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Toolsie bk2

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n PTT CTT MATHYMATICS A COMPLETE COURSE WITH CXC QUESTIONS ne (10: aie Raymond Toolsie BSc, MACP MATHEMATICS A COMPLETE COURSE WITH C.X.C. QUESTIONS VOLUME 2. Raymond Toolsie BSc, MACP Mathematics Department Couva Government Secondary School. Formerly Head of Mathematics Department Holy Faith Convent Penal. Caribbean Educational Publishers Ltd. MATHEMATICS: A COMPLETE COURSE WITH C.X.C. QUESTIONS Text © Raymond Toolsie First Published in 1996 ‘Second Edition November 2004 ISBN: 976-8014-13-0 Reprinted in 1999 by Eniath’s Printing Company Limited 6 Gaston Street, Lange Park, Chaguanas, Trinidad, West indies. MY SON YURI ALBERT RAMAN AND MY DAUGHTER CHRISTINE ANNA MARIA All rights reserved. No part ofthis publication may be reproduced in any form by photostat, microfilm, xerography, or any other means, or incorporated into an information retrieval system, electronic o ‘mechanical, without the written permission ofthe copyright owner. CARIBBEAN EDUCATIONAL PUBLISHERS LTD., Teddy's Shopping Cente Gulf View Luk Road Gulf View, La Revenue ‘The Trinidad. West Indies email: mbscep@ jtt.net.tc. ‘Telephone: 8686579613 Fax: 8686525620 INTRODUCTION This book is written not only for use by students in schools writing the C.X.C. Examination in Math- cematics, but also by G.C.E/G.C.S.E, students, repeaters and adults who can use it as a teach yourself course. (One of the aims is to teach the student to understand basic mathematical concepts and principles, and to comprehend what they are learning or trying to learn. It places great emphasis on problem solving and tries to develop and nurture these skills. ‘Teachers will find this book very helpful, in that they can use it to supplement or highlight their strate- ies in teaching this subject. This textbook endeavours to assist students to overcome any basic or inherent weaknesses they may have to bridge, or narrow any gaps in their knowledge and to develop their self confidence. Examples used are from everyday life situations so students can see and appreciate the value and the place of Mathematics in our world. Mr. Toolsie, in his book, also exposes students to the language and vocabulary of Mathematics, and how to translate, or relate events from our daily lives into a mathematical framework using this lan- guage. Graded worked examples of actual and typical examination questions (with alternative solutions) are dealt with in each chapter, and further exercises with answers are given at the end of each chapter and also at the end of the book. Readers will find this book very stimulating and certainly Mr. Toolsie must be commended for pro- ducing this work. S.C.Ramkeerat BSc, Dip Ed Head-Mathematics Deparment Titchfleld High School Jamaica. Formerly Deputy Headmaster Head Mathematics Department Richard Ishmael Secondary School Guyana, Examiner - Mathematics CX.C PREFACE Mathematics: A Complete Course with C.X.C. Questions was written specifically for students sit- ting the C.X.C. Mathematics Examinations - at both the Basic and General Proficiency levels. Numerous exercises with graded questions are included in each chapter in order to give students enough practice to master the topics taught. Atthe end of each topic isan exercise with many graded questions- starting from the simplest type and proceeding to the more challenging problems. The questions in the exercises were tested at the Holy Faith Convent, Penal and the Couva Government Secondary School, over a twelve-year period. ‘Many different types of examples are worked out so that students can acquire the necessary skills in order to solve the problems in the given exercises. In the solution to examples, diagrams are utilized where appropriate so that students can have a visual feeling and understanding of the problems and their solutions. Sometimes, alternative methods are used to solve a problem in order to satisfy students at different levels of mathematical abilities and maturity. At the end of each chapter, from chapter 3 to chapter 24, different types of C.X.C. Past Papers Ques- tions were given so that students can get a feel, appreciation and understanding of the language and solution, to such problems as expected of them in the actual examination. A total of 155 C.X.C. Ques- tions are included. The author would like to thank the Caribbean Examinations Council for its kind permission to use the C.X.C. Past Paper Questions. This work is divided into two volumes which is further subdivided into three parts: Volume 1 Part 1 - consists of the C.X.C. Basic Proficiency Syllabus (Core Syllabus) which is the Foundation Course. The first 11 chapters give students the necessary grounding to move forward to the more challenging aspects of the syllabus. At the end of this Basic Course there are six C.X.C. Model Examinations-both Paper 1 (Multiple Choice Questions) and Paper 2 (Essay Type Ques- tions). ‘Volume 2 Part 2 - consists of the C.X.C. General Proficiency syllabus (Compulsory Objectives). Chapters 12 to 20 take students through the process of preparing for the ever more challenging-ques- tions that are set in Paper 2 Section 1 of the C.X.C. General Proficiency Mathematics Examination which are all compulsory questions. Volume 2 Part 3 - consists of the C.X.C. General Proficiency syllabus (Optional Objectives). Chap- ters 21 to 24 groom students for the most challenging of all questions, that are set in Paper 2 Section 2 of the C.X.C. General Proficiency Mathematics Examination. At the end of this General Course there are six C.X.C. Model Examinations - both Paper 1 (Multiple Choice Questions) and Paper 2 (Essay Type Questions). ‘The calculation of standard deviation and the use of an assumed mean have been included in chapters dealing with statistics, although that knowledge is not presently required by the C.X.C. Mathematics syllabus. The topics have been included in the text because knowledge of them are required for more advanced studies in mathematics, It is hoped that with a strong foundation, C.X.C. Mathematics students will be able to move on to more advanced work, which they can also master and hence achieve success in their examination, If students are able to achieve such standards, then my labour, and the labour of your teachers would not be in vain, Raymond Toolsie. CONTENTS PART TWO THE C.X.C. GENERAL PROFICIENCY SYLLABUS (COMPULSORY OBJECTIVES) 2 1B 4 Sets 2 713 Introduction 73 Number of Elements for Two Sets m4 Number of Elements for Three Sets Ta Syllogism nm CX.C. Past Paper Questions BI Algebra 2 733 Addition and Subtraction of Algebraic Terms 733 Laws of Indices Ba Changing the Subject of a Formula TBI Distributive Law 751 Product of Two Binomial Expressions. 754 Factorizing Using the Distributive Law 767 Factorizing as the Product of two Binomial Expressions 768 Factorizing as a Perfect Square ™m Factorizing as the Difference of two Squares 14 Factorizing a Quadratic Expression 75 Algebraic Fractions TEL Solution of a Quadratic Equation 784 ‘Solution of Simultaneous Equations—one Linear and one non-linear 793 Word Problems 195 CXC. Past Paper Questions 799 Relations, Functions and Graphs 2801 Relation and Function 801 Inverse of a Function 302 Solution of an Equation Using the Inverse of a Function 803 Flowchart (or Function Machine) 804 Graph of a Function and its Inverse 805 Composite Functions 807 Inverse of a Composite Function 810 Interpolating and Extrapolating 814 Graph of the Function f: x > an= 818. Roots of a Quadratic Function 822 15 16 Solution of the Simultaneous Equations —One Linear and One Quadratic 824 Axis of Symmetry—Maximum or ‘Minimum Value 830 Gradient of a Curve at a Point 834 Reciprocal Function 837 Rate of Change 841 Distance—Time Graph 846, Velocity—Time Graph 854 C.X.C. Past Paper Questions 865 Statistics 2 868 Introduction 868, Estimating the Mean from Grouped Data 868 Estimating the Mean from Grouped Data using an Assumed Mean, 869 ‘Cumulative Frequency Table 874 ‘Cumulative Frequency curves 879 Estimating the Median from Grouped Data 883 Estimating the Mode from Grouped Data 885 Interquartile Range and Semi-interquartile Range 888 Standard Deviation 892 Analysing Statistical Data 900 Probability 904 Mutually Exclusive Events 905 Independent Events, 908 Dependent Events 910 CX.C. Past Paper Questions ou Geometry 2 91s Equation of a Straight Line 91s Determining an Equation Given m and a Point 916 Determining an Equation Given Two Points 917 Determining an Equation Given the Two Intercept Points ous. Analysis of y = mx + ¢ 920 Parallel Lines 922 a Perpendicular Lines 923 Circular Functions of Angles Between Length of a Line Segment and Mid-point 360° and 0° 993 of a Line Segment 94 Sine Rule 994 Equation of the Perpendicular Bisector 926 Cosine Rule 997 CX.C. Past Paper Questions 928 ‘Area of a Parallelogram and are of a ‘Triangle 1000 Trigonometical Formula for the Area 17 Geometry: Transformations 2-930 of a Triangle 1002 ‘Translation 930 Area of a Segment of a Circle 1004 Reflection 933 ‘Area of a Segment of a Cirele Rotation a4 Given rand 0 1006 Enlargement 953 CX.C. Past Paper Questions 1009 Glide Reflection 961 CX.C. Past Paper Questions 966 20. Vectors and Matrices 1 1011 Defining a Matrix 1011 18 Geometry: Trigonometry 2 968 Formalising a Matrix 1012 Radian Measure of an Angle 968 ‘Addition and Subtraction of Matrices 1013 Length of an Are of a Circle on Scalar Multiplication 1015 Area of a Sector of a Circle 974 Matrix Multiplication 1016 Area of a Segment of a Circle 978 Equal Matrices 1020 ‘C.X.C. Past Paper Questions 981 Defining a Vector Quantity 1020 Representing a Vector Quantity 1021 A Vector as a Translation 1024 19 Trigonometry 1 983 Equal Vectors 1025 ‘Tegosometical Ratos fen Angle 953 Inverse Vectors (or Negative Vectors) 1025 ‘Trigonomettical Ratios for 30° and 60° 983, es ae ae Nee ‘Trigonometrical Ratios for 45° 984 Vector Algebra 1026 iGampineiny Anes on Triangle Law of Vectors 1028 Deducing Trigonometrical Ratios from a Parallelogram Law of Vectors we Trigonometrical Ratio 986 poston eee eo Squares of the Trigonometrical Ratios 987 eee 1 Circular Functions of Angles Between Sorraed nee ai aoe oa Unit Vector 1041 CX.C. Past Paper Questions 1043 PART THREE THE C.X.C. GENERAL PROFICIENCY SYLLABUS (OPTIONAL OBJECTIVES) 21 Relations, Functions and Graphs 3. 1047 ‘Maximum or Minimum Value of a Graph of the Cubic Function ‘Quadratic Equation 1058 pe aes 1047 Solution of a Quadratic Inequation ‘1062 Graph of the Squared Reciprocal Word Problem—Quadratic Inequation 1067 Function f: x—> ax? 1050 Linear Programming 1069 Graph of a Cireular Function 1053 ‘Areas Under a Curve 1074 Graphical Solutions of a Trigonometrical ‘Area Under a Velocity-Time Curve 1077 Equation 1056 CX.C. Past Paper Questions 1079 a 22 Geometry 3 1082 Angles in a Circle 1082 Tangent to a Circle 1087 ‘Tangents to a Circle 1090 ‘Angle Between a Tangent and aChord 1094 Secant 1097 C.X.C. Past Paper Questions 1099 23 Trigonometry 2 1100 Proof of Cos? A + Sin? A = 1 and SinA Tana = S24 1100 Solution of Trigonometrical Equations 1101 Trigonometrical Identities 1103 3-D Problems 1104 ‘Angles of Elevation and Depression 1109 Relative Velocity m7 ‘The Earth—Latitude and Longitude 1127 C.X.C. Past Paper Questions 1140 24 Vectors and Matrices 2 1043 Determinant of a 2.x 2 Matrix 1043 2X 2 Adjoint Matrix 1144 Inverse of a Non-Singular 2 X 2 Matrix 1145 Solution of Simultaneous Equations 1147 Using Vectors to Solve Problems in Geometry 1153 Determining the Matrix of a ‘Transformation 1158 Determining the Matrix of an Inverse ‘Transformation 1159 Composite Transformation 1161 C.X.C. Past Paper Questions 1169 C.X.C, Model Examinations - General Proficiency C.X.C, Model Examinations 1 to 6 Paper 1 - General Proficiency 1174 C.X.C, Model Examinations 1 to 6 Paper 2-General Proficiency 1204 ‘Three Figure Tables 1223 Answers 1239 PART 2 The CXC General Proficiency Syllabus (Compulsory Objectives) CHAPTER This chapter will teach you about ‘A set and subsets representation using a Venn diagram 4 De Morgan's Law ‘4 the number of elements for two sets and three sets 44 syllogism, the law of syllogism and the chain rule. a Futrodueti Previously, it was explained that in drawing a Venn diagram, a rectangle is used to represent the universal sets and circles are used to represent its subsets. Tous @ Fig, 12.1. Venn diagram ‘The shaded region in Fig. 12.1 represents A’ and the unshaded region represents A, ® 7 @nsy ANE Fig. 12.2 Venn diagram ‘The shaded region in Fig. 12.2 represents A 0 B ‘and the unshaded region represents (A B)', and A’ UB’ according to De Morgan's Law. © Fig. 12.3 Venn diagram ‘The shaded region in Fig. 12.3 represents A U B and the unshaded region represents (A U BY’, and according to De Morgan's Law, (A U B)' = A' 1B’. & Yumber of Elements fou Two Sets For two sets, A and B, we can prove that: (AUB) = nA) + n(B) ~ n(A 0 B) and n(U) = (AUB) + (AU BY. Example 7 i MW U=(ex<15,xEN} (1,2,3,4,5.6,7,8,9, 10,11, 12,13, 14,15}, A= {even numbers between 0 and 15} {2,4,6,8, 10, 12, 14) and B = {multiples of 3 less than 16} = (3,6,9, 12, 15) then ANB = {6,12}, AUB= (2,3,4,6,8,9, 10, 12, 14, 15} and (4 U BY’ = (1, 5,7, 11, 13) ‘So we have the following Venn diagram. Fig. 12.4 Venn diagram showing A B# (} ‘Then n(U) = 15, n(A) = 7, (B) = 5, (A.B) = 2, n(A UB) = 10 and n(4 U BY = 5. So n(A) + n(B)—n(A.N B)=7+ 5-2 2-2 0 =nAUB. 0+ 5 = 15 = mW). And n(A U B) + n(A U BY Example 2 WU = (2,3,5,7, 11, 13,17, 19, 23,29), A= (2,3,5,7, 11, 13,17) and B= {3,7, 13} Cpt Ss then ANB= (3,7, 13), AUB= (2,3,5,7,11, 13,17) and (AU B)' = (19,23, 29} So we have the following Venn diagram: Fig. 12.5 Venn diagram showing BCA ‘Then n(U) = 10, (A) = 7, 0(B) = 3, nA. B) = 3, nA U B) = 7 and n(A U By’ = 3. So mA) +n(B) — (AN B)= 743-3 (AUB). And n(AUB)+nAUBY =743 Example 3 If U= (xx<10,xEN} = {1,2,3,4,5,6,7,8,9), A= (even numbers less than 7) = (2,46) and B = (od numbers ess than 8) = (1,3, 5,7) then (AM B) = {}, (AUB) = {1,2, 3,4, 5,6, 7} and (A U By’ = (8,9). So we have the following Venn diagram: w: “ Fig. 12.6 Venn diagram showing A.B = () Then n(U) =9,n(A) = 3, n(B) = 4, (A.B) = 0, (AUB) = 7 and n(A UB) So m(A) + n(B) ~ (A.B) 3+4-0 7 nA UB). And n(AUB)+n(AUBY =74+2=9=n0). From the examples above it ean be seen that: (A U B) = n(A) + n(B) — n(A.0.B) and n(U) = nA U B) + n(A U BY’ is true for: ( the intersection of two sets thats, A.B # () Gi) complement sets, that is, BCA (Gi) disjoine sets, that is, AB = {). Example @ ao Ina survey of 45 students, 25 liked calypso and 37 liked pan. The sample surveyed liked either calypso or pan. (@) Calculate the number of students who liked: (i) both calypso and pan (ii) calypso onty (ii) pan onty. ©) Draw a suitable Venn diagram to represent the information given. Indicate cleary, the umber of students in each subset. Solution (@) G@ Let U= {students surveyed), C= (students who liked calypso} and P= {students who liked pan} then n(U) = n(C U P) = 45 students, n(C) = 25 students, and_n(P) = 37 students Now n(C U P) = n(C) + n(P) ~ (CP), So 45 = 25 +37 —n(CNP). ie. 45 = 62 ~ (CP). (CN P) = 62 = 45 = 17. Hence 17 students liked both calypso and pan. Gi) Now ENP) =O —nCNP) 5-17 = 8. Hence & students liked calypso only n(P.1C) = n(P) — (COP) =37-17=20. Hence 20 students liked pan only. Gil) Now ) c P- Fig. 12.7 Venn diagram ‘The Venn diagram above represents the information given, It indicates the number of students in each subset. Example § _ Ina class of 125 students, 53 do Agricultural Science, 68 do Integrated Science and 25 do neither Agricultural Science nor Integrated Science. (i) Letx represent the number of students who do both Agricultural Science and Intgrated Science. Draw a Venn diagram to represent the data given above. (ii) Forma suitable equation in x and solve it to find the number of students who do both Agricultural Science and Integrated Science. (iii) How many students do onty Agricultural Science? (iv) How many students do only Integrated Science? Wecare Solution () Let A= {Agricultural Science students} and = (Integrated Science students}. So n(U) = 128. WANT) =53— And n(..A’) = 68 ~ x. Meters: A Compl Came ‘Therefore we have the following Venn diagram. U- Fig. 12.8 Venn diagram Gil) Now aU) = AUD + MAUD! = nA NT) + WAND + nA) + nA UD! Then 125 = 53 x bx + 68 =x +25 So 125 = 146 ~ x ie x= 146 ~ 125 a x=21 Also (AN) = 21 Hence 21 students do both Agricultural Science and Integrated Science. Gil) Now ANT) = 53 ~ x= 53-21 = 32. Hence 32 students do only Agricultural Science. Gv) Now nA’) = 68 ~ x = 68 ~ 21 = 47. Hence 47 students do only Integrated Science. Alternative Method Gi) Now mW) = nAUD + MAUD! So 125 = (AUD +25 ie, mA UD) = 125 ~ 25 = 100, And (AUD =n(A) +m) — AND So 100 = 53-x+x +68 —x+x—MAND ie. 100 = 121 = AND A.D = 121 = 100 = 21 Hence 21 students do both Agricultural Science ‘and Integrated Science. 1. IU = (1,2,3,4,5,6.7,8,9, 10}, = (1,3,5,9) and T= {1, 5,8, 10}, ‘determine the elements in each of the following: (a) Ss’ @ sor ) 7 (@) SUT osar © Sun. raw a suitable Venn diagram to represent the information given. A Chaphe 2S 2. IU = {1,2,3,4,5,6,7,8,9}, A= (34,5, 6} and B= (4,5, 7,8}, determine the elements in each of the following: (@) AB) @) mAUB) (b) BNA) (©) mAU BY (© man) ® mu), 3 A B. ar-4 +5 Fig, 12.9 Venn diagram If n(A) = n(B) in the figure above, evaluate the elements in: @x @ mans) (b) n(A) ©) mBNA) (©) mB) © nANB). 4 A B- +5 atl Fig. 12.10 Venn diagram In the Venn diagram above, the number of elements in set A is equal to the number of elements in set B. Calculate: (@ x (b) the number of elements in set A (©) the number of elements in set B only. 5, Inaclass of 28 students, 14 take Physics and 22 take Mathematics. The students in the class take at Teast one of the two subjects. (a) Calculate how many students take both subjects. (b) Draw a suitable Venn diagram to represent the data given. Indicate clearly, the number Of students in each subset. 6. In a survey of 100 adults, 85 liked calypso and 93 liked pan. The adults surveyed liked either ‘calypso or pan or both. (2) Calculate the number of adults who liked: (both calypso and pan Gi) calypso ii) pan only. (b) Draw a suitable Venn diagram to represent the information given, Indicate clearly, the number of adults in each subset. 7. Ina class of 75 students, 69 students like English and 53 students like Mathematics. The students surveyed liked either English or Math- ‘ematics or both. (@) Evaluate the number of students who like: (both subjects Gi) Mathematics only (ii) English only, (b) Draw a suitable Venn diagram to represent the information given. Indicate clearly, the number of students in each subset. 8. OF 150 students writing an examination, 95 passed in Accounts and 123 passed in Social Studies. The students passed at least one of the ‘wo subjects (@) Calculate the number of students who passed: (both subjects Gi) Accounts only (ii) Social Studies only. (©) Draw a Venn diagram to show this information. 9. Inaclass of 35 students, 22 like Mathematics, 25 like English and 6 students do not like either ‘of the two. How many students like: (@) Mathematies and English? (ii) Mathematics only? (iii) English only? 10, Ina survey of 35 pupils, 23 liked calypso, 19 liked pop-music and 6 liked neither. (@) Calculate the numberof pupils who liked: (i) either calypso or pop-music Gi) both calypso and pop-music. (©) Draw suitable Venn diagram to represent the information given. Indicate clearly, the number of pupils in each subset. AL. In a class of 35 students, 25 take Mathematics and 29 take Literature. 4 ofthe students take neither ofthe two subjects. (@) How many take both Mathematics and Literature? (b) How many take Mathematics only’? 12, 0F 250 candidates writing an examination, 147 passed in Mathematics, 150 passed in (Chemistry and 85 passed in both subjects (@) Draw a Venn diagram to show this information. (©) Calculate the number of candidates who: (@ passed in Mathematics only Gi)_passed in Chemistry only (Gi) passed in nether subjects Gv) passed in only one subject. (Of 50 students, 40 are in the football squad and 30 are in the cricket squad. How many are in both squads if six do not play either game?” 414, Ina group of 25 students, 19 liked Mathematies 15 liked English, while 3 did not like either. (@) How many students liked both subjects? (©) How many students liked Mathematies but not English? 18, Ina school, 33% of the pupils study Biology and 16% study Chemistry. 1F 9% study both sciences, what percentage do not study either? Draw a suitable Venn diagram indicating the percentage of pupil in each subset. 16. Ina school, 37% of the pupils study Principles of Accounts and 28% study Principles of Business. If 15% study both business subjects, ‘what percentage of the pupils: (2) do not study either (b) study Principles of Accounts only (©) study Principles of Business only? For three sets, A, B and C, we can prove that: MAUBUO (A) + n(B) + n(C) — (AB) = nA ©) = nBNO +MANBNC) and n(U) = MAUBUOQ+nMAUBUCY. Matana:A Cangle Care ‘The Venn diagram can be seen below. (a) angnc anatne anginc’ ancns' anens : lenaing ausucy Ansnc © ney express fn terms of 8, 2, « and >. [me 182, Given that P= [22 express m in terms ofp. 188 Given tar = (EE expen nts of k 154, Given n = p + cr, make r the subject of the formula 188, Givens = nr(r +h), make h the subject of the formula Chl Aloo 1356. Given V? = 2gh, make g the subject of the formula. 157. Given A = 2uR(R + H), make H the subject of the formula, 158, Given += 2x," make fthe subject ofthe gpm tem formula, 159, Given y2 = ao 4 subject of the formula. 160. Given t= 20. gina the subject of the ‘formula. - pw Wot. Given a= | mae vie subject ofthe formula. 10. Gea V= $7204, ae te tet be forma, 1 mv 163. Given y= 5 /2¥, make e the subject of the formula, w 164, Given 1= make Ry the sbject of the formula. 168, Given 2d sin0 = md, make nthe subject of the formal. 166. Given v = a(Z — b), make b the subject of the formula, 161 Given 4n.V2= xm Vibe abject the formula, 168. Given p = /2eVn,, make m, the subject of the formula. 169, Given = SUH make the subject of the formula, 10, Given 1= p=, make R the subject of the formula, 171 Gren 1+ 1 = Ema hat the formula, 2 va oven b+ L = 2 materi tet of the formula, 173, Given 1 = 1 4 1, make ey the subject of eae the formula, 174. Given + 1 — A, make f the subject of ee fa the subject the formula. 175. Given [V1 = m€ + ht, make 1 the subject of the formula, 176, Given 5 2 = gh sin0, make v the subject of te foi = SoS i 177. Given B= “2 make S} the subject of the fom k 178, Given = ph. mkeR the sbjet ofthe fora 178, Given p= 100, mate rite abject ot the formula” 180. civen a=1(1 ~ 1). make ne subject ay 2) mate ry the ah subject of the formula. 181. 182. Make m the subject of the formula. Sm 183. Make m the subject of the formula. 1_1_3 185. Ig = yy — pe express Vin terms of Rand T. 2 2 7 186. If = Gp ~ Fe exptess Tin terms of Rand V, 187, Given te omula Gena = 4p ~ ae Make ve sbjet ofthe fom 188, Wit formula ore tenet, amber ‘mis equal to half the sum of two numbers p and q. 189. Write a formula for the statement, a number p is equal to three-quarters the difference of two numbers q and r, given that q is greater than r. 190. (a) A bag of coins contains p ten-cents coins and q twenty-five cents coins. The total value of the coins is $R. Determine a for- mula for R in terms of p and q. (b) Ifp = 5 and q = 10, find R. 191. A rectangle is 3€ metres long and € metres ‘wide, Write down a formula for: (a) P, where P metres is the perimeter of the rectangle, (b) A, where A metres squared is the area of the rectangle. 192, A rectangle is 5€ metres long and 2€ metres ‘wide. Write down a formula for: (a) P, where P metres is the perimeter of the rectangle. (b) A, where A metres squared is the area of the rectangle. 193. A rectangle is 3y cm long and 2x em wide. (@) Write down a formula for the perimeter of the rectangle. (b) Find the perimeter of the rectangle when x= 4emandy = Sem, 194, A rectangular box is 3€ em long, b em wide and hem high. (a) Write down a formula for V, the volume of the box in em. (b) Determine the volume of a box measuring 30m by 14 em by Sem. 195. A rectangle box ism long, b m wide and him bigh, (@) Write down a formula for V, the volume ‘of the box in m?, (b) Calculate the volume of a box measuring 25 mby 16m by 4m. PRT 196. if 1= FRE, evaluate when P = 200, R=8andT=3. PRE 197. If 1= TRS evaluate J when P = 300, R=TandT 198. If P = 2(€ + b), evaluate P when € = 8 and b=3. 199. If P = 2(€ + b), evaluate P when € = 9 and b sete: ACntacom be 200. Given P= "RP, evaluate P when R=15,T= 18and V 201. Given that v= w= 15 ands = 203. If S = mn, evaluate d when S = 55, T= and n= 07. g = 32and K = 150, + ar, evaluate u when v = 103, and f= 9.5; 207. Evaluate a from the formula when P = 40, W=4and b 208. If? = u? + 2as, evaluate a when v = 5, ands = 7. 210. (a) Make R the subject of the formula P= itp tk (b) Evaluate R when P= 30 and ¢ = 450. 211. (@) Make the subject of the formula a ee Za hed (b) Evaluate r when x = 8 and 212, Evaluate r from the formula: A=nré when w= 22,4 = 440.and € = 10, aia. k= 8 cate Kwon = 128 V=20and g = 32, 214, (a) Make a the subject of the formula 1 reas lar, w+ hat (b) Given that. fora 215. (a) Make a the subject of the formula v= w+ Dar, (b) Given that w= 0, v = 10 and x ='25, solve for a. 3,x= Band = 2, solve y ere 216. IV = mh, evaluate h when V = 308, andr = 7. 217. Givethats =a + La orate when wear Santand 218. Given that »? = «2 + 2ax, make a the subject of the formula. Hence evaluate a when u = 2, v= 4andx=9, 219, Given that v = 2¢b + 2¢h + 2bh, evaluate V when € = 9,6 = 5 and h = 3, 220, Given that»? = 1? + 2ax, make x the subject of the formula. Hence, evaluate x when u=2,v=Sanda=7. 21, Given that»? = 1? + 2ax, evaluate v when u=5,a=3and 222, Given that V = 7%, make fe the subject of the formula, Hence, evaluate h when = 22. 7 616. 223, Given the formula v value of v, when u = 224, (a) Make r the subject of the formula r=Tand u + at, calculate the a= —3and t= 2. Vearh. (6) Given that = Bond solve for r 225, (a) Make rthe subject ofthe formula ve darn. (©) Calelate the value of rwhen V = 44, p= tant n= 2 226, (a) Make € the subject ofthe formula. one Ve (®) Calculate € when a 2s = 10nd = 14, E septa 227, Transpose T= 2, fe. A ees ee when = 10,7 22 == 2 fe 229, () Giventhat¢= 2x, make ¢ the subject of the formula. ©) Cateulate when t= 22, € = 980 and B= 98. (Cae Cen = 22,1— 10 ad g= 10. 230, Calculate the circumference of the earth, assuming it to be a sphere of radius 6370 km, 2 In this question use C= 4and 7 = 22 Distributive Law Hebe The product x(a + b) = xa + xb according to the distributive law. ‘The symbol = implies that we are dealing with an identity. That is, the algebraic expression on the lefichand side, (a + B) is always equal to the alge- braic expression on the right-hand side, xa + xb. xa + b) = xa + xb is called an algebraic identity, ‘because it holds true forall values of x, a and b. Consider a rectangle of length (a + b) units and breadth x units as illustrated in Fig. 13.1 below. (path pW) pe | im L 4 F D Fig. 13.1 The area of rectangle ABEF + The area of rectangle ACDF = The area of rectangle BCDE. + xb. xa — xb according to the Hence the product x(a + b) ‘The product x(a — b) distributive law. ‘That is, the algebraic expression on the lefichand- side, x(a — b) is always equal to the algebraic ‘expression on the right-hand side, xa — xb. Consider a rectangle of length (a ~ b) units and breadth x units as illustrated in Fig. 13.2 below. @ bol @) fp 4 pa 4 F Fig. 13.2 The area of rectangle ACDF ~ The area of rectangle ABEF = The area of rect- angle BCDE. Hence the product sta ~ b) = xa ~ xb. ‘The rules for the multiplication of signs are as follows: @) (x CH= 4), ©) (-) X() =H). © HXO=0), @ OxH=0). Hence we can conclude that: (@) When we multiply nwo like signs, then the result- ing sign is always positive. Gi) When we multiply 1vo unlike signs, then the resulting sign is always negative. Example 23 Simplify each of the following algebraic expressions: (a) 3x(2x + 3) (c) ~2x(3 + 4x) (b) 4xt3x ~ 5) (d) ~5x(2 ~ 3x) Solution (@) Now 3x28 +3) = 3x X 2x + 3x X 3 (using the distributive law) ox (Simplifying) a” 4x(3x — 5) = eX 3x + 4x X (5) (using the dis- tributive law) (Simplifying) (b) Now 2x? — 20% a -2903 + 49) =2e X 3 — 2x X 4x (using the distributive law) (Simplifying) oo a (©) Now 6x — 8x (@ Now 522-3), = Sx x 2 — Sx X (3x) (using the distributive law) = 10r + 152 (Simplifying) Example 2¢ Simplify each of the following expressions: | (a) 2(x+ 3) + 3-4) — S(e— 1) (0) 3x — 4) ~ Mx + 1) + Ax 5) (c) ~Aox + 3) = 2x = 1) + 3x2) | Solution Se a (a) Now 2¢¢ + 3) + 3G ~ 4) ~ 50-1) = 2x +6 + 3x — 12 ~ 5x +5 (using the distributive Taw) = De + 3x — Sx +6 +5 — 12 (grouping like terms) (adding like terms) (simplifying) Sr-Sx+ 11-12 CaN ANS re. () Now 30: ~ 4) — 4G + 1) + 26-5) = Br = 12 dx 4 + 2e— 10 (using the distributive law) = Bet 2-4 12 ~ 4 ~ 10 (grouping Tike terms) (adding like terms) 6 (simplifying) Sx — 4x — 26 (A (©) Now ~4(x + 3) — 2r— 1) + 3@ — 2) 4y— 12 —2e +2 + 3x — 6 (using the distributive law) = 3x 4x ~ 2 + 2-12 ~ 6 (grouping Tike terms) (adding like terms) (simplifying) = 3x 6r+2-18 3x16 AD cones ses Example 25 Simplify: (a) 5x + 3(4x + 5) — 2(1 ~ 3x) (b) 2(3x + 5) ~ 4(5x ~ 6) ~ 8x Solution (a) Now 5x + 3(4x + 5) — 201 — 3) =Sr+I2e+15—2+6r (using the distributive law) s+ 12x + Get 18-2 — (grouping like terms) =28r +13 (simplifying) FN eas (b) Now 2(3x + 5) ~ 4(5x — 6) — 8x = 6x + 10 ~ 20x +24 ~ Bx (using the distributive law) = 6x — 20x — 8x + 10 + 24 (grouping like terms) (adding like terms) (simplifying) From the above examples, it can be seen that inthe cease ofa product, when terms are enclosed in brackets, the expression is simplified by: (i) muliptying each term in the brackets by the term multiplying outside. i) grouping like terms. Gil) adding and subtracting like terms in order to simplify the expression. Example 26 Simplify the expression grid — a} ‘State your answer using positive indices. 0 6x ~ 28x + 34 22x +34 Solution Now 5.A(x3 -4) da) (Using the dis- = 5x22 — Sx 212! pributive law) eset 2 ating fractional = = ‘powers using the Lom) (as positive indices) = Exercise 134d = 1, Simplify each of the following algebraic expressions: (@) Sx2e+3) —— (b) 4x(5x ~ 2) (©) -3x4+5x) @) -2G - 40) 2. Simplify each of the following expressions: (@) 2xGx +5) (b) SxGr~ 4) (©) -25 +28) @) ~3x5 ~ 6x) 3. Simplify: (@) 6x(Sx +4) (b) Tx(Bx ~ 5) (©) ~Ta5 + 3x) (@) ~9x18 ~ 52) 4 Simplify cach of the following algebraic expressions: (a) 4x3 + 2x) (b) Sx(4— 78) (©) -Sx4 +x) @) ~8x5 — 72) 8. ‘Simplify each of the following expressions: (a) 74 + 3x) (0) BS ~ 7) (©) ~Gx(5 + 6) (@) 9x8 — 50) 6. Simplify: (a) 6x5 + 4x) (b) 7H(9 ~ Sx) (©) -TH8+ 5x) (@) ~9x9 = 8x) 7. Simplify each of the following algebraic ‘expressions: (@) 3° +2) +43) -S@e- 1) (b) 4(@ + 2) — 3x + 4) + 200-3) (©) Sr +3) — 2x 3) — Ax — 5) (@) 40 +3) — 30 1) + 3@— 4) 8, Simplify each of the following expressions: (@) Sox +3) + 2-5) = Ter 4) (b) d(x + 5) — 3 + 2) + Se 3) (©) 8(x + 3) ~ 6(x ~ 5) ~ 3(@¢~ 4) (@) Sex + 3) — 2G 4) + 4 ~ 5) implify: (a) 6(¢ + 4) + 3-5) - Ae - 3) (b) Tex + 3) = 4+ 1) + 3005) (©) M(x +5) — Hex 3) - See— 4) (@ 80 + 5) ~ 6x 3) + 5ex— 6) 10, Simplify each ofthe following algebraic expressions (@) 4Gx+7)+3Qx- 1-5-3) (b) 5x ~ 4) ~ 42x + 3) + 314-5) (©) 8x + 3) ~ 5x = 2) — 44x ~ 1) (@) ~7x + 5) ~ 42x ~ 3) + 3487) 11, Simplifying each of the following expressions: (@ SQx +3) + 7Gx= 1D = 46x= 1) (©) 6(3x ~ 4) = 34x + 5) + 5Gx- 4) (©) 7Gx + 5) ~ 4Gx~ 5) = 6x = 1) @ ~94r + 3) = 58x = 2) + 35x ~ 6) 12, Simplify (@) 84x + 5) + 64x — 3) - 32x - 5) (b) 94x — 3) ~ 54x +7) + 84x ~ 5) (©) 85x + 3) — Sx = 5) — 718-5) (@) ~15r + 4) ~ 6(4x ~ 5) + 43x 7) 413. Simplify each ofthe following algebraic expressions: (@) 5Gx +29) + 42x + 5y) () S@x- y) = 4@x—-y) (© AGSx + 39) ~ 70x ~ 59) @ -@ +29) +32r+y) ‘Simplify each ofthe following expressions: (@) 4x + 3y) + 34x + 5) @) 36x- 9) - Sry) © 28x +39) — Gr + 3) @) ~Gr+ 4) + 24r- 59) 15, Simplity: (@) 6(5x + 2y) + 5Qx + 3y) () 74x — 39) ~ 40x ~ 39) (©) 38x ~ Sy) ~ 63x ~ 29) (@) 85x ~ 39) — Gx + 7y) (© 4x~30r+1) 16. Simplify each of the following algebraic ‘expressions: (@) 3x + 2(4x + 3) — 4 — 5) (b) 4x ~ 3(5r + 2) ~ (1 ~ dy (©) 2(ax + 5) ~ SGx-2)— Tx (@) 3x + 3) ~ 24x ~ 3) — ar i 14. 17. Simplify each of the following expressions: (a) 6x + 35x — 3) + 2x +4) (b) Tx + 24x — 5) + 32x +5) (©) 4Gx + 5) ~ 56x ~ 5) 7x (@) Hae +3) — 6 - 3) ~ 6x 18. Simplify: (@) 2x = 34x +3) + 45x + 1) (b) Sx-2Gx+ 1) + 32x +5) (©) 2Gx-+ 1) = 57x = 4) ~ 8x @ 4x + 1) ~ 3x ~ 3) = Te 19. Simplify each of the following algebraic expressions: (a) 3x + 4@x- 2) + 32x +3) (b) 5x + 30x ~ 5) ~ 4x + 2) (©) 2x + 1) = 36x = 3) = Tr (@) 8x +2) — 42x +3) -8r 20, ‘Simplify each of the following expressions: (a) Tx + 62x ~ 5) — 4Gx = 2) (b) 9x + 34x — 5) ~ 24x — 3) (©) 32x +3) ~ Sx 1) + ar (@ ~4Gx + 5) + 34x + 5) + 8x lity (a) 8x — 32x + 5) — 7x + 4) (©) 6x — 24x +7) ~ 81 ~ 4) (©) ~2(1 ~ 5x) ~ 324 +7) + 9x (@ ~S(1 ~ 4x) ~ 2 ~ 33) Ie ‘Simplify the expression: State your answer using positive in y ‘Simplify the expression: an 5x33 ad State your answer using postive indices B ‘Simplify the expression: oxi ct State your answer as positive indices. 26. Simplify the expression: aci(d 23 State your answer as positive indices, AD cores ses 2. 29. 8 ‘Simplify the expression: (8 State your answer as positive indices. . Simplify the expression: sxi(ed - 24), State your answer as positive indices. Simplify the expression: tai(s$ - 38), State your answer using positive indices. ‘Simplify the expression: oxi = x4 State your answer using positive indices. i Product of Two Binomial Expressions A binomial expression consists of two terms ‘The product according othe distributive law Consider a rectangle of length (x + a) units and Dreadth (x + b) units a illustrated in Fig, 13.3 below. @ parte O pre ay f 7 besiege’ e+ e+e iL oe z i ( fecepna a aseepenate i a rh b i re) Fig, 133 Rectangles The area of rectangle ABEF + The area of rectangle ACDF = The area of rectangle BCDE, Hence the product (x + a)(x + B) = x(x + B) + alx +b). The area of the ‘square ABHG + The area of The area ofthe rectangle __ rectangle BCIH + ACDF The area of rectangle GHEF + The area of rect- angle HIDE. Hence the produet G+ alee +B) =a + ax + bx + ab. Thus + alee +b) = xx +) Fale +B) ot axt bx + ah ‘The algebraic expression x° + ax + br + ab isa quadratic expression, because the highest power of xis2. We can also write it in the general form of the ‘quadratic expression at + bx + casx? + (a+ bx + ab, ‘The product of 1wo binomial expressions is not abways a quadratic expression. ‘This fact can be observed in the example below. ‘The product (a + BY(e + d) = ale + d) +(e +d) Sac + ad + be + bd according to the distributive law. Example 27 Expand and simplify each of the following expressions: (a) (x +3) +4) (o) (= Ix +6) (b) (x + 2ye-7) (4) (x 5x1) wr Solution (@) Now + 3)r+4) aN ne, = at +4) + 30 +4) =x 4e+ 3x4 12 (using the distributive law) (adding like terms) =e+Txt12 (&) Now (x + 2)r— 7) BY. AY =a 7) + 20-1) =at— Tr + 2x— 14 (using the distributive law) (adding like terms) =e-Sr- 14 (© Now (= DE+O AN EN = x0 +6) - 10+ 6) =8+6r—x-6 (using the distributive law) (adding Vike ferms) =x 5r-6 (@) Now (r= 5)r~ 1) apa =x ~ 1-50 = x—Se+5 (using the distributive law) (adding like terms) P-6r45 From the above examples it can be seen that in finding the product of two binomial expressions, we: use the distributive law nvice, then (i) simplify the expression by adding like terms. Alternative Method (@) Now (r+ 3Xx+ 4) ae =x +4x+3x+12 (multiplying) =84+ht12 (adding terms) aa ®) Now + 20-) (b) G Ue? =x —Tx+2x-14 (multiplying) =P-5-14 (adding like terms) © Now pet ©) C wer P46 e— 6 (mlepying 24-6 (aang uke terms) Maton: ACengllsComne @ Now @~5)r~ 1) eee wo x—Se+5 (multiplying) eA 6r+5 (adding like terms) From the above examples it can be seen that in {finding the product of two binomial expressions, we: (@) multiply each term in the second brackets by the terms in the first brackets, then i) simplify the expression by adding like terms. Example Expand and simplify each of the following expressions (a) (3x + 2\(Ax + 5) (0) (4x ~ 3)(2+ 5) (b) (2x + 13x ~ 4) (d) (3x ~ 24x — 7) Solution (@ Now Gx + 24x +5) in(Ax + 5) + 2d +5) 2x2 + 15+ Bx + 10 (using the distributive law) (adding Vike terms) = 12? + 23x + 10 (b) Now @x+ 1)Gr~ 4) A aa Gx) + 16% =) wet = Bx + 3x4 (using the distributive law) (adding Vike terms) (© Now (4x — 3)(2e +5) EN AY = 4x21 +5) ~ 308+) = 8x2 + 20r ~ 6x — 15 (using the distributive law) = 8x + lx 15 (adding like terms) (@ Now Gx —2y4r-7) as = 3x(ax — 7) — 24-7) = 12st — 21x = 8x + 14 (using the dis- tributive law) = 12x? 291 + 14 (adding like terms) 7 N Clophet Adee 2 Alternative Method (@) Now Gxt 24 + 5) ee = 1x? + 15x + 8x + 10 (multiplying) = 128+ 23410 adding tke terms) wr eee SY = 6x? — 8x +3x—4 (multiplying) = Gx? — Sx—4 (adding like terms) (©) Now aN sd = 8x2 + 20x — 6x — 15 (multiplying) = 8x + Mr—15 (adding like terms) anes ©) Now Gt YGr-Y Cor = 128 = 214 Be +14 lipying) = 12x? = 20x + 14 (adding like terms) Example 29 _ Simplify each of the following expressions: | (a) 8(2x— 53x +4) | (b) 4x ~ (3x + 2)(4x — 1) | (6) (Se + 3)(2x ~ 7) ~ (3x ~ 24x + 1) Solution (@) Now 82x ~ 53x +4) BN AY [aut + 4) ~ SOE +d] (6x? + 8x — 15x ~ 20) (using the distributive law) (adding like terms) (multiplying) = 8(6x2 — 7x — 20) = 480° — 56x — 160 (b) Now 4x — (3x + 2)(4x— 1) wae >) +1 = 4x — (12x? = 3x + Br —2) (using the distribuive law) (adding like terms) 4x ~ 128 — Sx-+2 (multiplying by ~1) =128 + dx = Se +2 (grouping like terms) (adding like terms) (©) Now (Sx + 3)(2x ~ 7) = Gx— 24x + 1) = 4x = (12x28 + Sx — 2) -12e +2 CaN ee Sax — 7) + 3Q 7) Lon eo = Buae +) - 24x + D1 = 1x = 35x + 6x - 21 = (12x? + 3x 8x = 2) (using the dis- tributive lav) = 10x? ~ 29x ~ 21 - (128? = 5-2) (adding like terms) = 10x? = 29x — 21 — 12 + Sx +2 (nultiptying by -1) = 10x? ~ 12x? = 29x + Sx = 21-+2 (grouping like terms) (adding like terms) =x? = 24x = 19 Alternative Method (@) Now 82x — 5)G% +4) ee = 8(6x2 + 8x — 15x ~ 20) (multiplying) = = 48x? — 56x — 160 (multiplying) — = 4x = (1242 = 3x + Be = 2) (multiplying) = 4e— (128 + 5x2) (adding lke terms) = 4x ~ 1202 ~ 5x + 2 (multiplying by —1) = 12x + dy — Sx + 2 (grouping like terms) (adding like terms) 12x42 ) A © Now (5x +3)2x— 7) ~ Gr- Haxr+D ee ( 8 10x? = 35x + 6x = 21 = (12x? + 3x = 8x— 2) (multiplying) 10x? — 29x — 21 — (12x? - 5x - 2) (adding like terms) 10x? ~ 29x ~ 21 — 12x? + Sx +2 (multiplying by ~1) = 10x? = 12x? = 29x 4 Sx = 21 +2 (grouping like terms) = de 2x19 (adding like terms) Example 3Q. oo Expand: (a) (x + yx = Sy) (b) (Sx — 2yX3x + 4y) (c) (6x — Sy2x — 3) (@) Now (+ yx -5y) Clas 3G - 5) +R = 3) = 8 = Say tay = 5)? (using the distributive law’) (adding like terms) = dry — Sy? (b) Now (Sx — 29x + 4y) = Bed KG TisP 209 6 ~ (ing te alistributive las) = 158+ Mary — 8)? (adding like terms) (© Now (6x ~ 5yV2x- 3) a 6x(2i — 3) — St — 3) 12x ~ 18x ~ 1Oty + 15y (using the distributive law) te ACs cs Alternative Method (a) Now (x + y)(x — Sy) Perea Sey tay - 5) multiplying) Ary — Sy? (adding like terms) (b) Now (5x ~ 2y)(3x + 4y) = 15:2 + 205 — bry ~ 8) (utpying) = 15 + 1dry 8)? (adding lke terms) (©) Now (6x — Sy(2x — 3) a = 12 = 18 lay + 15y (oudiplying) Perfect Square ‘The perfect square (a + by? = (a + b)(a +b) (a + b) + Bla +b) + ab+ab+ bh according to the distributive law. Consider a square of length (a + b) units as ilus- trated in Fig. 13.4 below. (@) boat} ) e+ 4 i 4 c i a+ o beet 8 Fig. 13.4 Squares Chole 18 Abo The area of rectangle ACIG + fhe area of rectangle GIDF. The area of the square ACDF = Hence the perfect square (a+ by = (a+ bla +b) = ala +b) + fa +). The area of the square ABHG + The area of rectangle BCIH + The area of rectangle GHEF + The area of the square HIDE, The area of the square ACDF = Hence the perfect square (a+b + ba +b) P+ ab+ab+ 2+ Dab + be Thus G@+bP= (a+ ba +b) (a +b) + la +b) + Qab + B ‘The perfect square (a — b)? = (a — ba ~ b) (a — b) ~ ba ~ b) = a2 ~ ab ~ ab + according to the distributive law. Consider a square of length (a ~ b) units as illustrated in Fig. 13.5 below. @ O) ey s —— 4} a ¢ F (©) (a=) ae ph 4 5 mab) a =D Fig, 13.5 Squares and rectangles The area of The area of the square _ rectangle ACDF ~ ‘ABEF = The area of rectangle BCDE. Hence the perfect square (a= bp = (a~ bXa~b) = ala — 6) — Wa b), Consider a square of length a units as illustrated in Fig. 13.6 below. Ot OF ' - i +a @ a a 7B a Fig, 13.6 Squares ‘The area of the square ACDF ~ The area of rectangle GIDF — = The area of rectangle BCDE + The area of the ‘square HIDE. The area ofthe square ABHG Hence the perfect square (a- bP (a — ba ~ b) — ab — ab + be a= 2ab + b2. ‘Thus (a- dF = (a ~ bXa~d) a(a ~ b) ~ bla ~ by @ — 2ab + Be From the results above it can be seen that the perfect squares (a * bY = a? = 2ab + B. Example 5 7 Expand and simplify each of the following expressions: (a) («+ pP (0) (1+ ax? (b) (+ 7P (d) (6x + 52 vo ution (a) Now Get pP= (+ pr +p) Seb+ho Bt pet prs P (angie disney) = x84 2pe padi ke term) GED = Ot Da+7 (b) Now ZN A+ N+ IE+1) B+ Te + Txt 49 (using the distributive law) (adding like terms) w+ r+ 49 (©) Now (1 + 4x)? = (1+ 41 + 4x) 1d + 40) + 4x@ + 49) 1+ 4x + 4x + 16x? (using the distributive law) (adding Vike terms) S14 8x + 162 (@) Now (6x + 5)? = (6x + $)(6x + 5) AN 6x62 +3) + 56 +5) 36x? + 30x + 30x + 25 (using the dis- tributive law) (adding like terms) = 362 + 6x + 25 Alternative Method 1 @ Now +p? =O + PG +p) 22+ pet px + p? (multiplying) 2+ Opx +p? (adding like terms) () Now ED? EBD =O 10+

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