SCHEME OF WORK MATHEMATICS

SS 2 MATHEMATICS
1. Revision
2. Straight line – Gradient of straight line, Gradient of a curve., drawing of tangents to a
curve
3. Inequalities
(a) Revision of linear inequalities in one variable
(b) Solutions of inequalities in 2 variables
(c) Range of values combined inequalities
4. Graphs of linear inequalities in two variables
Max and minimum values of simultaneous linear inequalities
5. App of linear inequalities in real life
Introduction to linear programming
6. Algebraic fractions
a) Simplification of fractions
b) Operations in algebraic fractions
c) Equation involving fractions
b
d) Undefined fraction: if y= Then y is undefined when ax + c = 0
ax +c
7. Review of the first half term’s work and periodic test
8. Fractions (continued)
a) Substitution in fraction
b) Simultaneous equation involving fractions
9. Logic
a) Simple and compound statement
b) Logical operation and the truth tables
c) Conditional statements and indirect proofs
10. Chord properties of circles
Perpendicular bisector of chord
Distance of equal chords from the centre of the circle
 Angles subtended by 2 equal chords.
11. Circle Theorems: angle properties of circle
Angle subtended by an arc at the centre is twice the one subtended at the
circumference.
Angles in the same segment
Angles in a semi circle
Opposite angles of cyclic quadrilateral
12&13 Revision and Second term Examinations
 WEEK 1

REVISION/STRAIGHT LINE
GRADIENTS OF A STRAIGHT LINE AND GRADIENT OF A CURVE
In coordinate geometry, we make use of points in a plane. A point consists of the x-coordinate
called abscissa and the y-coordinate known as ordinate. In locating a point on the x – y plane
x – coordinate is first written and then the y-coordinate. For example, in a given point (a, b),
the value of x is a and that of y is b. Similarly, in a point (3, 5), the value of x is 3 and that of y is
5. A linear graph gives a straight line graph from any given straight line equation which is in the
general form y = mx + c or ax + by + c = 0
Example: Draw the graph of equation 4x + 2y = 5
i. Point of intersection of two linear equations
Two lines y = ax +b and y2 = cx + d
Intercept when ax + b = cx + d
That is you solve the two equations simultaneously
ii. Intersection of a line with the x or y axis
The point of intersection of a line with the x –axis can be obtained by putting y = o to
find the corresponding value of x = a, say the required point of intersection gives (a, o).
Similarly, for the point of intersection of a line with the y-axis, put x = o to find the
corresponding value of y. If the corresponding value of y is b, the required point of
intersection is (o, b)
Example: Find the point of intersection of the line 2x + 3y + 2 = 0 with the
i. x – axis (ii) y – axis
Example 3: Find the point of intersection of the lines y = 3x + 2 and y = 2x + 5
Solution
y = 3x + 2 (1)
y = 2x + 5 (2)
At the point of intersection
3x + 2 = 2x + 5
3x – 2x = 5 -2
X=3
Substitute 3 for x in equation (1), we obtain y = 3(3) + 2 = 11.
Hence, the point of intersection is (3, 11)
GRADIENT OF A STRAIGHT LINE
The Gradient of a straight line is defined as the ratio
Change in y in moving from one
Change in x point to another on the line. The Gradient of a straight line is always constant.
Y axis
y2 y 2− y 1
Gradient from A to B =
x 2− x
1

Gradient of a line that passes through points (x1, y1)

y 2− y
And (x2, y2) is given as gradient m =
1

x2− x 1

y x axis

∅
y1
x2
x1
x

Meaning that the gradient of the line is the ratio of increase in y to increase in x

TANGENT OF ANGLE OF SLOPE

∆y
In the above diagram, tan ∅ = .
∆x

y 2− y
Since ∆ y = y2 – y1 tan ∅ = =m
1

x2− x 1

And ∆ x = x2 – x1
∴ tan ∅ = m. it then follows that the gradient of a line can be defined as tangent of angle of
slope.

Example:

Calculate the gradient and the angle of slope of the line passing through (1, 3) and (-4, 2)

EQUATION OF A STRAIGHT LINE AND TANGENT TO A CURVE

EQUATION OF A STRAIGHT LINE

Equation of a line with gradients in m and y intercept c. Equation of a line with gradient m and
y intercept c is given as y = mx + c.

ii. Equation of a line passing through the point (x1, y1) with gradient.

The general equation of a line with known gradient m and which passes through the point
y y1
(x1,y1) is given as m = -
x x1

Example 2

The equation of the line with gradient 2 and which passé through the point (-3, 2).

The solution (equation) of a line with known gradient and passing through the point (x 1, y1) is
y y1
given by -
x x1

Here, m = 2, (x1, y1) = (-3, 2)

The required equation of the line is

y−2
=2
x−(−3)

y−2
=2
x +3
y – 2 = 2(x + 3)

y = 2x + 6 + 2

y = 2x + 8

y = 2x + 8

Equation of a line passing through two given points

The equation of a line passing through two given points (x1, y1) and (x2, y2)

y− y 1 y 2− y
Is =
1

x−x 1 x2− x1

iv. Double Intercept form of the equation of a line. The equation of a line which has an
x y
intercept “a” on the x – axis and intercept “b” on the y-axis is given by + =1
a b

Double intercept form of the equation of a line

The Equation of a line which has an intercept ‘a’ on the axis and intercept ‘b’ on the y-axis is
x y
given by + =1
a b

v. Equation of a line passing through a point and making an angle ∅ with the horizontal
axis.

The equation of a line passing through the point (x1, y1) and making an angle ∅ with the
y− y 1
horizontal axis is = tan ∅ or y – y1 = (x – x1) tan ∅ .
x−x 1

Drawing Tangents to a cure

The gradient at any particular point on a curve is defined as being the gradient of the tangent to
the curve at that point the gradient of the curve at point A is the gradient of the tangent BA,
that is, tan ∅ . The tangent is drawn by placing a ruler against the curve at A and drawing a line
considering that the angels between the line and the curve are equal. (Note: Gradient to the
horizontal line of a curve is zero because the tangent is horizontal known as a turning points
(maximum/minimum)

WRAP UP AND ASSESSMENT

The gradients of a straight line is given as gradient = change in y / change in x.

The gradient of a curve at a point is given by the gradient of the tangent at that point.

The gradient at a turning point of any quadratic equation equals zero.

Exercise 14.5 no 1; the figure below (the text recommended) represents the graph of the
function y = x2 + 4x – 5, (a) use the given tangents to find the gradient of the curve at (i) A (ii)
B.

(b) Use the Graph to find the roots of the function.

(c) State the equation of the line of symmetry of the curve.

TICKET OUT:

1
Ex 14.5 Pg 194, No 2. And 4 copy and complete the table below for the function y = x (5−2 x)
2
use a scale of 2cm for 1 unit on both axes, draw the graph of the function.
 WEEK 3

REVISION OF LINEAR INEQUALITIES IN VARIABLE

The term inequality applies to any statement involving one of the symbols¿ ,> ,≤ , ≥. Similar to
ordinary equations, inequality equations too have solutions

Rules for finding the solutions to inequality equations

1. Add or subtract at the same expression or number to both sides of the inequality and
preserve the inequality sign.
2. Multiply or divide both sides of the inequality by the same positive number and
preserve the inequality sign.
3. Multiply or divide both sides of the inequality by the same negative number and reverse
the inequality sign.
The expression 3x – 1 > x + 1 is a linear inequality in one variable x. Thus, a linear
inequality in x is an inequality in which the highest power of x is one (unity).
Solve the following linear inequality and represent them on a number line.
A number line is used to illustrate linear inequalities in one variable. A point x = a
divides the number line into 2 parts, x < a and x > a
x <a

x >a
But when x = a is included, the number line becomes
x≤a

x≥a
 A line segment from a to be is denoted by a ≤ x ≤ b and it is shown below

a b

1. 4x + 8 < 3x + 16
Subtract 8 from both sides
4x + 8 – 8 < 3x – 8 + 16
4x < 3x + 8
Subtract 3x from both sides X<8

4x – 3x < 3x + 8 – 3x
X<+8
0 8
ii. 3 (x – 6) ≤ 9 (x – 1)

open the brackets

3x – 18 ≤ 9x – 9

Collect like terms

3x – 9x ≤ -9 + 18

-6x ≤ + 9

Divide through by -6 and change the sign.

−6 x −9
≥
−6 6

−3
X≥
2
 3
(x ≥ 2 )
7

iii. 5 (x + 2) – 2(4x -1) > 6(2x -3)

5 x−1 1−2 x
iv. − ≤ 8+ x
3 5

v. 3 – 3x < 6 (-1 < x < 3)

1 1
vi. (2x + 7) - (1 – 4) < 4 + x
3 9

Assignment; page 95 exercise C2 number 1 to 3

WEEK FOUR

SOLUTIONS OF INEQUALITIES OF TWO VARIABLES AND THE RANGE OF VALUES OF COMBINED

INEQUALITIES

A linear inequality in two variables x and y is of the form: ax + by ≤ c: ax + by < c: ax + by > c

ax + by ≥ c where a, b and c are constants. A solution to an inequality is any pair of number x
and y that satisfies the inequality.

Example 2

Determine the solution set of 5x + 2y ≤ 17

Solution
One solution to 5x + 2y < 17 is x =2 and y = 3 because 5(2) + 2(3) = 16, which is indeed less than
17. But the pair x = 2 and y = 3 is not the only solution. As a matter of fact, there are infinitely
many solutions. If the pairs of numbers x and y is a solution, then think of this pair as a point in
the plane, so the set of all solutions can be thought of as a REGION in the x –y plane.

Hence, to illustrate how to determine this region, first express y in terms of x in the inequality.

3x + 2y ≤ 17

2y ≤ -5x + 17

−5 17
Y≤ x+
2 2

When x = 0, y = 8.5; when y = 0, x = 3 (show in a graph)

The shaded Region is the solution set.

RANGE OF VALUES OF COMBINED INEQUALITIES

-4 -3 -2 -1 0 1 2 3 -4
In the above diagram, x can possess any value between -4 and +3 inclusive Hence x ≥ -2 and
x ≤ + 3 or -4 ≤ x and x ≤ +3

These two inequalities can be combined as a single inequality. Thus, -4 ≤ x ≤ + 3

Example 3

What is the range of values of x for which 2x + 6 > 2 and x – 4 < 1 are both satisfied?
Solution

2x + 6 > 2 x–4<1

2x > 2 – 6 x<1+4

2x > - 6 x<5

X > -2

Hence x > - 2 and x < 5 or -2 < x and x < 5 or -2 < x < 5. Both inequalities are satisfied if -2 < x
and x < 5 or -2 < x < 5

a) b) c)
-2 5
-2 5

WRAP UP AND ASSESSMETNS

AN Inequality is any statement involving one of symbols <, >, ≤ , ≥ and≠ . Simple linear
inequalities can be represented on a number line.

Ticket out ;Pg 207 Exercise 15.1 no 2d, f & No 8

WEEK FIVE

APPLICATION OF IN INEQUALITIES IN TWO VARIABLE

Example:

One class in a school had “g’ girls and “b” boys. The class cannot take more than 40 pupils. It is
found that more than half of the pupils are boys, but there are always at least 14 girls.

(a) Write down three inequalities in “g” and “b”

(b) Draw graphs to show these inequalities
(c) Shade properly the area that correctly describes the situation above

EXERCISE
A business man employs x men and y women. He can afford to employ not more than 16
people. Because there is some heavy work to be done he needs more than 4 men. But some
precise work can be done better by women so he needs at least 6 women

(a) Write down three inequalities involving x and y

(b) Draw a graph to show these three inequalities
(c) Use your graph to find out the maximum number of men he can employ and the
maximum number of women he can employ.
(d) What is the smallest number of people he can employ

Assignment
(1) The longer side of a rectangle are each “a” metres and the shorter sides are each “b”
metres. The sides of the rectangle are at least 10cm and the shorter sides are less
than 10cm. The perimeter is less than 50cm.
(a) Write down three inequalities involving a and b
(b) Draw the graph to show these inequalities
(c) Shade correctly the area that best describes the above situation

WEEK 6

ALGEBRAIC FRACTIONS

SIMPLIFYING ALGEBRAIC FRACTIONS

To simplify an algebraic fraction means to reduce it to its lowest term. This is done by factoring
out the common factors in the numerator and the denominator. When simplifying, remember,
the following facts:
a) X2 – y2 = (x + y) (x – y) (difference of two squares)
b) (x + y)2 = x2 + 2xy + y2 (perfect squares)
(x – Y)2 = x2 – 2xy + y2
x −x
c) = ,
−y y
 −m −m
d) =
n n
x m
e) = x=m
y y

Simplify the following fractions:

2 2 2 2 2
3 x +9 x y x − y + 3 x +3 y
a) 2 (b)
3x y x− y +3
2 2
3 x (1+3 y ) 1+3 y 2 ( x+ y )( x− y ) +3 (x+ y)
= =
3 x2 X y y x− y +3

2
x −9 ( x+ 3 ) (x−3) x−3 ( x+Y ) (x− y +3)
c) = = =x+ y
x + R−6 ( x+ 3 ) (x−2) x −2
2
x − y+ 3

2
8 y 3 −16 y 2 8 y ( y−2)
d) 3 2
=
2 y −2 y −4 y 2 y ( y +1 ) ( y−2)
2
48 y 4y
=
2 y ( y+ 1) y +1

Assignment: page 111, number 10 to 20

WEEK SEVEN
REVISION AND MID TERM EXAMINATION
WEEK 8

OPERATIONS IN ALGEBRAIC FRACTIONS

2 1
1. Simplify +
3 x +3 2 x +4

2 ( 2 x +4 ) +(3 x +3)
=
( 3 x +3 )( 2 x+ 4 )
 4 x +8+ 3 x +3
( 3 x +3 )( 2 x+ 4 )

7 x+11
( 3 x +3 )(2 x + 4)

2 2
4 x +4 xy + y 2y
2. Simplify × 2
2 x− y 4 xy −2 y
( 2 x− y ) (2 x− y) 2y
= x =1
2 x− y 2 y (2 x− y )

2 2 2 2
x −y 2 x −xy− y y −x
3. 2 2
x 2
÷ 2
x −2 xy + y xy + x x −xy

Factorize each term to obtain

( x− y ) (x + y ) ( x− y ) (2 x + y ) y−x
x ÷
( x− y ) (x− y ) x ( y+ x ) x (x− y )

Change ÷ to x and then invert to obtain

( x− y ) (x + y ) ( x− y ) (2 x + y ) x( x− y)
x x
( x− y ) (x− y ) x ( y+ x ) y −x

But x – y = -1(y – x)
( 2 x + y ) (x− y) ( x− y ) (2 x+ y)
= = - (2x + y) = -2x – y
y−x −(x− y )

WRAP UP AND ASSESSMENT

You can simplify fractions by adding, subtracting, multiplying or dividing them. To simplify a
fraction means to reduce it to its lowest term. To do this, factorize both the numerator and
denominator fully.
Then cancel the common factors.

2 2
x + 4 x+ 3 x −9
Simplify 2
− 2
x x +7 x +12

2 2
(2 m−u) −(m−2 u) x +1 5 2 x+ 3
Ii. iii. ⌊ + ⌋÷ 2
41 −12 x +9 3−2 x
2
5 m2−5 u2 4 x −9

1
a−b 1 1
1 − ¿ 5−
iv. +¿ a+b v. 1
a+b 1+
1 1+ x
a+b

TICKET OUT

i. if
y
2 [ ][
x3 1 1 x2
= x, evaluate 3 + ÷ − 2
y 2 2 y ]
x−4 3 x +8
ii. − +3
x−1 x+ 4

10 x−4 y
iii. if x:y = 12:5 evaluate
5 s+8 t

WEEK 9
LOGIC
A Proposition is a statement or sentence that either true or false but not both. A simple
statement or proposition is a statement containing no connectives. In other words a
proposition is considered simple. If it cannot be broken up into sub-propositions.
On the other hand, a compound proposition is made up of two or more propositions joined by
the connectives. These connectives are and, or, if ….. Then, if and only if. They are also called
logic operators.
Logic operator symbol
And ^
Or ˅
If…..then
If and only if ⇔
not
IF P AND Q ARE TWO STATEMENTS (OR PROPOTIONS) THEN {CONDITIONAL STATEMENTS AND
INDIRECT PROOFS}
a) The statement p ^ q is called the conjunction of p ^ q. This, p ^ q means p and q.
b) The statement p v is called the disjunction of p and q. This, p v q means either p or q or
both p and q.
c) The statement p is called the conditional of p and q. a conditional is also known as
implication p q means if p then q or p implies q.
i. The converse of the conditional statement if p then q is the conditional statement if q
then p, (ie) the converse of p q is q p.
ii. The inverse of the conditional statement if p then q is the conditional statement if not p
then not q. i.e. The inverse of p q is p q
iii. The contra positive of the conditional statement if p then q is the conditional statement
if not q then not p. i.e the contra positive of p q is q p.
d) The statement p ⇔ q is called the bi conditional of p and q, where the symbol ⇔ means
if and only if (or if for short). This, p⇔q means p q means p q and q p
e) The statement p is known as the negation of p Thus p means
not p or “it is false that p ……’ or “it is not true that p…’
f) When a compound proposition is always true for every combination of values of its
constituent statements. It is called a TAUTOLOGY. On the other hand, when the
compound proposition is always false it is called a CONTRADICTION.

THE TRUTH TABLES

The Truth or falsify of a proposition is its truth values. A proposition that is true has a truth
value T and a proposition that is false has a truth value of F.
CONJUCTION DISJUNCTION CONDITIONAL
P q p^q P q pvq Pq p q
T T T T T T T T T
T F F T F T T F F
F T F F T T F T T
F F F F F F F F T
P ^ Q is true when both p and P v q is false when both p and P is false when p is T & q
q are true q are false is F

BICONDITIONAL NEGATION
P q p ⇔ q P P
T T T T F
F T F F T
F F T Recall that other symbols used instead of
are pI or p p
P ⇔ q is true when both p and q are either
both true and both false.

ASSOCIATED TERMS IN ALGEBRA OF SETS AND ALGEBRA OF PROPOSITIONS

The structure of algebra of sets and the algebra of propositions look the same. The associated
term are given in the table below.
 Algebra of sets Algebra of Proposition
Sets A, B, C Propositions p, q, r,
Union U Disjunction V
Intersection ∩ Conjunction ^
Complement A’ Negation P
Universal set ε Tautology, t
Nill (empty) set ∅ Self-contradiction f
Is a subject of C Implies
Equals = Is equivalent to ≡

For example in,

B q

A p

ACB p q means p implies q

Means A is a proper subset of B

THE VALIDITY OF AN ARGUMENT

There are two forms of reasoning used in mathematics namely, inductive reasoning and
deductive reasoning.
Inductive reasoning usually lacks generality because not all possibilities have been exhausted,
when we use inductive reasoning, we base our conclusions on observation or experiences.

On the other hand, deductive reasoning is the process of showing that certain statements are
accepted as true. In deductive reasoning all possibilities have been exhausted and therefore a
generalized conclusion can be made.
Valid argument may be referred to a deductive arguments because deductive reasoning is
based on conclusions reached from valid arguments. In deductive reasoning, we start with
assumptions (also called hypotheses or premises) and then draws a conclusion based on those
assumptions.

An argument may be described as a set of statements or proposition called the premises which
leads to a conclusion. Let P1, P2, P3 ………..Pn represent the premises of an argument and C
represents the conclusion. A valid argument is one in which if the premises P 1, P2, P3…… Pn are
all true, the conclusion C will always be true. In other words, an argument is said to be valid if
the conjunction of the compound statement i.e P1 ^ P2 ^ P3…… ^ Pn is tautology. If an
argument is not valid, it is called invalid or a fallacy. This, argument is valid if the conclusion
follows from the hypotheses.
WRAP UP AND ASSESSMENT
A Proposition is a statement that is either true (T) or False (F) but not both.
A compound statement or proposition is made up of two or more simple statements joined by
the connectives. Ex 10.1 No 1, 2
TICKET OUT
Ex 10.1 No 3, 4

WEEK 10
SOLVING PROBLEM ON CIRCLE THEOREM.
ANGLES AT THE CNTRE OF A CIRCLE
THEOREM 1
 The angle which an arc of a circle subtends at the centre of a circle is twice that which it
subtends at any point on the circumference of the circle.

a b
a b
a

2a 2b
2a
qq
b1

P Given: A circle PQR, centre O. Q

T
To prove that P Ô Q = 2 P R Q

Construction: Join RO, and extend to any point T.

Proof: Po =Ro= Qo (radii)

a = a1 (base <s of Isos. ∆ POR)

∴ P Ô Q = a + a1 = 2a (end <s of ∆ POR)

But P Ô T + Q Ô T

Reflex of P Ô Q = 2a + 2b = 2(a +b) = 2 PRQ

∴ angle at centre = 2 x (at circum. Of a circle).

Corollary

The angle is a semi circle is a right angle

Given: A semi circle3 P Q R, Centre O.

 o
P Q

To prove that: PRO = 900

Construction: None

Proof: PQ is a diameter (given)

∴ P Ô Q = 1800

(< at centre = twice <s in circumference)

∴ 2PRO = 180o

180
Hence PRO = = 900 as required.
2

Theorem 2

Angles in the same segment of a circle and equal

D
 X1
C

o X2

Given: points on a circle ABCD, AB is an arc of the circle.

To prove that: AD B = AC B

Construction: Join D and C to A and B, as shown above

Proof: A Ô B = 2(x1 + x2)

(A Ô B)
1
X1 =
2

A D B = A C B as required.

Assignment: page 117 exercise E Number 1

WEEK ELEVEN

Cyclic Quadrilaterals

A cyclic quadrilateral is a four-sided figure whose vertices lie in side and touch the
circumference of the circle. The opposite angles of C Cyclic quadrilateral lie in the opposite
segment of the circle

Theorem 3

Opposite angles of a cyclic quadrilateral are supplementary.

 Given: A cyclic quadrilateral PQRS

To prove that: P Q R + P S R = 180o

Construction: Join PO and RO of the circle.

2x
o

2y
P

Proof; P Ô R = 2y (< at Centre = twice ∝ on the circumf.)

∴ 2x + 2y = 360o (<s at a point)

2(x +y) = 360o

X + y = 180o

P ÔR + PSR = 180o

Assignment

Prove that if a straight line touches a circle a circle at a point, and from the point of contact a
chord is drawn then the acute angles which this chord makes with the tangents are equal to the
angle in the alternate segment.

(2) Page 132 number 17 - 20