GRAMMAR COLLEGE , KANO

FIRST TERM: LESSON NOTES

CLASS: SS THREE SUBJECT: MATHEMATICS
FIRST TERM SCHEME OF WORK

SSS3
WEEK TOPIC CONTENT
1 SURDS (a) Meaning of rational and irrational numbers
leading to the definition of surds.
(b) the rules guiding the basic operation with surd i.e
√a + √b ≠ √a + b ; √a - √b ≠ √a - b ;√a x √b = √a
x b: √a ÷ √b = √a/b.
(c) conjugates of a binomial surd using the idea of the
difference of two squares
(d) Application to solving triangles involving
trigonometric ratios of special angles 300, 600 , and
450 .
(e) Evaluation of expressions involving surds.
2 MATRICES AND (a) Definition, order and notation of matrix.
DETERMINANT 1 (b) Types of matrix.
(c) Addition and subtraction of matrix. (d) Scalar
multiplication of matrices
3 MATRICES AND (a) Multiplication of matrices.
DETERMINANT 2 (b) Transpose of a matrix.
(c) Determinant of 2x2 and 3x3 matrices.
(d) Application to solving simultaneous linear equations
in two variables.
4 LOGARITHM (a) Revision of laws of indices.
(b) Laws of logarithms.
(c) Logarithmic equations.
5 ARITHMETIC OF (a) Simple interest (revision).
FINANCE (b) Compound interest.
(c) Depreciation.
(d) Annuities.
(e) Amortization.
(f) Further use of logarithm table in problem involving:
(i) Bonds and Debentures (ii) shares (iii) Rates (iv) Income tax
(v) Value added Tax.

6 SURFACE AREA AND (a) Surface area of sphere.

VOLUME OF SPHERE (b) Volume of sphere
7 MID-TERM BREAK
8 LONGITUDE AND (a) Earth as a sphere.
LATITUDE (b) Identification of: (i) North and South poles. (ii)
Longitudes (iii) Latitudes (iv) Small circles and great circles.
(v) Meridian and equator. (vi) Parallel of Latitude. (vii) Radius
of parallel of latitude (viii) Radius of Earth.

1
 9 LONGITUDE AND (a) Revision of: arc length of a curve.
LATITUDE (b) Calculations of distance between two points
on the earth; shortest distance between two points.
(d) Nautical rules, time variation.

10 REVISION
11 EXAMINATION

CLASS: S.S 3
TOPIC: SURDS CONTENT:
➢ Meaning of rational and irrational numbers leading to the definition of surds.
➢ the rules guiding the basic operation with surd i.e √a + √b ≠ √a + b ; √a - √b ≠ √a - b ;√a x √b = √a x
b: √a ÷ √b = √a/b.
➢ conjugates of a binomial surd using the idea of the difference of two squares
➢ Application to solving triangles involving trigonometric ratios of special angles 300, 600 , and 450 .
➢ Evaluation of expressions involving surds.

MEANING OF RATIONAL AND IRRATIONAL NUMBERS LEADING TO THE DEFINITION OF SURDS

Rational numbers (Fractions): rational numbers is any number that can be expressed as a ratio of
𝑎
two integers (i.e can be expressed as a fraction in the form 𝑏 where a and b are in integers and

where b ≠0. Any integer can be expressed as , hence integers are rational numbers such as

etc are rational numbers. Therefore Natural numbers are subsets of Integers while
Integers are subset of Rational numbers 𝑁 ⊂ 𝑍 ⊂ 𝑄. Examples
are:
(i) Proper and improper fractions:
(ii) Mixed numbers:

(iii) Integers i.e counting numbers : 0 =

(iv) Terminating decimals, e.g
(v) Recurring decimals, eg
(vi) Roots such as
The square roots of these fractional numbers, referred as surds, results in irrational or non-rational
numbers. Irrational/non-rational numbers are numbers when expressed as decimals neither
repeat (recur) nor end (terminate). An irrational number cannot be written as a ratio of two
integers, e.g 𝜋 = 3.141 592 654 … 𝑎𝑛𝑑 𝑒 = 2.718 282 828 … (𝑒𝑥𝑝𝑜𝑛𝑒𝑛𝑡𝑖𝑎𝑙)

They are irritation because they do not have exact roots eg √2 = 1.414 213 … , √12 = 3.464 101 …
Note:
(i) All multiples of irrational numbers are irrational e. etc
(ii) All fractions of irrational numbers are irrational e.

2
 Therefore, surd is the word that is used to refer to the square roots of numbers that are not perfect
squares.

THE RULES GUIDING THE BASIC OPERATION WITH SURDS

1.

2.

3.

4.

5.

6.
7.
8.

Like surds: Two or more surds are said to be like surds if the number under the square root sign
are the same eg.
Examples

(1) We know that √36 × 25 = √900 ie 30. But √36 × √25 = 6 × 5 ie 30. This means √36 × 25 =
√36 × √25. In general: √𝑎𝑏 = √𝑎 × √𝑏

(2) We know that

But

36 √36
√ 9
= Hence:
√9
𝑎 √𝑎
In √ 𝑏 = √𝑏 general:
Class Activity
1. State which of the following pairs of expressions are equal

3
 , work out the following pairs of expressions are equal.

ADDITION AND SUBTRACTION OF SURDS

We can only add or subtract surds which are alike or have the same form
Note: Reduce first to their basic forms if they are not
Examples:
1. Simplify the following:

(a) √3 + √3we have two √3 𝑡ℎ𝑢𝑠, 2√3 𝑅𝑒𝑐𝑎𝑙𝑙: 𝑥 + 𝑥 = 2𝑥

∴ √3 + √3 = 2√3

2. Simplify the following:

Class Activity
1. Simplify the following:

MULTIPLICATION AND DIVISION OF SURDS

Note: To multiply surds:

4
 (a) Simplify the surds, if possible.
(b) Group the numbers together, coefficient of surds together and then multiply.
(c) Simplify further if possible but divide surds:
(i) simplify the fraction if necessary.
(Ii) If the denominator has a surd, then rationalize it i.e to eliminate the surd in the
denominator by multiplying both the numerator and the denominator of the fraction by the
surd in the denominator. This will make the denominator a rational number.
(Iii)Simplify further if possible.

Examples:
1. Simplify the following:

2. Simplify the following:

(d) (√2 − 2√3)(3√2 + 4√3)

Recall: 𝑎(𝑥 + 𝑦) = 𝑎𝑥 + 𝑎𝑦
Also (𝑎 + 𝑏)(𝑥 + 𝑦) = 𝑎𝑥 + 𝑎𝑦 + 𝑏𝑥 + 𝑏𝑦

5
 Then: (√2 − 2√3)(3√2 + 4√3) = √2(3√2 + 4√3) - 2√3(3√2 + 4√3)

Class Activity
1. Simplify the following:

2. Evaluate without using tables:

PRACTICE EXERCISE
1. Simplify the following surds expressions

(a) (4√27 − 2√8 + 3√48 + 3√94

(b) 6√7 − √4 × 7 − 5√7 + √245

(c) 4√3 − 2√20 + √108 + 3√125

2. Expand and simplify the following:

3.

6
CONJUGATE OF BINOMIAL SURDS USING THE IDEA OF DIFFERENCE OF TWO SQUARES
A binomial surd is a surd expression that is made up of only two terms, example 3+√(2,)
√52√(7,) 3√2+5,etc.
To rationalize a binomial surd, we use the numerator and the denominator to multiply both
the numerator and the denominator.
√a+ √(b ) and √a–√(b ) are said to be conjugate surds because when they are multiplied
together, the result gives a rational number. It operates in this way:
(a+b)(a-b)= a2-ab+ab+b2
= a2-b2 (difference of two squares)

=𝑎−𝑏

Examples

1.
= 52× √4 − 22 × √64
= 25 × 2 − 4 × 8
= 50 − 32

7
Class Activity
1. Simplify the following:
(a)(√𝟑(√𝟐𝟕 − 𝟐√𝟑 + √𝟔)

8
 (b) (√𝟏𝟐 + √𝟐𝟎)(√𝟏𝟐 + √𝟑)

(d) (𝟑√𝟓 − 𝟐)(𝟑√𝟓 + 𝟐)

2. Rationalise the denominators of the following:

3.

APPLICATION TO SOLVING TRIANGLES INVOLVING TRIGONOMETRIC RATIOS OF SPECIAL

ANGLES 30°, 60, 𝑎𝑛𝑑 45°.
In ∆𝐴𝐵𝐶, 𝑡ℎ𝑒𝑟𝑒 𝑖𝑠 𝑎 𝑟𝑖𝑔ℎ𝑡 𝑎𝑛𝑔𝑙𝑒 𝑎𝑡 𝐵 𝑎𝑛𝑑 𝑠𝑖𝑑𝑒𝑠 𝐴𝐵 = 𝐵𝐶 = 1𝑢𝑛𝑖𝑡.
Angle 45°

450

1 √𝟐

450

B 1 A

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Angles 30° 𝒂𝒏𝒅 𝟔𝟎°
∆𝐴𝐵𝐶 𝑖𝑠 𝑎𝑛 𝑒𝑞𝑢𝑖𝑙𝑎𝑡𝑒𝑟𝑎𝑙 𝑜𝑓 𝑠𝑖𝑑𝑒 2𝑢𝑛𝑖𝑡𝑠. 𝐴𝑑 𝑖𝑠 𝑡ℎ𝑒 𝑎𝑙𝑡𝑖𝑡𝑢𝑑𝑒 𝑜𝑟 ℎ𝑒𝑖𝑔ℎ𝑡.

2
300 2
√𝟑

600
B C
1 D 1

𝐼𝑛 ∆𝐴𝐵𝐷, < 𝐵𝐴𝐷 = 30°

→ 𝐴𝐷2 = 𝐴𝐵2 − 𝐵𝐷2{𝑃𝑦𝑡ℎ𝑎𝑔𝑜𝑟𝑎𝑠 𝑡ℎ𝑒𝑜𝑟𝑒𝑚}
= 22−12
=3

∴ 𝐴𝐷 = √3units

And

Examples
(1) Find the sides marked with letters. All answers must be left in surd form with rational
denominators when necessary in cm.

(a)
A B
45

c d

30
C 15 D

10
 Solution

5√3cm= d

= 5√6cm

B
(b)

x 6

450 600

A y D

11
In

= 6√2𝑐𝑚
In

12
OR

13
 .

R Q
S 16cm
1350
T P

Solution

R Q

S 16cm 16cm
450
T P

Also,

Class Activity
𝑭𝑖𝑛𝑑 𝑡ℎ𝑒 𝑠𝑖𝑑𝑒𝑠 𝑚𝑎𝑟𝑘𝑒𝑑 𝑤𝑖𝑡ℎ 𝑙𝑒𝑡𝑡𝑒𝑟𝑠. 𝐴𝑙𝑙 𝑙𝑒𝑛𝑔ℎ𝑡𝑠 𝑎𝑟𝑒 𝑖𝑛 𝑐𝑚.
(a) x (b) y

14
 60o
(i)

(ii)
600
y

x
0
30
6

EVALUATION OF EXPRESSIONS INVOLVING SURDS

This topic exonerates the use of calculators or tables. When evaluating an expression with surds, it is
useful to rationalise the denominator.
Examples

,
Solution

15
 Solution

= 0.64

Solution

or 6.25

Examples

1. 𝐸𝑣𝑎𝑙𝑢𝑎𝑡𝑒 √20 × (√5) (WAEC)

16
 2. 𝑊𝑖𝑡ℎ𝑜𝑢𝑡 𝑢𝑠𝑖𝑛𝑔 𝑎 𝑐𝑎𝑙𝑐𝑢𝑙𝑎𝑡𝑜𝑟 𝑜𝑟 𝑀𝑎𝑡ℎ𝑒𝑚𝑎𝑡𝑖𝑐 𝑡𝑎𝑏𝑙𝑒𝑠, 𝑒𝑣𝑎𝑙𝑢𝑎𝑡𝑒:

(WAEC)
= 10.

3.

Evaluate √1225 (WAEC)

PRACTICE EXERCISE

(JAMB)

√50 − 3√2(2√2 − 5) − 5√32 (WAEC)

(WAEC)
. 𝑋𝑌𝑍 𝑖𝑠 𝑎𝑛 𝑖𝑠𝑜𝑠𝑐𝑒𝑙𝑒𝑠 𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒 𝑤𝑖𝑡ℎ |𝑋𝑌| = |𝑋𝑍| = 6𝑐𝑚 𝑎𝑛𝑑 𝑌𝑋𝑍 = 120°. 𝐶𝑎𝑙𝑐𝑢𝑙𝑎𝑡𝑒 𝑡ℎ𝑒
̅
𝐿𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 ̅𝑌𝑍̅.(𝑊𝐴𝐸𝐶).
(4) From the top of a vertical mast 150m height, two huts on the same ground level are ob
served one due East and the other due West of the mast. Their angles of depression are 60° and 45°,
respectively. Find the distance between the huts. (JAMB).
(5) The angle of elevation of a building from a measuring instrument placed on the ground
is 30°.If the building is 40m height, how far is the instrument from the foot of the building? (JAMB)

ASSIGNMENT

1. Simplify

A. (SSCE 2005)

2. Given that .
17
 A. 8 B. 16 C.32 D.48 (SSCE 2004)

3. K√28 + √63 − √7 = 0, find K.

A. -2 B. -1 C. 1 D. 2 (SSCE 1999)

4. Given that √5 = 2.236, evaluate 2 to 2 decimal places

A. 0.89 B. 1.89 C. 0.98 D. 1.98

3
5. Simplify

6. Simplify

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WEEK 3
SUBJECT: MATHEMATICS
CLASS: SS 3
TOPIC: MATRICES AND DETERMINANTS CONTENT:
➢ Definition, order and notation of matrix.
➢ Types of matrix.
➢ Addition and subtraction of matrix.
➢ Scalar multiplication of matrices

DEFINITION, ORDER AND NOTATION OF MATRIX

TOPIC: ROOTS OF QUADRATIC EQUATIONS 2 SUB-TOPICS:

(a) Quadratic functions (Simultaneous Equations: One linear, One quadratic)

(b) Solution of problems on roots of quadratic equation. (c) Maximum and
minimum values.

SUB-TOPIC 1

Quadratic functions (Simultaneous Equations: One linear, one quadratic) We have

discussed different ways but we need to mention that graphical solution is very important aspect
of solving quadratic equations. This is because with graphical solution a lot of other problems
can be solved.
The graph of the quadratic equation called parabola. Some call it cup or cap. The quadratic
expression is equated to y and it is called a quadratic function. The example below show the
graphical solution of quadratic function.
Example 1: Solve graphically, the equation 𝑦 = 3𝑥2−𝑥 − 2 Solution:
Draw the table of values for the equation 𝑦 = 3𝑥2−𝑥 − 2
𝑥 −3 −2 −1 0 1 2 3

3𝑥2 27 12 3 0 3 12 27

−𝑥 3 2 1 0 -1 -2 -3 Choose a convient scale, on 𝑥 − 𝑎𝑥𝑖𝑠 and 𝑦

− 𝑎𝑥𝑖𝑠, on 𝑥 − 𝑎𝑥𝑖𝑠 let 2𝑐𝑚 represents
−2 -2 -2 -2 -2 -2 -2 -2 -2 1𝑢𝑛𝑖𝑡 and on 𝑦 − 𝑎𝑥𝑖𝑠 2𝑐𝑚 represents
10𝑢𝑛𝑖𝑡𝑠.
𝑦 28 12 4 -2 0 8 22 42

19
From the graph we find the point here the curve intersects 𝑥 − 𝑎𝑥𝑖𝑠 𝑎𝑡 𝑥 = −7 𝑎𝑛𝑑 1.

The graph is also useful to determine the minimum value of 𝑦. the minimum value of 𝑦 = −3.
we have minimum point when 𝑎 > 0 and maximum point when 𝑎 < 0.

Simultaneous Equations
When solving simultaneous equation (you are already used to solving it graphically). In situation
where one equation is linear and the second is quadratic, it can be solved by substitution as well as
solving graphically.
In graphical solution of one linear-one quadratic simultaneous equation, there are three possible
relationships between the straight line (linear) and the parabola (quadratic). They are:
• Line intersecting with curve
• Line touching curve at a point (tangent)
• Line not intersecting the curve.

Example 2: Solve the simultaneous equations: 9𝑥2−4𝑦2 = 44 𝑎𝑛𝑑 3𝑥 + 2𝑦 = 2 Solution:

By substitution:
9𝑥2−4𝑦2 = 44 … … … … …… … (𝑖)
3𝑥 + 2𝑦 = 2 … … … … … …… (𝑖𝑖)
9𝑥 −4𝑦2 = 44 ⇒ (3𝑥 − 2𝑦)(3𝑥 + 2𝑦) = 44
2

Since 3𝑥 + 2𝑦 = 2, then (3𝑥 − 2𝑦) × 2 = 44… … … … 𝑖𝑖𝑖

Hence, adding (𝑖𝑖) 𝑎𝑛𝑑 (iii) together we get
20
 6𝑥 − 24 ⇒ 𝑥 = 4 From
(ii) 3(4) + 2𝑦 = 2 ⇒ 𝑦 = −5.
Example 3: Given the simultaneous equations:
𝑦 = 𝑥2+5𝑥 + 6 and 𝑦 = 2𝑥 + 3
Show on the graph the points of interest. Hence write out the values of 𝑥 𝑎𝑛𝑑 𝑦.
Solution:
𝑦 = 𝑥2+5𝑥 + 6
𝑦 = 2𝑥 + 3

Table of values for 𝑦 = 𝑥2+5𝑥 + 6 and 𝑦 = 2𝑥 + 3

𝑦 = 𝑥2+5𝑥 + 6 𝑦 = 2𝑥 + 3
𝑥 −6 −5 −4 −3 −2 −1 0 1 2 𝑥 −4 −2 0 1 2

𝑥2 36 25 16 9 4 1 0 1 4 2𝑥 −8 −4 0 2 4

+5𝑥 −30 −25 −20 −15 −10 −5 0 5 10 +3 +3 +3 +3 +3 +3

+6 +6 +6 +6 +6 +6 +6 +6 +6 +6 𝑦 −5 −1 3 5 7

𝑦 12 6 2 0 0 2 6 12 20

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22
From the above, there was no intersect of the curve and the straight line. The solutions to the
two equations cannot be determined because there is no point of intersection. The points of
intersection give the solution.

Example 3: On the same axes, plot the graph of y = 2x2-5 + 4 and y = 2x + 3. Hence find the points
of intersection of the two graphs.
Solution:
Prepare the table of values for the functions given above.
y = 2x2-5 + 4
X -4 -3 -2 -1 0 1 2 3 4 5 6

2x2 32 18 8 2 0 2 8 18 32 50 72

-5x 20 15 10 5 0 -5 -10 -15 -20 25 -30

+4 +4 +4 +4 +4 +4 +4 +4 +4 +4 +4 +4

Y 56 37 22 11 4 1 2 7 16 29 46

Choose a convenient scale.

60

50

40

30

20 Y-Values
Linear (Y-Values)
10

0
-10 -5 0 5 10 15
-10

-20
Axis Title

The points of intersections x = 0.2 and 3.3

The above example shows the case of the line intersecting with the curve.

23
Example 4: solve the simultaneous equation y = x2-2x + 2 and y = 4x -7. Interpret your result
geometrically.
Solution:
Eliminate y to obtain: x2-2x + 2 = 4x -7 x2 – 6x + 9 = 0 By
factorisation:
(x – 3)(x – 3) = 0 x = 3(twice).
From y = 4x – 7 = 4(3) -7 = 5. The solution is x = 3 and y = 5.
Draw the graphs of the two equation to interpret it geometrically.
Table of values for y = x2 – 2x + 2. y = 4x - 7
x -2 -1 0 1 2 3 4 x 0 2 3 4

x2 4 1 0 1 4 9 16 4x 0 8 12 16
-2x 8 2 0 -2 -4 -6 -8 -7 -7 -7 -7 -7

+2 +2 +2 +2 +2 +2 +2 +2 y -7 1 5 9
y 14 5 2 1 2 5 10

20

15

10

5 Y-Values
Linear (Y-Values)
0
-3 -2 -1 0 1 2 3 4 5

-5

-10
Axis Title

The line y = 4x -7 intersects the curve y = x2 + 2x + 2 at only one point. Therefore, the solution to
the equations is at the point x = 3 and y = 7.

24
Class activity
1. Solve the simultaneous equations y = 4x – 1 and y =2x2 graphically and interpret your
result geometrically.
2. Solve 𝑦 = 2𝑥2 − 9𝑥 − 1 for -1≤ 𝑥 ≤ 6. Using a scale of 2cm to 1 unit on the x-axis and
2cm to represent 5 units on the y-axis.

SUB-TOPIC 2 Solutions of problems on roots of quadratic

equation
Mathematics is important of life situation because of its application. You are used to problems
leading to simple equations. We want to see the word problems leading to quadratic equations.
In order to solve such problems, you must take note of the following: a.
Express the ideas involved in mathematical symbols.
b. Write out the equation using the symbols.
c. Solve the equation.
d. Interprete your result.
Example 1: the product of two consecutive whole numbers is 506. Find the numbers.
Solution:
Let the numbers be x and (x + 1).
Then, x(x+1) = 506 ⇒ x2 + 1 = 506 (this is now quadratic equation)
X2 + x - 506 = 0
Solve by formula to find the values of x using the parameters below a
=1 b=1 c = -506
Example 2: There are two possible routes from Lagos to Ijebu Ode. One route is through
Lagos/Ibadan express way which is 100km and the other is through Ikorodu-Epe covering a
distance of 80km. A motorist going through express way can travel 10km per hour faster than the
one going through Ikorodu and Epe and arrive Ijebu-Ode 5 minutes earlier as well. What is the
time spent on the journey to Ijebu Ode by the motorist travelling through the express way?
Solution:
Let x be the speed of motorist going through Ikorodu/Epe and the speed of the one going through
express way is x + 10. Time taken by Ikorodu/Epe = 80/x. Time taken by express way = 100/ (x +
10) Hence, 80/x – 100/(x+10) = 1/12.

Form a quadratic equation from (i) above and solve it using formula and conclude.

25
Class activity
1. The length of a rectangular field is 6m more than the width. If the area of the field is 72m2,
find the dimensions of the field.
2. Two consecutive odd integers are such that the sum of their reciprocals is . Find the odd
integers.

SUB-TOPIC 3 Maximum and Minimum values

The graph of 𝑦 = 𝑎𝑥2 + 𝑏𝑥 + 𝑐 as we have seen is a parabola. We have minimum point when
𝑎 > 0 and maximum point when 𝑎 < 0.
The maximum or minimum value (y) is

The curve is symmetrical about the line which is called the axis of symmetry.
If f(x) = 0, then,
i. the curve cuts the horizontal axis if 𝑏2 − 4𝑎𝑐 > 0
ii. the curve touches the horizontal axis if 𝑏2 − 4𝑎𝑐 = 0
iii. the curve does not cut the horizontal axis if 𝑏2 − 4𝑎𝑐 < 0 Example 1:

Find the minimum value of 𝑦 = 3𝑥2 + 5𝑥 − 2 and the corresponding the value of x for which y is
a minimum.
Solution:

When x = -5/6, the expression in the brackets will be zero, hence the minimum is -49/12.
The corresponding value of x for which y is minimum is -5/6.
Note that x = -5/6 is the axis of symmetry of the parabola. Alternative, let the minimum value of y
be ym then

Also the equation of the line of symmetry is X

= -b/2a = -5/6.
General evaluation:
1. Solve the equations simultaneously and show the points of intersections Y = 4 – 11x and y
= 2x2-19
2. Find the maximum value of y = 5 + 4x – x2 and the coordinates at the point where the curve
y = 5 + 4x - x2, cuts the coordinates axes.

26
3. The formula gives the sum of 𝑛 consecutive whole numbers. If 𝑆 =
325, 𝑓𝑖𝑛𝑑 𝑛.
4. A father got his first son at 31 years. If the product of their ages is 816. Find the ages of
the father and his son.

27