JSS1 SECOND TERM NOTE 2022/2023 SESSION

Scheme:
1. Directed numbers
2. Simplification of Algebraic Expressions
3. Open Sentences – Simple Algebraic Equations in one variable
4. Word problems on fractions
5. Standard forms
6. Statistics – Data representation
7. Statistical Averages – Measures of Central Tendency
8. Properties of basic plane shapes (2-D figures)
9. Properties of basic solid shapes (3D figures)

WEEK 1: DIRECTED NUMBERS

Specific Objectives: At the end of this lesson, the students should be able to:

➢ Define directed numbers,

➢ draw a number line to represent directed numbers on a number line,
➢ Add and subtract directed numbers using the number line,
➢ Multiply and divide directed numbers

FIGURE 1: A picture of the world with varying temperatures of different locations

Directed numbers are simply positive and negative numbers. They can also be called integers. In
other words, directed numbers are numbers are numbers with size and direction. These numbers
are assigned direction by their signs – positive (+) or negative (-). Zero (0) is the only number that
is neither positive nor negative. Hence, numbers that extend above zero are positive numbers
(i.e. numbers with positive sign) whereas numbers that extend below zero are called negative
numbers (i.e. negative signs). E.gs., +2, -2, +3, -3, etc.
They are usually represented on a line graph known as a number line. A number line is a line that
shows integers, positive integers to the right of zero and negative numbers to the left of zero.

-3 -2 -1 0 1 2 3 4

ADDITION AND SUBTRACTION OF DIRECTED NUMBERS USING TABULAR METHOD

Rule:
➢ Draw a table of signs and fix the numbers in the table according to their signs
➢ If the numbers have different signs, subtract the smaller number from both sides and
the side with a remaining non-zero result becomes the answer.
 ➢ If the numbers have the same sign, add and get your result under the given sign.
Examples:
Solve the following:
1. -3 + 2
2. -2 + 3
3. -3 – 3
4. -1 + 4

Solution:
1. + –
2 3
1
჻ -3 + 2 = -1

2. + –
3 2
1
჻ -2 + 3 = 1

3. + –
3
3
6
჻ -3 - 3 = -6

4. + –
4 1
3

჻ -1 + 4 = 3

Class Exercise/Assignment/More Exercise:

Solve the following problems using tabular method
 1. –4 + 5
2. –3 – 4
3. 2–5
4. –6 + 4
5. 2–5+7
6. –2 + 5 – 7
7. –3 – 3
8. –3 + 3
9. 1–5

ADDITION AND SUBTRACTION OF DIRECTED NUMBERS USING NUMBER LINE METHOD

Rule:
➢ Addition means forward movement
➢ Subtraction means backward movement
➢ Start the number line with the first number in the given problem
➢ The next sign determines either forward or backward movement while the next number
determines the number of movements to be made
➢ Indicate arrows to show direction
Examples:
Solve the previous examples using the number line method
1. –3 + 2
Solution

-3 -2 -1 0 1

჻ -3 + 2 = -1

2. -2 + 3

Solution

-2 -1 0 1

჻ -2 + 3 = 1
3. -3 – 2
 Solution

-5 -4 -3 -2 -1

4. -3 + 3
Solution

-3 -2 -1 0 1
჻ -3 + 3

5. 2 – 3
Solution

-1 0 1 2 3

჻ 2 - 3 = -1

Class Exercise
Using the number line method, evaluate the following
1. -2 - 1
2. -2 + 1
3. -2 + 2
4. 1-5
5. -1 + 5
6. 2–4+5
7. –3+8–6

More Exercise:
Deriving solution from a given number line
Examples:
Write out the solution to the number lines given below
1.
-2 -1 0 1 2
 Solution
From the diagram, start counting backward from 1,
჻ 1 - 3 = -2

2.
-2 -1 0 1 2 3 4

Solution
From the diagram, start to count forward from -2,
჻ -2 + 5 = 3

3.
-8 -6 -4 -2 0 2 6

Solution
The numbering is in 2 intervals, so each movement is two counts
From the diagram, start to count backward from -2,
჻ -2 - 4 = -6
Class Exercise
1. Which of the following correctly represents the number line below?

-3 -2 -1 0 1 2

A. -3 - 4 B. 1 - 4 C. -3 + 3 D. 1 + 4

Write out the solutions to the number lines given below:

2.
-1 0 1 2 3

3.
-10 -5 0 5 10
 4.
-5 -4 -3 -2 -1 0 1 2 3

5.
-8 -6 -4 -2 0 2 6

More Exercise:
Rule of signs:
➢ Two like signs give a positive result
++= +
−−= +
➢ Two unlike signs give a negative result
+−= −
−+= −
Examples
Solve the following using either tabular method or number line method
1. 2 - (-3)
2. -2 - (-3)
3. -4 + (-3)
4. 1 + (-5)
5. Find the value of −20 − (−100) (BECE/NECO 2012/1)
Solution
1. 2 - - 3
=2+3
=5
2. -2 - - 3 + -
= -2 + 3 3 2
=1
3. - 4 + - 3 + -
=-4–3 4
= -7 3
7
4. 1+ - 5 + -

1 5
 =1-5
= -4

Classwork/Assignment
Solve the following:
1. -5 - (-7)
2. 4 + (-4)
3. -3 + (-2)
4. 3 - (-2)
5. -1 - (-3) + (-5)
6. 1+ (-7) - (-4)
7. 76 – (– 74)
8. – 3 – (– 21) – 18
9. 7 – (– 8) + (–5)
10. – 9 – (– 4)
11. Find the positive difference between −8 and −14 (BECE/NECO 2019/4)
12. Simplify −3 − (−21) − 18 (BECE/NECO 2019/5)
13. Find the value of −5 − (−20) (BECE/NECO 2011/2)
14. Find the value of −20 − (−100) (BECE/NECO 2012/1)
More Exercise:
Copy and complete the tables below:

Second number Second number

add -3 -2 -1 0 +1 +2 +3 sub -3 -2 -1 0 +1 +2 +3
-3
-3
First number

First number

-2
-2
-1
-1
0 0
+1 +1
+2
+2
+3
+3
MULTIPLICATION AND DIVISION OF DIRECTED NUMBERS
Specific Objectives: At the end of this topic, the pupils should be able to:
➢ recall the meaning of directed numbers
➢ state the rule of signs
➢ multiply and divide directed numbers using the rule of signs
Rule of signs:
➢ Two like signs multiply/divide to give a positive result
+×+=+
-×-=+
➢ Two unlike signs multiply/divide to give a negative result
+×-=-
-×+=-
Examples:
Simplify the following:
1. -2 × -4
2. 3 × -8
3. -16 ÷ -2
4. 36 ÷ -3
5. 0 × -2
6. Find the value of 50 − (−15 × −8) (BECE/NECO 2014/5)
Solution
1. -2 × -4 = 8
2. 3 × -8 = -24
−16
3. =8
−2
36
4. = −12
−3
5. 0 × -2 = 0
More Examples
−6 ×−5
1. Simplify −10

Solution
3 -1
−6 × −5
−10
2
= 3 × −1
= −3
 −40
2. Simplify −2 ×4
Solution
−40
−2 × 4
20
=
4

=5

−1 ×−5
3. Simplify −10

Solution
−1 × −5
−10
−5
= 10

1
=−
2

4. Simplify −2 × −3 × −4
Solution16
-×-×-=-
2 × 3 × 4 = 24
჻ -2 × -3 × -4 = 24
5. Divide −5068 by 362 (BECE/NECO 2015/20)

Class Exercise
Simplify the following:
1. −6 × 3
2. −36 ÷ −4
3. −3 × −5 × −6
9 × 20
4. −3
−2 × 12
5. −6
6. 0 × −5
Assignment/ More Exercise
Simplify the following:
1. −7 × −3 × −2
2. −1 × −1 × −1
−14
3. −7
−26
4. 2
−6 × 10
5. −4
−28 × −3
6. 21
36
7. −2 × −9
−8 × 5
8. −10
60
9. −3 ×−5
10. (−2) × (+3) × (−5)
More Examples:
Copy and complete the multiplication and division tables below:

Second number
× −3 −2 −1 +1 +2 +3
+3
First number

+2 Hint: First number × Second number

+1
0
−1
−2
−3

Second number
÷ −3 −2 −1 +1 +2 +3
+3
First number

+2 Hint: First number ÷ Second number

+1
0
−1
−2
−3
 Class Exercise/Assignment
Copy and complete the tables below:

Second number
× −6 −4 −2 +2 +4 +6
+6
First number

+4 Hint: First number × Second number

+2
0
−2
−4
−6

Second number
÷ −6 −4 −2 +2 +4 +6
+6
First number

+4 Hint: First number ÷ Second number

+2
0
−2
−4
−6

Use the table below to answer questions below: (BECE/NECO 2012/24 & 25)

× −4 −2 0 2 4
−4 16 8 0 𝐴 −16
−2 8 4 0 −4 −8
0 0 0 0 0 0
2 −8 −4 0 4 8
4 −16 −8 0 8 𝐵

i) What is the value of 𝐴 ÷ 𝐵?

ii) Find the value of 2(1 − 𝐴 + 𝐵)
WEEK 2: ALGEBRA – Simplification of Algebraic Expressions
Specific Objectives: At the end of this topic, the students should be able to:
➢ state the meaning of algebra and algebraic expression,
➢ identify the coefficient in any given algebraic expression,
➢ group positive and negative algebraic terms,
➢ group like and unlike algebraic terms,
➢ simplify algebraic terms involving brackets, multiplication, and division
➢ interpret word problems leading to algebraic expressions,
Meaning:
Algebra is a branch in mathematics in which variables and signs/symbols are used to represent
unknown values or numbers.
An algebraic expression is an expression which is made up of variables, coefficients, constants,
and basic operations. The algebraic terms are variables, coefficients, and constants.
Variables are letters of the alphabet used to represent unknown numbers. Typical variables are
𝑥, 𝑦, etc.
Coefficients are numbers that are joined together with variables by multiplication.
For example, 2 is the coefficient of x in the expression, 2𝑥. This is because 2 multiplies 𝑥 to give
2𝑥.
Constants are simply numbers that exist alone in an algebraic expression. E.g.s are 1, 2, 3, etc.
The following are typical algebraic expressions:
x + 3, 3y – 2, 5a + 3b, etc
Examples:
Find the coefficient of the variables in the expressions below:
1. 𝑦
2. 3𝑥 + 5
3. 4 – 7𝑥
𝑥
4. 2 − 3
5. 6𝑣
6. 5 – 𝑥
Solution
1. Coefficient of 𝑦 = 1
2. Coefficient of 𝑥 = 3
3. Coefficient of 𝑥 = – 7
1
4. Coefficient of 𝑥 = 2
 5. Coefficient of 𝑣 = 6
6. Coefficient of 𝑥 = – 1
Class Exercise:
Find the coefficient of the variables in the algebraic expressions below:

1. 2𝑥 – 5
2. 8 – 5𝑦
3
3. 1 – 4 𝑥
2𝑥
4. 3
5. 4𝑦

GROUPING POSITIVE AND NEGATIVE TERMS

Examples:
Simplify the following:

1. 2𝑎 + 3𝑎
2. 5𝑥 – 3𝑥
3. 𝑝 + 2𝑝
4. 5𝑑 – 4𝑑
5. 3𝑚 – 8𝑚 – 2𝑚 + 16𝑚 – 4𝑚
6. 3𝑦 – 5𝑦 + 10𝑦 – 4𝑦
7. 20𝑐 – 9𝑐 – 𝑐 + 2𝑐
8. Find the sum of the coefficients of 𝑥 in 3𝑥 + 1 − 2𝑥 + 6 (BECE/NECO 2022/P2/6) A. −1
B. 0 C. 1 D. 2 E. 3
9. Find the sum of the coefficients of 𝑥 in 5𝑥 + 8 − 7𝑥 + 9 (BECE/NECO 2022/P2/29) A.
−12 B. −2 C. 4 D. 8 E. 11
Class Exercise/Assignment:
Simplify the following, state the coefficient of the variables:
1. 𝑟 + 𝑟
2. 8𝑘 − 7𝑘
3. 6𝑓 − 2𝑓 + 3𝑓
4. 3𝑦 − 5𝑦 + 10𝑦 − 4𝑦
5. 12𝑑 − 5𝑑 − 3𝑑 + 4𝑑
6. 7𝑞 − 7𝑞
7. 4𝑎 + 5𝑎 + 𝑎
8. 2𝑞 − 20𝑞 + 11𝑞 + 8𝑞 + 5𝑞
9. 4𝑚 − 22𝑚 + 13𝑚 + 10𝑚 − 3𝑚
10. 13𝑥 − 5𝑥 − 9𝑥 + 6𝑥 − 𝑥
11. 8𝑗 − 10𝑗 + 6𝑗 − 7𝑗 + 4𝑗
 12. 14𝑛 + 2𝑛 − 6𝑛 − 12𝑛 + 7𝑛
13. 𝑝 − 15𝑝 − 5𝑝 − 2𝑝 + 25𝑝

GROUPING LIKE AND UNLIKE TERMS

Examples:
Simplify the following:
1. 3𝑥 + 3 – 2𝑥 + 1
2. 3 – 4𝑦 – 5 + 7𝑦
3. 3𝑥 – 4𝑦 – 3𝑦 (Ugo C. Ugo 25th Edition pg. 506/25)
4. 3a + 2b – a – 5b
5. Simplify 7ℎ − 4 − 3ℎ + 11
6. Simplify 8𝑥 − 6𝑦 − 9𝑦 − 2𝑥
7. Simplify 10𝑟 − 3𝑟 − 8 − 4𝑟
8. Simplify the expression 4𝑝 + 45𝑞 − 3𝑝 − 40𝑞 (BECE/NECO 2015/P2/7)
Solution
1. By collecting like terms,
3𝑥 – 2𝑥 + 3 + 1
= 𝑥 + 4
2. By collecting like terms,
– 4𝑦 + 7𝑦 + 3 – 5
= 3𝑦 – 2
3. By collecting like terms,
3𝑥 – 4𝑦 – 3𝑦
= 3𝑥 – 7𝑦
4. By collecting like terms,
3𝑎 – 𝑎 + 2𝑏 – 5𝑏
= 2𝑎 – 3𝑏
5. By collecting like terms,
7ℎ − 3ℎ − 4 + 11
= 4ℎ + 7
6. By collecting like terms,
8𝑥 − 2𝑥 − 6𝑦 − 9𝑦
= 6𝑥 − 15𝑦
7. By collecting like terms,
10𝑟 − 3𝑟 − 4𝑟 − 8
= 3𝑟 − 8
Class Exercise/Assignment:
Simplify the following expressions:
1. 3𝑥 – 4 – 2𝑥 + 5
2. 4𝑥 + 3𝑦 – 𝑥 – 2𝑦
3. 2𝑎 – 3𝑏 – 5𝑎 + 7𝑏
4. 4𝑥 + 45𝑦 – 3𝑥 – 40𝑦 (pg. 542/13)
Simplifying expressions involving brackets:
Note that brackets mean multiplication:
Examples:
Simplify the following expressions:
1. 2(𝑥 + 3)
2. 5(7𝑦 + 2)
3. 4(𝑎 + 1) + 5(𝑎 + 2) (𝐵𝐸𝐶𝐸/𝑁𝐸𝐶𝑂 2020/𝑃2/2)
4. – 3(– 2𝑥 + 3) – 5(𝑥 – 2)
5. – (𝑦 – 1) + 3(2𝑦 – 2)
Class Exercise:
Simplify the following expressions:
1. 3(𝑥 – 3)
2. 5𝑥 – 2(𝑥 + 1)
3. 5(𝑦 – 3) – 3(2𝑦 – 5)
4. (4𝑏 + 3) + (5 – 2𝑏) (𝑝𝑔. 557 𝑛𝑜. 26)
5. 2𝑥 – 3𝑥
6. – 2𝑎 + 9𝑎 – 3𝑎
7. 5(2𝑥 – 3) + 7
8. 4(3𝑎 – 𝑏) – 3(2𝑎 – 4𝑏)
9. (25𝑎 + 9𝑑) – (10𝑎 – 5𝑑) (UGO C. UGO 25th ED. pg. 622/25)
10. Simplify 8𝑎 + 4𝑏 − (4𝑎 + 3𝑏) (BECE/NECO 2021/P2/1)
2
11. Simplify 3 (18𝑦 + 9) − (6 − 2𝑦) (BECE/NECO 2021/P2/2)
12. Simplify 2(3𝑥 − 5) − (2𝑥 − 7) (BECE/NECO 2021/P2/4)
13. Simplify 12 − (7 − 2𝑓) − (3 − 𝑓) (BECE/NECO 2021/P2/7)
14. Simplify 3(𝑚 − 2𝑛) − 4(𝑚 − 5𝑛) (BECE/NECO 2015/P2/14)
15. Simplify 2𝑎 + 14 − 5𝑎 − 7 + 8𝑎 (BECE/NECO 2011/P3/1a)
16. Simplify (7𝑥 − 4) − (4𝑥 − 12) (BECE/NECO 2013/32)
SIMPLIFICATION OF ALGEBRAIC EXPRESSIONS INVOLVING MULTIPLICATION AND DIVISION
Note that multiplication tends to join algebraic terms together.
Examples:
Simplify the following:
1. 3×𝑥
2. 2𝑛 × 3𝑛
3. 5𝑥 × 2𝑦
4. 3𝑏 × 11𝑎𝑏
5. 72𝑝𝑞𝑟 ÷ −9𝑞 (BECE/NECO 2023/P2/19)
20𝑎2 𝑏
6. 4𝑎
𝑎2 𝑏 3
7. 𝑎3 𝑏 3
8. 25𝑝𝑞 6 ÷ 5𝑝2 𝑞 4
Class Exercise/Assignment:
1. Simplify 4𝑎 × 5𝑏
2. Simplify 6𝑦 × 5𝑥𝑦
3. Simplify 6𝑎𝑏 ÷ 𝑏
4. Simplify 10𝑞 × 5𝑝
48𝑥 2 𝑦
5. Simplify 12𝑥𝑦
40𝑝𝑞 2
6. Simplify
8𝑝𝑞
18𝑎3
7. Simplify 3𝑎
60𝑎4 𝑏 2
8. Simplify 15𝑎𝑏

WORD PROBLEMS LEADING TO ALGEBRAIC EXPRESSIONS

Examples:
1. Ayo has 𝑚 mangoes. He buys 2 more mangoes. How many mangoes does he have now?
Solution
𝑚+2
2. A girl has 𝑦 apples. If she sells 5 of them, how many apples has she left?
Solution
𝑦−5
3. Olu has 2𝑥 oranges and Umar has 4 oranges less than Olu. How many oranges do they
have altogether? (BECE/NECO 2021/P2/19)
Solution
Olu has 2𝑥 oranges
Umar has (2𝑥 − 4) oranges
 ჻ Total number of oranges = 2𝑥 + 2𝑥 − 4
= 4𝑥 − 4
4. A woman is 30 years old.
a) What was her age 𝑥 years ago?
b) What will her age be in 𝑦 years’ time?
c) What was her age 10 years ago?
d) What will her age be in 10 years’ time?
Solution
a) Her age 𝑥 years ago = 30 − 𝑥
b) Her age in 𝑦 years’ time = 30 + 𝑦
c) Her age 10 years ago = 30 − 10 = 20𝑦𝑒𝑎𝑟𝑠
d) Her age in 10 years’ time = 30 + 10 = 40𝑦𝑒𝑎𝑟𝑠
5. A boy is 𝑥 years old. His mother is three times as old.
a) How old is the mother?
b) What is the sum of their ages?
c) What will be the boy’s age in 𝑦 years’ time?
d) What will be the mother’s age in 𝑦 years’ time?
Class Exercise/Assignment:
1. A man has 𝑘 kola nuts. A friend gives him 1 more kola nut. How many kola nuts does the
man have now?
2. A boy has 𝑚 mangoes. If he eats 5 of them, how many does he have left?
3. A farmer has 6 goats and 𝑧 cows. How many animals does he have altogether?
4. In a test, Muhammad got 7 marks more than Emmanuel. Emmanuel got 𝑥 marks.
a) How many marks did Muhammad get?
b) Fatima got 𝑦 marks more than Muhammad. How many marks did Fatima get?
5. A book has 𝑥 pages. A boy reads 30 pages of the book. How many pages has the boy not
read?
6. Mary has 20 oranges. Naomi has 𝑥 oranges less than Mary.
a) How many oranges has Naomi?
b) How many oranges do they have altogether?
7. A girl is 𝑥 years old. Her father is four times as old.
a) How old is the father?
b) What will be the girl’s age in 𝑦 years’ time?
c) What will be the father’s age in 𝑦 years’ time?
8. A pen costs 𝑥 naira and a pencil costs 30 naira less than a pen. Find the cost of a pen
and a pencil.
9. The greater of two consecutive numbers is 𝑥.
a) Find the sum of the two consecutive numbers.
b) Subtract the sum of the two numbers from 5𝑥.
10. The middle of three consecutive numbers is b.
 a) Find the other two numbers.
b) Find the sum of the three numbers.
11. Audu buys three packets of sweets. John buys two packets of sweets and eats four
sweets. Each packet contains 𝑥 sweets.
a) How many sweets has Audu?
b) How many sweets has John?
c) How many more sweets has Audu than John?
12. A boy, M years old has a brother six years older and a sister 4 years younger. What is the
combined age of the three?
13. Find the sum of 3𝑥 + 2, 2 + 5𝑥, 1 + 𝑥 (BECE/NECO 2014/P2/9)
14. A boy is half his mother’s age. If the boy is 𝑥 years old, what will be the sum of their
ages in 𝑦 years’ time?
WEEK 3: OPEN SENTENCES – Simple Algebraic Linear Equations in one variable
Specific Objectives: At the end of this topic, the students should be able to:
➢ state the difference between open and closed sentences,
➢ find missing values in an open sentence,
➢ represent numbers with letters while solving simple algebraic sentences,
➢ solve problems involving brackets,
➢ solve word problems on simple equations.
A sentence is open when it is not known whether it is true or false. A closed sentence is a
mathematical statement that is always true or always false.
Examples:
▪ 8 is an even number; is closed (always true)
▪ 9 is an even number; is closed (always false)
▪ 𝑛 is an even number; is open (could be true or false depending on the value of n)
Task:
State whether the following sentences are closed or open:
1. A square has 4 corners.
2. 6 is less than 5
3. A polygon has 𝑛 sides
4. +2=5
5. −3 is a negative number
Recall: Unknown values are called variables. They are typically represented with boxes, but
mostly, letters of the alphabet.
To solve an open sentence or an equation means to simply find the unknown value (variable).
Rules:
▪ Recall that signs follow numbers.
▪ When a number/term crosses the equality sign, the sign changes.
▪ To separate coefficients from variables, divide both sides of the equation by the
coefficient.
▪ In a fractional equation, remove the denominator of a fraction by cross-multiplication, or
multiply both sides of the equation by the denominator (or L.C.M. of two or more
fractions)
Examples:
1. If 𝑥 + 2 = 5, find the value of 𝑥
Solution
𝑥+2=5
Collect like terms,
𝑥 = 5−2
𝑥=3
2. Solve 7𝑥 − 5 = 2 (Ugo C. Ugo 25th Ed. pg. 37/34)
Solution
7𝑥 − 5 = 2
Collect like terms,
7𝑥 = 2 + 5
7𝑥 = 7
Divide both sides by the coefficient 7,
7𝑥 7
=7
7

𝑥=1
3. Find the value of 𝑡 in the equation 3𝑡 − 5 = 𝑡 + 15 (Ugo C. Ugo 25th Ed. pg. 36/28)
Solution
Collect like terms,
3𝑡 − 𝑡 = 15 + 5
2𝑡 = 20
Divide both sides by 2,
2𝑡 20
=
2 2

𝑡 = 10
4. Solve the equation 18 − 𝑥 = 7
Solution
18 − 𝑥 = 7
Collect like terms,
𝑥 = 18 − 7
 𝑥 = 11

𝑥
5. If 5 = 15, what is the value of 𝑥? (Ugo C. Ugo 25th Ed. pg. 514/2)
Solution
By cross-multiplication,
𝑥 = 5 × 15
𝑥 = 75
2𝑛−1
6. Solve for n if = 0 (Ugo C. Ugo 25th Ed. pg. 36/29)
4

Solution
By cross-multiplication,
2𝑛 − 1 = 4 × 0
2𝑛 − 1 = 0
Collect like terms,
2𝑛 = 0 + 1
2𝑛 = 1
Divide both sides by 2,
2𝑛 1
=2
2
1
𝑛 = 2 or 0.5

Class Exercise/Assignment/More Exercise:

Ref. Material: Page 156 – 157 of New General Mathematics 1
1. If 𝑥 − 10 = 10, what is 𝑥? (Ugo C. Ugo 25th Ed. pg. 559/43)
2. If 4𝑏 = 24, what is 𝑏? (Ugo C. Ugo 25th Ed. pg. 490/2)
𝑚
3. Solve the equation 4 = 11 (Ugo C. Ugo 25th Ed. pg. 19/37)
4. Find the value of 𝑥 in the equation 3𝑥 + 1 = 𝑥 + 9 (Ugo C. Ugo 25th Ed. pg. 35/20)
5. Given that 6𝑑 = 54, find the value of 𝑑 (Ugo C. Ugo 25th Ed. pg. 683/36)
6. If 2𝑥 − 8 = 0, find the value of 𝑥 (Ugo C. Ugo 25th Ed. pg. 682/27)
7. If 2𝑥 + 3 = 15, what number does 𝑥 represent? (Ugo C. Ugo 25th Ed. pg. 177/34)
8. Given that 𝑦 − 2 = 6, find the value of 𝑦 + 4 (Ugo C. Ugo 25th Ed. pg. 665/28)
2
9. Find the value of y if 𝑦 + 4 = 8 (Ugo C. Ugo 25th Ed. pg. 623/32)
10. Find the value of 𝑥 if 𝑥 + 2𝑥 + 3𝑥 + 30 = 150 (BECE/NECO 2020/P2/34)
11. Find the value of 𝑝 if 2𝑝 = 15 − 𝑝 (BECE/NECO 2023/P2/7)
 𝑥
12. Solve the equation 3 + 𝑥 = 1 (BECE/NECO 2020/P2/14)
13. Find 𝑔 if 3𝑔 + 𝑔 = 6𝑔 + 8𝑔 − 9𝑔 + 30 (BECE/NECO 2014/P2/12)
SOLVING EQUATIONS WITH BRACKETS
Examples:
1. Solve 6(𝑥 − 2) + 𝑥 = 2
2. Solve for 𝑥 if 2(1 + 3𝑥) = 14 (Ugo C. Ugo 25th Ed. pg. 623/33)
3. If 2(3 + 𝑞) = 12, find the value of 𝑞 (Ugo C. Ugo 25th Ed. pg. 619/50)
Solution
1. 6(𝑥 − 2) + 𝑥 = 2
6𝑥 − 12 + 𝑥 = 2
6𝑥 + 𝑥 = 2 + 12
7𝑥 = 14
14
𝑥=
7
჻𝑥 =2

2. 2(1 + 3𝑥) = 14
2 + 6𝑥 = 14
6𝑥 = 14 − 2
6𝑥 = 12
12
𝑥=
6
჻𝑥 =2

3. 2(3 + 𝑞) = 12
6 + 2𝑞 = 12
2𝑞 = 12 − 6
2𝑞 = 6
6
𝑞=
2
჻𝑞 =3

Class Exercise/Assignment:
1. Find the value of 𝑥 in 2(𝑥 + 1) = 4 (Ugo C. Ugo 25th Ed. pg. 575/18)
2. Find the value of 𝑦 in 3(2 − 𝑦) = 15
WORD PROBLEMS
Examples:
1. Ali adds 5 to a certain number and the result is 20. Find the number. (BECE/NECO
2021/P2/29)
 Solution
Let the certain number be 𝑥
𝑥 + 5 = 20
Collect like terms,
𝑥 = 20 − 5
𝑥 = 15
2. When 4 is subtracted from five times a number, the result is 16. What is the number?
(Ugo C. Ugo 25th Ed. Pg.666/36)
Solution
Let the number be 𝑦
Five times the number = 5 × 𝑦 = 5𝑦
5𝑦 − 4 = 16
Collect like terms,
5𝑦 = 16 + 4
5𝑦 = 20
Divide both sides by the coefficient 5,
5𝑦 20
=
5 5
჻𝑦 =4
3. 2 years ago, a girl was 7 years old. How old will she be in 5 years’ time? (Ugo C. Ugo 25th
Ed. Pg.665/30)
Solution
Recall: ‘ago’ means past which implies subtraction,
while ‘in 𝑥 years’ time’ means future, which implies addition.
Let the girl’s present age be 𝑥
𝑥−2 =7
𝑥 = 7+2
𝑥 = 9 𝑦𝑒𝑎𝑟𝑠
Her age in 5 years’ time = 9 + 5
= 14 𝑦𝑒𝑎𝑟𝑠

4. Thomas thinks of a number, he adds 5 to it and divides the result by 3. If the final answer
is 7, what is the number? (Ugo C. Ugo 25th Ed. Pg.453/19)
Solution
Let the number be 𝑡
𝑡+5
=7
3
 By cross-multiplication,
𝑡+5= 7×3
𝑡 + 5 = 21s
𝑡 = 21 − 5
჻ 𝑡 = 16

5. If Uche divides 36 by the sum of 2 and a certain number, the result is 6. What is the
number? (BECE/NECO 2021/P2/26)
Solution
Let the number be 𝑝
36
=6
𝑝+2
By cross-multiplication,
6(𝑝 + 2) = 36
6𝑝 + 12 = 36
6𝑝 = 36 − 12
6𝑝 = 24
Divide both sides by the coefficient 6,
6𝑝 24
=
6 6
჻𝑝=4

6. If thrice Tolu’s age six years ago is subtracted from twice his present age, the result would
be his present age. What is his present age?
Solution
Let Tolu’s present age be 𝑦,
Twice his present age = 2 × 𝑦 = 2𝑦
His age 6 years ago = 𝑦 − 6
Thrice his age 6 years ago = 3(𝑦 − 6)
2𝑦 − 3(𝑦 − 6) = 𝑦
2𝑦 − 3𝑦 + 18 = 𝑦
Collect like terms,
𝑦 − 2𝑦 + 3𝑦 = 18
2𝑦 = 18
Divide both sides by the coefficient 2,
2𝑦 18
=
2 2
𝑦 = 9 𝑦𝑒𝑎𝑟𝑠

7. When the sum of 40 and a certain number is divided by 9, the result is 8. Find the number.
(BECE/NECO 2020/P2/15)
Solution
Let the number be 𝑥
 𝑥 + 40
=8
9
By cross-multiplication,
𝑥 + 40 = 9 × 8
𝑥 + 40 = 72
𝑥 = 72 − 40
჻ 𝑥 = 32

1
8. When 15 is added to 4 of a number, the result is 4 times the number. Find the number.
(BECE/NECO 2023/P2/35)
Solution
Let the number be 𝑥
1
× 𝑥 + 15 = 4𝑥
4
𝑥
+ 15 = 4𝑥
4
Multiply both sides by the denominator 4,
𝑥
4 × + 4 × 15 = 4 × 4𝑥
4
𝑥 + 60 = 16𝑥
16𝑥 − 𝑥 = 60
15𝑥 = 60
Divide both sides by the coefficient 15,
60
𝑥=
15
𝑥=4

9. A number is multiplied by 5 and the result is twice the number added to 2. Find the
number. (BECE/NECO 2014/P2/1)

Class Exercise/Assignment/More Exercise:

1. If 7 is added to a certain number, and the result is 42. What is the number? (BECE/NECO
2020/P2/11)
2. I think of a number, add 6, divide the result by 5 and the answer is 10. What number did
I think of?
3. If 90 is divided by 4 and a certain number, the result is 10. Find the number. (BECE/NECO
2020/P2/18)
4. When 4 is divided by the sum of a certain number and 10, the result is the same as
dividing 3 by the sum of that number and 4. Find the number. (BECE/NECO 2020/P2/32)
5. Aminu divides 39 by 𝑥 and the result is 3. Find the value of 𝑥. (Ugo C. Ugo 25th Ed.
Pg.681/23)
6. The sum of two numbers is twice a third number. If the two numbers are 11 and 17, find
the third number. (Ugo C. Ugo 25th Ed. Pg.228/13)
7. The sum of three consecutive numbers is 78. Find the largest number. (BECE/NECO
2019/P2/36)
8. Niyi thinks of a number and subtracts 2 from it. He divides 32 by the result. If his answer
is 4, what number does he think of? (BECE/NECO 2018/P2/17)
9. If 80 is divided by the sum of 4 and a certain number, the result is 16. What is the number?
(BECE/NECO 2017/P2/42)
10. A boy is 3 times as old as a girl. If their total age is 48 years, how old is the girl?
11. Twice Peter’s age now is the same as three times his age two years ago. How old is Peter
now?
12. I think of a number, multiply it by 3 and subtract the result from 37. The answer is 19.
What number did I think of?
13. If 12 is subtracted from three times a number, the result is equal to two-thirds of the
number plus 16. What is the number? (BECE/NECO 2015/55)
14. Ejiro is 8 years older than her younger sister. The sum of their ages is 64 years. What is
Ejiro’s age in years? (BECE/NECO 2015/P2/11)
15. If the product of 5 and the sum of 10 and a certain number is equal to 15, what is the
number? (BECE/NECO 2015/P2/20)
16. One third of the sum of 15 and thrice a certain number is equal to twice the number. Find
the number. (BECE/NECO 2014/P2/32)
17. The sum of 8 and a certain number is equal to the product of the number and 3. What is
the number? (BECE/NECO 2013/P2/4)
18. The sum of 4 times a certain number and 9 is equal to the sum of the number and 12.
What is the number? (BECE/NECO 2013/P2/24)
19. The product of 5 and the sum of 12 and a certain number is 10. What is the number?
(BECE/NECO 2012/11)
20. The sum of a certain number and 16 is 42. Find the number. (BECE/NECO 2012)
21. Musa’s age is two thirds of Abu’s age. If the sum of their ages is thirty years, how old is
Abu? (BECE/NECO 2017/19)
22. Ovedse was 62 years old 18 years ago. What will be his age in 6 years’ time? (BECE/NECO
2018/18)
23. The sum of three consecutive numbers is 78. Find the largest number. (BECE/NECO
2019/37)
WEEK 4: WORD PROBLEMS ON FRACTIONS
Specific Objectives: At the end of this topic, the students should be able to:
➢ recall the meaning of fractions,
➢ solve word problems on fractions,
A fraction represents part of a whole quantity.
Examples:
2
1. A girl spent 5 of her money on food. What fraction of her money is left?
Solution
Let her whole money be represented as 1
2
Fraction of money spent = 5
2
჻ Fraction of money left = 1 − 5
5 2
= −
5 5
3
=
5
2 1
2. A man spent 3 of his salary on his family and 4 on himself. If he saved the rest of his money,
what fraction did he save? (BECE/NECO 2022/P2/24)
Solution
Let his whole salary be represented as 1
2 1 11
Fraction of salary spent = 3 + 4 = 12
11
჻ Fraction of salary saved = 1 − 12
12 11
= −
12 12
1
=
12

1 5 1
3. In a day, a student spends 3 of her time in bed, 24 of her time in lessons and 8 of her time
doing homework. What fraction of her time is left for doing other things?
Solution
Let her whole time of the day be represented as 1
1 5 1 16 2
Fraction of time spent = 3 + 24 + 8 = 24 = 3
2
჻ Fraction of salary saved = 1 − 3
3 2
= −
3 3
1
=
3
 1
4. A sum of money shared among three sisters. The first receives 2 of the total, the second
2
receives of the total, and the third receives the remaining N150. How much do the three
5
sisters share?
Solution
Let the sum of money be represented as 1
1 2 9
Total fraction received by the two sisters = 2 + 5 = 10
9 1
Fraction received by the third sister = 1 − 10 = 10
Fraction of the money received by the third is the remaining N150
Let the sum of money be 𝑦
1
× 𝑦 = 150
10
𝑦
= 150
10
𝑦 = 10 × 150
𝑦 = N1500
჻ The sum of money shared by the three sisters is N1500.

3
5. The mass of each book of an encyclopaedia is 1 4 𝑘𝑔. There are 20 books in the
encyclopaedia. Find the total mass of the encyclopaedia.
Solution
3 7
Mass of 1 book = 1 4 𝑘𝑔 = 4 𝑘𝑔
7
჻ Mass of 20 books = 20 × 4
= 5×7
= 35𝑘𝑔

1
6. One lecture at an evening course lasts 1 2 ℎ𝑜𝑢𝑟𝑠. If the course lasts 30ℎ𝑜𝑢𝑟𝑠 altogether,
how many lectures are there?
Solution
1 3
Duration for 1 lecture = 1 2 ℎ𝑟 = 2 ℎ𝑟
Duration for complete course = 30ℎ𝑟𝑠
3
Number of lectures = 30 ÷ 2
2
= 30 ×
3
= 10 × 2
= 20 𝑙𝑒𝑐𝑡𝑢𝑟𝑒𝑠

9 2
7. In a school, 10 of the students play sports. 3 of these play football.
a) What fraction of the students do not play sports?
b) What fraction of the students play football?
c) What fraction of the students do not play football?
 Solution
9
a) Fraction playing sports =
10
9
჻ Fraction not playing sports = 1 − 10
1
=
10
2 9
b) Fraction playing football = 3 × 10
3
=
5
9 3
c) Fraction not playing football = 10 − 5
3
=
10

2
8. When 5 of the class are absent, there are 18 students present. What is the total number
of students in the class?
Solution
2
Fraction absent = 5
2 3
Fraction present = 1 − 5 = 5
Let the total number of students be 𝑥
3
of students that are present are 18;
5
3
× 𝑥 = 18
5
3𝑥
= 18
5
3𝑥 = 5 × 18
5 × 18
𝑥=
3
𝑥 = 5×6
𝑥 = 30
჻ Total number students in the class are 30.

7
9. If 8 of a sum of money is 𝑁56.00, what is the sum of money?
Solution
Let the sum of money be 𝑦
7
× 𝑦 = 56
8
7𝑦
= 56
8
7𝑦 = 8 × 56
8 × 56
𝑦=
7
𝑦 = 8×8
 𝑦 = 64
჻ Sum of money is N64.
Class Exercise/Assignment/More Exercise:
1 1 1
1. A boy gave 6 of his marbles to his friend, 4 to the elder brother, 8 to the younger one and
kept the rest. What fraction did he keep?
1
2. Of 141 pupils in grade six of a school, 3 are boys. How many girls are there? (Ugo C. Ugo
25th Ed. Pg.214/10)
9 7
3. Three sisters share some money. The oldest gets 11 of the money. The next girl gets 12 of
the remainder. What fraction of the money does the youngest girl get?
9 2
4. A farmer uses 16 of a field for growing cassava. He uses 7 of the remainder for growing
corn. What fraction of the field is used for growing corn?
5. Mr. Ibrahim had some magazines. He sold 315 magazines from Monday to Friday. He sold
2
of the remaining magazines on Saturday and Sunday. The number of magazines left was
5
1
of what he had at first. How many magazines did he have at first? A. 540 B. 405 C. 90
4
D. 4
3 1 2
6. In a class, 5 of the pupils were girls. 4 of the boys in the class were absent. 15 of the whole
class were absent. There were 9 boys present.
a) How many boys are in the class?
b) How many girls are in the class?
c) How many girls were present?
1 2
7. By how much is the product of 2 2 and 5 less than 4? (Ugo C. Ugo 25th Ed. Pg.296/19)
8. Subtract one fifth of 60 from a quarter of 84 (Ugo C. Ugo 25th Ed. Pg.243/32)
3
9. After spending N2500.00 out of his pocket money, Ibrahim still had 5 of his initial money
left. How much was his initial money? (Ugo C. Ugo 25th Ed. Pg.453/12)
1 1
10. If 5 of 100 oranges is given to Olu and 4 of the remaining oranges is given to Ade, what
4 3 2 9 11
fraction of the oranges is left? A. 5 B. 5 C. 5 D. 20 E. 20 (Ugo C. Ugo 25th Ed. Pg.256/38)
1 1
11. Four girls shared a certain sum of money. The first received 2 of it, the second 4 and the
1
third 5. If the fourth girl received 25 𝑘𝑜𝑏𝑜, what was the original sum of money? (Ugo C.
Ugo 25th Ed. Pg.201/13)
1 3
12. When a tank is 4 full, it contains 80 litres of water. What will it contain when it is 8 full? A.
180 𝑙𝑖𝑡𝑟𝑒𝑠 B. 175 𝑙𝑖𝑡𝑟𝑒𝑠 C. 170 𝑙𝑖𝑡𝑟𝑒𝑠 D. 160 𝑙𝑖𝑡𝑟𝑒𝑠 E. 120 𝑙𝑖𝑡𝑟𝑒𝑠 (Ugo C. Ugo 25th Ed.
Pg. 511/26)
1 1
13. 5 of the timetable of a class is given to English while 8 is given Mathematics. What fraction
is left for the other subjects?
3 3
14. If 4 of the money in my bag isN300.00, what is 16 of it?
 7
15. During an epidemic, 15 of the fowls in a poultry died and 2600 were left. How many were
the fowls before the epidemic?
5 1
16. A man went of a journey on a lorry, on a motor bike and walked the remaining 4
6 10
kilometres. How long was the journey?
17. One-quarter of the population of a village are men, three-eight are women and the rest
900 are children. Find the total population of the village?
2 1
18. A woman used 3 of a piece of cloth to make a dress for herself and 4 of what remained for
her daughter. What fraction of the cloth would remain?
3 1 1
19. What is the difference between 1 4 of 14 and 2?
1 1 1
20. Find the value of 1 3 of 4 2, and divide the result by 2 4. (Ugo C. Ugo 25th Ed. Pg. 440/15)
21. Two thirds of a number is 40. What is the number? (Ugo C. Ugo 25th Ed. Pg. 636/26)
22. If one-quarter of a number is 15, what is the number? (Ugo C. Ugo 25th Ed. Pg. 665/22)
2 1
23. A farmer sells 5 of his cattle. He gives 3 of the remainder to his son. What fraction of the
cattle is left?
WEEK 5: STANDARD FORMS
Specific Objectives: At the end of this topic, the students should be able to:
➢ state the meaning of standard form,
➢ write whole numbers and decimals in standard form,
➢ change numbers from standard forms to ordinary form,
➢ add and subtract numbers in their standard forms.
Standard form is a convenient way of writing vary large or very small numbers. In standard form,
numbers are written in powers of 10.

Numbers are written as 𝑦 × 10𝑛 ;

where 1 ≤ 𝑦 < 10 and 𝑛 is an integer.

In simple terms, standard form can be classified into two:

➢ Positive standard form – for whole numbers

➢ Negative standard form – for decimal fractions

Examples:

Write the following numbers in standard form:

1. 5720
2. 473000
3. 0.09
4. 0.000621
5. 6000000
6. Express 63025 in standard form (BECE/NECO 2014/12)
7. Express 0.0004532 in standard form (BECE/NECO 2014/18)
Solution
1. 5720 = 5.72 × 103
2. 473000 = 4.73 × 105
3. 0.09 = 9 × 10−2
4. 0.000621 = 6.21 × 10−4
5. 6000000 = 6 × 106
6. 63025 = 6.3025 × 104
 7. 0.0004532 = 4.532 × 10−4

Class Exercise:

Write each of the following numbers in standard form:

1. 840000
2. 0.00199
3. 3240000
4. 0.008
5. 1584

Assignment / More Exercise:

1. Express 0.000040089 in standard form (BECE/NECO 2020/1)
2. Convert 3684 to standard form (BECE/NECO 2017/6)
3. Express 0.00706 in standard form (BECE/NECO 2018/2)
4. Express 0.00569 in standard form (BECE/NECO 2017/7)
5. Express 0.00001208 in standard form (BECE/NECO 2019/2)
6. Express 2734000 in standard form (BECE/NECO 2021/4)
7. Express 0.000743 × 102 in standard form (BECE/NECO 2021/3)
8. Express 0.00254 in standard form (BECE/NECO 2013/3)

Express the following numbers in standard form:

9. 0.0015
10. 0.0006
11. 542 × 103
12. 0.0091 × 103
13. 5400
14. 55

CHANGING NUMBERS FROM STANDARD FORMS TO ORDINARY FORM

Examples:

1. Write 3.2 × 103 in ordinary form

Solution
 3.2 × 103 = 3.2 × 1000
= 3200
2. Write 2.5 × 10−2 in ordinary form
Solution
1
2.5 × 10−2 = 2.5 ×
100
= 0.025

Class Exercise/Assignment:

Change the following numbers from standard form to ordinary form:

1. 3.7 × 104
2. 4.81 × 10−3
3. 9 × 105
4. 4 × 10−3
5. 2.86 × 10−5
6. 4.075 × 103
7. 6.9 × 10−1
8. 9.645 × 102

ADDITION AND SUBTRACTION OF NUMBERS IN STANDARD FORMS

Examples:

1. Evaluate 1.7 × 102 + 3.5 × 103 , leaving your answer in standard form
Solution
Express each number in ordinary form,
1.7 × 102 = 170
3.5 × 103 = 3500
჻ 170 + 3500 = 3670
჻ 3670 = 3.6 × 103
2. Find the value of 5.1 × 103 + 2.2 × 105 , leaving your answer in standard form
Solution
5.1 × 103 = 5100
 2.2 × 105 = 220000
∴ 5100 + 220000 = 225100
= 2.251 × 105
3. Evaluate 4.52 × 103 − 1.39 × 102 , leaving your answer in standard form
Solution
4.52 × 103 = 4520
1.39 × 102 = 139
∴ 4520 − 139 = 4381
= 4.381 × 103
4. Find the value of 3.6 × 10−2 + 1.4 × 10−3, leaving your answer in standard form
Solution
3.6 × 10−2 = 0.036
1.4 × 10−3 = 0.0014
∴ 0.036 + 0.0014 = 0.0374
= 3.74 × 10−2
5. Find the value of 3.6 × 10−2 − 1.4 × 10−3, leaving your answer in standard form
Solution
3.6 × 10−2 = 0.036
1.4 × 10−3 = 0.0014
∴ 0.036 − 0.0014 = 0.0346
= 3.46 × 10−2

Class Exercise/Assignment:

1. Evaluate 3.2 × 103 + 1.8 × 103 , leaving your answer in standard form
2. Simplify 4.05 × 103 − 2.38 × 103 , leaving your answer in standard form
3. Evaluate 1.4 × 10−1 + 2 × 10−3, leaving your answer in standard form
4. Evaluate 1.4 × 10−1 − 2 × 10−3, leaving your answer in standard form
WEEK 6: STATISTICS – DATA PRESENTATION
Specific Objectives: At the end of this topic, the students should be able to:
➢ state the meaning of data presentation,
➢ construct a frequency table from a given data,
➢ present statistical data graphically in pictograms, histograms/bar charts, and pie charts,
➢ interpret statistical data presented numerically and graphically
Statistics is the branch of mathematics that deals with collection of data.
Reference: BECE/NECO 2023/43
The branch of Mathematics that deals with collection of data is known as ______
A. algebra B. calculus C. mensuration D. statistics E. trigonometry
Data presentation is the process of comparing (showing relationship between) two or more data
sets with visual aids. This is the technique for analysing numerical data. Data can be presented
using the following:

• tables – frequency tables

• pictograms
• bar charts and histograms
• pie charts
FREQUENCY TABLES
A table is the arrangement of data in rows and columns. Rows and columns are horizontal and
vertical arrangements, respectively. Frequency refers to the number of times an event or a value
occurs. Hence, a frequency table is a table that lists data and shows how many times (how often)
each of the data occur.
Example:
The ages of students in JSS1A class of Best Schools International are given below:
9 10 10 11 9 10 11 12 11 12 10 10 9 9 10 10 11 9 9 12
a) Prepare a frequency table for the data above,
b) How many students are in the class?
c) Which age occurred more often?
 Solution:
a)
Age (years) Frequency Tally
9 6 |||| |
10 7 |||| ||
11 4 ||||
12 3 |||

b) Total students in class = ∑ 𝑓

=6+7+4+3
= 20
c) Most occurring age = 10 𝑦𝑒𝑎𝑟𝑠
Task/Class Exercise/Assignment:
1. The height in metres of students in a class are given below:
3 5 3 6 3 5 2 5 3 3 4 5 4 3 6
a) Represent the information in a frequency table
b) Which height occurred the most?

2. The scores of some students in a Mathematics test were as follows:

10 7 7 8 6 10 8 8 9 6 5
9 9 8 8 5 5 10 9 8 9 7
5 9 7 10 8 6 9 7 7 8 10
a) Represent the data in a frequency table
b) How many students took the test?
c) How many students scored less than 7?
d) Which score occurred most often?

3. The ages of students in a JSS1 class of a school are:

11 9 10 10 13 11 10 10 9 12
10 9 13 9 10 9 10 10 11 11
10 12 12 10 10
a) Represent the data in a frequency table
b) How many students are in the class?
c) What is the difference between the ages of the youngest and oldest students?

4. A die is tossed 25 times and the following numbers are obtained:

4 6 4 3 2 5 5 5 1 3 3 4 3 5 1 2 3 3 4 5 5 2 4 3 5
a) Represent the data in a frequency table
b) Which number occur most often?
PICTOGRAMS REF: mathsisfun.com
A pictogram uses pictures (images) or drawings to give a quick and easy meaning to statistical
data.
Examples:
1. The pictogram below shows different modes of children’s transport to school. Study the
pictogram and answer the following questions:
a) How many children go to school by bus?
b) How many children go to school by bicycle?
c) How many children are likely to reach school tired?
d) What mode of transport do the children apply more often?

Task/Class Exercise:
1. Here is a pictograph of how many apples were sold at the local shop over 4 months:

a) How many apples were sold in March?

b) How many apples were sold over the 4 months?
 2. Four friends played a lot of tennis this year.

a) Who played the most?

b) How many games did each of them play?
c) How many games did they play altogether this year?

BAR CHARTS/GRAPHS
A bar chart (very like a histogram) represents data using bars of different heights. The bars have
the same width and equal spaces between them. The height of each bar represents the frequency
of the data. A histogram does not leave spaces between the bars and makes use of range of data.
Examples:
1. Imagine doing a survey of your friends to find which type of movie they like best;
represent the table using a bar chart,

Solution
2. In a recent test, the grades of students are as follows:

Solution

3. The bar chart below shows the marks scored by students in a Mathematics test. Use the
information to answer the questions below:

a) How many students obtained at least 6 marks?

b) What is the most common mark?
c) How many students took the test? (BECE/NECO 2020/56-58)
 4. Use the graph below to answer the following questions:

a) What is the total number of animals in the farm?

b) Which animal has the least number in the farm?
c) Find the average number of animals in the farm. (BECE/NECO 2022/53-55)

Class Exercise/Assignment:

1. The table below shows the distribution of rainfall in thousands (𝑚𝑚3 ) from January to
May in a particular village.
a) Represent the information on a bar chart.
b) Which month recorded the least amount of rainfall?
c) Which month recorded the highest amount of rainfall?

Month January February March April May

Amount 15 5 10 20 25
of rainfall

2. The table below is the colour of cars used in a particular school.

Colour Black Blue Cream Multicolour Red White Yellow

Number 10 9 12 7 8 15 14
of cars

a) How many cars are in the school?

b) Draw a bar chart to represent the data.
c) Identify the popular colour.
 3. The bar chart below shows the number of students offering some languages in a school.

a) How many students are offering Hausa Language?

b) Which language has the highest number of students?
c) What is the total number of students offering languages in the school? (BECE/NECO
2021)

4. The bar chart below shows the pocket money received by students in a class in a month.

a) How many students are in the class?

b) How many students received at least N400?
c) Calculate the mode (BECE/NECO 2018/44)
PIE CHARTS
A pie chart is a circular graph that represents data with the sectors of a circle. All the angles of
the sectors of a circle add up to make 360°.
Examples/Class Exercise/Assignment:
1. The following is the distribution of expenditure of Mr. Akin’s income on a monthly basis.
Feeding – 𝑁20,000.00
Transportation – 𝑁4,000.00
 Medical – 𝑁3,000.00
Rent – 𝑁2,000.00
Utility – 𝑁1,000.00
Others – 𝑁10,000.00
a) Use the information to construct a pie chart
b) What percentage of his income is transportation? (BECE/NECO 2011/2)

2. The table below shows the distribution of goals scored by five teams in a football
competition.
𝑇𝑒𝑎𝑚 𝐴 𝐵 𝐶 𝐷 𝐸
𝐺𝑜𝑎𝑙 4 22 18 16 12

Draw a pie chart to represent the information (BECE/NECO 2013/2)

3. The table below shows how Mrs. Ann spent the last month salary.

Items Percentage (%)

House Rent 15
Food 30
Saving 25
General 20
Maintenance
Others 10
Represent the above information using a pie chart. (BECE/NECO 2021/2)

4. The diagram below shows the distribution of students in a Junior Secondary School. Use
the information to answer the questions below:

a) What fraction of the whole school is JSS1? (BECE/NECO 2011/39)

b) If there are 180 students in the school, how many are in JSS2? (BECE/NECO 2011/40)
5. The pie chart below shows the distribution of Mr. Tanko’s income in a month.

Misc.

a) What fraction of his income does he spend on food?

b) If his monthly salary is N100,000.00. What amount does he spend on education?
(BECE/NECO 2012/48)

6. Find the value of 𝑥 in the pie chart below: (BECE/NECO 2012/58)

7. The pie chart below shows the distribution of 3 types of animals in a certain state. If there
are 12million of such animals, how many cattle are there in that state? (BECE/NECO
2013/56)

Goat
Cattle

Sheep
8. The pie chart below shows the distribution of 600 students into different houses in a
school competition. Use the chart to answer the following questions:

Blue

Green

a) Calculate the angle of the sector for the blue house.

b) Find the number of students in yellow house.
c) What fraction of the students are there in white house? (BECE/NECO 2023/50-52)

9. The pie chart below represents the portions of a farmland used for planting groundnuts,
yams, beans, and vegetables.

a) What percentage of the farmland is used for yam?

b) What is the ratio of the farmland used for beans to that of vegetables? (BECE/NECO
2020/59-60)

10. The pie chart below shows the weekly sales of a motor dealer. Use the chart to answer
questions:
 a) What fraction of the cars is Honda?
b) What percentage of the cars is Nissan? Correct your answer to the nearest whole
number.
c) Calculate the angle of the sector that represents the sales of Toyota. ()BECE/NECO
2019)

11. The pie chart below represents the population of a village. The number of children in the
village is 3000. Use the pie chart to answer questions:

a) What percentage of women are in the village?

b) What is the total population of the village?
c) How many men are in the village? (BECE/NECO 2019)

12. In a pie chart, four fruits are represented namely: orange, mango, apple, and banana. If
the sectorial angles of orange, mango, and apple are 120°, 90°, and 100° respectively,
a) find the sectorial angle of banana. (BECE/NECO 2022/60)
b) construct the pie chart.
WEEK 7: STATISTICAL AVERAGES
Specific Objectives: At the end of this topic, the students should be able to:
➢ State the measures of central tendency,
➢ Calculate the mean, mode and median of a given data
➢ Find missing values in a set of data, given the mean
A measure of central tendency is a single value that represents the central position of a given set
of data. There are namely:
➢ mean,
➢ median, and
➢ mode
The mean (also known as average) is the sum of data, divided by the number of that data.
𝑠𝑢𝑚 𝑜𝑓 𝑑𝑎𝑡𝑎
𝑀𝑒𝑎𝑛/𝐴𝑣𝑒𝑟𝑎𝑔𝑒 = 𝑛𝑜 𝑜𝑓 𝑑𝑎𝑡𝑎

The median is the middle value of any given set of data arranged in ascending /descending
order. In an odd set of data, the median is the single value that divides the set of data into equal
halves, while in an even set of data, the median is calculated by finding the average of the two
middle values.
The mode is the most repeated value in any given set of data.
Examples:
Reference: Ugo C. Ugo 25th Edition

1. Given the data: 10, 12, 11, 10, 7, 6, 7

a) Find the mean of the data
b) Find the mode of the data
c) Find the median

Solution:

𝑠𝑢𝑚 𝑜𝑓 𝑑𝑎𝑡𝑎
a) 𝑀𝑒𝑎𝑛 =
𝑛𝑜 𝑜𝑓 𝑑𝑎𝑡𝑎

10+12+11+10+7+6+7
𝑀𝑒𝑎𝑛 = 7

63
=
7
= 9
b) 𝑀𝑜𝑑𝑒 = 7 𝑎𝑛𝑑 10
c) 𝐴𝑠𝑐𝑒𝑛𝑑𝑖𝑛𝑔 𝑜𝑟𝑑𝑒𝑟: 6, 7, 7, 10, 10, 11, 12
 ჻ 𝑀𝑒𝑑𝑖𝑎𝑛 = 10

2. Find the median of this data: 2, 3, 2, 4, 5, 3, 2, 6, 5 (pg. 43/11)

Solution:

𝐴𝑠𝑐𝑒𝑛𝑑𝑖𝑛𝑔 𝑜𝑟𝑑𝑒𝑟: 2, 2, 2, 3, 3, 4, 5, 5, 6
჻ 𝑀𝑒𝑑𝑖𝑎𝑛 = 3
3. What is the average of 2, 2, 8 and 12? (pg. 63 no 15)
Solution:
𝑠𝑢𝑚 𝑜𝑓 𝑑𝑎𝑡𝑎
𝐴𝑣𝑒𝑟𝑎𝑔𝑒 =
𝑛𝑜 𝑜𝑓 𝑑𝑎𝑡𝑎
2 + 2 + 8 + 12
𝐴𝑣𝑒𝑟𝑎𝑔𝑒 =
4
24
=
4
𝐴𝑣𝑒𝑟𝑎𝑔𝑒 = 6
4. The marks scored in a test by ten pupils are as follows:
15, 14, 15, 13, 16, 16, 17, 13, 16, 17. Find the modal mark. (pg. 37 no 39)

Solution:

𝑀𝑜𝑑𝑒 𝑖𝑠 𝑡ℎ𝑒 𝑚𝑜𝑠𝑡 𝑟𝑒𝑝𝑒𝑎𝑡𝑒𝑑 𝑛𝑢𝑚𝑏𝑒𝑟

჻ 𝑚𝑜𝑑𝑒 = 16
5. What is the average of the four numbers: 103, 137, 167 and 193? (pg. 105 no 7)

Solution:
103 + 137 + 167 + 193
𝐴𝑣𝑒𝑟𝑎𝑔𝑒 =
4
600
=
4
= 150
 6. What is the sum of the median and mode of the following set of scores: 2, 1, 1, 4, 2, 2, 7.
(pg. 637/39)
Solution:
𝑀𝑜𝑑𝑒 = 𝑚𝑜𝑠𝑡 𝑟𝑒𝑝𝑒𝑎𝑡𝑒𝑑 𝑛𝑢𝑚𝑏𝑒𝑟
= 2
𝐴𝑠𝑐𝑒𝑛𝑑𝑖𝑛𝑔 𝑜𝑟𝑑𝑒𝑟: 1, 1, 2, 2, 2, 4, 7
𝑀𝑒𝑑𝑖𝑎𝑛 = 2
჻ 𝑆𝑢𝑚 𝑜𝑓 𝑚𝑒𝑑𝑖𝑎𝑛 𝑎𝑛𝑑 𝑚𝑜𝑑𝑒 = 2 + 2
=4
7. Find the median of the following set of numbers: 3, 4, 6, 8, 9, 10. (pg. 683 no 38)
Solution:
Ascending order: 3, 4, 6, 8, 9, 10
6+8 14
Median = = =7
2 2

8. Find the range of the following set of numbers: 15, 17, 17, 8, 16, 2, 4, 3, 9, 2, 14
(BECE/NECO 2022/58)
Classwork:
1. What is the average of the following numbers?
7, 4, 6, 11, 10, 17, 15? (pg. 122/16)
2. Find the sum of the median and mode of 3, 2, 3, 3, 4, 2, 3, 𝑎𝑛𝑑 2 (pg. 636/29)
3. Find the mode of the following numbers: 2, 2, 3, 4, 2, 3, 5, 7 𝑎𝑛𝑑 9. (pg. 667/39)
4. Find the average of 13, 14, 12, 9, 8 𝑎𝑛𝑑 10. (pg. 667/40)

Assignment/More Exercise:

1. Find the mean of the following set of numbers: 12, 14, 18, 16 (BECE 2020 n48)
2. Find the mean of the following set of numbers: 2, 6, 4, 8, 3, 7 (BECE 2019 p11, no 44)
3. Find the sum of the median and mode of 1, 8, 6, 8, 7 (Ugo C. Ugo 25th Edition, p555 no 6)
4. Calculate the average of 15, 26, 10, 19 𝑎𝑛𝑑 15. (pg. 177 no 39)
5. Given the set of numbers: 5, 8, 6, 9, 4, 3, 7, 5, 8, 2, 6, 1, 6.
a) What is the mode? (pg. 544/3)
b) Find the median. (pg. 54/40)
Finding Missing Values Given the Mean, Median or Mode.
Examples:
1. The average number of 15, 3, 𝑦, 11, 8 𝑎𝑛𝑑 7 𝑖𝑠 9. Find the value of 𝑦.
Solution:
𝑠𝑢𝑚 𝑜𝑓 𝑑𝑎𝑡𝑎
𝐴𝑣𝑒𝑟𝑎𝑔𝑒 =
𝑛𝑜 𝑜𝑓 𝑑𝑎𝑡𝑎

15 + 3 + 𝑦 + 11 + 8 + 7
9 =
6
44 + 𝑦
9 =
6
By cross-multiplication,
44 + 𝑦 = 9 × 6
44 + 𝑦 = 54
𝑦 = 55 – 44
𝑦 = 10
2. The average of 6, 10, x, 20, and 30 is 18. What is the value of x? (Pg. 38 no. 40)
Solution:
𝑠𝑢𝑚 𝑜𝑓 𝑑𝑎𝑡𝑎
𝐴𝑣𝑒𝑟𝑎𝑔𝑒 =
𝑛𝑜 𝑜𝑓 𝑑𝑎𝑡𝑎
6 + 10 + 𝑥 + 20 + 30
18 =
5
66 + 𝑥
18 =
5
66 + 𝑥 = 18 × 5
66 + 𝑥 = 90
𝑥 = 90 − 66
჻ 𝑥 = 24

3. The average attendance at school for 5 days was 264. The attendance on 4 of those
days was 239, 247, 277 and 293. What was the attendance on the fifth day? (Pg. 65
no. 39)
Solution:
𝑠𝑢𝑚 𝑜𝑓 𝑑𝑎𝑡𝑎
𝐴𝑣𝑒𝑟𝑎𝑔𝑒 =
𝑛𝑜 𝑜𝑓 𝑑𝑎𝑡𝑎
𝐿𝑒𝑡 𝑡ℎ𝑒 𝑎𝑡𝑡𝑒𝑛𝑑𝑎𝑛𝑐𝑒 𝑜𝑛 𝑡ℎ𝑒 𝑓𝑖𝑓𝑡ℎ 𝑑𝑎𝑦 𝑏𝑒 𝑦
 239 + 247 + 277 + 293 + 𝑦
264 =
5
1056 + 𝑦
264 =
5
1056 + 𝑦 = 264 × 5
1056 + 𝑦 = 1320
𝑦 = 1320 − 1056
𝑦 = 264
4. The average height of a barometer during one week was 30.84 inches. For six days of
the same week the average height was 30.18 𝑖𝑛𝑐ℎ𝑒𝑠, what was the height on Sunday?
(Ugo C. Ugo pg. 78/34)
Solution:
𝑠𝑢𝑚 𝑜𝑓 ℎ𝑒𝑖𝑔ℎ𝑡 𝑓𝑜𝑟 7 𝑑𝑎𝑦𝑠
𝐴𝑣𝑒𝑟𝑎𝑔𝑒 𝑓𝑜𝑟 7 𝑑𝑎𝑦𝑠 =
𝑛𝑜 𝑜𝑓 𝑑𝑎𝑦𝑠
𝑠𝑢𝑚 𝑜𝑓 ℎ𝑒𝑖𝑔ℎ𝑡 𝑓𝑜𝑟 7𝑑𝑎𝑦𝑠
30.84 =
7
𝑆𝑢𝑚 𝑜𝑓 ℎ𝑒𝑖𝑔ℎ𝑡 𝑓𝑜𝑟 7𝑑𝑎𝑦𝑠 = 30.84 × 7
= 215.88 𝑖𝑛𝑐ℎ𝑒𝑠
𝑠𝑢𝑚 𝑜𝑓 ℎ𝑒𝑖𝑔ℎ𝑡 𝑓𝑜𝑟 6 𝑑𝑎𝑦𝑠
𝐴𝑣𝑒𝑟𝑎𝑔𝑒 ℎ𝑒𝑖𝑔ℎ𝑡 𝑓𝑜𝑟 6 𝑑𝑎𝑦𝑠 =
𝑛𝑜 𝑜𝑓 𝑑𝑎𝑦𝑠
𝑠𝑢𝑚 𝑜𝑓 ℎ𝑒𝑖𝑔ℎ𝑡 𝑓𝑜𝑟 6 𝑑𝑎𝑦𝑠
30.18 =
6
𝑆𝑢𝑚 𝑜𝑓 ℎ𝑒𝑖𝑔ℎ𝑡 𝑓𝑜𝑟 6𝑑𝑎𝑦𝑠 = 30.18 × 6
= 181.08 𝑖𝑛𝑐ℎ𝑒𝑠
჻ 𝐻𝑒𝑖𝑔ℎ𝑡 𝑜𝑛 𝑆𝑢𝑛𝑑𝑎𝑦 = 𝑆7 − 𝑆6
= 215.88 − 181.08
= 34.80 𝑖𝑛𝑐ℎ𝑒𝑠
5. The mean of three numbers is 6. The mode is 7. Find the lowest of the three numbers.
(Pg. 43/15)
Solution:
𝑠𝑢𝑚 𝑜𝑓 𝑑𝑎𝑡𝑎
𝑀𝑒𝑎𝑛 =
𝑛𝑜 𝑜𝑓 𝑑𝑎𝑡𝑎
𝐼𝑓 𝑡ℎ𝑒 𝑚𝑜𝑑𝑒 𝑖𝑠 7, 𝑡ℎ𝑒𝑛 𝑡𝑤𝑜 𝑜𝑓 𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟𝑠 𝑤𝑖𝑙𝑙 𝑏𝑒 7, 𝑎𝑛𝑑 𝑙𝑒𝑡 𝑡ℎ𝑒 𝑡ℎ𝑖𝑟𝑑 𝑛𝑢𝑚𝑏𝑒𝑟 𝑏𝑒 𝑦.
7+7+𝑦
჻6 =
3
 14 + 𝑦
6 =
3
14 + 𝑦 = 6 × 3
14 + 𝑦 = 18
𝑦 = 18 − 14
𝑦= 4
The three numbers are 4, 7, 7 and the lowest of the three is 4.
More Exercise/Class Exercise/Assignment:

1. Find the average of 55 and 65 (Ugo C. Ugo 25th Ed. Pg. 635/21)
2. If the mean of 2, 6, 𝑥, 8, 3 𝑎𝑛𝑑 7 𝑖𝑠 5, what is the value of 𝑥? (BECE/NECO 2020/47)
3. The mean age of five pupils whose ages are 6, 9, 𝑥, 7, 8 is 8 years. Find the median age.
(BECE 2012/41)
4. Four students have a mean weight of 26𝑘𝑔. When they are joined by a fifth student,
their mean weight decreased to 24𝑘𝑔. What is the weight of the fifth student? (BECE
2012/42)
5. The mean of 12, 10, 𝑥, 8, and 10 is 12. Find the value of 𝑥. (BECE/NECO 2018/P2/46)
6. The average of 5 numbers is 8.5. Four of the numbers are 9.2, 3.4, 6.5 and 7.4. What is
the fifth number? (Ugo C. Ugo 25th Ed. Pg. 94/49)
7. The mean of 2, 𝑥, 5, 4 and 3 is 3, what is the value of 𝑥? (BECE/NECO 2019/P2/48)
8. The scores of nine students in an examination were recorded as follows:
9, 14, 15, 14, 9, 20, 16, 14, 18. What is the modal score?
9. Find the median of the following numbers: 16, 8, 12, 10, 13, 14, 8, 6, 4, 16 and 16
(BECE/NECO 2012/48)
10. Find the median of the set of numbers 12, 15, 13, 14, 12, 12 (WAEC 1993)
11. The mean of a set of 10 numbers is 56. If the mean of the first nine numbers is 55, find
the 10𝑡ℎ number. (WAEC 2022)
12. The mean of two numbers 𝑥 and 𝑦 is 4. Find the mean of four numbers 𝑥, 2𝑥, 𝑦 and 2𝑦.
(WAEC 2022)
13. The score of selected students in a mock examination are given as 43, 13, 57, 49, 63, 84
and 75. What is the range of the marks? (BECE/NECO 2012/45)
WEEK 8: PROPERTIES OF BASIC PLANE SHAPES (2D SHAPES)
Specific Objectives: At the end of this topic, the students should be able to:
➢ state the meaning of plane shapes,
➢ identify, name, and state the properties of common plane shapes,
➢ distinguish between different types of triangles,
➢ identify by name the various parts of a circle.

Plane shapes are two-dimensional geometric figures that exist on a flat surface, known as a plane.
They have two dimensions namely length and breadth (width).
Examples are:

• quadrilaterals – rectangle, square, parallelogram, trapezium,

• triangles,
• polygons
• circles
QUADRILATERALS
A quadrilateral is a closed plane figure that is bounded by four straight lines. It has the properties
below:
i) it has four sides,
ii) it has four angles,
iii) it has four corners,
 iv) the sum of angles in a quadrilateral is 360°,

v) quadrilaterals are squares, rectangles, parallelograms, trapeziums.

SQUARES:
A square is a closed plane figure that is bounded by four straight lines that are equal. It has the
properties below:
i) all sides are equal,
ii) all angles are equal (90°),
iii) it has two diagonals which bisect each other at 90°,
iv) it has four lines of symmetry,
v) opposite sides are parallel
RECTANGLES:
A rectangle is a closed plane figure that is bounded by four straight lines. It has the properties
below:
i) opposite sides are equal and parallel,
ii)all angles are equal (90°),
iii)
it has two lines of symmetry,
iv)it has two diagonals that bisect each other and bisect the shape into two congruent right-
angled triangles,
v) diagonals are equal
RHOMBUS
i) all sides are equal
ii) opposite sides are parallel
iii) has two diagonals which bisect each other at right angles,
iv) opposite angles are equal
PARALLELOGRAM
i) opposite sides are equal and parallel
ii) opposite angles are equal
iii) it has two diagonals which bisect each other and bisect the shape into two congruent
triangles
iv) it has a height
TRAPEZIUM
i) this quadrilateral has only one pair of parallel sides.
ii) It has a height
TRIANGLES
A triangle is a closed plane figure bounded by three lines. It has the following properties:
i) it has three sides
ii) it has three angles
iii) it has three corners
iv) the sum of angles in a triangle is 180°
The following are types of triangles:

i) Equilateral triangle
ii) Isosceles triangle
iii) Scalene triangle
EQUILATERAL TRIANGLE
An equilateral triangle is a triangle with all three sides equal
i) It has all three angles equal.
ii) Each angle is 60°.
iii) It has three lines of symmetry.
ISOSCELES TRIANGLE
An isosceles triangle is a triangle with two equal sides.
i) It has two equal angles corresponding to two equal sides.
ii) Each angle is acute, i.e. less than 90°.
iii) It has one line of symmetry
SCALENE TRIANGLE
A scalene triangle is any triangle with unequal sides and angles. It has no line of symmetry. There
are three types of scalene triangle namely:
▪ Right-angled scalene triangle with one of the angles at 90°
▪ Acute scalene triangle with all three angles less than 90°
▪ Obtuse scalene triangle with one of the angles greater than 90°
POLYGONS
A polygon is any closed shape with bounded by three or more lines. The following are types of
regular polygons:
▪ Triangle
▪ Quadrilateral
▪ Pentagon – a polygon with five equal sides and five equal angles.
▪ Hexagon – a polygon with a polygon with six equal sides and six equal angles.
▪ Heptagon – a polygon with seven equal sides and seven equal angles.
▪ Octagon – a polygon with eight equal sides and eight equal angles.
▪ Nonagon – a polygon with nine equal sides and nine equal angles.
▪ Decagon – a polygon with ten equal sides and ten equal angles.

CIRCLE
A circle is a set/collection of all points that are equidistant (same distance) from a given fixed
point called the centre. It is a closed plane figure with one curved face.

REF: mathmonks.com, e-gmat.com

PROPERTIES OF A CIRCLE

1. Centre of a circle is the fixed or single point from which the set of points are equidistant.
2. Circumference: The measure of the outside boundary of a circle. It is the distance round
a circle. So, the length or perimeter of a circle is knowns as the circumference.
3. Arc of a circle is the portion of the circumference.
4. Diameter: This is the distance across a circle, passing through the centre.
5. Radius (radii, plural): The line that joins the centre of the circle to any point on its
circumference. It is denoted by ‘𝑟’. All radii in a circle are of equal length. So, the radius
𝐷
is half of the diameter. 𝑟 = or 𝐷 = 2𝑟
2
6. Chord: This is a line that connects two points on the circle’s circumference. The longest
chord in a circle is the diameter.
7. Secant: An extended chord that cuts the circle at two distinct points.
8. Tangent: is a line that touches the circumference of a circle at a point. It forms a right
angle with the radius drawn to that point.
9. Sector: This is a region bounded by two radii and an arc.
10. Segment: A region bounded by a chord and an arc.
Note:

• Circles with equal (same) radii are ‘congruent’ circles.

• Circles with unequal (different) radii are ‘similar’ circles.
• A radius drawn perpendicular to a chord bisects the chord.
• Tangents drawn at the ends of the diameter are parallel to each other.
• An isosceles triangle is formed when two radii join the ends of a chord.
STUDY QUESTIONS
1. Parallelogram has the following properties except
A. diagonals bisect each other B. its sides are all equal C. opposite angles are equal D.
opposite sides are equal E. opposite sides are parallel (BECE/NECO 2017/28)
2. A line that divides a circle into two equal parts is known as A. chord B. diameter C.
radius D. sector E. segment (BECE/NECO 2011/1)
3. One of the following is a line of symmetry of a circle A. arc B. circumference C.
diameter D. radius E. segment (BECE/NECO 2013/35)
4. All the following are the properties of an equilateral triangle EXCEPT
A. all angles are equal B. all the sides are equal C. each of the angle is 60° D. there are
three lines of symmetry E. there is only one line of symmetry (BECE/NECO 2013/30)
5. A regular polygon with 7 sides is called A. heptagon B. hexagon C. nonagon D.
pentagon E. quadrilateral
6. Which of the following is not a property of parallelogram?
A. diagonals bisect each other B. each diagonal bisects the parallelogram into two
congruent triangles C. opposite angles are equal D. opposite sides are parallel and
equal E. the four angles add up to 180° (BECE/NECO 2014/51)
7. How many line(s) of symmetry has a square? A. 1 B. 2 C. 3 D. 4 E. 5 (BECE/NECO
2014/48)
8. A line drawn from the centre of a circle to any point on the circumference is called a/an
A. arc B. chord C. diameter D. radius E. segment (BECE/NECO 2015/32)
9. The following are properties of a square except
A. all four sides are equal B. diagonals are equal and bisect each other c. each angle is
90° D. only one pair of sides is equal E. opposite sides are parallel (BECE/NECO 2015/1)
10. A chord that passes through the centre of a circle is called a/an A. arc B. chord C.
diameter D. radius E. segment (BECE/NECO 2015/13)
11. Which of the following is a plane shape? A. circle B. cone C. cube D. cuboid E. cylinder
(BECE/NECO 2015/23)
12. In a parallelogram, opposite angles A. add up to 180° B. add up to 360° C. add up to
90° D. are always acute E. are equal (BECE/NECO 2020/39)
WEEK 9: PROPERTIES OF BASIC SOLID SHAPES (3D SHAPES)
Specific Objectives: At the end of this topic, the students should be able to:
➢ state the meaning of solid shapes,
➢ identify and name common three-dimensional shapes,
➢ identify and count the faces, edges, and vertices of a solid shape,
➢ draw skeleton views of solids,
➢ make nets of solids.

Solid shapes are three dimensional shapes that occupy space and have length, breadth and
height. Common examples are:

• cube – a square-faced solid with equal sides.

• Cuboid – a rectangular-faced solid. It is also known as a rectangular prism.
• cylinder
• cone
• sphere
• torus
• pyramids – square-based, triangular-based
• prisms – triangular prisms
The table below shows real life examples of some of solid shapes:

The properties of these shapes are described with their:

• Faces – A face is a flat or curved surface of a solid.

• Edges – An edge is a line where two faces meet. May be straight or curved.
• Vertices – A vertex is a point where three or more edges meet.
The table below shows the properties of basic solid shapes:
NETS OF 3D SHAPES
A net is a flat 2D representation of a 3D shape. It can be cut and folded to form a 3D figure.
Here are some nets below:
1. Net of a cube

2. Net of a cuboid

3. Net of a cylinder

4. Net of a cone
 5. Net of a square-based pyramid

STUDY QUESTIONS:
1. State the difference between a cube and cuboid.
2. List 5 3𝐷 objects that we see in our daily activities.
3. A cylinder has how many faces? A. 0 B. 1 C. 2 D. 3 E. 4 (BECE/NECO 2018/45)
4. How many vertices has a cone? A. 0 B. 1 C. 2 D. 3 E. 4 (BECE/NECO 2018/43)
5. How many circular face(s) does a solid cylinder have? A. 5 B. 4 C. 3 D. 2 E. 1 (BECE/NECO
2017/57)
6. The figure below is a _____ A. hexagonal based pyramid B. square based prism C. square
based pyramid D. triangular based pyramid E. triangular prism (BECE/NECO 2011/50)

7. How many vertices has a cuboid? A. 4 B. 6 C. 8 D. 12 E. 16 (BECE/NECO 2012/32)

8. How many vertices has a cube? A. 12 B. 8 C. 6 D. 5 E. 3 (BECE/NECO 2015/42)
9. Each face of a cube is in the shape of a _____ A. circle B. hexagon C. rectangle D. square
E. triangle (BECE/NECO 2019/29)
10. How many edges does a cube have? (BECE/NECO 2020/28 or 2023/27)
11. How many vertices has a rectangular pyramid? (BECE/NECO 2023/28)