × 24 =
27
am ÷ an = a(m−n) 2 ÷ 22 =
5

23
(am)n = am×n (23)3 = 29
a1 = a 21 = 2
( aa m= 1 am (22 = 1 2
0 0

b
) =bm 3
) 2
=32
2

a−m = am1 2−4 =24 1

2.7 Work Out and Use Divisibility Tests of Some Numbers

• If a number is divisible by 2, its last digit is even(2,4,6,8) or 0 .

• If a number is divisible by 3, the sum of its digits will be a multiple of 3.

Practice makes mathematics easier 27

2.7. WORK OUT AND USE DIVISIBILITY TESTS OF SOME NUMBERS

• If a number is divisible by 4, the last two digits will be a multiple of 4.

• If a number is divisible by 5, it will end in 0 or 5.
• If a number is divisible by 6, its last digit is even and the sum of its digits is divisible by 3
• If a number is divisible by 8, its lastthree digits form a number divisible by 8 .
• If a number is divisible by 9, the sum of its digits will be a multiple of 9.
• If a number is divisible by 10, its last digit is 0

2.4 Exercise
Set
1. List all the common divisors/ factors of the following:

(a) 16 (c) 112 (e) 90 (g) 18

(b) 60 (d) 225 (f) 100 (h) 48

2. List down multiples of the following numbers that are less than 50

(a) 5 (c) 9 (e) 13 (g) 24

(b) 20 (d) 10 (f) 7 (h) 11

3. Find the prime factors of the following numbers. Give your answer in power form(Power
notation).

(a) 28 (d) 156 (g) 132 (j) 993

(b) 54 (e) 225 (h) 90 (k) 2145
(c) 204 (f) 1020 (i) 1232 (l) 780

4. (a) List all the factors of each of the following numbers: 11, 12, 13, 14, 15, 16, 17, 18, 19,
20
(b) Which of these numbers are prime?
5. Explain why 99 is not a prime number.
6. Which of the following are prime numbers: 33, 35, 37, 39 ?
7. Find the prime factors of 72.
8. (a) Find the prime factors of 40.
(b) Find the prime factors of 70.
(c) Which prime factors do 40 and 70 have in common?
9. Find the prime factors that 48 and 54 have in common.
10. A number has prime factors 2, 5 and 7. Which is the smallest number that has these prime
factors?

28 Practice makes mathematics easier

 2.8. RELATE COMMON FACTORS WITH HCF AND MULTIPLES WITH LCM

11. The rst 5 prime numbers are 2, 3, 5, 7 and 11. Which is the smallest number that has
these prime factors?
12. Write down the rst two prime numbers which are greater than 100.
13. Which is the rst prime number that is greater than 200?
14. Use a factor tree to nd the prime factors of:

(a) 102 (c) 30 (e) 200

(b) 60 (d) 80 (f) 72

15. A number is expressed as the product of its prime factors as 52 × 72.What is the number?
16. A number is expressed as the product of its prime factors as 23 × 35.What is the number?
17. The prime factors of a number are 2, 7 and 11. Which are the three smallest numbers with
these prime factors?
18. Given the following numbers: 12, 132, 1212, 3243, 1112, 81, 18, 27, 279, 2580, 5750. Find
out which of them are divisible by:

(a) 2 (d) 5 (g) 8

(b) 3 (e) 6 (h) 9
(c) 4 (f) 7 (i) 10

2.8 Relate Common Factors with HCF and Multiples

with LCM

In this section we deal with nding LCM and HCF.We use the knowledge of multiples and factors.

2.8.1 Highest Common Factor(HCF)

• Highest Common Factor(H.C.F)

Is the highest number that divides exacly in two or more numbers .H.C.F is also called
Greatest Common Divisor(G.C.D) or The highest common factor (HCF) of two numbers is
the largest number that is a factor of both.
STEPS
To nd the HCF of two or more numbers:
• Express each of the numbers as a product of prime factors,
• Pick out the least power of each common factor. The product of these gives the HCF or
GCF
EXAMPLES

Practice makes mathematics easier 29

2.8. RELATE COMMON FACTORS WITH HCF AND MULTIPLES WITH LCM

1. Find the HCF of 12 and 15.

SOLUTION
F12 = {1, 2, 3 , 4, 6, 12}
F15 = {1, 3 , 5, 15}

The common factors are {1, 3}. The highest of these is 3. Therefore,the HCF of 12 and
15 is 3.
2. Find the HCF of 20 and 30

SOLUTION
F20 = {1, 2, 4, 5, 10 , 20}
F30 = {1, 2, 3, 5, 6, 10 ,
15, 30}

The HCF of 20 and 30 is 10.

3. Find the HCF of 210 and 360
SOLUTION
Prime Factor Number
Prime Factor Number 2 360
2 210 2 180
3 105 2 90
5 35 3 45
7 7 3 15
1 5 5
1

210 = 21 × 31 × 51 × 71

360 = 23 × 32 × 51

The common factors are 2,3 and 5.So we pick out those with the lowest(smaller) power .i.e
On 23 and 21,we choose the one with the smaller power ,which is 21

HCF = 21 × 31 × 51
=2×3×5
HCF = 30

2.5 Exercise
Set
1. (a) Write the factors of 8 and 12
(b) Identify the common factors of 8 and 12
(c) What is the highest common factor

30 Practice makes mathematics easier

 2.8. RELATE COMMON FACTORS WITH HCF AND MULTIPLES WITH LCM

2. Find the HCF of the following:

(a) 96, 57 (d) 42 ,63 ,105 (g) 54, 48

(b) 49 ,84 (e) 28,42,98 (h) 42 ,63 ,105
(c) 72,144,288 (f) 132, 156,204,228 (i) 90,126,270

3. Find the HCF of:

(a)6 and 9 (d)

15 and 10 (g)
56 and 60 (j)
320 and 128
(b)14 and 18 (e)
90 and 120 (h)
77 and 50 (k)
46 and 62
(c)30 and 24 (f)
96 and 72 (i)
300 and 550 (l)
124 and 72

4. (a) Use a factor tree to nd the prime factorisation of 42.

(b) Use a factor tree to nd the prime factorisation of 90.

(c) Find the HCF of 42 and 90.

5. Stephen has two pieces of cloth. One piece is 36 inches wide and the other piece is 24 inches
wide. He wants to cut both pieces into strips of equal width that are as wide as possible.
How wide should he cut the strips?

6. Determine the smallest sum of money out of which a number of men, women and children
may receive UGX. 750, Ush.900 and Ush.700 each.

2.8.2 Lowest Common Multiple(LCM)

Lowest common multiple(L.C.M)

The lowest common multiple (LCM) of two numbers is the smallest number that is a multiple of
both.
EXAMPLES

1. What is the LCM of 5 and 7

M5 = {5, 10, 15, 20, 25, 30, 35 , 40 · · · }
M7 = {7, 14, 21, 28, 35 , 42 · · · }

The LCM of 5 and 7 is 35.

Practice makes mathematics easier 31

 2.8. RELATE COMMON FACTORS WITH HCF AND MULTIPLES WITH LCM

2. Find the LCM of 16, 12 and 24.

16 12 24
2 8 6 12
2 4 3 6
2 2 3 3
2 1 3 3
3 1 1 1
LCM = 2 × 2 × 2 × 2 × 2 × 3
LCM = 48

3. Find the LCM of 210 and 360

SOLUTION

210 360
2 105 180
2 105 90
2 105 45
3 35 15
5 35 5
7 7 1
1 1
LCM = 2 × 2 × 2 × 3 × 3 × 5 × 7
LCM = 2520

2.6 Exercise
Set
1. (a) List the rst 10 multiples of 8.

(b) List the rst 10 multiples of 6.

(c) What is the LCM of 6 and 8 ?

2. What is the LCM of:

(a) 5 and 3 (c) 8 and 10 (e) 15 and 20

(b) 9 and 6 (d) 12 and 9 (f) 6 and 11 ?

3. (a) Use a factor tree to nd the prime factorisation of 66.

(b) Use a factor tree to nd the prime factorisation of 40.

(c) Find the LCM of 40 and 66.

4. Find the LCM of:

32 Practice makes mathematics easier

 2.8. RELATE COMMON FACTORS WITH HCF AND MULTIPLES WITH LCM

(a) 28 and 30 (d) 60 and 50 (g) 14, 21

(b) 16 and 24 (e) 12 and 18 (h) 18, 24, 96
(c) 20 and 25 (f) 21 and 35 (i) 60, 72, 84, 112

5. Two lighthouses can be seen from the top of a hill. The rst ashes once every 8 seconds,
and the other ashes once every 15 seconds. If they ash simultaneously, how long is it until
they ash again at the same time?
6. At Namboole stadium race track, Victor completes a lap in 40 seconds; Ethan completes
a lap in 30 seconds, and Joel completes a lap in 50 seconds. If all three start a lap at the
same time, how long is it before
(a) Victor overtakes joel,
(b) Ethan overtakes victor?
7. Martin exercises every 12 days and Daniel every 8 days. Martin and Daniel both exercised
today. How many days will it be until they exercise together again?
8. At Taibah international school, two bells are rung to change lessons at intervals of 60
minutes and 120 minutes respectively.After how many minutes will the bells be rung
together again?
9. Daniel, Ethan and Michael start to jog around a circular stadium. They complete their
rounds in 36 seconds, 48 seconds and 42 seconds respectively. After how many seconds
will they be together at the starting point?
Activity of intergration
Stephen is planning a graduation party and wants to give his guests some snacks on arrival for
the party.He buys 72 cup cakes,144 apples and 288 chocolate bars

• Support: Each plate must have exactly the same number of chocolate bars,apples,and cup
cakes .There must not be any left overs.
• Knowledge: Knowledge of factors,highest common factor and numbers
• Tasks:
1. What is the greatest number of guests stephen must invite for the graduation party
2. Write down the number of guests in words

Practice makes mathematics easier 33

Chapter 3: FRACTIONS, PERCENTAGES
AND DECIMALS.

Learning objectives
By the end of this topic,the learner should be able to
• Describe di erent types of fractions.
• Convert improper fractions to mixed numbers and vice versa.
• Work out problems from real-life situations.
• Add, subtract, divide and multiply decimals.
• Convert fractions to decimals and vice versa.
• Identify and classify decimals as terminating, non-terminating and recurring decimals.
• Convert recurring decimals into fractions.
• Convert fractions and decimals into percentages and vice versa.
• Finding the Percentage Increase and Decrease
• Work out real-life problems involving
percentages. Introduction
In this topic, you will use knowledge of place values to manipulate fractions, decimals and per-
centages. You will convert fractions to decimals, decimals to percentages and vice versa.
a
1. A fraction is a number in the form b
where a and b are whole numbers and b is not zero.
2. In a fraction the top number is called the numerator(a) and the bottom number is called
the denominator(b)
3. A fraction is in simplest form (lowest terms) when the top and bottom cannot be any smaller

3.1 Types of fraction

• Proper fraction
In a proper fraction the numerator is less than the denominator. Thus 34 and 9
7
are both
proper fractions.
3
1. Shade 4

34
 3.1. TYPES OF FRACTION

7
2. Shade 9

• Improper fraction
13
In an improper fraction the numerator is greater than the denominator. Thus 4 , 53 and
9
5
are improper fractions.
13
1. Shade 4

9
2. Shade 5

5
3. shade 3

• Equivalent fractions
Equivalent fractions have the same value. In an equivalent fraction both the numerator and
denominator are multiplied or divided by the same number.Thus 5 and are equivalent
8
10
1
fractions 6

NOTE
In a mixed number a whole number is followed by a proper fraction. Thus 134 and 8 are both
35
mixed numbers. A mixed number can be converted into an improper fraction and vice versa

3.1 Exercise
Set
1. Roberta shades of a shape. What fraction of the shape is left unshaded?
3 7

3
2. A cake is divided into 12 equal parts. Hannah eats of the cake and Priscilla eats another
1
1
. What fraction of the cake is left? 1
2
2
Practice makes mathematics easier 35
3.2. CONVERTING IMPROPER FRACTIONS TO MIXED NUMBERS AND VICE VERSA

3. A car park contains 20 spaces. There are 17 cars parked in the car park.

(a) What fraction of the car park is full?

(b) What fraction of the car park is empty?

3 4
4. Benjamin eats 1
of the sweets in a packet. Shakur eats another 1
of the sweets.
0 0

(a) What fraction of the sweets has been eaten?

(b) What fraction of the sweets is left?

5. Draw diagrams to show these improper fractions:

7
(a) 2
8
(b) 3

6. Draw a square with its four lines of symmetry.

3
(a) Shade 8
of the shape.
2
(b) Shade another 8
of the shape.

(c) What is the total fraction now shaded?

(d) How much is left unshaded?

7. Shade the following fractions

3
(a) (c) 1
(e) 14
(g) 9
1 2 1 8
0
10 0
(b) 3 (d) 4
(f) 5
(h) 8
3 6 9

3.2 Converting Improper Fractions to Mixed Numbers

and Vice Versa

Summary

(D × W ) +
ND
Where :
D=
denominator N
= numerator
W = wholenumber

EXAMPLES

36 Practice makes mathematics easier

36.2. CONVERTING IMPROPER FRACTIONS TO MIXED NUMBERS AND VICE VERSA

1. Convert 352 into an improper fraction

SOLUTION

(D × W ) +
ND
Where :
D=5
N =2
W =3
(D × W ) + (5 × 3) + 2
ND =
5
15 + 2
=
5
17
=
5

2. Express 11
4
as a mixed number.
We are required to express our answer in the formD
W R

11
= 2remainder3
4
= 23
4

5
3. Reduce to its simplest form
1
0
5 5÷5
=
10 10 ÷ 5
1
=
2

4. Find the equivalent fractions for 13

We can nd the equivalent fractions by multiplying the numerator and
denom- inator by the same number

1 1
2 ×=2
=
3 3×2 6
1 1×4
4 =
=
3 3 × 4 12
1 1×5
1 5 =
Therefore = 2 =4 =
3 3 3 × 5 15
= 5
6 12 15

3.2 Exercise
Set
Practice makes mathematics easier 37
3.3. OPERATIONS ON FRACTIONS

1. Convert these mixed numbers to improper fractions.

(a) 13 (c) 354 (e) 10 (g) 553

5
3
(b) 731 (d) 694 7
(h) 71 8
(f) 93 2 2

2. Write these fractions in order of increasing size. 6 1 , 18

, 31 , 51 , 17
2 5 4 3 3

3. Arrange the fractions 5

, 4
, 7
and
1 in descending order of magnitude
6 9 8 2

4. A young child is 44 months old. Find the age of the baby in years as a mixed number in
the simplest form.

5. In an o ce there are
31 reams
2
of paper. There are 500 sheets of paper in each full ream.
How many sheets of paper are there in the o ce?

6. Express the following improper fractions as a mixed number.

7
(a) (c) 54
(e) 10
(g) 14
2 7 3 1
22 0
(b) 3 (d) 27
(f) 4
(h) 9
1 3 8
3

7. Change these mixed numbers to vulgar fractions

(a) 653

(b) 31 2
7
8. Express the following improper fractions as a mixed number.

38
(a) (c) 54
(d) 29
9 (b) 1
5
7 1
3
231

3.3 Operations on Fractions

• For fractions with plus (+) and minus (−) signs only, nd the LCM and workout

• For fractions with combined operations, the BODMAS rule must be observed.

Activity:Work out problems from real-life situations

EXAMPLES

1
1. Find
1
of UGX. 10000
0
 SOLUTION

38 Practice makes mathematics easier

 36.3. OPERATIONS ON FRACTIONS

1
=
1 of 10000
0
1 × 10000
=
1
0 × 10000/
1
=
1
0
/
= UGX1000

2. Find of UGX. 16,000

4 8

SOLUTION

4
= of 16, 000
8
4
= × 16, 000
8
4 ccs 2000
= × 16000
8/
cc
= 4 × 2000
= UGX8000

3.3 Exercise
Set
1. Find:

(a) of UGX. 16,000 (d) of 800

1 2
4
8
of 15 of UGX. 2,500,000
(b) 3 (e)
1 4
of 49 3

(c) 7
6

3
2. In a test, there are 40 marks. Mimmi gets of the marks. How many marks does she get?
4
3
3. At Taibah international school school there are 850 pupils. If
5
of the pupils are left-
handed, how many left-handed pupils are there in the school? 0

4. There are 600 pupils in a school. How many school lunches must be prepared if:
2
(a) (b)
3 4
3
o the pupils have school lunches of

f the pupils have school lunches

5. A school has 800 pupils. The Headteacher decides to send a questionnaire

to of the pupils. How many pupils receive a questionnaire?

2 5

Practice makes mathematics easier 39

3.3. OPERATIONS ON FRACTIONS

3.3.1 Addition of Fractions with the Same Denominators

To add fractions with like or the same denominator, simply add the numerators then copy the
common denominator. Always reduce your nal answer to its lowest term.

EXAMPLES

1. Work out 1
+ 2
8 8

2. Work out 2
+ 1
9 9

2
1 1 2+
+ =
9 9 9
3
= Reduce the fraction to its lowest term
9
1
3//‘
= 3
9//‘
1
=
3

3.4 Exercise
Set
1. Work out
(a) 4
2
+ (d) 5
+ 2
+ 7

8 8 6 6 6
(b) 2 + 3 1 2
(e) 1 + 3 + 51
1 2
3 3 3 3 3
(c) 5
+123 + 1
(f) 4
+283
12 12 28

40 Practice makes mathematics easier

 3.3. OPERATIONS ON FRACTIONS

2. If Praise sells 85 of her clothes to Maria keziah,and 82 of it to Alexadra.What fraction of her

clothes has she sold.
1 1
3. Tendo ate of a sh for lunch and another of the sh for supper.What fraction of the sh
3 3
did Tendo eat altogether

3.3.2 Addition of Fractions with di erent Denominators

Given two unlike fractions where the denominators are NOT the same,the fractions can be solved
using two methods.
• LCM method

• Cross Multiplication method

The following steps are followed when using the LCM method
Steps for Adding Fractions with Unlike Denominators

• Identify the least common denominator by nding the least common multiple for the de-
nominators.
• Write equivalent fractions (making sure that each equivalent fraction contains the least
common denominator (LCM))
• Add the equivalent fractions that you wrote in step 2. (The denominators should now be
the same.)
• Reduce the fraction to its lowest term

EXAMPLES
1. Add 3
+ 1
4 3
STEP 1:Finding the LCM of 4 and 3.
LCM=12

Divide the denominator by the LCM and then multiply it with the numerator
3
3) ×1 1 (12 ÷ 4) × 3 + (12 ÷
+ =
4 3 12
3×3+4×1
=
12
9+4
=
12
13
=
12

2. Add 3
+ 2
5 9
Cross multiplying method
3
+
5
Practice makes mathematics easier 41
3.3. OPERATIONS ON FRACTIONS

(3 × 9) + (5 × 2)
=
5×9
27 + 10
=
45
37
=
45

3. Add 1
+ 1
8 3
LCM method
STEP 1:Finding the LCM of 8 and 3.
LCM=24

Divide the denominator by the LCM and then multiply it with the numerator
1
3) ×1 1 (24 ÷ 8) × 1 + (24 ÷
+ =
8 3 24
3×1+8×1
=
24
3+8
=
24
11
=
24

4. Add 1
+ 1
2 3
STEP 1:Finding the LCM of 2 and 3.
LCM=6

Divide the denominator by the LCM and then multiply it with the numerator
1
3) ×1 1 (6 ÷ 2) × 1 + (6 ÷
+ =
2 3 6
3×1+2×1
=
6
3+2
=
6
5
=
6

3.5 Exercise
Set
1. Calculate

42 Practice makes mathematics easier

 3.3. OPERATIONS ON FRACTIONS

(a) 5
2
+ (d) 1
+ (g) 1
+ 5
2
7 3 2 3 4 8
(b) 3
2
+ (e) 3
+ (h) 3
+ 4
1
5 9 7 5 4 5
(c) 7
4
+ (f) 4
+ (i) 7
+ 3
2
8 6 9 3 8 10

2. If christine sells 85 of her clothes to Maria keziah,and 41 of it to Alexadra.What fraction of

her clothes has she sold.
1 1
3. Tendo ate of a sh for lunch and another of the sh for supper.What fraction of the sh
3 6
did Tendo eat altogether

3.3.3 Subtraction of Fractions with Same Denominators

To subtract fractions with like or the same denominator, simply subtract the numerators then
copy the common denominator. Always reduce your nal answer to its lowest term.

EXAMPLES

1. Work out 3
− 2
4 4

3 2 1
4 4 4

2. Work out 2
− 1
9 9

2 1 2−1
− =
9 9 9
1
=
9
Practice makes mathematics easier 43
3.3. OPERATIONS ON FRACTIONS

3.6 Exercise
Set
1. Calculate
(a) 5
− 2
(d) 5 21 − (g) 4 3
−
3
7 7 3 3 28 28
(b) 4 − 5
(e) 5 3
2 2
−
7 7 12 12
(c) 4
− 2
(f) 5
− 2
8 8 6 6

9
2. Kristi had of a cake ,she ate 7
1 of it.What fraction remained
1 0
0

3.3.4 Subtraction of Fractions with di erent Denominators

Given two unlike fractions where the denominators are NOT the same,we follow the same steps
as in addition.
EXAMPLES
1. Work out 6
− 3
11 22
STEP 1:Finding the LCM of 11 and 22.
LCM=22

Divide the denominator by the LCM and then multiply it with the numerator
6 3 (22 ÷ 11) × 6 − (22 ÷
−
22) × 3
= 22
11 22
2×6−1×
= 3
22
= 12 −
3
= 22
9
22
Cross multiplication method
6
—
11
6 3 (22 × 6) − (11 ×
−
3)
= 22 × 11
11 22
132 −
= 33
242
= 99
24
2
= /<9
9
/9
22
*
= 242
2. Workout
1
5
− 9
22
 6 3
STEP 1:Finding the LCM of 6 and 3.
LCM=6

44 Practice makes mathematics easier

 3.3. OPERATIONS ON FRACTIONS

Divide the denominator by the LCM and then multiply it with the numerator
5 (6 ÷ 6) × 5 − (6 ÷ 3) × 1
=
1 6
− 1×5−2×1
6 =
6
3 5−2
=
6
3
=
6
1
3//‘
= 2
6//‘
1
=
2

Cross multiplication method

5 1 (3 × 5) − (6 × 1)
− =
6 3 3×6
15 − 6
=
18
9
=
18
1
9//‘
=/ 2
1/<8
1
=
2

3.7 Exercise
Set
1. Work out
(a) 7
− (c) 3
− (e) 3
− 1
4 1
11 22 4 2 4 3
(b) 4
1
− 5
(d) 5
− (f) 4
− 3
3
6 3 6 4 5 6

3.3.5 Addition of Mixed Fractions

1. Work out 1 +
3 5

1 + 3=1 3
5 5

2. Work out 5 +
5 9

5 5
5 + =5
9 9

Practice makes mathematics easier 45

3.3. OPERATIONS ON FRACTIONS

3. Work out 3 +
7 8

3 + 7=3 7
8 8

4. Work out 1 1 + 23
2 5

Convert the mixed fractions into an improper fraction

(2 × 1) (2 × 5) + 3
+1 +
= 5
2
3 13
= +
Finding the LCM of 5 and 2 2 5
LCM=10
(10 ÷ 2) × 3 + (10 ÷ 5) × 13
=
10
5 × 3 + 2 × 13
=
10
15 + 26
=
10
41
=
10

3.8 Exercise
Set
1. Calculate
(a) 2 11 − (c) 2 23 − (e) 6 3 + 41
1 1
2 2 8 8 4 3
(b) 4 − 3 3 1
(d) 1 + 4
5 2
4 4 7 7

2. Daniel bought 6 1 kg of chicken on monday and 7 3 kg on tuesday.How many kilograms did

4 4
he buy altogether.

3.3.6 Subtraction of Mixed Fractions

1. Subtract6 5
− 21
7 7

Changing the mixed fractions into an improper fraction

47 15
= −
7 7
47 − 15
=
7
32
=
7
4
=4
7
46 Practice makes mathematics easier
 3.3. OPERATIONS ON FRACTIONS

2. Subtract4 3
− 21
5 5

Changing the mixed fractions into an improper fraction

23 11
= −
5 5
23 − 11
=
5
12
=
5
=22
5

3.9 Exercise
Set
1. Work out

(a) 2 12 − (d) 4 11 − (g) 3 1 − 1 7

1 3
3 9 3 2 5 8
(b) 5 −
3
(e) 2 13 − (h) 6 3 − 4 1
2 1
2
7 2 8 4 4 3
(c) 4 − 2
1 2
(f) 5 − 2
4 3
4 3 5 6

3.3.7 Multiplication of Fractions

When multiplying fractions,the numerator and the denominator are multiplied separately.
1. Work out 3
× 2
5 7

3 2 3×2
× =
5 7 5×7
6
=
35

2. Work out 6
of 3
9 7

6 3 6 3
of = ×
9 7 9 7
6×3
=
9×7
18
=
63/ 2
1/<8
=/ 7
6/<3
2
=
7
Practice makes mathematics easier 47
3.3. OPERATIONS ON FRACTIONS

3.10 Exercise
Set
1. Work out 2 × 5
3 7
2. Work out 3
× 8
4 9

3. Evaluate the following fractions.Answers should be as simplest as possible.

(a) 2
× 5
× 21
3 7 32
2 4
(b) of
3 5
1 4
(c) of
4 5

3.3.8 Multiplying Mixed Fractions

Convert the mixed fraction into an improper fraction ,and then apply the multiplication rules
1. Work out4 3
× 21
5 5

Changing the mixed fractions into an improper fraction

23 11
= ×
5 5
23 × 11
=
5×5
253
=
25
3
= 10
25

2. Work out2 3
× 23
5 7

Changing the mixed fractions into an improper fraction

13 17
= ×
5 7
13 × 17
=
5×7
221
=
35
11
=6
35

3.11 Exercise
Set
1. Work out 1 7 × 32
8 7
2. Work out 8 7 × 42
5 3

3. Calculate
(a) 2 5
× 7
×4
14 66

48 Practice makes mathematics easier

 3.3. OPERATIONS ON FRACTIONS

(b) 7 1 × 5
8 16

(c) 5 1 of 104
4 5

3.3.9 Division of Fractions

Flip And Multiply

1. Work out 6
÷ 7
9 3

Flip the second fraction and then multiply

6 7 6 3
÷ = ×
9 3 9 7
6×3
=
9×7
18
=
63
/ 2
1/<8
=/ 7
6/<3
2
=
7

2. Work out 7
÷ 4
8 3

Flip the second fraction and then multiply

7 4 7 3
÷ = ×
8 3 8 4
7×3
=
8×4
21
=
32

3.12 Exercise
Set
1. Work out

(a) 3
÷ (d) 3 2
÷ (g) 21 ÷ 7
21 2
8 4 3 5 9
(b) 4
÷ (e) 112÷ (h) 1 ÷ 6
2
2 1
6
7 3 30 7
(c) 21 ÷ 7
(f) 2
÷ 1
3 5 2
Practice makes mathematics easier 49
3.4. ADD, SUBTRACT, DIVIDE AND MULTIPLY DECIMALS

3.4 Add, Subtract, Divide and Multiply Decimals

3.4.1 Fractions and decimals

A decimal number is a number with a decimal point. Thus 1.56 is a decimal number

Activity: Convert Fractions to Decimals

To convert a fraction to decimal, divide the numerator by the denominator.
EXAMPLES

1. Using a calculator, convert the following fractions into decimal numbers:

1
(a) 2

1
=1÷2
2
= 0.5

1
(b)
4

1
=1÷4
4
= 0.25

3
(c)
4

3
=3÷4
4
= 0.75

3.13 Exercise
Set
1. Write these fractions as decimals:
8
(a) (b) 7 (c) 3 (d) 408
1 1 100 1000
0 10 0 0
0

2. Write these fractions as decimals:

3
(a) 50 (b) 7
(c) 9 (d) 61
0 2 5 200
0 0

3. Write these improper fractions as decimals:

12
(a) (b) 212
(c) 2008 418
1 100 100 (d)
0
 1
0
50 Practice makes mathematics easier
 3.4. ADD, SUBTRACT, DIVIDE AND MULTIPLY DECIMALS

4. Write these improper fractions as decimals:

7
(a) (b) 21
(c) 16
(d) 32
2 2 5 2
0 5

5. Using a calculator, convert the following fractions into decimal numbers:

5
(a) (c) 47
(e) 17
5
8 2
0 0
7
(b) 4 (d) 3
8

Activity: Convert Decimals to Fractions

A decimal number can be exact or inexact An exact decimal or terminating decimal is a decimal
that ends. This decimal is converted into a fraction as follows:

• Divide the decimal by one to get Decimal

1

• Multiply both top and bottom by 10 for every number after the decimal point.e.g 0.2 ,it has
one number after the decimal point so we shall multiply by 10 .for 1.25,it has two numbers
after the decimal point so we multiply by 100

EXAMPLES

1. Convert the following decimals to fractions

(a) 0.5

= Decimal
1
0.5 = 0.5
1
we have one number after the decimal point so we multiply the denominator and
numerator by 10
0.5 × 10
=
1 × 10
5
=
10
1
5//‘
=/ 2
1/<0
1
=
2

(b) 1.05

= Decimal
1
1.05 = 1.0
5
1
Practice makes mathematics easier 51
3.4. ADD, SUBTRACT, DIVIDE AND MULTIPLY DECIMALS

we have two numbers after the decimal point so we multiply the denominator and
numerator by 100
1.05 × 100
=
1 × 100
105
=
100
105* 21
=
* 20
100
21
=
20
(c) 0.62
5
Decimal
=
1
0.62
0.625 5
1
=
we have three numbers after the decimal point so we multiply the denominator and
numerator by 1000
0.625 × 1000
=
1 × 1000
625
=
1000 5
*
= 625 8
cs
1000
c
5
c
=
8

3.14 Exercise
Set
1. Write each of these decimals as a fraction, giving them in their simplest form:

(a) 0.1 (c) 0.3 (e) 0.017 (g) 0.87

(b) 0.25 (d) 0.07 (f) 0.71 (h) 0.201

2. Write each of these decimals as a fraction and simplify where possible:

(a) 0.4 (c) 0.012 (e) 0.328 (g)0.014

(b) 0.08 (d) 0.108 (f) 0.108 (h)0.162

3. Write these numbers as improper fractions in their simplest form:

(a) 1.2 (b) 3.02 (c) 4.008 (d) 3.62 (e) 5.015

4. Convert these decimals to fractions in their simplest form:

(a) 0.00102 (b) 0.00000006 (c) 0.00002246 (d) 0.000006

52 Practice makes mathematics easier
 3.4. ADD, SUBTRACT, DIVIDE AND MULTIPLY DECIMALS

5. Convert the following decimal numbers into fractions in their lowest terms:

(a) 0.12 (c) 0.75 (e) 0.62 (g) 2.3 (i) 0.37
5 5 5
(d) 0.37 (j) 0.0225
(b) 0.08 5 (f) 1.75 (h) 0.3

3.4.2 Addition and subtraction of decimals

To add or subtract two decimal numbers, line up the decimal points and then workout.

1. Without using a calculator, evaluate:

(a) 3.21 + 4.5

3.21
+4.50
7.71
(b) 0.32 + 12.965 + 1.1

0.32
+12.965
1.1
1 4.385
2. Without using a calculator, evaluate:
(a) 8.97 − 2.82
8.97
—2.82
6.15
(b) 76.3 − 34.1
7 6.3
−3 4 . 1
4 2.2

3.15 Exercise
Set
1. Calculate, giving your answers as decimals and as fractions:

(a) 0.7+0.6 (c) 1.7+0.21 (e) 8.06-0.2

(b) 0.8-0.3 (d) 0.06+0.3 (f) 0.71+0.62

2. Without using a calculator, evaluate: 13.79 − 12.547

3. Without using a calculator, evaluate: 136 − 14.54

Practice makes mathematics easier 53

3.4. ADD, SUBTRACT, DIVIDE AND MULTIPLY DECIMALS

4. Without using a calculator, evaluate: 308.6 + 20.475 + 1.36

3.4.3 Multiplication and Division of decimals

To multiply or divide two decimal numbers, express the decimal numbers in fractions and then
workout.
EXAMPLES

1. Without using a calculator, evaluate: 0.5 × 0.08

Convert the decimals into fractions

0.5 × 0.08 = 0.5 × 10 0.08 × 100

×
1 × 10 1 × 100
5 8
= ×
10 100
Multiply the numerators and denominators separately

= 5×8
10 × 100
= 40
Reduce the fraction in its lowest term 1000

/ 1
4/<0
=
cs 25
1000
c
1
c
=
25

2. Without using a calculator, evaluate:0.25 × 0.004

Convert the decimals into fractions

0.25 × 0.004 = 0.25 × 0.004 × 1000

100
× 1 × 1000
1 × 100
25 4
=
100
×
100 0
Multiply the numerators and denominators separately

25 × 4
=
100 × 1000
100
=
100000
54 Practice makes mathematics easier
 3.5. IDENTIFY AND CLASSIFY DECIMALS AS TERMINATING, NON-TERMINATING
AND RECURRING DECIMALS
Reduce the fraction in its lowest term

1
*
100
= cs 1000
c100000
c
1c
=
1000

0.032
3. Without using a calculator, evaluate: 0.1
6
Convert the decimals into fractions

0.032 32
= ÷ 16
0.16 1000 100
Flip the second fraction

32
= 100
× 16
1000
32 × 100
=
1000 × 16
3200
=
16000
1
=
5

3.16 Exercise
Set
1. Without using a calculator, evaluate giving your answer as a fraction

(a) 0.35 × 0.05 (b) 0.45 × 0.10 (c) 0.00044 × 10.00 (d) 0.5 × 0.45

2. Without using a calculator, evaluate:

0.45
(a) 0.9 (b) 00.015
.0035
(c) 00.12
.100
(d) 0.5400
0.03

3.5 Identify and Classify Decimals as Terminating,

Non- terminating and Recurring Decimals

• A terminating decimal(An exact decimal ) is a decimal number that contains a nite number
of digits after the decimal point.Fractions like 3 , 1 , 3 can be converted into decimals and
they 5 2 8
end or terminate: 3 = 0.6, 1 = 0.5, 3 = 0.375
5 2 8

• Non-terminating decimal: is a decimal number that never repeats. Example :

0.076923 · · · , 0.05882352 · · · ,1.4223213345 · · ·
Practice makes mathematics easier 55
3.5. IDENTIFY AND CLASSIFY DECIMALS AS TERMINATING, NON-
TERMINATING AND RECURRING DECIMALS
• Recurring Decimal(Repeating decimals):is a decimal number that contains an in nite number
of digits.Fractions like 2 , 2 , 1 do not end or terminate when converted into decimals: 2 =
3 15 11 3
0.66666 · · · , 2 = 0.13333 · · · , 1 = 0.09090 · · ·
15 11

3.17 Exercise
Set
1. Using a calculator Write the following fractions as recurring decimals:
36
(a) (c) 1
(e) 5
9 6 9
92
(b) 1 (d) 45
(f) 256
1 9 999
9

3.5.1 Converting Recurring Decimals into Fractions

• A recurring decimal is a decimal with endless repeating digits after the decimal point.

• A recurring decimal 0.363636 · · · is the same as 0.36 or 0 . 3˙ 6˙

• A recurring decimal is converted into a fraction as follows:
1 Let x = recurring decimal.
2 Let n= the number of recurring digits
3 Multiply the recurring decimal by 10n E.g when only one number is repeating i.e
n=1,101 = 10 so we multiply through out by 10,when n=2,102 = 100,so we
multiply through out by 100
4 Eliminate the recurring part by subtracting (3)-(1)
5 Solve for x,expressing your answer as a fraction in its lowest form
EXAMPLES
1. Convert 0.5555 · · · into a fraction.
SOLUTION

Let the fraction be x

x = 0.5555 · · · (3.1)
n=1,since we have only one repeating digit i.e 5 so 10 , 10 = 10
n 1

Multiply through Equation (3.1) by 10

x × 10 = 0.5555 · · · × 10 (3.2)
10x = 5.555 · · · (3.3)
Subtracting Equation (3.3)-Equation(3.1)
(3.4)

10x = 5.555 · · ·
— x = 0.555 · · ·

56 Practice makes mathematics easier

3.5. IDENTIFY AND CLASSIFY DECIMALS AS TERMINATING, NON-TERMINATING
AND RECURRING DECIMALS
9x = 5
Divide through out by 9
9x 5
=
9 9
9/ x 5
=
9/ 9
x =5
9

2. Express 0.363636 · · · as a fraction in its simplest form

SOLUTION

Let the fraction be x

x = 0.363636 · · · − − − − − − − − − − − − − −(1)
n=2,since we have only two repeating digit i.e 3 and 6 so 10n, 102 = 100
Multiply through Equation (1) by 100
x × 100 = 0.363636 · · · × 100
100x = 36.363636 · · · − − − − − − − − − − − − − (3)
Subtracting Equation (3)-Equation(1)

100x = 36.363636 · · ·
— x = 0.363636 · · ·

99x = 36
Divide through out by 99
99x 36
=
99 99
/ 4
/ 3/<6
9 9
/
x
= / 11
/ 9/ 9 9/<9
4
x=
11

3. Express 0.891 as a fraction in its simplest form

SOLUTION

Let the fraction be x

x = 0.891 − − − − − − − − − − − − − − − − − − − − − − − − − − − − − (1)
n=3,since we have only three repeating digits i.e 8,9 and 1 so 10n, 103 = 1000

Practice makes mathematics easier 57

3.5. IDENTIFY AND CLASSIFY DECIMALS AS TERMINATING, NON-
TERMINATING AND RECURRING DECIMALS
Multiply through Equation (1) by 1000
x × 1000 = 0.891891 · · · × 1000
1000x = 891.891891 · · · − − − − − − − − − − − − − − − − − − − − − − − − −
(3)
Subtracting Equation (3)-Equation(1)

1000x = 891.891891 · · ·
— x = 0.891891 · · ·

999x = 891
Divide through out by 999
999x 891
=
999 999
99 9x 891* 33
=
99 9 * 37
999
33
x=
37

4. Express as a fraction in its simplest form

1.2˙ 7˙
SOLUTION

Let the fraction be x

x = 1.2˙ 7˙ − − − − − − − − − − − − − − − − − − − − − − − − − − − − − (1)
n=2,since we have only two repeating digits i.e 2 and 7 so 10n, 102 = 100
Multiply through Equation (1) by 100
x × 100 = 1.2727 · · · × 100
100x = 127.2727 · · · − − − − − − − − − − − − − − − − − − − − − − − − −
(3)
Subtracting Equation (3)-Equation(1)

100x = 127.2727 · · ·
— x = 1.2727 · · ·

99x = 126
Divide through out by 99
99x 126
=
99 99
/ 126* 14
9 9
/
x
= / 11
/ 9/ 9 9/<9
14
x=
11
58 Practice makes mathematics easier
3.5. IDENTIFY AND CLASSIFY DECIMALS AS TERMINATING, NON-TERMINATING
AND RECURRING DECIMALS
5. Express
as a fraction in its simplest form
0.16˙
SOLUTION

NOTE:For this question on the Right Hand Side(RHS) of the decimal point we have only
one digit that is recurring,so for us to solve it we ought to remain with the recurring part
on the RHS of the decimal point
Let the fraction be x
x = 0.16˙ − − − − − − − − − − − − − − − − − − − − − − − − − − − − − (1)
Both sides of the equation are multiplied by 10 (Since we have only one number after the
decimal point that is not recurring) so that the repeating part of the number is immediately
next to the decimal.
x × 10 = 0.1666 · · · × 10
10x = 1.666 · · · − − − − − − − − − − − − − − − − − − − − − − − − − − − −
− (2)
n=1,since we have only one repeating digit i.e 6 so 10n, 101 = 10
Multiply through Equation (2) by 10
10x × 10 = 1.666 · · · × 10
100x = 16.666 · · · − − − − − − − − − − − − − − − − − − − − − − − − − (3)
Subtracting Equation (3)-Equation(2)

100x = 16.666 · · ·
— 10x = 1.666 · · ·

90x = 15
Divide through out by 90
90x 15
=
90 90
/ 1
/ 1/<5
9/0
x
= / 6
/ 9/ 0 9/<0
1
x=
6

6. Express 2.014545 · · · as a fraction in its simplest form

SOLUTION

NOTE:For this question on the Right Hand Side(RHS) of the decimal point we have only
one digit that is recurring,so for us to solve it we ought to remain with the recurring part
on the RHS of the decimal point
Let the fraction be x
x = 2.014545 − − − − − − − − − − − − − − − − − − − − − − − − − − −
− − (1)
Practice makes mathematics easier 59
3.5. IDENTIFY AND CLASSIFY DECIMALS AS TERMINATING, NON-
TERMINATING AND RECURRING DECIMALS
Both sides of the equation are multiplied by 100 (Since we have two numbers after the
decimal point that are not recurring) so that the repeating part of the number is immediately
next to the decimal.
x × 100 = 2.014545 · · · × 100
100x = 201.4545 · · · − − − − − − − − − − − − − − − − − − − − − − − − −
− − − − (2)
n=2,since we have only two repeating digits i.e 4 and 5 so 10n, 102 = 100
Multiply through Equation (2) by 100
100x × 100 = 201.4545 · · · ×
100
10000x = 20145.4545 · · · − − − − − − − − − − − − − − − − − − − − − − − −
− (3)
Subtracting Equation (3)-Equation(2)

10000x =
— 20145.4545 · · ·
100x = 201.4545
···

9900x = 19944
Divide through out by 9900
9900x 1994
=
9900 4
c99c 990
0c0x 0c
c
554c
s
c19
944
=
c99c0c0 c
cs
9900
275

554
c
x=
275

3.18 Exercise
Set
1. Convert the following recurring decimals into fractions

(a) 0.777 · · (c) 0.1333 · · · (e) 3.4373737 · · ·

·
(d) 1.2565656 (f) 0.0131313 · · ·
(b) 0.4444 · ···
··

2. Convert the following numbers into recurring decimals

7
(a) (b) 1
(c) 2
(d) 15
9 3 6 9
9

3. Express the following recurring decimals as a fraction in their simplest form

 (a) 1.633 · · (c) 2.13535 · (e) 2.4 (g) 0.63
· ·· 3
(h) 0.37˙
(b) 0.7444 · (d) 0 . 3˙ 8˙ (f) 0.4
·· 5

4. Express 0.3181818 · · · as a fraction in its simplest form

60 Practice makes mathematics easier

 3.6. PERCENTAGES

3.6 Percentages

The word 'percentage' means 'per hundred'. In this section we concentrate in converting between
decimals, fractions and percentages.
• Percentage is a fraction whose denominator is 100.
• The Symbol for percentage is written as %.

3.6.1 Convert Fractions and Decimals into Percentages and Vice

Versa

• To change a percentage into a fraction or decimal divide by 100. Thus

Percentage Fraction Fraction in lowest term Decimal

60 3
60% 100 5 0.6
75 3
75% 100 4 0.75
15 3
15% 100 20 0.15

• To change a fraction into a percentage multiply by 100. Thus

Fraction Conversion Percentage

3
3
5 5
× 100 60%
3
3
4 4
× 100 75%
1
1
2 2
× 100 50%

• To change a decimal into a percentage multiply by 100. Thus

Decimal Conversion Percentage

0.5 0.5 × 100 50%
0.84 0.84 × 84%
100
0.125 0.125 × 125%
100

3.19 Exercise
Set
1. Express each percentage as a fraction in its simplest form

(a) 16% (b) 30% (c) 24% (d) 15.5%

2. Express each percentage as a decimal

(a) 67% (b) 25% (c) 84.5% (d) 50%

Practice makes mathematics easier 61
3.6. PERCENTAGES

3. Express each fraction as a percentage

9
(a)
49 11 14
1
(b) 5 (c) 2 (d) 2
0 0 0 5

4. Express each decimal as a percentage

(a) o.25 (b) 0.125 (c) 0.486 (d) 0.34

5. Find 10% of 40,000

6. Find 25% of 120
7. Express 44 as a percentage of 80
8. If 76% of a rectangle is shaded, what percentage is not shaded?
9. For each diagram, state the percentage that is shaded:

(a) (b) (c) (d)

10. In a class, 90 students are boys and 25% are girls. Find the number of girls in the class
11. A football team is based on a squad of 20 players. In one season 8 players are shown a red
or yellow card.
(a) What percentage of the squad is shown a red or yellow card?
(b) What percentage of the squad is not shown a red or yellow card?
12. In a class of 25 pupils there are 8 individuals who play in the school hockey team. What
percentage of the class play in the hockey team?
13. Ben and Adam spend their Saturdays cleaning cars. They agree that Adam will have 60%
of the money they earn and that Ben will have the rest.
(a) What percentage of the money will Ben have?
(b) How much do they each have if they earn UGX200,000?
(c) How much do they each have if they earn UGX 350,000?
14. Copy and complete this table:
15. There are 200 children in a school hall, eating lunch. Of these children, 124 have chosen
chicken as part of their lunch.
(a) What fraction of the children have chosen chicken?
(b) What percentage of the children have chosen chicken?
(c) What percentage of the children have not chosen chicken?

62 Practice makes mathematics easier

 3.6. PERCENTAGES

Fraction Decimal Percentage

0.05
25%
1
4
85%
4
5
0.95

16. Priscilla scores 32 out of 80 in a test. Express his score as a percentage.

17. An athlete has completed 250 m of a 400 m race. What percentage of the distance has the
athlete run?

18. In a car park, 40% of the cars are red and

7 of
2
the cars are blue.
0

(a) What percentage are blue?

(b) What fraction are red?

19. A double decker bus has 72 seats; there are 18 empty seats on the bus.

(a) What percentage of the seats are empty?

(b) What percentage of the seats are being used?

20. Andy buys a bag of 12 apples at a supermarket; there are 4 bruised apples in the bag.

(a) What percentage of the apples are bruised?

(b) What percentage of the apples are not bruised?

21. Copy and complete the table.The column headings will help you.You are required to ll in
the fraction and percentage columns as done in the rst three rows

1
Tens Ones Tenth(10 ) Hundredth ( 1 Thousandth( 1 Fraction Percentage
) 100
) 1000
1
5 2 50
1 2 4 125 2
1240
1
2 5 4 25
1 5 2
5
80
17
20
64
0 0 4
3
10
4 0 3
0 6 4

Practice makes mathematics easier 63

3.7. FINDING THE PERCENTAGE INCREASE AND DECREASE

3.7 Finding the Percentage Increase and Decrease

The percentage of a quantity can always be calculated in terms of percentage increase or percentage
decrease.Thus this is referred to as a percentage change

• Percentage change = Change in value

Original
× 100
value
• Change in value =|New value-Old value|

• Percentage increase = increase in

Original
value
× 100
value
• An increase of 20% means the new value is 120% of the old value

• Percentage decrease = decrease in

Original
value
× 100
value
• A decrease of 20% means the new value is 80% of the old value

EXAMPLES

1. Stephen had 60 goats. Now he has 63 goats. What is the percentage increase?

Increase in value = New value − Old value

= 63 − 60
=3
increase in value
Percentage increase × 100
= Original value
3
× 100
= 60
= 5%

2. The price of bread increased from Shs 3800 to Shs 4000. Find the percentage increase in
the price of the item

Increase in value = New value − Old value

= 4000 − 3800
= 200
increase in value
Percentage increase × 100
= Original value
200
× 100
= 3800
= 5.263%

3. The price of an item reduced from Shs 8,000 to Shs 6,000. Find the percentage decrease in

64 Practice makes mathematics easier

 3.7. FINDING THE PERCENTAGE INCREASE AND DECREASE

the price of the item

Decrease in value = Old value − New value

= 8000 − 6000
= 2000
Decrease in value
Percentage decrease × 100
= Original value
2000
× 100
= 8000
= 25%

4. An item costing Shs 3,000 is reduced by 20%. Find its new cost price
A decrease(reduction) of 20% means the new value is 80% of the old value
80
New cost price = × Old value
10
0
= 8 × 3000
0
10
0
= Shs2400

3.20 Exercise
Set
1. The price of a drink increases from 4000 to 4500. What is the percentage increase?
2. The number of pupils in a school increases from 820 to 861. Calculate the percentage
increase.
3. Although the lion is thought of as an African animal, there is a small population in India
and elsewhere in Asia. The number of lions in India decreased from 6000 to 3900 over a
10-year period. Calculate the percentage decrease in this period.
4. The table below shows the marks obtained by some students of s.1 at Taibah
international school in two mathematics tests. For each one, calculate the percentage di
erene(change) and make a conclusion whether it is an increase or a decrease.

Student Test 1 Test 2 Change in value Percentage change Conclusion

Mimmi 92 97
Cooper 100 92
Praise 92 83
Tendo 100 72
Hannah 100 67

5. The population of a school increased from 1,200 to 1,500 students. Find the percentage
increase in the population of the school
6. The number of books in a school library is increased from 2220 to 2354. What is the
percentage increase in the number of books?
Practice makes mathematics easier 65
3.8. WORK OUT REAL-LIFE PROBLEMS INVOLVING PERCENTAGES.

7. The price of an item reduced from Shs 4,000 to Shs 3,400. Find the percentage decrease in
the price of the item
8. In a closing-down sale, a shop o ers 50% cut of the original prices. What fraction is
taken o the prices?
9. In a survey one in ve people said they preferred a particular brand of Coca Cola. What is
this gure as a percentage?
10. Peter pays tax at the rate of 25% of his income. What fraction of Peter's income is this?
1
11. When Carol was buying a house, she had to make a deposit of 1
of the value of the house.
What percentage was this? 0

1
12. I bought a coat in the January sales with 5
price cut of the selling price. What percentage
was taken o the price of the coat?
13. Akasha bought some fabric that was 1.75 metres long. How could this be written as a
fraction?
14. An item costing Shs 8,000 is increased by 15%. Find its new cost price

3.8 Work out real-life problems involving percentages.

Real life problems on percentage will help us to solve di erent types of problems related to the
real-life situations.

3.21 Exercise
Set
1. Max scored 6 marks more than what he did in the previous examination in which he scored
30. Maria scored 30 marks more than she did in the previous examination in which she
scored 60. Who showed less improvement?
2. In a closing-down sale, a shop o ers 50% cut of the original prices. What fraction is
taken o the prices?
3. In a survey one in ve people said they preferred a particular brand of Coca Cola. What is
this gure as a percentage?
4. Peter pays tax at the rate of 25% of his income. What fraction of Peter's income is this?
1
5. When Carol was buying a house, she had to make a deposit of 1
of the value of the house.
What percentage was this? 0

1
6. I bought a coat in the January sales with 3
price cut of the selling price. What percentage
was taken o the price of the coat?
7. Adikinyi bought some fabric that was 1.75 metres long. How could this be written as a
fraction?
8. In a class of 50 students, 40% are girls. Find the number of girls and number of boys in
the class?

66 Practice makes mathematics easier

 3.8. WORK OUT REAL-LIFE PROBLEMS INVOLVING PERCENTAGES.

9. In nal exam of senior one there are 50 students 10% students failed. How many
students passed to senior two?
10. Victor gets 92% marks in examinations. If these are 460 marks, nd the maximum marks.
11. There are 50 students in a class. If 14% are absent on a particular day, nd the number
of students present in the class.
12. In a basket of apples, 12% of them are rotten and 66 are in good condition. Find the total
number of apples in the basket.
13. In an examination, 300 students appeared. Out of these students; 28% got rst division,
54% got second division and the remaining just passed. Assuming that no student failed;
nd the number of students who just passed.
14. In an election, candidate A got 70% of the total valid votes. 20% of the total votes were
declared invalid. If the total number of votes is 600000, nd the number of valid votes
polled in favour of the candidate.
ACTIVITY OF INTERGRATION
• Taibah international school has two sections, that is, Lower UNEB (S.1-S.4) and Upper
UNEB (S.5-S.6). The Director of studies of the school needs to draw a timetable for the
online lessons for both sections. The sections should start and end their morning lessons
at the same time before break time, start and end their break time at the same time. The
after break lessons should start at the same time. The lunchtime for both sections should
start at the same time and end at the same time.The after Lunch lessons should start at
the same time and end at the same time.Math must have 3 hours in a week in each class

• Support: The time to start lessons for the two sections is 8.30am and lessons end at 4:30pm.
The duration of the lesson for the Lower UNEB section is 1 hour and that of the Upper
UNEB is 2 hours.Assume the following subjects to be o ered

Math English History Art Geography CRE Music

Biology Chemistry Physics Entrepreneurship Home mgt Psychology P.E

• Resources: Knowledge of fractions, percentages, natural numbers, factors, multiples, lowest

common multiples, and the subjects taught in all classes and of time.

• Tasks:
Help the Director of studies by drawing the timetable for the week (monday to friday)
for the two sections.
How many lessons does each section have up to lunchtime?
What is the total number of hours in a week for the lower section

Practice makes mathematics easier 67

Chapter 4: RECTANGULAR CARTESIAN
COORDINATES IN 2 DIMEN-
SIONS

Learning objectives
By the end of this topic,the learners should be able to
• Draw and label the cartesian plane
• Identify the x− axis and y− axis
• Read and plot points on the cartesian plane/coordinate grid
• Complete shapes on a coordinate grid
• Choose and uses appropriate scale for a bi-variate data set
Introduction
This topic is key in building the concept of location. The knowledge achieved from this topic can
be used in locating places. In order to locate places you need a starting point (reference point).

• A pair of values written in the form (x, y) is called coordinates

• A point with given coordinates can be plotted on the x − y plane
• The x − y plane is the same as the coordinate plane or the rectangular Cartesian plane
• On the x − y plane, the horizontal axis is called the x−axis and the vertical axis is called
the y− axis.
• The x−axis meets the y−axis at a point called the origin. The coordinates of the origin are
(0, 0)
• On the x−axis, values to the right of the origin are positive and those to the left are negative
• On the y−axis, values above the origin are positive and those below are negative

4.1 Identifying the x− axis and y−axis

Activity : Plotting Points

STEPS:

• Find the value of x on the x− axis.i.e Start from the origin (0,0) and move the required
steps along the x− axis
• Locate the value of y on the y− axis.i.e Start from the origin (0,0) and move the required
steps along the y− axis

68
 4.1. IDENTIFYING THE X− AXIS AND Y −AXIS

• The intersection of the x and y values is the point

EXAMPLE
Plot the following points on a graph paper A(6,4), B(5,9), C(8,3), D(-4,4), E(-2,-8), F(2,-3),
G(3,4),and H(4,-3)
SOLUTION
A(6,5). Start from the origin and rst move 6 units to the right (because its positive) ,then 4
units upwards .The intersection is point A

B
9

5
D G A
4

C
3
2

0
-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8
-1

-2
F H
-3

-4

-5

-6

-7
E
-8

-9

4.1 Exercise
Set
1. (a) Plot the following points on a graph paper A(-4,2), B(-3,5), C(1,5), D(2,2), E(-5,-5),
F(-3,-2),G(-1,-5), H(2,-2), I(8,2) , J(8,-4) and K(2,-4)
(b) Join points ABCDA,EFGE,HIJKH
(c) Name the gures formed in each case

Practice makes mathematics easier 69

4.1. IDENTIFYING THE X− AXIS AND Y −AXIS

2. (a) Write down the points plotted on the graph paper below
(b) Join points ABCDA
(c) Name the gure formed in each case

8
K
7

6
B L A
5

4
G
3
H
2 I
E
1

F
0
-8 -7 -6 -5 -4 -3 -2 -1 0 1 2N 3 4 5 6 7 8
-1

2
- M
P
-3
J
-4
C D
-5

-6

-7

-8

-9

3(a) Join points ABC and XYTS ,and name the gures formed in each case

5 5
C S T
4 4

3 3

2 2
A B X Y
1 1

0 0
0 1 2 3 4 5 0 1 2 3 4 5

70 Practice makes mathematics easier

 4.2. PLOTTING POLYGONS (SHAPES)

(b) Write down the plotted points

(a) A (c) C (e) Y (g) S

(b) B (d) X (f) T

4.2 Plotting Polygons (shapes)

A regular polygon is a polygon which is equiangular (all angles are of the same size) and
equilateral (all sides have the same length).

Sides 3 4 5 6 7 8 9 10
Name Triangle Quadrilateral Pentagon Hexagon Heptagon Octagon Nonagon Decagon

EXAMPLE:
Join the points A(1,1) ,B(5,1) and C(3,4) to form a triangle

5
C
4

2
A B
1

0
0 1 2 3 4 5

4.2 Exercise
Set
1. In each case the coordinates of 3 corners of a square are given. Find the coordinates of the
other corner.

(a) (2, -2), (2, 3) and (-3, 3) (d) (-6, 2), (-5, -5) and (1, 3)
(b) (2, 3), (3, 4) and (1, 4) (e) (-5, -2), (-2, -1), and (-1, -4)
(c) (2, 2), (4, 4) and (4, 0)

Practice makes mathematics easier 71

4.2. PLOTTING POLYGONS (SHAPES)

2. What is the possible coordinate of the corner of the rectangle ABCD?

4
C
3

2
A B
1

0
0 1 2 3 4 5

3. What are the possible coordinates of the corners of the square KLMN?

5
K L
4

0
0 1 2 3 4 5

4. What are the possible coordinates of the corners of the square ABCD?

A 1

0
-5 -4 -3 -2 -1 0 1 2 3 4 5
-1
B
-2

-3

-4

-5

72 Practice makes mathematics easier

 4.2. PLOTTING POLYGONS (SHAPES)

5. Write down the coordinates of the fourth corner of the square.?

5
A
4

2
B
1

0
-5 -4 -3 -2 -1 0 1 2 3 4 5
-1
C
-2

-3

-4

-5

6. The sides of an octagon are all the same length. The diagram below shows part of the
octagon.Complete the octagon and record the coordinates of the missing corner.

0
-5 -4 -3 -2 -1 0 1 2 3 4 5
-1

-2

-3

-4

-5

-6

7. The coordinates of 3 corners of a rectangle are given below. Find the coordinates of the
other corner of each rectangle.

Practice makes mathematics easier 73

 4.3. USE OF APPROPRIATE SCALE FOR GIVEN DATA

(a) (-4, 2), (-4, 1) and (6, 1)

(b) (0, 2), (-2, 0) and (4, -6) (c) (-4, 5), (-2, -1) and (1, 0)
(d) (-5, 1), (-2, 5) and (6, -1)

8. (a) The coordinates of 2 corners of a square are (-4, 4) and (1, -1). Explain why it is
possible to draw three di erent squares using these two points.
(b) Draw the three di erent squares.
(c) If the coordinates of the corners had been (-5, 1) and (1, 3) would it still be possible
to draw 3 squares? Draw the possible squares.
9. Half of an Irregular octagon with one line of symmetry can be drawn by joining the points
with coordinates: (0,-2), (-2, 0), (-2, 2), (0, 4) . Join the coordinates. You have drawn one
half of the Irregular octagon. Complete the Irregular octagon. Write down the coordinates.
10. On the same axes, plot the points P(-3, 2), Q(-5, 0), R(-4, -3) S(-2, -3), T(-1,0) Join the
points and name the formed gure PQRSTP.
11. On the same axes, plot the points P(3, 4), Q(5, 4), R(6, 2) and S(2, 2),Join the points and
name the formed gure PQRS.

4.3 Use of Appropriate Scale for Given Data

At times we encounter large values for x and y ,and for such cases we are required to use a convenient
scale such that all our values can be able to t on the graph paper.
EXAMPLE:
Plot the following points on the axes: A(5, 50), B(10,100), C(15,150), D(20,200),E(25,250) ,F(30,
300),G(35,350).
you realise that on the horizontal axis(x- values) there are 5 units for each space and On the
vertical axis (y- values)there are 50 units for each space
Horizontal scale : 1cm:5 Vertical
axis :1cm :50

400
G
350
300 F

250 E

200 D

150 C

100 B

50 A

0
0 5 10 15 20 25 30 35 40
74 Practice makes mathematics easier
 4.3. USE OF APPROPRIATE SCALE FOR GIVEN DATA

4.3 Exercise
Set
1. For each part, draw a pair of axes with suitable scales and plot the points:
(a) A(1, 15), B(4, 35), C(8, 45)
(b) M(15, 100), N(35, 500), P(40, 700)
2. Plot the points X(2, 60), Y(4, 50), Z(0, 70), T(7, 60)
3. On the same axes, plot the following points A(4, 10 ), B(-2, -40), C(3, 0), D(0, 30), E(-3,
15) and F(0, -20).Use a scale of 1cm to represent 1 unit on the x- axis and 1cm to represent
5 units on the y- axis
4. A quadrilateral has vertices A(-10, 0), B(-10, 25), C(15, 25) and D(25, -10). Plot the points
of the quadrilateral and identify it. Use a scale of 2cm to represent 10 units on both axes
5. A quadrilateral has vertices A(1, 20), B(-3, 30), C(-2, -10) and D(2, -20). Plot the points
of the quadrilateral and identify it.
6. Plot the sixteen points below on the graph paperAnd join them to form a pointed star
(4, 0), (−4, 0), (0, 4), (0, −4), (1, 2), (1, −2), (3, 3), (3, −3)(2, 1), (2, −1), (−1, 2),
(−1, −2)
(−3, 3), (−3, −3), (−2, 1), (−2, −1)

Situation of Integration
A Senior One learner has reported in her class and has settled at her desk.

• Support: The classroom is arranged in rows and columns. It is a big class with each learner
having his/ her own desk.
• Resources: Knowledge of horizontal and vertical lines i.e. rows and columns, coordinates
• Knowledge: counting numbers
• Task: The mathematics teacher has asked her to explain how she can access her seat,
starting from the entrance of the class. Discuss whether there are other ways of reaching her
seat.
Practice makes mathematics easier 75
Chapter 5: GEOMETRIC CONSTRUCTION
SKILLS

Learning objectives
By the end of this topic,the learners should be able to
• Draw perpendicular and parallel lines
• Construct perpendiculars,angle bisectors,mediators and parallel lines
• Use a pair of compasses and a ruler to construct special angles
• Describe a locus
• Relate parallel lines,perpendicular bisector ,angle bisector,straight lines and a circle as loci
• Draw polygons
• Measure lengths and angles
• Construct geometrical gures such as triangle,square ,rectangle,rhombus ,parallelogram
In this topic you will learn how to construct lines, angles and geometric gures. Skills developed
from this topic can be applied in day-to-day life.

5.1 Parallel ,Perpendicular and Intersecting lines

Parallel lines are lines in a plane that are always the same distance apart.
Parallel lines never intersect

Perpendicular lines are lines that intersect at a right (900) angle.

Intersecting lines are two lines that share exactly one point. This shared
point is called the point of intersection.

5.1 Exercise
Set
Identify the lines below

76
 5.2. CONSTRUCTION OF PERPENDICULAR LINES

(a) (b)

(c) (d)

(e) (f)

5.2 Construction of Perpendicular Lines

Activity : Construction of perpendicular line from an external point to a given line

Given line segment AB and point P outside the line, construct a perpendicular line from point P
to line AB.
STEPS

1. Taking the centre as P and any radius,Place the campus at point P and draw two arcs to
cut line AB .

2. Taking A as the centre and any radius, draw an arc below or above the line opposite point
P.

3. Without changing the radius and taking B as the centre, draw an arc to intersect the
previous arc at point Q.

4. Join the intersection of the arcs from point P to Q

Figure 5.1: Construction of perpendicular line from an external point to a given line

Practice makes mathematics easier 77

5.2. CONSTRUCTION OF PERPENDICULAR LINES

Activity : Construction of a Perpendicular line to a given point on a given line segment

Given line AB and point P on AB.construct a perpendicular line from point P on AB

STEPS

1. Taking P as the centre and any radius, draw two arcs on either side of P name the arcs A
and B .
2. Taking A as the centre and any radius draw an arc either above or below the line.
3. Without changing the radius and taking B as the centre draw an arc to meet the
previous arc at point Q
4. Join the intersection of the arcs to from P to Q.

Figure 5.2: Construction of a Perpendicular line to a given point on a given line segment

Activity : Construction of a Perpendicular Bisector

Given line segment AB ,draw a perpendicular bisector

STEPS

1. Draw a line segment with end points A and B .

2. Place the point of compass at A ,stretch out the compass until more than half of the length
of AB.
3. Draw an arc on either side of the line segment
4. Keeping the radius of the compass constant,place the point of the compass at point B and
draw an arc on either sides of the line segment.
5. Join the intersection of the arc at point C and D.

78 Practice makes mathematics easier

 5.3. CONSTRUCTION OF PARALLEL LINES

Figure 5.3: Construction of a Perpendicular bisector

5.3 Construction of parallel lines

STEPS

1. Draw a line segment with end points AB and a point C outside the line .
2. Draw an arc at point A taking AB as radius and C as the centre.
3. Taking A as the centre and AB as the radius ,draw an arc at point B
4. Taking AC as the radius and B as the centre ,draw an arc above B.
5. Taking AB as the radius and and C as the centre ,draw an arc to meet the previous arc at
D.
6. Join the intersection of the arcs at point D to C.
7. The line segment AB is parallel to CD

C D

A B

5.4 Construction of special angles

1. In construction, of angles, we use a ruler, pencil and pair of compasses only.

Practice makes mathematics easier 79

5.4. CONSTRUCTION OF SPECIAL ANGLES

2. The angle bisector method can be used to create other angles. Thus, an angle of 300
is obtained by bisecting an angle of 600.
3. The supplementary angle construction method can be used to get obtuse angles. Thus, an
angle of 1200 is obtained by constructing an angle of 600.
Activity : Construction of special angles

Using a pencil, ruler and pair of compasses only, construct the following angles:
1. 900

2. 600

5.2 Exercise
Set
1. Using a pencil, ruler and pair of compasses only, construct the following angles:

(a) 300 (d) 450 (g) 120 (j) 1500

0
(b) 150 (e) 750
(c) 7.5 (h) 135
0
(f) 2221 0
0

(i) 165
0

2. Using a potractor measure the angles constructed above

80 Practice makes mathematics easier
 5.5. DESCRIBING A LOCUS

5.5 Describing a Locus

Locus of a point is the path which it describes as it moves

Activity : Discovering what Locus is
EXAMPLE 1

• What is the path traced out by the tip of the seconds-hand of a

clock in the course of each minute?

• The Second hands of a clock moves around the clock and cre-
ates a circular path. The tip of each hand is always the same
distance (equidistant ) from the centre of the clock. The locus
second hand of a clock create is a circle
the Figure 5.4: Path traced by second hand
of a Clock
EXAMPLE 2

• Describe what happens if a cow is tied to a rope of length

4 metres and around the place where the cow is, there are
gardens at a distance of 4 metres.

• The cow rotates around creating a circular path.Therefore the

locus at a distance of 4 metres from the centre (the stake), is
a circle with a center and a radius, of 4 metres.

Figure 5.5: Path traced by a cow

Activity : Sketching and Describing Loci
Sketch and describe what happens about the following:
1. A mark on the oor as the door opens and closes.
2. The centre of a bicycle wheel as the bicycle travels along a straight line.
3. A man is walking and keeping the same distance from two trees P and Q.
4. A student is walking in the class keeping the same distance from two opposite walls.

5.6 Relating Lines and Angles to Loci

locus is a set of points which satis es a certain condition.

Activity : Demonstration of some simple Loci

1. Demonstrate how one can walk the same distance from a given point.
2. How one can walk the same distance from two xed points.

Practice makes mathematics easier 81

5.7. CONSTRUCTION OF LOCI

3. How one can walk the same distance from a line.

4. How one can walk the same distance from two intersecting lines

5.7 Construction of Loci

Activity : Construction of a locus at a point equidistant from a xed point.

The locus of points that are at a constant distance from a xed point is a circle with radius equals
to constant distance.

EXAMPLE
Construct the locus of a point Q at a constant distance of 2 cm from a xed point P.

Locus of Q
p

Activity : Construction of a locus of a point equidistant from a given line

The locus of points that are at a constant distance from a straight line is a pair of parallel lines
at a constant distance from the given straight line.

EXAMPLE
Construct the locus of a point P that moves a constant distance of 2 cm from a straight line AB

2cm

A B Locus of P
2cm

NOTE

• The locus of points at a xed distance, d, from the point, P is a circle with the given point
P as its center and d as its radius.i.e Given a xed point, the locus of points is a circle.

• The locus of the points at a xed distance, d, from a line with end points AB, is a pair of
parallel lines at a distance,d(apart) from AB and on either side of AB.i.e Given a straight
line, the locus of points is two parallel lines.

82 Practice makes mathematics easier

 5.8. CONSTRUCTION OF GEOMETRIC FIGURE

• The locus of points equidistant from two given points, A and B, is the perpendicular
bisector of the line segment that joins the two points..i.e Given two points, the locus of
points is a straight line midway between the two points.
• The locus of points equidistant from two intersecting lines, L1 and L2, is a pair of bisectors
that bisect the angles formed by line L1 and L2.i.e Given two intersecting lines, the locus of
points is a pair of lines that cut the intersecting lines in half.

5.3 Exercise
Set
1. Construct the locus of a point Q that moves a constant distance of 3 cm from a straight
line XY
2. A dog is on a lead tethered to a post in the corner of a garden. The lead is 5 cm long.
Describe the locus of the dog with a sketch.
3. Construct the locus of a point equidistant from two intersecting lines.

5.8 Construction of Geometric Figure

Construction of gures is an application of the locus,since during inscribing and circumscribing

we use the knowelge of angle bisector.
Activity : Construction of geometrical gures
Steps for circumscribing a circle on a triangle. .
• Construct the perpendicular bisector of one side of triangle.

• Construct the perpendicular bisector of another side .

• Where they cross is the center of the Circumscribed circle.

Place the compass on the center point, adjust its length to reach any vertex of the
•
triangle, and draw your Circumscribed circle
EXAMPLE
Using a pair of compasses ,ruler and pencil only,construct a triangle ABC in which AB=5cm, ∠
BAC=700and ∠ ABC =500
1. Measure and record th lengths BC and AC
2. Construct a perpendicular bisector of the line segments BC and AC
3. Using the meeting point of the perpendicular bisectors as your center,draw a circle to pass
through the vertices of the triangle
4. Measure and record the radius of the circle
5. Calculate the area of the circle
SOLUTION

1.

Practice makes mathematics easier 83

5.8. CONSTRUCTION OF GEOMETRIC FIGURE

2. BC= 6.1cm and AC=5.6cm

3. Radius=3.2cm

4.

A = πr2
22
= × 3.22
7
22
= × 10.24
7
= 32.183cm2

Steps for inscribing a circle in a triangle.

• Bisect two angles of a triangle
• The angle bisector will intersect at the incenter(centre point)
• Construct a perpendicular from the centre point to one side of the triangle..
• Place the compass at the centre point and adjust its length up to where the perpendicular
crosses the triangle, and then draw the inscribed circle.
EXAMPLE
Using a pair of compasses ,ruler and pencil only,construct a triangle ABC in which AB=7cm, ∠
ABC =500 and BC=6cm .
1. Bisect ∠ ABC and ∠ BAC
2. Construct a perpendicular from the centre point to one side of the triangle
3. Measure and record the radius of the circle
4. Calculate the area of the circle

84 Practice makes mathematics easier

 5.8. CONSTRUCTION OF GEOMETRIC FIGURE

SOLUTION

1.

2. Radius=1.8cm

3.

A = πr2
22
= × 1.82
7
22
= × 3.24
7
= 10.183cm2

5.4 Exercise
Set
1. Using a ruler,pencil and compass ,construct a triangle ABC where AB = 7cm, AC=5cm
,∠BAC = 600 . Find the point with in the triangle where the distance from that point
to all the vertices of the triangle is equal. Taking that point as the centre and the
distance from the centre to the vertices as the radius draw a circle.

We need to construct a circle inscribed in triangle and this can be done by making
HINT: angle bisector of two sides, the point where it intersect will be incentre. (The angle
bisector is the locus where points are equidistant from two sides)
2. Construct a perpendicular bisector of any line segment. Measure the distance from the per-
pendicular line to any of the points on either side of the perpendicular bisector. What have
you found out? Construct an equilateral triangle with length 6cm. Construct a circumcircle
of the triangle. What type of locus is applied here?
3. Construct a triangle ABC in which AB = 8.5cm, BC = 6cm and ∠ABC =300
Construct a circle through the vertices of the triangle. Work out the area of the circle.

HINT: Area of a circle: A=πr2 ,where r=radius of the circle,π = 22

7

4. Using a ruler and a pair of compasses only, construct a triangle ABC in which BC = 7.2cm,
AC = 8.4cm and ∠ ABC = 750.

Practice makes mathematics easier 85

5.8. CONSTRUCTION OF GEOMETRIC FIGURE

(a) Measure length AB and angle ACB

(b) Draw a perpendicular from A onto BC to meet it at D. Measure length AD
(c) Draw a circle circumscribing triangle ABC. Measure the radius of the circle
(d) Calculate the area of the circle.
5. Construct triangle PQR with PQ = QR= 7cm angle Q = 450. Construct a circumcircle
of the triangle.
6. Construct a parallelogram ABCD in which AB=5cm, BC=4cm and angle B is 1200.
7. Construct an equilateral triangle ABC of sides 7cm.Bisect AB and BC and let the bisectors
intersect at X. With X as the centre and radius XA, draw a circle.
8. Using a ruler and a pair of compasses only, draw a triangle PQR such that PQ = QR = 8.5
cm and ∠PQR=1200 . Draw the incircle of triangle PQR and measure its radius.
Calculate the area of the incircle.
9. Using a pair of compasses ,ruler and pencil only,construct a triangle ABC in which AB=10cm,
∠ABC=600 and ∠CAB=450 .
(a) Measure and state lengths AC and BC
(b) Circumscribe triangle ABC
(c) Measure and state the radius of the circle
(d) Calculate the area of the circle
(e) Calculate the perimeter(circumference) of the circle
HINT: Perimeter of a circle: P=2πr ,where r=radius of the circle,π = 722

Situation of Integration
In a village, there is an old man who wants to construct a rectangular small house of wattle and
mud.
• Support: A string, sticks, panga, tape measure and human resource.

• Resources: Knowledge of horizontal and vertical lines i.e. rows and columns, knowledge of
construction of geometric gures

• Task: The community asks you to accurately construct the foundation plan for this old
man's house.Explain how you have accurately constructed the foundation plan. Discuss
whether there are other ways of constructing an accurate foundation plan

86 Practice makes mathematics easier

Chapter 6: SEQUENCE AND PATTERNS

Learning objectives
By the end of this topic,the learners should be able to
• Recognise and generate number patterns
• Explain how to generate a sequence
• Use number machines to generate a sequence
• Describe a general rule when a pattern is given
• Determine terms in a sequence
We often need to spot a pattern in order to predict what will happen next. In maths, the correct
name for a pattern of numbers is called a SEQUENCE. In this topic therefore you will learn how
to identify and describe general rules for patterns. You will be able to determine a term in the
sequence and nd the missing numbers in the sequence

6.1 Draw and Identify the Patterns

For any pattern it is important to try to spot what is happening before you can predict the next
number.
Activity : Identifying the number patterns
(a) 3, 6, 9, 12, · · ·
To obtain the next number in the sequence, we add 3 to the previous number. The numbers
in this sequence are multiples of 3.
(b) 7, 14, 21, 28, · · ·
To obtain the next number in the sequence, we add 7 to the previous number. The numbers
in this sequence are multiples of 7.
(c) The table below shows the natural numbers from 1 to 100.

Multiples of 5 Multiples of 11

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

87
6.1. DRAW AND IDENTIFY THE PATTERNS

(a) The fth multiple of 11 is 55

(b) The nineth multiple of 11 is 99
(c) The fth multiple of 5 is 25
(d) The 12th multiple of 5 is 60
(e) The 20th multiple of 5 is 100

6.1 Exercise
Set
1. Identify the pattern in the following sequences

(a) 3, 6, 9, 12, · · · (d) 1, 4, 9, 16, · · ·

(b) 20, 40, 60, (e) 3, 7, 10, 17, 27, · · ·
80, · · ·
(f) 1, 3, 6, 10, 15, · · ·
(c) 1, 2, 3, 4, 5, · ·
·

2. Write down the next 4 terms of each of these sequences:

(a) 4, 7, 10, 13, 16, (d) 10, 14, 20, 28, 38, · · ·
19, · · ·
(e) 24, 23, 21, 18, 14, 9, · · ·
(b) 5, 11, 17, 23, 29,
35, · · · (f) 2, 12, 21, 29, 36, 42, · · ·

(c) 6, 8, 11, 15, 20,

26, · · ·

3. Complete the sequence,by drawing the next three patterns

4. Using a number square box below ,answer the questions after the table.

Multiples of a number

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
88 Practice makes mathematics easier
 6.1. DRAW AND IDENTIFY THE PATTERNS

(a) Identify the number whose multiples have been shaded yellow
(b) The 3rd multiple of nine is ......
(c) The 9th multiple of nine is ......
(d) The 20th multiple of nine is ......
(e) The 5th multiple of..........s 60
(f) The 8th multiple of.......s 56.
(g) The 400th multiple of nine is ......
(h) State the multiples of 4 ,that are in the table
(i) The ......th multiple of nine is 1800
(j) The ......th multiple of nine is 2970.
5. (i) Write down the rst eight multiples of 8.
(ii) Write down the rst 8 multiples of 6.
(iii) What is the smallest number that is a multiple of both 6 and 8?
(iv) If 48 is the nth multiple of 12, what is n?
(v) If 96 is the nth multiple of 12, what is n ?
6. Three multiples of a number are 34, 170 and 255. What is the number?
7. Three multiples of a number are 38, 95 and 133. What is the number?
8. Four multiples of a number are 49, 77, 133 and 203. What is the number?
9. The number 24 is a multiple of 2 and a multiple of 3. What other numbers is it a multiple
of?
10. Two multiples of a number have been shaded on this number square. What is the number?

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

11. Two multiples of a number have been shaded on this number square

Practice makes mathematics easier 89

6.2. DESCRIBING THE GENERAL RULE

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

(a) What is the number?

(b) What is the 19th multiple of this number
12. Color the numbers

Multiples of 4 Multiples of 7

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

6.2 Describing the General Rule

Activity : Finding the Next Term in the sequence

Find the next numbers in the sequences below

90 Practice makes mathematics easier

 6.2. DESCRIBING THE GENERAL RULE

(a) 3, 6, 9, 12, · · ·
To obtain the next number in the sequence, we add 3 to the previous number.

3 6 12 15 18 21 24
9

+3 +3 +3 +3 +3
+3 +3

(b) 7, 14, 21, 28, · · ·

To obtain the next number in the sequence, we add 7 to the previous number.

7 14 21 28 35 42 49 56

+7 +7 +7 +7 +7 +7 +7

(c) 24, 21, 18, 15, · · ·

To obtain the next number in the sequence, we subtract 3 from the previous number.

24 21 18 15 12 9 6 3

-3 -3 -3 -3 -3 -3 -3

(d) 3, 9, 27, 81, · · ·

To obtain the next number in the sequence, we multiply 3 with the previous number.

3 9 27 81 243 729 2187 6561

×3 ×3 ×3 ×3 ×3
×3
×3

6.2 Exercise
Set
1. Find the next three numbers(terms) in each of the following sequences

(a) 1, 3, 5, 7, · (f) 5, 9, 13, 17, (k) 1, −1

, 1
, −1
,···
·· ···
2 4 8

(b) 2, 5, 8, 11, · (g) 1, 2, 4, 8, · ·

·· (l) 4.1, 4.7, 5.3, 5.9, 6.5, · · ·
·
(c) 4, 2, 0, −2, · (h) 1
,1, 1
, 1
·· ,···
3 6 12 24

(d) 1, 2, 6, 24, (e) 1 , 2 , 33, 43, · ·

3 3
(i) 4, 9, 25, 49, · · ·
120, · · · ·
 (j) 18, 30, 42, 54, (m) 3.42, 3.56,
66, · · · 3.70, 3.84, · · · (n) 10, 9.5, 9, 8.5, 8, 7.5, · · ·

2. Fill in the missing numbers

Practice makes mathematics easier 91

 6.3. GENERATING NUMBER SEQUENCE

(a) 6, 11, ..., 21, ..., · · · (d) 100, 81, 64, ..., (g) 1, 7, 17, ..., 49, · · ·
(b) ..., ..., 41, 36, 31, 36, · · ·
26 · · · (e) −2, ..., −8, ..., −14,
(c) 2, 4, ..., 16, 32, · · · ···
(f) 0, 1.5, 4, ..., 12, · · ·

6.3 Generating Number Sequence

Activity : Generating a sequence This involves using a formulae to generate sequences for given
values.
EXAMPLES
What sequence do you generate by using the following formula?.Take n = 1, 2, 3, 4, 5, · · ·
1. 2n
we substitute the value of n ,in the formula given

for n=1
2n = 2 × 1
=1
for n=2
2n = 2 × 2
=4
for n=3
2n = 2 × 3
=6

Therefore the generated sequence is 2, 4, 6, 8, 10, · · ·

2. 8n − 5
we substitute the value of n ,in the formula given

for n=1
8n − 5 = 8 × 1 − 5
=3
for n=2
8n − 5 = 8 × 2 − 5
= 11
for n=3
8n − 5 = 8 × 3 − 5
= 19

Therefore the generated sequence is 3, 11, 19, 27, 35, · · ·

92 Practice makes mathematics easier

 6.3. GENERATING NUMBER SEQUENCE

3. 6n + 2
we substitute the value of n ,in the formula given

for n=1
6n + 2 = 6 × 1 + 2
=8
for n=2
6n + 2 = 6 × 2 + 2
= 14
for n=3
6n + 2 = 6 × 3 + 2
= 20

Therefore the generated sequence is 8, 14, 20, 26, 32, · · ·

Input/Output machine
Some math problems contain a pattern,so once you nd a pattern then you can make a rule that
will solve the problem for a given input.Therefore we put numbers into the machine[input], and
the machine uses an operation (add, subtract, multiply or divide) to give us a result[output].

In put

Rule Out put

EXAMPLES
What number comes out of each of these number machines?

4 n=5, 6, 7, 1, 2, 3, 4 · · ·
8

×3 ? n−5 ? +3 ?

(a) (b) (c)

Practice makes mathematics easier 93

6.3. GENERATING NUMBER SEQUENCE

Input Output
(a) Therefore the output is 12
4 12

In put Out put

5 0
(b) 6 1 There fore the output is 0,1,2,3
7 2
8 3

In put Out put

1 4
(c) 2 5 There fore the output is 4, 5, 6, 7, · · ·
3 6
4 7

6.3 Exercise
Set
1. What number comes out of each of these number machines?
8 n=7, 8, 9, 10 1, 2, 3, 4 · · · 24

? n−7 +2 −2

−3 ? ? ?

(a)
(b) (c) (d)

2. The sequence 1, 2, 3, 4, 5, ... is put into each number machine. What does each machine do?

1, 2, 3, 4, 5,
··· n=1, 2, 3, 4, 1, 2, 3, 4 · · ·
···

3, 6, 9, 12,
···

? 11, 12, 13, 0, 1, 2, 3 · · ·

14 · · ·
? ?
(a)
1, 2, 3, 4, 5, · (b) (c)
·· n=1, 2, 3, 4, 1, 2, 3, 4 · · ·
···
 0.5, 1, 1.5,
2···

? 2, 4, 6, 8 2.5, 3.5, 4.5, · · ·

···

(d)
(e) (f)

3. Write down the rst 7 terms of the sequence given by each of these formulae.Take n
= 1, 2, 3, · · ·
(a) 4n − 1

94 Practice makes mathematics easier

 6.4. FORMULAE FOR GENERAL TERMS

(b) 7n − 1
(c) 8n
(d) 9n + 3
(e) 0.5n
4. Taking n = 1, 2, 3, · · · , what is
(a) the 10th term of the sequence 2n - 1?
(b) the 8th term of the sequence 3n ?
(c) the 5th term of the sequence 4n + 1?
(d) the 7th term of the sequence 5n + 2 ?
5. Draw a double(input/output) machine that yields the following outputs.[The formula(rule)
for each sequence must be written clearly]

(a) 1, 2, 3, 4, 5, · · (d) 6, 11, 16, 21, 26, · · ·

·
(e) 4, 9, 14, 19, 24, · · ·
(b) 7, 14, 21, · · ·
(f) 102, 202, 302, 402, 502, · · ·
(c) 2, 5, 8, 11,
14, · · ·

6.4 Formulae for General Terms

It is very helpful not only to be able to write down or generate the next few terms in a sequence, but
also to be able to write down any nth term .for example, the 100thterm .Therefore this involves
generating a formula using a given sequence.
Activity : Identifying the nth term
EXAMPLE

1. For the sequence3, 7, 11, 15, · · · Find

(a) the next three terms.
To obtain the next number(term) in the sequence, we add 4 to the previous number.

3 7 11 15 19 23 27

+4 +4 +4 +4 +4 +4

(b) the 100th term.

Position of term 1st 2nd 3rd 4th 10th 50th 100th nth
Term 3 3+4 3+(2 × 4) 3+(3 × 4) 3+(9 × 4) 3+(49 × 4 ) 3+(99 × 4) 3+(n − 1) × 4
Value 3 7 11 15 39 199 399

Practice makes mathematics easier 95

6.4. FORMULAE FOR GENERAL TERMS

Therefore the 100th term is 399

(c) the 1000th term.

To obtain the 1000th term,we can base on the nth term.

= 3 + (n − 1) × 4
= 3 + (1000 − 1) × 4
= 3 + 999 × 4
= 3999

The formula for a general term, i.e. the nth term.

= 3 + (n − 1) × 4
= 3 + 4n − 4
= 4n + 3 − 4
= 4n − 1

2. For the sequence6, 11, 16, 21 · · · Find

(a) the next three terms.

To obtain the next number(term) in the sequence, we add 5 to the previous number.

6 11 11 16 21 26 31

+5 +5 +5 +5 +5 +5

(b) the 100th term.

Position of term 1st 2nd 3rd 4th 10th 50th 100th nth
Term 6 6+5 6+(2 × 5) 6+(3 × 5) 6+(9 × 5) 6+(49 × 5 ) 6+(99 × 5) 6+(n − 1) × 5
Value 6 11 16 21 51 251 501

Therefore the 100th term is 251

(c) the 1000th term.

To obtain the 1000th term,we can base on the nth term.

= 6 + (n − 1) × 5
= 6 + (1000 − 1) × 5
= 6 + 999 × 5
= 5001

96 Practice makes mathematics easier

 6.4. FORMULAE FOR GENERAL TERMS

The formula for a general term, i.e. the nth term.

= 6 + (n − 1) × 5
= 6 + 5n − 5
= 5n + 6 − 5
= 5n + 1

6.4 Exercise
Set
1. Given the following sequences

(a) 0, 1, 2, 3 · · · (d) 2, 7, 12, 17 · · ·

(b) 1, 3, 5, 7 · · · (e) −2, −5, −8, −11 · · ·
(c) 5, 10, 15,
20 · · ·

Find
(i) the next three terms in the sequences
(ii) the 100th,20th and 31st terms for each of the sequence
(iii) the formula for the nth term of each of the sequence
2. What is the nth term of the sequence 2, 5, 10, 17, 26 · · ·
?
3. Write down the rst 6 multiples of 8 and the formula for the nth term of the sequence .
4. What is the nth term of the sequence 1, 4, 9, 16 · · ·

Situation of Integration
There is a family in the neighbourhood of your school. The family has a rectangular compound on
which they want to put up a hedge.

• Support: Physical instruments like hoes, machetes, tape measure.

• Resources: Knowledge of construction of gures like rectangles, patterns, sequences
• Task: The family requests you to plant the hedge around their rectangular compound so
that it looks beautiful. Explain how you will plant the hedge, making sure that the plants
at the corners of the compound are the same in terms of colour.

Practice makes mathematics easier 97

Chapter 7: BEARINGS

Learning objectives
By the end of this topic,the learners should be able to
• Know the compass points
• Describe the direction of a place from a given point using compass points
• Describe the bearing of a place from a given point
• Apply bearings in real life situations
• Choose and use an appropriate scale to make an accurate drawing
• Di erentiate between a sketch and a scale drawing
There are many situations in which you might need to describe your position and direction of
travel. In mathematics, we use more precise ways to describe position and direction of travel and
this is done by use of bearings.
Bearings have many applications in our everyday lives such as in the elds of engineering .i.e
Builder architects,sailors and surveyors all use direction and angles in their work.Therefore in
this topic you will learn how to tell the bearing of a point from agiven point and also determine
accurately the distance between two points.

7.1 Compass directions

The four cardinal(main) directions are North (N), East (E), South (S), West (W). The four
intercardinal (or ordinal) directions are formed by bisecting the angle of the cardinal directions:
North-east(NE), South-east(SE), South-west(SW) and North-west(NW)

NW NE
W

SW SE

7.1 Exercise
Setmap below shows part of Taibah international school environment. Use it to answer the
The
questions below.
1. What is East of the O ce?

98
 7.2. ANGLES AND TURNS

Boys dormitory
TISP
Parking

Class room O ce Library

Girls dormitory

2. What is NW of o ce ?

3. What is SE of boys dormitory and E of classroom?

4. Draw a compass direction at the o ce and identify the directions of each of the places shown
on the map

7.2 Angles and Turns

An Angle is a measure of rotation or turn.A turn is to rotate about a point.A turn can be
described as a quarter turn,Half turn,three -quarter turn or a complete turn.This can either be
done clockwise or anticlockwise.Below is how one can turn clockwise

N N N N
0
0 360
90 1800
W E W E W E W E

2700
S S S S
(a): 4 turn (b): 2 turn (c): 4 turn (d):1 full turn
1 1 3

NOTE

• Turning from N to S is 1800 clockwise or anticlockwise.

• Turning from N to NW is 3150 clockwise (or 450 anticlockwise).

• Turning from NE to E is 450clockwise (or 3150 anticlockwise)

• 1 right angle = 900

Practice makes mathematics easier 99

 7.3. IDENTIFYING THE ANGLES IN RELATION TO THE COMPASS DIRECTION

7.3 Identifying the angles in relation to the compass

direc- tion

Activity : Make the following turns and in each case state the size of the angle you have turned
through.

1. Turn from N to S anticlockwise 4. Turn anti clockwise from NE to SW

2. Turn from NE to SE clockwise 5. Turn clockwise from E to NW
3. Turn clockwise from NE to E 6. Turn from S to NE clockwise

EXAMPLE
1. What angle do you turn through if you turn:
(a) from NE to NW anticlockwise?

N
NW NE

WE

SW SE
S

The angle turned through is 0900or 1

turn
4

(b) from E to N clockwise?

WE

The angle turned through is 2700or 3

turn
4

(c) from SE to NW clockwise?

N
NW NE

WE

SW SE
S

The angle turned through is 1800or 1

turn
2

100 Practice makes mathematics easier

 7.4. BEARINGS

7.2 Exercise Set

1. What angle do you turn through if you turn clockwise from:

(a) N to E? (d) NE to N? (g) S to SE?

(b) W to NW? (e) W to NE? (h) SE to SW?
(c) SE to NW? (f) S to SW? (i) E to SW?

2. In what direction will you be facing if you turn:

(a) 1800 clockwise from (d) 2250 clockwise from SW?

NE?
(e) 1350 anticlockwise from N?
(b) 90 clockwise from SW?
0

(f) 3150 clockwise from SW?

(c) 450 clockwise from N?

3. The sails of a windmill complete one full turn every 40 seconds.

(a) How long does it take the sails to turn through:

i. 1800 ii. 900 iii. 450 iv. 2700

(b) What angle do the sails turn through in:

i. 30 seconds? ii. 15seconds? iii. 25 seconds?

7.4 Bearings

• Bearings are a more precise way of descibing a direction.i.e They show the direction of
one-point relative to another point.
• A bearing is an angle measured clockwise from the north line
• In bearings angles are always measured from the North
• Bearings are stated using three digits. Thus 450is written as 0450
• The north line represents a bearing of 0000
• The bearing of N1300E means an angle of 1300 measured from N towards
E EXAMPLE
1. What is the bearing of B from A

Practice makes mathematics easier 101

7.4. BEARINGS

B
N
60
0

W E
A

The bearing of B from A is 0600

2. What is the bearing of NW .

N
NW

W E

31
50
S

The bearing of NW is 3150 in the clockwise direction

Activity : Estimating bearings of some places within the school compound.
Draw a sketch of your school and estimate the bearings of each building found in the School and
the sports grounds.i.e o ces,classrooms,labaratory,kitchen,library e.t.c
NOTE
• Your compass direction must be drawn on the administration block
• All bearings must be stated using three digits.
• All bearings are measured in a horizontal plane.

7.3 Exercise
Set
1. Find the bearing of each of the following directions:

(a) NE (c) S (e) E

(b) SE (d) SW (f) W

2. Find the bearing of each of the following directions:

(a) N600 (c) N900 (e) N300W

E W
0
(f) N450E
(b) S60 (d) S50 0

E W

3. Draw a scale diagram to show the position of a ship which is 270 km away from a port on
a bearing of 1100.
102 Practice makes mathematics easier
 7.4. BEARINGS

4. The bearing of Buikwe from Lugazi in a class is 1200.What is the bearing of Lugazi from
Buikwe in the class
5. A plane leaves Entebbe airport on a bearing of North East to Karamoja.What is the bearing
of Entebbe from Karamoja.
6. The diagram shows the positions of two ships, A and B.
N

(a) What is the bearing of ship A from ship B ? N

(b) What is the bearing of ship B from ship A ? B

A
7. The map of a school is shown below:What is the bearing from the O ce, of each place
shown on the map?

Class
Dormitory
O ce

Pitch
Library

8. An aeroplane ies from Entebbe to mbale on a bearing of 0440 . On what bearing

should the pilot y, to return to Entebbe from Mbale?
9. On four separate occasions, a plane leaves Entebbe airport to y to a di erent destination.
The bearings of these destinations from Entebbe airport are given below.

Destination Bearings
Rwanda 2050
Kenya 0720
Tanzania 1660
Nigeria 3120

Draw a compass direction to show the direction in which the plane ies to each destination.
10. A ship sails NW from Entebbe to take supplies to Portbell. On what bearing must it sail
to return from the Portbell to the Entebbe?

Practice makes mathematics easier 103

7.5. SCALE DRAWINGS

11. If A is north of B, C is south east of B and on a bearing of 1600 from A, nd the bearing of:

(a) A from B, (b) A from C, (c) C from B, (d) B from C.

7.5 Scale Drawings

Using bearings, scale drawings can be constructed to solve problems.This involves drawing accu-
rate drawings and showing clearly the directions.
EXAMPLES

1. A ship sails 20 km North east, then 18 km south, and then stops.

(a) Draw a scale drawing to show the routes of the ship

(b) How far is it from its starting point when it stops?

(c) On what bearing must it sail to return to its starting point?

The path of the ship can be drawn using a scale of 1 cm for every 2 km, as shown in the
diagram.

Scale: 1 cm = 2 km
N

B 18
00

10cm

9cm
N

45
0

(a) The distance CA can be measured on the diagram as 7.2cm which represents an actual
distance of 14.4km.
(b) The bearing of O from B can be measured as 2850 .

104 Practice makes mathematics easier

 7.5. SCALE DRAWINGS

7.4 Exercise
Set
1. A girl walks 80m north and then 200m east.
(a) How far is she from her starting position?

(b) On what bearing should she walk to get back to her starting position?
2. Frank walks 300m NW and then walks 500m south and then stops.
(a) How far is he from his starting position when he stops?

(b) On what bearing could he have walked to go directly from his starting position to
where he stopped?
3. Village A and B are such that the bearing of B from A is 0600 . The distance between A
and B is 15 km.
(a) Represent the above information on a scale drawing.
(b) Calculate the bearing of A from B.

4. A hot air balloon is blown 5 km NW. The wind then changes direction and the balloon is
blown a further 6 km on a bearing of 3000 before landing. How far is the balloon from its
starting point when it lands?
5. A boat sets o from a point A on a bearing of 1300 for 4 km to a point B. At B it
changes direction and sails on a bearing of 2400 to a point C, 7 km away. At point C it
changes direction again and heads back to point A
(a) Using a scale of 1 cm : 1 km, draw a scale diagram of the boat's journey
(b) From your diagram work out:

(i) the distance AC

(ii) the bearing of A from C.

6. A plane ies from airport P due North for 300km to airport R. It then ies on a bearing of
2950 for 200km to air strip Q. From there it ies on a bearing of 0900 for 500km to air
strip R
(a) Use a scale of 1cm to represent 50km, draw an accurate diagram to show the route of
the plane.
(b) Find the distance between P and R.
7. An aeroplane ies 400 km on a bearing of 0550 It then ies on a bearing of 3000 , until it
is due north of its starting position. How far is the aeroplane from its starting position?
8. Kaziba walks 750m on a bearing of 0300 . He then walks on a bearing of 3150 until he
is due north of his starting point, and stops.
(a) Using a scale of 1 cm to represent 100m,draw an accurate diagram to show Kaziba 's
routes.
(b) How far does he walk on the bearing of 3150?

Practice makes mathematics easier 105

7.5. SCALE DRAWINGS

(c) How far is he from his starting point when he stops?

9. An aeroplane ies 200 km on a bearing of 3350 . It then ies 100 km on a bearing of 1700
and 400 km on 2800 , and then lands.
(a) How far is the aeroplane from its starting point when it lands?
(b) On what bearing could it have own to complete its journey directly?
Situation of Integration
Priscilla is in Kampala City and has been told to use a car to move to Lira town. She has never
gone to Lira. She has been given the map of Uganda showing routes through which she can
access Lira town.

• Support: Mathematical instruments, pencil, paper, pens, tracing paper and map of Uganda.

• Resources:Knowledge of construction of gures like triangles, lengths of sides of triangles,

operations on numbers

• Task: Priscilla wants to use the short distance from Kampala to Lira. Explain how Priscilla
can determine the shortest distance. Using the map given to her is it possible for Priscilla
to use the shortest distance she has determined. Explain your answer.

106 Practice makes mathematics easier

Chapter 8: GENERAL AND ANGLE
PROPERTIES OF
GEOMETRIC FIGURES

Learning objectives

By the end of this topic,the learners should be able to

• Classify angles
• Identify di erent angles
• Solve problems involving angles at a point ,on a straight line,angles on a transversal and
parallel lines
• Know and use the angle sum of a triangle
• State and use angle properties of polygons when solving problems
Introduction
In this topic you will study angles on the straight line, parallel lines and angle properties of
polygons. Equipped with the knowledge from this topic, you will be able to solve problems
related with angle properties.

8.1 Classifying angles

• An angle is the space (usually measured in degrees) between two intersecting lines or
surfaces at or close to the point where they meet.In geometry, angles are measured in
degrees using a protractor

O B

The above angle is described as ∠AOB or ∠BOA or ∠O

Types of angles
• Acute angle:Angle less than 900 e.g 300
• Right angle:An angle that is exactly 900
• Obtuse angle:An angle that measures between 900 and 1800

107
 8.1. CLASSIFYING ANGLES

• Straight angle angle that is exactly 1800

• Re ex angle:An angle that is measures between 180 and 3600

• Full angle:An angle that is equal to 3600.

ACUTE ANGLE RIGHT ANGLE OBTUSE ANGLE

STRAIGHT ANGLE REFLEX ANGLE FULL ANGLE

8.1 Exercise
Set
State whether each of the following angles is acute, obtuse or re ex

O
O
O

(a) A B A
B (b) A (c)

A
O O B B

B (d) A
(e) O (f)
108 Practice makes mathematics easier
 8.2. IDENTIFY DIFFERENT ANGLES

8.2 Identify Di erent Angles

Activity : Identifying objects that form angles.

Identify objects in your class, which make 900, 1800, 3600
Activity : Identifying angles.
Draw two intersecting lines. Use your mathematical instruments to measure the angles formed at
the intersecting point.
• How many angles have been formed at the point of intersection?
• What is the size of each angle formed?

8.2 Exercise
Set
1. For each of the following angles, rst estimate the angles and then measure the angle
marked 0 to see how good your estimate was.

A A A

O B O B O B
(a) (b) (c)

A
O O B B

B (d) A
(e) O (f)

2. Draw the following angles

(a) 20 (d) 170 (g) 800

0
0
(h) 1100
(b) 43 (e) 200
0
0 (i) 3300

(c) 97 (f) 305

0
0

3. Draw a triangle with one obtuse angle.

4. Draw a triangle with no obtuse angles.
5. Draw a four-sided shape with:
(a) one re ex angle.

Practice makes mathematics easier 109

8.3. ANGLE RELATIONSHIPS

(b) two obtuse angles.

8.3 Angle Relationships

In this section we look at angle relationships and their measures.In Geometry, there are ve
fundamental angle pair relationships:
1. Complementary Angles:These are two positive angles whose sum is 90 degrees.

a+b=900
b
a

2. Supplementary Angles:These are two positive angles whose sum is 180 degrees.

b a+b=1800
a

3. Adjacent Angles:These are two angles in a plane that have a common vertex and a common
side but no common interior points.

∠AOC and ∠BOC are adjacent angles

C O

4. Angles on a line add up to 1800.This is because there are 1800 in a half turn

b a+b+c=1800
c a

5. Angles around a point add up to 3600.This is because there are 3600 in a full turn

a a+b+c=3600
b
c

110 Practice makes mathematics easier

 8.3. ANGLE RELATIONSHIPS

6. Vertical Angles(Vertically opposite angles ):These are two nonadjacent angles formed by
two intersecting lines or opposite rays.

a
b d
c
Vertically opposite angles are equal.Thus∠a=∠c and ∠b=∠d

EXAMPLES
1. In the gure below, nd the value of x

14
80 x

x + 148 = 180
x + 148 − 148 = 180 − 148
x = 320

2. In the gure below , nd the value of y

110
0 90
0

y + 110 + 90 = 360
y + 200 = 360
y + 200 − 200 = 360 − 200
y = 1600

3. The gure below shows two intersecting lines.Find the value of x

(2x +
(60 − 30)0
x)0

Practice makes mathematics easier 111

8.3. ANGLE RELATIONSHIPS

2x + 30 = 60 − x Vertically opposite angles are equal

2x + x + 30 = 60 − x + x
3x + 30 = 60
3x + 30 − 30 = 60 − 30
3x = 30
3x 30
=
3 3
/ 10
3/ x 3/<0
=
3/ 1
3//‘
x = 100

8.3 Exercise
Set
1. Two angles are supplementary. One angle measures 120 more than the other. Find the
measures of the angles.
2. Find the value of a

92
0
14
20

3. Find the size of two complementary angles that are such that the size of one of them is four
times the size of the other.
4. Find the value of y

y
42
0

5. Find the size of the angle marked x

2x +
40 54
0

6. Find the value of x for which the angles (2x + 10)0 and (130 − x)0 are vertically opposite.

112 Practice makes mathematics easier

 8.4. PARALLEL AND INTERSECTING LINES

8.4 Parallel and Intersecting Lines

When a line intersects (or crosses) a pair of parallel lines, there are some simple rules that can be
used to calculate unknown angles.

C a b D
d c
• Line AB and CD are parallel.
f e • EF is called a transversal line
A B
h g

• The line cutting across parallel lines is called a transversal.

• ∠b = ∠e,∠d = ∠h,∠a = ∠f ,∠c = ∠g.These are called Corresponding angles.

• ∠d = ∠e and ∠f = ∠c.These are called Alternating angles .

• ∠f = ∠g,∠e = ∠h,∠a = ∠c,∠d = ∠b.These are called Vertically opposite angles .

• h + f = 1800:because adjacent angles on a straight line add up to 1800 . These are

called supplementary angles.

• Co-interior angles lie inside the parallel lines on the same side of the transversal.e.g ∠f and
∠d are co-interior angles

• Co-interior angles add up to 1800 ,thus f + d = 1800

EXAMPLES

1. Find the size of the unknown angles in the gure below.

a b

1200
e
h g

Practice makes mathematics easier 113

8.4. PARALLEL AND INTERSECTING LINES

To nd h

h + 120 = 180 Angles on a straight line

h + 120 − 120 = 180 − 120
h = 600
To nd e

e=h Vertically opposite angles are equal

e = 60 0

To nd
a

a=f Corresponding angles are equal

a = 120 0

To nd
b

b=e Corresponding angles are equal

b = 600

2. Find the size of the unknown angles in the gure below.

12
00
(2x −
10)0

2x − 10 = 120 Alternating angles are equal

2x − 10 + 10 = 120 + 10
2x = 130
2x 130
=
2 2
* 65
2/ x 130
=
2/ 1
2//‘
x = 650

3. Find the size of the unknown angles in the parallelogram shown in this diagram:

114 Practice makes mathematics easier

 8.4. PARALLEL AND INTERSECTING LINES

y x

62 z
0

To nd z

z + 62 = 1800 supplementary angles

z + 62 − 62 = 180 − 62
z = 1180
To nd
x

x + 62 = 1800 supplementary angles

x + 62 − 62 = 180 − 62
x = 1180
To nd
y

y + 118 = 1800 supplementary angles

x + 118 − 118 = 180 − 118
x = 620

8.4 Exercise
Set
1. Find the value of y

2y+8

11
80

2. Find the size of the three unknown angles in the parallelogram .

z 58
0

m p

Practice makes mathematics easier 115

8.4. PARALLEL AND INTERSECTING LINES

3. One angle in a parallelogram measures 400 . What is the size of each of the other
three angles?
4. Which angles in the diagram are the same size as ∠a and ∠b

y x
c n
b z m
a

5. Find the sizes of the unknown angles marked with letters in the diagram:

60 z 30
0
0

d c
b a

6. One angle in a rhombus measures 1330 . What is the size of each of the other three angles?
7. One angle in a parallelogram measures 600 . What is the size of each of the other
three angles?
Activity : Identifying the polygons

• Find the number of sides of di erent polygons and their corresponding names.
• Determine the size of each interior and exterior angles of the regular polygons.
• Determine the sum of the angles in the regular polygons

NOTE
1. In any polygon with n- sides, the following properties apply
• Interior angle sum =(n − 2)1800

116 Practice makes mathematics easier

 8.4. PARALLEL AND INTERSECTING LINES

• Exterior angle sum = 3600.

• Each interior angle + each exterior angle =1800.
• Number of diagonals =n(n−3)
2

2. In a regular polygon with n- sides, the following properties apply

0
n
• One interior angle=(n−2)180
0
• One exterior angle =360n

EXAMPLES

1. Find the interior angle sum of a pentagon.

A pentagon has 5 sides.

Interior angle sum = (n − 2)1800
= (5 − 2)1800
= 3 × 1800
= 5400

2. Find the size of the interior angle of a regular pentagon.

A pentagon has 5 sides.

One interior angle (n −

= 2)1800
n
(5 −
=
2)1800
5
=
3×
1800
=
5
54
0
5
= 1080

3. Find the size of each exterior angle of a regular pentagon.

A pentagon has 5 sides.

One exterior angle 3600

= n
360
= 5
= 720
Practice makes mathematics easier 117
8.4. PARALLEL AND INTERSECTING LINES

4. Find the number of sides of a polygon whose interior angle sum is 12600
Interior angle sum = (n − 2)1800
12600 = (n − 2)1800
1260 = n × 180 − 2 × 180
1260 = 180n − 360
1260 + 360 = 180n − 360 + 360
180n = 1620
180n 1620
=
180 180
cs 9
18 0n c
1620
= c
18 0 * 1
180
n=9

8.5 Exercise
Set
1. Find the sum of the interior angles of a polygon with 22 sides.
2. The interior angle of a regular polygon is 1620 . How many sides does the polygon have ?
3. The interior angle sum of a regular polygon is 18000 . How many sides has the poly-
gon?.Name the polygon
4. Find the interior angle sum of a decagon.
5. Find the size of each interior angle of a regular hexagon.
6. Find the number of sides of a regular polygon whose each interior angle is 1350
7. Find the size of each exterior angle of a regular octagon.
8. If the vertices of a regular hexagon are joined to the centre of the hexagon, what is the size
of each of the six angles at the centre? Use your answer to construct a regular hexagon
ABCDEF of side 3cm. Start with a circle of radius 3cm. Measure the length of the diagonal
AC.
Activity of Integration
The table below shows the Covid 19 active cases discovered in some districts of uganda in a year
2020.
District Buikwe Elegu Busia Mutukula Malaba
Active cases 24 350 150 120 56

• Support: Mathematical instruments, pencil, paper, pens,set

• Resources:Knowledge of construction of gures like circle and the knowledge of measuring
angles
• Task: The ministry of health was asked to represent the information above on pie chart. As
a senior one learner help the ministry to solve the challenge.

118 Practice makes mathematics easier

Chapter 9: DATA COLLECTION AND PRE-
SENTATION

Learning objectives
By the end of this topic,the learners should be able to
• Understand the di erences between types of data
• Collect simple data from the local environment using tally chart
• Represent data using bar chart,pie chart and line graphs
• Interpret represented data
In this topic, you will learn di erent types of data, data collection methods, presentation and
analysis.

9.1 Types of Data

The term data refers to groups of information that represent the qualitative or quantitative
attributes of a variable or set of variables.There are two main types of data:
• Qualitative data
• Quantitative data
• Qualitative data is data that is not given numerically and is used to characterize objects or
observations.
Qualitative observations relate to qualities and involve descriptions of how something
looks, feels, smells, taste, texture ,colour. For example, the car is yellow , the fumes
are pungent , the leaf is smooth .
Qualitative observations are often subjective. That is, they can be interpreted di er-
ently by di erent people. For example, you might describe the colour of a stone or the
sound of a bird quite di erently to someone else.
Other examples include favourite colour, place of birth, favourite food, type of car.
• Quantitative data is numerical and can be counted, quanti ed,measured and mathematically
analyzed.
They can be described with numerical values and units of measurement, and include
things like mass, temperature or speed.For example, the dog weighs 16.5 kg , the air
temperature is 160C , the train is travelling at 80ms−1 .
Quantitative observations are objective. That is, di erent people should make the
same observation. For example, if you measured the height of the classroom door, you
should get the same answer (or a very similar answer) as someone else in your class.

119
9.1. TYPES OF DATA

There are two types of quantitative data:

Discrete data can only take speci c numeric values e. g. shoe size, number of brothers,
number of cars in a car park.

Continuous data can take any numerical value e.g. height, mass, length,temperature

EXAMPLE
Identify which of the following terms best describes each of the information by coloring.Give
reason for your response

Qualitative data Continuous Quantitative Data Discrete Quantitative Data

Age Temperature Height Mass

School life Birth place Ten cars Number of cars

SOLUTION

Age Temperature Height Shoe size

School life Birth place Number of cars Mass

• Age is discrete quantitative, becauses it is given as a whole number.

• Temperature is Continuous quantitative ,because it can take any value and is

measureable with units

9.1 Exercise
Set
1. State whether each of the following variables is qualitative, discrete or continuous.

(a) the number of goals scored in Premier league soccer matches on a Saturday

(b) the colour of children's eyes in a class

(c) the circumference of apples collected from a tree

(d) the type of vehicle seen on a road at rush hour.

(e) Tr stephen's phone number

2. Which of the following would give

• qualitative data

• discr te quantitative data

• continuous quantitative data

120 Practice makes mathematics easier

 9.1. TYPES OF DATA

(a) Favourite football team (f) Number of sweets in a jar

(b) Colour of car (g) Number of pets
(c) Price of chocolate bars (h) Mass of crisps in a packet.
(d) Amount of pocket money (i) Number of cars
(e) Distance from home to school (j) Weight

3. Mr Kaziba starts to make a database for his lesson.

Name Age Primary school Transport to school Height Reading glasses

Daniel 12 Taibah Bus 145cm no
Sheba 11 st stephen Car 152cm no
Priscilla 12 st john Bike 158cm no
Philemon 11 Hilltop 164cm yes
Edgar 11 Taibah walk 155cm no
Mimmi 12 Taibah car 168cm no
Cooper Green hill Bus 166cm no

(a) What is missing from Mr Kaziba's database?

(b) Which columns in the database contain quantitative data?
(c) Which columns in the database contain qualitative data?
(d) Write down what Mr kaziba would put in his database if you joined his class.
4. The table below shows a database that has no entries.

Name Age Favourite color Favourite subject Favourite Tv show Favourite sports

(a) Collect data from 10 of your classmates to complete the data base. State whether each
column contains:
• qualitative data.
• continuous quantitative data.
• or discrete quantitative data.
(b) Answer the following questions:
(i) What is the most popular TV show?
(ii) Who is the oldest?
(iii) What is the favourite sports for the youngest person?
(iv) What is the favourite subject for the oldest person?

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9.2. COLLECTING DATA

(v) What is the favourite color for the youngest person?

(c) Write 3 more questions you could answer using your database and write the answers
to them.

9.2 Collecting Data

In this section, you will learn how data is collected, organized and interpreted, using a tally chart
and then displayed using:
• Pictograms
• Bar charts
• Line graph
• Piecharts
Activity :
Identify the means of transport each learner uses to come to school.
• Identify how many of you in class use the same means of transport.
• Which means of transport is used by the majority?
• Which one is the least used means of transport?
EXAMPLE

1. The learners in a class were asked there Favourite science subjects.

Subject Tally Frequency

Math // / / // / / /// 13
Biology // / / / 6
Chemistry //// 4
Physics // / /// Σ 7
f = 30

Illustrate this data using:

• A pictogram
• Bar chart(graph)
• Line graph
• Pie chart

122 Practice makes mathematics easier

 9.2. COLLECTING DATA

(a) A pictogram
A pictogram is a simple way to organise data in which each object is represented by a
picture of itself.

Math

Biology

Chemistry

Physics

NOTE:You can have a scale when representing a pictogram

(b) A bar chart

A bar chart or bar graph is a chart or graph that presents categorical data with rect-
angular bars with heights or lengths proportional to the values that they represent.

A bar chart showing learners favourite science subjects

15

14

13

12

11

10

Frequency 8

Math Biology Chemistry Physics

Subjects

(c) Line graph A line graph displays data that changes continuously over periods of time.

Practice makes mathematics easier 123

9.2. COLLECTING DATA

A line graph showing the favourite science subjects

Frequency
13

12

11

10

0
Math Biology Chemistry Physics Subjects

(d) A pie chart

A pie chart is a circular statistical graphic, which is divided into slices to illustrate
numerical proportion. In a pie chart, the arc length of each slice, is proportional to the
quantity it represents.
To illustrate the data with a pie chart, You need to rst nd out the angle for each
learner.

Subject Frequency Calculation Angle

Math 13
13
30
× 360 1560
Biology 6
6
30
× 360 720
Chemistry 4
4
30
× 360 840
Σ 7 × 360
7
Physics 30 840
f = 30 Total= 3600

Math

15
Biology 60
72
0 84
0
48
0 Physics

Chemistry

124 Practice makes mathematics easier

 9.2. COLLECTING DATA

From the data we can see that:

• The Favourite subject for the learners is Mathematics. (This is called the mode.)
• The least liked subject is chemistry.
2. Students at Masaka sss were asked how they travel to school.The ndings were summarized
in the tally chart below.

Method of travel Tally Frequency

Bike // / / // / / 10
Bus /// 3
Walking // / / // / / //// 14
Car // / //// Σ 8
f = 35

Illustrate this data using:

(a) A pictogram (b) Bar chart(graph) (c) Pie chart

(a) Pictogram

A pictogram showing how students travel to school

Transport

BIKE

BUS

WALKING

CAR

0 2 4 6 8 10 12 14
Number of students

NOTE:Each picture represents 2 students, and half represents 1 student.

Practice makes mathematics easier 125

9.2. COLLECTING DATA

(b) Bar graph

A bar chart showing how students travel to school

15

14

13

12

11

10

Frequency 8

Bike Bus Walking Car

Method of travel

(c) Pie chart

Method of travel Frequency Calculation Angle

Bike 10
10
35
× 360 1030
Bus 3
3
35
× 360 310
Walking 14
14
35
× 360 1440
Σ 8 × 360
8
Car 35 820
f = 35 Total= 3600

Bike
Bus
31 10
0
30
Walking
82
0
14
40 Car

From the data we can see that:

• The most common way of getting to school is by Walking. (This is called the mode.)
• The least popular way of getting to school is by bus

126 Practice makes mathematics easier

 9.3. HYPOTHESIS

9.3 Hypothesis

A hypothesis is a prediction based on an observation.OR an hypothesis is an idea that you want

to investigate to see if it is true or false. For example, you might think that most people in your
school get there by bus. You could investigate this using a survey. A tally chart can be used to
record your data..During Interpreting Results and Making Conclusions, an hypothesis can either
be accepted or rejected basing on the observations made.
Activity : Testing an hypothesis
"More students in my class love mathematics than any other subject."
• Collect data to test this hypothesis.
• Present your data on a tally chart.
• Represent your ndings using a pie chart
• Was the original hypothesis correct?
HINT:In the survey , make a survey form and ask your classmates their opnions.A table can
have two columns as below

Student Name Favourite subject

9.2 Exercise
Set
1. The pictogram shows the number of customers who take cup cakes in a week.

(a) How many customers took cupcakes on thursday

(b) How many customers took cupcakes on tuesday
(c) How many more customers took cupcakes on monday than friday
(d) How many customers were included in the survey
(e) Represent the information above on a bar chart
(f) What is the mode?

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9.3. HYPOTHESIS

2. The students of senior one at Taibah international school were asked to give the clubs they
support in the english premier league.The results are given in the tally chart below:

Club Tally Frequency

Liverpool Fc // / / // / / // / ////
Man city Fc ///
Arsenal Fc // / / // / / /
Chelsea Fc ///
Marchester united Fc // / / Σ
f =

(a) Copy and complete the table by lling in the frequencies.

(b) Represent the data on a bar chart.
(c) Draw a pictogram for this data.
(d) Which club has the highest number of supporters.
(e) Copy and complete the following table and draw a pie chart

Club Frequency Calculation Angle

Liverpool Fc
Man city Fc
Chelsea Fc 3
3
40
× 360 270
Arsenal Fc
Marchester united Fc Σ
f = Total = 3600

3. On a particular day 40 new active cases for covid 19 were discovered and the Patients were
admitted to di erent hospitals as shown below.

Hospital Mulago Entebbe Mbale Masaka

Number of patients 15 9 4 12

(a) Which hospital admitted the highest number of patients

(b) What is the mode
(c) Represent the above information on a bar chart and on a pie chart
4. The total number of goals scored in each of the Premier League matches one Saturday were:

0 1 4 0 4 5 4 2 3

(a) Illustrate these data on a pie chart.

(b) Which number of goals was the most common?

128 Practice makes mathematics easier

 9.3. HYPOTHESIS

5. A school conducted a survey to know the favourite sports of the students. The table below
shows the results of this survey.

Sport Number of students

Swimming 30
Basket ball 16
Foot ball 24
Chess 12
Table Tenis 8
Bad minton 10

(a) Draw a bar graph representing the sports and the total number of students.
(b) Calculate the range of the graph.
(c) Which sport is the most preferred one?
(d) What is the mode?
6. Do you think Novida and Fanta will be the most popular soft drinks in your class?
(a) Carry out a favourite soft drink survey for your class. Present the results in a bar chart
and state which avour is the mode.
(b) Was your hypothesis correct?
7. A survey was carried out at the bank of uganda. State whether each of the following
variables is discrete or continuous.
(a) The number of people entering the bank per hour.
(b) The time it takes to serve each person by the cashier.
(c) The number of people creating bank accounts.
(d) The total amount paid by each customer.
8. Complete the table by naming the type of data formed by each of the stated measurements.
The rst one has been completed for you.

Measurement Type of data

Height of Rose Trees Continuous
Number of brothers
Length of shoe laces
Number of pages in library books
Temperature of a patient

9. Most children in my class are from western uganda.

(a) Collect data to test this hypothesis.
(b) Present your data in a suitable diagram.
(c) Was the original hypothesis correct?

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9.3. HYPOTHESIS

10. In term one students complained about the high rate of theft of the students properties.
The security guard then ran a high pro le campaign encouraging students to improve their
personal security.
(a) State a hypothesis that should be investigated to test the e ectiveness of their cam-
paign.
(b) Collect suitable data from your class.
(c) Present your data using a suitable diagram.
(d) Was the hypothesis correct?
11. Alexadra nds out the favourite sports for members of her class. She works out the
angles in the list shown below for a pie chart. Draw the pie chart.

SPORT ANGLE
Foot ball 1300
Table Tennis 100
Net ball 700
Badminton 170
chess 320
Swimming 800
Hockey 210

12. The pupils in Mr Stephen's class take a maths test and get scores out of 10, which are listed
below:

3 7 6 2 5 9 10 8 7 1 8 4 3 5 6
7 8 7 6 5 3 6 9 8 7 5 9 6 7 8

(a) Construct a tally chart for the data

(b) Represent this data using a pie chart and a line graph

Activity of Integration
The Games Master at your school wants to buy football boots for the three teams in the school.
The three teams are the under 18 years, under 16 years and the under 14 years. The Games
Master does not know the foot size for each of the players.
• Support: pens, paper, tape measure, team members
• Resources:Knowledge of tabulation, of tallying, of approximation, of central measures and
of collection of suitable data.
• Task: The total number of players for the three teams is 54. The Games Master wants to
know the size of the boots for each player and the number of pairs for each size.
Explain how the Games Master will get the required data and how to determine the total
cost for buying the football boots for the 54 players. Is there another way of getting the
required data other than what you have explained above?

130 Practice makes mathematics easier

Chapter 10: REFLECTION

Learning objectives
By the end of this topic,the learners should be able to
• Identify lines of symmetry for di erent gures
• Re ect shapes and objects
• Apply re ection in the cartesian plane
In this section we look at line symmetry and re ections of simple shapes, in horizontal, vertical
and sloping lines. In a re ection, a point will move to a new position that will be the same
distance from the mirror line, but on the other side. These distances will always be measured at
right angles to the mirror line.

10.1 Identify Lines of Symmetry for Di erent Figures

Line of Symmetry is de ned as the axis or imaginary line that passes through the center of the
shape or object and divides it into identical halves. In otherwords a Line of Symmetry divides a
gure into two parts such that when the gure is folded along the line,the two parts of the gure
coincide(match).The line of symmetry is also called the mirror line or axis of symmetry.
Activity : Identifying the lines of symmetry for a rectangle
• Take a rectangular sheet of paper
• Fold it once lengthwise, so that one half ts exactly over the other half and crease the edges

Line of symmetry

• Now open it, and again fold it once along its width.

Line of symmetry

• The rectangle has two lines of symmetry

Activity : Identifying lines of symmetry
One of the two set squares in your geometry set has angle of measure 300, 600, and 900.
1. Take two such identical set squares

131
 10.1. IDENTIFY LINES OF SYMMETRY FOR DIFFERENT FIGURES

2. Place them side by side to form a `kite'

3. Look at both sides of the fold line. Are they the same size and shape?
4. How many lines of symmetry does the shape have?

10.1 Exercise
Set
1. Copy the following alphabetic letters and draw in all their lines of symmetry.

A B C D E F H I K LM O R S W X Z
2. Draw a square on a tracing paper. Fold it to nd the lines of symmetry. How many lines of
symmetry does a square have?
3. Find the number of lines of symmetry of

(a) a semi circle (c) a rhombus (e) Isosceles trapezoid

(b) an equilateral triangle (d) atrapezium (f) Isosceles triangle

4. Using the gures below ,copy and complete the table.

Name of the gure Number of sides Lines of symmetry

(a) (b) (c) (d)

(e) (f) (g) (h)

5. Draw in the lines of symmetry for each of the following shapes:

132 Practice makes mathematics easier

 10.2. REFLECTION IN THE CARTESIAN PLANE

(a) (b) (c)

10.2 Re ection in the Cartesian Plane

• A re ection can be thought of as folding or " ipping" an object over the line of re ection.
• The original object is called the pre-image, and the re ection is called the image.
• Object(pre-image) is the initial gure (shape) formed before re ection has taken place.
• Image is the gure (shape) obtained when an object has undergone a re ection.
• The image is usually labeled using a prime symbol, such as A1, B1, C1.
• The image is formed using a mirror line
• A mirror line is a line of symmetry from where re ection of object takes place.
• An object and its re ection have the same shape and size, but the gures face in opposite di-
rections. The objects appear as if they are mirror re ections, with right and left reversed .For
example the mirror image of the letter p for re ection with respect to a vertical axis would
look like q. Its image by re ection in a horizontal axis would look like b.
• The image is as far behind the mirror as the object is in front of it.i.e The distance of the
image and the object from the mirror line must be equal.

Re ection a long the y -axis Re ection a long the x -axis

Object Image
6 6
Object
5 5

4 4

3 3
Line of symmetry
2 2

1 1

0 0
-5 -4 -3 -2 -1 0 1 2 3 4 5 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
-1 -1
Line of symmetry
-2 -2

-3 -3
Image
-4 -4

-5 -5

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10.2. REFLECTION IN THE CARTESIAN PLANE

Activity : Re ecting in a Cartesian plane

1. Plot the points A (-3, 1), B(-1, 1) and C (-1, 3) on squared graph paper.
(a) A mirror is placed on the x- axis. Where would the images of the tree points be? What
are the coordinates of the image points A1 ,B1 and C1?
(b) A mirror is placed on the y- axis. Where would the images of the tree points be? What
are the coordinates of the image points A1 ,B1 and C1?
(c) Draw another pair of axes. Plot the same points again. Take the line y = 2 as the
mirror line. Where would the images of the three points be? What are the coordinates
of the new image points A1 ,B1 and C1?
(d) Draw another pair of axes. Draw the line x = 4. Plot the points (1, -3). Using the
line x = 4 as the mirror line, nd the image of the point (1, -3).
1. Find the Coordinates of the image of the points, P(-3,2) and A(-4,-3) for a re ection a long
the y-axis

Re ection a long the y -axis

Mirror line
4

3
P (object) P 1(image)
2

0
-5 -4 -3 - -1 0 2 3 4
2 1
-1

-2
A(object) A1(image)
-3

-4

-5

The images are P1(3,2) and A1(4,-3)

134 Practice makes mathematics easier

 10.2. REFLECTION IN THE CARTESIAN PLANE

2. Find the Coordinates of the image of the points, P(2,3) and A(-4,2) for a re ection a long
the x-axis

Re ection a long the x -axis

4
P
3
A Mirror line
2

0
-5 -4 -3 -2 -1 0 1 2 3 4
-1

-2
A1
-3
P
-4

-5

The images are P1(2,-3) and A1(-4,-2)

3. Find the image of triangle PQR with coordinates P (-4, 1), Q (-1, 1) and R (-1, 3) after a
re ection along the y axis.

Re ection a long the y -axis

Mirror line
4
R1
R 3

1
P Q Q1 P
0
-5 -4 -3 -2 -1 0 1 2 3 4
-1

-2

-3

-4

-5

The images are P1(4,1) , Q1(1,1) and R1(1,3)

4. Find the image of triangle ABC with coordinates A (-2, 1), B (2, 4) and C (4, 2) after a
re ection along the x axis.

Practice makes mathematics easier 135

10.2. REFLECTION IN THE CARTESIAN PLANE

Re ection a long the x -axis

B
4

2
C
1
A
0
-5 -4 -3 -2 -1 0 1 2 3 4
A1 -1

-2 C1

-3

-4
B1
-5

The images are A1(-2,-1) , B1(2,-4) and C1(4,-2)

5. Find the image of triangle PQR with A (-5, 3), B (-3, 1) and C (-5, -2) after a re ection
along the line x = −2

Re ection a long the line x = −2

x=
−2

4
A A1
3

B B1 1

0
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5
-1

-2
C C1
-3

The images are A1(1,3) , B1(-1,1) and C1(1,-2)

6. Find the image of triangle PQR with A (1, 2), B (1, 5) and C (3, 2) after a re ection along
the line y = 1

136 Practice makes mathematics easier

 10.2. REFLECTION IN THE CARTESIAN PLANE

Re ection a long the line y = 1

6
B
5

3
y=
2 1
A C
1

0 A1 C1
-5 -4 -3 -2 -1 0 1 2 3 4 5 6
-1

-2

-3
B1
-4

-5

The images are A1(1,0) , B1(1,-3) and C1(3,0)

7. Find the image of the gure with points (-2,1),(-2,6),(-6,6),(-6,4),(-4,4),(-4,1) after a re ec-
tion along the line y = x
Re ection in the line y = x

3
Object
2

0
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
-1

-2

-3

-4

y=x -5
Image
-6

The images are (1,-2) , (1,-4),(4,-4),(4,-6),(6,-6) and (6,-2)

8. Find the image of triangle ABC with A (2, 3), B (3, 5) and C (4, 4) after a re ection along
the line y = −x
The images are A1(-2,-3) , B1(-3,-5) and C1(-4,-4)

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10.2. REFLECTION IN THE CARTESIAN PLANE

Re ection in the line y = −x

B
5

4
C
3
A
2

0
-5 -4 -3 -2 -1 0 1 2 3 4
-1

-2

A1 y = −x
-3

C1 -4

-5
B1

10.2 Exercise
Set
1. Draw the re ection of each of the following shapes in the line given:

(a) (b) (c)

2. Find the image of the point (2, 5) under re ection in the y axis.
3. After a point has been re ected in the x axis, its image is at (3,2). Find the coordinates of
the object point.
4. The points A(4, 2) , B(1, 3) and C(1,-2)are re ected in the line y = 4. Find the coordinates
of the images A1 , B1 and C1 .
5. Find the image of ABCD with A (0, 0), B (1, 0), C (1, 1) and D (0, 1) being re ected along
the x axis.
6. (a) Copy the following diagram:

138 Practice makes mathematics easier

 10.2. REFLECTION IN THE CARTESIAN PLANE

0
-5 -4 -3 -2 -1 0 1 2 3 4
-1

-2

-3

-4

(b) Re ect the shape in the lines x = −4 and y = −3.

7. Find A and B the images of A and B respectively under the re ection in the y axis with A
(1, 3) and B (3, 7).
8. Find the images of a triangle with vertices P(1, 4), Q(3, 2) and R(5, 3) after a re ection in
the line y = 0
9. A triangle with vertices P(2, 3), Q(5, 4) and R(5, 6) is mapped onto its image by a re ection
in the line x = 0 .Find the coordinates of its images.
10. (a) Draw the triangle which has corners at the points with coordinates A(1, 4), B(1, 7)
and C(3, 5).
(b) Re ect this shape in the line y = x and state the coordinates of the corners of
the re ected shape.
(c) Re ect the original triangle in the line y = −x and state the coordinates of the corners
of the re ected shape.
11. Draw the triangle with corners at the points with coordinates P(1, 3), Q(1, 8) and R(6, 8).
Re ect this triangle in the following lines:

(a) x = 0 (b) y = 0 (c) y = x (d) y = −x

12. (a) Draw the triangle that has corners at the points with coordinates Q(1, 1), R(4, 7) and
S(2, 5).
(b) Re ect the triangle in the lines:

(i) x = 8 (ii) x = −1 (iii) y = −2 (iv) y = 4

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10.2. REFLECTION IN THE CARTESIAN PLANE

13. Re ect the triangle in the graph in any quadrant and write down the coordinates of its
image.

0
-5 -4 -3 -2 -1 0 1 2 3 4
-1
A
-2

B -3

-4
C

(a) Write down the coordinates of the images of triangle ABC

(b) What is the equation for the mirror line?
Activity of Integration
One of your relatives wants to make a hair salon. He approaches you for help.As a senior one
graduate draw a plan of how you can help your relative make his salon shop be up to date
• Support: Interior plan of the shop
• Resources:knowledge of re ection
• Task: Advice the barber on how he can organize the salon such that the customers are able
to get a clear view of themselves with their images not distorted.

140 Practice makes mathematics easier

Chapter 11: EQUATIONS OF LINES AND
CURVES

Learning objectives
By the end of this topic,the learners should be able to
• Form linear equations with given points
• Draw the graph of a line given its equation
• Di erentiate between a line and a curve
In this topic you will learn how to form linear equations with given points, draw graphs for the
given linear equations and di erentiate between a line and a curve.

11.1 Forming Linear Equations with given points

Under this we shall nd out the equation of the straight line ,given some points that lie a long
the line.

Activity:Writing the equation of a straight line

• Plot the points (3,0),(3,1),(3,2),(3,3) and (3,4) on the squared graph paper.
• What do you notice about these plotted points.
• Give the coordinates of four more points which belong to this set.
• What is the x coordinate of any point which belongs to this set.
• What is the equation of the line on which the points lie.
EXAMPLE
1. Plot the points with coordinates:
(a) (1, 2), (2, 3), (3, 4), (4, 5) and (5, 6).

y − axis
6

0
0 1 2 3 4 x − axis
5

141
11.1. FORMING LINEAR EQUATIONS WITH GIVEN POINTS

(b) Draw a straight line through these points.

y − axis
6

0
0 1 2 3 4 x − axis
5

(c) Describe how the x- and y-coordinates of these points are related.
The y-coordinate is always one more than the x-coordinate, so we can write y = x + 1.
(d) Write down two more points that lie on the line.
The other coordinates which lie a long the line are (0,1),(6,7)

11.1 Exercise
Set
1. The following points lie on a line.Write down the equation of the line and give two more
points which belong to each set of points.

(a) (1, −2), (1, 0), (1, (c) (0, 4), (0, 2), (0, 0), (0, −2)
2), (1, 5)
(d) (−4, 2), (−4, 0), (−4, −2)
(b) (−4, −2), (0, −2), (2,
−2)

2. Write down the equation of each of the lines below

y — axis y — axis
4 4
3
3
2
1 2

0 1
x—
5 - -3 -1 0 1 2 3
-1 0
axis x − axis
- -2 4 -5 - -3 -2 -1 0 1 2 3 4
4 -1
-3
-4
-2

-3

-4

-5 -5
(a) (b)
142 Practice makes mathematics easier
 11.1. FORMING LINEAR EQUATIONS WITH GIVEN POINTS

y − axis y − axis
4 4

3 3

2 2

1 1

0
x − axis 0 x − axis
-5 -4 -3 -2 -1 0 1 2 3 4 -5 -4
-3 - -1 1 2 4
-1
2 3
0
-2 -1
-3 -2
-4 -3
-5 -4

-5
(c) (d)

3. Plot the points with coordinates:

(a) (0, 0), (1, 3), (3, 9) and (5, 15).
(b) Draw a straight line through these points
(c) Write down the coordinates of two other points on this line.
(d) Write down the equation of the line drawn
4. Plot the points with coordinates:
(a) (0, 4), (1, 5), (3, 7) and (5, 9)..
(b) Draw a straight line through these points
(c) Write down the coordinates of three other points on this line.
(d) Write down the equation of the line drawn
(e) On the same graph , plot the points with coordinates (1, 8), (2, 7), (5, 4) and (7, 2)
and draw a straight line through them.
(f) What is the relationship between the two lines
5. Plot the points with coordinates
(a) (2, 6), (3, 5), (4, 4) and (7, 1)and draw a straight line through them.
(b) On the same set of axes, plot the points with coordinates (0, 1), (1, 2), (3, 4) and (5,
6) and draw a straight line through them.
(c) What is the relationship between the two lines
6. Plot the points with coordinates
(a) (1, 1), (2, 2), (4, 4) and (5, 5) and draw a straight line through them.
(b) Write down the coordinates of two other points on the line.
(c) Describe the relationship between the x- and y-coordinates.
Practice makes mathematics easier 143
 11.2. PLOTTING GRAPHS GIVEN THEIR EQUATIONS

7. The points (1, 3), (2, 4), (3, 5) and (5, 7) lie on a straight line.
(a) Plot these points and draw a straight line through them.
(b) Write down the coordinates of four other points on the line.
(c) Write down the equation of the line.
8. The points ( 3, 4), ( 1, 2), (1, 0), and (4, 3) lie on a straight line.
(a) Plot these points and draw a straight line through them.
(b) Write down the coordinates of two other points on the line.
(c) Write down the equation of the line.
9. Find the equations of the lines on which the following sets of points lie:

(a) (0,0),(5,5),(8,8),(-1,-1) (c) (-2,-1),(-2,1),(0,3)

(b) (0,-4),(2,0),(4,4) (d) (0,3),(3,0),(1,2),(2,1)

10. Find the equation of atleast ve straight lines that pass through the point (2,2)

11.2 Plotting Graphs Given Their Equations

Often, to get an idea of the behavior of an equation, we will make a picture that represents the
solutions to the equations called a graph
• When graphing we often use a table to nd the unknown values .
• All linear equations yield straight lines when plotted.
• The x -axis is the same as the line y = 0
• The y -axis is the same as the line x = 0
EXAMPLE
1. Draw the graph of y = 2
A graph of y = 2

y − axis
4

2 y=
2
1

0
x — axis
-5 -4 -3 -2 -1 0 1 2 3 4
-1

-2

-3

-4

-5

144 Practice makes mathematics easier

 11.2. PLOTTING GRAPHS GIVEN THEIR EQUATIONS

2. Draw the graph of x = 2

A graph of x = 2

y − axis
4 x=
2
3

0
x − axis
-5 -4 -3 -2 -1 0 1 2 3 4
-1

-2

-3

-4

-5

3. Complete the table below for y = 2x + 1 .

x -2 -1 0 1 2
y

(b) Use the information in the table to plot the graph with equation y = 2 x + 1 .

x -2 -1 0 1 2
y -3 -1 1 3 5

The points y ( 2, 3), ( 1, 1), (0, 1) (1, 3) and (2, 5) can then be plotted, and a straight
line drawn through these points

A graph of y = 2x + 1
y − axis
5 y = 2x + 1

0 x − axis
-5 -4
-3 - -1 1 2 4
2 3
0
-1

-2

-3

-4

-5
Practice makes mathematics easier 145
11.2. PLOTTING GRAPHS GIVEN THEIR EQUATIONS

4. Draw the graph of y = 2x + 3 for −4 ≤ x ≤ 4

The y values are obtained by substituting for the value of x in the equation.For example
when x = −4.

for x = −4 for x = −3 x = −2 x=0

y =2x + 3 y =2x + 3 y =2x + 3 y =2x + 3
y =(2 × −4) + y =(2 × −3) + y =(2 × −2) + y =(2 × 0)
3 3 3 +3
y=−5 y=−3 y=−1 y =3

for x = 1 for x = 2 x=3 x=4

y =2x + 3 y =2x + 3 y =2x + 3 y =2x + 3
y =(2 × 1) + y =(2 × 2) + y =(2 × 3) + y =(2 × 4)
3 3 3 +3
y =5 y =7 y =9 y =11

The coordinates are (−4, −5), (−3, −3), (−2, −1), (−1, 1), (0, 3), (1, 5), (2, 7), (3, 9), (4,
11)
Using the second approach of the table.

x -4 -3 -2 -1 0 1 2 3 4
y -5 -3 -1 1 3 5 7 9 11

The coordinates are (−4, −5), (−3, −3), (−2, −1), (−1, 1), (0, 3), (1, 5), (2, 7), (3, 9), (4,
11)
A graph of y = 2x + 3

y − axis
y = 2x +
11
3
10

0
x − axis
-5 -4 -3 -2 -1 0 1 2 3 4 5
-1

-2

-3

-4

-5
146 Practice makes mathematics easier
 11.3. CURVES

11.2 Exercise
Set
1. Draw the graphs for the following lines

(a) y = (c) y = (e) x = 0

−2 0
(f) y = 4
(b) x = (d) x =
−4 5

2. Draw the graphs for the following lines using the range of −3 to +3

(a)y = −2x + 4 (f)

y=4−x (k)
y=x
(b)y = 4 + x y = 3x + 1
(g) y = −x
(l)
(c)y = x − 1 y = −2x − 2
(h) y=
(m)
1
x+1
2

(d)y = 5x − 4 y = −1 − 6x
(i) y=x−4
(n)
(e)y = 2x + 1 y = 4 − 2x
(j) y=x+1
(o)

3. (a) Complete the table below for y = x + 3 .

x -2 -1 0 1 2
y

(b) Draw the line with equation y = x + 3 .

4. (a) Complete the table below for y = x − 2. .

x -3 -2 -1 0 1 2 3
y -2

(b) Draw the line with equation y = x − 2. .

5. Determine the coordinates of the point where the lines y = x + 3 and y = 7 − x cross.

11.3 Curves

In this section we look at a brief introduction about curves

Activity: Plotting a curve

• Plot the following coordinates (-3,9),(-2,4),(-1,1),(0,0),(1,1),(2,4),(3,9) on a squared graph

paper
• what do you notice about the plotted points
• Join the points using a free hand to form a smooth curve

Practice makes mathematics easier 147

11.3. CURVES

y − axis
11

10

0
x − axis
-5 -4 -3 -2 -1 0 1 2 3 4 5
-1

11.3 Exercise
Set
1. On a squared paper ,plot the following points and join them with a smooth curve (1,12),(2,6),
(3,4), (4,3),(5,2.4),(6,2).
2. Plot the following coordinates (-3,6),(-2,0),(-1,-4),(0,-6),(1,-6),(2,-4),(3,0),(4,6) on a
squared graph paperand join them with a smooth curve
3. Plot the following coordinates (0,5),(1,0),(2,-3),(3,-4),(4,-3),(5,0),(6,5) on a squared graph
paper and join them with a smooth curve
Activity of Integration
A glass mart company in uganda wants to make a stained glass window.As a senior one student
help them to come up with a good glass window.
• Support: pens, graph paper, pencil,ruler and colors
• Resources:Knowledge of graphing linear equations
• Task:By plotting the following lines y = 2, x = −5, y = x, y = −2x + 4, y = −x −
4, y = x + 6, y = −3 on the same graph paper,Design a stained glass window .Shade using
any 5 colours

148 Practice makes mathematics easier

Chapter 12: ALGEBRA 1

Learning objectives
By the end of this topic,the learners should be able to

• Use letters to represent numbers

• Write statements in algebraic form

• Simplify algebraic expressions

• Evaluate algebraic expressions by substituting numerical values

• Manipulate simple algebraic equations in one variable and solve them

In this topic you will learn the basic algebraic skills, how to form linear equations and draw
graphs for the given linear equations. The logical reasoning abilities developed during this topic
will promote deeper critical thinking and problem-solving prowess that will serve learners
throughout a lifetime

12.1 Fundamental Algebraic Skills

This section looks at some skills you will need as you start to learn about algebra. It starts with
some work on evaluation and substitution,removing brackets,collecting like terms , then moves
on to work with formulae.

• In algebra letters such as a,b,c,x,y e.t.c. are called variables.This is because they keep on
varying and they represent unknown numbers.Variables are place-holders for numbers

• An expression is a combination of numbers and variables with out an equal sign e.g 5y, 2x
+ 5a − 2
• A term is a number or the product of a number and variables raised to powers.For example
in an expression such as 5y + 3x + 5,the terms are 5y,3x,5
• In an expression every term is connected to the sign which is directly to the left of it.i.e it
can be +, −, ×, ÷

• x
y
means x dividend by y (x ÷ y)

• xy means x times y (x × y).

• ab is the same as ba

• a + b is the same as b + a
• a − b is the same as −b + a
• The term −y means −1y, x means 1x

149
12.1. FUNDAMENTAL ALGEBRAIC SKILLS

12.1.1 Substituting numbers for letters

• In algebra, we use a letter(variable) to represent an unknown number.

• Substitute numbers in place of letters to evaluate the given expressions.

EXAMPLE

1. Given that a = 3, b = 8, c = 4,and d = 2, Calculate:

(a) a + b (d) 2a + b + 2d

2a + b + 2d = (2 × 3) + 8 + (2 × 2)
a+b=3+8
=6+8+4
= 11
= 18

(b) a + b
+c (e) 3c − 2d + a

a+b+c=3+8 3c − 2d + a = (3 × 4) − (2 × 2) + 3
+4 = 12 − 4 + 3
= 15 = 11

(c) b − d
(f) bcd
b−d=8 bcd = 8 × 4 × 2
−2
= 64
=6

2. Find the value of x when 3x + 9 when x = −3

3x + 9 = (3 × −3) + 9
= −9 + 9
=0

3. Find the value of 8 + 3y − t when y = 2 and t = 3

8 + 3y − t = 8 + (3 × 2) − 3
=8+6−3
=1

150 Practice makes mathematics easier

 12.1. FUNDAMENTAL ALGEBRAIC SKILLS

12.1.2 Collecting like terms

To be able to collect like terms, there are 3 things we need to know.A term can come in three
forms:
• A number by itself
• A letter by itself
• A combination of letters and numbers

Therefore like terms have the same combination of letters and numbers.
• Terms with the same variables raised to exactly the same powers are called like terms.
• In collecting like terms, the expression is re-arranged so that like(same) terms are next to
each other.
• The products ab and ba are the same. Thus ab and ba are like terms.
• To add or subtract terms with the same letter, we add or subtract the numbers like usual
and just put the letter back on the end.
EXAMPLES
1. Simplify the following expressions:

(a) 2a + 3a (c) 4x + 9y − 3x + 5y
+a
= 2a + 3a 4x + 9y − 3x + 5y = 4x − 3x + 9y
+a + 5y
= 6a = x + 14y

(b) a + 2b + 4a − b (d) 12f + 3f − 13f

a + 2b + 4a − b = a + 4a + 12f + 3f − 13f = 15f − 13f

2b − b
= 2f
= 5a + b

12.1.3 Simpli cation of brackets

In order to simplify mathematical expressions it is frequently necessary to `remove brackets'.

This means to rewrite an expression which includes bracketed terms in an equivalent form, but
without any brackets.This process of rewriting an expression to remove brackets is usually
referred to as expanding brackets.
• Brackets are removed(opened)by multiplying each term inside the bracket by the quan-
tity(variable)outside the bracket.
• If the sign in front of the bracket is negative, the signs inside the brackets change according
to the operation.

Practice makes mathematics easier 151

12.1. FUNDAMENTAL ALGEBRAIC SKILLS

EXAMPLES
1. Remove the brackets and simplify the following expressions:

(a) 2(3x + 2) (c) −4(3 + x)

2(3x + 2) = 2 × 3x + 2 −4(3 + x) = −4 × 3 + −4 × x
×2 = −12 + −4x
= 6x + 4 = −12 − 4x

(b) −5(a − b) (d) 7(a − 2b)

−5(a − b) = −5 × a − 7(a − 2b) = 7 × a − 7 × 2b)

−5 × b = 7a − 14b
= −5a − −5b
= −5a + 5b

2. Simplify the expression 3(4x − 2) + 8(2x + 3)

3(4x − 2) + 8(2x + 3) = 3 × 4x − 3 × 2 + 8 × 2x + 8 × 3
= 12x − 6 + 16x + 24
= 12x + 16x − 6 + 24
= 28x + 18

3. Simplify the expression 4(2x + 6) − 2(3x + 3)

4(2x + 6) − 2(3x + 3) = 4 × 2x + 4 × 6 − (2 × 3x + 2 × 3)
= 8x + 24 − (6x + 6)
= 8x + 24 − 6x − 6
= 8x − 6x + 24 − 6
= 2x + 18

12.1 Exercise
Set
1. Work out the value of these terms if x = 4, y = 5 and z = −2

(a) 2x + y (c) 5x
(e) −2x − 4z + x
y
(b) 4z − 5x + (d) 2z+4 (f) x + 4z − y
2 y x

2. If x = 10, nd the value:

x
(a) (b) 4x − 1 (c) 5x
+5 (d) x+4

0
2 x 2 2
152 Practice makes mathematics easier
 12.1. FUNDAMENTAL ALGEBRAIC SKILLS

3. Use the formula v = u + at to nd v, when u = 20, a = −2 and t = 7.

4. If a = 7, b = 5, c = −3 and d = 4, calculate the value of:

(a) 2(a + b) (e) 2a(b + c) (i) d(b + a)

(b) 4(a − b) (f) c(d − 2) (j) c(b − a)
(c) 6(a − d) (g) a(2b − c) (k) d(a + 2b − c)
(d) 2(a + c) (h) d(2a − 3b) (l) c(3d + 2a −
b)

5. Simplify the expressions below, where possible.

(a) 7a + 5b + 2a − (f) 8t − 6t + 7s − 2s
6b
(b) p − 5q + 3p − q (g) 11m + 3n− 5p + 2q − 2n + 9q − 8m +
14p
(c) 3x − 4y − 2x +
6y (h) 4p + 6pq − 2q + 8p − 11qp + 10q
(d) 2a + 4c − 6a +
3c (i) a2 + 2b2 + 3a2

(e) 2ab + 4c + 4ab −

2)

6. Expand the brackets and simplify.

(a)8(3 + 2y) (g)

−(3 − 2x) (m)5[4(y−4)+15]−2(5y−3
)
(b)−(−3 − 2x) 11(m + 3n)
(h) (n)5(x + 2) + 2(x − 3)
(c)7(−a + b) 5(x + 3) − 2(x + 4)
(i) (o)2(7 + 5x) + 4(x + 6)
(d)−7(−x + y) 2(a − b) + 3(a + b)
(j) (p)3(2x + 7) + 2(x − 5)
(e)x(x + 1) 4(2x − 3y) − 3(x − y)
(k) (q)3(2x + 4) + 6(x − 1)
(f)15(x + y) 5(p + 2q) + 7(2p − q)
(l) (r)2p(q + r) − p(3q − 2r)

7. Complete the formula for the perimeter of each of the shapes below.Your answers must be
simpli ed.

x x
x y x
x x
y
x y
x y
x x
x
x x
(i) (ii) x
(iii) (iv)
Practice makes mathematics easier 153
12.2. FUNCTION MACHINES

12.2 Function Machines

In this section we look at how to nd the input and output of function machines. Function
machines take a number as INPUT and give another number as OUTPUT.

FUNCTION MACHINE
INPUT OUTPUT

Activity:Function machine activity

Calculate the output of the function machine below.

3 +5 ?

To work out the output, we need to take the input and add it to 5. This gives an output of 8.

12.2 Exercise
Set
1. Calculate the output of each of these function machines:

-4 ×5 ? 12 −5 ?

(a) (b)

24 ÷2 ? 5 +5 ?

(c) (d)

2. Fill in the output on each of these function machines

-2 +10 9 ×4

(a) (b)

-2 −66 24 ÷3

(c) (d)

154 Practice makes mathematics easier

 12.2. FUNCTION MACHINES

3. Fill in the input on each of these function machines.

+3 9 ×8 72

(a) (b)

−9 11 ÷13 3

(c) (d)

4. Fill in the output on each of these double function machines.

(a) 4 × −
5 8

(b) -2 × +2
6 0

(c) -6 − ×
7 6

(d) 9 ×1 ÷
0 2

5. What is the input of each of these function machines

×4 ÷4 32
320

(b)
(a)

6. A number is added to 10, and then 6 is subtracted to get 40. What is the number?

7. A number is multiplied by 10, and then 6 is added to get 36. What is the number?

8. Hannah asks his teacher, Tr stephen, how old he is. Tr stephen replies that if you double
her age, add 14 and then divide by 3, you get 12.

9. Alexadra is given her pocket money. She puts half in the bank and then spends UGX 30000
in one shop and UGX50,00O in another shop.She goes home with UGX 2400. How much
pocket money was she given?

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12.3. SOLVING LINEAR EQUATIONS

10. A bus leaves uganda to kenya with its maximum number of passengers from the bus station.
At the rst stop, half of the passengers get o . At the next stop 8 people get on and at
the next stop 18 people get o . There are now 24 people on the bus. How many
passengers were on the bus when it left the bus station?
11. Stephen transplanted a tomato plant. In the rst week it doubles its height. In the second
week it grows 8 cm. In the third week it grows 5 cm. What was the height of the plant
when stephen transplanted it if it is now 35 cm in height?
12. Fill in the input on each of these double function machines.

(a) + × 12
1 4

(b) + ÷ 4
7 6

(c) ÷ − 7
6 1

(d) − ÷ 9
6 7

12.3 Solving Linear Equations

• An equation is a mathematical statement that asserts the equivalence of two expressions.In

other words an equation is a statement that two expressions have the same value.For
example 2y + 5 = 9is an equation
• A solution is a value that can be substituted for a variable to make an equation true.
• An unknown value is a variable in an equation that needs to be solved for.For example
2y + 5 = 9,the unknown is y
• Solving the equation for the variable is the process of nding the solution of an equation
• Linear equations are equations which only contain number terms like 3 and 6 and single
variables with no power such as 2x and −4y .For example 2x + 5 = 2, 5 + y =
10.Note, the powers to the variables for linear equations are raised to power one only.
• An equation will always contain an equal sign with an expression on each side.
Steps for solving linear equations
• Simplify each side of the equation if needed by distributing or collecting like terms
• Move variables to one side of the equation by using the opposite operation of addition and
subtraction.i.e When moving any term from one side of the equation to the other, its sign
changes

156 Practice makes mathematics easier

 12.3. SOLVING LINEAR EQUATIONS

• Isolate the variable by applying the opposite operation to each side

First use the opposite operation of addition or subtraction

Secondly use the opposite operation of division or multiplication

NOTE:

• Whatever you do to one side of an equation, you must also do the same to the other side .

• If the equation contains brackets, rst remove the brackets and then workout

• if the equation contains fractions, multiply each term by the LCM of the denominators to
remove the fractions

EXAMPLES

1. Solve for x in the equation x + 5 = 8:

x+5=8
x + 5−5 = 8−5 Subtract 5 from both sides of the equation
x=3

2. Solve for x in the equation x − 5 = 7:

x−5=7
x − 5+5 = 7+5 Add 5 to both sides of the equation
x = 12

3. Solve for the value of y in these equations

(a) 4y = 12

4y = 12
4 12
= Divide through out the equation by 4
y 4
/
4
Simplify
4 1/
/ <2
3
y
4 = 1
/ 4/
/‘

y=3
Practice makes mathematics easier 157
12.3. SOLVING LINEAR EQUATIONS

(b) 4y − 5 = 15
4y − 5 = 15
4y − 5+5 = 15+5 Add 5 to both sides of the equation
4y = 20
4 20
= Divide through out the equation by 4
y 4
/
4
Simplify
4 2/
/ <0
5
y
4 = 1
/ 4/
/‘

y=5

(c) 3 − 2y = 7
3 − 2y = 7
3−3 − 2y = 7−3 Subtract 3 from both sides of the equation
−2y = 4
−2 4
y = −2 Divide through out the equation by -2
−2 −
− *2 4
2y
= Simplify
−2 −
1
*2
y = −2

(d) 5y − 6 = 6y − 5
5y − 6 = 6y − 5 Collect like terms
5y − 6+6 = 6y − 5+6 Add 6 to both sides of the equation
5y = 6y + 1
5y−6y = 6y−6y + 1 Subtact 6y from both sides of the equation
−y = 1
− 1
y = Divide through out the equation by -1
−1
− −1

1 1 /
/‘
/
−
/
y
= y = −1
−1 −
1
*1
 Simplify

12.3.1 Solving word problems on linear equations

In solving word problems on linear equation:

• Understand the problem. During this step, become comfortable with the problem. Some
ways of doing this are to:

158 Practice makes mathematics easier

 12.3. SOLVING LINEAR EQUATIONS

Read and re read the problem.

Choose a variable to represent the unknown.

Construct a drawing whenever possible.

Propose a solution and check. Pay careful attention to how you check your pro posed
solution. This will help when writing an equation to model the problem.

• Translate the problem into an equation.

• Solve the equation.

• Interprete the results: Check the proposed solution in the stated problem and state your
conclusion.

EXAMPLES

1. I think of a number, add 8 and the answer is 10.

(a) Form a linear equation with the variable x

Let the number be x

x + 8 = 10

(b) Find the number.

x + 8 = 10
x + 8 − 8 = 10 − 8
x=2

2. You ask a friend to think of a number. He then multiplies it by 5 and subtracts 7. He gets
the answer 43

(a) Use this information to write down an equation for x, the unknown number.
Let the number be x

x × − 43
5 7

5x − 7 = 43

Practice makes mathematics easier 159

12.3. SOLVING LINEAR EQUATIONS

(b) Solve your equation for x

5x − 7 = 43
5x − 7 + 7 = 43 + 7
5x = 50
5x 50
= Divide through out the equation by 5
5 5
/
5/ x
=
5/ 5/
<0
10

1
5/
/‘
x = 10

The number therefore is 10

12.3 Exercise
Set
1. Solve fot the unknown in each of these equations

(a) x + 7 = 18 (e) −2 = t − 56 (i) 7x + 2x = 8x

−3
(b) x − 14 = 28 (f) −17 = x + 3 (j) 3n + 2n = 7 +
4n
(c) x − 2 = −44 (g) r − 8.6 = −8.1 (k) 2x = 18
(d) y − 9 = 1 (h) t − 9.2 = −6.8 (l) 3x = 36

2. Solve for x in these equations

(a) 5x − 6 = 6x − 5 (f) 4x + 2 = 22 (k) 5x − 8 = 37

(b) 8x + 2 − 6x = 3 + x (g) 6x − 4 = 26 (l) 2x + 4 = 36
− 10
(c) 4x− 11 −x = 2 (h) 11x − 4 = 29 (m) 3(9x − 9) + 4 =
+2x− 20 58
(d) 2x + 4 = 14 (i) 7x + 2x = 8x − 3 (n) 2(8x − 10) + 3 =
15
(e) 3x + 7 = 25 (j) 6x + 7 = 31 (o) 4(10x + 8) + 5
= 197

3. Solve for x in these equations

(a) 5x − 6 = 6x − 5 (f) 4x + 2 = 22 (k) 5x − 8 = 37

(b) 8x + 2 − 6x = 3 + x (g) 6x − 4 = 26 (l) 2x + 4 = 36
− 10
(c) 4x− 11 −x = 2 (h) 11x − 4 = 29 (m) 3(9x − 9) + 4 =
 +2x− 20 58
(d) 2x + 4 = 14 (i) 7x + 2x = 8x − 3 (n) 2(8x − 10) + 3 =
15
(e) 3x + 7 = 25 (j) 6x + 7 = 31 (o) 4(10x + 8) + 5
= 197

4. Solve these equations, giving your answers as fractions or mixed numbers

160 Practice makes mathematics easier

 12.3. SOLVING LINEAR EQUATIONS

(a) 7x − 6 = 5 (e) 3x + 7 = 26 (i) 2x = 3

(b) 8x + 3 − 6x = −10 (f) 7x + 2 = 22 (j) 6x + 7 =
30
(c) 4x = 22 (g) 6x = 26 (k) 9x = 1
(d) 6x + 4 = 14 (h) 8x + 2 = 5 (l) 8x + 8 =
9

5. Solve these equations

(a) 5x
= (c) 4
+x= (e) 1
= 2
+x
10 1
4 5 5 3 3
(b) y
+y= (d) t (f) x
−3= x
6 =
1
2 20 10 2 3

6. Solve for y in the following equations:

(a) 4(2y + 3) = 31 − 3(y − 1) (c) 10 − 2(y − 4) = 2(y − 1) − 6y

(b) 15(y − 7) − 3(y − 9) + 5(y + (d) 5(y − 1) = 3(2y − 5) − (1 − 3y)
6) = 0

7. A man is 24 years older than his son. In two years time, his age will be twice the age of his
son. Find the present age of the son
8. I think of a number, multiply by 6, take away 5. The answer is the same if I multiply it by
4 and then add 9.
(a) Form a linear equation in terms of x
(b) Find the number x
9. The sum of two consecutive odd numbers is 52. .
(a) Form a linear equation in terms of t
(b) Find the number t
10. The sum of the ages of 5 children born at intervals of 3 years each is 50 years. Find the age
of the youngest child
11. I think of a number, take away three and then divide by 4. The answer is 3.
(a) Form a linear equation in terms of y
(b) Find the number y
12. I think of a number, multiply by 3, add 4. The answer is the same, if I add 10 to the number.
(a) Form a linear equation in terms of k
(b) Find the number k
13. Twice the sum of a number and 4 is the same as four times the number, decreased by 12.
Find the number
14. Find two numbers such that one exceeds the other by 8 and their sum is 24
15. The sum of three consecutive multiples of 13 is 195. Find these multiples
Practice makes mathematics easier 161
Chapter 13: BUSINESS ARITHMETIC

Learning objectives
By the end of this topic,the learners should be able to
• Describe and calculate pro t,loss,commission,interest insurance and discount.
• Express pro t or loss as a percentage
• Solve simple interest problems
In this topic, you will learn how to calculate loss,pro t and expressing them as
percentages.Further more we shall learn about discount,simple interest ,commission and simple
interest.

13.1 Pro t and Loss

Buying and selling is part of any trade.The goods we use at home are bought from shops, markets
and supermarkets. People who sell to us also buy from other wholesalers and sell them to us at
a higher price. The extra money the goods are sold for is the pro t. If the goods are sold at a
lower price than the price at which they were bought, the di erence is the loss.

TERMS USED
Cost price (C.P) is the price at which an item is purchased or The price at which the goods are
bought
Selling price (S.P) is the price at which an item is sold

PROFIT= Selling price − Cost price LOSS= Cost price − Selling price

EXAMPLES

1. A dress bought for UGX 15,000 was sold for UGX 20,000.
(a) What was the cost price?
UGX 15,000

(b) What was the selling price?

UGX 20,000

(c) Calculate the pro t.

Pro t =Selling price-Cost price

=20, 000 − 15, 000
=UGX 5000

162
 13.2. PERCENTAGE PROFIT AND LOSS

2. John bought a radio at 10,000 UGX and sold it to his brother at 4,000 UGX.

(a) What was the cost price?

10,000UGX

(b) What was the selling price?

4,000UGX

(c) Calculate the loss.

Loss =Cost price-Selling price

=10, 000 − 4, 000
=6000UGX

13.1 Exercise
Set
1. Priscilla bought a radio at 60,000 UGX and sold it to his brother at 55,000 UGX. Calculate
the pro t or loss made on this item.

2. A crate of soda has 24 bottles. A shopkeeper bought it from the wholesale shop at 18,500
UGX. He sold each bottle at 1000 UGX.

(a) What was the cost price?

(b) What was the selling price?

(c) Calculate the pro t.

3. A trader bought a plot of land at Shs 4.8 million and during the Covid 19 crisis he decided
to sell it at Shs 3.8 million.

(a) What was the cost price?

(b) What was the selling price?

(c) Calculate the loss.

4. A goat which costs shs 50,000 was sold for shs 48,000.Find the Loss

13.2 Percentage Pro t and Loss

We can express the pro t or loss as a percentage using the formulae below:

1. Percentage pro t = Pro t

Cost
× 100
price
2. Percentage loss = Loss
Cost
× 100
price

Practice makes mathematics easier 163

13.2. PERCENTAGE PROFIT AND LOSS

3. A pro t of 20% means the selling price is 120% of the cost price
120
S.P = × C.P
10
0
4. A loss of 20% means the selling price is 80% of the cost price
80
S.P × C.P
= 10
0
EXAMPLES

1. A trader bought a radio at Shs 16,000 and sold it at Shs 20,000. Find his:

(a) pro ts .
Pro t = S.P − C.P
= 20, 000 − 16000
Pro t = Shs4000

(b) percentage pro t

Pro t
Percentage Pro t × 100
= Cost
price
4000
= × 100
20,
000
cs 20
4000
c
=c × 10 0
20 ,
0 / 0/ 0
= 20%

2. A trader bought a car at Shs 6 million and sold it at Shs 5 million. Find his:
(a) loss
Loss = C.P − S.P
= 6000000 − 5000000
Loss = Shs1, 000, 000

(b) percentage loss

Loss
Percentage Loss × 100
= Cost price
100000
0
= × 100
60000
00 c
1c00
c00c
00
= c ×
 100
6 c000000
= 16.67%

164 Practice makes mathematics easier

 13.3. DISCOUNT

3. A book is bought at Shs 1,500 and sold at a pro t of 40%. Find the selling price.
A pro t of 40% means the selling price is 140% of the cost pricei.e 100 + 40 = 140%
140
S.P = × C.P
10
0
= 14 × 1500
0
10
0
140
= × 15/0/0
100
= Shs 2100

4. A trader sold an item at Shs 7,000 and made a loss of 1221 % Find the cost price A Loss of
121 % means the selling price is 87.5% of the cost pricei.e 100 − 121 = 871 % or 87.5%
2 2 2

87.
S.P = × C.P
5
10
0
87.5
= × 70/0/0
100
= Shs 6125

13.2 Exercise
Set
1. A radio is bought at Shs 15,000 and sold at Shs 16,200. Find
(a) Pro t
(b) the percentage pro t
2. A trader bought a motorcycle at Shs 4 million and sold it at Shs 3.5 million. Find his:
(a) loss
(b) percentage loss
3. A plot of land is bought at Shs 5 million and sold at a loss of 20%. Find the selling price
4. A company selling newspapers spends UGX 15,00 to produce a copy of the newspaper and
sells it at UGX 2,000. On a given day, the company produced 2000 copies and managed to
sell 1000 copies only.
(a) Did the company make a pro t or loss on that day?
(b) Calculate the percentage pro t/ loss for the day.

13.3 Discount

In the areas of competition, shops nd ways of encouraging customers to buy. One way of
encouraging customers is through reducing an amount from the usual marked price. This
reduction in price is called Discount.

Practice makes mathematics easier 165

13.3. DISCOUNT

• Discount is a reduction in the selling price of an item

• Sale price = original price − discount
• Percentage discount = Discount
Original
× 100
price
• A discount of 20% means the sale price is 80% of the original
price EXAMPLES

1. Kaziba paid shs.2800 for T-shirt in a sale, while the price tag shows shs.3000.
(a) What is the Original price
shs.3000
(b) What is the sale price
shs.2800
(c) Find the discount

Discount = original price − Sale price

= 3000 − 2800
Discount = Shs200

2. Sheila paid shs.28125 for T-shirt in a sale, while the price tag shows shs.31250.
(a) What is the Original price
shs.31250
(b) What is the sale price
shs.28125
(c) Find the discount

Discount = original price − Sale price

= 31250 − 28125
Discount = Shs3125

(d) Find the percentage discount

Percentage discount Discount

= × 100
Original price
3125
= 31250 × 100
c
c31 25c
= × 100/
c31c2c50/
= 10%

3. An item costing Shs 18,000 was sold at Shs 16,000. Find the:

166 Practice makes mathematics easier

 13.3. DISCOUNT

(a) the discount

Discount = original price − Sale price

= 18000 − 16000
Discount = Shs2000

(b) percentage discount

Discount
Percentage discount × 100
= Original price
2000
× 100
= 18000
= 11.1%

4. An item costing Shs 60,000 was sold at a discount of 20% . Find:

(a) how much was paid for it A discount of 20% means the sale price is 80% of the
original price

Sale price = 8× Original price

0
100 × 60, 000
=
80
100
= Shs48, 000

(b) cash value of the discount

Cash value of the discount 2

× Original price
= 0
10 × 60, 000
= 0
2
0
10
0
= Shs12, 000

13.3 Exercise
Set
1. Find the percentage discount allowed when an item costing Shs 60,000 is sold at Shs 48,000
2. Stephen paid shs.200,000 for a phone in a sale, while the price tag shows shs.252000. Find
(a) the discount
(b) Percentage discount
3. Find the percentage discount allowed when an item costing Shs 2000,000 is sold at Shs
 1800,000
4. A bicycle priced Shs 200,000 was sold at a discount of 15%. Find:

Practice makes mathematics easier 167

13.4. COMMISSION

(a) how much was paid for it

(b) cash value of the discount
5. Sarah buys a dress for cash whose marked price is shillings 50,000. A shopkeeper o ers 10%
discount for cash payments.
(a) How much is the discount?
(b) How much does she actually pay for the dress?

6. The marked price of a watch is 46,500. The shopkeeper o ers an o -season discount of 18%
on it. Find its selling price.
7. The price of a sweater was slashed from 9600 shillings to 8160 shillings by a shopkeeper in
a rainy season. Find the rate of discount given by him.
8. . Find the percentage discount being given on a shirt whose selling price is 54,600 shillings
after deducting a discount of 10,400 on its marked price.

13.4 Commission

Agents and sales people who sell goods on behalf of some body else are usually paid a commission.
• Commission is a reward to the sales agent based on the level of sales
• Commission is usually a percentage of the value of goods sold
EXAMPLES

1. A sales agent gets a commission of 15% for selling goods. Find his commission for
sales worth Shs 600,000

Commission = 1
× 600, 000
5
10
0
= Shs90, 000

2. An agent receives a commission of 4% on goods sold for shs 70,000. Find her commission.
4
Commission = × 70, 000
100
= Shs2800

13.4 Exercise
Set
1. A sales agent gets a commission of 12% for selling goods. Find his commission for
sales worth Shs 6,000,000
2. An agent receives a commission of 5% on goods sold for shs 50,000. Find her commission.
168 Practice makes mathematics easier
 13.5. SIMPLE INTEREST

3. A salesman gets a xed salary of£2000 per month and a commission of 2% on sale. If
total sale for the month of April was £30, 000, nd his total salary for that month?

4. Joan makes a commission of 2% when a house is sold by his company. How much
money will Joan make as a commission if her company sells the house for 300,000,000
shillings?

5. Mike makes a commission of 10% on each TV set sold at store. Each TV costs £120.
How much money will he make as commission if the store sells 25 TV sets?

13.5 Simple interest

If you borrow money from a bank or other nancial institution, the bank charges for the use of
the money.This charge is called interest usually denoted by (I) .The interest is usually calculated
as a Percentage Rate usually denoted by (R). Interest also depends on the length of Time (T)
that the money is borrowed or invested for.

• The amount(money) borrowed or lent is called the principal(P)

• The reward to the lender is called interest

• In solving simple interest problems, the following relations apply:

(i) Simple interest = Principal×Rate×time
10
0
(ii) Amount = principal + interest

EXAMPLES

1. Find the simple interest on Shs 25,000 for 3 years at a rate of 8% per annum

Simple interest Principal × Rate × time

= 100
25000 × 3
= ×8
100
= Shs6000

METHOD 2: (STEP BY STEP METHOD)

First year interest 8

× 25, 000
= 10
0
= Shs2, 000
Second year interest = 2000 + 2000
= 4000
Third year interest = 2000 + 4000
= Shs6000
2. Find the amount to which Shs 80,000 accumulates in 9 months at a simple interest rate of

Practice makes mathematics easier 169

13.6. INSURANCE

15% per
annum
Principal × Rate × time
Simple interest
= 100
80000 × 9 × 15
12
=
100
= Shs9000

Amount = principal + interest

= 80, 000 + 9000
= Shs89000

13.5 Exercise
Set
1. Find the simple interest on sh. 10,000 for 2 years at 4% per annum.
2. Find the simple interest on sh. 25 000 for 3.5 years at 18% per annum.
3. Find how long will it take for a sum of Shs 80,000 to yield an interest of Shs 12,000 at a
rate of 5% per annum simple interest
4. Find the principal that yields a simple interest of Shs 27,000 in 9 years at a rate of 6% per
annum
5. A man borrowed Shs 15.6 million from a bank at a simple interest rate of 15% per annum.
He has to repay the loan within 2 years in equal weekly instalments. Calculate the:
(a) interest he paid to the bank
(b) total amount to be paid
6. How much interest is earned on 5,000,000 at 4% for seven years?
7. Jane borrowed 2,250,000 shillings from the bank for eight years at an interest rate of 6%.
How much interest will she pay?
8. If you put 624,000 shillings into a savings account that earns 5%, how much money will
you have at the end of four years?

13.6 Insurance

Insurance is a means of protection from nancial loss. It is a form of risk management. An

entity which provides insurance is known as an insurer, insurance company, insurance carrier or
underwriter. A person or entity who buys insurance is known as an insured or as a policyholder.
The amount of money charged by the insurer to the policyholder for the coverage set forth in
the insurance policy is called the premium. There are many di erent types of insurance policies
.Below are a few of the main types of insurance

170 Practice makes mathematics easier

 13.6. INSURANCE

1. Life insurance 5. Pecuniary insurance

2. Burial insurance 6. Marine insurance
3. Motor vehicle insurance 7. Accident insurance
4. Property insurance 8. Liability insurance

Activity of Integration
• Support: pens, paper, internet

• Resources:Knowledge of pro t,loss ,insurance ,discount and commission.

• Task:As a senior one student,come up with a business idea,which you can use to generate
pocket money.Show how you will generate pro ts,curb lossess and safe guard your business
from any risk.

Practice makes mathematics easier 171

Chapter 14: TIME AND TIME TABLES

Learning objectives
By the end of this topic,the learners should be able to
• Identify and use units of time
• Use and interpret di erent representations of time
• Apply understanding of time in a range of relevant real life contexts
In this topic, you will learn various units of time, such as minutes, seconds, hours, day, week,
month, year. You will be able to understand and apply time in a range of relevant real-life
contexts.Further more you will also learn how to make and read time tables

14.1 Telling the Time

Minute hand
• On a clockface the large hand of the clock 11
12 1
points to the minutes 10 2
9
• On a clockface the small hand on the clock
8 4
points to the hours 7 6 5
Hour hand
Recall

One hour = 60
minutes Three quarters of an hour =
45 minutes
Half an hour = 30 minutes
Quarter of an hour = 15 minutes
One minute = 60 seconds
One hour = 3600 seconds

EXAMPLES
1. Write each of the times shown on these clocks:

172
 14.1. TELLING THE TIME

11
12 1 11
12 1 11
12 1
10 2 10 2 10 2
9 9 9
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5

(a) (b) (c)

Time in words Time in digits

(a) Quarter to eight o'clock OR Forty ve minutes past seven o'clock 7 : 45
(b) Five minutes past ve o'clock 5 : 05
(c) Thirty minutes past twelve o'clock OR Thirty minutes to one o'clock 12 : 30

2. Write each time using digits and show the position of the hands on a clockface:

(a) twenty ve minutes past seven o'clock

(b) quarter to ten o'clock.

11
12 1
10 2
(a) Twenty ve minutes past seven o'clock us-
9
ing digits is 7 : 25
8 4
7 6 5

11
12 1
10 2
(b) Quarter to ten o'clock using digits is 9 : 45 9
8 4
7 6 5

14.1 Exercise
Set
1. Draw these times on clock faces:

Practice makes mathematics easier 173

14.1. TELLING THE TIME

(a) Twenty minutes past two o'clock (e) Quarter to seven

(b) Twenty minutes to two o'clock (f) Half past ten
(c) Ten minutes to nine o'clock (g) Twenty ve minutes past six o'clock
(d) Ten minutes past nine o'clock (h) Twenty ve minutes to six o'clock

2. Draw these times on clock faces:

(a) 5 : (d) 7 : (g) 7 : 05

00 20
(h) 1 : 50
(b) 8 : (e) 11 :
25 45 (i) 6 : 55

(c) 3 : (f) 2 :
55 10

3. Write the times shown on each of these clocks in words and digits.

11
12 1 11
12 1 11
12 1
10 2 10 2 10 2
9 9 9
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5

(a) (b) (c)

11
12 1 11
12 1 11
12 1
10 2 10 2 10 2
9 9 9
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5

(d) (e) (f)

4. Write these times in words:

(a) 5 : 55 (d) 7 : 20
00
(e) 11 : 45
(b) 8 :
30 (f) 2 : 10

(c) 3 :
 (g) 7 : (h) 1 : (i) 8 : 55
05 50

5. Write these times using digits:

174 Practice makes mathematics easier

 14.2. 12−HOUR AND 24−HOUR CLOCKS

(a) Twenty minutes past two o'clock (f) Half past ten
(b) Twenty minutes to two o'clock (g) Twenty ve minutes past six o'clock
(c) Ten minutes to nine o'clock (h) Twenty ve minutes to six o'clock
(d) Ten minutes past nine o'clock (i) Twenty ve to nine
(e) Quarter to seven (j) Twenty to three

6. Alexadra looks at her watch and sees that the time is 7 : 55.
(a) Write this time in words.

(b) What will be the time 10 minutes later?

7. Ethan looks at his watch and sees that the time is 1 : 45.
(a) Write this time in words.

(b) What will be the time 15 minutes later?

8. A bus leaves school at ve minutes past ve and Ethan gets o 20 minutes later.

(a) What is the time when Ethan gets o the bus in digits?

(b) Write your answer in words

(c) Represent your answer on a clock face

14.2 12−hour and 24−hour Clocks

• The 12−hour clock notation uses am and pm to indicate morning and afternoon respectively.
• am is the time from 12 midnight and before 12 noon.
• pm is the time from 12 midday and before 12 midnight.
• The 24−hour clock uses the numbers 00 : 00 to 23 : 59 (midnight is 00 : 00).
• In the 24 hour clock, there are no 'am' and 'pm' labels.
• The hours start at zero and go throught to 23.
• All 24 hour clock times should be written hh:mm or hh:mm:ss, where h is the hour, m is
the minute and s is the seconds
• Sometimes the colons are omitted bewteen the hours and minutes.
• The minutes and seconds never change when changing between 24 hour and 12 hour times.

14.2.1 Converting from 12 hour times to 24 hour clock

The following simple steps will help you change a 12 hour time to a 24 hour time.

Practice makes mathematics easier 175

14.2. 12−HOUR AND 24−HOUR CLOCKS

• If the hour is exactly 12pm, then simply remove the 'pm' label.e.g 12 : 07pm = 12:07
or 1207

• If the hour is 12am, then change it to 00.

• If the hour is a pm time, then simply add 12 to the hour.

• The hour in a.m does not change. If it is less than 10, just add a zero before the digit.

EXAMPLES.

1. Write these times in 24-hour clock time:

(a) 3.06 a.m.

3.06a.m = 03 : 06 or 0306 The hour is in am,and is less than 10, then add a zero
before the d

(b) 11 : 32am
In 24−hour is 1130 or 11 : 30

(c) 12 : 30am
In 24−hour is 0030 or 00 : 30

(d) 3 : 06pm

3:06
+12:00
15:06
Therefore 3 : 06pm is 15:06 or
1506

(e) 8 : 14pm
1
8:14
+12:00
20:14

Therefore 8 : 14pm is 20:14 or

2014

14.2 Exercise
Set
1. Convert these times to 24-hour clock times:

(a) 5 : 00 a.m (e) 11 : 45 a.m (i) 8 : 55

p.m
(b) 8 : 30 a.m (f) 2 : 10 p.m (j) 7 : 13
p.m
(c) 3 : 55 p.m (g) 7 : 05 p.m (k) 9 : 50
p.m
(d) 7 : 20 p.m (h) 1 : 50 a.m (l) 4 : 59
p.m
 2. Write these times in 24-hour clock time:

176 Practice makes mathematics easier

 14.2. 12−HOUR AND 24−HOUR CLOCKS

(a) Quarter to nine in the evening (e) Ten past nine in the evening
(b) Ten minutes to miday (f) Five to seven in the morning
(c) Quarter to eight in the morning (g) Quarter past ve in the afternoon
(d) Ten minutes to midnight (h) Half past two in the afternoon

3. Taibah international school runs the following daily programm.

Activity Time
Break fast 7:00am
Registration 8:00am
Lesson 1 8:30am
Lesson 2 9:30am
Break fast 10:30am
Lesson 3 11:30am
Lesson 4 12:30pm
Lunch 1:30pm
Lesson 5 2:30pm
Lesson 6 3:30pm
Sports 4:40pm
Supper 6:10pm
Evening preps 7:15pm

(a) Convert the time for school activities to 24-hour clock time

(b) Write them in words

4. A school bus leaves at 0030. Write this time in words.

14.2.2 Converting from 24 hour times to 12 hour times

The following simple steps will help you change a 24 hour time to a 12 hour time with 'am' and 'pm'.
• If the hour is exactly 12, then simply label it as a pm time.
• If the hour is 00, then change it to 12 and label it as an am time.
• If the hour is greater than 12, then simply subtract 12 from the hour and label it as a pm
time.
• If the hour is less than 10, simply label it as an am time and take away any leading zeros.
EXAMPLES.

1. Write these times using 'a.m.' or 'p.m':

(a) 0742.
In 12−hour is 7 : 42a.m

Practice makes mathematics easier 177

 14.2. 12−HOUR AND 24−HOUR CLOCKS

(b) 0845am
In 12−hour is 8 : 45a.m
(c) 15 : 06

15:06
-12:00
3:06
Therefore 1506 is 3 : 06pm
(d) 2014

1
2//‘ 10 0/ : 1 4
- 1 2 :00
8 :14
Therefore 2014 is 8 : 14pm

14.3 Exercise
Set
1. Write these 24-hour clock times in 12-hour clock times, using 'a.m.' or 'p.m

(a) 1808 (e) 0822 (i) 2305 (m) 1430

(b) 0345 (f) 1842 (j) 1735 (n) 1555
(c) 2224 (g) 1330 (k) 1605 (o) 0745
(d) 1204 (h) 1440 (l) 0342 (p) 0835

2. Insert 'a.m.' or 'p.m.' into each sentence so that it makes sense:

(a) Frank woke up at 6:45 (d) Grace ate her lunch at 11:45.
(b) John came home from school at 3:55. (e) James went to bed at 8:55.
(c) Philemon started his night shift at 10:15 (f) Hannah cooked a meal at 5:15.

3. The premier league games were scheduled as follows.

Match Time
Liverpool fc vs wolves 1900
Arsenal fc vs spurs 2100
Chelsea vs Hull city 2315
Marchester united vs Everton 2245
Marchester city vs Southampton 2030
Burnley vs Aston villa 2020

(a) Convert the time for the match to 12-hour clock time
(b) Write them in words

178 Practice makes mathematics easier

 14.3. UNITS OF TIME

4. Stephen leaves home at 0900 and returns 7 hours later. Write the time that Stephen gets
home in 12-hour clock time using 'a.m.' or 'p.m.'

14.3 Units of time

A unit of time or midst unit is any particular time interval, used as a standard way of measuring
or expressing duration

1 hour 60 minutes
1 minute 60 seconds
1 day 24 hours
1 week 7 days
1 year 365 days or 366 days in a leap year
1 year 12 months
February 28 days (29 days in a leap year)
April 30 days
May 31 days
June 30 days
July 31 days

NOTE
[2]A leap year (also known as an intercalary year or bissextile year) is a calendar year that
contains an additional day added to keep the calendar year synchronized with the
astronomical year or seasonal year.Each leap year has 366 days instead of 365, by extending
February to 29 days EXAMPLES
1. How many hours are there in April?

Number of hours in April = 30 × 24

= 720hours

2. How many hours are there in a week

Number of hours in a week = 7 × 24

= 168hours

3. How many seconds are there in a day

Number of seconds in a day = Number of hours in a day × Number of seconds

= 24 × 60
= 1440seconds

4. 25 February is a Friday. What will be the date on the next Friday

Practice makes mathematics easier 179

 14.3. UNITS OF TIME

Friday 25
Saturday 26
Sunday 27
Monday 28
Tuesday 1
Wednesday 2
Thursday 3
Friday 4

(a) if it is not a leap year.

So the next Friday will be 4 March.
Method 2

25 + 7 = 32 Add the number of days in a week (7)

32 − 28 = 4 Subtract the number of days for the month of februaryin a common

year( 28) So the next Friday will be 4 March.

(b) if it is a leap year?

25 + 7 = 32 Add the number of days in a week (7)

32 − 29 = 3 Subtract the number of days for the month of february in a leap

year( 29) So, in a leap year, the next Friday will be 3 March.

14.4 Exercise
Set
1. How many hours are there in a week?
2. How many hours are there in:
(a) September
(b) February (2 answers needed).
(c) one year (2 answers needed).
3. How many minutes are there in:

(a) Two days (c) Fortnight

(b) 0ne week (d) Three weeks

4. How many seconds are there in:

(a) Two hours (c) Month of january

(b) 0ne day (d) In 90 minutes

5. If 25th March is a Friday, what will be the date on the following Friday?

180 Practice makes mathematics easier

 14.4. TIMETABLES

6. Hannah goes on holiday on Monday 20th June. She returns 14 days later.On what date
does she return from her holiday
7. If 3rd October is a Monday:
(a) what day of the week will 1st November be.
(b) what will be the date of the rst Monday in November?
8. Hannah goes to the bank every Tuesday. The last time she went was on Tuesday 20th
October.
(a) What will be the dates of her next 2 visits to the bank?
(b) On the second Tuesday in November she is ill and goes to the bank on Wednesday
instead. What is the date of that Wednesday?
9. This year Stephen's birthday is on a Saturday in June. What day will his birthday be on
next year if:
(a) next year is a leap year.
(b) next year is not a leap year?
10. In 2010, Christmas Day was on a saturday. Name the day of the week for Christmas Day
in:

(a) 2019 (c) 2008 (e) 2009

(b) in you birth year (d) 2014 (f) 2011

14.4 Timetables

In this section we consider how to extract information from timetables.

14.5 Exercise
Set
1. Use the train timetable below to answer these questions:

Kampala depart 1903 1915 1930 2000

Mukono depart 1935 1945 2003 2030
Lugazi arrive 2009 2015 2036 2103
Buikwe arrive 2022 - - 2250
Jinja arrive - 2051 2117 -
Busia arrive - - 2257 0106

(a) If you catch the 1915 from kampala, at what time would you arrive in Lugazi?
(b) If you catch the 1935 from Mukono, at what time would you arrive in Buikwe?
(c) Akasha arrives in Jinja at 2117. At what time did he leave Kampala?

Practice makes mathematics easier 181

14.4. TIMETABLES

(d) Christine catches the 2250 at Buikwe. At what time does she arrive in Busia?
2. The table below gives the timetable for a bus that runs from kampala bus park to Mbarara:

Kampala depart 0857

Busega depart 0930
Mpigi arrive 1657
Masaka arrive 1723
Mbarara arrive 1842

(a) At what time does the bus leave kampala?

(b) At what time does the bus arrive at Mbarara?
(c) Where does the bus arrive at 1657?
(d) Bah arrives at kampala at ve past nine. Can he catch the bus?
3. The Journey from Kabale (Uganda) to Kigali (Rwanda) takes 2 12 hours. The time in Uganda
is 1 hour ahead of Rwanda.
(a) If you leave Kabale at 10 : 00, what will be the local time when you arrive in Kigali?
(b) If you leave Kigali at 17 : 45, what will be the local time when you arrive in Kabale?
4. The Journey from Uganda) to America takes 1014hours. The time in Uganda is 8 hours
ahead of America.
(a) If you leave Entebbe at 9 : 00, what will be the local time when you arrive in America?
(b) If you leave America at 17 : 45, what will be the local time when you arrive in Entebbe?
5. Jean earns UGX 4,000 per hour on weekdays, UGX 4,500 per hour on Saturdays and UGX
6,000 per hour on Sundays.

Day Hours worked for

Monday 4
Tuesday 3
Wednesday 2
Thursday 8
Friday 7
Saturday 4
Sunday 5

(a) How much money did Jean earn on Saturday?

(b) How much money did Jean earn on Sunday?
(c) How much money did Jean earn that week?
6. Ethiopian air lines has the the schedule below
(a) At what time does the Aeroplane leave Entebbe on wednesday?

182 Practice makes mathematics easier

 14.4. TIMETABLES

Flight number Frequency Departure air port Departure time Arrival air port Arrival time Sub eet
ET0760 mon,wed Entebbe 21:45 Kenya 3:45 ET0761
ET0750 mon,fri Entebbe 0340 Rwanda 0420 ET0763
ET0765 Tue,thur Entebbe 0630 Tanzania 0835 ET0767
ET0760 sun,sat Entebbe 0945 Qatar 2330 ET0768

(b) At what time does the Aeroplane arrive at Rwanda air port?
(c) Where does the Aeroplane arrive at 2330 ?
(d) How long does it take to y from Entebbe to Tanzania?
(e) How long does it take to y from Entebbe to Qatar
7. As of January 2020, Uganda Airlines operates ights to the following destinations

Flt No Frequency Departure air port Departure time Arrival air port Arrival time
UR360 Mon,Wed EBB 1545 BJM 1600
UR361 Frid,Sun BJM 1955 EBB 2210
UR204 Mon,Tue,Wed,Thu,Fri,Sat,Sun EBB 2005 NBO 2120
UR203 Sat ,Sun NBO 0945 EBB 1100
UR122 Mon EBB 0700 JUB 0825
UR121 Tue,Wed,Thu,Fri JUB 1150 EBB 1315
UR320 Sat,Sun EBB 1145 DAR 1335
UR321 Tue,Thu DAR 1635 EBB 1825

(a) Calculate the time taken for the aeroplanes to travel from one air port to the other,fro
all the ight numbers.
(b) At what time does the Aeroplane arrive at NBI?
(c) Where does the Aeroplane arrive at 1335 ?
(d) What is the furthest airport from Entebbe?
(e) What is the nearest airport from any Entebbe?

Activity of Integration
Secondary schools have morning and evening preps .The morning preps start at 5:00am and end
at 6:30am,While the evening preps start at 6:15pm and end at 9:15pm.Each science subject must
have 2hours on the time table
• Support: Mathematical instruments, pencil, paper, pens,colors
• Resources:Knowledge of time tables,time,subjects o ered
• Task:As a senior one student ,design a personal time table ,clearly indicating the time given
to each subject o ered and the day of the week.

Practice makes mathematics easier 183

Key Words

Bar charts, 121 divisor, 20

decimal, 2 duodecimal, 2
qualitative data, 118
scale , 97 equiangular, 70
equidistant, 82
abacus, 2 equilateral, 70
acute angle , 106 equilateral triangle, 85
adjacent angle, 109 equivalent fraction, 34
algebra , 148 evaluation, 148
alternating angle, 112 even number, 16
angle bisector, 75 expression , 148
anticlockwise, 98 exterior angle sum, 116
axis, 67
factor, 24
base value, 4 factor tree, 26
bearing , 97 frequency, 127
BNR, 7 full angle, 107
BODMAS, 37
GCD, 29
cardinal, 97 geometry, 130
cartesian plane, 67
HCF, 28
circumcircle, 85
heptagon, 70
circumscribing, 82
hexadecimal, 2
clockwise, 98
hexagon, 70, 117
co-interior angle, 112
hypothesis, 126
commission, 167
common divisor, 27 image, 132
compass direction, 98 improper fraction, 34
complementary angle, 109, 111 input/out put machine, 92
composite number, 16, 23 inscribing, 82
continuous data, 119 insurance, 169
Corresponding angle, 112 integer, 19
Cost price, 161 Integers, 17
cross multiplication method, 40 interior angle sum, 115
cube number, 23 intersecting lines, 75
curve, 140 isosceles trapezoid, 131

decagon, 70, 117 LCM, 28

decimal number, 49 leap year, 178
denominator, 33 Line graph, 121
Discount, 164 Line of symmetry,
discrete data, 119 130 line segment, 77
dividend, 20 linear equation, 140, 155

184
 KEY WORDS

Locus of a point, 80 prime number, 16, 23

loss, 161 principal, 168
pro t, 161
midst unit, 178
proper fraction, 33
mirror line, 132
mixed fraction, 47 quadrant, 139
mixed number, 34 quadrilateral, 70
mode, 127 quantitative data, 118
multiple, 25, 30 quaternary, 2
quinary, 2
natural number, 16, 23
quotient , 12
negative, 19
non terminating decimal, 54 range, 128
nonagon, 70 recurring, 33
nonary, 2 recurring decimal, 55
number base, 2 reference point, 67
number line, 19 re ection, 130
number system, 2 re ex angle, 107
numeral, 5 regular polygon, 70
numerals, 4 remainder, 12
numerator, 33 rhombus, 131

obtuse angle, 106 Sale price, 165

octagon, 70, 72 scale, 67
octal, 2 Selling price, 161
odd number, 16 septimal, 2
sequence, 86
parallel lines, 75 seximal, 2
parallelogram, 115 simple interest, 168
pattern, 87 square number, 23
pentagon, 70 straight angle, 107
Percentage, 60 supplementary angle, 109, 111, 112
percentage change, 63
percentage decrease, 63 tally chart, 118
percentage discount, 165 term, 148
percentage increase, 63 terminating, 33
percentage loss, 162 terminating decimal, 54
percentage pro t, 162 transversal line, 112
percentages, 60 trapezium, 131
perpendicular bisector, 77, 82 trinary, 2
perpendicular lines, 75 turn, 98
Pictograms, 121
value of digit, 5
Piecharts , 121
variable, 149
place value, 2
vertical angle, 110
Positive, 19
vulgar fractions, 37
pre-image, 132
prime factor, 16 whole number, 10, 23
prime factorisation, 24, 30

Practice makes mathematics easier 185

Bibliography

[1] P. Thangarajah, Number bases. Available at https://math.libretexts.org/Courses/

Mount_Royal_University/MATH_2150%3A_Higher_Arithmetic/7%3A_Number_
systems/7. 2%3A_Number_Bases, version 1.6.0.

[2] C. for innovation in mathematics teaching, Time and Time tables. Available at
https://www. cimt.org.uk/projects/mepres/book7/book7.htm, version 1.6.0.

[3] R. parsons, Key stage three mathematics. Coordination group publications Ltd, 2005.
[4] m. g. M.macrae, Edmund segujja, New general mathematics students'book 2. Pearson Long
man, 2007.
[5] C. J.karugaba, Fountain mathematics for secondary schools,students book 1. Fountain, 2010.
[6] NCDC, Mathematics learners book ,senior one. Enabel, 2020.

186
UNDERSTANDING SENIOR ONE MATHEMATICS

This new edition of understanding senior one mathematics follows

the updating of the lower secondary syllabus.It covers all the 14
topics as designed in the new lower secondary curriculum.

The aim of the author has been to provide a simple and direct approach
to understanding mathematics by all learners by themselves.Ample op-
portunity is given for practice in exercises at the end of the sections.

Other books ,pamphlets and articles by the same author

• O level physics practical workbook 1st edition 2020.

• O level physics de nitions,experiments and laws 2020.
• O level mathematics revision questions (S.4 and S.3).
• A level mathematics revision questions (Paper one and two).
• Production of biomass briquettes using sugar residues and
banana peelings
AUTHOR'S CONTACTS
[email protected]
0703822752/0787698238/0787430783