ARRUPE JESUIT COLLEGE

ABBI
DELTA STATE

SECOND TERM LESSON NOTE

2024-2025 ACADEMIC SESSION

MATHEMATICS
JSS TWO

Mr. Asekome Samson

 SCHEME OF WORK SECOND TERM JSS2 MATHEMATICS

1. LAWS ON INDICES
2. DATA PRESENTATION

3. PROBABILITY

4. BEARING

5. FACTORISATION

6. SIMPLE INTEREST
NOTE FOR WEEK ONE

Learning Objective: At the end of the lesson, students should be able to:

- Apply the law of indices in multiplication

- Solve simple questions involving indices

Indices & the Law

Indices Introduction
Indices are a useful way of more simply expressing large numbers. They also present us with
many useful properties for manipulating them using what are called the Law of Indices.

What are Indices?

The expression 25 is defined as follows:
25 = 2 × 2 × 2 × 2 × 2

We call "2" the base and

"5" the index.

Law of Indices
To manipulate expressions, we can consider using the Law of Indices. These laws only apply
to expressions with the same base, for example, 34 and 32 can be manipulated using the Law
of Indices, but we cannot use the Law of Indices to manipulate the expressions 3 5 and 57 as
their base differs (their bases are 3 and 5, respectively).

Six rules of the Law of Indices:

Rule 1: Zero Index:

𝑎0 = 1
Any number, except 0, whose index is 0 is always equal to 1, regardless of the value of the base.

Example 1:
1. Simplify 20

Solution: 20 = 1

2. Simplify 80
Solution: 80 = 1

Rule 2: Multiplication Law:

𝑎𝑚 × 𝑎𝑛 = 𝑎𝑚+𝑛
To multiply expressions with the same base, copy the base and add the indices.

Example 2:
51 × 53 = 51+3 (Using 𝑎𝑚 × 𝑎𝑛 = 𝑎𝑚+𝑛)
Simplify: 5 × 53: (note: 5 = 51)

= 54
= 5 × 5 × 5 × 5 = 625

Rule 3: Division Law:

𝑎𝑚 ÷ 𝑎𝑛 = 𝑎𝑚−𝑛

To divide expressions with the same base, copy the base and subtract the indices.

Example 1:

Simplify: 5(𝑦9 ÷ 𝑦5)

Solution
5(𝑦9 ÷ 𝑦5) = 5(𝑦9−5) (Using 𝑎𝑚 ÷ 𝑎𝑛 = 𝑎𝑚−𝑛)
= 5𝑦4

Example 2:

Simplify 𝑦6 ÷ 𝑦2

Solution
𝑦6 ÷ 𝑦2 = 𝑦6−2
= 𝑦4

Rule 4: Power Law:

(𝑎𝑚)𝑛 = 𝑎𝑚𝑛

To raise an expression to the nth index, copy the base and multiply the indices.
Example 1:

Simplify (y2)6:

Solution

(𝑎𝑚)𝑛 = 𝑎𝑚𝑛

(𝑦2)6 = 𝑦2×6 = 𝑦12

 Example 2:

Simplify
(2𝑦3)8

Solution

(28𝑦3×8)
(2𝑦3)8 =

= 256 × 𝑦24
= 256𝑦24

Rule 5: Negative Index:

1
a-n = n
a

Example 1:

Simplify 2-2

Solution

𝑎−𝑛 =
𝑎𝑛
1
Using

1 1
2−2 = =
22 4

Example 2
Simplify 33 ÷ 37

Solution
1
33 ÷ 37 = 33−7 = 3−4 = 4
3

Rule 6: Roots Power:

a 2 = √𝒂
1
❑
❑

Example 1:
1
Simplify 27 3

Solution
𝟏
𝟐𝟕 𝟑 = 3√𝟐𝟕 = 𝟑
𝟏
Example 2: Simplify 𝟏𝟔 𝟐

Solution
𝟏
𝟏𝟔𝟐 = √16 = 4

Rule 7: fractional index

NOTE FOR WEEK TWO

Learning Objective: At the end of the lesson, students should be able to:

- Collect data in a specified manner

- prepare a frequency table from the raw data collected
- Draw a pie chart of the statistical data

TOPIC: DATA PRESENTATION

CONTENT:

 Data and Types of Data

 Presentation of data
(i) Frequency tables: ungrouped and grouped.
(ii) Pie Chart: construction and interpretation.

Data and Types of Data

The word data means information, which is usually given in the form of numbers or facts. Data
may be categorized into two major groups, namely;

a) Qualitative / Categorical data. They are non- numerical and are described only in
words. Examples are names, places, color, taste, opinions, and brightness.
b) Quantitative data: They are numerical data which are usually given in form of a number
or measurement. Examples are number of cars, height of people, number of schools, number
of admissions, etc. Quantitative data can be further classified into:

i) Discrete data: They are obtained usually by counting and not by measurements. Most
often they are whole numbers and not fractions / decimal numbers. The sense is that we can
3
only say we have 6 houses and not 6 ½ houses; we have 4 boys and not 4 boys. Thus,
4
discrete
data have certain definite or exact values.

ii) Continuous data: They are data which are obtained by measurements. They can take any
values within a given range, including fractions and decimals. Continuous data concerns
more with precision of figures or numbers’ measurements, perhaps using
instrument. Examples of continuous data are heights, distances, temperature, areas,
perimeters, volumes, density, mass, angles, etc. This is so because these may not be whole
numbers in most practical situations.
Class Activity:
1) What is Data?
2) Mention the various categories of Data.

Presentation of Data
Ordered Presentation of data is the arrangement of data in a way that will make them look
organized and more presentable. Ordered presentation of data also makes statistical data easy to
read, understand and interpret. Data containing numbers can be presented in an ordered format
through:

- Sorting
- Use of frequency table
- Graphs.

SORTING
This involves arranging data either from the least to the highest (increasing or rank order) and
vice versa. When data are not sorted out and not arranged to taste, we say they are still in the raw
state and are therefore called as raw data. Data sorted out in increasing order are said to be given
in Rank Order. In a Rank Order, the Range of the set of data can be calculated.
Range: The range of any set of data is the difference between the largest value and smallest
value. For instance, given the set of numbers:
5, 8, 3, 2, 17, 9, 13, 6, 4
Range = 17 – 2 = 15
Range can also be written as 2 → 17, meaning that the data ranges from 2 to 17.

Example 1:
Question: The raw scores of 20 pupils in a Mathematics test are: 6,8,10, 5, 2, 10, 6, 9, 4, 3, 10,
5, 6, 9, 8, 7, 7, 6, 6, 3

(a) Arrange the scores in the order of magnitude starting with the smallest.
(b) Arrange the scores in the order of magnitude starting with the largest.
(c) What is the difference between the least and the highest scores?
(d) How many pupils scored less than 6?
(e) How many pupils have the lowest score; and how many have the highest score?
(f) If the pass mark is 7 how many failed and how many passed?

Solution:
(a) 2, 3, 3, 4, 5, 5, 6, 6, 6, 6, 6, 7, 7, 8, 8, 9, 9, 10, 10, 10
(b) 10, 10, 10, 9, 9, 8, 8, 7, 7, 6, 6, 6, 6, 6, 5, 5, 4, 3, 2, 2
(c) Range = Highest score – Lowest Score
= 10 – 2
=8
(d) Less than 6 = Numbers from 2 to 5 i.e 2, 3, 3, 4, 5, 5
Therefore 6 pupils scored less than 6 marks
(e) Lowest score = 2, Therefore 1 pupil has the lowest score Highest score = 10, Therefore 3
pupils have the highest score
(f) Pass mark = 7 or more,
Pass scores = 7, 7, 8, 8, 9, 9, 10, 10, 10. Therefore 9 pupils passed
Fail mark = Less than 7
Fail scores = 2, 3, 3, 4, 5, 5, 6, 6, 6, 6, 6. Therefore 11 pupils failed

Class Activity

The raw scores of 20 pupils in a Basic Science test are:

16, 8, 10, 5, 4, 20, 16, 9, 14, 13, 10, 5, 6, 19, 28, 12, 17, 22, 11, 13

(a) Arrange the scores in the order of magnitude starting with the smallest.
(b)Arrange the scores in the order of magnitude starting with the largest.
(c) What is the difference between the least and the highest scores?
(d)How many pupils scored less than 20?
(e)How many pupils have the lowest score; and how many have the highest score?
(f) If the pass mark is 15 how many failed and how many passed?

FREQUENCY AND FREQUENCY TABLES

Ungrouped data
The frequency of a particular data value is the number of times the data value occurs. For
example, if four students have a score of 80 in mathematics, and then the score of 80 is said to
have a frequency of 4. The frequency of a data value is often represented by f.
A frequency table is constructed by arranging collected data values in ascending order of
magnitude with their corresponding frequencies. This table shows the arrangement of data in at
least two columns, where the first column indicates the items from the least to the highest and
the second column indicates the frequencies. There can also be the third column for tally.
EXAMPLE
In general, we use the following steps to construct a frequency table:

Step 1:
Construct a table with three columns. Then in the first column, write down all of the data
values in ascending order of magnitude.
Step 2:
To complete the second column, go through the list of data values and place one tally mark at the
appropriate place in the second column for every data value. When the fifth tally is reached for a
mark, draw a horizontal line through the first four tally marks as shown for 7 in the above
frequency table. We continue this process until all data values in the list are tallied.

Step 3:
Count the number of tally marks for each data value and write it in the third column. For
example, the 20 raw scores of students given below can be re-organized in a frequency- table:
2, 3, 3, 4, 5, 5, 6, 6, 6, 6, 6, 7, 7, 8, 8, 9, 9, 10, 10, 10

Item/Score(x) Tally Frequency(f)

2 | 1
3 || 2
4 | 1
5 || 2
6 |||| 5
7 || 2
8 || 2
9 || 2
10 ||| 3
TOTAL 20

The above explanation describes a frequency table for data values that are not too many and can
each be represented on the frequency table.

Grouped data: Class Intervals

The frequency of a class interval (or group) is the number of data values that fall in the range
specified by that group (or class interval). When the set of data values are spread out, it is
difficult to set up a frequency table for every data value as there will be too many rows in the
table. So the data are grouped into class intervals (or groups) to help us organize, interpret and
analyze the data.
Ideally, there should be between five and ten rows in a frequency table. Bear this in mind when
deciding the size of the class interval (or group).
Each group starts at a data value that is a multiple of that group. For example, if the size of the
group is 5, then the groups should start at 5, 10, 15, 20 etc. Likewise, if the size of the group is
10, then the groups should start at 10, 20, 30, 40 etc.
EXAMPLE
The number of calls from motorists per day was recorded for the month of December 2003. The
results were as follows:
Set up a frequency table for this set of data values using class interval of 40.

Solution:
Construct a table with three columns, and then write the data groups or class intervals in the first
column. The size of each group is 40. So, the groups will start at 0, 40, 80, 120, 160 and 200 to
include all of the data.

Class Activity

1. The marks awarded for an assignment set for a Year 8 class of 20 students
were as follows: 6 75 7 7 8 7 6 9 74 10 6 8 8 9
5 6 4 8

Present this information in a frequency table.

2. The masses, in kg of 40 people are as follows:

59 51 59 60 59
62 63 58 56 62
61 58 54 62 69
56 60 62 51 70
54 56 61 61 58
61 64 57 60 60
65 57 52 67 49
58 60 58 57 63

Set up a frequency table for this set of data values using class interval of 5.
PIE CHART: CONSTRUCTION AND INTERPRETATION.
Meaning of Pie Chart:
A pie chart is made up of a circle used to represent the frequency of each item in form of angle.
To draw the pie chart, convert the frequencies to angles. A pie chart is a circular chart in which
the circle is divided into sectors. Each sector visually represents an item in a data set to match
the amount of the item as a fraction of the total data set. In a pie chart, the arc length of each
sector is proportional to the frequency it represents. It is named for its resemblance to a pie
which has been sliced.
The pie chart is perhaps the most widely used statistical chart in the business world and the mass
media. A Pie chart is useful to compare different parts of a whole amount. It is often used to
present financial information. E.g. A Company’s expenditure can be shown to be the sum of its
parts including different expense categories such as salaries, borrowing interest, taxation and
general running costs (i.e. rent, electricity, heating etc).

Drawing a Pie Chart

A pie chart is drawn with the help of a table which transforms the data into fractions of the total
and angles. The angles are obtained by multiplying each fraction by 3600.
The table normally contains 4 columns.
In the first column, the event for each category of data is indicated. In the second column, the
frequency or value of each event is indicated. In the third column, the frequencies are converted
to fractions of the total frequency. In the fourth column, the fractions are converted to angles.
Check your calculations by totaling the angles listed in the fourth column. The sum
of angles should be equals to 3600.
Then draw a circle and divide the circle into sectors, each sector representing each of the angles
obtained.
Title your chart and indicate the legend (or keys) of your chart.

Example 1:
A family's weekly expenditure on its house mortgage, food and fuel is as follows:

Solution

Expenses Cost ($) Sector size Percentage

 Mortgage 300 300 300
× 360⁰ = 180⁰ × 100% = 50%
600 600
Food 225 225 225
× 360⁰ = 135⁰ × 100% = 37.5%
600 600
Fuel 75 75 75
× 360⁰ = 45⁰ × 100% = 12.5%
600 600

Note: It is simple to read a pie chart. Just look at the required sector representing an item (or
category) and read off the value. For example, the weekly expenditure of the family on food is
37.5% of the total expenditure measured. A pie chart is used to compare the different parts that
make up a whole amount.

Example 2: The following table represents the grades obtained by 15 students in an examination.

Grade A B C D E F

Frequency 3 5 3 1 2 1

Solution
Converting the frequencies of the items to angles:

Grade frequency Sector Angle

A 3 3/15 X 3600 = 720

B 5 5/15 X 3600 = 1200

 C 3 3/15 X 3600 = 720

D 1 1/15 X 360 = 240

E 2 2/15 X 3600 = 480

3F 1 1/15 X 3600 = 240

TOTAL 15 360O

Angle of each frequency = Frequency x 360 0

Total frequency

The angles for the items (grades) are then represented in a circle as follows: Note: The key is the
list of the colour used to represent each item.

frequency

Class Activities
1.The data below, shows the number of mechanical faults of a machine within the first six
months of a particular year. Draw the pie-chart diagram to represent the information.

Month January February March April May June

Frequency 2 4 6 10 6 2

2.The following chart is based on results of the election for the European Parliament in 2004.
The table lists the number of seats allocated to each party, along with the derived fraction of
the total that they each make up. The value in the last column, the derived angle of each
sector, is found by multiplying the derived fraction by 360°.

Group A B C D E F G H
Seats 39 200 42 15 67 276 27 66

Class Activities
Represent the data below with a pie-chart

Grade A B C D E F

frequency 3 5 3 1 2 1

Assignment:

1. The data below represent the daily units of electricity used by a certain household in
September. 25, 14, 17, 12, 8, 17, 13, 17, 4, 25, 2, 8, 15, 4, 7, 14, 18, 7, 6, 5, 28, 32, 30,
19,11, 14, 22, 4, 11, 9.
(a) Represent the information by a frequency table.
(b) Draw a pie chart to represent the information on the table.

2. The examination marks of 50 students are as follows:

65 50 48 38 58
46 47 37 45 48
 71 43 80 59 51
60 42 40 62 60
44 36 39 51 67
58 67 40 50 40
59 32 26 39 55
51 52 74 70
69 47 53 58
54 23 61 73
51 46 40 59

Set up a frequency table for this set of data values using class interval of 10.

3. Harry asked each student in his class how they travelled to school that day. He used
the results to draw this pie chart. Use the pie chart to answer the questions below

Cycle

(a) How did most of the students travel to school?

(b) If Harry asked a total of 24 students. The number of students who cycled to school is?
(c) What percentage of the students came to school by car and bus?

Practical Questions

1. The shoe sizes for 25 adults are recorded as follows:

7 9 8 9 8
10 9 10 11 9
7 6 10 6 9
10 8 10 9 11
 9 8 8 11 9

(i) Prepare a frequency table for the data.

(ii) Represent the data in a pie chart

2. The data below shows the grade of 60 students in the Senior

School Certificate examination in Mathematics
E8 A1 E8 C4 C4 B2
A1 B2 B3 E8 B2 E8
B2 B2 E8 F9 A1 E8
B2 E8 F9 B2 B2 C4
C4 B3 E8 C4 B3 B3
E8 E8 B2 A1 B3 B3
E8 F9 A1 C4 B3 A1
B3 A1 B3 D7 A1 B2
F9 B2 A1 D7 F9 C4
B3 C4 C4 A1 C4 B3

(i) Construct a frequency table for this data.

(ii) Draw a bar chart to represent the data.
(iii)Draw a pie chart to represent the data.

3. Shalom recorded the musical instrument played by each of 30 students in the school
orchestra. The table shows her results:

Musical Instrument C l a r i n e t V i o l i n F l u t e Saxophone

F r e q u e n c y 5 12 7 6

Draw an accurate pie chart to show the information shown in the table.

NOTE FOR WEEK THREE

Learning Objective: At the end of the lesson, students should be able to:

- Collect data in a specified manner

- prepare a frequency table from the raw data collected
- Draw a pie chart of the statistical data
TOPIC: BEARING AND DISTANCES.

(a) The compass directions (major and minor)

(b) Types of bearing (Compass, acute-angle, three figure)
(c) Converting acute-angle bearing to three figure bearing and vice versa
(d) Reciprocal/ Back bearing
(e) Scale drawing to find bearing and distances

THE COMPASS DIRECTIONS

Major Compass/Cardinal Directions
There are four major directions used to describe locations. These cardinal directions are:

North (N), South(S), East (E), West (W).

The four main directions, North, South, East and West, divide the angle at a point (360°), into
four equal parts and each is 90° or a right angle.

Minor Cardinal Directions

Other minor cardinal directions are those that lie in the midpoints as follows:

North and East called North-East (NE), South and East called South-East (SE) South and West
called South-West (SW)
North and West called North-West (NW).

These minor cardinal directions subdivide each right angle into two equal parts such that the
angle between each major cardinal and minor direction is 45°. The eight cardinal points are
illustrated below:

W E

S
BEARINGS AND ITS TYPES
In simple terms, bearing is the direction of one point with respect to a given point.
If a line which points due North of a compass is fixed, the direction of any other line on the
surface of the earth is given as the angle which it makes with the North-pointing line, this angle
is called bearing. In particular, we must note that the bearing is measured from the line due North
in a clockwise direction. Since bearings involve mainly finding directions, we use a compass to
find them.
The Compass and Compass/ Directional Bearing
The Compass is an instrument used in finding directions. It is also used in erecting a wind-vane
in the correct position. A wind vane is an instrument used in detecting the direction of the wind.
It can, therefore be used in place of a compass to determine cardinal directions.

Compass bearing is the direction of one point with respect to a given point given in terms of the
major or minor cardinal direction of the relative point.
Consider the points X and Y in the diagram below:

W X E

S Y

The Acute Angle or Simple Bearing:

This method involves using the acute angle which the line XY makes with the North or South (in
the diagram above, the South Pole is appropriate) direction at X, Eastwards or Westwards. For
example, in the diagram above, the bearing of Y from X is written as S 30° E or (or South 30°
Eastwards) and is called the acute-angle bearing of Y from X.

In general, acute angle bearings are measured in relation to the North or South Pole and must
therefore be greater than 0o but less than 90o as its name implies. If an angle related to the East or
West pole is given, its complementary angle is used to give the acute-angle bearing.

The Three-figure or Surveyor’s Bearing:

This method involves reading on the compass, the angle which the line XY makes with the
North direction. This angle is the bearing of the object Y from the reference point X, and it is
called the surveyor’s bearing of Y from X. The surveyor’s bearing is written with three
digits known as three-figure bearings. When the angle is between 0° and 90° inclusive, say 7°,
the bearing is written as 007°, that is, two zeros are added before the angle. Suppose the angle is
55°, we write it as 055°.

Directional versus Three-figure versus Acute Angle Bearing:

Examples:

1.
Directional Three-figure Bearing Acute-Angle Bearing
North 000o/ 360o -
North East 045o N45oE
East 090o -
South East 135o S45oE
South 180o -
South West 225o S45oW
West 270o -
North West 315o N45oW

2. Directional/ Compass = NE
The three-figure bearing = 037° Acute Angle bearing = N37°E

N
 370

W E

3. The three-figure bearing = 117° The Acute-angle bearing = S63°𝐸

The compass/directional bearing = SE

W E

27o
S

4.The three-figure bearing = 246° The Acute-angle bearing = S66°W

The compass/directional bearing = SW

W E
o
66

5. The three-figure bearing = 344° The Acute-angle bearing = N16°W

The compass/directional bearing = NW

W E

S
6.The table below shows the angles when the turning is clockwise from the South direction to the
other cardinal directions

Direction N E W NE NW SE SW
Clockwise Turning from South 180° 270° 90° 225° 135° 315° 45°

CLASS ACTIVITY
1. Complete a table showing the angles when the turning is clockwise from the North-East
direction to the other cardinal directions.
Direction N S E W NW SE SW
Clockwise Turning from South 315° 225°

2. The three-figure bearing = The Acute-angle bearing =

The compass/directional bearing =

W E

3. Directional/ Compass = The three-figure bearing = Acute Angle bearing =

23o
W E

4. The three-figure bearing = The Acute-angle bearing = The compass/directional bearing

So
54
5. The three-figure bearing = The Acute-angle bearing =
The compass/directional bearing =

W E
43o

6. The three-figure bearing = 344° The Acute-angle bearing = N16°W

The compass/directional bearing = NW

W E

RECIPROCAL/ BACK BEARING

255o
B
A

The bearing of B from A is 075o, while the bearing of A from B is 255o. 255o is called the back/
reciprocal bearing of 075o.
In general, if the bearing is less than 180o we add 180o to get the back bearing and if the bearing is
greater than 180o we subtract 180o.
Example
Find the bearing whose reciprocal/ back bearing is?

(1)033o
33o is less than 180o So we add 180o to 33o 180o + 33o = 218o
So the back bearing of 033o is 218o

(2)220o
220o is greater than 180o
So we subtract 180o from 220o
220o – 180o = 40o
So the back bearing of 220o is 40o

Class Activity
Find the bearing whose reciprocal/ back bearing is?
1) 24o
2) 135o
3) 260o
4) 195o

SCALE DRAWING

Example 1:
Ibadan is 116km on a bearing 027° from Lagos. How far north of Lagos is Ibadan? How far west
of Ibadan is Lagos?

Solution
Make a scale drawing of the data
K I

L
Scale: 1cm to 20km
K is the point which is due north of Lagos and due west of Ibadan. LK represents
the distance that Ibadan is north of Lagos.
By measurement, LK ≈ 5.2cm The true distance LK ≈ 5.2 x 20km
= 104km
IK represents the distance that Lagos is west
of Ibadan. By measurement, IK ≈ 2.6cm
The true distance IK ≈ 2.6 x 20km = 52km

Thus Ibadan is approximately 104km north of Lagos and Lagos is approximately

104km north of Lagos and Lagos is approximately 52km west of Ibadan.

Class Activity
1) A boy cycles south for a distance of 4km. he then cycles 7km on a bearing 036o. make a
scale drawing of his journey. Hence find how far he is from his starting point. (a) East (b) North.

ASSIGNMENT:
1. Draw an accurate diagram for each of the following bearings
(i) An aircraft flying on a bearing of 075o.
(ii) A submarine travelling on a bearing of 150o.
(iii) A rocket travelling on a bearing of 200o.
(iv) A car travelling on a bearing of 048o.
(v) A helicopter flying on a bearing of 310o.

2. Directional/ Compass = The three-figure bearing = Acute Angle bearing =

43o
W E

3. The three-figure bearing = The Acute-angle bearing =

The compass/directional bearing =

W E
o
73

4. The three-figure bearing = The Acute-angle bearing =

The compass/directional bearing =

W E
31o

5. The three-figure bearing = The Acute-angle bearing = The compass/directional

bearing =

W E

6. A woman travels 3km south, then 4km south-west and finally 5km west. Make
a scale drawing to find the distance and bearing from her starting point.

PRACTICE QUESTIONS

1. Convert these three figure bearings to equivalent acute –angle bearings

(a) 060o (b) 242o (c) 117o (d) 343o
2. Find the bearing whose reciprocal/ back bearing is?
 (a) 24o (b) 135o (c) 260o (d) 195o

3. Convert these acute-angle bearings to equivalent acute –angle bearings

(a) S6oW (b) N78oE (c) N53oW (d) S60o
NOTE FOR WEEK FOUR

Learning Objective: At the end of the lesson, students should be able to:

- Define terms in probability

- Differentiate between experimental and theoretical probability
- Solve questions on probability

TOPIC: PROBABILITY
Definition of Terms in Probability

Probability is a measure of the likelihood of an event happening, that is, the

likelihood of a required outcome. The required outcomes are the required
possibilities in an occurrence or happening.

𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑟𝑒𝑞𝑢𝑖𝑟𝑒𝑑 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠

𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒/𝑡𝑜𝑡𝑎𝑙 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
In form of a fraction, Probability =

The result (value) of this fraction ranges between 0 and 1.

Probability is 1 if it is certain that something will happen. Probability is 0 if it is

certain that something cannot happen.

Probability is ordinarily used to describe an attitude of mind towards some

proposition of whose truth we are not certain. The proposition of interest is usually
of the form "Will a specific event occur?" The attitude of mind is of the form "How
certain are we that the event will occur?" The certainty we adopt can be described in
terms of a numerical measure and this number, between 0 and 1, is called
probability. The higher the probability of an event, the more certain we are that the
event will occur. Thus, probability in an applied sense is a measure of the likeliness
that a (random) event will occur.
If the probability of something happening is x. Then, the probability of it not happening is

1 – x.

Application Areas of Probability:

There are lots of these simple examples that we could be used to discuss probability. But chance
events occur more often in everyday life. As you grow up you need to think about your
actions and what the consequences of these actions will be. It's important to know how to use
probability when you make decisions about your future.

There are many advertisements on TV for trading stocks which involve buying and selling shares
from companies. Before buying a stock, there is need to investigate the company. If the company
makes a lot of money with their product and if you own some of their stock, you may make more
money, potentially more money than what you could earn at the bank as interest on your savings
account. But if the company loses money, you may lose. People who work with company
finances calculate the probability that a company should make money and is a good company to
invest money in.

Another area of your life where probability is important is your health. For example, if you know
that people in your family have heart disease and you develop high blood pressure when you are
an adult then you know that you have a high probability of also having heart disease. You could
be frightened by this high probability or you could live a healthier lifestyle that lowers your
blood pressure and in turn lowers the probability of getting heart disease. In this case, you are
using your understanding of probability to improve your health.

Experimental Probability:

Chance is a word that is used in everyday life situation, mostly in games of luck where chances of
a particular event taking place are discussed.
A person can have a chance of meeting a person or winning a game. A weak student has a chance
to get good marks, if he studies. In very simple terms, chance is something that may happen, even
if there were no scene of its happening. It can be seen that chance is a term that describes the
likelihood of an event taking place.
There is a difference between Chance and Probability:
Probability is a separate field of study originated from the study of games of chances. Tossing a
coin, spinning a wheel and rolling a dice in Ludo game are perfect examples. Chance is an
everyday word used in a situation where we are talking about an event taking place whereas
probability is a precise measurement of that chance. Probability is a special branch of
mathematics that helps people to decide the percentage of likelihood of an event taking place
whereas chances of an event taking place in daily life are merely opinions.
For example, in a game of Ludo, the probability of getting a six is 1/6. There are six numbers
around a die: 1, 2, 3, 4, 5, 6. The probability of getting a 6 out of the six digits round a die is 1
out of 6.
When a coin is tossed, there are two possible outcomes. It can be a head or a tail, which are both
equally likely. If two coins are tossed, there can be two heads, two tails, or a head and a tail. It is
tempting to say that there are three equally possible outcomes. But this would be wrong. You must
think of the coins separately. It might be easier to imagine tossing one coin first and the other after
(or even tossing the same coin twice, which has exactly the same effect). Or you could imagine
two different values of coins, so they can be tossed apart. Now you can see that there are four
possibilities: both heads, both tails, first coin a head and the second a tail, and first coin a tail and
the second a head.

Example 1:
1. A coin is tossed three times. The probability of obtaining at least one tail is?

Solution:
Probability of getting a head: 0.5 Probability of getting a tail: 0.5

The probability of not getting ANY tails = P (Head) x P (Head) x P (Head)

= 0.5 x 0.5 x 0.5

= 0.125

The probability of getting AT LEAST 1 tail = 1 - 0.125 = 0.875

Other examples of the probabilities of chance events include: probability of getting rain is ½ (or
50%), probability of passing a competitive exam is ½ (or 50%), and probability of winning a
football match is ½ (or 50%).

Example 2:

Find the probability of obtaining a 4 on a thrown die.

Solution:

Likely numbers to throw are :1,2,3,4,5,6

Event number is 4, i.e. number of required outcomes which occur once While total number is 6 i.e.

required outcomes

Probability of obtaining a 4 i.e. P(4) =1/6

Example 3:
It is known that out of every 1000 new cars, 50 develop a mechanical fault in the first three
months. What is the of buying a car that will develop a mechanical fault within 3 months.

Solution:

Required outcomes is number of cars developing faults = 50 Total number of outcomes is number

of cars altogether = 10

50 1
Probability of buying a faulty car = =
1000 20

Class Activity:

1) A coin is tossed twice. What is the probability of getting a head and a tail?
2) What is the probability of getting a 5 from a Ludo die?
3) Briefly discuss the importance of probability.

THEORETICAL PROBABILITY:
EXAMPLE 1: Out of 200 buses, 40 were not involved in any accident in January. What is the
probability that a bus will not be involved in accident in January?
Solution:

Required outcomes = Numbers of buses not involved in accident in January = 40 Possible

outcomes = Number of buses altogether = 200

40 1
Probability of a bus not involved in accident in January = =
200 5
EXAMPLE 2: In a basket, there are two blue balls, three red balls and four green balls. What is
the probability that a ball picked at random is:
(i) Blue
(ii) Red
(iii) Green
(iv) Not Blue

Solution:
Random means not picked carefully or selected anyhow.

Number of blue balls 2

i. Probability of picking Blue ball = =
Total number of balls 9

Number of blue balls 3

ii. Probability of picking Red ball = =
Total number of balls 9

Number of blue balls 5

iii.Probability of picking a green ball = =
Total number of balls 9

5 9−5 4
iv.Probability of not picking Blue ball = 1 – Probability of picking Blue ball = 1 - = =
9 9 9

EXAMPLE 3: A bucket contains 7 big mangoes and 21 small mangoes. What is the probability
that a mango selected at random is:

a) Big
b) Small
c) Either
d) Neither

Solution:
Number of big mangoes 7 7 1
a) Probability of selecting big mangoes = = = =
Total number of mangoes 7+21 28 4
 Number of small mangoes 21 21 3
b) Probability of selecting small mangoes = = = =
Total number of mangoes 7+21 28 4
c) The mangoes are either big or small.
It is therefore impossible to select any other size apart from big or small.

0 0
Probability of neither big nor small = = =0
7+21 28

Class Activity
1. A bag contains 5 white balls and 6 yellow balls. What is the probability that a ball picked from
the bag at random is:
(a) White (b) Yellow (c) Either White or Yellow (d) Neither White nor Yellow

2. There are 7 red balls, 8 white balls and 5 blue balls in a box. A ball is selected at random from
the box. Find the probability that the ball is:
(a) White
(b) Red
(c) Blue Or Red
(d) Neither Red nor White
(e) Green.

Assignment

1. A trader has 100 mangoes for sale. Twenty of them are unripe. Another five of them are bad. If
a mango is picked at random, find the probability that it is:
(a) Unripe

(b) Bad

(c) Neither unripe nor bad?

If 20 of the mangoes were chosen at random, how many would you expect to be:

(d) Unripe
(e) Bad

2. A bag contains 4 white, 3 black, 2 blue and 1 red marbles. A man is asked to pick a marble
randomly from the bag. Find the probability that the marble picked is:
 a) White
b) Black
c) Blue
d) Red
e) White or black
f) Blue or red

3. The probability of getting an even number from the throw of a fair die is
4. A bag contains 5 white balls and 6 yellow balls. What is the probability that a ball
picked from the bag at random is:
(a) Either White or Yellow.
(b) Neither White nor Yellow

5. A coin is tossed twice. What is the probability of getting a head and a tail?

Practice Questions
1. A bag contains 5 white, 3 black and 2 blue balls. If one ball is picked at random from the bag.
Calculate the probability that it is:
(a) White
(b) Black
(c) Blue
(d) White or blue
(e) Blue or black

2. Two fair coins are tossed together find the probability that:
a.Two heads appear
b. Two tails appear
c.A head and a tail appear

3. If I have cards numbered 1,3,5,7,9. find the probability of

(a) Picking an even number
(b) Picking a number less than 6
(c) Picking 9
(d) Picking an odd number

4. Shalom recorded the musical instrument played by each of 30 students in

the school orchestra. The table shows her results:
 Musical Instrument Clarinet V i o l i n F l u t e Saxophone

F r e q u e n c y 5 12 7 6

One of the students in the school orchestra is chosen at random. Find the
probability that the student plays

(a) Flute.
(b) Clarinet
(c) Saxophone or clarinet
(d) Violin and flute
(e) None of the musical instruments.
5. Sam, Kara and lee entered a race with 9 other people. Assuming that all
runners have equal chance of winning
(a) What is the probability that Sam will be first, Kara will be second and lee
will be third?
(b) What is the probability that Sam, Kara and Lee will finish in the top 3?
(c) What is the probability that NONE of them will finish in the top 3?

NOTE FOR WEEK FIVE

TOPIC: EXPANSION AND FACTORIZATION OF ALGEBRAIC EXPRESSION

Learning Objective: At the end of the lesson, students should be able to:

-Simplify algebraic expressions containing direct numbers.

-Expand algebraic expression in the form 𝑎 (𝑥 ± 𝑦) and (𝑎 ± 𝑏) (𝑥 ± 𝑦).

-Substitute values in simple algebraic expressions.

-Solve for the H.C.F of two algebraic expressions.

-Factorize binomial expression.

1. Directed Algebraic Terms

Direct numbers with positive (+) and negative (−) signs are not for addition or subtraction
rather they are the signs of the numbers to which they are attached. E.g +6 is called a positive
six while −8 is called a negative eight.

In multiplication and division of directed numbers or terms, the following rules must be followed:

Multiplication

(+) × (+) = +

(+) × (−) = −

(−) × (+) = −

(−) × (−) = +

Division

(+) ÷ (+) = +

(+) ÷ (−) = −

(−) ÷ (+) = −

(−) ÷ (−) = +

Simplify the following problems

a. (+5) × (+4)
b. (+4𝑥) × (−6)
c. (−3𝑥) × (−5)
d. (+6𝑦) × (−3𝑦)
 e. (−26𝑥) ÷ (−2)
f. (+6𝑦) ÷ (−3𝑦)
g. (−24𝑥𝑦) ÷ (4𝑥)

Solution:

a. (+5) × (+4) = +(5 × 4) = +20

b. (+4𝑥) × (−6) = −(4𝑥 × 6) = −24𝑥
c. (−3𝑥) × (−5) = +(3𝑥 × 5) = +15𝑥
d. (+6𝑦) × (−3𝑦) = −(6 × 3 × 𝑦 × 𝑦) = −(18 × 𝑦2) = −18𝑦2

Expansion of Expressions

1. Removing Brackets

Example: Remove brackets and simplify the following expressions:

a. 6(4𝑥 + 10𝑦)

2𝑎(𝑥 + 𝑦)
b. 6𝑥(𝑥 + 2𝑦)
c.
d. 5𝑎 + 3(𝑎 + 3𝑏)

Solution:

a. 6(4𝑥 + 10𝑦) = (6 × 4𝑥) + (6 × 10𝑦) = 24𝑥 + 60𝑦

b. 6𝑥(𝑥 + 2𝑦) = (6𝑥 × 𝑥) + (6𝑥 × 2𝑦) = 6𝑥2 + 12𝑥𝑦
c. 2𝑎(𝑥 + 𝑦) = (2𝑎 × 𝑥) + (2𝑎 × 𝑦) = 2𝑎𝑥 + 2𝑎𝑦
d. 5𝑎 + 3(𝑎 + 3𝑏) = 5𝑎 + (3 × 𝑎) + (3 × 3𝑏) = 5𝑎 + 3𝑎 + 9𝑏 = 8𝑎 + 9𝑏

Expansion by Removing Brackets

Having learnt how we can simplify algebraic expression involving brackets by using rules of
operations. But when there are no brackets, a different operational order is applied and this
gives a different result.

Example: Simplify the following expressions

a. 4(𝑥 − 𝑦) − 𝑥(4 + 𝑦)
b. 𝑥(6𝑥 − 4𝑦) + 7(3𝑥 + 𝑦)
c. (5𝑥 − 4𝑦) − (9𝑦 − 6𝑥)
d. 8(𝑎 + 2𝑏 + 2𝑐) + (𝑎 + 𝑏)

4(𝑥 − 𝑦) − 𝑥(4 + 𝑦) = (4𝑥 − 4𝑦) − (4𝑥 + 𝑥𝑦) = 4𝑥 − 4𝑦 − 4𝑥 − 𝑥𝑦

Solution:
a.

Collecting like terms

= 4𝑥 − 4𝑥 − 4𝑦 − 𝑥𝑦

= −4𝑦 − 𝑥𝑦

= − (4𝑦 + 𝑥𝑦)

b. 𝑥(6𝑥 − 4𝑦) + 7(3𝑥 + 𝑦) = (𝑥 × 6𝑥) − (𝑥 × 4𝑦) + (7 × 3𝑥) + (7 × 𝑦)

= 6𝑥2 − 4𝑥𝑦 + 21𝑥 + 7𝑦 (Answer)
c. (5𝑥 − 4𝑦) − (9𝑦 − 6𝑥) = 5𝑥 − 4𝑦 − 9𝑦 + 6𝑥
Collecting like terms
= 11𝑥 − 13𝑦 (Answer)

d. 8(𝑎 + 2𝑏 + 2𝑐) + (𝑎 + 𝑏)

8(𝑎 + 2𝑏 + 2𝑐) + (𝑎 + 𝑏) = 8𝑎 + 16𝑏 + 16𝑐 + 𝑎 + 𝑏

Opening brackets

= 8𝑎 + 𝑎 + 16𝑏 + 𝑏 + 16𝑐
Collecting like terms

= 9𝑎 + 17𝑏 + 16𝑐 (Answer)

Further Expansion of Algebraic Expression

Example: Expand the following expressions and simplify

a. (𝑥 + 2)2
b. (𝑚 + 2𝑛)(𝑚 + 3𝑛)

(3𝑚 + 𝑛 + 2)(𝑚 + 𝑛)
c. (2𝑚 + 3𝑛)2
d.
e. (−4𝑥𝑦)(12𝑥𝑦)

Solution

(𝑥 + 2)2 = (𝑥 + 2)(𝑥 + 2)
= (𝑥 × 𝑥) + (𝑥 × 2) + (2 × 𝑥) + (2 × 2)
a.

= 𝑥2 + 2𝑥 + 2𝑥 + 4

= 𝑥2 + 4𝑥 + 4

b. (𝑚 + 2𝑛)(𝑚 + 3𝑛) = (𝑚 × 𝑚) + (𝑚 × 3𝑛) + (2𝑛 × 𝑚) + (2𝑛 × 3𝑛)

= 𝑚2 + 3𝑚𝑛 + (2𝑚𝑛) + (6𝑛2)
= 𝑚2 + 5𝑚𝑛 + 6𝑛2
= 𝑚2 + 5𝑚𝑛 + 6𝑛2

c. (2𝑚 + 3𝑛)2 = (2𝑚 + 3𝑛)(2𝑚 + 3𝑛)

= (2𝑚 × 2𝑚) + (2𝑚 × 3𝑛) + (3𝑛 × 2𝑚) + (3𝑛 × 3𝑛)
= 4𝑚2 + 6𝑚𝑛 + 6𝑚𝑛 + 9𝑛2 (2𝑚 + 3𝑛)2 = 4𝑚2 + 12𝑚𝑛 + 9𝑛2

d. (3𝑚 + 𝑛 + 2)(𝑚 + 𝑛) = (3𝑚 × 𝑚) + (3𝑚 × 𝑛) + (𝑛 × 𝑚) + (𝑛 × 𝑛) + (2𝑚) + (2𝑛)

= 3𝑚2 + 3𝑚𝑛 + 𝑚𝑛 + 𝑛2 + 2𝑚 + 2𝑛
 = 4𝑚2 + 4𝑚𝑛 + 2𝑚 + 2𝑛

e. (−4𝑥𝑦)(12𝑥𝑦) = −4𝑥𝑦 × 12𝑥𝑦

= −4 × 12 × 𝑥 × 𝑦 × 𝑥 × 𝑦

= −48 × 𝑥2 × 𝑦2

= −48𝑥2𝑦2

f. (5𝑛 + 2𝑚)2 = (5𝑛 + 2𝑚) (5𝑛 + 2𝑚)

= (5𝑛 × 5𝑛) + (5𝑛 × 2𝑚) + (2𝑚 × 5𝑛) + (2𝑚 × 2𝑚)

= 25𝑛2 + 10𝑚𝑛 + 10𝑚𝑛 + 4𝑚2

= 25𝑛2 + 20𝑚𝑛 + 4𝑚2

Substitutions

Substitution is done to evaluate an algebraic expression in terms of its numerical value.

Example: Evaluate the following expressions when 𝑚 = 2, 𝑛 = −4 𝑎𝑛𝑑 𝑘 = −3.

Solution:

given that 𝑚 = 2, 𝑛 = −4 𝑎𝑛𝑑 𝑘 = −3.

𝑛+𝑘
5𝑚(2𝑛−𝑘)
a. Simplify

5𝑚(2𝑛 − 𝑘)
𝑛+𝑘
Factors of Algebraic Expressions
All algebraic and arithmetical expression or numbers other than 1, have two or more factors. For
example, algebraic term, 24𝑝𝑞2, has the following factors:

24𝑝𝑞2 = 1,2,3,4,6,8,12,24, 𝑝, 𝑞, 𝑞2, 𝑝𝑞, 𝑝𝑞2, 2𝑝𝑞, 3𝑝𝑞, 4𝑝𝑞, 6𝑝𝑞, 8𝑝𝑞, 12𝑝𝑞, 24𝑞𝑝,
2𝑝𝑞2, 3𝑝𝑞2, 4𝑝𝑞2, 6𝑝𝑞2, 8𝑝𝑞2, 12𝑝𝑞2, 24𝑝𝑞2.

Example: write down all the possible factors of the following

2𝑥2𝑦
20𝑥2𝑦
a.

6𝑥4𝑦
b.
c.
d. 21𝑥𝑦

Solution

a. 2𝑥2𝑦 = 1,2, 𝑥, 𝑥2, 𝑦, 𝑥𝑦, 𝑥2𝑦, 2𝑥, 2𝑥2, 2𝑦, 2𝑥2𝑦

b. 20𝑥2𝑦 = 1,2,4,5,10,20, 𝑥, 2𝑥, 4𝑥, 5𝑥, 10𝑥, 20𝑥, 𝑥2, 2𝑥2, 4𝑥2, 5𝑥2, 10𝑥2,
20𝑥2, 𝑦, 2𝑦, 4𝑦, 5𝑦, 10𝑦, 20𝑦, 𝑥2𝑦, 2𝑥2𝑦, 4𝑥2𝑦, 5𝑥2𝑦, 10𝑥2𝑦,
20𝑥2𝑦.

c. 6𝑥4𝑦 = 1,2,3,6, 𝑥, 2𝑥, 3𝑥, 6𝑥, 𝑥2, 2𝑥2, 3𝑥2, 6𝑥2, 𝑥3, 2𝑥3, 3𝑥3, 6𝑥3, 𝑥4,
2𝑥4, 3𝑥4, 6𝑥4, 𝑥𝑦, 2𝑥𝑦, 3𝑥𝑦, 6𝑥𝑦, 𝑥2𝑦, 2𝑥2𝑦, 3𝑥2𝑦, 6𝑥2𝑦, 𝑥3𝑦,
2𝑥3𝑦, 3𝑥3𝑦, 6𝑥3𝑦, 𝑥4𝑦, 2𝑥4𝑦, 3𝑥4𝑦, 6𝑥4𝑦.

d. 6𝑥4𝑦 = 1,2,3,6, 𝑥, 2𝑥, 3𝑥, 6𝑥, 𝑥2, 2𝑥2, 3𝑥2, 6𝑥2, 𝑥3, 2𝑥3, 3𝑥3, 6𝑥3, 𝑥4,
2𝑥4, 3𝑥4, 6𝑥4, 𝑥𝑦, 2𝑥𝑦, 3𝑥𝑦, 6𝑥𝑦, 𝑥2𝑦, 2𝑥2𝑦, 3𝑥2𝑦, 6𝑥2𝑦, 𝑥3𝑦,
2𝑥3𝑦, 3𝑥3𝑦, 6𝑥3𝑦, 𝑥4𝑦, 2𝑥4𝑦, 3𝑥4𝑦, 6𝑥4𝑦.
e. 21𝑥𝑦 = 1,3,7,21, 𝑥, 3𝑥, 7𝑥, 21𝑥, 𝑥𝑦, 3𝑥𝑦, 7𝑥𝑦, 21𝑥𝑦.

Lowest Common Multiple (L.C.M) and Highest Common Factor (H.C.F)

From above we have seen that most algebraic expressions may have common factors. When
solving for the L.C.M or H.C.F of such algebraic expressions, they are first expressed in their
lowest factors. We show how this is done in the following examples.

a. 30𝑥𝑦2𝑧 , 15𝑥2𝑦𝑧2
Find the L.C.M of the following
b. 22𝑥2𝑦2 , 6𝑥3𝑦3
 16𝑥𝑦𝑧 , 8𝑥𝑦𝑧 , 𝑥𝑦𝑧
c. 16𝑚2 , 8𝑚𝑛

5𝑥𝑦𝑧 , 𝑥2𝑦𝑧2 , 15𝑥𝑦2𝑧

d.
e.
f. 16𝑝𝑞 , 80𝑝𝑞𝑟 ,96𝑞𝑟

Solution

a. 30𝑥𝑦2𝑧 , 15𝑥2𝑦𝑧2

Therefore,

30𝑥𝑦2𝑧 = 2 × 3 × 5 × 𝑥 × 𝑦 × 𝑦 × 𝑧

15𝑥2𝑦𝑧2 = 3 × 5 × 𝑥 × 𝑥 × 𝑦 × 𝑧 × 𝑧

Then, the L.C.M to both terms are 2 × 3 × 5 × 𝑥 × 𝑥 × 𝑦 × 𝑦 × 𝑧 × 𝑧 = 30𝑥2𝑦2𝑧2

b. 22𝑥2𝑦2 , 6𝑥3𝑦3

Therefore,

22𝑥2𝑦2 = 2 × 11 × 𝑥 × 𝑥 × 𝑦 × 𝑦

6𝑥3𝑦3 = 2 × 3 × 𝑥 × 𝑥 × 𝑥 × 𝑦 × 𝑦 × 𝑦

Then, the L.C.M to both terms are 2× 3 × 11 × 𝑥 × 𝑥 × 𝑥 × 𝑦 × 𝑦 × 𝑦 = 66𝑥3𝑦3

c. 16𝑚2 , 8𝑚𝑛

Therefore,

16𝑚2 = 2 × 2 × 2 × 2 × 𝑚 × 𝑚

8𝑚𝑛 = 2 × 2 × 2 × 𝑚 × 𝑛

Then, the L.C.M to both terms are 2 × 2 × 2 × 2 × 𝑚 × 𝑚 × 𝑛 = 16𝑚2𝑛

d. 16𝑥𝑦𝑧 , 8𝑥𝑦𝑧 , 𝑥𝑦𝑧

Solution:
16𝑥𝑦𝑧 = 2 × 2 × 2 × 2 × 𝑥 × 𝑦 × 𝑧
Therefore,

8𝑥𝑦𝑧 = 2 × 2 × 2 × 𝑥 × 𝑦 × 𝑧
𝑥𝑦𝑧 = 𝑥 × 𝑦 × 𝑧

Therefore, the L.C.M to the terms above are 2 × 2 × 2 × 2 × 𝑥 × 𝑦 × 𝑧 = 16𝑥𝑦𝑧

e. 5𝑥𝑦𝑧, 𝑥2𝑦𝑧2 , 15𝑥𝑦2𝑧

Solution:

5𝑥𝑦𝑧 = 5 × 𝑥 × 𝑦 × 𝑧

𝑥2𝑦𝑧2 = 𝑥 × 𝑥 × 𝑦 × 𝑧 × 𝑧

15𝑥𝑦2𝑧 = 5 × 3 × 𝑥 × 𝑦 × 𝑦

×𝑧

Therefore, the L.C.M to the terms above are 5 × 3 × 𝑥 × 𝑥 × 𝑦 × 𝑦 × 𝑧 × 𝑧 = 15𝑥2𝑦2𝑧2

f. 16𝑝𝑞 , 80𝑝𝑞𝑟 ,96𝑞𝑟

Solution

16𝑝𝑞 = 2 × 2 × 2 × 2 × 𝑝 × 𝑞

80𝑝𝑞𝑟 = 2 × 2 × 2 × 2 × 5 × 𝑝 × 𝑞 × 𝑟

96𝑞𝑟 = 2 × 2 × 2 × 2 × 2 × 3 × 𝑞 × 𝑟

Therefore, the L. C.M of the above terms are 2 × 2 × 2 × 2 × 2 × 3 × 5 × 𝑝 × 𝑞 × 𝑟 = 480𝑝𝑞𝑟

Example:

a. 30𝑥𝑦2𝑧 , 15𝑥2𝑦𝑧2
Find the H.C.F of the following

b. 22𝑥2𝑦2 , 6𝑥3𝑦3
c. 16𝑚2 , 8𝑚𝑛

Solution:

a. 30𝑥𝑦2𝑧 , 15𝑥2𝑦𝑧2
Therefore,

30𝑥𝑦2𝑧 = 2 × 3 × 5 × 𝑥 × 𝑦 × 𝑦 × 𝑧

15𝑥2𝑦𝑧2 = 3 × 5 × 𝑥 × 𝑥 × 𝑦 × 𝑧 × 𝑧

Then, the H.C.F to both terms are 3 × 5 × 𝑥 × 𝑦 × 𝑧 = 15𝑥𝑦𝑧

b. 22𝑥2𝑦2 , 6𝑥3𝑦3

Therefore,

22𝑥2𝑦2 = 2 × 11 × 𝑥 × 𝑥 × 𝑦 × 𝑦

6𝑥3𝑦3 = 2 × 3 × 𝑥 × 𝑥 × 𝑥 × 𝑦 × 𝑦 × 𝑦

Then, the H.C.F to both terms are 2× 𝑥 × 𝑥 × 𝑦 × 𝑦 = 2𝑥2𝑦2

c. 16𝑚2, 8𝑚𝑛

Therefore,

16𝑚2 = 2 × 2 × 2 × 2 × 𝑚 × 𝑚

8𝑚𝑛 = 2 × 2 × 2 × 𝑚 × 𝑛

Then, the H.C.F to both terms are 2 × 2 × 2 × 𝑚 = 8𝑚2

Factorization:

This is the process of writing an expression as the product of factors.

When we expand the expression 4(𝑥 + 𝑦) = 4𝑥 + 4𝑦 and 5(2𝑥 − 3𝑦) = 10𝑥 − 15𝑦.
Suppose we reverse the order is reversed, that is given 4𝑥 + 4𝑦 = 4(𝑥 + 𝑦) and 10𝑥 −
15𝑦 = 5(2𝑥 − 3𝑦)

Example 1:

Factorize the following expression

a. 𝑎𝑥 + 𝑎𝑦

c. 15𝑎5𝑏 − 3𝑎2𝑏4
b. 7𝑥2 + 35𝑥𝑦
 d. 33𝑥2𝑦2𝑧 − 22𝑦𝑧2𝑥
e. 30𝑚2 − 90𝑚

Solution:

a. 𝑎𝑥 + 𝑎𝑦

= 𝑎(𝑥 + 𝑦)
Factor what they have in common

b. 7𝑥2 + 35𝑥𝑦
Factor what they have in common
= 7𝑥(𝑥 + 5𝑦)

c. 15𝑎5𝑏 − 3𝑎2𝑏4

= 3𝑎2𝑏(5𝑎3 − 𝑏3)
Factor what they have in common

d. 33𝑥2𝑦2𝑧 − 22𝑦𝑧2𝑥

= 𝑥𝑦𝑧(33𝑥𝑦 − 22𝑧)
Factor what they have in common

e. 30𝑚2 − 90𝑚
Factor what they have in common
= 30𝑚(𝑚 − 3)

Exercise:

1. Simplify the following

a. (−3𝑥𝑦) × (+5𝑦)
b. (−5𝑥) × (−6)
c. (−18𝑥) ÷ (+3)
d. (−28𝑦) ÷ (−7)

a. 3𝑎 + 3(𝑎 + 5𝑏)
2. Simplify the following expressions:

b. (5𝑐 − 3𝑑) − (7𝑐 − 6𝑑)

3. Expand the following expressions:

 a. (8 − 𝑧)(4 + 𝑦)
b. (2𝑝 + 𝑞 + 2)(𝑝 − 𝑞)
c. (5𝑚 + 3)(𝑚 − 𝑛)

a. (𝑚 + 𝑛)(10𝑚 − 4𝑛)
4. Expand the following expression and simplify:

b. (15𝑎 + 7𝑏 + 𝑐)(𝑎 + 𝑏)

5. Evaluate the following, when 𝑥 = 3, 𝑦 = 4, 𝑎 = −3, 𝑏 = −3 𝑎𝑛𝑑 𝑐 = 6.

a. 18𝑎4𝑏2𝑐2𝑧
6. Write all the possible factors of the following:

c. 42𝑝3𝑞2𝑘
b. 24𝑏𝑞2

d. 48𝑢2𝑣𝑤

7. Find the H.C.F of the following:

a. 10𝑥𝑏𝑦2, 6𝑥𝑦2

c. 62𝑎2𝑏2𝑐3𝑚, 93𝑚2𝑝2𝑘2
b. 14𝑦𝑏 , 21𝑏2𝑦

8. Factorise the following expression:

a. 3𝑎𝑏 − 6𝑎𝑐

c. 33𝑥2𝑦2𝑧 − 22𝑦𝑧2𝑥
b. 30𝑚𝑛2 − 6𝑚𝑛𝑝

d. 2𝑎(𝑏 + 𝑐) + 4(𝑏 + 𝑐)

NOTE FOR WEEK SIX

TOPIC: ALGEBRAIC FRACTION AND SIMPLE EQUATION

LEARNING OBJECTIVE: At the end of the lesson, students should be able to:

-Express algebraic fractions in terms of equivalent algebraic fractions.

-Solve for the L.C.M and H.C.F of two or more algebraic expressions.

Algebraic Fraction and Simple Equation

Equivalent Fractions: this can be obtain by multiplying or dividing the numerator and
denominator of a given fraction by the same non-zero quantity.

Example: Obtain equivalent fraction of the following algebraic fractions

Addition and Subtraction of fractions with Monomial Denominator

A monomial is an algebraic expression with only one term. Example are 𝑥, 2𝑥2, 3𝑦4 𝑒𝑡𝑐 are
all monomials. Therefore, a fraction with monomial denominator is a fraction whose
denominator is an algebraic expression with only one term. Examples are: 5
2𝑥
NOTE FOR WEEK SEVEN

TOPIC: Arithmetic in the home and office (Personal Arithmetic – Interest)

OBJECTIVE: At the end of the lesson the students should be able to; solve simple
problems on simple interest

CONTENT: Personal arithmetic: simple edition

INSTRUCTIONAL MATERIAL: New general mathematics for junior secondary school
Book 2, UBE edition by MF MACRAE, ETAL

Example 1: If a person saves N10, 000 for a year and the interest rate is 8%
Per annum. Calculate the simple interest

Solution:
The interest rate will be 8x10, 000 100
= N800
Thus N800 is the simple interest.

Example 2: Find the simple interest on N60, 000 for 5 years at 9% per annum.

Solution:
Yearly interest = 9% of N60, 000
9 x 60,000
100
= 5400
Interest for 5 years will be
5400 x 5
= 27,000

Example 3: Find the simple interest on N40, 000 for 1 year per annum

Solution:
Yearly interest is 5% of N40, 000
5 x 40,000
100
= N2000

Example 4: Find the simple interest for N10, 000 for 2 years at 4% per annum
Yearly interest 4% of N9000
4x 1000
100
= N400
Interest for 2 years 400 x2
= N800

Step 3: The formula for simple interest is PTR

100
Where
P = Principal
T = Time
R = Rate

Example 5: Find the simple interest for N25000 for 3 years at 5% per annum (p.a.)
P = 25000
T = 3 years
R = 5%
Simple interest 1 = 25000 x 3 x15
100
= N3750

CLASS EXERCISE:

1. Find the simple interest for N70, 000 for 1 year at 4%

Ans: N2800

2. N10, 000 for 4 years at 4½ %

Ans. N1800

3. N30, 000 for 2 years at 5%

Ans. 3000

ASSIGNMENT:

Find the simple interest for

1. N20, 000 for 4 years at 6% per annum
Ans. N4800

2. N70, 000 for 3 years at 5% per annum

Ans. N10500

3. N60, 000 for 2½ years at 5% per annum

Ans. N7500

4. N35000 for 4 years at 3% per annum

Ans. N4200

5. N5000 for 3 years at 4% per annum.

Ans. N1800.

Examples I: a man borrows N1600, 000 to buy a house. He is charged interest at a

rate of 11% per annum. In the first year he paid the interest on the loan, he also paid
back N100,000 of the money borrowed. How much did he pay back altogether? If he
paid this amount by monthly installments. How much did he pay per month? How
much did he still owe?

Solution:
Interest on N1600, 000 for one year.
= 11% of N1600, 000
= 11/100 x 1600,000
= 11 x 16000
= N176000
Total money paid on first year
= 176 000
+ 100 000
N 276 000
Monthly payments = 276000
12
= 23,000
The man now owes
1600, 000
- 1000, 000
N1500, 000

Example 2:
Find the total amount to be paid (i.e. loan + interest) on the following
1. N500 for 2 weeks at N100 interest per week
1 st week interest N500 = N100
2 nd week interest N500 = N100
Total amount of interest = N200
Total amount paid back is 500+ 200
= N700
2. N2000 for 3weeks at N1 on each N10
Interest per week
No of N10 in N2000 = 2000
10
= 200
Amount of interest for 1st week is 200x 1= 200
9Amount of interest for 2nd week is 200 x 1 = 200
Amount of interest for 3rd week is 200 x 1 = 200
Total interest = N600.
Total amount paid back is
N2000
+ 600
2600

Example 3:
A woman borrows N4000 on a short term loan. She is charged interest of N on each
N10 per week. How much does he pay back altogether if she borrows the money for (a) 1
week (b) 3 weeks (c) 10 weeks
Answer:
Total money borrowed = N4000
No of N10 interests N4, 000 = 4, 000
10
= 400
Hence for each N10 interest = N400
For 1 week is 400 x 1 = 400
For 3weeks is 400 x 3 = 1200
For 10 weeks is 400 x 10 = 4000
So the money paid back
(a) 1 week is (b) 3 weeks is 4000 (c) 10 weeks is 4000
4000+ 1200 + 4000
+ 400N5200 N 8000
N 4400

CLASS EXERCISE:

Find the amount to be paid back on the following loans

a. N10, 000 for 12 year at 9% simple interest per annum
Ans= N1090

b. N60, 000 for 3 years 7 ½ % simple interest per annum

Ans= N73500

c. N10, 000 for 15 years at 8% simple interest per annum.

Ans= N22, 000

ASSIGNMENT:
1. A woman borrowed N600, 000 to pay for car. She agreed to pay the money over
2(yrs.) years paying simple interest at 9% per annum
Calculate the simple interest on N600, 000 at 9% per annum for 2 years
Answer N108000
Hence find the total amount she paid back.
Answer N708000
If the total amount is paid back in monthly installments over 2 years each mouth?
Answer = N29500

2. A woman borrowed N2000 for 4weeks. She agreed to pay N2500 back at the end of
the 4 weeks.
How much interest does she pay over the 4 weeks?
Answer N500
How much interest does she pay per week?
Answer N125
Find the percentage rate of interest per week that she pays.
Answer 6¼%

NOTE FOR WEEK EIGHT

TOPIC: REVISION WEEK

Essential Mathematics for JSS BK 2

NGM BK 2