BASIC

MATHEMATICS FOR
SECONDARY
SCHOOLS

Form one
Notes
Notes in New curriculum
2025

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TOPIC ONE: The basic concepts of

After this topic students should be able to explain the meaning of Mathematic, its
branches, relationship with other subjects and its importance.

Specific objectives:

 To explain the meaning of Mathematics [1.1]

 To state the branches of Mathematics [1.2]

 To understand the relationship between mathematics and other subjects [1.3]

 To provide the importance of Mathematics [1.4]

1.1 Meaning of Mathematics:

Observe the following scenarios dear students:

 In Newala market people count items like fruits, vegetables and other goods.

Example counting 10 oranges or 5 bananas helps us to understand

NUMBERS and quantities.

 When our parents build houses they think of the STRUCTURE which they

prefer. Houses have different shapes like rectangular, squares pentagon and

others.

Etymologically the term “Mathematics” originates from the Greek word “Mathema” which

means “knowledge” or “study”. Therefore mathematics is the study that involves

structures, patterns and relationships using numbers and symbols. It involve reasoning

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which is useful in predicting the nature this is why its also known as language of science

because it help to explain scientific phenomena using numbers and structures which

makes easier in understanding.

TASK: Are you able to explain in your own words about mathematics?

1.2 Branches of Mathematics:

Mathematics can be categorized in different branches as explained below

Arithmetic:

It is the fundamental branch which involve the study of basic operations with

numbers, including addition (+), subtraction (-), multiplication (x) and division (÷).

Examples of those operations are 35 + 57 = 92, 289 − 35 = 254, 40 × 9 = 360 and

6780 ÷ 20 = 339

Algebra:

This is the branch which involves the study of symbols and the rules for manipulating

those symbols. These symbols are used to represent different quantities examples

of those symbols are alphabets like X and Y.

Geometry:

It is the study of shapes, sizes, properties and dimension of figures. Geometrical

figures are like trapezium, rectangular, triangle and circles.

Statistics:

It involves the collections, analyzing, interpretation and presentation of data. Data is

information collected in order to understand something or make decisions.

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Probability:

It focuses on the study of randomness and the likelihood of different outcomes.

Randomness refers to the lack of pattern or predictability in events; it means that

something happens without a specific order or reason and each outcome is equally

likely.

Calculus:

This is the branch of mathematics deals with the study of how things change and

their motions. It focuses on finding the rate at what quantities changes and the total

accumulation of quantities.

1.3 Relationship between mathematics and other subjects:

Task: what other subjects do you study?

Mathematics has relationship with other subjects. Let’s explore some relationship

under this part.

Relationship between mathematics and other subjects.

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Figure 1

Mathematics and Physics

Mathematics is essential for the formulation, analysis and application of physical laws

while physics provides reals world problems that drive the development of new

mathematical theories and methods. So Mathematics serves as a language through

which physical laws are expressed and understood.

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Mathematics and chemistry

Mathematics is used in chemistry to calculate he amount of substances involved in the

reactions, understanding how fast reactions occur and explore the structure of

molecules especially in advanced fields like quantum chemistry.

Mathematics and Biology

In biology mathematics helps models population growth predict genetics outcomes

using probability and understand the spread of diseases through mathematical models

making it essential for studying complex biological processes.

Mathematics and geography

Geography relies on mathematics for mapping the earth surface predicting weather

patterns and studying population distribution making mathematics a key tool in

understanding both physical and human geography.

Mathematics and History

Historians use mathematics to analyse data uncover trends overtime and date historical

events such as through carbon dating, helping them to better understand and interpret
past events.

Mathematics and English

In English mathematics is used to analyse language structure study patterns in writing

and secure communication through cryptography as well as in computational tasks like

language processing.

Mathematics and Literature

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Mathematics contributes to literature by analyzing patterns in poetry helping in the study

of literary styles and even generating text through algorithmic methods enhancing our

understanding of literary forms.

Mathematics and Economics

Mathematics is crucial in economic for modeling supply and demand analyzing

economics data with statistics and making financial decision providing the tools needed

to understand and manage economies.

Mathematics and Kiswahili

Mathematics can be applied to Kiswahili in analyzing language structure assessing

education outcomes and studying communication patterns helping linguists and

educators gain deeper insights into the language.

1.4 Importance of Mathematics

Since mathematics is language used in sciences then some of real life application of

mathematics are;

a) Agriculture and crop planning:

The topics applied are; Ratio, Percentages, and geometry.

Farmers use ratios to mix fertilizers and calculate the amount of seeds needed

for planting. For example, they calculate how much fertilizer per hectare will

produce the best yield. Geometry helps in planning the spacing between crops to

allow for better growth.

b) Finance and Mobile money services (M – pesa and Tigo Pesa):

The topics applied are; Percentage, Interest rates, and arithmetic.

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Many people uses mobile to send money, and to take loans where they need to

understand percentage which helps in calculation of transaction fees and how to

calculate interest rate of amount they take loans. Basic arithmetic is needed to

track their account balance and expenses.

c) Health (Population growth and diseases modeling):

The topics applied are; Exponential growth and statistics.

Health workers use statistics to track the spread of diseases like malaria or covid

– 19. Exponential growth helps them to predict how diseases might spread if no

control measures applied.

d) Construction and building design:

The topics applied; geometry, trigonometry, and area and perimeter.

Builders uses geometry and area calculation to determine how much materials is

needed for walls, floors, or roofs. Trigonometry helps to with the angles required

to ensure buildings are stable.

e) Transport and travel (Fuel consumption and distance):

The topic applies; Ratio, and Kinematics.

When planning trip drivers need to calculate the distance they need to travel and

the amount of fuel needed. They use mathematical formulas to estimate how
long it will take.

f) Weather forecasting.

Topics applied; Statistics and probability.

Meteorologists use probability to predict the chances of rain or sunshine. For

example, if there is 70% chance of rain, it means rain is likely but not guaranteed.

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PRACTICE QUESTIONS

1. In your own words explain what mathematics is and give two real – life

examples where it is used in everyday life in Tanzania.

2. List and briefly explain four main branches of mathematics. Provide one

example of a practical problem solved by each branch.

3. Choose two subjects (e.g Physics, geography or Chemistry) and explain how

mathematics is used in each of them. Provide specific examples for clarity.

4. Why is mathematics important for the development of Tanzania? Mention

atleast three areas where mathematics plays a crucial role.

5. Mathematics helps develop problem – solving skills. Explain how learning

mathematics can improve your ability to solve problems in non –

mathematical areas such as decision – making or planning.

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TOPIC TWO: The concept of

At the end of the study of this topic, students should be able to explain rational, irrational and
real number and able to convert recurring decimals into fraction and vice versa.

Specific objectives:

 To explain the concept of rational number [2.1]

 To explain the concepts of irrational number [2.2]

 To explain the concepts of real number [2.3]

 To convert recurring/repeating decimals into fraction and vice versa [2.4]

2.1 Rational number:

A rational number is any number that can be expressed as the quotient of fraction of two

integers where the numerator is an integer and the denominator is a non – zero integer. In other
𝒑
words, a number is rational if p and q are integers and 𝒒 ≠0. P is called numerator and
𝒒

q is called denominator. The set of rational numbers is denoted by Q (from the word
quotient).

If the number has decimal representation that either terminate e.g 0.25 or repeats e.g

0.666.. is also rational and a rational number can be also negative.

3 1 4 0 3
Examples of rational numbers are; − 5, 0.5 = 2 , 4 = 1 , 0 = 1 , and = 0.75
4

TASK: Can you mention at least five more examples of rational numbers?

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2.2 Irrational number:

An irrational number is a number that cannot be expressed as a ratio of two integers. It

𝒑
is not inform of 𝒒 where p and q are integers and 𝒒 ≠ 𝟎. In decimal form these numbers

are non – terminating and non – repeating, meaning their decimal representation goes

on forever without forming a repeating pattern.

Examples of irrational numbers are;

 square roots of non – perfect squares and prime numbers like √2 =

1.41421356 … (non – terminating and non – repeating), √3 = 1.7320508 …

 𝜋(pi) is an irrational number 𝜋 = 3.14159265 … the decimal value never stops at

22
any point, since the value of 𝜋 is closer to the fraction we take the value of pi
7
22 22
as (not that is rational number).
7 7

 The numbers whose decimal value is non – terminating and non – repeating

patterns are irrational. e.g 0.028763951…

The sets of irrational numbers are denoted by Q’

The table below shows the irrational numbers with their values

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The table below shows the differences between rational number and irrational

numbers

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2.3 Real number

A real number is any number that can be found on the number line. It comprises all

number we commonly use in everyday life such as integers, fraction and irrational

numbers. It includes negative and positive numbers.

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Examples or real number

 Natural numbers; 1,2,3,4,5,6,7,8,9… these are counting numbers

 Whole numbers; 0,1,2,3,4,5,6,7,8,9… these are natural numbers including 0

 Integers; … -3,-2,-1,0,1,2,3… these are negative, zero and positive numbers

3
 Rational numbers; 4,-2.5, 0.333…

 Irrational numbers; 𝜋 = 3.14159 … , √3 = 1.73205 …

The diagram below shows the different types of numbers.

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Problems to be discussed by students in groups to apply knowledge of fraction, decimal

and percentage.

1. Agriculture: Crop yield.

2
A farmer in Morogoro harvests 1500 kg of maize. He stores of it for future use
3

and sells the rest. How many kilograms does he sell?

2. National park tourism revenue.

The entrance fee for a national park is 30,000 Tanzanian shillings. If 40% of the

visitors pay using mobile money and 120 people visit in a day, how many people

use mobile money to pay?

3. Water conservation: Rainwater tank

A rainwater tank holds 500 litres of water when full. During the dry season, it is

filled to only 0.75 of its capacity. How many litres of water are in the tank?
4. Business: Profit on clothes sales.

A shop in Dar es Salaam buys shirts at 20,000 shillings each. The shop sells

them with a 25% profit margin. What is the selling price of each shirt?

5. Fishing: Diving the catch

1 1
Three fishermen share a catch of 120 fish. One takes 2, the second takes and
3

the rest goes to the third fisherman. How many fish does the third fisherman

receive?

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6. School fundraising event

A school aims to raise 2 million shillings. If they have already collected 0.65 of

the target, how much more do they need to reach the goals?

7. Transport: Bus fare increase

A bus fare from Arusha to Moshi was 10,000 shillings. Due to fuel price increases

the fare rises by 12%. What is the new fare?

8. Health campaign: Vaccination coverage

In a village of 800 people 75% of the population has been vaccinated against

malaria. How many people are still unvaccinated?

9. Loan Repayment

A borrower takes a loan of 500,000 shillings and agrees to repay it with 10%

interest. What will be the total amount he needs to repay?

10. Electricity usage

A household’s monthly electricity consumption is 120 kWh. The electricity

1
company increases rates by 5 . If the old bill was 36,000 shillings what will the

new bill be?

2.4 Conversion of recurring decimals to fraction

Recurring decimals are decimal whose decimal values keep on repeating with no end.

Converting recurring decimals to fraction

Example; Convert 0. 3̇ into fraction

Steps;

a) Given 𝑥 = 0. 3̇ (i)

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b) Multiple both sides by 10 (because there is one repeating digit) eqn (i)

10𝑥 = 3. 3̇ (ii)

c) Subtract the original equation (i) from the new equation (ii)
10𝑥 − 𝑥 = 3. 3̇ − 0. 3̇
9𝑥 = 3
d) Solve for x
3 1
𝑥= =
9 3
1
Therefore 0. 3̇ = 3

Example; Convert 0. 4̇1̇

Steps;

a) Let 𝑥 = 0. 4̇1̇ (i)

b) Multiply both sides by 100 (because there are two repeating digits) eqn (i)

100𝑥 = 41. 4̇1̇ (ii)

c) Subtract the original equation from the new one eqn (ii) – (i)

100𝑥 − 𝑥 = 41. 4̇1̇ − 0. 4̇1̇

99𝑥 = 41

d) Solve for x
41
𝑥=
99
41
Therefore 0. 4̇1̇ =
99

Converting fraction into recurring decimals

You can convert a fraction to a decimal by dividing the numerator by denominator. If the

division doesn’t terminate it will eventually starts repeating.

1
Example; Convert into recurring decimals
3

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1 ÷ 3 = 0.333 … = 0. 3̇
41
Example; Convert into recurring decimals
99

41 ÷ 99 = 0.414141 … = 0. 4̇1̇

EXERCISE

1. Convert each of the following recurring decimals to fraction

a) 0. 7̇
b) 0. 7̇2̇
c) 1.28̇
d) 0.006̇
e) 2. 5̇93̇
2. Convert each of the following fractions to repeating decimals
2
a) 3
7
b) 11
25
c) 99
16
d) 13
8
e)
27

3. A school has 500 students. 60% of students are boys. Of the boys 25%
2
participate in sports club. Of the girls 5 participate in the arts club.

a) How many boys participate in sports clubs?

b) How many girls participate in the arts club?

c) What percentage of the total students are not in any club?

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TOPIC THREE: Rational numbers

At the end of this topic students should be able to draw a number line and locate

rational numbers and perform calculation using number line.

Specific objectives:

 To be able to draw number line and locate numbers [3.1]

 To apply rational number in real life experience [3.2]

 To perform calculations using number line [3.3]

3.1 Rational numbers on number line

𝑝
A number which can be written in the form of where p and q are integers and 𝑞 ≠ 0, is
𝑞
1 6 9 3
called rational number. Example , , , and
2 7 10 10

0
Note: Even 0 is also a rational as 0 can be written as 0 = 1

In mathematics a number line is a horizontal or vertical straight line that represents

number visually. It consists of positive, negative and zero numbers; real numbers,

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fraction (rational number) numbers and decimal number can be located on number line.

See the figure below;

Rational numbers can be located on the same number line as usual numbers. The

following steps will help in representing a rational number on a number line:

Step 1

Draw a number line with positive numbers on the right hand side and negative number

on the left hand side of 0.

Step 2

1 2 3
Divide distance between 0 and 1 into n equal points. Mark the points as 𝑛 , 𝑛 , 𝑛 …

Let’s learn the above steps with examples

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CLASS WORK: Draw a number line and represent the following rational numbers on the

number line.

5 4
a) d)
4 5

3 2
b) e)
2 3

2
c) 7

3.2 Real life problems involving rational numbers

a) Currency and financial transactions

Problem: A farmer sells 5 kg of maize for 15,000 TZS. What is the price per

kilogram?
15,000
Solution: Price per kilogram = 3,000 TZS.
5

Tis division involves a rational number representing the unit price.

Problem variation: If a customer buys 2.5 kg of maize they will pay

2.5 × 3,000 = 7,5000 TZS

b) Sharing resources or items

Problem: A group of 4 students shares 3 litres of milk equally. How much milk

does each student get?

3
Solution: each student will get litres of milks
4

c) Water distribution

Problem: a water tank holds 1,200 litres and serves 10 households equally.

How much water does each household receive?

1,200
Solution: water per household = 120 litres
10
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Problem variation: If only 7 households receive water each gets, each gets
1,200
≈ 171.42 litres
7

d) Distances and transportation costs

Problem: A bus charges 3,500 TZS for a 70 km journey. What is the fare per

kilometer?
3,500
Solution: fare per kilometer is = 50 TZS per km.
70

Problem variation: for a shorter trip of 25 km, the fare would be 25 × 50 =

1,250 TZS

e) Agriculture and land allocation

Problem: A piece of korosho land measuring 6 hectares is divided equally

among 8 farmers. How much land does each farmer receive?

6 3
Solution: each farmer receive 8 = 4 hectares

f) Time management in schools

Problem: A 45 minutes lesson is divided into three equal activities. How much

time is allocated to each activity?

45
Solution: time per activity = 15 minutes.
3

3.3 Calculation using number line

The number line can be a useful tool for adding, subtracting, multiplying and dividing
small numbers;

 When you add move up the number line to the right

 When you subtract move down the number line to the left.

 To multiply on the number line start at 0 and count by the first number in the

problem as many times as indicated by the second number.

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 To divide on the number line first block off a segment of the number line from

0 to the first number in the problem. Then divide this segment evenly into the

number of pieces indicated by the second number. The length of each piece

is the answer to the division.

Consider the following examples dear student:

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Perform the following Exercise dear students and where possible use

number line.

11. Multiply 4 and 3

12. Multiply ten and zero

13. Divide 15 by 5

14. Divide 18 by 3
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TOPIC FOUR: The concept of

inequalities and absolute values of

At the end of this topic students should be able to explain the concept of inequalities

and absolute values of real numbers

Specific objectives:

 To explore the basic concepts of inequalities and absolute values of real

numbers. [4.1]

 To describe the importance of inequalities and absolute values in the world of

mathematics. [4.2]

4.1 The concept of inequalities and absolute values of real numbers

An inequality is a mathematical statement that shows how two numbers compare.

Instead of saying two things are exactly equal; inequalities tell us if one is larger or

smaller than the other.

4.1.1 Symbols used in inequalities.

a) >: Greater than. Example 5 > 3 (5 is greater than 3)

b) <: Less than. Example 2 < 7 ( 2 is less than 7)

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c) ≥: Greater than or equal to. Example 𝑥 ≥ 4 means x can be 4 or more.

d) ≤: Less than or equal to. Example 𝑦 ≤ 10 means y can be 10 or any smaller

number.

e) ≪: More less than

f) ≫: More greater than

4.1.2 Rules of inequalities.

a) Adding or subtraction the same number

If you add or subtract the same number on both sides of inequality the inequality

stays true. Example: If 4 < 6, then 4 + 2 < 6 + 2 gives 6 < 8 .

b) Multiplying or dividing by a positive number

When you multiply or divide both sides of an inequality by a positive number, the

inequality stays the same. Example: If 3 < 5, then 3 × 2 < 5 × 2 gives 6 < 10.

c) Multiplying or dividing by a negative number

When you multiply or divide both sides by a negative number, you must flip the

inequality sign. Example: If 2 < 4, multiplying by −1 gives −2 > −4 (note; the

sign has changed)

d) Compound inequalities

Sometimes inequalities involve two comparisons at the same time. For example

2 < 𝑥 < 5 this means 𝑥 is a number greater than 2 but less than 5. Possible

values of 𝑥 are 3, 4, or number like 2.5 and 4.8

4.1.3 Absolute values of real numbers

The absolute value of a number measures how far that number is from zero on the

number line, without worrying about the direction (positive or negative).

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The absolute value of a number 𝑥 is written as |𝑥|. If 𝑥 is positive or zero, |𝑥| = 𝑥.

Example: |5| = 5.

If 𝑥 is negative, |𝑥| = −𝑥, which makes it positive. Example: |−3| = 3. So, the absolute

value is always positive or zero.

Try dear student to find absolute values of the following;

a) |−4| = ?
b) −|7| = ?
c) |0| = ?

Why is absolute value important? Think of absolute value as distance on a number line.

For example the absolute value of −8 is 8 because its 8 units away from 0 on the

number line.

4.1.4 Inequalities involving absolute values

When inequalities involve absolute values, we solve them by breaking them into two

cases: one positive and other negative.

Case 1: Solving |𝑥| < 𝑎 this means the value of 𝑥 is less than 𝑎 units away from 0. The

solution becomes a compound inequality: −𝑎 < 𝑥 < 𝑎

Example: Solve |𝑥| < 3. This becomes: −3 < 𝑥 < 3, so 𝑥 can be any number between

−3and 3.

Case 2: Solving |𝑥| > 𝑎 this means the value of 𝑥 is more than 𝑎 units away from 0. The

solution becomes two parts which are 𝑥 < −𝑎 or 𝑥 > 𝑎.

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Example: Solve 𝑥 > 4. This becomes: 𝑥 < −4 𝑜𝑟 𝑥 > 4. So, 𝑥 can be any number less

than −4 or greater than 4.

4.2 Importance of inequalities and absolute values

Absolute values are used to measures the distance between two points on the number

line. Example the distance between points x1 and x2 given by |𝑥1 − 𝑥2 | the aim is to

make sure that the value is always positive.

In coordinate geometry, inequalities with absolute values define distances between

points in 2D or 3D space.

Exercise

1. A student has 1000 TZS for lunch each day. If they buy a banana for 300 TZS,

what is the maximum amount they can spend on a drink and still stay within their

budget?

2. A motorcycle’s fuel tank can hold up to 6 litres. If the tank already has 3.5 litres

what is the most fuel the rider can add without overfilling?

3. Hamisi need to study at least 4 hours per day to prepare for exams. If he has

already studied for 1.5 hours, how many more hours does he need to study to
meet his goals?

4. In Dar es salaam the temperature is 30 oC while in Moshi it is 18oC. Find the

absolute difference in temperature between the two cities.

5. If Amina’s house is located at position 𝑥 = −3km on a number line and her

school is at 𝑥 = 2km, what is the absolute distance from her house to her school?

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TOPIC FIVE: The concept of ratios

At the end of this topic students should be able to explain the concept of ratios and
proportions and solve the problems related to ratios and proportions.

Specifics objectives:

 To Explain the concept of ratios and proportions [5.1]

 To solve the problems related to ratios and proportions [5.2]

5.1 The concepts of ratios and proportions

5.1.1 Ratio

A ratio is a way to compare two or more qualities of the same type. It’s expressed as a

fraction or using a colon (:). It shows how much of one quantity exists compared to

another. Example if a class has 10 boys and 15 girls, the ratio of boys to girls is written
as Boys: Girls = 10: 15.

10 2
Ratios can be simplified just like fractions. In this case 10: 15 = = 3 so the simplified
15

ratio is 2: 3. This means for every 2 boys there are 3 girls in the class.

It is important to maintain the order given in the question, for example Boys: Girls = 2: 3

or Girls: Boys = 3: 2. These ratios mean different things.

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5.1.2 Proportions

A proportion is an equation that states that two ratios are equal. It shows the

relationship between four quantities. It helps us to solve problems where we need to

find an unknown quantity.

Example: if 3 pencils costs 12 shillings, how much will 5 pencils cost?

Solution: write the ratio of the known quantities (pencils and cost) 3: 12 and 5: 𝑥 this can
3 5
be written also as = 𝑥 , where 𝑥 is the cost of 5 pencils. By using cross multiplication:
12

60
3 × 𝑥 = 12 × 5 3𝑥 = 60 𝑥= = 20. So 5 pencils will cost20
3

shillings.

Types of proportions

1. Direct proportions

2. Inverse proportions

Direct proportions

Two quantities are in direct proportion if they increase or decrease together at the

same rate. Example: more apples more cost i.e Apples ↑ Cost ↑

Question for discussion: a car uses 8 litres of fuels to travel 120 km. how much fuel

will it need to travel 180 km?

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Inverse proportions

Two quantities are in inverse proportion if one increase whiles the other decrease

such that their product remains the same. Example if the speed of a car increases,

the time taken to cover a fixed distance decreases. Speed ↑ Time ↓

Question for discussion: If 4 workers take 12 hours to finish a task, how many hours

will 6 workers take, assuming the work rate stays the same?

Try this mixture problem: in a drink, the ratio of water to juice is 3: 1. How much

water needed to make 16 litres of drink.

5.2 Problems related to ratio and proportion

The following are some of the problems related to ratio and proportions with their

solutions. Study them for you to be able to solve other related problems.

1. Simplify the ratio 45:60

Divide both numbers by their greatest common divisor (GCD). For 45 and 60
45 60
GCD is 15. So simplified ratio is = 15 = 3: 4
15
2. The ratio of boys and girls in the class room is 5:7. If there are 35 girls, how

many boys are there?

5 5
Let the ratio 5:7 be written as then 7 × 35 = 5 × 5 = 25 therefore boys are 25.
7
3. Divide 120 into the ratio 2:3:5.
2 3 5
Total parts 2 + 3 + 5 = 10 so each part × 120 = 24, × 120 = 36, × 120 =
10 10 10

60.

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4. A farmer mixes 3 parts of maize flour with 2 parts of wheat flour. If the farmer

uses 40 kg of wheat flour, how much maize flour is required?

3
Ratio of maize to wheat is 3:2. So × 40 = 3 × 2 = 60 therefore maize flour is
2

60kg.

5. The cost of 8 apples is 2400 TZS. What is the cost of 15 apples at the same
rate?
8 15
Let’s compare ratios here. 8:2400 and 15: x so = = (2400)(15) = 8𝑥, 𝑥 =
2400 𝑥

4500 therefore the cost of 15 apples is 4500.

6. If 5 kg of korosho costs 15,000 TZS how much would 12 kg cost?

5 12
Let’s compare some proportions also. 15000 = = (15000)(12) = 5𝑥, 𝑥 = 36,000
𝑥

So 12 kg od korosho will cost 36,000 TZS.

7. A car travels 120 km in 2 hours from Newala to Masasi. How far will it travel in 5
hours at the same speed?
120 𝑥
= = (120)5 = 2𝑥, 𝑥 = 300 so 5 hours will take 300 km
2 5

8. Three friends share a prize of 90,000 TZS in the ratio 2:3:4. How much does

each friend receive?

Total parts 2 + 3 + 4 = 9 so each friend will receive as follows;

2 3 4
× 90,000 = 20,000, × 90,000 = 30,000 𝑎𝑛𝑑 × 90,000 = 40,000
9 9 9
9. If 3 machines can produce 180 items in 5 hours, how many items can 5

machines produce in the same time?

3 5
= 𝑥 = (180)5 = 3𝑥, 𝑥 = 300 so 5 machines will produce 300 items.
180

10. A school has 250 students and the teacher – students ratio is 1:25. How many

teachers are there in the school?

1
Simply 25 × 250 = 10 so there are 10 teachers.

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Exercise

1. The ratio of the ages of two siblings is 3:5. If the sum of their ages is 40

years, find their individual ages.

2. A shopkeeper mixes two of rice in the ratio 4:7. If he has 28 kg of the first type

of rice, how much of the second type of rice does he need to mix?

3. A car covers 150 km in 3 hours. At the same speed, bow far will it travel in 8

hours?

4. Three friend contributed money in the ratio 2:4:5 to buy a gift that costs

22,000 TZS. How much did each friend contribute?

5. If 7 workers can complete a task in 10 days, how many workers are needed

to complete the same task in 5 days?

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At the end of this topic student should be able to explain the concept of approximations

by rounding off numbers, concept of significant figures and decimals places.

Specific objectives:

 To explain the concept of approximations [6.1]

 To explain the concept of rounding off and estimating values of expressions [6.2]

 To Approximate numbers to the required significant figures and decimal places

[6.3]

6.1 The concept of approximation

In mathematics approximation refers to a value or quantity that is closer to the actual

value but not exact. Approximations are useful when exact values are difficult or
unnecessary to obtain or when only a simple estimate is needed.

Approximations are essential in both pure and applied mathematics, particularly in

physics, engineering, and economics, where real world data might not be perfectly

precise.

Why we need approximation? We need approximations to simplify calculations, to save

time, to handle uncertainty and measurement limitations.

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An approximation involves;

a) Rounding off

b) Truncation

c) Estimation

6.2 The concept of rounding off and estimations

Rounding simplifies numbers by adjusting them to the nearest value based on specific

rules. It makes large or complex numbers easier to read and use.

How to Round:

1. Identify the digit at the place value you are rounding to.
2. Look at the digit immediately to the right.
 If the digit is more than 5, increase the identified digit by 1.
 If the digit is less than 5, leave the identified digit as it is.
 If the digit is exactly 5, increase the identified digit by 1 if its odd otherwise
leave the identified digit as it is
3. Replace all digits to the right with 0 (for whole numbers) or remove them (for
decimals).

Example 1: Round 2543 to the nearest hundred.

Solution: Look at the tens digit (4). Since 4 is less than 5, leave the hundreds digit as it
is. The answer is 2500. Therefore 2543 ≈ 2500 to the nearest hundreds

Example 2: A town has a population of 127,894. Round it to the nearest thousand:

Solution: The hundreds digit is 8 (which is > 5), so increase the thousands digit by 1.
The answer is 128,000. Therefore 127,894 ≈ 128,000 to the nearest thousands

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Example 3: Round 456.789 to the nearest whole number.

Solution: The given number is considered whole when eliminating decimal values. The
first decimal value after whole number is 7 since 7 > 5 then the whole number is
increased by 1 from 456 to 457 so 456.789 ≈ 457 to the nearest whole number.

Questions for practices:

a) Round 2,355 to the nearest hundreds

b) Approximate 121.003 to the nearest whole number

Truncation

Truncating means cutting off extra decimal places or digits beyond a certain point
without rounding. This method keeps only the required number of decimal places or
digits and discards the rest.

Example 1: Truncate 3.6789 to 2 decimal places.

Solution: Cut off the digits after the 2nd decimal place. The answer is 3.67 (no
rounding).

Example 2: Truncate 26897 to hundreds

Solution: Cut the digits after 8. The answer is 26 (no rounding)

Note: Truncation is more valuable in decimals numbers

Estimation

Estimation involves rounding numbers to simpler values (e.g., to the nearest 10 or 100)
before performing operations. This gives a quick answer close to the actual one.

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Estimation is useful when an exact answer is not needed, quick decisions are needed or
when dealing with large numbers or incomplete data.

Example1: 789 + 324 is estimated as 700 + 300 = 1000

Example 2: Estimate 49 × 3.12

Solution: Round 49 to 50 and 3.12 to 3; then 50 × 3 = 150 this is the estimated value.

Example 3: The sum of 98, 102,97, and 101 can be approximated as 4 × 100 = 400

Questions for practices

1. Estimate 456 + 789 + 324

2. Estimate 47 × 58 by rounding to the nearest ten.
3. Estimate √72
4. Estimate 732 ÷ 24
5. A person buys items worth 14.30, 27.50 and 35.90. Estimate the total cost.

6.3 Significant figures and decimal places

6.3.1 Significant figures

Significant figures are numbers that carry meaningful information about the precision of
a measurement. They indicate the certainty of a value based on the precision on the
measuring instrument or the calculations involved.

Rules for counting significant figures

a) Non zero digits are always significant figures. Example 456 has 3 significant
figures.

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b) Zeros between non zero digits are significant figures. Example 4005 has 4
significant figures.
c) Leading zeros (zeros before the first non zero digit) are not significant figures.
Example 0.00456 has 3 significant figures (only 4,5,and 6 are significant)
d) Trailing zeros in decimal number are significant. Example 45.00 has 4 significant
figures and 0.0300 has 3 significant figures
e) Trailing zeros in whole numbers without a decimal point are not significant
figures. Example 45000 has 2 significant figures.

Class activity

1. Identify the number of significant figures in the following numbers

a) 405.07
b) 0.030
c) 60000
d) 1.0065
2. Using rounding procedures round 4.376 to
a) 3 significant figures
b) 2 significant figures
3. Evaluate (5.67 × 2.1) + 0.56 correct to 2 significant figures.

6.3.2 Decimal places

Decimals places refer to the number of digits to the right of the decimal point in a
number. When a number is expressed in decimal form e.g 12.3456, the decimal point
separates the integer part from the fractional part. The digits that appear after the
decimal point are the decimal places.

Example: In 12.3456 integer part is 12 and decimal part is 3456 so the number has 4
decimal places.

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We need approximation in decimal places since scientific measurements often require

precise value and too many decimal places can be hard to interpret.

Class activity

By using rounding procedures approximate the following decimal numbers.

a) 3.45671 to 3 decimal places

b) 2.355 to 1 decimal place
c) 11.00483 to 2 decimal places
d) 123.789 to 3 significant figures
e) 0.004567 to 2 significant figures

Problems for exercise

1. Estimate the sum of 37.8 + 92.4 + 46.9 by rounding each number to the nearest
tens. Compare this with exact sum.
2. Estimate √50 using the fact that 72 = 49 and 82 = 64
3. Estimate the value of 198 ÷ 4 by rounding the dividend (198) to the nearest ten.
Compare the estimate with the exact answer.
4. A jacket costs 24,000 shillings and there is a 15% discount. Approximate the
discount amount by rounding 15% to 10%. How different is this from the actual
discount?
5. A pencil costs 950 TZS. If you buy 4 pencils approximate how much will it cost?
Round to the nearest 1,000 to make a quick estimate.
6. Round the number 378 to the nearest tens and hundreds. How close is the
rounded number to the original value?

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TOPIC SEVEN: the basic tenets of

At the end of this topic students should be able to form algebraic expressions and

equations, linear simultaneous equations of two unknowns, inequalities in one unknown;

solving simultaneous equations using substitution and elimination methods and solving

inequalities in one unknown.

Specific objectives:

 To form algebraic expressions and equations [7.1]

 To form linear simultaneous equations of two unknowns and solve them [7.2]

 To solve inequalities with one unknown [7.3]

7.1 Algebraic expressions and equations

Algebra is the branch of mathematics where symbols (usually letters) are used to

represent numbers in equations and expressions. This allows us to solve problems and
find unknown values by following logical rules.

Algebraic expression is a combination of numbers, variables, and operators like

+, −,× and ÷ without an equal sign.

Keys terms;

 Variable: a letter or symbol e.g 𝑥, 𝑦 and 𝑧 that represents an unknown value.

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 Constant: a number with a fixed value e.g 5, 10 or -3

 Coefficient: a number that multiplies a variable e.g 4𝑥, the coefficient is 4

 Operators: symbols for mathematical operators e.g +, −,× and ÷

Examples of expressions:

 2𝑥 + 7 two times a number plus seven

 3𝑎 − 4𝑏 three times a minus four times b

 5𝑥 2 + 3𝑥 − 8 Five times 𝑥 squared plus three times 𝑥 minus eight.

7.1.1 Forming algebraic expressions

The following are the methods of forming algebraic expression from word problems:

i. Identify the unknown(s) and assign variables to them.

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ii. Translate phrases into mathematical operations:

• “More than” or “increased by” means Addition (+)

• “less than” or “decreased by” means Subtraction (-)

• “product of” or “times” means Multiplication (x)

• “divided by” means Division (÷)

iii. Write the expression

Example 1: a fruit vendor charges 500 TZS per mango. Write an expression for the

total cost of buying 𝑥 mangoes.

Solution: the expression is 500𝑥

Examples 2: Elly is currently 𝑦 years old. Write an expression for his age 5 years

from now.

Solution: Variable: 𝑥(current age) expression is 𝑥 + 5

Example 3: The sides of triangle have lengths a, b, and c. Write an expression for

the perimeter of the triangle.

Solution: Variables are a, b and c. Perimeter = 𝑎 + 𝑏 + 𝑐

Example 4: A gym charges 2000 TZS membership fee and 500 TZS per session.

Write an expression for the total cost of 𝑛 sessions.

Solution: variable is 𝑛 and constants are 2000 and 500 so expression = 2000 + 500𝑛

Try to form algebraic expression dear students to the following problems

a) A machine produces 15 items every hour. Write an expression for the total
number of items produced after ℎ hours.

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b) A water tank initially contains 100 litres of waters. Every hour 5 litres are added
to the tank. Write an expression for the amount of water in the tank after 𝑘hours.
c) Simplify the given expression 2(𝑥 + 4) + 3(𝑥 − 5) − 2𝑦

7.1.2 Algebraic equation

An algebraic equation is a mathematical statement that shows the relationship between

two algebraic expressions using an equal sign (=). Example 2𝑥 + 3 = 7 . In this equation

𝑥 is the variable and 2 and 3 are constants. The goal is to find the value of the variable

that makes the equation true.

Types of algebraic equation:

a) Linear equation (degree 1): an equation where the variable is raised to the power

1 e.g 3𝑥 + 4 = 10

b) Quadratic equation (degree 2): an equation with the variable raised to power 2.

E.g 𝑥 2 − 4𝑥 + 3 = 0

c) Algebraic equation with higher degree

Example 1: A father is three times as old as his son. The sum of their ages is 48. Find

their ages.

Solution: Lets the son’s age be 𝑥. Then the father’s age is 3𝑥

Write the equation:𝑥 + 3𝑥 = 48; 4𝑥 = 48, 𝑥 = 12

So, the son is 12 years old and the father is 3 × 12 = 36 years old.

Example 2: John is 5 years older than Sarah. In 3 years the sum of their ages will be 41.

How old are they now?

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Solution: Lets Sarah’s current age be 𝑥. Then John’s age is 𝑥 + 5.

In 3 years: Sarah’s age will be 𝑥 + 3 and John’s age will be 𝑥 + 5 + 3 = 𝑥 + 8

So the sum of their ages in 3 years is: (𝑥 + 3) + (𝑥 + 8) = 41

2𝑥 + 11 = 41

2𝑥 = 41 − 11

2𝑥 = 30 → 𝑥 = 15

So Sarah’s current age is 15 years and John’s current age is 15 + 5 = 20 years

Example 3: A car travels a certain distance in 4 hours at a constant speed. If the car

were to travel 15 km/h faster, it would take only 3 hours. What is the original speed of

the car?

Solution: Let the original speed be 𝑥 km/h. The distance traveled is the same in both

cases so: 4𝑥 = 3(𝑥 + 15) on expanding

4𝑥 = 3𝑥 + 45 Then subtract 3𝑥 from both sides

𝑥 = 45

So the original speed of the car is 45 km/h

7.2 Simultaneous equations of two unknowns

Simultaneous equations are two or more equations with two or more unknowns

(variables) that are solved at the same time because they share the values for those

variables. The goal is to find the values of these variables that satisfy all the equations

simultaneously.

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Types of simultaneous equations:

a) Linear simultaneous equation; these equations involve variables raised only to the
𝑥+𝑦=6
power of 1. Example {
2𝑥 − 𝑦 = 3

b) Non Linear simultaneous equation; these involve at least one equation that is not
𝑥 2 + 𝑦 = 10
linear (it could have squares, cubes, or other non – linear terms). Example {
2𝑥 − 𝑦 = 4

7.2.1 Methods of solving simultaneous equations.

There numbers of ways but this topic will only discuss two ways namely;

a) Elimination method and

b) Substitution method.

Elimination Method

In this method:

Add or subtract the equations to eliminate one variable then solve the remaining

variable. Use the obtained result to find the value of eliminated variable.

Example: solve the system of equations;

𝑥+𝑦 =6
{
2𝑥 − 𝑦 = 3

Solution: follow these steps;

Step 1: Add the two equations to eliminate 𝑦

(𝑥 + 2𝑥) + (𝑦 + −𝑦) = 6 + 3

3𝑥 + 0 = 9

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3𝑥 = 9 → 𝑥 = 3

Step 2: Substitute 𝑥 = 3 into any equation to solve for y.

From𝑥 + 𝑦 = 6: 3 + 𝑦 = 6 → 𝑦 = 3

Therefore 𝑥 = 3 and 𝑦 = 3

Substitution Method

This method involves;

Solving one of the equations for one variable in terms of the other then substituting

this expression into the second equation.

Example: solve the system of the equations

𝑥+𝑦 =6
{
2𝑥 − 𝑦 = 3

Solution: follow these steps

Step 1: solve the first equation for y in terms of x:

𝑦 =6−𝑥

Step 2: Substitute 𝑦 = 6 − 𝑥 in the second equation:

2𝑥 − (6 − 𝑥) = 3 then simplify; 2𝑥 − 6 + 𝑥 = 3 → 3𝑥 = 9 → 𝑥 = 3

Step 3: Substitute 𝑥 = 3 back to first equation;

3+𝑦 =6→𝑦 = 3

Therefore 𝑥 = 3 and 𝑦 = 2

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Class exercise

Solve the following system of equations using both elimination and substitution

methods hence compare the results.

3𝑥 + 2𝑦 = 12
1. {
𝑥−𝑦=1

2𝑥 + 3𝑦 = 13
2. {
4𝑥 − 3𝑦 = 5

Word problems which form simultaneous equation

1. The sum of Alex’s and Ben’s ages is 30. Five years ago Alex was twice as old as

Ben.

Solution:

Let 𝑥 be Alex’s age and 𝑦 be Ben’s age.

• 𝑥 + 𝑦 = 30
• 𝑥 − 5 = 2(𝑦 − 5)

On simplifying 𝑥 + 𝑦 = 30……………….. (i)

𝑥 − 5 = 2𝑦 − 10

𝑥 − 2𝑦 = −5………………… (ii)

Solve equation (i) and (ii) simultaneous using the method of your choice

2. A purse contains 20 coins made up of 1000 and 500 TZS coins. The total value

is 15000 TZS. How many of each coin are there?

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Solution: let 𝑥 be the number of 1000 TZS coins and 𝑦 be the number of 500 TZS

coins.

Then 𝑥 + 𝑦 = 20…………… (i)

1000𝑥 + 500𝑦 = 15000…….. (ii)

So solve equation (i) and (ii) simultaneously using any method of your choice

7.3 Solving inequalities with one unknown

The process is similar to solving equations but with extra attention when multiplying or

dividing by a negative number.

Steps for solving;

1st step: Isolate the variable on one side

2nd step: Simplify the expression by adding, subtracting, multiplying or dividing.

3rd step: Flip the inequality sign if you multiply or divide both sides by a negative

number.

Example 1: Solve 3𝑥 + 5 < 20

Solution: subtract 5 from both sides, 3𝑥 < 15

Divide both by 3, 𝑥 < 5

This means 𝑥 can take any value smaller than 5.

Example 2: Solve −2𝑥 ≥ 10

Solution: divide both by −2. Flip the inequality sign, 𝑥 ≤ −5

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This means 𝑥 can be −5 or any value smaller.

Example 3: solve 5𝑥 − 7 ≥ 18

Solution: Add 7 both sides, 5𝑥 ≥ 25 then divide both sides by 5, 𝑥 ≥ 5

This means 𝑥 can be 5 or any value greater than 5.

Example 4: solve −4𝑥 + 3 < 15

Solution: subtract 3 from both sides, −4𝑥 < 12, then divide both sides by −4 and flip the

inequality sign, 𝑥 > −3

This means 𝑥 must be greater than −3

Try to solve the following inequalities

1. 2𝑥 + 1 ≤ 9
2. 7 − 2𝑥 > 1
𝑥
3. +1 ≥4
2

4. −3𝑥 − 4 ≤ 5
5. −2 ≤ 3𝑥 − 1 < 8

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At the end of this topic student should be able to apply basic skills of coordinate

geometry in solving problems

Specific objectives:

 To locate coordinates and form geometrical figures [8.1]

 To determine the gradient/ slope of straight line [8.2]

 To find the equation of straight line [8.3]

 To draw/ sketch graphs [8.4]

 To solve simultaneous equation graphically [8.5]

8.1 Coordinates and geometrical figures

Coordinate geometry is the branch of mathematics that uses coordinate system to

describe geometric figures and their properties. It combines algebra and geometry by

representing points in space using ordered pairs of the form (𝑥, 𝑦). The 𝑥, 𝑦 −plane is

used to locate different coordinates simply points of different figures. 𝑥 − coordinate

represent horizontal points while 𝑦 − coordinate represent vertical points.

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The following figure shows the x and y coordinates on the 𝑥, 𝑦 −plane.

Example: locate the following points on 𝑥, 𝑦 −plane; (3,2), (−2,3), (−1, −2), and (2, −3)

Solution:

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Class work:

Locate the following coordinates on same 𝑥, 𝑦 − 𝑝𝑙𝑎𝑛𝑒 then joint the points by straight

line hence observe and state the geometric figure formed e.g. Parallelogram, square,

rectangular, triangle and trapezium.

1. (−1, −1), (−1,1), (1,1), (1, −1)

2. (−2,2), (−2, −1), (2, −1), (2,2)
3. (0,0), (3,0), (3,3)
4. (−1,3), (1,3), (−2,2), (−2,1), (2,2), (2,1)

8.2 Slope or gradient of straight line

The slope or gradient of a line is a measure of its steepness or incline which show the

ratio of vertical change (rise) to the horizontal change (run) between two points of the

line.

𝑟𝑖𝑠𝑒 𝑦 −𝑦
Slope (m) can be calculated by using the formula: 𝑠𝑙𝑜𝑝𝑒(𝑚) = 𝑟𝑢𝑛 = 𝑥2−𝑥1 where
2 1

(𝑥1 , 𝑦1 ) and (𝑥2 , 𝑦2 ) are two pints on the line.

Slope can be positive if 𝑚 > 0, negative if 𝑚 < 0, zero if 𝑚 = 0 or undefined if the line is
vertical where 𝑥1 = 𝑥2

Example 1: Find the slope between points 𝐴(1,2)and 𝐵(3,6)

𝑟𝑖𝑠𝑒 𝑦 −𝑦
Solution: Given 𝑥1 = 1, 𝑥2 = 3, 𝑦1 = 2 𝑎𝑛𝑑 𝑦2 = 6 then from 𝑠𝑙𝑜𝑝𝑒(𝑚) = 𝑟𝑢𝑛 = 𝑥2−𝑥1
2 1

6−2 4
𝑚 = 3−1 = 2 = 2

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Therefore the slope is 2 which is greater than 5 meaning it is positive signifying the line

rises.

Example 2: Find the slope between points 𝐶(2,4)and 𝐷(2,1) hence state the significance

of the slope.

𝑟𝑖𝑠𝑒 𝑦 −𝑦
Solution: 𝑥1 = 2, 𝑥2 = 2, 𝑦1 = 4 and 𝑦2 = 1 then from 𝑠𝑙𝑜𝑝𝑒(𝑚) = 𝑟𝑢𝑛 = 𝑥2−𝑥1
2 1

1−4 −3
𝑚 = 2−2 = = 𝑢𝑛𝑑𝑒𝑓𝑖𝑛𝑒𝑑
0

The slope is undefined signifying a vertical line.

Try these question dear students

Find the gradient of the following points and state their significance

1. (4,5)and (7,8)
2. (3,4)and (3,10)
3. (−1,2)and (−2,2)
4. (3,3)and (5,1)

8.3 Equation of straight line

To find the equation of straight line there are several ways to be used here is the list

✓ Using two points form

✓ Slope – intercept form

✓ Point – slope form

The equation of straight line can be represented into two ways as listed below;

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✓ Slope – intercept form [ 𝑦 = 𝑚𝑥 + 𝑐 where 𝑚 is the slope and 𝑐 is 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡

(a point crossing 𝑦 − 𝑎𝑥𝑖𝑠)]

✓ Standard form [ 𝑎𝑥 + 𝑏𝑥 = 𝑐 where 𝑎, 𝑏 and 𝑐 are real numbers]

Let’s discuss the methods/ways of forming equation of straight line

8.3.1 Using two points

Given two points 𝐴(𝑥1 , 𝑦1 ) and 𝐵(𝑥2 , 𝑦2 ) on a line you can find the equation by

calculating the slope and using point – slope to form equation

Steps to follow

𝑦2 −𝑦1
1st step: Calculate the slope (m) 𝑚 =
𝑥2 −𝑥1

2nd step: Using the concept of finding slope select another point on the line then choose

either point A or B to form the expression

3rd step: Simplify to the desired form

Example 1: Find the equation of a line whose two points are 𝐴(1,2) 𝑎𝑛𝑑 𝐵(3,6)

6−2
Solution: 1st step is to find the slope/ gradient𝑚 = 3−1 = 2. 2nd step is to choose any

point 𝐶(𝑥, 𝑦) and either 𝐴(1,2) or 𝐵(3,6); so let use 𝐶(𝑥, 𝑦) and 𝐴(1,2)

𝑦−2 𝑦−2
𝑚= but 𝑚 = 2 so 2 = 𝑥−1 on crossing multiplication 2(𝑥 − 1) = 𝑦 − 2
𝑥−1

2𝑥 − 2 = 𝑦 − 2 then make 𝑦 the subject 𝑦 = 2𝑥 − 2 + 2, 𝑦 = 2𝑥

So inform of; a) 𝑦 = 𝑚𝑥 + 𝑐; 𝑦 = 2𝑥

b) 𝑎𝑥 + 𝑏𝑥 = 𝑐; from 2𝑥 − 2 = 𝑦 − 2 then 2𝑥 − 𝑦 = 0

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so the equation is 𝑦 = 2𝑥 or 2𝑥 − 𝑦 = 0.

8.3.2 Slope – intercept form

The slope – intercept is useful if you know the slope of the line and𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡. It’s

written as 𝑦 = 𝑚𝑥 + 𝑐

Example 2: Given a slope of the line be 3 and −𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 𝑐 = −2. Find the equation of

the line inform of 𝑎𝑥 + 𝑏𝑥 = 𝑐.

Solution: Given 𝑚 = 3 and 𝑐 = −2 then from the form 𝑦 = 𝑚𝑥 + 𝑐 then 𝑦 = 3𝑥 − 2. This

is also same as 3𝑥 − 𝑦 = 2.

8.3.3 Point – slope form

If you know one point on the line (𝑥1, 𝑦1 ) and the slope 𝑚 you can find the equation of

the line.

Example 3: Given point (4,5) and slope 𝑚 = −1 then find the equation of the line

𝑦 −𝑦
Solution: 1st take any point (𝑥, 𝑦) and (4,5) then from 𝑚 = 𝑥2−𝑥1 but 𝑚 = −1 then −1 =
2 1
𝑦−5
on crossing multiplication−𝑥 + 4 = 𝑦 − 5; make 𝑦 the subject𝑦 = −𝑥 + 9.
𝑥−4

2
Example 4: convert 𝑦 = − 3 𝑥 + 4 to standard form.

Solution: 1st step, multiply to clear fraction; multiply by 3 both sides 3𝑦 = −2𝑥 + 12

rearrange the terms 2𝑥 + 3𝑦 = 12 this is the required equation in form of 𝑎𝑥 + 𝑏𝑥 = 𝑐.

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Exercise

1. Find the equation of the line passing through the points(2,3)and (6.7). Express

your answer in standard form.

2. A line has a slope of −4 and 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 of 5. Write the equation of the line in

slope – intercept form and convert it to standard form.

1
3. Write the equation of a line with a slope of 2 that passes through the point(4, −2).

Give your answer in standard form.

4. Given the points (1, −3)and (3,5), find the equation of the line passing through

these points in form of 𝑦 = 𝑚𝑥 + 𝑐

8.4 Drawing graphs of straight line

A graph is the representation of points on 𝑥, 𝑦 − 𝑝𝑎𝑙𝑛𝑒 by joining those points using

straight line. In order to draw the graph a set of paired coordinates (points) are

important if they are not given you must find them from the given equation by

constructing a table of value.

Example 1: Plot the graph of 𝑦 = 𝑥 − 1

Solution: we need first the table of value in order to get set of paired points.

𝑦 = 𝑥−1

x -2 -1 0 1 2
y -3 -2 -1 0 1
Then the ordered pair of points are (−2, −3), (−1, −2), (0, −1), (1,0)and (2,1)

Then the graph is as shown below:

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Example 2: Draw the graph of 2𝑥 + 𝑦 = 0

Solution: Let’s construct the table of value by first make 𝑦 the subject i.e 𝑦 = −2𝑥

𝑦 = −2𝑥

x -2 -1 0 1 2
y 4 2 0 -2 -4
Pair of points are (−2,4), (−1,2), (0,0), (1, −2), (2, −4)

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8.4 Solving simultaneous equation by using graph

In previous section we solved simultaneous equation using two methods which are

elimination and substitution methods. In this section we will use graph method by

graphing two equations and check the point of interaction which is the solution to the

simultaneous equation.

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Example 1: Find the solution of the simultaneous equation using graph.

𝑦 = 2𝑥 + 1
{
𝑦 = −𝑥 + 4

Solution:

Let’s construct the table of value to each equation

x -2 -1 0 1 2
2x+1 -3 -1 1 3 5
-x+4 6 5 4 3 2
For equation (i) which is 𝑦 = 2𝑥 + 1 the pair of points are
(−2, −3), (−1, −1), (0,1), (1,3), (2,5)

For equation (ii) which is 𝑦 = −𝑥 + 4 the pair of points are

(−2,6), (−1,5), (0,4), (1,3), (2,2)

Then on plotting these points on 𝑥, 𝑦 Plane

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1, 3

So the solution is 𝑥 = 1 and 𝑦 = 3

2𝑥 + 𝑦 = 5
Example 2: solve { graphically
𝑥−𝑦=1

Solution: rearrange each equation to express 𝑦 in terms of 𝑥 then draw the graph of

each then check the point of intersection.

𝑦 = −2𝑥 + 5 and 𝑦 = 𝑥 − 1

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Construct table of value

x -2 -1 0 1 2
𝑦 = −2𝑥 + 5 9 7 5 3 1
𝑦=𝑥−1 -3 -2 -1 0 1
Pair of points are (−2,9), (−1,7), (0,5), (1,3), (2,1) and
(−2, −3), (−1, −2), (0, −1), (1,0), (2,1)

On plotting on 𝑥, 𝑦 Plane we have;

2, 1

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Try to find the solution of the following simultaneous equations using graph method.

4𝑥 + 𝑦 = 8
1. {
2𝑥 − 𝑦 = −2

𝑦 =𝑥+3
2. { 1
𝑦 = −2𝑥 + 1

3𝑥 − 2𝑦 = 6
3. {
𝑥+𝑦 = 4

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