6.

0 Background Knowledge

It is important for you to know that estimation is not a topic on its own in the
Cambridge Lower Secondary curriculum.

It is often linked and required to be used in other activities such as fractions,

decimals, significant figures, standard forms and so on.

Since all the terms mentioned above are topics with their own unique names
in this curriculum, estimation is therefore considered in this material as a
separate topic.

Note, in order for you to estimate a number; you need to be able to round off
numbers successfully. Therefore your prior knowledge of rounding off
numbers that you learnt in Grade 8 and in the last topic are very necessary in
this topic.

Learning Objective

The objective shall be to:

 Use estimation to perform complex calculations where the use of

calculator is not allowed.
 Use estimation to predict answer to a problem.
This means at the end of this topic, you should be able:

 You should be able to use estimation to perform complex calculations

and predict answers to problems in activities such as fractions,
decimals, standard form and so on.

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6.1 Estimation: Definition and Description

Sometimes in mathematics, we represent exact value using an alternative

value that is closer, simpler, faster and easier to work with. This alternative
value is known as an estimate value.

Estimation therefore is what we do when we find a number that is closer to the

exact value.

Estimation has to do with rounding off (approximation) i.e. whenever we

estimate a number, we are in a sense rounding off or approximating the
number to the nearest whole such as thousands, hundreds, tens, decimal
places, significant figures e.tc.

For instance:

 4.9 may be approximated or rounded off to 5 (1 s. f.)

 29.6 may approximated or rounded to 30. (1. s. f.)

Note:

 Round numbers to one significant figure in order to estimate.

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6.2 Purpose of Estimation

1. It makes our task easier, faster and simpler.

For instance:

 29.6 × 4.9 = 30 × 5 ≈ 150

 29.6 ÷ 4.9 = 30 ÷ 5 ≈ 6

Note:

 From the above examples, our task of multiplying or dividing the

numbers becomes simpler, easier, faster when we approximate or
round off the numbers before we multiply or divide.
 Because it is easier, faster and simpler to multiply 30 × 5 than it is to
multiply 29.6 × 4.9.
 The same applies to their division.

In other words,

Estimation helps us to carry out complex operations (addition, subtraction,

multiplication and division) especially where the use of calculator is not
allowed.

 To avoid complicated calculation of 29.6 × 4.9, we rounded the numbers

to 30 and 5 respectively before we multiply.
 The same applies to29.6 ÷ 4.9, before we divide, they were both
rounded.

2. Estimation gives us the idea of the answer to our calculation or

measurement. In other words, it tells us what our answer should look like.

For instance, estimating your answer when you are calculating decimals
makes it easy to place a decimal point in the right place in your calculation.

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For instance:

 150 and 6 are not the exact answer rather they are estimated answers-
answers closer to the exact answers.
 These answers (150 and 6) give us the idea or what our exact answers
look like:

29.6 × 4.9 = 𝟏𝟒𝟓. 𝟎𝟒 (exact answer)

29.6 ÷ 4.9 = 𝟔. 𝟎𝟒 (exact answer)

6.3 Summary of Estimation

So, before you do a calculation or measurement, it is a very good practise to

estimate.

To estimate,

 round number (mostly whole numbers) to one significant figure.

However,

 you don’t always have to convert a number to one significant figure to

estimate, some decimal number especially may be round to two
significant figures.

Other examples:

532.1 + 487.4 = 530 + 490 ≈ 1020

532.6 − 487.4 = 530 − 490 ≈ 40

501 × 81.2 500 × 80
= ≈ 1000
40.9 40
48
47.52 ÷ 2.90 = 48 ÷ 3 = ≈ 16
3

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Note:

In examples 1 and 2,

 532.1 is rounded to 530 (2 s. f.) not 500 (1 s. f.) because 530 is closer
to the real value (532.1) than 500.
 And for the same reason, 487.4 is rounded 490 (2. s. f.) not 500 i.e.
490 is closer to 487.4 than 500
In example 4,

 47.52, for the same reason was rounded to 48 (2 s. f.) not 50 because
48 is closer to 47.52 than 50.

In conclusion,

 During estimation, the number of significant figure a number is rounded

to must be determined by how close the rounded number is to the real
number.

Note

This topic (Estimation) was designed to help you later in activities such as:

 Addition and Subtraction of fractions and mixed numbers.

 Multiplying and dividing fractions and decimals.
 Division of decimals by integers and decimals.

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6.4 Test Yourself Question

Estimate the answer to the following operation:

𝟓𝟗.𝟓
i. 𝟔. 𝟎𝟓 × 𝟏𝟒. 𝟖𝟐 ii. 𝟓𝟑𝟎 ÷ 𝟒. 𝟗𝟗 iii.
𝟑.𝟏×𝟗.𝟓

𝟏𝟓.𝟗+𝟑.𝟔
iv. √𝟔𝟑. 𝟔𝟏 v. (𝟐. 𝟖𝟒)𝟑 vi.
𝟑.𝟗𝟏

6|Page
7.0 Background Knowledge

Suggested Teaching Approach

 Test learners’ knowledge of fraction and conversion of fractions to

recurring and terminating decimals.

Earlier in Chapter 1, we looked at fraction and the conversion of fraction to a

decimal that either recur or terminate.

This simply means at this stage of the curriculum, you have acquired the
knowledge and skills needed to convert fractions to decimals and able to
recognise the decimals as terminating or recurring decimals.

Consider this knowledge as a prerequisite for the objective in this chapter.

For instance:

𝟏
= 𝟎. 𝟓 and 0.5 is a terminating decimal because it stops or comes to an
𝟐
end.
5 13
Other terminating decimals are = 𝟐. 𝟓 and = 𝟎. 𝟓𝟐
2 25

1
Also, the fraction = 0.3333 … is recurring decimals because the digit 3
3
keeps repeating itself.
4 𝟒
Remember, = 0.444 … may simply be written as = 𝟎. 𝟒̇ (showing
9 𝟗
that digit 4 is repeated forever).
1 28
Other examples of recurring decimals are: = 0. 3̇ and = 0. 8̇4̇
3 33

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Learning Objective

The learning objective is to:

 deduce whether a fraction will have a recurring or terminating decimal.

This means at the end of this topic, you should be able:

 to conclude by reasoning whether a fraction terminates or recurs.

7.1 Deduce whether a fraction will have a recurring or terminating decimal

Before we continue, let us look at the word “deduce”, what it means?

The English definition of deduce is “to arrive at (a fact or conclusion) by

reasoning.”

So, in this section our objective is to conclude by reasoning whether a given

fraction has a recurring or terminating decimal.
1
Let us get started by using the fact that is equivalent to a terminating
4
5
decimal to deduce whether is a terminating or recurring decimal.
4

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 1
= 0.25 in decimal (which is a decimal that terminate)
4

5
 We can rewrite in this way:
4

5 1
=5×
4 4

5 1
This means is 5 times bigger than
4 4

1
 Since = 0.25
4

Therefore:
5 1
= 5 × = 5 × 0.25 = 1.25 (a decimal that terminates)
4 4

5
The fraction is therefore a terminating decimal.
4

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 3
Example 2: We want to deduce if is a terminating or recurring decimal by
9
1
using the fact that is equivalent to a recurring decimal.
9

1
is equivalent to recurring decimal 0. 1̇ i.e.
9

1
= 0. 1̇ (Which is a decimal that recur)
9

3
 If we rewrite , then we have:
9

3 1
=3×
9 9
3 1
This shows that is 3 times bigger than
9 9

1
 Since = 0. 1̇
9

3 1
Then: ̇ = 0. 3̇ (a decimal that recur)
= 3 × = 3 × 0.1
9 9

3
is therefore a recurring decimal
9

Activity
1
i. What is the decimal equivalent of .
6
1
ii. From your answer to part i, is a terminationg or recurring
6
decimal.
iii. Use your answer to parts i and ii to deduce if the following has a
terminating or recurring decimal.
2 3
i. ii.
6 6

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7.2 Background Knowledge: Fractions and Order of Operations

While in Grade 8, you already learnt about mathematical operations (addition,

subtraction, multiplication and division involving fractions (proper and
improper) and mixed numbers.

Sometimes, the mathematical problem you are given involves two or more
operations to be carry out while solving the problem. This part of our topic
will teach you how to use correct order of operation in such a case.

You previous knowledge of mathematical operations and fractions becomes

necessary in this topic.

Learning Objective

The learning objective shall be:

To use order of operations to:

 add and subtract proper and improper fractions and mixed numbers

 multiply and divide fractions, interpret division as a multiplicative

inverse and cancel common factors before multiplying or dividing.

 estimate the answers to calculations

This means at the end of this topic, you should be able to:

 use order of operation to find solution to mathematical problems

involving two or more operation.
 Find answers to the aforementioned using estimation.

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However, for the purpose of our objectives, we shall be reminding ourselves
the following:

 Definition terms: Proper and Improper Fractions and Mixed Numbers

 Mathematical Operations
 Addition and Subtraction of Fractions and Mixed Numbers

7.21 Definition terms

 Proper Fraction: A proper fraction is such in which the numerator is less

2 7 4
than the denominator. E.g. , , and so on
3 13 11
 Improper Fraction: is a fraction in which the numerator is greater than
7 5 11
the denominator. E.g. , , and so on
5 3 7
 Mixed number: is a number which consists of a whole number and a
1 2 4
fraction written together. E.g. 2 , 8 , 13 and so on.
3 7 9

7.3 Mathematical Operations

These are mathematical process that we applied to a problem or what we do

to a given mathematical problem. The four main operations will do to a
problem are:

 Addition (+): we may add a given problem.

 Subtraction (−): we may subtract a given problem.
 Multiplication (×): we may multiply a given problem.
 Division (÷): we may divide a given problem.

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7.4 Addition and Subtraction of Fractions and Mixed Numbers

Example 1: Let us work out

3 1
+
2 4

 First, we need to make the denominators of the two fractions the same.
This will make it easier for us to either add or subtract the fraction.

In this case, we can make them 4. So, think of a number you will multiply the
first fraction with to make its denominator 4 (i.e. equivalent fraction of the
first fraction with denominator 4).

Note:

This means in a case where the denominators are not the same, first make
them the same by using equivalent fraction.

3
Therefore, by multiplying the first fraction by 2, we have:
2

3 1 6 1
+ = +
2 4 𝟒 4

 Then do the addition and write the answer in its simplest form.

3 1 6 1 7 3
+ = + = =1
2 4 4 4 4 4

Example 2: Now let us use this to remind ourselves of operation involving

a fraction and mixed number.
1 2
3 −
2 5

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  Here, our first task is to change the mixed number into an improper
fraction i.e.
7 2
−
2 5

 Let us now make their denominators the same (10 to be précised) -

think about what to do.
7 2
Here, we are going to multiply the first fraction by 5 and the second by
2 5
2. Then:
7 2 35 4
− = −
2 5 𝟏𝟎 𝟏𝟎

 Then let us work out the operation (subtract) and simplify where
necessary.

7 2 35 4 31 1
− = − = =3
2 5 10 10 10 10

Note:

 Before fractions are added or subtracted, first make the denominators

of the two fractions the same, if they are not. This makes it easier to
ether add or subtract the fractions.

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 Activities:
3 1 3 1
Work out i. + ii 2 −
5 3 4 8

7.5 Multiplication and Division of Fraction

7.51 Multiplication of Fractions

To multiply fractions:

 Multiply the numerator together and multiply the denominators

together.
 Where need be, simplify your answer.
2 1
Let us see for instance multiply: ×
3 2

2 1 2 1
× = =
3 2 6 3

Note:

 Sometimes, to avoid complication, cancel us common factors of a

numerator and a denominator before multiplying the numerators
together and the denominators together.

15 9
For instance, multiplying ×
18 13

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 Method 1

 The numerators were multiplied together and so

the denominators (probably by long multiplication
15 9 135 15 or by the use of calculator)
× = =
18 13 234 26  After multiplying them, the numbers become too
𝟏𝟑𝟓
big (𝟐𝟑𝟒) and the task becomes more difficult to
do.
 To simplify the final answer requires more work.

Method 2

 Here, the task is simpler as the common factors

(9) was cancelled from 9 and 18 before
15 9 15 1 15
multiplying the numerator together and the
× = × = denomination together.
18 13 2 13 26
 This makes it easier to handle the number
without long multiplication or need for
calculator.

7.52 Division of Fractions

To divide a fraction,

 First find the multiplicative inverse i.e. turn the dividing fraction (the
second fraction) upside down. This changes the division sign to
multiplication sign as well.
 Then multiply the numerators together as well as the denominators
together.
 Where necessary, to avoid complicating the process, cancel out common
factors before multiplying the numerators together and the
denominators together.

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 7 3
Here, we have to divide ÷
15 5

To work this out,

3 5
 We first have to change into , and by so doing the division sign
5 3
becomes multiplication sign, as in:

7 3 7 5
÷ = ×
15 5 15 3

 The most convenient way here is to cancel out the common factors of 5
and 15, which is 5. Then we have:

7 5 7 1
× = ×
15 3 3 3

 We can then multiply the numerators together as well as the

denominators together.

7 1 7
× =
3 3 9

Note

 Sometimes, you may be asked to multiply or divide a fraction and a

mixed number.
 In such case, you first change the mixed number into an improper
fraction.

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 Activity:

Work out:
5 2 1 2
i. 2 ÷ ii. 5 ×
7 49 3 5

7.6 The Order of Operation

Addition, Subtraction, Multiplication and Division of fractions and mixed

numbers in some cases require the use of Order of Operation.

The orders of operations are rules about which operations (addition,

subtraction, multiplication and division) to perform first in order to solve a
given mathematical problem.

The rule that is applicable to our subject matter is BODMAS Rule; it follows
the order of BODMAS acronym i.e.

B – Brackets
According to this rule,
O – Order of powers or roots
 If there are BRACKETS
D – Division (or parenthesis) and ORDERS
of powers or roots), these must be done
M – Multiplication first of all.
 DIVISION and MULTIPLICATION must be
A – Addition done before ADDITION and
SUBTRACTION.
S – Subtraction

For instance:

We carry out the

12 × (6 − 4) = 12 × 2 = 24 operation in the
bracket first.
then we multiply

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 Note:

There is also BIDMAS rule as an alternative acronym to BODMAS.

The only difference is that there is an “I” in BIDMAS instead of O in BODMAS.

Otherwise, the meaning is the same.

BIDMAS stands for:

B – Brackets

I – Indices
The order of operation of BIDMAS is the same
D – Division as that of BODMAS

M – Multiplication

A – Addition

S – Subtraction

Note:

Solving problems involving fractions and mixed numbers do not create any
difficulty once you remembers the word BODMAS which stands for the
order in which the operations (addition, subtraction, multiplication,
division, including powers and roots) of arithmetic is done.

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Worked examples:

1 2 1
+( − )  First work out the operation in the brackets
7 3 6
by multiplying the numerator and
1 4 1 𝟐
+( − ) denominator of fraction 𝟑
by 2 so that its
7 6 6
1 3 1 1 denominator becomes 6.
+ = +  Now that the denominators are the same in
7 6 7 2
the brackets, then subtract the fractions in
2 7 9
+ = the brackets
14 14 14
 You may cancel out 3 as common factor of 3
and 6, to make the work simpler and easier.
 Finally, add the fraction.

7 1 5  First work out the operation in the brackets by

(9 + 3) ÷ 9 multiplying the numerator and denominator of
𝟏
fraction 𝟑 by 3 to makes it denominator 9.
7 3 5
( 9 + 𝟗) ÷ 9  Now that the denominators are the same in the
brackets, add the fractions in the brackets.
10 5 10 9
= ÷ = × 
𝟓 𝟗
Then divide by turning the fraction 𝟗 to 𝟓 (upside
9 9 9 5
down) and multiply.
2 1 2
= × = =2  Cancel out common factors 9s and of 5 and 10
1 1 1
before multiplying.

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 5 1 1
1 − +
8 4 8

5 1 1  First perform the additional operation (you may add

1 −( + ) 𝟏
8 4 8 brackets for separation) by multiplying fraction by 2 to
𝟒
5 2 1 make its denominator 8
1 −( + )  Now that the denominators in the brackets are the same
8 8 8
in the brackets, add the fractions in the brackets.
5 3 2
1 − =1  Then subtract the fraction and simply where necessary.
8 8 8

1
=1
4

Note:

 Sometimes, you may be asked to estimate the answer to a calculation

before you carry out the operations.
 In a case like this, you are expected to apply your knowledge of
estimation learnt in the last topic.

Activities

i. Estimate an answer to this calculation

1 1 1
1 ÷ (2 + 2 )
4 4 3
ii. Work out the accurate answer.
iii. How close is your estimate to the accurate answer?
iv. Discuss your answer with other learners to see if there a better
method to use to estimate the answer.

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7.7 Order of Operations involving Squares

Where the operations you are asked to perform involve square, you work out
the square first, as explained in the example below:

7 1 5
( + ) ÷ ( )2
9 3 9

 Deal with the square first i.e. multiplies the squared fraction by itself,
where necessary simplify before multiplying.

7 1 5 5
( + ) ÷( × )
9 3 9 9
7 1 25
( + ) ÷( )
9 3 81

1
 Then add the fractions on the left. Start by multiplying fraction by 3 to
3
make its denominator 9.

7 3 25
( + ) ÷( )
25
9 9 81 25 81
 Turn the dividing fraction ( ) upside down i.e. into and then
81 10 25 81 25
multiply. = ÷
9 81

10 25 10 81
÷ = ×
9 81 9 25

 Cancel common factors of 9 and 81, which is 9 and common factor of 10

and 25, which is 5.
10 81 2 9 18 3
× = × = =3
9 25 1 5 5 5

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 Activity:

Estimate the answer to this calculation and then Work out the
accurate answer.
1
(1 )2
2
1 1
2 −1
4 5

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7.8 Making Calculation Easier:

7.81 Multiplying and Dividing Fractions

The emphasis here is on simplifying by cancelling common factors before

multiplying or dividing fractions by fraction or integer by a fraction.

Cancelling common factors before multiplying or dividing fraction by fraction

or integer by a fraction:

 Make fraction easier because you will have small numbers, and small
numbers are easier to work it.
 Eliminate the need for simplifying at the end i.e. it leaves the answer
in its simplest form.
 Make the process shorter and faster, simpler and easier.

Note:

I always advise learners, in the process of multiplying or dividing fractions,

not to complicate things for themselves by multiplying numerators and
denominators, where you can simply simplify by cancelling common factors.

Let us see the following:

6
× 28
7

 You will be complicating the work if you have to multiply 6 by 28

then divide the answer by 7.

This approach will definitely require you to perform long multiplication and
division or use a calculator, as in:
6 6 × 28
× 28 =
7 7
168
= = 24
7
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 Note:

 Where calculator is not allowed, to divide 168 by 7 may not be an

easy task for you. So, avoid it where possible.

 Instead, you may cancel out the common factors by dividing 28 and 7
by 7 (common factor) then multiply, as in:

6
× 28
7
6
= × 4 = 24
1

Here is another example:

8
32 ÷
9

8 9
 First turn the fraction into (upside down)
9 8
 Turning the fraction you are dividing upside down, changes the signs
from division to multiplication, as in:

8 9
32 ÷ = 32 ×
9 8

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  Instead of multiply the numerators (32 and 9), and then dividing the
answer by the denominator (8), simply cancel out the common factor of
32 and 8, which is 8 and the multiply. Therefore:
8 9 9
32 ÷ = 32 × = 4 × = 36
9 8 1
Activities:

Use this approach and work out the following:

1 2 2 5
1. 2 ÷1 2. 3 ×1
4 3 3 22

7.82 Making Calculation Easier: Fractions and Decimals

Apart from fractions, sometimes we may be asked to add, subtract, multiply or

divide decimal or combination fraction and decimal.

Whether we are adding, subtracting, multiplying or dividing fraction or

decimal, in some cases, before we simplify by cancelling common factors, we
need to first devise a means or strategies to make the calculation easier
especially where the calculation involves decimal or square.

Let us see the following example:

3.6 ÷ 4 × 20

Here, our first task is to divide (according to BODMAS).

However, since the values we are dividing involve decimal then we need to
devise a means of doing it.
𝟑𝟔
Here you may convert the decimal 3.6 into fraction (application of previous
𝟏𝟎
knowledge). 36
÷ 4 × 20
10
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Let us make our work easier by simplifying our fraction by cancelling common

factor of 10 and 36, which is 2, then we have:

18
÷ 4 × 20
5

18 4
We can therefore divide by 4, better say by .
5 1

Because:
4
 A whole number is also a fraction, so 4 (as a whole number) is (as a
1
fraction).
 And when we divide fraction, the dividing fraction turns upside down
and the division sign change to multiplication sign (application of
4 1
previous knowledge), therefore becomes , as in:
1 4

18 1
× × 20
5 4

 Simplify the task by cancelling common factors of 5 and 20, which is 5,

and of 4 and 18, which is 2.
9 1
× ×4
1 2

 Let us simplify further by cancelling common factor of 2 and 4, which is

2. Then we have: 9 1
× × 2 = 18
1 1

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 Note:

 Whenever you are asked to multiply and divide an operation where

decimal is involved, as a strategy, first convert the decimal into
fraction.
7
 A whole number is also a fraction e.g. 7 (as a whole number) is (as a
1
fraction), so are other whole numbers.

Here is another example:

1
(2 + 0.8)2 − 4
5

 First carry out the operation in the bracket using the previous
1 11
knowledge, i.e. change the mixed number 2 into improper fraction
5 5
8
and decimal 0.8 into fraction , so we have:
10

11 8 2
( + ) −4
5 10

Before you continue with the operation in the brackets, simplify the
𝟖
fraction , then we have:
𝟏𝟎

11 4 2
( + ) −4
5 5

28 | P a g e
  Perform the operation in the brackets i.e. add the fractions, then we
have:

15 2
( ) −4
5 4 i.e.
 Finally find the square of 3 and subtract
(3)2 − 4

9−4=5

Activities:

1a. Estimate the answer to these questions and work out the accurate
answer.

b. Compare your estimate answer to the accurate answer.

1 1
i. 52 − (0.9 + 2 ) ii. 1.5 × 40 ÷ 2
10 2
Work out the following:
3 3
iii. × 225 iv. 24 ÷
5 5

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7.9 Test Yourself Questions

1
1a. is a recurring decimal as shown:
7

1
= 0.142857 …
7
2 3 4 5 6
i. Deduce if a. b. c. d. e. are
7 7 7 7 7
recurring decimals as well.
ii. Using your answer to part i, would you say all proper fractions
with the denominator 7 are recurring decimals?
b. Based on your answer to part ii, would you say any fraction with a
denominator that is a multiple of 7 a recurring decimal? Prove your answer.

2a. i. Estimate the area of this shape.

ii. Calculate the area of this shape.

iii. How good is your estimated area?

3
cm
4

1 1
2 8 + 4cm

b. Calculate the hypotenuse side if the perimeter of the shape is given as 9cm
5 2
3. Razia worked out 32 × and she obtained 3 .
48 6

30 | P a g e
 i. Could her answer be cancelled any further?

ii. If yes, work out Razia’s work and leave your answer in the simplest form.
3
4. If 𝑎 = 6.25 and 𝑏 = 3 and h = 8.
4

1
i. Work out 𝐴 = (𝑎 + 𝑏) × ℎ
2

ii. Use your answer to part i to work out 𝐴 = (𝑎 + 𝑏)2 × ℎ

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