7th NEW SYLLABUS “MATHEMATIC eeOXFORD [UNIVERSITY PRESS Oxford Univetsity Press is a department of the University of Oxford. 1k fiuthers the University’s objective of excellence in research, scholarship. and education by publishing worldwide. Oxford is a registered trade mark of ‘Oxford University Press in the UK and in certain other countries Published in Pakistan by Ameena Saiyid, Oxford University Press No. 38, Sector 15, Korangi Industrial Area. PO Box 8214, Karachi-74900, Pakistan © SHING LEE PUBLISHERS PTE LTD ‘The moral rights of the authors have been asserted First Edition published in Singapore in 1992 Sixth Edition published in Singapare in 2008 Third Edition first published in Pakistan by Oxford University Press in 1994 Fourth Edition first published in Pakistan by Oxford University Press in 2000 Fifth Edition first published in Pakistan by Oxford University Press im 2003 ‘Sixth Edition first published in Pakistan by Oxford University Ptess in 2008 Seventh Edition first published in Pakistan by Oxford University Press in 2018 ‘This Secondary Mathematics Series, adapted trom the New Sjllabus Mathematics Series, is published in collaboration with Shing Lee Publishers Pte Ltd, Singapore For sale in Pakistan and Pakistani schools in the Middle East only All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence, or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above ‘You miust not circulate this work in any other form ‘and you must impose this same condition on any acquirer ISBN 978-40-19-940743-9 Printed on 70gsm woodsfree paper Printed by WP Acknowledgements Editorial Consultant: Shazia Asad ‘Photograph: cover: ShutterstockNew Syllabus Mathematics (NSM) is @ Series of textbooks specially designed to provide valuable learning experiences to engage the hearts and minds of students sitting for the GCE 0 level examination in Mathematics. Included in the textbooks are Investigation, Class Discussion, Thinking Time, Journal Writing, Performance Task end Problems in Real-World Contexts to support the teaching and learning of Mathematics. Every chapter begins with a chapter opener which motivates | students in learning the topic. Interesting stories about Mathematicians, real-life examples and applications are used to arouse students’ interest and curiosity so that they can appreciate the beauty of Mathematics in their surroundings. The use of ICT helps students to visualise and manipulate mathematical objects more easily, thus making the learning ‘of Mathematics more interactive. Ready-to-use interactive ICT templates are available at http://www.shinglee.com.sa/ ‘StudentResources/ OXFORD Ee o oueR ProtacaCHAPTER OPENER Each chapter begins with 2 chapter opener to arouse stucients’ interest and curiosity in leaming the topic. LEARNING OBJECTIVES Learning objectives help students to be more aware of what they are about to study so that thay can monitor their ‘own progress. RECAP Relevant prerequisites will be revisited at the beginning of the chapter or at appropriate junctures so that students can ‘tuild upon their prior knowledge, thus creating meaningful links to their existing schema. WORKED EXAMPLE This shows students how to apply what they have leamt to solve related problems snd how to present thelr working clearly. A suitable heading fs included in brackets to distinguish between the different Worked Examples. PRACTISE NOW ‘At the end of each Worked Example, a similar question will be provided for immediate practice. Where appropriate, this includes further questions of progressive difficulty. SIMILAR QUESTIONS A list of similar questions in the Exercise is given here to help teachers choose questions that thelr students can do on their own, EXERCISE The questions are classified into three levels of difficulty ~ Basic, Intermediate and Advanced. SUMMARY ‘At the end of each chapter, 2 succinct summary of the key concepts is provided to help students consolidate what they have leat. REVIEW EXERCISE ‘This is included at the end of each chapter for the consolidation of learning of concepts. CHALLENGE YOURSELF Optional problems are included at the end of each chapter to challenge and stretch high-ability students to thelr fullest potential. REVISION EXERCISE ‘This is Included after every few chapters to help students assess their learning. - = S$ OXFORD Preface Seen: Learning experiences have been infused into Investigation, Class Discussion, Thinking Time, Journal Writing and Performance Task. Investigation Activities are Included to guide Class students to investigate and discover Discussion Important mathemati on het bin) ont iat Oot Gaelere are werent sin natant in class, with the teacher acting as the facilitator, ean ate) Tha questions will assist students to learn new knowledge, think mathematically, and enhance thelr reasoning and oral communication skills. Thinking Time Journal Writing ' Key questions are also included at ‘Opportunities are provided for students to appropriate junctures to check it reflect on their leaming and to communicate students have grasped various concepts mathematically. lt can also be used as a and to create opportunites for them to {formative assessment to provide feedback to further develop thar thinking. students to improve on thet fearing = Performance Task Mini projects are designed to develop research and presentation Skills in the students. This contains important This guides students This includes information Information that students oon how to approach 2 that may be of interest should know problem. to students 9 intemnet 4 SS Fesources S ‘Thue: contains: oodista This contains puzzles, This guides students to fascinating facts and search on the Inter for atical concepts hao valuable information or Interesting stories about Mathematics as interesting online games enrichment for students. fortheirindependent and self-directed fearhing. oxtane ———____— me @ I of rules that students have leartt previously,Linear Inequalities in 001 Two Variables 1.1 Linear Inequalities in 003, Two Variables 1.2. Application of Systems of Linear = 013. Inequalities in Two Variables in Real-World Contexts Summary a7 Review Exercise 1 017 wa 3... Probability of Combined Events 035 3.1. Probability of Single Events 037 3.2 Simple Combined Events, oat Possibility Diagrams and Tree Diagrams 3.3 Addition Law of Probability and 054 Mutually Exclusive Events 3.4 Multiplication Law of Probability 055 and Independent Events Summary 068 Review Exercise 3 069 Matrices 135 5.1 Introduction to Matrices 137 5.2 Addition and Subtraction of 143 Matrices 5.3 Matrix Multiplication 148 5.4 Determinant of a Matrix 158 5.5 Inverse of a Matrix 158 5.6 Applications of Matrices 164 Summary 177 Review Exercise 5 178 —~lEZ. Further Sets 021 2.1 Applications of Venn Diagrams 023 in Problem Sums 2.2 Formulas in Set Theory 029 Summary 033 Review Exercise 2 033 Statistical Data Analysis 073 4.1 Cumulative Frequency Table O75 and Curve 42 = Median, Quartiles, Percentiles, 086 Range and Interquartle Range 4.3 Box-and-Whisker Plots 100 4.4 Standard Deviation 44 ‘Summary 129 Review Exercise 4 130 Further Geometrical 181 Transformations 6.1 Enlargement 183 6.2 Geometrical Transformation 194 and Matrices 63 Transformation Matrix 200 for Enlargement 6.4 Inverse Transformations and 203 ‘Combined Transformations ‘Summary 212 Review Exercise 6 212 a OREORRSE Vectors 215 7.1 Vectors in Two Dimensions 217 7.2 Addition of Vectors 228. 7.3 Vector Subtraction 235 7.4 Scalar Multiples of a Vector 246 7.5 Expression of a Vector in Terms 250 of Two Other Vectors 7.6 Position Vectors 253 7.7 Applications of Vectors 257 Summary 267 Review Exercise 7 268 Revision: Numbers and 304 Algebra 9.1 Numbers and Perceritages 303 9.2 Proportion, Ratio, Rate and 307 Speed 9.3. Algebraic Manipulation and an Formulae 9.4 Equations and Inequalities 319 9.5 Functions and Graphs 326 9.6 Graphs in Practical Situations 334 9.7 Sets 342 9.8 Matrices 348 Revision: Probability and 409 Statistics 44.4. Probability 41 11.2 Statistics 419 oxForD ES Loci 273 8.1 Introduction to Loci 275 82 Locus Theorems 2768 8.3 _ Intersection of Loci 282 8.4 Further Loci 288 ‘Summary 207 Review Exercise 8 207 aE. Revision: Geometry and 357 Measurement 10.1 Angles, Triangles and Polygons 359 10.2 Congruence and Similarity 365 10.3 Pythagoras’ Theorem and 370 Trigonometry 10.4 Mensuration 378 10.5 Geometrical Transformation ‘387 and Symmetry 10.6 Coordinate Geometry 390 10.7 Vectors 395 10.8 Properties of Circles 403 Problems in Real-World Contexts 433 Specimen Paper 444 Practise Now Answers 459 Answers 463Linear Inequalities in Two Variables ‘Many eampanies are devoted to using systems of Inequalities to ensure that they are making the most profit. This can be achieved by producing the right combination of Items in terms ‘of quantity or spending the least amount of money inthe production of certain items. Linear ‘programming is the mathematical process of analysing a system of Inequalities to make the best decisions given the constraints of the situation,Chapter . ‘solve & ayatorr of lisa nequiltion i to varidblés, + solve problems involving systems of near inequalties in two variables.Recap (Properties of Inequalities) In Book 2 and Book 3, we have learnt some properties of inequalities. ‘We can add or subtract a positive number from both sides of an inequality without having to reverse the inequality sign, i. ifx=yanda>0, thenx+a=y+aandx-a> This is also true for a negative number 6, We can multiply or divide both sides of an inequ inequality sign, ie. ifx > y and ¢>0, then cx = cy and = = 4. ifx = yandb <0, thenx+b>y+bandx-b>y-b, yy by positive number without having to reverse the However, if we multiply or divide both sides of an inequality by a negative nut the inequality sign, ie. > yand d <0, then dx = dy and 5 < 4. imber, we will have to.reverse For any three numbers x,y and z, | ifx>yandy> z, then x This is known as the transitive property of inequalities. ‘=! Recap (Linear Equations in Two Variables) ‘We have learnt linear equations in two variables and how to draw graphs of linear equations in the form y = mx+ ¢, where x and y are the variables. In general, for a straight line passing through the point (0, c) and with gradient 1m, the equation isy = mx +c. In this section, we shall learn about linear inequalities in two variables, Chapter 1 Lineor inequalitie Variables PO») ‘A(0, 0) OXFORDInvestigation Linear Inequalities in Two Variables Case 1: On the line 1. The graph of the linear equation x + 2y = 4 is shown in Fig. 1.1(a). Some points are marked on the line. Fig. 1.1(a) Find the values of x + 2y by substituting the coordinates of each point on the line. Record the values in Table 1.1. What do you notice about the values of x+2y?Case 2: Below the line 2. The graph of the linear equation x + 2) =4 is shown in Fig, 1.1 (b). Some points are marked below the line. z Fcesiey } j y * I f | | f Fig 1.00) Find the values of x+ 2y by substituting the coordinates of each point below the line. Table 1.1, What do yau notice about the values of x+2y? Case 3: Above the line 3. The graph of the | Fig. 1.110) e Chapter Linear inequalities in Two Variables OERFind the values of x + 2y by substituting the coordinates of each point above the line, Record the values in Table 1.1. What do you notice about the values of x + 2y? Coordinates ney Coordinates ay Coordinates x4y of point of point of point Observation Table 1.1 {i In Case 1, the values of x + 2y are always equal to 4; Gi) In Case 2, the values of x-+2y are always less than 4; ii) In Case 3, the values of x +2y are always greater than 4. We are familiar with Case 1 as the points‘on the line represent a linear equation in two variables x +2y=4. In Case 2, since the values of x + 2y are always less than 4 for points below the line of linear equation x+2y=4, ‘we can write the inequality x + 2y <4 to represent the region below a straight line graph. In Case 3, since the values of x + 2y are always greater than 4 for points above the line of linear equation x+2y=4, we can write the inequality x + 2y > 4 to represent the region above a straight line graph. We can say that the points in Fig. 1.1(b) satisfy the inequality x+ 2y <4 and the points in Fig. 1.1(€) satisfy the inequality x+2y> 4, oo From the investigation, we observe the following:Worked (Drawing Graphs of Linear Inerqualities in Two Variables Example Show, unshaded, the region satisfied by the following inequalities: xB Oye Latys5Sy oF < sign Forx> 0, we shade the region to the left of the y-axis, For y> 1, we shade the region below the line y= 1. For.x-+y <5, the tegion above x+y =5 is shaded, For y y, Exercise 1A Questions 1(a}-f) pn OXFORD Chapter Linear inequalities fa Two Variables aeWorked | (Writing: Linear inequatities'in Two Variables from Graphs) Example _ Write down the inequalities which define the unshaded region. y Equation of i y-4_ 4-0 3-0 0-cay y-4ex yext4 ‘The unshaded region lies below /\. Hence y-0,y=2e @ (b) x> 2, yext (© xty<4,yer-1 @) x>0,y>2,y<6-x (©) x>0,2e+y<10,y>1 ) y-1 Suman Lines wc ———_—— OXFORD, Chapter Linear Inequalities in Two Variables pens 2gb) 2 Ey k 3. In-each of the following cases, write down the inequalities which define the unshaded region. x * fa) y = x= 5 ato / —S>— ox = a 2 / 34 2y=6 it @y rs) y SS + Ot 2 3 4 SNe yarrd - ) ¥ 7 ‘ xed | re 3 1 “ap @ x . yj EH A 12 3 aN y ©4. Leave unshaded the region defined by the following inequalities: ¥0,y>0, Sx+4y< Mand r+ y<8, Find the greatest value of 4x + y which satisfies the above inequalities. 5. On the same diagram, draw the graphs satisfying the following inequalities and outline the region representing them. aE yS2y-0, which satisly the above conditions. (b) On a sheet of graph paper, show, unshaded, the region satisfied by the inequalities in@. (© A plot of land used to plant a banana tree has an-area of 16m? and a plot of land used to plant a coconut trée has an area of 4 m*. Use your graph to estimate the maximum possible land area that the farmer has. RDSolution: (a) The three inequalities are x+y < 36, x > 20 and x > 2y, (b) Draw the lines x+y=36, x=20 and x=2y. When shadling the regiin not Shade the regions not required by the inequalities: feed by an realy vole Sindy, unite te egal yS36-x xP ys 5,"e0andyeo sich that» ion the LHS of the ceva, @ Abover+y=36 nese Gi) Leftof x= 2 (ii) Above x =2y (iv) Below the x-axis () Left of the y-axis (©) Let the land area that the farmer has be A m’. Lis lp geelonieataind i y i cocuinatesof one ofthe vertices ‘Ais given by 16x + 4y and must be satisfied by the unshaded region, seni cnr fevered if the farmer plants 36 banana trees, i.e, x= 36 and y=0, he has the Since the plot of land used to plant maximum possible land area 8 banana tee has 2 greaor area than that used 29 plant a cocanut Maximum possible value of A ree, the maximum possible land = aren occurs when atnany banana = 1636) +400) trees as posable are planed. That 576 m’ is, w= 36 and y= 0, OXFORD Linesr inequalities in Two VeA shopkeeper stocks two brands of drinks called Coola and Shiok. He is ordering fresh supplies and finds that he has room for up to 1000 cans. He proposes to arder at least twice as many cans of Shiok as of Coola, He wishes to have at least 100 cans of Coola and not more than 800 cans of Shiok. (@) Taking x to represent the number of cans of Coola and y to represent the number of cans of Shiok that he orders, write down four inequalities involving x and/or y, other than x > 0 and y = 0, which satisfy the above conditions. (b) The point (x, y) represents x cans of Coola and y cans of Shiok ordered. Using a scale of 1 em to represent 100 cans on each axis, construct and indicate clearly, by shading the unwanted regions, the region in which (x, y) must lie. (©) The profit made by selling a can of Coola is $6 and that of a can of Shiok is $5, Use your graph to estimate the number of cans of each brand that the shopkeeper should order to give the maximum profit. Exercise 18 Questions 1-5 1. Kate plans to divide her ribbon into not more than 30 pieces. Each piece of ribbon is to be used to \Wrap either a box of cookies ora packet of candies. ‘She will wrap at least 8 boxes of cookies and there will be at least twice as many packets of candies as boxes of cookies. (@) Taking x to represent the number of boxes of cookies and y to represent the number of packets of candies that she wraps, write down three inequalities, other than x > 0 and y > 0, which satisfy the above conditions. (b) On a sheet of graph paper, show, unshaded, the region satisfied by the inequalities in (a). (©) Apiece of ribbon used to wrap a box of cookies is 30 cm long and a piece of ribbon used to wrap-a packet of candies is 15 em long, Use your graph to estimate the maximum possible length of ribbon that Kate has. Ghapter 1 Linear Inequalities in Two Variab! 2. A chef plans to divide his dough into not more than 40 portions. Each portion af dough is to be used to make either a pizza or bread. He will make at least a dozen pizzas and there will be at least twice as many pizzas as loaves of bread. (@) Taking x to represent the number of pizzas and y to represent the number of loaves of bread that he makes, write down three inequalities, other than x > 0 and y = 0, which satisfy the above conditions. (6) On a sheet of graph paper, show, unshaded, the region satisfied by the inequalities in (a). (©) The dough used to make a pizza weighs 6 ¢ and the dough used to make a loaf of bread weighs 8 g. Use your graph to estimate the maximum possible weight of dough that the chef has, OXFORD3. A supermarket manager stocks two brands of detergent called Power Clean and Disappear. His stock is running low and finds that he has room for up to 200 bottles. He proposes to order at least twice as many bottles of Power Clean as of Disappear. He wishes to Have at least 50 bottles of Disappear and not more than 140 bottles of Power Clean: {a) Taking x to represent the number of bottles of Power Clean and y to represent the number of bottles of Disappear that he orders, write down four inequalities involving x and/or y, other than x > 0 and y = 0, which satisfy the above conditions. (b) The point (x, ») represents x bottles of Power Clean and y bottles of Disappear ordered. Using a scale of 2 cm (o represent 50 bottles on each axis, construct and indicate clearly, by shading the unwanted regions, the region in which (x, ») must lie. (© The profit of a bottle of Power Clean is $10 and the profit of a bottle of Disappear is $8. Use your graph to estimate the number of bottles of each brand that the supermarket manager should order to give the maximum profit. 4. Twotypes of ship, Gigantic and Jumbo, are available to move 300 men and 20 000 kg of equipment. Each Gigantic ship can carry 40 men ancl 3000 kg ‘of equipment. Each Jumbo ship can carry 50 men ‘and 2000 kg of equipment. (@) If-x Gigantic ships and y Jumbo ships are used, write down the inequalities, other than x= 0 and y > 0, which x and y must satisiy. (b) The point (x,y) represents the number of Gigantic ships, x, and the number of Jumbo ships, »- Using, a suitable scale on each axis, construct and indicate clearly, by shading the unwanted regions, the region in which (x, y) must lie. (©) Use your graph to estimate the least number of ships that can move 300 men and 20-000 kg of equipment. OXFORD A dealer produces two blends of tea, Fragrant and Instant, by mixing two varieties of tea leaves, Aand B. In Fragrant blend, = a4 = 4 and in instant weight of A 2. blend, Sega Given that he produces x kilograms of Fragrant and y kilograms of instant, copy and complete the following table. (a) The dealer has at most 3200 kg of variety A and at least 3000 kg of variety B. Write down two inequalities involving x and y which satisfy these conditions and show that they simplify to 2x + y < 8000 and x+3y < 15.000. (b) He wishes to produce less Fragrant than Instant and has sufficient containers for only 2300 ke of Fragrant and 5000 kg of Instant, Write down three inequalities which satisfy these conditions. (©) The point (x, ») represents x kilograms of Fragrant and y kilograms of Instant. Using a scale of 2.cm to represent 1000 kg on each axis, construct and indicate clearly, by shading the unwanted regions, the region in which (x, ») must lie. (d) The dealer makes the same profit per kilogram on Fragrant as on Instant. Use your graph to estimate the weight of each blend that he should produce to maximise the profit. Tins inequalities wTwo Varies Chapter1. Allinear inequality in two variables can be illustrated on a graph by drawing the linear equation in two variables and shading the unwanted region. mx ¢ represents 3. A system of lineat inequalities in two variables can be solved by the graphical method. The solutions to the system of linear inequalities are represented by the unshaded region. Review Exercise sf) 1. Show, unshaded, the regions satisfied by the following inequalities: @) y>0,y<2x (b) x>-L y > 2e+1 © x42 <2, yRxtl @) x>1y=2ysx-6 (©) x>0,2x+2y<9, yo2 () y1 7 OXFORD Chapter? Linear Inequalities in Two V e ae| © In each of the following cases, write down the inequalities which define the unshaded region. f@) y (b) me 10,3) 0] Uniear D2, -3)3. Leave unshaded the region defined by the folloiving inequalit x20,y20,x23yandy24x—11, Find the greatest value of 6» —x which satisfies the above inequalities. 4. Find the maximum value of xy subject to the following inequalities: #4 4y S12, 2y53r46,y = x—2 and 3x-y < 10, 5. Nora, who intended to keep chickens and ducks on her farm, asked each of her four friends how many chickens and/or ducks she should keep. i) Daniel suggested that she should keep more than 10 ducks, (Gi) Michael suggested that the number of chickens should be at least 20 but not more than 50. Gi) Amirah suggested that the total number of chickens and ducks should be less than 70. iv) Shirley suggested that the number of chickens should be greater than or equal to the number of ducks. (a) Taking x to be the number of chickens and y to be the number of ducks, write down the inequ: which represent these conditions. (b) The point (x, 9) represents x chickens and y ducks that Nora kept. Using a scale of 2 em to represent 20 chickens on the x-axis and a scale of 2 em to represent 20 ducks on the y-axis, and indicate clearly by shading the unwanted regions, the region in which (x, ») must lie. (©) Assume Nora took all her friends’ suggestions. When she sold the animals, she made a profit of $6 on each chicken and $12. on each duck. Find the minimum number of ducks she kept on her farm to ensure a profit of at least $480. a OXFORD Ghapter'1 Linear Inaqualities in Two Variables ee6. Brand A of potato chips contains 240 calories per kilogram and 200 units of vitamins per kilogram. Brand B of potato chips contains 160 calories per kilogram and 80 units of vitamins per kilogram. tt is desired to have at least 10 kg mixture of brands A and B that contains not more than 2400 calories and at least 1600 units ! of vitamins. @) If kilograms of Brand A and y kilograms of Brand B are mixed, write down the inequalities, other than i x =O and y= 0, which xand y must satisfy. (b) The point (x, 9) represents the weight of Brand 4, x kilograms, and the weight of Brand B, y kilograms. Using a suitable scale on each axis, construct and indicate clearly, by shading the unwanted regions, the region in which (x, y) must lie, (© Use your graph to estimate the maximum weight of the mixture of potato chips that contains the desired amount of calories and vitamins. Challenge Yoursellf A banker has $1 000 000 to invest in three different funds. The government bond fund has a 5% return, the local bank's fund has a 7% return, and a high-risk account has an expected 10% return. To minimise risk, the banker decides not to invest more than $100 000 in the high-risk account. For regulation reasons, he needs to invest at feast three times as much in the government bond fund as in the bank's fund. How should the money be invested to maximise the expected returns? OXFORDFurther Sets Ciereou lca eee ila: Tne icate Te a eee ees ousas ws 100 y shows that placing yout advertisement inv one of our magazines will react the greatest number of eople meer eau ey eter Cr a ScMe eg eer Coen eerieIn Book 2, we have learnt how to solve problems invalving set notations and Venn diagrams. In addition to the problems that we have covered in Book 2, Venn diagrams may also be used to solve problems on classification and cataloguing. In this section, we will take a look at some of these problems. cenarios involving Two Sets Consider the following scenario. Ina class of 40 pupils, 27 play basketball, 25 play tennis while 17 play both. How can we draw a Venn diagram to represent the data above? pa Step 1: Let B represent the set of pupils who play basketball and 7‘ represent those playing tennis. Step 2: The 17 pupils who play both games are represented in the region BT. 5 George Boole (1815 - 1864) Iniroducesa symbelic approach tothe study of logic. This allowed him to clarify difficult logical Fig. 24 Step 3: Since there is a total of 27 pupils in set B, the remaining (2717) = 10 lems insymbolicfrnshased pupilsare represented by the rest ofthe cicle B. Simjlarly, the remaining 26% Thealiine of sts bing (25-17)=8 pupils who play tennis only are represented by the remaining, operations is known a ‘Boolean part of 7: ‘Nghe, Today, Booka Algebras cme widely aa tal eto : mone Re wo (17) 8 Sane Fig, 2.2 Step 4: Now, n(G)=40 but (BU 7) = 10+ 17 +8 =35. Thus, we draw the following Venn diagram, ' ri ey 9 +) Fig. 2.3 From Fig. 2.3, we can conclude that there are 5 pupils who play neither basketball ‘nor tennis, 10 who play basketball only, 8 who play tennis only and 17 who play both basketball and tennis. = = oxrorD Chapter 2 her Sats perchWorked Problem involving Intersection of Two Sets) Example In a class of 30 pupils, 18 like folk music and 22 like classical music. If all the pupils like at least one of the two types of music, find the number of pupils who like both types. Solution: Let A= {pupils who like folk music) and B = {pupils who like classical music). Letarbe the number of pupils who like both types of musi Since there are 18 in A altogether, there must be (18—.x) who are only in A. Similarly, there must be (22 ~ x) who are only in B. & Since all 30 pupils like at least one of the two types of music, AUB =, (18a) +44 (22-2) =30 x=10 «+ There até 10 pupils who like both types of music. 80 people were asked to participate in a food survey. 24 responded that they enjoy Exereive 24 Questions 1-2, 7 italian food and 33 responded that they enjoy Chinese food. If all the respondents eiijoy at least one of the two types of cuisine, find the number of people who enjoy hoth types. Scenarios involving Three Sets Consider the following scenario. In acertain school, the pupils have to study Mathematics, Science or Geagraphy. Each pupil must study at least ‘one of the three subjects. Among a group of 40 pupils, 20 study Mathematics, 22 Science and 28 Geography; 12 study Mathematics and Science, 14 study Science and Geography and 15 study Mathematics and Geography. How can we draw a Venn diagram to represent the data above? Step 1: Let M= (pupils who study Mathematics}, = {pupils who study Science} and G-= [pupils who study Geography). Since every pupil must study at least one of the three subjects, (MU SUG) =n(8) =40 OXFORD a — —Step 2: Let the number of pupils who study all three subjects be x. Hence, the central region of the Venn diagram is marked x. te 7 NE (Jey G Fig. 2.4 Step 3; Next we shall find the different values of a, 6, ¢, d, e and /to complete the Venn diagram. Since 12 pupils study Mathematics and Science, there must be (12 —x) pupils who study only these two subjects. Las 12—x By the same argument, b= 15—xande=14—x. Altogether, 20 pupils stucy Mathematics. d=20-x-a-b =20-x-(12-x)-(I5-2) ait By the same argument, f=22-x-(12-2)- (14-2) -4 8 1-15 x)= (14-9) 1 7 = OXFORD Chapter2 Further Sets oxenStep 4: MUSUG)=d+b+atxtfrcte =40 ay (=) + 15-2) + (12-2) $+ e—4) + (14) + (= = 40 ithaealiiay, 29+x=40 +e) C14) HORT Mere Substitute x=11 into the Venn diagram in Step 2 and we get the following diagram, & Fig. 2.6 From Fig. 2.6, we summarise the results as follows: | Mathematics only 4 Geography only. 10 Science only 4% Mathematics and Geography only 4 Mathematics and Science only 1 Science and Geography only 3 Mathematics, Geography and Science n Worked (Protslem involving Intersection of Three Sets) In a group of girls, 20 play volleyball, 21 play badminton and 18 play table tennis: Example 7 play volleyball only, 9 play badminton only; 6 play volleyball and badminton only and 2 play badminton and table tennis only. @ How many play all three games? Gi) How many play volleyball and table tennis only? (ii) How many play table tennis only? (iv) How many girls are there altogether? B= (badminton players), table tennis players), + (V)=20, (B)=21, nD) = 18 Letx represent the girls who play al three games, y to represent the girls who play volleyball and table tennis and 20 represent the girls who play table tennis only, rankarsoe apie?With this information, we draw the following Venn diagram. @ n(B)=21 #+64+249=21 xed 2.4 girls play all three games. (i) + 3 girls play volleyball and table tennis only. Gi) n(T) = 18 st244e3=18 2.9 girls play table tennis only. @ y —~sE y Ne AY ) WAVAW, 7 MVUBUT)=7+64443494249 =40 = There ate 40 girls altogether. Ina class of students, 20 ate members af the dance group, 26 are members of — fxercke 2A Questions 8-11 the choir and 15 are members of the band; 8 are members of the dance group only, 77-7! 13 are members of the choir only; 6 are members of the dance group and the choir only and 5 are members of the choir and the band only. (How many students are involved in all three activities? Gi) How many students are members of the dance group and the band only? (iii) How many students are members of the band only? (iv) How many students are there altogether? ath ‘OXFORD Ghapter2 Further Sets OREORR{Further Applications of Sets Worked (Sets and Lin ut , It is given that € = x: x is a real number, 15 < x < 15}, A= {x:-19 ») a OmEgRR ——————— Further SeiGiven that n(A)=23 and n(B) =9, find the (greatest value of n(A U B), Gi) least value of n(A UB), illustrating the cases with Venn diagrams. Exercise 2A Questions §, 18-19, 2 How can we find the greatest and least values of n(A 9 B) in Worked Example 52 From Practise Now 5 and Thinking Time, we observe that, given two sets A and , we can obtain * the greatest intersection when union is the smallest, i.e. when one set is a proper subset of another. * the smallest intersection when union is the greatest, i. when two sets are disjoint. 2A Een 1. In a group of 120 pupils, 80 can play the guitar only and 25 can play the piano only. Find the number of pupils who ean play hath instruments if there are 3 pupils who can play neither. 2. Ina group of 40 community leaders, 35 can speak English and 12.can speak Mandarin. How many can speak both English and Mandarin if each of them can Speak at least one of the two languages? 3. Ifn(A UB) =44, n(A 0 B)=5 and n(A) = 20, find the value of n(B) with the help of a Venn diagram. 4. If n(A)=10,n(8)=6 and n( 9 B)=3, state the value of (A UB). 5. If n(A) = 24, n(B) = 17, n(&) = 40, find the greatest and the least values of the following. @ nana) Gi) AUB) @ Chapter2 Further Sets 6. All the 35 families in an estate possess either a car or a motorcycle, or both. 18 have cars and 27 have motorcycles. (@) Draw a Venn diagram to reptesent the data. (D) From the Venn diagram, find the number of families with @ both cars and motorcycles, Gi). cars but not motorcycles, 7. Ina school, 60% of the pupils have savings accounts with POSBank and 72% of them have savings accounts with commercial banks. Find the percentage of pupils who have savings accounts in both POSBank and commercial banks if all the pupils have at least one savings account. ——= OXFORD10. 1. in a group of 160 pupils, 46 pupils failed Mathematics, 52 pupils failed History and 50 pupils failed Geography; 31 pupils failed Mathematics and History, 33 pupils failed History and Geography, 36 failed Mathematics and Geography and 24 failed all three subjects. Draw a Venn diagram to illustrate this information and find the number of pupils who failed at least one subject. 68 elderly men failed a medical test because of defects in at least one of these organs: the heart, Jungs.and kidneys. 30 heart disease, 30 lung disease and 33 kidney disease. 7 of them had both lung and heart diseases, 10 had lung and kidney diseases while 11 had kidney and heart diseases. Draw a Venn diagram to illustrate this information. Find the number of elderly men @ who suffered from all the three diseases, i) had only lung disease. A number of people were asked whether they liked drinks of orange, lemon o grape flavour. The replies showed: 85 liked orange 45 liked orange and lemon 65 liked grape 40 liked lemon and grape 90 liked lemon 15 liked lemon, orange and grape 30 liked orange 25 liked none of the three and grape Find @, the total number of people interviewed, the number who liked orange alone, the number who liked lemon alone, (iv) the number who liked grape alone. 80 boys took the GCE examination in the three subjects: Geography, English and Mathematics, and none of them failed all three subjects. It was noted that passed English only and 10 passed Mathematics, only; 7 passed Mathematics and Geography but not English, 40 passed English and Mathematics and 21 passed English and Geography. Altogether, 54 passed English. (a) Drawa Venn diagtam torepresentthis information. (b) From the Venn diagram, find the number of pupils who (passed Geography only, Gi) passed all three subjects. 12, Itis given that & = {x:-20 Mark outthefavourableoutenmes ‘on the posit clagram. Count the number of O) for snd the number aff }r i, ‘Beetcse 3A Questions 5-6, 25,21(a) Copy and complete the possibility diagrams. (b) Using the possibility diagrams, find the probability that the sum of the scores is @ even, Gi) divisible by 3, | Gi) a perfect square, (iv) less than 2. (©) Using the possibility diagrams, find the probability that the product of the ‘scores is @ odd, Gi) larger than 12, ii) a prime number, (iv) less than 37. 2. Acircular card is divided into 3 equal sectors with scores of 1, 2 and 3. The card has a pointer pivoted at its centre. The pointer is spun twice. Fach time the pointer is spun, it isequally likely to stop at any of the sectors. {@) With the help of a possibility diagram, find the probability that @ each score is a ‘1’, i) at least one of the scores isa ‘3". (b) Ina game, a player spins the pointer twice. His final score is the larger of the two individual scores if they are different and their common value if they are the same. The possibility diagram below shows the player's final score, 3 ' @ Copy and complete the possibility diagram. Gi) Using the diagram, find the probability that his final score is even. (iii) Using the same diagram, find the probability that his final score is a prime number, OxroRD? Tree Diagrams The sample space for tossing a fair c {H,N. 3 The sample space for tossing two fair coins can & be represented by a possibility diagram, as shown i in Fig. 3.3, it How can we represent the sample space for tossing First Coin three fair coins? Fig. 3.3, We use a different type of diagram called a tree diagram to represent the sample space, as shawn in Fig. 3.4. The following steps shaw haw the tree diagram is constructed. 1. When the first coin is tossed, there are two possible outcomes, head (H) or tail (7), so we start with a point and draw two branches H and T. <— = 2. The second coin is then tossed. Regardless of the outcome of the first toss, the second coin would also yield either a H or a T, thus we draw two branches after the H and the T from the first toss as shown below. There are a total of 2 x 2=4 branches, ie: there are 4 possible outcomes at this stage. ee H T = 3, The third coin could also yield two outcomes when the first two outcomes are HH, HT, TH ar TT. Thus we obtain the tree diagram as shown in Fig. 3.4. First coin Second coin Third coin <— This branch represents T the outcome HHH A Ty He <7. +— This branch To Umsotee TH Fig. 3.4 From Fig. 3.4, we observe that there ate a total of 2 x 2.x 2=8 branches, 1.2. the total number of possible outcomes is 8. In summary, List of outcomes in a set Possibility diagram or tree diagram Tree diagram wie f= eo Chapter’3 Probabilily of Combined Events Jafar there are tivo chile and one of them is a boy. What 's the probability thatthe other chile sa i OXFORD; Exercise 3A i. A fair coin and a fair 6-sided die are tossed and rolled, respectively. Using set notations, list the sample space of the experiment, A box contains 7 pens, 3 of which are faulty. A pen is drawn from the box at random, Using set notations, list the sample space of this probability experiment and find the probability that the pen drawn is not faulty. Suppose that the first pen drawn is not faulty and it is not replaced in the box. second pen is now drawn from the box. Using set notations, find the probability that the second pen drawn is faulty. Each letter of the word ‘POSSIBILITY’ is written on identical cards, One card is chosen at random. Using set notations, find the probability that the letter on the chosen card is @ as, (i) a P’ oran Y, Gi) a vowel, (iv) a consonant. ‘A box contains three cards bearing the numbers 1, 2 and 3. A second box contains four cards bearing the numbers 2, 3, 4 and 5. A card is chosen at random from each box. (@) Display all the possible outcomes of the experinient using a possibility diagram. (b) With the help of the possibility diagram, calculate the probability that @ the cards bear the same number, Gi) the numbers on the cards are different, (iil) the larger of the two numbers an the cards is 3. Chapter 3 Probability of Combined Events 5. Six cards numbered 0, 1, 2, 3, 4and 5 are placed im a box and well-mixed. A card is draw at random from the-box and the number on the card is noted before itis replaced in the box. The cards in the box are’ thoroughly mixed again and a second card is crawn at random from the box. The sum of the two numbers is then obtained. (@) Copy and complete the possibility diagram below, giving all the possible sums of the two numbers. Some of the possible sums are shown. Fitst number Second number (b) How many possible outcomes are there in the sample space of this experiment? (©) Whats the probability that the sum of the two numbers @ willbe7, Gi) will be a prime number, ii) will not be a prime number, (iv) will be even, (9) will not be event (d) Which sum is more likely to occur, the sum of Toor the'sum of 8? OXFORD6. Itis given that X= (4, 5, 6} and ¥=(7, 8, 9). An element x is selected at random from X and an element y is selected at random from ¥. The possibility diagrams below display separately some of the valuesiof x +» and xy. i 42 40 {@) Copy and complete the possibility diagrams. (b) Find the probability that the sum x+y is @ prime, ii) greater than 12, Gi) at most 14. (© Find the probability that the product xy is @ odd, i) even, (iii) at most 40. A fair coin is tossed three times. Display all the possible outcomes of the experiment using a tree diagram. From your tree diagram, find the probability of obtaining (three heads, at least two heads. (i) exactly two heads, Bag P contains a red, a blue and a white marble while bag Q contains a blue and a red marble. ‘The marbles are identical except for their colour. A marble is picked at random from both bag P and bag Q. List all the possible outcomes of the sample space. Find the probability that the two marbles selected are @ of the same colour, Gil) of different colours. (ii) blue and red, OXFORD ———— 9. 10. 1". A two-digit number is formed using the digits 1, Zand 3. Repetition of digits is allowed. {a) List the sample space. (b) Find the probability that the two-digit number formed is @ divisible by 3, GD a perfect square, Gii) a prime aumber, Gv) a composite number, The three daughters-in-law of Mrs Chan are happily awaiting the arrival of their bundles of joy within the year. List the sample space of the sexes of the three babies, given that the babies are equally likely to be either a boy or a girl. Hence, find the probability that Mrs Chan will have three grandsons, two grandsons and one granddaughter, Gii) one grandson and two granddaughters. In an experiment, two spinners are constructed with spinning pointers as shown in diagrams below. Both pointers are spun. Each time the pointer is spun, it is equally likely to stop at any sector. First spinner Second spinner (@ Find the probability that the pointers will point at (numbers on the spinners whose sum is 6, i) the same numbers on both spinners, Gil) different numbers on the spinners, (iv) two different prime numbers. (b) Whatis the probability that the number on the first spinner will be less than the number on the second spinner?