MATHEMATICS

GRADE 8

STUDENT TEXT

AUTHORS
1. TOLOSA DIRIBA (B. Sc)
2. MEQUANINT TESHOME (B.Sc)
3. AFEWORK AWLACHEW (M. Sc)

EDITORS
1. RODAS DIRIBA
2. MUSTEFA KEDIR
3. GETSIT ASEFA

2013 E.C
ADDIS ABABA ETHI
Developed by Addis Ababa Educational Bureau and
Adapted by South Nations Nationalities and People
Regional Education Bureau.

Adapted By:
Nathan Labiso Langano (MSc)
Curriculum Directorate

First edition, 2014 E.C

South Nations Nationalities and Peoples Regional Education Bureau

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 TABLE OF CONTENTS
UNIT 1 ................................................................ Error! Bookmark not defined.
RATIONAL NUMBERS .................................... Error! Bookmark not defined.
1.1. The concept of Rational numbers ............. Error! Bookmark not defined.
1.2. Comparing and Ordering Rational numbers .......... Error! Bookmark not
defined.
1.3. Operation and properties of Rational Numbers ...... Error! Bookmark not
defined.
1.4. Real life applications of rational numbers Error! Bookmark not defined.
UNIT 2 ................................................................ Error! Bookmark not defined.
SQUARES, SQUARE ROOTS, CUBES AND CUBE ROOTS................ Error!
Bookmark not defined.
2.1. Squares and Square roots.......................... Error! Bookmark not defined.
2.2. Cubes and Cube roots ............................... Error! Bookmark not defined.
UNIT 3 ................................................................ Error! Bookmark not defined.
LINEAR EQUATIONS AND INEQUALITIES Error! Bookmark not defined.
3.1. Revision of Cartesian coordinate system ............. Error! Bookmark not
defined.
3.2: Graphs of Linear Equations ...................... Error! Bookmark not defined.
3.3. Solving Linear Inequalities....................... Error! Bookmark not defined.
3.4. Applications of Linear Equations and Inequalities Error! Bookmark not
defined.
UNIT 4 .............................................................................................................. 104
SIMILARITY OF FIGURES ............................................................................ 104
4.1. Similar Plane Figures ............................................................................. 104
Perimeter and Area of Similar Triangles............................................... 120
UNIT 5 .............................................................................................................. 130
THEOREMS ON TRIANGLES ....................................................................... 130
5.1 The three angles of a triangle add up to 180 .......................................... 130
5.2.The exterior angle of a triangle equals to the sum of two ....................... 136
remote interior angles .................................................................................... 136
5.3. Theorems on the right angled triangle .................................................... 140
UNIT 6 ................................................................ Error! Bookmark not defined.

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CIRCLES ............................................................................................................ 16
6.1. Circles ....................................................................................................... 17
6.2. Applications of Circle............................................................................... 39
UNIT 7 .................................................................................................45
SOLID FIGURES AND MEASUREMENTS ....................................46
7.1. Solid Figures ............................................................................................. 47
7.2. Surface Area and Volume of Solid Figures.............................................. 56
7.3. Applications on Solid Figures and Measurements ................................... 70
UNIT 8 ................................................................................................................ 78
INTRODUCTION TO PROBABILITY ............................................................ 78
8.1. The concept of probability........................................................................ 79
8.2. Probability of Simple events .................................................................... 86
8.3. Applications on Business, Climate, Road Transport,............................... 93
Accidents and Drug Effects ............................................................................. 93

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 UNIT 1
RATIONAL NUMBERS
Learning Outcomes: At the end of unit, learners will able to:
 Define and represent rational numbers as fractions
 Show the relationship among W, and .
 Order rational numbers.
 Solve problems involving addition, Subtraction, Multiplication and
division of rational numbers
 Apply Rational Numbers to solve practical problems.
 Aware the four operations as they relate to Rational Numbers.
Main Contents
1.1 The concept of Rational numbers
1.2 Comparing and Ordering Rational numbers
1.3 Operation and Properties of Rational numbers
1.4 Application of Rational numbers

INTRODUCTION
Many times throughout your mathematics lessons, you will be manipulating
specific kinds of numbers that are related to your real life activities. So, it is
important to understand how mathematicians classify numbers and what kinds
of major classifications exist.
In the previous grades you have learnt about the set of Natural numbers, Whole
numbers and Integers and their basic properties. In this unit you will learn about
the set of numbers which contains the other set of numbers (i,e W, ) it is

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called Rational numbers. And also you will learn about the basic properties,
operations and real life applications of rational numbers.

1.1. The concept of Rational numbers

Competencies: At the end of this sub-unit, students should:
 Describe the concept of Rational Numbers practically.
 Express Rational Numbers as fractions.
Group work 1.1
Discuss the following questions with your groups
1. Provide an example of each of the following numbers
a. Natural numbers smaller than 10.
b. Whole number that is not a natural number
c. Integers that is not a whole number
2. Which of the following set of numbers include the other set of
numbers?
a. Whole numbers
b. Integers
c. Natural numbers
3. Define a rational number in your own words.
4. Solomon has 3 cats and 2 dogs. He wants to buy a toy for each of his
pets. Solomon has 22 Birr to spend on pet toys. How much can he
spend on each pet? Write your answer as a fraction and as an amount in
Birr and Cents.

1.1.1. Representation of Rational Numbers on a Number line

Competency: At the end this sub-topic, students should:

 Represent rational numbers as a set of fractions on a number line.

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Revision on Fractions
A fraction represents the portion or part of the whole thing. For example,
one-half, three-quarters. A fraction has two parts, namely numerator (the
number on the top) and denominator (the number on the bottom).
Example 1.1:

Figure 1.1 DVD Figure 1.2 Rectangular fields

The shaded part is of the DVD one part is one-ninth, of the rectangular
field
Example 1.2:
If three-fifths of the green area be covered by indigenous plants, then find the
numerator and denominator of the covered area.

Figure 1.3

Numerator
Solution:
Denominator

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In grade 6 and 7 you have discussed the important ideas about fractions and
integers.
i. Proper fraction: A fraction in which the numerator is less than the
denominator.
ii. Improper fraction: A fraction in which the numerator is greater
than or equal to the denominator.
If an improper fraction is expressed as a whole number and proper
fraction, then it is called mixed fraction.
Integers are represented on number line as shown below in figure 1.4.

-4 -3 -2 -1 0 1 2 x 3 4 5

Figure 1.4
What number is represented by the marked letter on the number line above?
You observe that the number is greater than 2 but less than 3. So, it belongs to
the interval between 2 and 3. Thus is not a natural number, or a whole
number, or an integer. What type of a number is?
Using the above discussion, we define a rational number as follow:
Definition 1.1
A number that can be written in the form of where and are integers and

0, is called a rational number.

Example 1.3:

, , , , and are rational numbers.

Note: The set of rational numbers is denoted by .

How can we locate rational numbers on number line?
Rational number can be represented on number line by following the following
steps.

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 I. Positive rational numbers are always represented on the right
side of zero on the number line. While negative rational
numbers are always represented on the left side of zero on
number line.
II. Proper fractions always exist between zero and one on number
line.
III. Improper fractions are represented on number line by first
converting into mixed fraction and then represented on the
number line.
Example 1.4:
Sketch a number line and mark the location of each rational numbers.

a. b. c. d.

Solution:
a) Since > 0, and proper, so it lies on the right side of 0 and on the left
side of 1. How can we locate?
Divide the number line between 0 and 1 into 5 equal parts. Then the
second part of the fifth parts will be a representation of on number
line.

0 1

Figure 1.5

b) Since is an improper fraction, first convert to mixed fraction to find

between which whole numbers the fraction exists on the number line.

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 Thus, = . The fraction would be between 1 and 2 at point. Now,
divide the number line between 1 and 2 in two equal parts and then the 1st
part of 2 parts will be the required rational number on the number line.

1 1 2

Figure 1.6

c) Since 1< < 0, the fraction will lie between 1 and 0.To represent

on the number line, divide the number line between 1 and 0 in to 4

equal parts and the third part of the four parts will be .

-1 - 0

Figure 1.7

d) Since and improper, first change in to mixed fraction. That is,

. To represent on the number line divide the number line

between 3 and 2 in to two equal parts and the first part of the two

parts is

Note: - Two rational numbers are said to be opposite, if they have the same
distance from 0 but in different sides of 0.

For instance and are opposites.

opposites
0

Figure 1.8

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 Exercise 1.1
1. Consider the following number line.

1 B 3.5
Figure 1.9
Select a reasonable value for point B.
a) 0.5 b) 3.6 c) – 0.2 d) 2
2. Between what consecutive integers the following rational numbers exist?
a) b) c) d)

3. Change the following improper fractions to mixed fractions.

a) b) c)
4. Represent the following rational numbers on a number line.

a) b) c) d) e) 2

5. If you plot the point 8.85 on a number line, would you place it to the
left or right of 8.8? Explain.
6. Find the opposite of the following rational numbers.
a) b) c) d) 3

1.1.2. Relationship among W, and

Competency: At the end of this section, students should:

 Describe the relationship among the sets , W, and .
In the previous grades of mathematics lesson you have learnt about the sets of
natural numbers ( ), whole numbers (W) and integers ( ).In this subsection you
will discuss the relationship among these set of numbers with the other set of
number which is rational numbers.

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A collection of items is called a set. A Venn diagram uses intersecting circles to
show relationships among sets of numbers. The Venn diagram below shows
how the set of natural numbers, whole numbers, integers, and rational numbers
are related to each other.
When a set is contained within a larger set in a Venn diagram, the numbers in
the smaller set are members of the larger set. When we classify a number, we
can use Venn diagram to help figure out which other sets, if any, it belongs to.

Figure 1.10 Venn diagram

Example 1.5:
Classify the following numbers by naming the set or sets to which it belongs.

a. 13 b. c. d. 10

Solution:
a. integer, rational number
b. rational number
c. rational number
d. natural number, whole number, integer, rational number.
Example 1.6:
Is it possible for a number to be a rational number that is not an integer but is a
whole number? Explain.
Solution: No, because a whole number is an integer.

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Exercise 1.2
1. Solomon says the number 0 belongs only to the set of rational numbers.
Explain his error.
2. Write true if the statement is correct and false if it is not.
a) The set of numbers consisting of whole numbers and its opposites is
called integers.
b) Every natural number is a whole number.
c) The number 3 belongs to negative integers.

1.1.2. Absolute value of Rational numbers

Competency: At the end of this section, students should

 Determine the absolute value of a rational number.

Activity 1.1
1. What is the distance between 0 and 5 on the number line? between 0
and 5 on the number line?

The absolute value of a rational number describes the distance from zero that a
number is on a number line without considering direction.
For example, the absolute value of a number is 5 means the point is 5 units from
zero on the number line.

Definition 1.2: The absolute value of a rational number „ ‟, denoted by │ │, is

defined as:

│ │ ={

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 Example 1.7:
a. │6│ = 6
b. │0│ = 0
c. │ 15│ = 15) = 15
Example 1.8:
Simplify each of the following absolute value expressions.
a. │8 3│ b. │– 25+13│ c. │0 10│
Solution:
a. since 8 3 = 5 and 5 > 0, we have │8 3│ = │5│ = 5
b. Since 25+13 = 12 and 12 < 0, we have
│ 25+13│ = │ 12│ = 12) = 12
c. Since 0 –10 = 10 and 10 < 0, we have
│0 10│ =│ 10│ = 10) = 10
Equation involving absolute value

Definition 1.3: An equation of the form │ │= for any rational number is

called an absolute value equation.

Geometrically the equation │ │ = 8 means that the point with coordinate is 8

units from 0 on the number line. Obviously the number line contains two points
that are 8 units from the origin, one to the right and the other to the left of the
origin. Thus │ │ = 8 has two solutions = 8 and = 8.

Opposite

-8 0 8

Figure 1.11

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Note: The solution of the equation │ │ for any rational number has
i. Two solutions and if .
ii. One solution, if and
iii. No solution, if

Example 1.9:
Solve the following absolute value equations.
a. │ │ =13 b. │ │ = 0 c. │ │ = 6
Solution:
a. │ │ =13
Since, 13 > 0, │ │ = 13 has two solutions:
13 and 13
b. │ │ = 0
If │ │ =0 , then 0
c. │ │ 6
Since, 6 < 0 , │ │ has no solution.

Exercise 1.3
1. Complete the following table.
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│ │ 0 2

2. Find all rational numbers whose absolute values are given below

a. 3.5 b. c. d. 3

3. Evaluate each of the following expressions.

a. │ │+│ │

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 b. │ 13│ │ 8│+│7│
c. │0│+2

d. │ 8+5│
e. │ │+│ 15│ 15

4. Evaluate each of the following expressions for the given values of

and .
a. 5 │ 3│, 5
b. │ │ 9, 3
c. │ │ │ │, 3 and 6
d. │ │+│ │, 5 and 10
e. 3│ 6│, 5

f. , 4 and 8

5. Solve the following absolute value equations.

a. │ │=8

b. │ │=

Challenge problems
6. Solve the following absolute value equations.
a. │ 4│=10
b. 4│ 3│=12
c. 3 2│ 5│ = 9

d. │5 3│=

e. 3│ 5│=3

1.2. Comparing and Ordering Rational numbers

Competency: At the end of this sub-topic students should:
 Compare and order Rational numbers.

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1.2.1. Comparing Rational numbers

In day to day activity, there are problems where rational numbers have to be
compared. For instance, win and loss in games; positive and negative in
temperature; profit and loss in trading etc.

Activity 1.2
Insert <, = or > to express the corresponding relationship between the following
pairs of numbers.
a. 0 -------15
b. 3------- 5
c. 6.7-------6.89
d. -------

Comparing Decimals
A rational number can be expressed as a decimal number by dividing the

numerator by the denominator .

Note: Decimal numbers are compared in the same way as comparing other
numbers: By comparing the different place values from left to right. That is,
compare the integer part first and if they are equal, compare the digits in the
tenths place, hundredths place and so on.

Example 1.10:
Compare the following decimal numbers.
a. 4.25-----12.33
b. 15.52-----15.05
c. 45.684-----45.667

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 Solution:
a. since 4 <12, then 4.25 < 12.33
b. the integer part of the two numbers are equal, then move to the tenth
place and compare: 5> 0, then 15.52 > 15.05
c. here the corresponding integer part and the tenth place numbers are
equal, so we move to the hundredth place: 8 > 6. Thus 45.684 > 45.667

Comparing Fractions

Comparing fractions with the same denominator

If the denominators of two rational numbers are the same, then the number
with the greater numerator is the greater number.
If and are a given rational numbers, > if and only if .

Example 1.11:

a. > because 15 >13

b. < because 10 < 15

Fractions that represent the same point on a number line are called Equivalent
fractions. For any fraction and is a rational number different from 0
( 0), then = .

Comparing fractions with different denominators

In order to compare any two rational numbers with different denominators,
you can use either of the following two methods:
Method 1:
Change the fractions to equivalent fractions with the same denominators.
Step 1. Determine the LCM of the positive denominators.
Step 2. Write down the given rational numbers with the same denominators.

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Step 3. Compare the numerators of the obtained rational numbers.

Example 1.12:
Compare the following pairs of rational numbers.
a. and

b. and

Solution:
a. To compare and ,

i. Find the LCM of 5 and 2 which is 10.

ii. Express the rational numbers with the same denominator 10.

= = and =

iii. Since 6 > 5, > .

Therefore, > .

b. To compare and

i. Find the LCM of 16 and 8 which is 16.

ii. Express the rational numbers with the same denominator 16.
= = and = =

Since 11 < 14 , <

Therefore, <

Method 2. Cross- product method

Suppose and are two rational numbers with positive denominators. Then

I. < , if and only if

II. > , if and only if

III. = , if and only if

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 Example 1.13:
a. < because 5 =15 < 7 =56

b. < because 12 84 < 9 = 54

c. > because 9 =63 > 5 = 55.

Comparing Rational numbers using number line

Note: For any two different rational numbers whose corresponding points are
marked on the number line, then the one located to the left is smaller.

1 0

Figure 1.12
Thus, 1
From the above fact, it follows that:
 Every positive rational number is greater than zero.
 Every negative rational number is less than zero.
 Every positive rational number is always greater than every negative
rational number.
 Among two negative rational numbers, the one with the largest absolute
value is smaller than the other. For instance, 45 < 23 because
│ 45│ > │ 23│.

Exercise 1.4
1. Which of the following statements are true and which are false?

a. 0.15 < 1.5 f. >

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 b. 2 >3 g. 6.53 < 6.053

c. │ │< h. 3 =

d. =

e. 3 >

2. Insert ( >, = or < ) to express the corresponding relationship between the

following pairs of numbers.

a. ----------- e. │ │------------

b. --------- f. -------------

c. ------------ 0.35

d. 3 ---------- 3 `

3. From each pair of numbers, which number is to the left of the other on
the number line?

a. 3.5 , 7 d. 9,

b. , e. , 1.5

c. 3 , 2

4. are natural numbers represented on a number line as

follows:

k n m x y z

Figure 1. 13
Compare the numbers using > or <.
a. n__________x d. y___________k
b. x___________y
c. z___________n

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1.2.2. Ordering Rational numbers

Ordering rational numbers means writing the given numbers in either ascending
or descending order. Ordering a rational numbers of different denominators is a
little bit like ordering distance measured in miles and kilometers, where we
need all the distances to be in the same unit. For fractions, we need either to
rewrite them in such a way that all have the same denominator or to convert
them to decimals.
Example 1.14:
Arrange the following rational numbers in:
i) Increasing (ascending) order
a. 25, 18, 45, 30, 28

b. , , , ,

c. 2.5, 1.5, 3.21, 1.53, 2.05

ii) Decreasing (descending) order
a. 15, 45, 32, 23,

b. , 2 , , ,
c. 4.5, 5.17, 3.75, 4.75
Solution:
i) a. 25 45 < 18 < 28 < 30
b. To order these rational numbers, first change the fractions with the

same denominator. Thus, , , , , and .

Compare only the numerators: 40 < 54 < 55 < 75 < 210

Therefore, the numbers in increasing order are < < < <

c. 1.5 < 1.53 < 2.05 < 2.5 < 3.21

ii)a. 45 > 32 > 15 > 23

b. The numbers in the same denominator are , , ,

Now compare only the numerators, 84 > 75 > 70 >

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 Therefore, 2 > > >

c. 5.17 > 4.75 > 4.5 > 3.75

Exercise 1.5
1. Arrange the following rational numbers in ascending order.
a. ,` , , 5 ,

b. 5.24, 8.13, 6.75, 12.42, 12.51

c. 3.92 , , 4 , 4.73,

2. Arrange the following rational numbers in descending order.

a. 13.72, 23.86, 15.02, 13.05
b. , , 2 , , 2

c. 3 , 3.75 , , 4.23, 3.21

3. Samuel‟s science class is “growing plants under different

conditions”. The average plant growth during a week was
5.5cm.The table shows the difference from the average for some
students‟ plants.
a. Which student‟s plant growing more?
b. Order the differences from lowest to highest.
Difference from Average Plant Growth
Student Rahel Kassa Alemitu Munir
Difference 3 2.2 1.7 1

1.3. Operation and properties of Rational Numbers

Competencies: At the end of this sub-unit students should:
 Add rational numbers.
 Subtract rational numbers.
 Multiply rational numbers

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  Divide rational numbers.
1.3.1. Addition of rational numbers

Activity 1.3
1. Add the following numbers using a number line and show using
arrows.
a. 6 + ( 3) c. 2 4)
b. 9+5 d. 6 6)

2. Find the sum of and using fraction bar.

Adding rational numbers with same denominators

To add two or more rational numbers with the same denominators, we add all
the numerators and write the common denominator.
For any two rational numbers and , + =

Example 1.15:
Find the sum of the following rational numbers
a. +

b. + +

c. +

d. 2 + +1

Solution:
a. + = =

b. + + = =

c. + = = =2

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d. 2 + +1 = + + = =

Adding rational numbers with different denominators

To find the sum of two or more rational numbers which do not have the same
denominator, we follow the following steps:
I. Make all the denominators positive.
II. Find the LCM of the denominators of the given rational numbers.
III. Find the equivalent rational numbers with common denominator.
IV. Add the numerators and take the common denominator.

Example 1.16:
Find the sum of the following rational numbers.

a. +

b. + +

Solution:
a. The LCM of 7 and 4 is 28.
Then write the fraction as a common denominator 28.

= and =

+ = + = =

b. The LCM of 9 , 6 and 4 is 36.

Then, write the fraction as a common denominator 36.

= , = and =

+ + = + + = =

Note: Always reduce your final answer to its lowest term.

Now you are going to discover some efficient rules for adding any two
rational numbers.

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 Rule 1: To find the sum of two rational numbers where both are
negatives:
i) Sign : Negative ( )
ii) Take the sum of the absolute values of the addends.
iii) Put the sign in front of the sum.

Example 1.17:
Perform the following operation:

Solution:

i. Sign ( )

ii. │ │+│ │= + =

Therefore,

Rule 2: To find the sum of two rational numbers, where the signs of
the addends are different, are as follows:
i) Take the sign of the addend with the greater absolute value.

ii) Take the absolute values of both numbers and subtract the

addend with smaller absolute value from the addend with

greater absolute value.
iii) Put the sign in front of the difference.

Example 1.18:
Perform the following operation

a. +

b. +
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Solution:

a. +

i. Sign( ) because

ii. Take the difference of the absolute values:

│ │ │= = =1

Therefore,

b.

i. Sign( ) because

ii. Take the difference of the absolute values:

Therefore,

Example 1.19:

Find the sum of and using fraction bar.

Solution:
Divide the fraction bar into 8 equal parts. Now shade 5 of them with gray color
and 2 of them with green color as shown in the figure below:

Figure 1.14
The shaded part within gray color represents and within green color
represents of the whole fraction bar. The shaded part in both colors is 7 of
eight equal parts. This shows that

Example 1.20:

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Find the sum of and .

Solution:
Divide the fraction bar into 6 equal parts and shade one of them, which
represents . Similarly, Shade the other three parts in different colors which

represents .

Figure 1.15

How many parts of the fraction bar shaded? 4 parts of the 6 equal parts.
This implies that

Properties of Addition of Rational Numbers

For any rational numbers and the following properties of addition holds
true:
a. Commutative:
b. Associative:
c. Properties of 0: +0= =0+
d. Properties of opposites : + (- ) = 0
Example 1.21:
Using properties of addition find the sum:

Solution:
= ( )+ -------- Associative property

=( ) +

= +

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 =

Similarly, = ------ Associative property

Therefore, ( ) =

Exercise 1.6
1. Find the sum:
a. +

b. +

c. +2

d. 2 + +3

e. │ + │ +│ + │

2. In the city where I live, the temperature on an outdoor thermometer on

Monday was 23.72oc. The temperature on Thursday was 3.23oc more
than that of Monday. What was the temperature on Thursday?

1.3.2. Subtraction of rational numbers

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 Activity:1.4
1. Can you express subtraction of rational numbers in the form of
addition?
2. Are the commutative and associative properties holds true in
subtraction of rational numbers?

The process of subtraction of rational numbers is the same as that of addition.

Subtraction of any rational numbers can be explained as the inverse of addition:
That is, for two rational numbers and , subtracting from means adding

the negative of to . Thus

Example 1.22:
Compute the following difference.

a. b. – ( ) c.
Solution:

a. = b. – (- ) = +

= =

= =

c. =

Note:
i. The difference of two rational numbers is always a rational number.
ii. Addition and subtraction are inverse operations of each other.

Example 1.23:

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Find the difference of using fraction bar.

Solution:
Divide the fraction bar in to 9 equal parts and shade 7 parts of
them. 6 parts of the 9 equal parts represent of the fraction bar.

Figure 1.15
How many parts of the shaded part is unmarked? One part. This implies that

Exercise 1.7
1. Find the difference of each of the following

a. 4 2

b. 5.3 3.45
c. │

d. │ │ │ │

e. 32.24 │ 32.24│
f. 3 2

2. Evaluate the following expressions:

a. y ( + 5), when y =

b. 15 y ), when y = 7

3. From a rope 23 m long, two pieces of lengths m and m are cut

27
 off. What is the length of the remaining rope?
4. A basket contains three types of fruits, apples, oranges and bananas,

weighing kg in all. If kg be apples, kg be oranges and the

rest are bananas. What is the weight of the bananas in the basket?

1.3.3. Multiplication of rational numbers

Activity 1.5
Multiply the following rational numbers

a. c. ( )) e) ( )

b. d. 3 2

To multiply two or more rational numbers, we simply multiply the numerator

with the numerator and the denominator with the denominator. Finally reduce
the final answer to its lowest term if it is.
Example 1.24:
Find the product of and using grids model.
Solution:
a. model by shading half of a grid b. use a different color to shade
of the same grid
i) Divide the grid in to 2 columns. i) Divide the grid in to 4 rows
ii) Shade 1 column to show ii) shade 3 rows to show

28
 Figure 1.16 Figure 1.17
c. Determine what fraction of the grid is shaded with both colors.
There are 8 equal parts, and 3 of the part are shaded with both colors. The
fraction shaded with both colors is .

Figure 1.18
The section of the grid shaded with both colors shows 3 part of when is

divided into 4 equal parts. In other words of , or

Therefore,

Note: The product of two rational numbers with different signs can be
determine in three steps
a. Decide the sign of the product; it is “– “.
b. Take the product of the absolute value of the numbers.
c. Put the sign in front of the product.

29
Example 1.25:
Find the product
a.

b. ( )

c. 2 ( )

Solution:
a.

b. ( )

i. Sign ( )
ii. Multiply the absolute value

│ │ │ │= = =

Therefore, ( )

c. 2 ( )
First change the mixed number to improper fraction.

2 2+ , then

i. Sign ( )
ii. Multiply the absolute value

| | | |= =

Therefore, 2 ( )

Note: The product of two negative rational numbers is a positive rational

number.

Example 1.26:

Find the product: ( )

Solution: ( ) = =

30
The following table 1.1 summarizes the facts about product of rational
numbers.
The two factors The product Example
Both positive Positive =

Both negative Positive ( )×( )=

Of opposite sign Negative 3×5 15

One or both 0 Zero ×0=0

Table 1.1
Properties of multiplication of rational numbers
For any rational numbers , and ,the following properties of multiplication
holds true:
a. Commutative: =
b. Associative: ( )= ( )
c. Distributive: ( ) = +
d. Property of 0: 0 = 0=0
e. Property of 1: 1 = =1
Example 1.27:
Using the properties of multiplication, find the following products.
a.

b.

c. ( + )

d. ( ) 0

e. 2 1

31
Solution:
a. = =

b.( ) …..associative property ………… )

= =

= =

= =

c. ( + )

= + ….. distributive property

= +

d. ( ) 0 = 0……..property of 0

e. 2 1= 2 ………property of 1

Example 1.28:
Find the cost of m of cloth, if the cost of a cloth per meter is Birr .
Solution:

Total cost = = Birr = Birr 157.5

Note: To get the product with three or more factors, we use the following
properties:
1. The product of an even number of negative factors is positive.

2. The product of an odd number of negative factors is negative.

3. The product of a rational number with at least one factor 0 is zero.

32
 Exercise 1.8
1. Determine the product

a.

b. ( )

c. ( )

d. 2 4

e.

f. 3(5 5), when

2. An airplane covers 1250 km in an hour. How much distance will it cover
in hours?

1.3.4. Division of Rational Numbers

Activity1.6
1. How many groups of are in 12?

2. How many groups of are in 3 ?

3. Use grids to model 3 .

Example 1.29:
Find the quotient by dividing by using grid model.

Solution:
Since divide each 5 grids in to 3 equal parts.

Shade 4 grids and of a fifth grid to represent and

33
 Divide the shaded grids in to equal groups of 2.

Figure1.19
There are 6 groups of , with in left over. This piece is of a group of .

Thus, there are groups of in .

Note:
 is read as is divided by
 In is called the quotient, is called the dividend and
is called the divisor.
 The quotient is also denoted by .

 If and are integers, and , if and only if .

Rules for Division of Rational numbers

When dividing rational numbers:

1. Determine the sign of the quotient:

a) If the sign of the dividend and the divisor are the same, then sign of

the quotient is (+).

b) If the sign of the dividend and the divisor are different, the sign of the

quotient is ( ).
2. Determine the value of the quotient by dividing the absolute value of the

dividend by the divisor.

34
 Example 1.30:
= 18

Note: For any two rational numbers and

= = (where 0)

Example 1.31:
Determine the quotient:
a.

b. 3

c. 4
Solution:
a. = = = =1

b. 3 = = = = 5

c. 4= =

Note: For any rational number where 0;

= = = 1, Then is called the reciprocal of .

Exercise:1.9
1. Determine the quotient

a.

b.

c. ( )

35
 d. 2 ( )

2. Rahel made of a pound of trail mix. If she puts of a pound into each

bag, how many bags can Rahel fill?

1.4. Real life applications of rational numbers

Rational numbers used to express many day –to- day real life activities. For
instance, to share something among friends, to calculate interest rates on loans
and mortgages, to calculate interest on saving accounts, to determine shopping
discounts, to calculate prices, to prepare budgets, etc. So, in this sub-topic we
will discuss some of them.
1.4.1. Application in sharing something among friends

Rational numbers are used in sharing and distributing something among a group
of friends.
Example 1.32:
There are four friends and they wanting to divide a cake equally among
themselves. Then, the amount of cake each friend will get is one fourth of the
total cake.
Example 1.33:
Three brothers buy sugarcane. Their mother says that she will take over a fifth
of the sugarcane. The brothers share the remaining sugarcane equally. What
fraction of the original sugarcane does each brother get?
Solution:
1
Brother 1 Brother 2 Brother 3 2 Mother
3
Figure 1.20

36
Each brother gets a big piece and divides one big piece in to three equal

parts, which is so each brother gets =

1.4.2. Application in calculating interest and loans

Simple interest
Interest is a payment for the use of money or interest is the profit return on
investment. Interest can be paid on money that is borrowed or loaned. The
borrower pays interest and the lender receives interest. The money that is
borrowed or loaned is called the principal (P). The portion paid for the use of
money is called the interest (I). The length of time that money is used or for
which interest is paid is called time (T). The interest paid on the original
principal during the whole interest periods is called simple interest. Interest can
be calculated by: I = PRT
Example 1.34:
Abebe borrowed Birr 21100 from CBE five months ago. When he first
borrowed the money, they agreed that he would pay to CBE 15% simple
interest. If Abebe pays to it back today, how much interest does he owe to it?
Solution:
Given Required
P =Birr 21100 I=?
R = 15%
I = PRT

, Where, T = 5 months =

Therefore, Abebe pay an additional 1318.75 Birr of simple interest as per their
agreement.

37
Example 1.35:
What principal would give Birr 250 interest in years at a rate of 10%?
Solution:
Given Required
I = Birr 250 P =?
R = 10%
T= years = 2.5 years

I = PRT

Birr1000

Exercise 1.10
1. If Birr 1200 is invested at 10% simple interest per annum, then What is
simple interest after 5 years?
2. What principal will bring Birr 637 interest at a rate of 7% in 2 years?
3. Find the simple interest rate for a loan where Birr 6000 is borrowed and
the amount owned after 5 months is Birr 7500.

38
 SUMMARY FOR UNIT 1
1. A rational number is a number that can be written as where and are

integers and The set of rational numbers is denoted by .

2. Rational numbers can represent on a number line.
3. The absolute value of a rational number „ ‟, denoted by │ │, is defined
as:

│ │ ={

4. Rational numbers can be compared

i. By changing to decimal numbers
ii. By making the same denominators
iii. By using cross product
5. Subtraction of any rational numbers can be explained as the inverse of
addition.
6. The sum of two opposite rational numbers is 0.
7. Rules of signs of Addition
a. The sum of two negative rational numbers is negative.
b. The sum of negative and positive rational numbers is takes the sign of
the greater absolute value.
8. Rules of signs of Multiplication
a. The product of two negative rational numbers is positive.
b. The product of negative and positive rational numbers is negative.
9. Rules of signs for division.
Let and be rational numbers:
a. positive divided by negative equals negative.
b. negative divided by positive equals negative.
c. negative divided by negative equals positive.

39
 REVIEW EXERCISE FOR UNIT 1
1. Which of the following statements are true?

a. >

b. 3 > >

c. │2 │= │ 2 │

d. 3 <3 <

2. Solve each of the following absolute value equations.

a. │ │ = 7
b. │ │= 4
c. │ │=5
d. 2│ │= 6
e. 5+3│ │= 2

3. If 8 and 4, then fined

4. Find the sum

a.

b.

c. 3.35 +
5. Find the difference
a.

b.

6. Determine the product

a.

b. 2.34

40
 c.
7. Determine the quotient
a.

b.

c.
8. Simplify the following expressions.
a. + ( + )

b. ( )

c.

9. Eleni baked a batch of 32 cupcakes and iced 24 of them. What fractions of

cupcakes were iced?
10. How long will take Birr 500 to get Birr 50 simple interest at rate of 9.5%?

41
 UNIT 2
SQUARES, SQUARE ROOTS, CUBES AND CUBE ROOTS

Learning outcomes: At the end of this unit, learners will be able to:
 Understand the notion square and square roots, and cubes and cubes roots.
 Determine the square of numbers
 Determine the square roots of the perfect square numbers
 Extract the approximate square roots of numbers by using the numerical
table and scientific calculator
 Determine the cube of numbers
 Extract the cube roots of perfect cubes
 Apply squares, square roots, cubes and cube roots in the real-life situation

Main Contents
3.1. Squares and Square Roots
3.2. Cubes and Cube roots
3.3. Applications on squares, square roots, cubes and cube roots

Introduction
What you had learnt in the previous grades about multiplication will be used in
this unit to describe special products known as squares and cubes of the given
numbers. For instance, in a real-life application when you want to find a new
apartment, you need to know the size of it. Newspaper and online
advertisements usually give the dimensions of the apartment by only listing its
area, such as square meters. This can be hard to you use the concepts of

42
square roots and convert this number in the form of square meters. It
gives better ideas of the apartment. The following sub-topics will give a brief
explanation about squares and cubes.

2.1. Squares and Square roots

In this sub-topic you will learn about raising a given number to the power of “2”
and extracting square roots of some perfect squares.
2.1.1. Square of a rational number

Competency: At the end of this sub-topic, students should:

 Calculate the square of a number
Activity 2.1
1, How many numbers of squares do you have?
a) b) c)

d)

2, Find the products of each of the following

i. iii.
ii.
3, Compute the products for each of the following.

a)

43
 b)
c)
Definition 2.1: The process of multiplying a number by itself is called squaring
of a number.

Example 2.1.
a)
b)
c)
d)
Note : If the number to be multiplied by itself, then the product is usually
written and read as:

 or


Example2.2:
Read the following numbers
a. b. c.
Solution
a. read as 2 squared or the square of 2 and 2 to the power of 2
b. read as 6 squared or the square of 6 and 6 to the power of 2
c. read as 10 squared or the square of 10 and 10 to the power of 2
Example 2.3:
Find the square of each of the following numbers
a) 8 c)20

b) d)

44
 Solution:
a) x

b)

c)

d) ( )

Group Work 2.1

Discuss the following patterns with your groups:
[first odd number]
[ sum of first two odd numbers]
[ sum first three odd numbers]
[sum first four odd numbers]

[sum of first ten odd numbers]

a) What is the sum of the first 15 odd numbers?
b) What is the sum of the first n odd numbers?
c) What do you generalize?

From the above group work, we generalize that the sum of the first odd
natural numbers is
Note : There is a difference between and .
i.
ii.

Consider the following examples to see the difference

a.
b.

45
In general, for any rational number
Definition 2.2:A rational number is called a perfect square if and only if
for some .

Example 2.4:
Thus,
1, 4, 9, 16, 25 and 36 are perfect squares.
Note
i. The square of rational numbers is also rational numbers.
ii. Therefore,
iii. For any rational numbers and ,

iv. For any rational number and , where

Exercise 2.1
1. Determine whether each of the following statements is true or false.
a)
b)
c) , where x
d)
e)
2. Find in each of the following rational numbers
a) e)
b) f)

c) g)

d)

3. Lists out a perfect square numbers from the given list.

46
 4. Explain whether the numbers are a square number or not.
a) 144 b) 201 c) 324
5. Which of the following are the squares of even numbers?
a) 196 b) 441 c) 400 d) 324 e) 625
6. Which of the following are the squares of odd numbers?
a) 121 b) 225 c) 196 d) 484 e) 529
7. Evaluate
i.
ii.
iii.
iv.
v.
vi. .
What do you conclude from the pattern?
8. Express 64 as the sum of the first eight odd numbers.

Theorem 2.1: Existence theorem

For any rational number , there is a rational number
such that

Example 2.5:
Find the square of the following rational numbers by using the existence
theorem.
a) b) c) d)

Solution:
a) , then
b) , then

47
 c) , then

d) , then

How to approximate square of a number?

Rough calculation could be carried out for approximating and checking the
results in squaring rational numbers. Such approximation depends on rounding
off decimal numbers. Rounding is the process to estimate (approximate)
particular number in context. To round a number look at the next digit in the
right place, if the digit is less than 5, round down and if the digit is 5 or more
than 5, round up. Rounding decimals is useful to estimate an answer easily and
quickly.
Example 2.6:
Find the approximate value of in each of the following decimals
a)
b)
c)
Solution:
a) [ since 3 < 5]

Therefore,
b)

Therefore,
c)

Therefore,

48
Exercise 2.2:
1.Determine whether each of the following statements is true or false
a)
b)
c)
2. Find the approximate value of if
a) b) c) d)

2.1.2 .Use of table values and scientific calculator to find squares

of rational numbers

Competency: At the end of this sub-topic, students should:

 Calculate the square of a number

Activity 2.2.
Discuss with your friends
1. Define scientific notation of a number by your own words.
2. Express the following numbers in scientific notation.
a) b) c) d) e)
3. Use table values of square to find for each of the following
a) c) e)
b) d) f)

To find the square of rational number when it is written in the form of a decimal
is very tedious and time consuming work. To avoid this tedious and time
consuming work a table of squares is prepared and presented in the numerical
tables at the end of this book. In the table the first column headed by lists
numbers from the remaining columns are headed respectively by the
digits

49
 0 1 2 3 4 5 6 7 8 9
1.0
1.1
1.2
.
.
.
9.9

Example 2.7:
By using table of squares evaluate
Solution:
The way how we can find the square of rational numbers from the table as
follows:
Find the row which start with
Move to right along the row until you get column under 4
Read the number at the intersection of the row in (ii) and
column in (iv)
0 1 2 3 4 5 6 7 8 9
3.1
3.2 10.50
3.3

Hence
From the table check the value of the following square numbers are true.
a)
b)
c)

50
Example 2.8:
Find the square of the number using each techniques and compare your
result.
Solution:
i. Using Rough( approximate value) Calculation
7

ii. Using Value obtain from table.

a) Find the row which start with 6.7
b) Find the column headed by 5
c) Read the number, that at the intersection of the row in (vii) and
column in (v)
Therefore 45.56
iii. Using Scientific calculator (Exact value )
Multiply

Therefore

Exercise 2,3
1. Determine whether each of the following statement is true or false
a)
b)
c)
2. If then find
a) b) c)
3. If then determine each of the following in terms of
a) b)

51
 4. Find the square of the number
a) Using rough calculation method
b) Using numeral table value
c) Using Scientific calculator

2.1.3. Square Roots of a Rational number

Competency: At the end of this section, students should:

 Calculate the square root of perfect squares

Activity 2.3:
Find the prime factorization of the following numbers by using the factor tree
method
a)16 b) 32 c) 64 d) 256 e) 400

Definition 2.3:For any two rational numbers and if then is

called the square root of

Example 2.9:
a) The square root of 4 is 2 because
b) The square root of 9 is 3 because
c) The square root of 16 is 4 because

d) The square root of is because

Note
i. The operation “extracting square root” is the inverse of the operation
squaring.
ii. In extracting square roots of rational numbers,
 first decompose the number into product consisting of two equal
factors and

52
  take one of the equal factors as the square root of the given
number.
iii. The positive square root of a number is called the principal square root.
The symbol √ called the radical sign, is used to indicate the principal
square root.
iv. For , the expression √ is called the principal square root of or
radical and is called the radicand.
v. The relation between squaring and square root can be expressed as:

vi. In power form √ =

vii. Negative rational numbers don‟t have square roots in the set of rational
number.
viii. The square root of zero is zero.

Example 2.10:
Find the square root of if is

a) 16 b) 121 c) 0.04 d)

Solution:
a) 4x 4

Thus, the square root of is or . But √ [since √ indicate the

positive square root. To indicate the negative square root we use √ ]
b)

53
Thus, the square root of is or . But √
c)
Thus, the square root of 0.04 is or . But √

Thus the square root of is or . But, √

Example2.11:
Find the square root of each of the following numbers by using prime
factorization.
a) 64 b) c) 400
Solution:
a) 64

Now arrange the factors so that 64 is the product of two identical factors.
i.e.

so √

54
 b) 100

Arrange the factors so that 100 is the product of two identical factors
i.e.

So √
c) 400

Arrange the factors so that 400 is the product of two identical factors
i.e.

So √

55
Exercise 2.4
1. Evaluate the given square root.
a) √ d) √
b) √ e) √
c) √
2. The area of square is .What is the length of each side?
3. Using prime factorization technique evaluates the square root of the
following numbers.
a) 256 b) 324 c) 1225

2.1.4. Use of table values and scientific calculator to find square

roots of rational numbers

Competency: At the end of this section, students should:
 Calculate the square root of a number

Activity 2.4
Discuss with your friends
Use table value (Attached at the end of your text book) to evaluate the
following square root.
a) √ c) √ e) √
b) √ d) √

To find the square root of rational number when it is written in the form of a
decimal is a tedious work. To avoid this tedious work a table of squares is
prepared and presented in the numerical table at the end of this book.
Example 2.12:
Find √ from the numeral table

56
Solution:
. Find the number 16.40 on the body of the table.
On the row containing this number move to the left and read
4.0 under
To get the third digit start from 16.40 move vertically up ward
and read 5.
Therefore √
Note:
If the radicand is not found in the body of the table, you can approximate to the
nearest square roots of a number.

Example 2.13:
Find √ from numeral table
Solution:
√ is not directly in the numerical table. So find two numbers from the
table to the left and to the right of 71.80.
That is,
Find the nearest number to from those two numbers. Which is
Thus √ √
Therefore, √

Exercise 2.5
1.Find the square root of each of the following numbers from numerical table
a) 2.310 b) 4.326 c) 15.68
d ) 98.60 f) 95.06
2. If , then find
a) √ b) √ c) √
d) √

57
2.2. Cubes and Cube roots
2.2.1. Cube of a rational number
Competency: At the end of this section, students should:
 Calculate the cube root of a number

Activity 2.4
1.Find in each of the following rational numbers.
a) c) c)

b) d) e) 0
2. Which of those numbers are written as
a) 8 c) 121
b) 64 d) 729 e) 2700

Definition 2.4. A cube number is a number obtained by multiplying the number

by itself three times.

Example 2.14:
The following are some cube numbers
a)
b)
c)
d)
Example 2.15:
Find in each of the following rational numbers
a. b) c)

d) e)

58
Solution:
a.
b.
c.
d.

e.

Recall that: Rough calculation could be carried out for approximating and
checking the results in cube of rational numbers. Such approximation depends
on rounding off decimal numbers. Rounding is the process to estimating
(approximating) particular number in context. To round a number, look at the
next digit in the right place, if the digit is less than 5, round down and if the
digit is 5 or more than 5, round up. Rounding decimals is useful to estimate an
answer easily and quickly.
Example 2.16:
Find the approximate value of in each of the following
decimals
a) c)
b)

a)

Therefore,
b)

Therefore,
c)

Therefore,
59
Group Work 2.2
Discuss the following patterns with your groups
[first odd number]
[ the sum of the next two odd numbers]
[ the sum of the next three odd numbers]
[the sum of the next four odd numbers]
[the sum of the next five odd numbers]
[the sum of the next six odd numbers]
[the sum of the next seven odd numbers]

What will be the sum of the next eight odd numbers?(hint: see the above pattern )
How many consecutive odd numbers will be needed to obtain the sum as 100? 441?

Definition 2.5: A rational number is called a perfect cube if and only if

for some . That is, a perfect cube is a number that is a product of
three identical factors.

Example 2.17:
The numbers are perfect cubes. Because
, ,
, ,

Exercise 2.6
1. Determine whether each of the following statement is true or false
a) b) c)

d) e) f)

60
 2. Find in each of the following

a) b) c) d)

3. Find the approximate value of in each of the following

a) b) c)
d)
4. Identify whether each of the following are perfect cubes ?
a) 42 b) 60 c) 64
d) 125 e) 144 f) 216
5. What are the consecutive perfect cubes which added to obtain a sum of
100? 441?

2.2.2. Cube Root of a rational number

Competency: At the end of this sub-topic, students should:
 Calculate the cube of a number

Activity 2.5
1. Define a cube root of a number by your own words.
2. Find the cube root of each of the following numbers
a) 216 b) 729 c) 343 d) 64 e) 1331

Definition 2.6: The cube root of a given number is one of the three identical
factors whose product is the given number.

Example 2.18:
a) , so 1 is the cube root of 1
b) , so 2 is the cube root of 8
c) , so 4 is the cube root of 64

61
Note:
i. is the cube of 3 and 3 is the cube root of 27.
This is written as √ . The symbol √ is read as the principal
cube root of 27 or simply the cube root of 27.
ii. The symbol √ is called a radical sign. The expression √ is called a
radical, is called the index and is called the radicand. When no index is
written, the radical sign indicates square root.
iii. The relation between cubing and cube root can be expressed as:

iv. √ = [exponential form]

v. Each rational number has exactly one cube root.

Exercise 2.7

1. State another name for .

2. Write the following in exponential form
a) √ b) √
3. Identify whether each of the following are perfect cube.
3, 6, 8, 9, 12, 64, 216, 729, 625, 400
4. Find the cube root of the following numbers.
a) 216 b) 343 c) 1000
d) 1728 e) 0

62
 2.3. Applications on squares, square roots, cubes and cube roots
Competency: At the end of this section, students should:
 Solve real-life problems

Activity2.6
1. In figure 2.1 to the right

Figure 2.1
Find a) The surface area of a cube
b) The volume of a cube
c) Compare the surface area and volume of a given cube.
2. Find the area of the square with length side 5cm

Squares, square roots, cubes and cube roots used to express many day to day
activities. For instance, squares and square roots are used in all walks of life,
such as carpentry, engineering, designing buildings, and technology.
Square roots are important for builders, especially when they are constructing
frames and roof trusses for houses. It is important to be to work out the longest
side in a rectangular frame and the diagonal in a wall.
Cube root used to solve for the dimensions of a three-dimensional object of a
certain volume.
Example 2.19:
Alemu and Almaz want to make a square patio. They have concrete to make an
area of 400 square meters. How long can a side of their patio be?

63
Solution:
Let be the length of each sides of a square patio

From this can be calculated as principal square root:

√
Therefore, the length of each sides of a square patio is 20 m.

Exercise2.8
1. 1225 students stand in rows in such a way that the number of rows is
equal to the number of students in a row, how many students are there in
each row?
2. Getaneh‟s flower garden is a square. If he enlarges it by increasing the
width 1 m and the length 3 m, the area will be 19 square meters more
than the present area. What is the length of a side now?
3. If the area of square region is 64 square meter, then what is the length
sides of a square region?

64
SUMMARY FOR UNIT 2
1. The process of multiplying a number by itself is called squaring of a
number.
2. A rational number is called a perfect square if and only if for
some
3. The square of rational numbers is also rational numbers.
4.
5. For any rational numbers and ,

6. For any rational number, where

7. For any rational number there is a rational number such that

8. For any two rational numbers and if then is called the square
root of
9. The operation “extracting square root” is the inverse of the operation
squaring.
10.In extracting square roots of rational numbers ,
 first decompose the number into product consisting of two equal
factors and
 Take one of the equal factors as the square root of the given
number.
11.The positive square root of a number is called the principal square root.
The symbol √ ”called the radical sign, is used to indicate the principal
square root.
12.For ,the expression √ is called the principal square root of or
radical b is called the radicand.

65
13.The relation between squaring and square root can be expressed as follow
as

14.In exponent form √ =

15.Negative rational numbers don‟t have square roots in the set of rational
number.
16.The square root of zero is zero.
17. A cube number is a number obtained by multiplying the number by itself
three times.
18.A rational number is called a perfect cube if and only if for
some That is, a perfect cube is a number that is a product of three
identical factors.
19.The cube root of a given number is one of the three identical factors
whose product is the given number.
20. is the cube of 4 and 4 is the cube root of 64.This is
written as √
The symbol √ is read as the principal cube root of 64 or simply the
cube root of 64.
21.The symbol √ is called a radical sign, the expression √ is called a
radial, is called the index and is called the Radicand. When no index
is written the radical sign indicates square root.

66
22.The relation between cubing and cube root can be expressed as:

23. √ = [exponential form]

24.Each rational number has exactly one cube root.

67
REVIEW EXERCISE FOR UNIT 2
1. Determine whether each of the following statements is true or false
a) b) c)

d) e) f)
2. Find in each of the following rational numbers

a) c)

b) d)
3. Identify whether each of the following are perfect square.
a) 216 b)625 c)1000 d)729 e)900 f)2025
4. What is the sum of the first 25 odd natural numbers?
5. Find the square of the number
a. Using rough calculation method
b. Using numerical table value
c. Using Scientific calculator
6. Find the square root of if is
a) 64 b) 81 c) 0.04
7. Using prime factorization technique evaluates the square root of the
following numbers.
a) 225 b) 625 c) 2500
8. Find the square root of each of the following numbers from numeral table
a)19.62 b) 10.56 c) 30.03 d) 64.64
9. If then find
a) b) c)
10.If ,then find
a) √ b) √ c) √

68
11.Identify whether each of the following are perfect cubes?
a) 27 b) 60 c) 64 d) 25
12.Find in each of the following rational numbers
a) b) c) d)

13. Identify the base , exponent, power forms and Standard numeral form for
each of the following numbers
a) b) c)
14.Write the following in power form
a) 900 b) 324 c) 216
15.Using the following pattern
[first odd number]
[the sum of the next two odd numbers]
[ the sum of the next three odd numbers]
[the sum of the next four odd numbers]
[the sum of the next five odd numbers]

What will be the sum of six consecutive odd numbers next to 29?
16.In figure 1.1 as shown find:
a) The surface area of a cube

b) The volume of a cube

c) Compare the surface area and volume of a given cube.
17.Find the area of the square with length sides 10cm

69
 UNIT 3
LINEAR EQUATIONS AND INEQUALITIES
Learning outcomes: At the end of this unit, learners will be able to
 Graph linear equations of the type
 Solve linear inequalities.
 Solve application of linear inequalities.
Main Contents
3.1. Revision of Cartesian coordinate system
3.2. Graphs of Linear Equations
3.3. Solving Linear inequalities
3.4. Applications in Linear Equations and Inequalities

INTRODUCTION
In grade 7, you have learnt about linear equations in one variable and the
method to solve them, and graphs of In this unit, we
will discuss about linear inequalities and the methods to solve them and we
sketch graphs of the form Finally, we apply the
knowledge about linear equations and inequalities to solve word problems.

3.1. Revision of Cartesian coordinate system

Competency: At the end of this sub-unit, students should:
 Describe the Cartesian coordinate system.

70
 Activity 3.1
1. Describe the following terms in your own words.
a. Cartesian coordinate plane
b. Ordered pair
c. Quadrant
2. Draw a pair of coordinate axes, and plot the points associated with each
of the following ordered pair of numbers.
A(0, 0) C(4, -3)
B(-2, 1) D(0, 5)
3. In which quadrant are the following points located?
A(7, -2) B(-3, 5) C(-9, -11)
4. Name the quadrant in which the point P(x, y) lies when:
a) x > 0 , y < 0 b) x < 0, y < 0
c) x < 0 , y > 0 d) x > 0 , y > 0
5. Consider the equation y = 3x .
a) Determine the values of y when the values of x are -1, 0, 1
b) Plot the ordered pairs on the Cartesian coordinate plane.

To determine the position of a point in a Cartesian coordinate plane, you have to

draw two intersecting perpendicular number lines. The two intersecting
perpendicular lines are called axes, the horizontal line is the x – axis and the
vertical line is the y – axis. Usually the arrows indicate the positive
direction.These axes intersect at a point called the origin. These two axes
together form a plane called the Cartesian coordinate plane. The position of any
point in the plane can be represented by an ordered pair of numbers (x, y).
These ordered pairs are called the coordinates of the point. The first coordinate
is called the x- coordinate or abscissa and the second coordinate is called the
y- coordinate or ordinate. The two axes divide the given plane into four

71
quadrants. Starting from the positive direction of the x-axis and moving the
anticlockwise (counter clock wise) direction, the quadrants which you come
across are called the I, the II, the III, and the IV quadrants respectively.
Example 3.1:
The point with coordinates (2, 5) has been plotted on the Cartesian plane as
follow. Imagine a vertical line through 2 on the x-axis and a horizontal line
through 5 on the y-axis. The intersection of these two lines is the point (2, 5).
This point is 2 units to the right of the y-axis and 5 units up from the x-axis.
y (2,5)

Figure 3.1
Note: In the I quadrant, all points are (+, +) y
In the II quadrant, all points are (-, +) (-, +) (+,+)
In the III quadrant, all points are (-, -) x
In the IV quadrant, all points are (+, -) (-, -) (+, -)

Figure 3.2
Example 3.2:
In which quadrant the following points lie?
a) (2, 6) b) ( 3, 3) c) ( 5, 0)

Solution:
a) Since x = 2 > 0 and y = 6 < 0 then the point (2, 6) lies in quadrant IV.
b) Since x = 3 < 0 and y = 6 > 0 then the point ( ) lies in quadrant II.
c) The point ( 5, 0) lies on the positive x- axis. It is neither of any quadrants.

72
Exercise 3.1:
1. Determine the quadrant(s) in which (x, y) is located so that the condition(s)
is (are) satisfied?
a) x > 0 and y < 0 d) x < 0 and –y > 0
b) x = 4 and y > 0 e) x > 2 and y = 3
c) y < 5 f) x > 0

2. Find the coordinates of the point.

a) The point is located 5 units to the left of the y-axis and 2 units
above the x-axis.
b) The point is located on the x-axis and 10 units to the left of the
y-axis.

3.2: Graphs of Linear Equations

Competency: By the completion of this section, students should:
 Draw linear equations like in a Cartesian coordinate plane

In this section, we will explore some basic principles for graphing.

Activity3.2
1: Draw the graphs of the following lines.
a) x = 3 b) y = 3
2: write true if the statement is correct and false if it is incorrect
a) The line x = 5 is a vertical line.
b) The line y = -5 is a horizontal line.
c) The line 2x – 7 = 3 is a horizontal line.
d) The line 6 + 3y = -12 is a vertical line.
3: Write an equation representing
a) The x- axis

73
 b) The y- axis
4: Evaluate: 5x – 2 when x = -3, x = 0, and x = 2
5: Solve for y if 3x + 5y = 4.
6: Let x = b. Where does the graph lies on the coordinate plane
a) If b < 0? b) If b = 0? c) If b > 0?
7: Let y = b. Which coordinate is constant, x-coordinate or y- coordinate?
Which coordinate varies, x-coordinate or y- coordinate?

Revision on vertical and horizontal lines

In a vertical line all points have the same x- coordinate, but the y-coordinate can
take any value. The equation of the vertical line through the
point This line is parallel to the y-axis and perpendicular to
the x-axis. Similarly, in a horizontal line all points have the same y – coordinate
but the x- coordinate can take any value. The equation of the horizontal line
through the point This line is parallel to the x-axis and
perpendicular to the y-axis.
Example 3.3:
Draw the graphs of
a) x = 5 b) y 4

Solution: a) First construct tables of values for x and y in which x is constant.

x 5 5 5 5 5 5 5 5 5
y 4 3 2 1 0 1 2 3 4

Then, plot these points on the Cartesian coordinate plane and join them. What
do you realize? All the points lie on the vertical line.

74
 x= 5

Figure 3. 3

b) First construct tables of values for x and y in which y is constant.

5 4 3 2 1 0 1 2 3

4 4 4 4 4 4 4 4 4

Then plot these points on the Cartesian coordinate plane and join them. What do
you realize? All points lie on the horizontal line.
y

Figure 3.4

Graph of an equation of the form

There are several methods that can be used to graph a linear equation. The
method we used at the start of this section to graph is called plotting points, or
the point – plotting method.

75
Activity 3.3
1) Define a linear equation
a) in one variable. b) in two variables.
2) Which of the following is a linear equation in one variable?
a) 3x + 1 = 4 – x
b) x + 4 = ( 2x + 3)

c) 3(2x 4) = 2( 3x 6)
3) Refer question number 2,
a. How many solutions do you get for each equation?
b. What can you conclude about number of solutions for a linear
equation in one variable?
4) Which of the following are linear equations in two variables?
a) x = 5 c) y =

b) x = 7 y d) 3x + y = 4
5) Given the equation y = 4x.
a) Are the points ( 1, 4), (0, 0), (2, 8) and (3, 9) satisfy the equation?
b) When you plot points on the Cartesian coordinate plane, Which
points lie on the same line?
c) Try to generalize about points on the line and solutions of the
equation.
6) For which equation, does the line pass through the origin?
a) y = 3 b) x = 2
c) y = 4x d) y = 3x

From the above activity, question number 5, we observe that for each value of
, there is one corresponding value of y. This relation is represented by an

76
ordered pair ( ). The set of all those ordered pairs that satisfy the equation
is the solution of the equation
Graph of an equation in and y is the set of all points ( ) in the coordinate
plane that satisfy the equation.

Definition 3.1: [ Graph of a Linear Equation ]

The graph of a linear equation is a straight line passes through the
origin.

Note:
 Every point on the line is a solution of the equation of a line.
 Every solution of the equation is a point on the line.

Example 3.4:
Sketch the graphs of the following equations on the same Cartesian coordinate
plane
a) y = 3x b) y 3x
Solution:
To sketch the graphs of the equations follow the following steps.
Step 1: Choose some values for x.
Let x = 2, 1, 0, 1, and 2
Step 2: Put these values of x into the equation to get the values of y.
a) y =3x
when x 2, y = 3( 2) 6
when x = 1, y = 3( 1) 3
when x = 0, y = 3(0) = 0
when x = 1, y = 3(1) = 3
when x = 2, y = 3(2) = 6

77
Step 3: Write these pairs of values in a table.
2 1 0 1 2

6 3 0 3 6
( 2, 6) ( 1, 3) (0,0) (1, 3) (2,6)

Step 4: Plot the points on the Cartesian plane and join them.
Step 5: Label the line y = mx.

Figure 3.5
b) y = 3x
when x 2, y = 2) = 6
when x 1, y 1) = 3
when x = 0, y 3(0) = 0
when x = 1, y 3(1) 3
when x = 2, y 3(2) 6
2 1 0 1 2

6 3 0 3 6
( 2, 6) ( 1,3) (0,0) (1, 3) (2, 6)

If the point (k, 5) lies on the line y 3x, then what is the value of k?
Since, the point is on the line, the point satisfy the equation of the line.

78
That is, 5 3(k)

k=

Note:
 All ordered pairs that satisfy each linear equation of the form
lies on a straight line that passes through
the origin.
 The graph of the line passes through the I
and III quadrants if m > 0, and the graph passes through the II and IV
quadrants if m < 0.
 In order to draw a straight line, you need to find any two points or
coordinates through which the line passes.

Exercise 3.2:
1) Complete the following tables for sketching the graph of
a) b)

c) d)
1 0 1 2

(x, y)

2) Sketch the graphs of the following equations on the same Cartesian

coordinate plane.
a) b)
c) =0

3) If the point P( , 3) lies on the line given by the equation – ,

then find the value of

79
 4) Answer the following questions below by referring the figure to the right.
a) If , what is the value of y?
b) If what is the value of x?
c) Can you find the point P( 0, 0) exactly on the line?

Figure 3.6
Graph of an equation of the form

Example 3.5:
1) Given that .Decide whether the ordered pairs given below
are a solution to the equation?

a) (0, ) b) (3, 4) c) ( ) d) ( )
Solution:
Substitute the x- and y- values into the equation to check whether the ordered
pair is a solution to the equation.
a) ( ) b) (3, 4)
. .
5 ? 3(0) 4 ? 3(3)
4
is a solution. (3, 4) is a solution.

c) ( ) d) ( )

2, ) is a solution. ( ) is not a solution.

80
Example 3.6:
a) Sketch the graph of the equation y = 2x + 1 by plotting points.
Solution: Choose any value for x and solve for y.
Let x = -1 Let x = 0 Let x = 1
y= 2x +1 y= 2x + 1 y= 2x + 1
y= 2(-1) + 1 y = 2(0) + 1 y = 2(1) + 1
y= -1 y=1 y=3
Then, organize the solutions in a table
1 0 1
1 1 3
(x, y) ( 1, 1) (0, 1) (1,3)

Now, we plot the points on the Cartesian coordinate plane and draw the line
through these points.
+1

Figure 3.7
b) Sketch the graph of the equation + 1 by plotting points.
Solution:
Choose any value for x and solve for y.
Let x 1 Let x = 0 Let x = 1
y 2x +1 y 2x + 1 y 2x + 1
y 2( 1) + 1 y 2(0) + 1 y 2(1) + 1
y=3 y=1 y 1
Then, organize the solutions in a table

81
 1 0 1
3 1 1
(x, y) ( 1, 3) (0, 1) (1, 1)

+1

Figure 3.8

c) Sketch the graph of the equation = 1 by plotting points.

Solution: Choose any value for x and solve for y.
Let Let Let

3y 3y 2(0) = 1 3y 1
y= y= y 1

Then, organize the solutions in a table

1 0 1
3 1 1
( ) ( 1, ) (0, ) (1,1)

82
 Figure 3.9

Exercise3.3: Sketch the graph of the following equations.

a) c) –
b) – d)

3.3. Solving Linear Inequalities

Competency: At the end of this sub-section, students should:
 Solve Linear Inequalities

In grade 7 mathematics lessons, you have learnt about linear equations. Now in
this subtopic, you will learn more about linear inequalities.

Activity 3.4
1. Solve each of the following linear equations by the rules of
transformation.
a)
b) –
c)
d)

83
 2. Which of the following are linear inequalities?
a)

b)
c)

d) 7x +

3. Solve each of the following linear inequalities in the set of W, .

a. 10x < 23
b. 2x > 5
c)

d)

Definition 3.2: A mathematical sentence which contains one of the relation

signs: < , >, or are called inequalities.

Example 3.7:
Some examples of inequalities are:
a. 2x > 0 c)

b. x + 20 0 d)

Definition 3.3: A linear inequality in one variable “x” is an inequality that can
be written in the form of or ,
where and are rational numbers and .

Example 3.8:
Some examples of linear inequalities are:
a) x+8>3

84
 b) x − 0.35 ≤ 0.25
c) 4 – 3x 1+

Solutions of Linear Inequalities

Consider the inequality 3x 10 0. If we substitute the variable x by a number,
we will get a true or false mathematical statement.
For instance,
3 2 1 0 1 2 3 4

3 10 19 16 13 10 7 4 1 2

From the above table, we observe that 3x 10 0 is true for x < 4. This
systematic trial (testing) method is tedious and also it cannot be always used to
solve all types of problems. There is a more systematic method of solving
inequalities. This method follows a procedure similar to the one we use for
solving equations. This method depends on equivalent transformations.
Solving an inequality means applying the appropriate transformation rules to the
given inequality get a value for the variable. The numbers that replace the
variable and satisfy the inequality is called the solution of the inequality.

Rules of Transformation for Inequalities

There are rules that can help to transform a given true inequality to an
equivalent inequality and finally at the solution set of the inequalities.

Definition 3.4: Any two inequalities with the same solution set are called
equivalent inequalities.

85
Example 3.9:
5x + 6 > 2x and x > 2 are equivalent inequalities.
The following rules are used to transform a given inequality to an equivalent
inequality.
Rule 1: If the same number is added to or subtracted from both sides of an
inequality, the direction of the inequality is unchanged.
That is for any rational numbers a,b and c.
i) If a < b, then a + c < b+c.
ii) If a < b, then a c < b – c.
Rule 2: If both sides of an inequality are multiplied or divide by the same
positive number, the direction of the inequality is unchanged.
That is for any rational numbers a, b and c.
i. If a < b and c > 0, then ac < bc.

ii. If a < b and c > 0, then < (provided c ≠ 0).

Rule 3: If both sides of an inequality are multiplied or divided by the same

negative number, the direction of the inequality is reversed.
That is for any rational numbers a, b and c.
i. If a < b and c < 0, then ac > bc.

ii. If a < b and c < 0, then, > (provided c ≠ 0).

Example 3.10:
Which of the following pairs of inequalities are equivalent inequalities in
a) and
b) and x <

Solution:
a)
[Subtracting the same number from both sides]
and
x+1<3
x [Subtracting the same number from both sides]
86
 x< 2
Since they have the same solution, x + and x + 1 < 3 are equivalent
inequalities.

b)

Therefore, and < are not equivalent inequalities.

Exercise 3.4:
1. Insert the correct sign ( <, > , ) in the given blank.
a) If x – 5 , then x ------- 5

b) If then ----- 5

c) If 3(x + 1) > 1, then x + 3 ------

2. Which of the following pairs of inequalities are equivalent?

a) and 2x + 1
b) 6( 2 x ) < 12 and 3(2 – x) < 6

c) and x + 1

d) 5x and

87
Solutions of Linear inequalities by means of equivalent transformations
The objective of this subtitle is to use the rules of transformation in solving
linear inequalities by getting successive equivalent inequalities until we arrive at
an inequality of the form x < a or x > a [or or
First, we will deal with simple inequalities which we need only one equivalent
transformation to obtain the form or [or or
Example 3.11:
Solve each of the following inequality in the domain of .

a) x + 2.4 b)

Solution:
a) x + 2.4
x + 2.4 – 2.4 [subtracting 2.4 from both sides]
x ,

b)

2x [ Multiplying both sides by 2]

,
Next we will see inequalities which require more than one equivalent
transformation.
Example 3.12:
1. Solve each of the following inequality in the domain of .
a) 3x 7 d) 7( x + 1) < 4(x 3) + 6
b) e)

c) x + 4 4x 3
Solution:
a) 3x 7 b)

3x 7 + 7

88
 3x <

x 3x 4x < 4 x

, x < ,

c) x + 4 4x 3 d) 7( x + 1) < 4(x 3) + 6
x+4 4 4x 3 4 7x 7 < 4x +6
x 4x 7 7 x – 7 + 7 < 4x – 6 + 7
x +7 4x – 7 + 7 7 x < 4x + 1
x +7 4x 7 x 4x < 4x + 1 4x
x +7 x 4x – x 11x < 1
7 3x x>

x> ,

0 which is always true.

Therefore, any rational numbers satisfy the given inequality.
Note:
 If an inequality, by means of equivalent transformations, leads to
an equivalent inequality which is a true statement, then every
element of the domain is a solution of the inequality.

89
  If an inequality, by means of equivalent transformations, leads to
an equivalent inequality which is a false statement, then no element
of the domain is a solution of the inequality.

For instance: 5x + has no solution in the set of rational

numbers.
2) Solve the inequality 3x < 9x + 4 and sketch the solution set on the
number line.
Solution:
3x < 9x + 4
3x 9x < 9x + 4 9x
6x < 4
6x) > 4)

The solution set consists of all numbers greater than . These numbers

are graphed as:

Figure 3.10

Exercise 3.5:
1. Solve each of the following inequality in the domain of
a) 2y 3 <

b) (x 2) + 4( 2x + 1)
c) )+6

2. Is there any value of x in with the property that:

a) 2x < 2x – 3?
b) 8x > 2( 4x 3) ?

90
3.4. Applications of Linear Equations and Inequalities

Competencies: At the end of this section, students should:

 Apply linear equations and inequalities in real life situation.
 Solve linear equations and inequalities real- life problems.
In this sub-topic, you will apply the knowledge acquired on equations and
inequalities. Different word problems that relate to our life can be solved using
linear equations and inequalities. In order to solve word problems involving
linear equations or inequalities, we need to translate verbal sentences into
mathematical statements. That is, to solve word problems involving linear
equations or inequalities:
i) Carefully read the problem and assign a variable to the unknown
ii) Interpret the word problem with mathematical statement
iii) Finally, solve the unknown
i) Applications of Linear Equations
Example 3.13:
Translate the following algebraic expressions in different word phrases.
a) x – 5 b) 8x
Solution:
–
 A number minus five  A number multiplied by eight
 The difference of a number and  The product of a number and
five eight
 Five subtracted from a number  Eight times a number
 A number decreased by five
 Five less than a number

91
Example 3.14:
The relationship between the temperature readings in Celsius scale C and
Fahrenheit scale F is given by

a) Express F in terms of C.
b) Using the above relation of C and F, What interval on the Celsius
scale corresponds to the temperature of 50 < F?
Solution:

a)

9C = 9 x

9C = 5

b)

Since F > 50,

Example 3.15:
Three tractor drivers working on a private farm together ploughed 12.4 hectares
of land in a shift. The first driver ploughed half of the second and the second
ploughed 2.4 hectares more than the third. Find the amount of hectare ploughed
by the second driver.
Solution:
Total land ploughed = 12.4 hectares
Land ploughed by the 1st driver = half of the 2nd
Land ploughed by the 2nd driver = 2.4 hectare more than the 3rd
Let the land ploughed by the 3rd driver be x hectare.

92
 Then,
+ 2.4) + ( + 2.4) = 12.4

2 + 2.4 + + 1.2 = 12.4

+ 3.6 = 12.4

= 8.8

Therefore, the second driver ploughed 3.52 + 2.4 = 5.92 hectares.

Example 3.16:
Three years ago the sum of the ages of a man and his son was 52 years. Now the
man is 18 years older than his son. What is the present age of his son?
Solution:
Let M = the man‟s present age and S = the son‟s present age.
Then, (M 3) + (S – 3) = 52 . But M = S + 18
(M 3) + (S – 3) = 52
M + S – 6 = 52
M + S = 58
S + 18 + S = 58
2S = 40
S = 20
Therefore, the present age of his son is 20 years.
Example 3.17:
Samuel can do a certain work in 15 days and Saron can do the same work in 10
days. In how many days do they together to finish the work?
Solution:
Let Samuel and Saron together can finish the work in days.
Let us make the following table

93
 Name Number of days for Part of the work Work done in
doing the work done in one day days.
Samuel 15

Saron 10

By the equation, =1

( )

( )

Therefore, they together can finish the work in 6 days.

Exercise 3.6:
1. Write the following sentences in a mathematical symbol.
a) 5 less than 7 times a number is 0.
b) The quotient of a number and nine is 2 less than the number.
c) Multiply a number by 2 and add 4, the result you get will be 3 times
the number decreased by 7
2. Solve for the variable M in the equation F = G .

3. In a class there are 42 students. The number of girls is 1.1 times the
number of boys. How many boys and girls are there in the class?
4. The sum of the ages of the mother and her daughter is 68 years. The
mother is 22 years older than her daughter. How old is her mother?

ii) Application of Linear Inequalities

Example 3.18:
Translate the following expressions involving inequalities

94
 a) The cost p of a pen is less than two times the cost of a book.
b) The speed of a car, v, was at least 30 km/h.
c) Multiply a number by two so that it is not less than three times a
number
d) Adding 7 to three times a number x exceeds 29
Solution:
a) p < 2b b) v
c) 2 d) 3x + 7 > 29
Note:
The following mathematical interpretations can be used for the phrase:
 is at least ------------
 is not less than --------
 is at most ----------------
 is not more than ----------

Example 3.19:
Find two consecutive even positive integers whose sum is at most 10.
Solution:
Let x be the first even integer. Then the second will be x + 2.
x + (x + 2)
2x + 2
2x
x
Since x is a positive even integer, x = 2 or x = 4.
Therefore, the numbers are 2 and 4, or 4 and 6.
Example 3.20:
Three years ago a father‟s age exceeded at least four times his son‟s age. If the
father is 47 years old now, then what is the possible present age of the son?

95
Solution:
Let the son‟s age be S and father‟s age be F. Then
F 3 > 4( S 3 )
F 3 > 4S
F > 4S –
47 > 4S
56 > 4S
S < 14
Example 3.21:
Hanan got a new job and will have to move. Her monthly income will be Birr
13,926.To qualify to rent an apartment; Hanan‟s monthly income must be at
least three times as much as the rent. What is the highest rent Hanan will qualify
for?
Solution:
Let x be the amount of rent.
Hanan‟s monthly income must be at least three times the rent. So it can be
written in a linear inequality as 13,926

x
Therefore, the highest rent amount is Birr 4642.
Example 3.22:
A carnival has two plans for tickets.
Plan A: Birr 15 for entrance fee and Birr 10 for each ride.
Plan B: Birr 10 for entrance fee and Birr 15 for each ride. How many rides
would you have to take for plan A to be less expensive than plan B?

96
Solution:
Let be the number of rides.
Then cost with plan A = 15 + 10
cost with plan B = 10 + 15
since, cost with plan A < cost with plan B
15 + 10 10 + 15
15 0 < 15 10
5<5
1<
So if you plan to take more than one ride, plan A is less expensive.

Exercise 3.7:
1: Translate the following expressions involving inequalities.
a) Three times a number decreased by four is at most twenty.
b) The ratio of a number to seven is less than ten.
c) The height of a roof, h, was no more than 6m.
d) The sum of two consecutive integers is smaller than three times the
smaller integer.
2. Five times a certain natural number is decreased by two times the number
is less than 12. What are the possible values of this number?
3. Imagine that you are taking a ride while on vacation. If the ride service
charges Birr 50 to pick you up from the hotel and Birr 10 per km for the trip.
What minimum km‟s you travel if your cost is not more than Birr 1350.

97
SUMMARY FOR UNIT 3
1. Two mutually perpendicular lines, called axes, form the Cartesian coordinate
plane.
2. The two axes divide the given plane into four quadrants called I, II, III, and
IV quadrants respectively starting from the positive direction of the x- axis
and moving to the counter clock wise.
y
II quadrant I quadrant
x
III quadrant IV quadrant
Figure 3.11
3. All ordered pairs that satisfy a linear equation ,m is a
straight line that passes through the origin. If 0 , the line passes through
the I and III quadrant, while if , the line passes through the II and IV
quadrant.
4. A mathematical statement which contains either is called
an inequality.
5. A linear inequality in one variable “ ” is an inequality that can be written in
the form of ”
where and are rational numbers
and .
6. Two linear inequalities are said to be equivalent if and only if they have the
same solution set.
7. [Rules of transformation]
For any rational numbers and
I. If then
II. If then
III. If and then

98
IV) If and then

V) If and then

VI) If and then

99
REVIEW EXERCISE FOR UNIT 3
1. Write true for correct statement and false for the incorrect one.
a) The graph of the line passes through the II and III
quadrants.
b) The graph of the equation , if is a
vertical line that lies to the right of the y-axis.
c) A horizontal line has the equation .
d) If and then
e) The inequality 8 W has a finite solution set.
2. Plot the following points in a Cartesian coordinate plane:
(0, 6), (2, 3), ( 4, 5) and ( 4, 5). Which point lies in neither of the
quadrant?
3. Refer Figure 3.12 and answer the following questions.

y
D
4
B
3
2
A
1
F
-3 -2 -1 0 1 2 3 x
C E
-1
-2
-3

Figure 3.12
a) Name the coordinates of the point D, E and F.
b) Which point has the coordinates ( 2, 1)?
c) Which coordinate of B is 3?

100
 d) In which quadrant does the point C, E lie?
4. Fill in the blank with an appropriate inequality sign.
a) If x then ------- 12
b) If , then ------ 2

c) If , then – ------ 3
5. Determine whether the given points are on the graph of the equation

a) (0, 0) b)(1, 0) c) ( ) d) (2, 1)

6. Sketch the graph of the following equations.
a)
b)
c) 3
d)
7. Find and , if the points P(3, 1) and Q(0,2) lie on the graph of

8. Consider the equations and .

a) Determine the values of y for each equation when the values of x
are 1, 0 and 1.
b) Plot the ordered pairs on the Cartesian coordinate plane.
c) Which point is a common point, called intersection point?
9. Solve the following inequalities and graph the solution set.
a) 3x + 11 6x + 8
b) 6 9
c) 4

10.Solve the following inequalities

a)

b) 2(

101
 c)

d)

e) 7( – )
f)
11.Solve the following inequalities in the given domain.
a)

b) W

c)
12.Translate the following sentences in to mathematical expressions.
a) A year ago a father‟s age exceeded three times his son‟s age.
b) Three –fourth of a number is greater than 12.
c) The average mark of Saron is not smaller than 89.
13.A board with 2.5 m in length must be cut so that one piece is 30 cm more
than the other piece. Find the length of each piece.

Figure 3.13
14.Rodas is 25 years old and her brother Mathanya is 10 years old. After
how many years will Rodas be exactly twice as old as Mathanya.

15.Yoseph wants to surprise his wife with a birthday party at her favourite
restaurant. It will cost Birr 56.50 per person for dinner, including tip and
tax. His budget for the party is Birr 735. What is the maximum number of
people Yoseph can have at the party?

102
16.Getaneh and Salhedin play in the same soccer team. Last Saturday
Salhedin scored 3 more goals than Getaneh, but together they scored less
than 7 goals. What are the possible number of goals Salhedin scored?

103
 UNIT 4
SIMILARITY OF FIGURES
Learning Outcomes: At the end of this unit, learners will able to:
 Know the concept of similar figures and related terminologies.
 Understand the condition for triangles being similar.
 Apply tests to check whether two given triangles are similar or not.
 Apply real-life situations in solving geometric problems.
Main Contents
4.1 Similar plane figures
4.2 Perimeter and Area of Similar Triangles

4.1. Similar Plane Figures

Competencies: At the end of this section, students should:
 Identify figures that are similar to each other.
 Apply the definition of similarity of two triangles to solve related
problems.
 Determine the similarity of two triangles.
Introduction:
This unit focused on similarity of plane figures. In common language the word
similar can have many meanings but in mathematics, the word similar and
similarity have very specific meanings. In mathematics, we say that two objects
are similar if they have the same shape, but are not necessarily the same size.
For instance, an overhead projector forms an image on the screen which has the

104
same shape as the image on the transparency but with the size altered. Two
figures that have the same shape but not necessarily the same size are called
similar figures.
Activity 4.1
1. Which of the following figures are similar?

A B C D E

F G H
Figure 4.1
2. Are any two equilateral triangles always congruent?
3. Let ABCD be a square and be its diagonal. Are ABC ADC?
4. In the triangles, ABC and PQR, if Then
what must be true about and
5. Decide whether the polygons are similar.
a. Rectangle and parallelogram
b. Square and trapezium

105
4.1.1. Definition and Illustration of Similar Figures

In this section, we will discuss how to compare the size and shape of two given
figures.
Recall that, one way to determine whether two geometric figures are congruent
is to see if one figure can be moved on to the other figure in such a way that it
“fits exactly”
If two figures have the same shape, but not necessarily the same size (That is,
one figure is an exact scale model of the other figure), then we say that the two
geometric figures are similar. The symbol (read as “is similar to” ) is used for
the term similar.
Example 4.1:
A tree and its shadow are similar.
Example 4.2:
The two photograph of the same size of the same person, one at the age of 5
years and the other at the age of 50 years are not similar.
Because similar figures differ only in size, there is a test we can perform to
make sure that our shapes are really similar.
Similar Polygons

Definition 4.1: Two polygons are said to be similar if there is a one – to – one
correspondence between their vertices such that:
i) all pairs of corresponding angles are congruent
ii) the ratio of the lengths of all pairs of corresponding sides are equal.
In the diagram, ABCD is similar to EFGH.
That is, ABCD EFGH, then
i)

ii) =

106
 Figure 4.2

Example 4.3:
The following pairs of figures are always similar
a) Any two squares.
b) Any two equilateral triangles.
Example 4.4:
Consider the following polygons. Which of these are similar?

Solution:
The square and the rectangle are not similar. Because their corresponding angles
are congruent but their corresponding sides are not proportional. The square and
the rhombus are not similar. Because their corresponding sides are proportional
but their corresponding angles are not congruent. The rectangle and the
rhombus are not similar.Because their corresponding angles are not congruent
and corresponding sides are not proportional.

Definition:4.2. The ratio of two corresponding sides of similar polygons is

called the scale factor or constant of proportionality ( ).
Example4.5:
The sides of a quadrilateral are 2cm, 5cm, 6cm and 8cm. Find the sides of a
similar quadrilateral whose shortest side is 3cm.

107
Solution:
Let the corresponding sides of a quadrilateral are 3, x, y, and z. Since the
corresponding sides of similar polygons are proportional,

, = ,

, z = 12
Therefore, the sides of the second quadrilateral are 3cm, 7.5cm, 9cm, and
12cm.
Example 4.6:
Decide whether the polygons are similar. If so find the scale factor of Figure A
to Figure B.

Figure 4.3a Figure 4.3b

Note:
For the similarity of polygons with more than three sides, the two conditions
given in the definition are not independent of each other. That is, either of the
two conditions without the other is not sufficient to make the polygons
similar. Thus, both conditions must be true for polygons to be similar.

Exercise: 4.1.
1) Write true if the statement is true or false otherwise.
a) Any geometric figure is similar to itself.
b) Congruent polygons are not necessarily similar.
c) Any two regular polygons that have the same number of sides
are similar.

108
 d) Any two parallelograms are similar.
e) Two isosceles triangles are similar.
2) What must be the constant of proportionality of two similar polygons in
order for the polygons to be congruent?
3) The sides of a quadrilateral measure 12cm, 9cm, 16cm and 20cm. The
longest side of a similar quadrilateral measures 8cm. Find the measure of
the remaining sides of this quadrilateral.

4.1.2. Similar Triangles

You have defined similar polygons in section 4.1.1. Also you know that, any
polygon could be dividing into triangles by drawing the diagonals of the
polygon. Thus the definition you gave for similar polygons could be used to
define similar triangles.
Definition 4.3. ABC is similar to DEF ( ABC DEF) if their
Corresponding:

Figure 4.4
i) Sides are proportional.

ii) Angles are congruent.

A D, B E, and C F

109
Example: 4.7:
Show that LMN PQR.

Figure 4.5
Solution:
To show the corresponding angles are congruent, first find the unknown angle.
In LMN, L + M + N = 1800
1050 + 290 + N = 1800
N = 1800 1340 = 460
In PQR, P + Q + R = 1800
P + 290 + 460 = 1800
P = 1800 750 = 1050
Hence, the corresponding angles are congruent.
To show whether corresponding sides are proportional or not, check that the
ratio of the corresponding sides is the same.

Hence, the corresponding sides are proportional with proportionalityconstant

2.5.
Therefore, LMN PQR.

110
Example 4.8:
Suppose ABC DEF.

Figure 4.6
Then
a) Find the values of x and y.
b) Find the values of and

Solution:
a) Since ABC DEF, then

x =8x

12
b) Since ABC DEF, then
A= D B= E
( 3)0 = 400 800 = ( )0
0
350

Exercise4.2:
1) Given that ABC DEF. Then find and

a) c) B

111
 b) A side corresponds to is
2) Let ABCD be a square.Then show that ABC ADC.
3) Challenge problem [You may use compass, straightedge, and protractor]
i. Draw any triangle, ABC
ii. Draw any line segment with DE = 2AB.
iii. Construct GDE A and HED B.
Let F be the intersection of ⃗⃗⃗⃗⃗ and ⃗⃗⃗⃗⃗⃗⃗
a) Is DF = 2AC ? Is EF = 2 BC ?
b) Is DEF ABC ?

From the above challenge problem, you observe the following.

For any given triangle, there exists a similar triangle with any given constant of
proportionality.

4.1.3. Tests for similarity of triangles [AA, SSS, and SAS]

We have proved triangles similar by proving that the corresponding angles are
congruent and that the ratios of the lengths of corresponding sides are equal,
which is long and tiresome. Hence we want to have the minimum requirements
which will guarantee us that the triangles are similar. It is possible to prove that
when some of these conditions exist, all of these conditions necessary for
triangles to be similar exist. These short cut techniques are given as similarity
theorems. These similarity theorems help us quickly find out whether two
triangles are similar or not.

Activity 4.2.
Melaku said that if an acute angle of one right triangle is congruent to an acute
angle of another right triangle, the triangles are similar. Do you agree with
Melaku? Explain why or why not.

112
Theorem 4.1. [AA- Similarity Theorem]
If two angles of one triangle are congruent to the corresponding two angles of
another triangle, then the two triangles are similar.
Thus, A D and B E, then ABC DEF

Figure 4.8

Example: 4.9:
Suppose as shown in the figure. Then show that A A?

Figure 4.9
Proof:
Statements Reasons
1 A A Common angle
2 B D Corresponding angles
3 ADE ABC AA similarity theorem

113
From the above example we conclude that a line through two sides of a triangle
parallel to the third side cut off a triangle similar to the given triangle.
Similar triangles are very useful for indirectly determining the size of items
which are difficult to measure by hand.
Example 4.10:
Mustefa is a 170 cm tall. He is standing 350 cm away from a lamp post and his
shadow is 80cm long. How high is the lamp post?

Figure 4.10
Solution:
Consider ABC and EDC. We can see that B D = 900 and C C
(common angle). Hence, by AA similarity, ABC EDC.

700 cm
Therefore, the height of the lamp post is 700 cm long.

114
Example 4.11:
Consider the figure below. Determine the values of and

Figure 4.11
Solution:
B C [Alternate Interior Angles]
O O [Vertically Opposite Angles]
Then, by AA similarity theorem, ABO DCO.
Thus,

= and

and

Theorem 4.2 [SAS similarity theorem]

If an angle of one triangle is congruent to an angle of another triangle and the
sides including those angles are proportional, then the triangles are similar.

Thus, if , then ABC DEF.

Figure 4.12

115
Example 4.12:
Is ABC DEC? Explain.

Figure 4.13
Solution:

and …… sides are proportional

B) = E) = 900 ….. included angles are congruent

Therefore, by SAS similarity theorem ABC DEC
Example 4.13:
In the figure below,
i) Show that ABC EFD.
ii) Find the value of

Figure 4.14

Solution:

i) and = .

B F …… included angle
Therefore, ABC EFD by SAS similarity theorem.

116
 ii)

Theorem 4.3 [ SSS Similarity Theorem]

If the three sides of one triangle are in proportion to the three sides of another
triangle, then the two triangles are similar.

Thus, = , then ABC DEF

Figure 4.15

Example 4.14:
Based on the given figure show that ABC EFD.

Figure 4.16
Solution:

, ,

117
Hence, the corresponding sides are proportional]

Therefore, ABC EFD …… SSS Similarity Theorem.

Example 4.15:
The length of the sides of EFD are = 15cm, = 8cm and = 12cm. If
EFD LMN and the length of the smallest side of LMN is 6cm, find the
measures of the other two sides of LMN.
Solution:
Since the smallest side of EFD is = 8cm and corresponds to ,
MN = 6cm.
, ,

LM = 11 cm LN = 9cm

Therefore, the sides of LMN are 6cm, 11 cm and 9cm.

Example 4.16:
A man who is 1.80m tall wishes to find the height of a certain four-story
building. He measures its shadow and finds it to be 28m long; while his own
shadow is 4.2m long. How tall is the building?
Solution:
Let h = the height of the building.
Draw a line from top of a building to the end of its shadow. Similarly draw a
parallel line through the head of man and its shadow.

Ratio of height to base in large triangle =

Ratio of height to base in small triangle =

Since the large and small triangles are similar (Which similarity theorem?), we

get the equation

Now we solve for h,

118
h =
= 12
So the building is 12 m tall.

Exercise 4.3
1. In the figure below, if , AC = 5,AB = 6 and ED = 3 then
a) Show that ACB ECD.
b) Find the values of and .

Figure 4.17

2. Let LMN PQR and the sides of LMN are LM = 12, MN = 15, and
LN = 18. If the constant of proportionality is , then find the length of the

corresponding sides of PQR.

3. When you shine a flashlight on a book that is 12cm tall and 8cm wide, it
makes a shadow on the wall that is 18cm tall and 12cm wide. Then what is
the scale factor of the book to its shadow?
4. Given the figure below.

Figure 4.18

119
 a) Show that RSQ RQT
b) What is the scale factor of RSQ to RQT?
c) Find the length of
d) Let RS = 9cm. Is RSQ similar to QST? Explain
5. PQR and LMN are similar such that P L, Q M, LM = 8, MN
= 10, PQ = 12, and PR = 18. Find the lengths of LN and QR.
6. The sides of a triangle measures 4cm, 9cm and 11cm. If the shortest side a
similar triangle measures 12cm, find the measure of the remaining sides of
this triangle.

Perimeter and Area of Similar Triangles

Competency: At the end of this section, students should:
 Explain the relation between the perimeters of two similar triangles.
 Explain the relation between the areas of two similar triangles.

Activity: 4.3
1. What does Perimeter of a triangle mean? Area of a triangle mean?
2. How do you calculate the area of a right- angled triangle?
3. Suppose RPQ DEF as shown below.
a) Find the perimeter P1 of RPQ and perimeter P2 of DEF.

b) Find [ perimeter ratio ]

c) Compare and [ side ratio or scale factor]

d) Find the area of RPQ and of DEF

e) Find [ area ratio ]

f) Compare and

120
 g) What do you observe?

Figure: 1.9

From grade 7 mathematics, you recall that the triangle and the set of points
inside of it is called a triangular region, and the area of this triangular region
refer the area of a triangle.
Example 4.16:
Let ABC PQR and and are the respective altitudes from vertex C
and vertex R of the triangles.
Then determine the relationship between:
a) The altitudes of the triangles.
b) The perimeters of the triangles.
c) The areas of the triangles.

Figure 4.20

121
Solution:
a) ABC PQR h1
Let be the constant of proportionality between the corresponding

sides. That is, .

Since and are the altitudes, D E [ right angles] and

B Q [Similarity definition].
Hence CDB REQ by AA similarity.

Therefore, .

b) p( ABC ) =

and
p( PQR ) =
Then, p( ABC ) = p( PQR )

c) a( ABC ) = .AB. CD

= . PQ. RE

= .PQ. RE and

a( PQR ) = PQ. RE =

Then, a( ABC ) = .a( PQR )

The above example will lead us to the following generalizations.

Theorem 4.4. If the ratios of the corresponding sides of two similar triangles is

then the ratio of their perimeters is given by:

122
Theorem 4.5. If the ratios of the corresponding sides of two similar triangles is

then the ratio of their areas is given by: ( )

Example4.17:
The corresponding sides of two similar triangles are 8cm and 6cm. Find the
ratio of
a) The perimeters of the triangles
b) The areas of the triangles.
Solution:

a)

b) ( ) ( )

Example 4.18:
The areas of two similar triangles are 64 cm2 and 100cm2. If one side of the
smaller triangle is 4cm, then find the corresponding side of the second triangle.
Solution:
Let 64 cm2 , 100 cm2, and cm

Then, ( )

( )

= 5cm

123
Example 4.19:
The ratio of the sides of two similar triangles is . The area of the smaller is

triangle is 36cm2. Find the area of the larger triangle.

Solution:
Let be the sides of the smaller triangle whose corresponding area be .

, and = 36cm2. Then,

( )

( )

= = 81cm2
Example 4.20:
The lengths of sides of a triangle are 16cm, 23cm, and 31cm. If the perimeter of
a similar triangle is 280cm, find
a) The length of the longest side of the second triangle
b) The ratio of the area of the largest triangle to the smaller.
Solution:
a) Let be the perimeter of the first triangle. Then
, = 280cm

= = 124cm

b) =( ) ( )

Therefore,

124
Exercise: 4.4
1. In Figure 4.21 given below, find the ratio of
a) Perimeters of ABE to ACD
b) Areas of ABE to ACD

Figure 4.21
2. The scale factor of ABC to DEF is 4 : 3. The area of ABC is and the
area of DEF is . The perimeter of ABC is 8 + and the perimeter of
DEF is
a) Find the perimeter of DEF.
b) Find the area of ABC.
3. ABC DEF. The length of altitude exceeds the length of altitude

by 7. If AC = DF, then find the length of each altitude.

125
 SUMMARY FOR UNIT 4
1. Similar geometric figures are figures which have the same shape, but not
necessarily the same size.
2. Two polygons are similar if:
I. Their corresponding sides are proportional.
II. Their corresponding angles are congruent.
3. Congruent figures are always similar.
4. The ratio of two corresponding sides of similar polygons is called the
scale factor or constant of proportionality ( ).
5. ABC is similar to DEF, ABC DEF if
I. Their corresponding sides are proportional.
II. Their corresponding angles are congruent.
6. AA similarity theorem
If two angles of one triangle are congruent to the corresponding two
angles of another triangle, then the two triangles are similar.
7. SAS similarity theorem
If an angle of one triangle is congruent to an angle of another triangle and
the sides including those angles are proportional, then the triangles are
similar.
8. SSS similarity theorem
If the three sides of one triangle are in proportion to the three sides of
another triangle, then the two triangles are similar.
9. If ABC DEF with constant of proportionality , then
I. p( ABC) p( DEF)
II. a( ABC) . ( DEF)

126
REVIEW EXERCISE FOR UNIT 4
1. Write true if the statement is correct and false if it is not.
a) Two congruent polygons necessarily similar.
b) Two similar polygons are necessarily congruent.
c) Congruence is a similarity when the constant of proportionality is 1.
d) Rectangle ABCD is similar to rectangle EFGH if

e) Doubling the side length of a triangle doubles the area.

f) Two triangles with the same area are similar.
2. Let ABC DEF and the ratio of the respective altitudes is 1:3. If the
measures of the sides of ABC are 3cm, 5cm and 7cm , then find the
measures of the sides of the larger triangle, DEF.
3. In ABC, the midpoint of is M and the midpoint of is N.
a) Show that ABC MNC.
b) What is the ratio of the sides of MNC to ABC.
4. In ABC shown below, . Find the values of and

Figure 4.22
5. The 1.80m tall lady makes a 9m long shadow, and the palm tree makes a
26m long shadow. Find the height of the tree. [Draw a diagram by yourself]
6. ABCD is a parallelogram with parallel sides and and its diagonals

127
 and intersect at E. Show that BEC AED

Figure 4.23
7. In the figure below, ABC DEF by AA similarity theorem. If
and
Find the length of FE.

Figure 4.24
8. What pair of congruent angles and what proportion are needed to prove
ADE ABC?

Figure 4.25

9. Indicate the proportion needed to prove ADE ABC.

128
 Figure 4.26
10.What angles can be used to prove AED FGB
(ABCD is a parallelogram)

Figure 4.27
11.The areas of two similar triangles are 64 cm2 and 144cm2.
a) find the ratio of their altitudes.
b) if the perimeter of the smaller triangle is 49cm, find the perimeter of
the larger triangle.

129
 UNIT 5
THEOREMS ON TRIANGLES
Learning Outcomes: At the end of this unit, learners will able to:
 Understand basic concepts about right angled triangles
 Apply some important theorems on right angled triangles.
 Apply real-life situations in solving geometric problems
Main contents
5.1 The three angles of a triangle add up to 180
5.2 The exterior angle of a triangle equals the sum of the two remote angles
5.3 Theorems on the right angled triangle

Introduction
In geometry, one of the most used shapes is a triangle. A triangle has three sides
and three angles. These sides and angles are the elements of the triangle. All the
polygons have two types of angles which are interior angles and exterior angles.
As the triangle is the smallest polygon, it has three interior angles and six
exterior angles. There are various kinds of triangles with different angles and
edges, but all of them follow the triangle sum properties. The two most
important properties are the angle sum property of a triangle and the exterior
angle property of a triangle. In this unit you will learn some basic theorems
about triangles.

5.1 The three angles of a triangle add up to 180

Competencies: At the end of this sub-topic, students should:

 Describe the angle sum theorem of a triangle

130
  Apply the angle sum theorem of a triangle in solving related problems

Group work 5.1

1. Define each of the following terms in your own words.
a. Vertically opposite angles
b. Alternate interior angles
c. Alternate Exterior angles
d. Corresponding angles
2. Calculate the measures of marked angles

Figure 5.1
3.
a) Take Fold to get the midpoint at D. Similarly take and fold to
get the midpoint at E.
b) From D and E draw perpendicular line to whose respective
intersection points are F and G.
c) Fold in wards ADE at , DBF at and CEG at
d) Is the three folded triangles meet at a single point? If so say H.
e) Show that DHF + DHE + EHG = 1800
4. From question number 3 observation, find the values of for the
following questions.
a. What is the value of in figure below?

Figure 5.2

131
b. What is the measure of B in the figure below?

Figure 5.3
c. Calculate the measure of A in the figure below

Figure 5.4

Theorem5.1: (Angle- Sum Theorem)

The sum of the degree measures of the interior angles of a triangle is equal to
180
Proof: Consider the following figure:

Figure 5.5

132
Given: with
Prove:

Statements Reasons
1. With Given
2. Alternate interior angles
0
3. Definition of straight angle.
4. Addition
0
5. Substitution
0
6. Substitution
Example5.1:
Find the values of for each of the following triangles

Figure 5.6
Solution:
a. (Angle Sum Theorem)

b. Since the triangle is an isosceles right angle triangle

c. Since the triangle is an equilateral triangle

133
Example5.2:
If the measure of the angles of a triangle are and , then find the
measure of each angle.
Solution:
Consider ABC with interior angle measures 3 , 4 , and 5

Figure 5.7
Then,
1800 ( Angle Sum Theorem)
0

1800
150
Hence, 600
= 750
450
Therefore, the angles are 450, 600, and 750

134
Exercise 5.1
1. Find the values of for each of the following triangles

Figure 5.8
2. The measures of the three interior angles of a triangle are in the ratio
.What is the measure of the largest interior angle of a triangle?
3. In a right angled triangle, the measure of one acute angle of a triangle is
two times the measure of the other acute angle. Find the measure of each
acute angle.
4. Determine the values of in the figure below

Figure 5.9
5. Find the measures of the missing angles
a.

Figure 5.10

135
 b.
60 4

1 2 3 72 140

300

Figure 5.11

5.2.The exterior angle of a triangle equals to the sum of two

remote interior angles
Competencies: At the end of this sub-unit, students should:

 Describe the relation between the exterior angle and the two remote interior
angles of a triangle
 Prove the exterior angle of a triangle equals the sum of the two remote
interior angles

Activity 5.1
1. Define straight angle in your own words.
2. What does an exterior angle of a triangle mean?
3. How do you get an exterior angle of a triangle?
4. Prove that the exterior angle of a triangle equals to the sum of two
remote interior angles.

Exterior angle is the angle between one side of the triangle and the extended
adjacent side. Each edge of a triangle can form two exterior angles with the
two of its extended adjacent sides.Thus, a triangle has six exterior angles.

136
 Theorem 5.2: The measure of an exterior angle of a triangle is equal to the
sum of the measures of the two remote interior angles.

Proof: Let ABC be a triangle with ̅̅̅̅ extended to form an exterior angle. Let
be the degree measures of the interior angles of ABC and be
degree measure of the formed exterior angle.
We want to show that:
B

A
C
Figure 5.12

Statements
Reasons
1. Straight angle
2. Angle Sum Theorem
3. Substitution
4. Subtracting from both sides

Therefore, the exterior angle of a triangle is equal to the sum of the two remote
interior angles.
Example5.3:
Given that for a triangle, the two interior angles and are remote
to an exterior angle .Find the value of
Solution:
Apply the triangle exterior angle theorem
,
137
Example5.4:
Calculate values of and in the following triangle.
80

60

Figure 5.13

Solution:
It is clear from the figure that is an interior angle and is an exterior angle
So, by triangle exterior angle theorem

and

Therefore, the values of and are respectively and .

Exercise 5.2
1. The exterior angle of a triangle is . Find the value of if the interior remote
angles are ( and .
2. Calculate the values of and in the following triangle

138
 Figure 5.14
3. Fill in the missing steps of the following exterior angle theorem proof.

Given: is an exterior angle of ABC

Prove:

139
 Figure 5.15
Statements Reasons
1. is an interior angle of Given
0
2. ?
3. ? Triangle Sum Theorem
4. ?
5. ?

5.3. Theorems on the right angled triangle

5.3.1. Euclid’s Theorem and its Converse

Euclid‟s Historical note

Euclid is a famous mathematician, very little
is known about his life. Euclid was born
around 365 B.C. Euclid‟s most famous work is
his collection of 13 books, dealing with geometry,
called the Elements. Euclid is often referred to as
the “Father of Geometry”.

Figure 5.16 (Euclid‟s)

Competencies: At the end of this sub-section, students should:

 Describe the right angle triangle, the altitude and the hypotenuse
 Apply Euclid‟s theorem and its converse for solving related problems

Activity 5.2:

140
 1. Name the altitude, hypotenuse and the right angle triangle from the given
triangle

Figure 5.17

2. In figure below Find three similar triangles

Figure 5.18

In a right triangle, the side opposite the right angle is called the hypotenuse;
each of the remaining sides is called a leg. It is sometimes convenient to refer to
the length of a side of a triangle by using the lower case letter of the vertex that
lies opposite the side. If we draw an altitude to the hypotenuse of the right
triangle, we notice that the altitude divides the hypotenuse into two segments.

141
Theorem5.3 (Euclid’s Theorem)
In a right angled triangle with an altitude to the hypotenuse, the square of
the length of each leg of a triangle is equal to the product of the hypotenuse
and the length of the adjacent segment into which the altitude divides the
hypotenuse.
Symbolically 1 .
or

or

Figure 5.19

Let us consider Figure 5.19 to prove Euclid‟s theorem.

The altitude ̅̅̅̅ of divides the triangle into two right angled triangles:
and . How many right angled triangles do we see in figure 5.19?
There are three right angled triangles: , and . As a result of
the similarity relationships that exist between these pairs of triangles the
Euclid‟s theorem will be proved.
i. …. (by AA similarity theorem)

142
 ii. …. (by AA similarity theorem)

Hence the theorem is proved.

Example 5.5:
In Figure 5.20 to the right, is
a right angled triangle with ̅̅̅̅ the
altitude to the hypotenuse.
Determine the lengths of ̅̅̅̅ and
̅̅̅̅ if AD = 4cm and DB = 12cm

Solution:
i. ……. Euclid‟s Theorem
….. Since AB = AD + BD

ii. ……. Euclid‟s Theorem

√
Example5.6:
is a right angled triangle with hypotenuse and altitude to .
If AD = 4cm, DB = 5cm, then find the length of and .

143
 Solution:
i. ……… Euclid‟s Theorem
Since AB = AD + BD

ii. ……… Euclid‟s Theorem

Since AB = AD + BD

Theorem 5.4 (converse of Euclid’s Theorem)

In a triangle, if square of each shorter side of a triangle is equal to the
product of the length of the longest side of the triangle and the adjacent
segment into which the altitude to the longest sides divides this side, then
the triangle is right angled.
Symbolically 1. and
2.
then, is right angled triangle.

Figure 5.21

2
Example 5.7:
In figure 5.22 to the right
AD = 4cm, BD = 8cm
AC = √ and BC = √
and = 90
Is a right angled?

Solution:
i.
√ Since AB = AD + BD

Hence
ii.
√

Hence
Therefore, from (i) and (ii), is a right angled triangle.

Exercise5.3
C
1. In Figure 5.23 to the right if

DB = 8cm and AD = 4cm

A D B
Then find the lengths of
a. ̅̅̅̅ b.̅̅̅̅ Figure 5.23

c. ̅̅̅̅ d. ̅̅̅̅

2. In Figure 5.24, find the length of

If AD = 4cm

3
 A

D
c
8

B C
Figure 5.24

3. How long is the altitude of an equilateral triangle if a side of a triangle is

a. 4cm? b. 8cm? C

4. In figure 5.25, AD = 3.2cm,

DB = 1.8cm, AC= 4cm and A D B

BC = 3cm. Is is a right angled?
Figure 5.25

5.3.2. The Pythagoras’s theorem and its converse

Competencies: At the end of this section, students should:

 Derive the Pythagoras theorem by using Euclid‟s theorem and paper
folding
 Apply Pythagoras' Theorem and its converse for solving related problem
Pythagoras’s Historical note
Pythagoras was a Greek religious leader
and a philosopher who made developments
in astronomy, mathematics and music theories.
Pythagoras theorem was introduced by the
Pythagoras. He started a group of Mathematicians who works
religiously on numbers and lived like monks. Figure 5.26

2
Finally, the Greek Mathematician stated the
theorem hence it is called by his name as the
“Pythagoras theorem” (Pythagoras‟s)

Activity 5.3
1. Pythagorean triples consists of three whole numbers which
obey the rule:
a. When and then find the value of
b. When and then find the value of
2. Pythagorean Theorem states that for the sides of
a right- angled triangle. When then . Find three
more sets of a rational numbers which satisfy Pythagoras‟ theorem

One of the most useful theorems in mathematics provides a means for finding
the length of any side of a right triangle, given the lengths of the other two
sides. The sides are related by the equation
.
This relationship is known as the Pythagoras theorem.

3
Theorem5.5 (Pythagoras’ Theorem)
In a right angled triangle, the square of the hypotenuse is equal to the sum of
the squares of the other two sides. That is, if legs of lengths and
hypotenuse of length then
C

A D B

Figure 5.27

Algebraic Method of proof of Pythagoras theorem

Figure 5.28

Consider the above figure; three squares and one right angled triangle
The area of square with length
The area of square with length
The area of square with length but the area of square with side c is equal
to the square of the length of hypotenuse.
The Pythagoras theorem says that the square of the two smaller squares add up
to the same as the area of the largest square.

4
That is, + which is proved.
Algebraic Method proof of Pythagoras theorem will help us in deriving the
proof of the Pythagoras theorem by using of and (values of the measures
of the sides corresponding to sides BC, AC, and AB respectively)
Consider four right triangles where b is base, a is altitude and c is hypotenuse.
Arrange these four congruent right triangles in the given square, whose side
is .
b a
a b

b a

a b

Figure 5.29

The area of the square so formed by arranging the four triangles is .

The area of a square with side Area of 4 triangles + Area of square
with side c.
This implies but

Therefore,
Pythagoras theorem proof using similar triangles
Proof: Let be right angled triangle, the right angle at C.

c1 c2
A D B
c

5
 Figure 5. 30
Given: is a right triangle and ̅̅̅̅ ̅̅̅̅
We want to show that:
Statements Reasons
1. Euclid‟s Theorem
2. Euclid‟s Theorem
3. Sum of step1and step2
4. Taking c as a common factor
5.
6. Proved

Example 5.8:
What is the length of the hypotenuse of a right angle triangle with leg lengths
are 3cm and 4cm.
Solution:
Let , and c be the length of the hypotenuse. Then
[ Pythagorean theorem]

Therefore, the hypotenuse is long.

Example5.9:
Consider a right angle triangle. The measure of its hypotenuse is 13cm. One of
the sides of a triangle is 5cm.Find measure of the third sides using the
Pythagoras theorem formula?
Solution:

6
Let the unknown leg be . Then

Therefore, the base right angled triangle is

Example 5.10:
Find the length of the leg of the given right angle triangle

8cm

10cm

Figure 5.31

Solution:
Let be the length of the required leg. Then

Therefore, the other leg is long.

Note:
When three positive integers can be the length sides of a right triangle, this set

7
of numbers is called Pythagoras triple. The most common Pythagoras triples is
3, 4, and 5. If we multiply each number of a Pythagorean triples by some
positive integer , then new triples created is also a Pythagorean triples because
it satisfy the relation .
In general patterns of for is a positive integer forms a Pythagorean
triples. There are many other families of Pythagorean triples including 5 , 12 ,
13 or 8 , 15 , 17 where is a positive integer.
Example 5.11:
Let and be a Pythagorean triple numbers:
a. if and then find the value of
b. if and then find the value of
Solution:
Since and are a Pythagorean triple numbers
a.

b.

8
If the lengths of the sides of a triangle are known, then we can determine
whether the triangle is a right triangle by applying the converse of Pythagoras
Theorem.

Theorem 5.6 (Converse of Pythagoras’ Theorem)

If the square of the length of the longest side of a triangle is equal to the sum of
the squares of the other two sides, then the triangle is a right angled triangle.

Consider the following figure.

Given: Let in which
To prove:
Construction: Draw a right angle triangle
PQR in which and
PQ =AB, BC=RQ
Proof: In a right angle triangle PQR
[Pythagoras Theorem] Figure 5.32
Since,
. But
So,
In and we have , , and
So, by SSS.
Thus But
So .
Example 5.12:
Determine whether the triangle whose sides have lengths 11, 60, and 61 is a
right triangle.
Solution:

9
We want to show that .

121 + 3600 ? 3721

3721 = 3721
Hence, the triangle is a right triangle.
Exercise 5.4
1. State the Pythagoras theorem in your own words.
2. Find the lengths of the sides of a rhombus whose diagonals are 6cm and
8cm.
3. Find the unknown sides length of each of the following figures

a. b. c.
3
10 6 5
4 13
Figure 5.33
4. What is the length of the hypotenuse of a right angle triangle with leg
lengths of 27cm and 36cm?
5. If diagonal of a square is 12cm long, then how long is each sides of a
square?
6. A 15m ladder lean against the side of the house, and the base of the ladder
is 9m away. How high above the ground is the top of the ladder?
7. A man travels 24km due west and then 10km due north. How far is the man
now from the starting place?
8. In the figure given below, find the length of

Figure 5.34
10
a. ̅̅̅̅
b. ̅̅̅̅ 5
c. ̅̅̅̅ D 3B
d. ̅̅̅̅
e. Is is a right- angled?
f. Is is a right- angled?

SUMMARY FOR UNIT 5

1. The sum of the degree measures of the interior angles of a triangle is
equal to 180
2. The measure of an exterior angle of a triangle is equal to the sum of the
measures of the two remote interior angles.
3. Theorem (Euclid’s Theorem)
In a right angled triangle with an altitude to the hypotenuse, the square of
the length of each leg of a triangle is equal to the product of the hypotenuse
and the length of the adjacent segment into which the altitude divides the
hypotenuse: Symbolically 1.
or

or

Figure 5.35

11
4. Theorem (converse of Euclid’s Theorem)
In a triangle, if a square of each shorter side of a triangle is equal to the
product of the length of the longest side of the triangle and the adjacent
segment into which the altitude to the longest sides divides this side, then
the triangle is right angled.
Symbolically 1. and
2. , then is right angled triangle

Figure 5.36
5. Theorem (Pythagoras’ Theorem)
In a right angled triangle, the square of the hypotenuse is equal to the sum
of the squares of other two sides. That is legs of lengths and
hypotenuse of length then

Figure 5.37
6. When three positive integers can be the length of the sides of a right
triangle, this set of numbers is called Pythagoras triple. The most
common Pythagoras triple is 3, 4, and 5
7. Theorem 5.3.2 (converse of Pythagoras’ Theorem)
In a triangle, if square of one side is equal to the sum of the square of the
other two sides, then angle opposite the first side is a right angle

12
REVIEW EXERCISE FOR UNIT 5
1. If the measure of the angles of a triangle are and ,then give the
measures of each angle.
2. One acute angle of a right triangle measure 37 . Find the measures of the
other acute angle?
3. Prove that the sum of the degree measures of the interior angles of a
triangle is equal to 180 .
4. What is the value of in figure below?

Figure 5.38
5. What is the measure of angle B in the figure below?

Figure 5.39
6. Calculate the measure of angle A in the figure below

13
Figure 5.40

7. Prove that the measure of an exterior angle of a triangle is equal to the sum
of the measures of the two remote interior angles.
8. Given that for a triangle the two interior angles and are
remote to an exterior angle , then find the value of
9. Calculate the values of and in the following triangle.

Figure 5.41
10. State Pythagoras Theorem
11. State Euclid‟s Theorem
12. In figure 5.42 to the right if

DB = 8cm and AD = 4cm

Figure 5.42

Then find the lengths of

a. ̅̅̅̅ b. ̅̅̅̅
b. ̅̅̅̅ d. ̅̅̅̅
13. A triangle has sides of lengths 16cm, 48cm and 50cm respectively. Is the
triangle a right angled triangle?

14
14.In figure 5.43 below. What is the value of

Figure 5.43
15.A tree 18 meter-high is broken off 3 meter from the ground. How far from
the foot of the tree will the top strike the ground?
16.A rectangle has its sides 5cm and 12cm long. What is the length of its
diagonal?
17.What is the length of the hypotenuse of a right angle triangle with leg
lengths are 9cm and 12cm?

15
 UNIT 6
CIRCLES
Learning outcomes: At the end of this unit, learners will be able to
 Have a better understanding of circles.
 Realize the relationship between lines and circles.
 Apply basic facts about central and inscribed angles and angles formed
by intersecting chords to compute their measures.
 Apply real-life situations in solving geometric problems.

Main Contents
6.1. Circles
6.2. Applications of circle

In lower grades especially in grade 6 mathematics you had learnt about circles
and its parts like center and radius. In this unit we consider the concepts of
chord, circumference of a circle, classification of arcs, sector of a circle,
segment of a circle, central and inscribed angle and positional relations between
a line and a circle. Of all simple geometric figures, a circle is perhaps the most
appealing. Have you ever considered how useful a circle is? Without circles
there would be no watches, wagon, automobiles, electricity or many other
modern conveniences.

16
6.1. Circles

Group Work 6.1

Discuss with your partner.
1i) Take a compass and set a fixed point on the paper.
ii) Draw a closed figure. Then answer the following questions.
a) The small puncture hole ( the impression that the metal compass point
makes on the paper is called ----------
b) The compass setting distance is called ----------

6.1.1. Lines and circles

Competencies: At the end of this section, students should:
 Identify the different types of arcs, sectors, segments.
 Describe the concepts “tangent” and “secant” of a circle.

Activity 6.1
1) Name any three parts of a circle.
2) The diameter of a circle is 18cm. what is the radius of the circle? What do
you conclude?
3) How are chords and secants of circles alike? How are they different?

Definition 6.1. A circle is a set of points in a plane having the same distance
from a fixed point.
 The fixed point, O is called the center of the circle.
 The distance between the center of the circle and any point of the circle, r
is called the radius(plural: radii) of the circle.

17
 Figure 6.1

Note:
 A capital letter is used to designate the center of the circle. If the center of
a circle is designated by the letter O, the circle is referred to as circle O.

Several basic terms with which you should be familiar with are associated with
circles. These terms are defined below and illustrated in Figure 6.2

Definition 6.2
a) A chord of a circle is a line segment joining two points of the circle.
Thus, in the figure, is a chord.
b) A diameter of a circle is a chord through the center. Thus, is a
diameter of circle O.
c) Secant of a circle is a line that intersects the circle at two points. Thus,
⃡⃗⃗⃗⃗ is a secant.
d) A tangent of a circle is a line that touches the circle at one and only one
point. Thus, ⃡⃗⃗⃗⃗ is a tangent to the circle at P. The point P is called the
point of tangency or point of contact.

18
 e) The distance around a circle is called the circumference of the circle.

Figure 6.2

Note:
 All radii of a circle are congruent.
 A diameter of a circle consists of two radii that lie on the same straight
line.

Example 6.1:
In circle O, radius OA = 3 10 and radius OB 2. Find the length of a
diameter of circle O.
Solution:
Since all radii of a circle are congruent, OA = OB
3 2
3 12

OA OB +2 6+2=8
Therefore, the length of a diameter of circle O is 2 x 8 = 16.

19
Activity 6.2
Draw a circle and a line intersecting the circle at
a) two points
b) one point
c) no points
what do you conclude about the relation between a line and a circle?

Note:
 There is a positional relationship between a line and a circle. A line may
intersect a circle at no points, one point, or two points.
 Consider circle O and point P, point Q and point B. Since the length of
is less than the radius, then point P is called an interior point and the
length of is greater than the radius, then point Q is an exterior point.
Point B is on the circle (OB = r)

Figure 6.3

20
Exercise 6.1.
1) Write true if the statement is correct and false if it is not.
a) A diameter divides a circle into two congruent parts.
b) The point at which a tangent line intersects the circle to which it is
tangent is the point of tangency.
c) A straight line can intersect a circle in more than two points.
d) A diameter of a circle is twice the radius.
e) The portion of the secant within the circle is necessarily the chord.
2) Tell whether the line or line segment is best described as a chord, a secant, a
tangent, or radius of circle O.
a) c)
b) d) ⃡⃗⃗⃗⃗

Figure 6.4

Arcs and its Type

Definition 6.3: An arc of a circle is a part of the circumference of a circle. The

symbol for an arc is .Thus, AB stands for arc AB..

In the figure 6.5, A, B, C, and D are points on circle O and AOB intersects the
circle at two distinct points, A and B, separating the circle in to two arcs.
1) If AOB < 1800, points A and B and the points of the circle in the
interior of AOB make up minor arc AB, written as AB.

21
 2) Points A and B and the points of the circle not in the interior of AOB
make up major arc AB. Usually a major arc is named by three points: The
two end points and any other point on the major arc. Thus, the major arc
with end points A and B is written as ACB.
3) A semi-circle is an arc of a circle whose end points are the end points of a
diameter of the circle; its measure is 1800.

Figure 6.5

Note:
A chord of a circle subtends the arcs which it cut off on the circle. The arc of a
circle cut off by a chord is subtended by the chord. In figure 6.6, arc ADB is
subtended by chord

Figure 6.6

22
Definition 6.4: A sector of a circle is the part of a circle bounded by two radii
and their intercepted arc.
In the figure,region AOB is called a minor sector and region ADB is called a
major sector.

Figure 6.7

Definition6.5: A segment of a circle is the part of a circle bounded by a chord

and its subtended arc.
Regions ABC and ADB are called segments. Region ABC is the minor segment
and region ADB is called the major segment.

Figure 6.8

Exercise 6.2
1) Identify a chord, a secant, a tangent, point of tangency, a sector and a

23
 segment for the following figure

Figure 6.9
2) Write true if the statement is correct and false if it not.
a) a secant of a circle contains chord of the circle.
b) tangent is a segment whose end points is on a circle.
c) if point A is an interior point of circle O, then it is possible to draw a
tangent line that contains point A.
d) Sector is a region bounded by two radii and the intercepted arc.
3) Consider figure 6.10 and describe the relationship between lines and circle
O, points and circle O.

Figure 6.10

24
4) Consider figure 6.11 and answer the following questions.
a) Name four minor arcs of circle O.
b) Name four different major arcs of circle O.
c) Name major arc TES in three different ways.

Figure 6.11

6.1.2. Central angle and inscribed angle

Competencies: At the end of this section, students should:
 Describe the central angles and inscribed angles.
 Find the measure of central angle or inscribed angle or the intercepted arc
based on the given information.

Activity 6.3.
A and C are points on a circle with center O. Draw a point B on the circle so
that is a diameter.
1) What angle in your diagram is:
a) an inscribed angle?
b) a central angle?
2) What is the intercepted arc of
a) ABC

25
 b) AOC
We now extend the discussion to angles whose vertices lie at the center called
central angle and whose vertices lie on the circle called inscribed angle.

Definition 6.6. A central angle is an angle whose vertex is the center of the
circle and whose sides are radii of the circle.
In figure 6.12, AOB is a central angle. The reflex angle AOB is called the
reflex central angle.

Figure 6.12

Note: From figure 6.12,

Arc ACB is said to be intercepted by AOB and AOB is said to be subtended
by arc ACB.

A central angle is measured by its intercepted arc. That is, the measure of an arc
of a circle may also be related to an angle whose vertex is the center of the
circle and whose sides intercept arcs of the circle. In figure 6.13, AOB is
called a central angle. The minor arc that lies in the interior of the angle is
defined to have the same measure as its central angle, AOB.

26
The measure of the central angle AOB is equal to the measure of the
intercepted arc AXB. That is, AOB = AXB.

Figure 6.13

Example 6.2:
0
For the following figure, if and is a diameter of circle O,
then find
a) AB c) ADB
b) AC d) BDC

Figure 6.14

27
Solution:
0
a. AB =
b. AC = 1800 670 0

c. ADB = 3600– AB = 3600– 670 = 2930

d. BDC = 1800
Let us now consider the situation in which the vertex of the angle is a point on
the circle and the sides of the angle are chords of the circle.

Definition 6.7: An inscribed angle is an angle with its vertex on the circle and
whose sides contain chords of the circle.
In the figure, C is inscribed angle for circle O.

Figure 6.15

Note:
The arc formed by the intersection of the two sides of the angle and the circle is
called an intercepted arc. From figure 6.15, C is an inscribed angle and arc
AC is an intercepted arc. We say that C is inscribed in the arc ABC and
C is subtended by arc APC.

28
You know the measure of an arc is equal to the measure of the corresponding
central angle, then how do the measures of inscribed angle ABC and its
intercepted arc AC compare?

Theorem 6.1. The measure of an inscribed angle is one-half of the measure of

its intercepted arc.
In the figure, AC

Figure 6.16
Example 6.3:
Let be the diameter of circle O and 1120 as shown in the figure.
Then find .

Figure 6. 17
Solution:
. Hence, 1120
BC =
= 1800 1120 = 680

29
 680

= 340
Example 6.4:
0 0
If and as shown in the figure, then find

Figure 6.18
Solution:

0
=

= 1500. But
1500 0

900

30
Example 6.5:
ABC whose vertices lie on a circle so that its sides divide the circle into arcs
whose measures have the ratio of 2: 3: 7. Find the measure of the smallest angle
of the triangle.

Figure 6.19
Solution:
First, determine the measures of the arcs of the circle.
= 3600
= 3600
3600
= 300
The measures of the arcs of the circle are:
600
2100
0

Each angle of the triangle is an inscribed angle. The smallest angle lies
opposite the arc having the smallest measure.
0
Hence, = 300

31
Theorem 6.2:
In a circle, inscribed angles subtended by the same arc are congruent.
That is

Figure 6.20

Example 6.6:
In figure 6.20 if ACE = 650, then find ABE.
Solution:
Since, ACE is an inscribed angle and its measure is one- half of AE , then
AE = 2 650 = 1300.
Similarly, ABE is an inscribed angle and its measure is one- half of AE , then
ABE = 1300 = 650.

Or by the above theorem, ACE and ABE intercept the same arc, then
= 650

32
Exercise 6.3
1. Write true if the statement is correct and false if it is not.
a) If the measure of the central angle is halved, then the length of the
intercepted arc is doubled.
b) An angle inscribed in a semi-circle is a right angle.
c) Angles inscribed in the same arcs are congruent.
d) A central angle is measured by its intercepted arc.
e) A central angle of a circle is an angle whose vertex is on a circle and
whose sides contain chords of the circle.
f) The measure of the central angle is twice of the measure of the
inscribed angle.
2. A circle is divided into three arcs in the ratio 3:2:5. The points of division
are joined to form a triangle. Find the largest angle of the triangle.
3. In the figure given below O is the centre of the circle.
Find a. m( BAD) and m( CBA)
b. m( ADC) and m( ABC)
c. m(AB), m(CD) and m( CBD)

Figure 6.21

33
 4. If is the diameter of the given circle in figure 6.22
and m(BAE) = 1000 and m(AE) = 600 ,find the degree measure of angle
and .

Figure 6.22

Group Work 6.2:

Discuss in groups and describe what you notice.
i) Construct a circle O with any radius.
ii) Draw a chord, and label it .
iii) Construct the perpendicular bisector of .
what do you notice about the perpendicular bisector of ?
iv) Draw another chord, and label it .
v) Construct a line that passes through the center O and the midpoint of
chord .
What do you notice about the line and the chord?
vi) Draw another chord .
vii) Construct a line perpendicular to and passes through the center of the
circle.
What do you notice the line and the chord?

34
Conclusion: Form group work 6.2, you observe the following facts.
 The perpendicular bisector of a chord passes through the center of the
circle.
 A line which passes through the center and bisects a chord is
perpendicular to the chord.
 A line through the center of a circle perpendicular to a chord bisects the
chord.

Figure 6.23
6.1.4. Angles formed by two intersecting chords

Competencies: At the end of this sub-topic, students should:

 Describe the angle formed by two intersecting chords.
 Solve problems related to angle formed by two intersecting chords inside
a circle.
You know that the measure of an angle inscribed in a circle is one-half of the
measure of the intercepted arc. In this sub-topic you will learn about the
measure of an angle formed by two intersecting chords within a circle.

35
Activity 6.4.
In figure 6.24, if AD = 720 and BC = 480, then find the value of APD

Figure 6.24

Theorem 6.3
The measure of an angle formed by two chords intersecting inside a circle is
one-half the sum of the measures of the arcs intercepted by the angle and its
vertical angle.
APD = ( AD + BC)

Figure 6.25

36
 Example 6.7:
In figure 6.26 shown, O is the center, ABD = 300 and = 600. Then
find
a) CPB
b) BDK
c) AQK

Figure 6.26
Solution:
ABD = 300. Then AD = 2 ABD = 2 300 = 600
Since is a diameter, AD + DC + CB = 1800
CB = 1800 1200 = 600
a) CPB = BC + AD )

= 600 + 600)

= 600
b) is a diameter, then DC + CB + BK = 1800
BK = 1800 1200 = 600

600

=300
c) AK = 1800 600 = 1200
AQK = DC + AK )

37
 600 + 1200 )
= 900
Example 6.8:
An angle formed by two chords intersecting within a circle is 540, and one of
the intercepted arcs measures 400. Find the measures of the other intercepted
arc.
Solution:
Consider figure 6.26.
BPC = BC + AD

540 = 400+ AD

1080= 400 + (AD)

AD = 680
Example 6.9: Prove that the measure of an angle formed by two chords
intersecting in the interior of a circle is equal to one-half the sum of the
measures of the two intercepted arcs.
Proof:
Consider circle O with chords and intersect at point P.(refer figure 6.26)
APD is an exterior angle of APB.
Hence, APD = A+ B
BC + AD

BC + AD )

Exercise 6.4
1. Write true if the statement is correct and false if it is not.
a) A diameter perpendicular to a chord bisects the chord.
b) A perpendicular bisector of a chord passes through the center of the
circle.

38
 c) The measure of the angle formed by two chords of a circle is equal to
the sum of the measure of the arc subtending the angle and its
vertically opposite angle.
2. In the figure 6.27, APB = 1100 and BAC = 400.Then
a) Find the sum of AD and BC.
b) ACD.

Figure 6.27
3. In the figure 6.28, CBD = 450, ABD= 400 and AB = 900. Then
find APD

Figure 6.28

6.2. Applications of Circle

Competency: At the end of this sub-topic, students should:
 Solve the application problems.
Circles are present in real life, both in the nature world such as Satellite‟s orbit
around the earth, Mushrooms with domed caps and in manmade creations such
as camera lenses,coins, cups, rings, wheel, roundabout,a sniper target grid etc.

39
In this section we will discuss some real life applications of circles using
examples.
Example 6.9:
Which part of a circle can be found in a do not smoke sign when the line crosses
the image of cigarette?
Solution: Diameter.

Figure 6.29
Example 6.10:
Dawit observes that the time is 5.00 hrs. What is the angle between the hands of
the clock?

Solution:
The small hand on a clock shows the hours on the face of a clock. So, if the
hour hand lies on 6.00 hrs, then the angle between the hands is 180 0.
6hr = 1800.
1hr = ?
0

Thus, 1hr measures 300

Therefore, a 5 hr hand measures 5 300 = 1500

40
SUMMARY FOR UNIT 6
1. A circle is the set of all points in a plane having the same distance from a
fixed point.
The fixed point is called the center and the fixed distance is the radius of
the circle
2. A chord is a line segment whose end points lie on the circle.
3. A diameter is a chord that passes through the center of the circle.
4. A tangent line is a line that intersects a circle in exactly one point. The
point of contact is called the point of tangency.
5. A secant line is a line that intersects a circle in two different points.
6. Every secant line includes a chord of the circle.
7. An arc is a curved portion of a circle.
8. A chord determines an arc of a circle. So, we say that the chord intercepts
the arc.
9. Arcs are classified in the following ways:
a) Semi-circle: an arc whose end points are also end points of a diameter
of a circle.
b) Minor arc: the part of a circle less than a semi-circle.
c) Major arc: the part of a circle greater than a semi-circle.
10.A sector of a circle is the region bounded by two radii and an arc of the
circle.
11.A segment of a circle is the region bounded by a chord and the arc of the
circle.
12.A central angle is an angle whose vertex is at the center of thecircle.
13.An inscribed angle is an angle whose vertex is on the a circle and whose
sides contain chords of the circle.

41
 14.To prove a chord is a diameter show that the chord divides the circle into
congruent (equal) arcs.
15. The measure of an inscribed angle is equal to one-half of the measure of
its intercepted arc.
16.The measure of an angle formed by two chords intersecting inside a circle
is one – half of the sum of the measure of the arcs subtending the angle
and its vertical opposite angle.

REVIEW EXERCISE FOR UNIT 6

1. Write true if the statement is correct and false if it not.
a) Minor arc is the part of a circle greater than a semi-circle.
b) Inscribed angles intercepted by the same arc are congruent.
c) A central angle is not measured by its intercepted arc.
d) A circle O has a radius of 6cm. Then the length of the longest chord of
circle O is 12cm.
e) An angle is inscribed in a circle and intercepts an arc with measures
1080, then the measure of the inscribed angle is 540.
f) 1800 cannot be the measure of an inscribed angle.
2. In the figure below, if ABD = 450, BC = 1000. Then
i) Find a) ACD b) BAC c) BPC
ii) Is the point P lies at the center of the circle? Explain.
iii) What type of triangle is formed by , and ?

42
 Figure 6.32
3. In the figure below, O is the center of the circle. If POS = 950, then find
a) QSR
b) PQS
c) QPR

Figure 6.33
4. In figure 6.34, AEC = 700, ADB = 250, and BFC = 800. Find
a) DAE b) DE c) BC

Figure 6.34
5. In figure 6.35, BCD = 900, BAC = 490 and ADB = 610. Find
a) ACB c) CAD

43
 b) ABC d) BEC

Figure 6.35
6. In figure 6.36 below is a chord and O is the center of the circle and
PBT = 700, then calculate
a) TPO b) TQ

Figure 6.36
7. In figure 6.37 below, is a diameter and AC = 1320. Find
a) OCD b) CD

Figure 6.37
8. In the figure below, what is the measure of the inscribed angle?

44
Figure 6.38

45
 UNIT 7
SOLID FIGURES AND MEASUREMENTS
Learning Outcomes: At the end of this unit, learners will able to:
 Identify parts of solid figures.
 Find the surface area of solid figures.
 Find the volume of solid figures.
 Solve applications problems of solid figures and measurements.

Main Contents

7.1 Solid Figures

7.2 Surface Area and Volume of Solid Figures

7.3 Applications on Solid Figures and Measurements

Introduction

In plane geometry, by definition, every point and line of each figure lie in a
single plane; in contrast, the figure of solid do not lie in a single plane. In this
unit, we extend our geometry from the plane into three dimensional solid
figures. We want to define some solid figures, develop some formulas about the
surface area of solids, and volume of solids. The concept of the area of a plane
surface is easily extended to surface area of a solid flat. Each and everything
around us is a solid shape. For instance laptop, phone, or tablet are a solid
figures. Similarly, the chair, the bench, etc. are also solid figures. Look around

46
and see what different shapes are around you? Are all three dimensional? Here,
we have only covered the basic shapes.

7.1. Solid Figures

Competencies: At the end this sub-unit. Students should:
 Identify parts of a prisms, cylinders, pyramid and cones
 Name different types of prisms, cylinders, pyramids and cones based on
their bases.
Solid figures are three-dimensional objects. What this means is that solid
figures have a width, a length, and a height. For instance, computer, laptop,
phoneetc. has a width, a length, and a height.

In mathematics, there are many solid figures. Most of them are prisms,
Cylinders, pyramids and Cones.

7.1.1 Prisms and Cylinders

We encounter prisms and cylinders everywhere; most boxes and most rooms are
rectangular prisms, most cans are cylinders. When we find out how much
cardboard there is in the box, when we need the area of the walls to paint in a
room, or when we need to find how much tin is needed to make a can, we are
finding the surface area of prisms and cylinders. When we find out how much
milk is in the container, how much soup is in the can, and how much chocolate
is in the packet, we are finding the volume of prisms and cylinders?

47
Group work 7.1

A
B

Figure 7.1

1. Name the above figures as prisms, cylinders, cones and pyramids.

2. List some solid objects in your surroundings.

3. Can you give model examples of Prisms

F and Cylinders?

4. Define Prism and cylinder in your own words.

5. Identify some parts of prisms and cylinders.

6. How many vertices, edges and faces dotriangular prisms and cylinders have?
48
 7. Explain why a cube is a rectangular prism.

8. Name the following prisms

Figure 7.2

1. Prisms

Definition: 7.1: A prism is athree dimensional figure in which two of the faces,
called the bases of the prism, are congruent polygons in parallel plane.

Depending on the shape of its base a prism can be triangular prism, rectangular
prism, pentagonal prism, hexagonal prism and so on. For instance,

Figure 7.3
49
Consider the rectangular prism as shown below

Figure 7.4
 The vertices of the rectangular prism are A, B, C, D, E, F, G, and H
 A prism has two bases: upper base and lower base. The rectangular
region ABCD is the upper base and rectangular region EFGH is the lower
base.
 The line segments; , , , , , , , and are edges of the
bases.
 The line segments; , , and (the segments that connect the
vertices) are the lateral edges of the prism.
 The rectangles ABFE, BCGF, CDHG, and ADHE (the surfaces between
corresponding sides of the bases) are called the lateral faces of the prism.
 An altitude of a prism is a line segment perpendicular to each of the bases
with an end point on each base. The height of a prism is the length of an
altitude.

Definition 7.2. A right prism is a prism in which the lateral sides are all
perpendicular to the bases.

Note: Since the bases are parallel, the corresponding sides of the bases are
congruent, parallel line segments. Therefore, each lateral face has a pair of
congruent, parallel sides, the corresponding edge of the bases, and is thus
parallelograms. Therefore, the lateral edges of a prism are congruent and

50
 parallel. All of the lateral sides of a right prism are rectangles.

Example7.1:

The bases of a prism are equilateral triangles. The length of one edge of a base
is 4cm and its height is 5cm.

a) How many lateral edges does this prism have?

b) What is the shape of the lateral face?

Solution:

a) Because this is a prism with a triangular base, the prism has three lateral
edges.

b) Because it is a right prism, the lateral sides are rectangles.

2. Cylinders

Definition7.3: A cylinder is a solid figure with congruent non-polygonal bases

that lie in parallel planes. If the bases are circular, the cylinder is circular
cylinder.

 The line passing through the centers of the two circular bases is called
the axis of the cylinder.
 The altitude of a cylinder is the perpendicular distance between its
bases.
 The radius of the base is also called the radius of the cylinder.
 A cylinder is called a right cylinder if the segment joining the centers
of the bases is perpendicular to the bases.

51
 Figure 7.5

Exercise 7.1
1. Write true if the statement is correct and false otherwise.
a) the intersection of the faces of a prism are the edges of the prism
b) a line through the centers of the bases of a circular cylinder is
perpendicular to the diameter of the bases.
c) the intersection of the edges of a prism are the vertices of the prism.
d) the upper and the lower bases of circular cylinder are circles of equal
radii.
e) a triangular prism has a triangular lateral face.
f) the bases of a prism lie on parallel planes.
g) a cylinder is a circular prism.

2. Describe the differences between a prism and a cylinder. Describe their

similarities.
3. Give a mathematical name of the solids given below.
a) Soup can b) Shoe box
4. Make a sketch of the described solid

52
 a) Right rectangular prism with a 5cm square base and a height of 6cm.
b) Right cylinder with a diameter of 14cm and a height of 9cm.
5. How many edges, faces and vertices does
a) a cylinder has?
b) a rectangular prism has?

7.1.2. Pyramids and Cones

The main focus of this sub-unit is to name the vertex, lateral face, base, and
altitudes of the given pyramids and cones.

Activity 7.1
1. Define pyramids and cones in your own words.
2. Can you give examples of pyramids and cones in your surroundings.
3. Answer the following questions based on the given figures
a) Name the vertices of the pyramids and the cones.
b) Name the base of the pyramid.
c) Name the lateral faces of the pyramid.
d) Name the altitude of the cone.

Figure 7.6

53
1.Pyramids

Definition 7.4: A pyramid is a polygon in which the base is a polygon and the
lateral faces are triangles with a common vertex.

From the figure 7.7 we define the following terminologies.

 The polygonal region ABCD is called the base of the pyramid.
 The point V outside of the plane of the base is called the vertex of the
pyramid.
 The triangles VAB, VBC, VCD, and VDA are called lateral faces of the
pyramid.
 The intersection of two lateral faces is called lateral edges. Thus, ,
, , and are lateral edges of the pyramids.
 The intersection of the base and a lateral face is a base edge. Thus, ,
, , and are the edges of the base of the pyramid.
 The altitude of the pyramid is the perpendicular distance between the
base and the vertex.

Figure: 7.7
2. Cones

54
Cones can be found in a variety of things we see every day such as funnel, ice
cream, the birthday hat etc. In this section we will define the vertex, lateral face,
base and altitude of the given cone.

Definition 7.5: A circular cone is a solid figure formed by joining all points of a
circle to a point not on the plane of the circle.

 The point outside the plane and at which the segments from the circular
region joined is called the vertex of the cone.
 The flat surface, the circle, is called the base of the cone and the curved
closed surface is called the lateral face of the cone.
 The perpendicular distance from the base to the vertex is called the
altitude of the cone.
 A circular cone with the foot of its altitude is at the center of the base is a
right circular cone.

Figure 7.8

Exercise 7.2
1) Write true if the statement is correct and false if it not.
a) Cone is a pyramid.
b) A cone has a flat surface and a curved surface.

55
 c) A triangular pyramid has three vertices and three faces.
d) A cone has one vertex and one curved edge.
e) A pyramid cannot have any parallel faces.
2) Describe the differences between pyramids and cones. Describe their
similarities.
3) Can a pyramid have rectangles for a lateral faces? Explain.
4) Sketch the described solid.
a) A right pyramid that has a triangular base with a base edge of 4cm and
a height of 7cm.
b) A right cone that has a radius of 3cm and a height of 5cm.

7.2. Surface Area and Volume of Solid Figures

7.2.1. Surface area of Prisms and Cylinders

Competency: At the end of this section, students should:
 Find the surface area of prisms and cylinders
In this sub-section you will become more acquainted with the these familiar
geometric figures and you will learn how to compute their surface area in a
systematic way.

Group Work 7.2

1. Draw the nets of each of the following figures

Figure7.9

56
2. Sketch the box that results after the net has been folded. Use the shaded face
as a base.

Figure 7.10

The net of a three dimensional shape is a two dimensional shape that can be
folded to form a three dimensional shape or a solid. Any solid figure can have
multiple nets.

Definition 7.6: A net is a pattern of shapes on a piece of paper that are arranged
so that the net can be folded to make a hollow surface.

Example 7.2:
a) The net of a cylinder looks like a rectangle with two circles attached at
opposite ends.

Figure 7.11

57
 b) The net of a triangular prism consists of two triangles and three
rectangles. The triangles are the bases of the prism and the rectangles are
the lateral faces.

Figure 7.12
A. Surface area of Prisms.
There are two types of surface areas: Lateral surface area and Total surface area.

The lateral surface area, denoted by ALof the prism is the sum of the areas of all
lateral faces of the prism.
Example7.3:
Derive a formula for the lateral surface area of a rectangular prism using its net.
Solution:
The surface area of a right rectangular prism can be calculated by representing
the 3D figure into a 2D net; to make the shapes easier to see. After expanding
the 3D shape into 2D shape we will get six rectangles (See figure 7.12). Pair
wise (Front and back, right and left, top and bottom) rectangles have equal size.
Thus, area of front face area of back face
area of left face area of right face
area of top face area of bottom face
Since, the lateral surface area is the sum of the areas of all lateral faces, then
AL area of front face area of back face area of left face area of right face

58
 2
2
where =2 is the perimeter of the base.

The total surface area, denoted by AT is the sum of the areas of all the faces.

Total surface area (AT) AL + area of top face + area of bottom face

AL + 2AB where AB 2 is the area of the base.

Example7.4:
Derive a formula for the lateral surface area of a rectangular prism using its 3D
shape.
Solution:
Refer the 3D shape of a rectangular prism (figure 7.12). It has six faces: Two
bases and four lateral faces. Then,
Lateral Surface Area the sum of the area of the four lateral faces.
AL a(ABGH) + a(ADEH) + a(DCFH) + a(BCFG)

2 2
2( )
AT = AL + areas of the two bases
= AL + a(ABCD ) + a(EFGH)
= AL + 2
= AL + 2AB

59
 Figure 7.13

In general,
The lateral surface area of a prism is AL where is the perimeter of the
base.
The total surface area of a prism is AT = AL + 2AB where AB is the area of the
base.

Group work 7.3

Using the above technique derive a formula for surface area of right triangular
prism.

Example 7.4:
The base of a rectangular prism is ABCD, where AB = 6cm, BC = 3cm and
height = 4cm. then
Find a) Lateral surface area of the prism
b) Total surface area of the prism
Solution:
a) AL
= 2(6 + 3) x 4 = 72 cm2.
b) AT = AL + 2 AB
= 72 + 2( 6 x 3)
= 108cm 2

60
Example 7.5:
The base of a triangular prism is ABC, where AB = 6cm, BC = 8cm and
B = 900. If the height of the prism is 7cm. Find
a) The lateral surface area
b) The total surface area
Solution:
a) First determine the length of AC.
Using Pythagoras theorem,
AC2 BC2 + AB2
= 82 + 6 2
AC = 10. Then,
AL
= ( 6 + 8 + 10) x 7
= 168cm2

b) AT = AL + 2 AB
= 168 + 2 ( AB. BC )
= 168 + 6 x 8
= 216 cm2
B) Surface area of cylinders
To derive a formula to the surface area of a circular cylinder, consider the net of
the cylinder. It has two congruent and parallel circular bases and a rectangular
face of length 2 and width as shown in figure 7.14. Therefore,
The lateral surface area (AL ) = area of the rectangle
= 2 x
AL = 2
Similarly, the total surface area (AT ) AL + 2. area of the bases
AT AL + 2
AT 2 2
AT = 2

61
 Figure 7.14

In general,
The lateral surface area of a circular cylinder is AL = 2 and
The total surface area of a circular cylinder is AT = 2

Example 7.7:
Find the total surface area of a right circular cylinder whose radius is 8cm and
height is 12cm.
Solution:
AT = 2
= 2
AT = 320 cm2
Example 7.8:
Find the height of the right circular cylinder if its lateral surface area is
108 cm2 and radius of the cylinder is 6cm.
Solution:
AL = 2
108 cm2 2 = 12

62
 9cm

Example 7.9:
The total surface area of a right circular cylinder of radius 7cm is 112 cm2.
Then find the height of the cylinder.
Solution:
AT = 2
112 2

8=
cm.
Therefore, the height of the cylinder is 1cm.

Example 7.10:
The sum of the height and the radius of a right circular cylinder is 9cm. If the
surface area of the cylinder is 54 cm2, then find the height of the cylinder.
Solution:
Let be the height and be the radius of the cylinder.
9
AT = 2
54

Therefore, the height of the cylinder is 6cm.

Exercise 7.3:
1) Write true if the statement is correct and false if it is not
a) The total surface area of a triangular prism can be calculated by

63
 adding the areas of 5 faces.
b) A 3D object with two parallel and congruent circular bases is a
cylinder.
c) Surface area is measured in cubic units.
d) The dimensions of the rectangular prism are increased 2 times, and
then the surface area will increase 8 times.
e) In a cylinder, if the radius is doubled and height is halved, then its
lateral surface area will be the same.
f) The two-dimensional representation of all of the faces is a net.
2) Find the lateral surface area of a triangular prism whose height is 10cm
and the dimensions of each of its bases are 3cm, 6cm, and 7cm.
3) Find the lateral surface area of the prism if the perimeter of the base is
100cm and its height is 5cm. Also, find the total surface area of the same
prism if its base area is 50cm2.
4) The lateral surface area of a right circular cylinder of height 8cm is
88 cm2. Then find the diameter of the base of the cylinder.
5) The radius of two similar right circular cylinders is 3cm and 12cm. find
the ratio of their altitudes.

7.2.2. Volume of Prisms and Cylinders

Competency: At the end of this sub- unit, students should:
 Find the volume of prisms and cylinders.

In the previous sub-topic you have learnt about how to compute the surface area
of prisms and cylinders. In this sub-topic, you will learn how to compute the
volume of prisms and cylinders.

Activity 7.2

64
 1. Define volume of a solid figure in your own words.
2. Heran said that if two solids have equal volume and equal heights, then
they must have congruent bases. Do you agree with Saron? Justify your
answer.
3. Find the volume of the prism if its base area is 48cm2 and its height
18cm.
4. The volume of a right circular cylinder is 784 cm3 and the height of the
cylinder is 16cm. what is the radius of the cylinder?

As area is thought of as the number of square units that can be compute within a
two dimensional boundary, the volume of a solid can be the number of cubic
units that will fit within the boundary of a three-dimensional solid.

Definition 7.7: The volume of a solid is the number of cubic units contained in
its interior. That is, the amount of space it occupies. Volume is measured in
cubic units such as m3, cm3 etc.

A) Volume of Prism

The volume V of a rectangular prism is equal to the product of its length ( ),

width ( ) and height ( ). That is, V By using this relationship,
special formula can be derived for determining the volume of a cube. That is,
V .

Figure 7.15

65
The volume V of a right triangular prism equals the product of its base area AB
and its height That is, V AB .

Figure 7.16

The volume V of a prism is V AB , where AB is the area of the base and is

the height.

Example7.10:
Determine the height of a rectangular prism that has a base dimension of 8cm,
6cm and a volume of 312cm3.
Solution:
Let cm and =6cm.
V
312cm3 =

6.5 cm
Therefore, the height of the prism is 6.5cm
Example 7.11:
The bases of a right prism is ABC with D is a point on , is
perpendicular to . If AB = 10cm, Ac = 10cm, BC= 12cm, AD = 8cm and
EB = 15cm. find the volume of the prism.

66
Solution:
Since this is a right prism, all of the lateral faces are rectangles and the height of
the prism, EB, is the height of each face.
Each base is an isosceles triangle. The length of the base of the isosceles
triangle is BC = 12cm, and the length of the altitude to the base of the triangle is
AD = 8cm.
Area of ABC AB .BC. AD
.12. 8
48 cm2
Since the prism is a right prism, the height of the prism is BE = 15cm.
Volume of the prism V AB
48 15
720 cm3

Figure 7.17
Example 7.12:
The base of a prism is an equilateral triangle each of whose sides measures 4cm.
If the altitude of the prism measures 5cm, then find the volume of the prism.
Solution:
Since the base is an equilateral triangle, first determine the height, say of the
base.
2
22 42
2
16 4
√ . So,

67
AB AB.

4. √

2√
Then, V AB.
V 2√ .5
10√ cm3Figure 7.18

B) Volume of cylinder

Group work 7.3: Discuss with your groups

Take two sheets of paper that measure 12cm by 28cm and form two cylinders,
one with the height as 12cm and one with the height as 28cm. Do the cylinders
have the same volume? Explain.

The formula for the volume of the cylinder can be derived easily because a
cylinder can be thought of as a prism with a circular base. The volume of a
prism is V = AB , since the base is a circle then the base area AB is the area of a
circle,
A . By substitution, the volume of a cylinder can be found by using the
formula V .
The volume V of a cylinder is V

Example 7.13:
A right circular cylinder of height 12cm has a volume of 972 cm3. Find the
radius of the base of the cylinder.
Solution:
V
972
68
Therefore, the radius of the base is 9cm.
Example 7.14:
Consider a circular cylinder. If a new cylinder is formed by doubled the radius
and by halved the height, then what is the volume the new cylinder?
Solution:
Let V1 be the volume of the first cylinder.
Let 1 and 1 be the respective radius and height of the first cylinder.
Since, 2 2 1, 2 , then

V2

=4

=2
= 2V1
Therefore, the volume of the new cylinder becomes twice that of the original
cylinder.

Exercise 7.4
1. Write true if the statement is correct and false if it is not.
a) The volume of a cylinder with base diameter and height is given

by V .

b) If the volume of a rectangular prism whose dimensions and is 1cm3,

then the value of is

c) Measuring the space region enclosed by the solid figure is the volume of

69
 the solid figure.
d) If two solid figures are congruent, then they have the same volume.
e) Measuring the surface constituting the solid is the area of the solid figure.
2. The volume of a triangular prism is 204cm3. If its height is 17cm, then find the
area of its base.
3. Given the length, width, and height of the rectangular prism as 8cm, 5cm, and
16cm respectively. Find the volume of the rectangular prism.
4. Find the volume of a circular cylinder if its diameter is 12cm and its height is
20cm.

7.3. Applications on Solid Figures and Measurements

Competency: At the end of this sub-unit, students should:
 Solve applications problems of solid figures and measurements.

You recall that

Volume Surface Area
 Measures space inside  Measures outside surface
 Includes only space needed to fill  Includes all faces
inside
 Measured in cubic units  Can be measured using a
net

This section focuses on the applications of solid figures.

Example 7.15:
A truck that delivers gasoline has a circular cylindrical storage space. The
diameter of the bases of the cylinder is 34cm and the height of the cylinder is
46cm. How many gallons of gasoline does the truck hold?
(Use 1cm3 = 0.000264 gal)
Solution:
V

= 13,294 cm3

70
1cm3 = 0.000264 gal
13,294 cm3 = ?
V 13,294 x 0.000264 gal
V = 3. 51 gal
Therefore, the truck holds 3.51 gallons of gasoline.
Example 7.16:
The walls, floor, and ceilings of a room form a rectangular solid. The total
surface area of the room is 992 m2. The dimensions of the floor are 12m by
20m.
a) What is the lateral surface area of the room?
b) What is the height of the room?

Solution:
a) Since the solid is a rectangular prism, then
AT AL + 2AB
AT AL + 2 .
992 AL + 2. 20. 12
AL = 992m2 – 480m2
AL 512m2
Therefore, the area of the walls of the room is 512m2
b) Since the solid is a rectangular prism, then
AL 2
512m2 2(20 + 12) m.

m
Therefore, the height of the room is 8m.
Example 7.17:

71
A fish tank in the form of a rectangular solid is to accommodate 6fish, and each
fish needs at least 7500 cm3 of space. The dimensions of the base are to be
30cm by 60cm. What is the minimum height that the tank needs to be?
Solution:
The minimum volume occupied by 6 fish is 6 x 7500 = 45000cm3
Since the tank is in the form of a rectangular solid,
V= x x
x x 45000 cm3
30cm x 60cm x 45000 cm3

Therefore, the minimum height of the tank would be 25 cm.

Example 7.18:
A gift has a dimensions of 20cm by 35cm by 4cm. you have wrapping paper
with dimensions of 43cm by 50cm. Do you have enough wrapping paper to
wrap the gift?
Solution:
Total Surface Area of the gift 2 x 20 x35 + 2 x 20 x 4 + 2 x 35 x 4
= 1840 cm2
Area of wrapping paper = 43 cm x 50cm [rectangular surface]
= 2150 cm3
Therefore, there is an enough wrapping paper to wrap the gift.
Example 7.19:
Saron wants to build a right circular cylinder out of a card board with bases that
have a radius of 6cm and a height of 14cm.
a) How many square centimeters of card board are needed for the cylinder?
b) What will be the volume of the cylinder?
Solution:

72
 a) The amount of materials needed implies the total surface area of the
cylinder. Since a cylinder has two bases and one curved surface,
AT

cm2
Therefore, she needs a cm2 card board to build a cylinder
b) V

cm3
Therefore, the volume of the constructed cylinder is cm3
Example 7.20:
Cereal Company wants to change the shape of its cereal box in order to attract
the attention of shoppers. The original cereal box has dimensions of 8cm by
3cm by 11cm. The new box the cereal company is thinking of would have
dimensions of 10cm by 10cm by 3cm.
a) Which box holds more cereal?
b) Which box requires more material to make?
Solution:
a) Volume of original box x x
= 8 x 3 x 11
264 cm3
Volume of new box x x
= 10 x 10 x 3
300 cm3
Therefore, the new box holds more cereal than the original box.
b) Surface Area of original box 2 x 8 x 3 + 2 x 8 x 11 + 2 x 3 x 11
= 48 + 176 + 66

73
 290cm2
Surface Area of new box 2 x 10 x 10 + 2 x 10 x 3 + 2 x 10 x 3
200 + 60 + 60
320 cm3
Therefore, the new box requires more material than the original box.
Example 7.21:
The pedestal on which a statue is raised is a rectangular concrete solid
measuring 4m long, 4m wide and 3m high. How much is the cost of the
concrete in the pedestal, if concrete costs Birr 320 per m3
Solution:
First we need to find the volume of the pedestal, which is a rectangular solid.
V
4 4 3
48 m3
1m3 = Birr 320
48 m3 =

Birr 15,360
Therefore, the cost of the concrete is Birr 15, 360.

Exercise 7.5
1. Find the volume and surface area of a can of soda if the radius is 6cm and
the height is 11cm.
2. A cans goods company manufactures a cylindrical can of height 10cm
and radius 4cm.
a) Find the surface area of the can
b) Find the volume of a can whose radius and height are twice that of the

74
 given can.
3. A food company stores food item A in a cylindrical can that is 14 cm tall
and has a diameter of 10cm. A company stores food item B in a
rectangular can of dimensions 12cm by 13 cm by 5cm. Which can
accommodate more food?

SUMMARY FOR UNIT 7

1. A cylinder whose segments are perpendicular to the bases is called a right
cylinder.
2. A cylinder whose bases are enclosed by circles is called circular cylinder.
3. If the base of the cylinder is polygonal region, then the solid is called a
prism.
4. A prism whose bases are enclosed by triangles is a triangular prism.
5. A prism whose bases are enclosed by rectangles is a rectangular prism.
6. The perpendicular distance between the bases of a prism is the altitude of
the prism.
7. The sum of the areas of lateral faces is called lateral surface area and the
sum of the lateral surface area and area of the bases is the total surface
area.
8. If the lateral edges of the prism are perpendicular to the bases, then the
prism is a right prism.
9. The lateral edges of a prism are congruent and parallel.
10.A cube is a three dimensional solid object bounded by six square faces.
11.A net is a pattern of shapes on a piece of paper that are arranged so that
the net can be folded to make a hollow surface
12. Measuring the surface constituting the solid is called the surface area of
the solid figure.

75
 13.The lateral surface area of a right prism is equal to the product of the
height and the perimeter of the base. That is, AL = where is base
perimeter and is the height of the prism.
14. The lateral surface area of a circular cylinder is AL = 2 and
The total surface area of a circular cylinder is AT = 2
15.The volume of a solid is the number of cubic units contained in its
interior. That is, the amount of space it occupies. Volume is measured in
cubic units such as m3, cm3 etc.
16.The volume V of a prism is V AB , where AB is the area of the base
and is the height.
17.A cylinder has two bases that are congruent circles lying in parallel
planes. Like a volume of a prism, a solid that also has two congruent
bases, the volume of a cylinder is given by the formula V AB . In this
formula, AB represents the area of one of the two identical circles which
is .
18.A pyramid is a polygon in which the base is a polygon and the lateral
faces are triangles with a common vertex
19. A circular cone is a solid figure formed by joining all points of a circle to
a point not on the plane of the circle.

REVIEW EXERCISE FOR UNIT 7

1. Write true if the statement is correct and false if it is not.
a) A cube has 6 faces, 12 edges and 8 vertices.
b) A cone has one circular face, one vertex and has no edges.
c) A prism always has 2 parallel faces.
d) The net of a rectangular prism is made from 4rectangles.
e) A triangle is a possible base of a prism.
f) A pyramid can have a circular base.

76
2. How many edges has
a) a squared pyramid?
b) a cylinder?
c) a triangular prism?
d) a cube?
3. Given that the surface area of a rectangular solid is the sum of the area of
its six faces. Then
a) What is the expected type of solid?
b) Which type of area is referred?
4. A right prism has bases that are squares. The area of one base is 81cm2.
The lateral surface area of the prism is 144cm2. What is the length of the
altitude of the prism?
5. The bases of a prism are right triangles whose edges measure 9cm, 40cm
and 41cm. The lateral sides of the prism are perpendicular to the bases.
The height of the prism is 15cm.
a) What is the shape of the lateral sides of the prism?
b) What are the dimensions of each lateral sides of the prism?
c) What is the total surface area of the prism?

6. If the total surface area of a right circular cylinder is 884 cm2 and its
radius is 2cm, then what is the length of the altitude?
7. The sum of the height and radius of a right circular cylinder is 9cm. if the
total surface area is 81 cm2, then what is the radius of the cylinder?
8. The length, width and height of a rectangular solid are in the ratio of 3: 2:
1. If the volume of the box is 138cm3, what is the total surface area of the
box?
9. The dimensions of a box are 16cm by 11cm by 9cm. a small cubical box
measures 2cm long each side. How many of these small boxes fit into the

77
 bigger box?
10.The volume of a right circular cylinder is 252cm3 and the radius of the
base is 4cm. Find is the height of the cylinder.
11.The areas of the bases of a cylinder are each 124cm2 and the volume of
the cylinder is 116 cm3. Find the height of the cylinder.
12.Arega built a wooden, cubic toy box for his son. Each side of the box
measures 13cm.
a) How many square centimeter of wood did he used to build the box?
b) How many cubic centimeters of toys will the box hold?

UNIT 8
INTRODUCTION TO PROBABILITY
Learning Out comes: At the end of this unit, learners will be able to:
 Understand the concept of probability.
 Find event, sample space and probability of simple events.
 Apply problems of real-life situations in solving the probabilities.
Introduction

Group work 8.1

1) Discuss what result is expected for the following experiments.

78
 a) A ball is dropped from a certain height.
b) A spoon full of sugar is added to a cup of milk.
c) Petrol is poured over fire.
d) Tossing a coin.
e) Throwing a die.
f) Drawing a card from a pack of cards.
2) The weather forecaster announces that the probability of heavy rain with
thunder in the afternoon is . What does it mean? Explain.

In each of the first three experiments, the result or outcome is certain, and
known in advance. That is, in experiment (a), the ball is certain to touch the
earth and in (b) the sugar will certainly dissolve in milk and in (c) the petrol is
sure to burn. But in the experiments d – e the results are uncertain. For example,
when a coin is tossed everyone knows that there are two possible outcomes
namely head and tail but no one could say with certainly which of the two
possible outcomes will be obtained. In all, such experiments, that there is an
element of chance, called probability which express the element of chance
numerically. The occurrence or non-occurrence of things is studied in
mathematics by the theory of probability. The theory of probability was
introduced to give quantification to the possibility of certain outcome of the
experiment in the face of uncertainty. Probability is used by governments,
scientists, insurance company, etc to predict what is likely to happen in the
future by studying what has already happened. In this unit you will learn the
introductory concept of probability.
8.1. The concept of probability
Competency: At the end of this sub-unit, students should:
 Describe the concepts of probability.

79
Definition 8.1: An activity involving chance in which results are observed is
called an experiment.
Definition 8.2: Each observation of an experiment is called a trial and each
result of the experiment is an outcome.

Note: The experiment in probability has the following properties.

 All the outcomes are known in advance.
 What specific outcome will result is not known in advance.
 The experiment can be repeated under same conditions.

Example 8.1:
Toss a coin once.
Experiment: Tossing a coin
Trial: one time
Outcome: Head (H), Tail (T)
Figure 8.1

Definition 8.3: The set of all possible outcomes of an experiment is called a

sample space or possibility set of the experiment and is denoted
by S.

Definition 8.4: Any set of outcomes of the experiment is called an event. That
is, event is a subset of the sample space. Events will be denoted by
the capital letters A, B, C, D, E, and so on.

Example 8.2:
Consider the experiment “throwing a die once”.
80
( A die is a cube with each of its six
faces marked with a different
number of dots from one to six)
What are the possible outcomes?
a) Write the sample space. Figure 8.2
b) Write the event of a number 5 appearing on the upper face.
c) Write the event of getting “the number shown on the upper face is even”.
d) Write the event of getting “a number different from three”.
e) Write the event of getting “a prime number and an even number”.
Solution:
a) The possible outcomes: 1, 2, 3, 4, 5, 6
b) S = {1, 2, 3, 4, 5, 6}
c) E = {5}
d) E = {2, 4, 6}
e) E = {1, 2, 4, 5, 6}
f) E = {2}

Exercise 8.1:
1) Discuss the following terms
a) Experiment
b) Possibility set
c) Event
2) Write a number 1 through 10 on a ten identical cards. Then select one
card randomly from the cards.
a) What is the experiment?
b) Write the sample space.
c) Write the event of getting an odd number.

81
Definition 8.5: Events (two or more) of an experiment are said to be equally
likely, if any one of them cannot be expected to occur in
preference to the others.

Example 8.3:
a) Getting a 1, 2, 3 on the toss of a die and getting a 4, 5, 6 on the toss of a
die are equally likely because the chance of occurrence of each event are
equal.
b) A bag has 10 balls of different colors and sizes. If you pick up a ball
randomly from the bag, the chance of occurrence of all the balls are not
necessarily the same. Such outcomes are not equally likely outcomes.

Activity 8.1:
1) Consider the experiment “throwing a fair die once”.
What can you say about the events
a) The number on the upper face is a whole number.
b) The number on the upper face is the number 7.

2) Identify the following events are certain or impossible events.

a) A newly born baby will be a boy or a girl.
b) Rolling a die and getting a number less than 7.
c) A glass jar contains 15 red marbles and selecting a single white marble
randomly from the jar.

Definition 8.6: An event which is sure to occur at every performance of an

experiment is called a certain event to the experiment.
Definition 8.7: An event which cannot occur at any performance of the
experiment is called an impossible event to the experiment.

82
 Example 8.4:
a) A teacher chooses a girl from a class of 30 girls is a certain event.
Because all the students in the class are girls, the teacher is certain to
choose a girl.
b) A spinner has 4 equal sectors colored yellow, red, green and blue. It is
impossible to land on purple after spinning the spinner.

Exercise 8.2:
1) A glass jar contains 3 red, 6 blue and 4 green chocolates. If a chocolate is
chosen at random from the jar, then which of the following is an
impossible event?
a) Choosing a red chocolate.
b) Choosing a yellow chocolate.
c) Choosing a green chocolate.
2) A spinner has 6 equal sectors numbered 1 to 6. If you spin the spinner,
then which of the following is a certain event?

Figure 8.3
a) Landing on a number greater than 1.
b) Landing on a number less than 7.
c) Landing on a number between 6 and 9.
3) Identify certain and impossible events
a) You will live to be 300 years.
b) Two lines intersect at one point.
c) The earth revolves around the sun.

83
Definition 8.8: The probability of an event is the measure of the chance that the
event will occur as a result of the experiment.
The probability of an event E , denoted by P(E), is a number
between 0 and 1, inclusive, that measures the likelihood of an
event in the following way:
 If P( ) > P( ) , then event is more likely to occur than event
 If P( ) = P( ), then the events and are equally likely to occur.
 If event is impossible, then P( ) = 0.
 If event is certain, then P( ) = 1.
This can be shown on a probability scale, starting at 0(impossible) and
ending at 1(certain)
0 1

Impossible unlikely even chance likely certain

Figure 8.4
Example 8.5:
Decide whether or not each of the statements below is reasonable.
a) The probability that you will go to bed before midnight tonight is 0.99.
b) The probability that your pocket money is doubled tomorrow is 0.01.
Solution:
a) This is a reasonable statement as it is very likely that you will go to bed
before midnight, but not certain that you will.
b) This is a reasonable statement, as it is very unlikely that your pocket
money will be doubled tomorrow, but not totally impossible.
Example 8.6:
On a probability scale, mark and estimate the probability that
a) It will rain on today in Hawass.
b) Ethiopia will win the next world cup.

84
 c) Someone in your class has a birthday tomorrow.
Solution:
a) This will depend on the time of year and prevailing weather conditions.
During a dry season:
0 1

Figure 8.5

During a summer season

0 1

Figure 8.6
b) Based on their recent performance, it is reasonable to say that Ethiopia
are slightly more unlikely to win the world cup.
c)
0 1

Figure 8.7
d) The probability of this will be fairly small, as you can expect there to be
about 2 or 3 birth days per month for students in a class of about 45
students.
0 1

Figure 8.8

Note: probabilities are given on a scale of 0 to 1, as decimals or fractions;

85
sometimes probabilities are expressed as percentages using a scale of 0% to
100% particularly on weather forecasts.

Exercise 8.3:
1. Give at least two examples of events that you think
a) are impossible events.
b) are certain events.
c) are likely.
d) are unlikely.
e) have an even chance.
2. Draw a probability scale and mark on where you find the following
events
a) If you toss a coin, you will get a tail.
b) It will rain at least one day on July in Addis Ababa.
c) You will win a lottery.
d) If you roll a die, you will get 6.
e) You have already had a birthday this year.
8.2. Probability of Simple events
Competency: At the end of this sub-unit, students should:
 Find the probability of simple events.

In this sub-unit we consider the probabilities of equally likely outcomes,

experiment and associated sample space and event, and the different methods of
finding the probability of an event.
What does a simple event mean? A simple event is an event containing exactly
one outcome. For instance, in a toss of one coin, the occurrence of head is a
simple event.
Historical Note
Mathematics was only one area of interest

86
for Gerolamo Cardano.Gambling led Cardano
in the 16th century to the study of probability, and
he was the first writer of Games of Chance on
the subject probability. It is the major
starting point of the study of mathematical
Probability. Figure 8.9

The following definition of probability is a theoretical approach of probability.

Definition 8.9
Let S be the possibility set of an experiment and each element of S be equally
likely to occur. Then the probability of the event E occurring is given by

P(E) =

Example 8.7:
A box contains 5green balls and 3black balls. If one ball is drawn at random,
what is the probability of getting a
a) Black ball b) Green ball
Solution:
Let event B = a black ball appears and event G = a green ball appears. There are
8 possible outcomes. Then

a) P(B) = b) P(G) =

Example 8.8:
A die is thrown once. What is the probability that the number appearing on the
upper face will be
a) 6? b) 7?
c) a number greater than 3 d) a number smaller than 9
Solution:

87
There are 6 possible outcomes. Hence, n(S) = 6
a) Only one of these outcomes is 6. Hence, n(E) = 1

Therefore, P(E) =

b) 7 do not appear on the experiment. Hence, n(E) = 0

Therefore, P(E) =

c) 4, 5, 6 are the required elements. Hence, n(E) = 3

Therefore, P(E) =

d) All possible outcomes are smaller than 9. Hence n(E) = 6

Therefore, P(E) =

Example 8.9:
An integer is chosen at random out of the integers 1 to 50. What is the
probability that it is
a) a multiple 6
b) divisible by 11
c) greater than 38
Solution:
The total number of possible outcomes = 50
a) The favorable outcomes for the event “a multiple of 6” are 6, 12, 18, 24,
30, 36, 42, 48.
Hence, n(favorable outcomes E) = 8.

Therefore, P(E) =

b) The favorable outcomes for the event “divisible by 11” are 11, 22, 33,
and 44. Hence, n(favorable outcomes E) = 4

Therefore, P(E) =

c) 39, 40, 41, 42, 43, 44, 45, 46 ,47, 48, 49, 50 are the required events.
Hence, n(E) = 12

88
 Therefore, P(E) =

Example 8.10:
A card is selected at random from a pack of 52 playing cards. What is the
probability that it is:
a) A red card d) an even number
b) A queen e) the 7 of hearts
c) A red “Ace”
Solution:
A standard deck of playing cards consists of 52 cards in each of the four suits of
Spades, Hearts, Diamonds, and clubs. Each suit contains 13 cards:
Ace, 2, 3, ….10, Jack, Queen, and King.
As each card is equally likely to be drawn from the pack,
a) There are 26 red cards in the pack, so:
P(red) = = Figure 8.10

b) There are 4 Queens in the pack, so:

P(queens) = =

There are 2 red Aces in the pack, so:

P(red Ace) = =

c) There are 20 cards that have even numbers in the pack, so:

P(even number) = =

d) There is only one 7 of hearts in the pack, so:

P(7 of hearts) =

Example 8.11:
Toss a coin twice (or toss two coins once at a time).
a) Find the possible out comes
b) Find the probability of getting exactly two heads.
c) Find the probability of getting at least one tail.
89
Solution:
a) The possible outcomes are: HH, HT, TH, TT.
Therefore, the total number of possible outcomes, n(S) = 4
b) The favorable outcome for the event “exactly two heads” is HH.
Hence, the total number favorable outcomes = 1
Therefore, P(exactly two heads) =

c) The favorable outcomes for the event “at least one tail” are HT, TH, TT.
Hence, the total number favorable outcomes = 3

Therefore, P(at least one tail) =

Example 8.12:
Determine the probability that the sum 7 appear in a single toss of a pair of fair
dice?
Solution:
Each of the six faces of one die can be associated with each of the six faces of
the other die, so that the total number of cases that can arise are all equally
likely is 6 6 = 36. These can be denoted by (1,1), (2,1),….,(6,6)
There are six ways of obtaining the sum 7, denoted by (1,6), (2,5), (3,4), (5,2),
(4,3), and (6,1).
Thus p(sum 7) =

Example 8.13:
If a family has three children, find the probability that two of the three children
are girls.
Solution:
The sample space for the gender of the children for a family that has three
children has eight outcomes, that is, BBB, BBG, BGB, GBB, GGG, GGB,GBG

90
and BGG. Since there are three ways to have two girls, namely: GGB, GBG,
and BGG.
Therefore, P(two girls) = .

Exercise 8.4
1) A spinner is numbered as shown below in the diagram. Each score is equally
likely to occur. What is the probability of scoring
a) 1 c) 3
b) 2 d) 4
e) a number less than 5?
4
1 3

4 2
1

Figure 8.11

2) A letter is chosen at random from the word” ETHIOPIA”. Find the

probability that it will be:
a) the letter I?
b) a vowel?
c) the letter B?
3) Describe something that has a probability of zero? One?
4) The probability that a train is late is 0.25. Which of the following is the most
reasonable?
a) The train is unlikely to be late.
b) The train is likely to be late.
c) The train is impossible to come.

91
In the above discussion, you saw how to determine probabilities of events of
equally likely outcomes using theoretical approach. The following group work
introduces you the other approach of probability.

Group Work 8.2:

Perform the following experiment repeatedly and observe your result.
a) Toss a coin 10 times, 20 times, and 30 times
b) Record your results on landing of coin on Tails.
Number of tosses Number of Tails
10
20
30

For each row in the table, what proportion of the number of tosses landed as
tails? How do your answers compare with P(Tail) = ?
If you toss a coin 480 times, how many times would you expect to obtain a
head?

From the above experiment, that is, based on the frequency of an outcome when
an experiment is repeated a large number of times under the same conditions,
the proportion of times that the outcome is contained in event E approaches
some value as the number of repetitions increase and we derive the formula of
the probability of a simple event as:

Definition 8.10:
The probability of an event is the ratio of the number of successful outcomes in
the event to the total number of possible outcomes in the experiment.

Thus, P( ) = [experimental approach of

92
probability]

Example 8.14:
If record show that getting 120 tails out of 10,000 trial of throwing a coin, then
the probability of getting another tail is given by

P( )=

= 0.012
Example 8.15:
You roll a fair dice (Plural form die) 240 times. How many times would you
expect to obtain:
a) a 4? b) an even score c) a score greater than 4
Solution:
a) P(4) = (Theoretical probability)

Expected number of 4‟s = = 40

b) P(Even score) =

Expected number of even scores = 240 = 120

c) P( score greater than 4) = =

Expected number of scores greater than 4 = 240 = 80

8.3. Applications on Business, Climate, Road Transport,

Accidents and Drug Effects
Competency: At the end of this sub-unit, students should:
 Solve the probability of real-life problems.

93
The preceding sections contained a discussion of the meaning and different
ways of viewing probability. This section focuses on some real –life
applications of probability.
Example 8.16:
At a car park there are 52 vehicles, 26 of which are cars, 8 are vans and the
remaining Lorries. If every vehicle is equally likely to leave, find the
probability of
a) A van leaving first.
b) A lorry leaving first.

Solution:
a) Let E be the event of van leaving first. Then n(E) = 8

P(van leaving first) = P(E) = =

b) Let A be the vent of a lorry leaving first. Then

n(A) = 52 – 26 8 = 18

P(lorry leaving first) = P(A) = =

Example 8.17:
A factory has 2 machines A and B producing 300 and 720 bulbs per day
respectively. A produces 1% defective and B produces 1.5% defective. A bulb
is chosen at random at the end of a day and found defective. What is the
probability that
a) Machine A produces a defective bulb
b) Machine B produces a defective bulb.

Solution:
a) Number of defective bulbs produced by machine A = 1% 300 = 3
Therefore, the probability of the chosen bulb is defective is

P(defective bulb) =

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 b) Number of defective bulbs produced by machine B = 1.5% = 108

Therefore, the probability of the chosen bulb is defective is

P(defective bulb) =

Example 8.18:
Suppose that a researcher for the road transport office asked 350 people who
plan to travel over the Epiphany holiday how they will get to Gondar from
Addis Ababa. The result can be categorized as: drive-85, fly-115 and bus-150.
In the travel survey, just described find the probability that a person will travel
by bus over the Epiphany holiday?
Solution:
Total number of traveller = 350
Number of traveller by using bus = 150 = n(E)

P( )=

P( ) =

Example 8.19:
The record of a weather station shows that out of the past 250 consecutive days,
its weather forecasts were correct 205 times. What is the probability that
a) On a given day it was correct?
b) It was not correct on a given day?
Solution:

a) P(correct) =

= 0.82
= 82%

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 Therefore, 82% of the next forecast will be correct.

b) P(incorrect) =

= 0.18 = 18%
Therefore, 18% of the next forecast will be incorrect.
Example 8.21:
A company receives regular deliveries of raw materials from a supplier. The
supplies do not always arrive on time. Over the last 120 delivery days, supplies
have been late on 15 occasions. What is the probability that the supplies will be
on time on the next delivery?
Solution:
Number of days arrive on time = 120 – 15 = 105.

P(arrive on time) = = 0.875 = 87.5%

Therefore, the on time delivery the supply will be 87.5%.
Example 8.22:
According to Addis Ababa Annual Road Safety Report; The following table
presents summary findings on fatally injured victims from road traffic crashes
in 2011 E.C in Addis Ababa.
Deaths Fatal Injury Property Total
crashes crashes damage
458 1875 1115 26000 29448

Find the probability of

a) Being killed in a road traffic crash.
b) Being injured in a road traffic crash.

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Solution:

a) P(deaths) =

b) P(injured) =
In Addis Ababa, 1.6% of victims died and 1.o2% of victims injured due to road
traffic crashes.
Example 8.23:
Are we likely to die in an accident? For instance,
Per 100,000 populations in Addis Ababa the death rate in 2011 was 13.3. Find
the probability of being to die in a car accident?
Solution:
The chance of being killed in a crash =
Thus, a person has a 0.0133% chance to die in a car accident.

SUMMARY FOR UNIT 8

1. A process of an observation is often called an experiment.
2. The possibility set for an experiment is the set of all possible outcomes of
the experiment. It also known as the sample space.
3. An event is a favorable outcome from the possibility set.
4. If S is the possibility set of an experiment and each element of S is
equally likely, then the probability of an event E occurring, denoted by
P(E), is defined as

P(E) =

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 5. Probabilities can be expressed as fractions, decimals, or where
appropriate percentages.
6. An event which is certain to happen has a probability of 1.
7. An event which cannot happen is impossible event and has a probability
of 0.
8. The probability of an event is the ratio of the number of successful
outcomes in the event to the total number of possible outcomes in the
experiment.

Thus, P( )= [experimental approach

of probability]
9. The probability of any event E is a number between and including 0 and 1.
This is denoted by 0 P(E) 1. Therefore, probabilities cannot be
negative or greater than 1.

REVIEW EXERCISE FOR UNIT 8

1) Write true if the statement is correct and false if it is not.
a) The probability of an event that is sure to occur is .

b) If three coins are thrown at a time, then n(S) = 8

c) If the set of all possible outcomes is an event, the probability of an event
is 1.
d) The range of the values of the probability of an event is between 0 and 1.
2) Answer the following questions.

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 a) What is a probability experiment?
b) Define sample space.
c) What is the difference between an outcome and an event?
d) What are equally likely events?
e) If an event cannot happen, what value is assigned to its probability?
3) Which of the following statements describe a certain event?
a) Roll a die once and the event of getting a number less than 7.
b) Toss a coin twice and the event of getting two tails.
c) Out of a family of 4girls the event of selecting two boys.
4) Suppose you write the days of the week on identical pieces of paper. Mix
them and select one at a time. What is the probability that the day you select
will have
a) The letter in it.
b) The letter in it.
c) The letter in it.
5) A number is chosen out of the numbers 1 through 30. What is the probability
that it is:
a) A multiple of 6?
b) A perfect square?

6) A coin has two sides, heads and tails

a) Surafel is going to toss a coin. What is the probability that Surafel will get
heads? Write your answer as a fraction and decimal.
b) Meseret is going to toss 2 coins. Copy and complete the following table to
show the different results she could get.
First toss Second toss
Heads Heads

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 c) What is the probability that she will get tails with both her coins?
7) If a die is rolled one time, find these probabilities
a) Of getting a 4
b) Of getting an even number
c) Of getting a number greater than 4
d) Of getting a number less than 7
8) Suppose a pair of dice is thrown.
a) Set up a sample space.
b) What is the probability that
i) The sum of the scores is 7?
ii) Both numbers are the same?
iii) The first number is odd and the second number is even.
iv)A sum is greater than 9
9) There are 18 tickets marked with numbers 1 to 18. What is the probability of
selecting a ticket having the following property?
a) Even number
b) Number divisible by 3
c) Prime number
d) Number divisible by 4
10) There are 20 pens in a box, 13 of the pens are blue. 7 of the pens are black.
If one pen is chosen random, what is the probability of getting
a) Blue pen?
b) Red pen?
c) Both color?
11) A spinner is marked with the letters A, B, C, and D, so that each letter is
equally likely to be obtained. The spinner is spun twice.
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 a) List the 16 possible outcomes.
b) What is the probability that
i) A is obtained twice
ii) A is obtained at least once.
iii) both letters are the same.
iv) the letter B is not obtained at all
12) In a class there are 12 boys and 14 girls. The teacher calls on a student at
random to read a theorem stated on a text book. What is the probability that
the first person called a girl?
13) There are seven cups of coffee on a table. Three of them contain sugar.
What is your chance of choosing a cup with sugar in it?

The Function y = x2 1.00 5.69

X 0 1 2 3 4 5 6 7 8 9
1.0 1.000 1.020 1.040 1.061 1.082 1.102 1.124 1.145 1.166 1.188
1.1 1.210 1.232 1.254 1.277 1.277 1.322 1.346 1.369 1.392 1.416
1.2 1.440 1.464 1.488 1.513 1.513 1.562 1.588 1.613 1.638 1.644
1.3 1.690 1.716 1.742 1.769 1.769 1.822 1850 1.877 1.904 1.932
1.4 1.960 1.988 2.016 2.045 2.045 2.102 2.132 2.161 2.190 2.220
1.5 2.250 2.280 2316 2.341 2.341 2.102 2.434 2.465 2.496 2.528
1.6 2.560 2.592 2.310 2.657 2.657 2.722 2.756 2.789 2.822 2.856
1.7 2.890 2.924 2.624 2.993 2.993 3.062 3.098 3.133 3.168 3.204
1.8 3.240 3.276 2.958 3.349 3.349 3.422 3.460 3.497 3.534 3.572
1.9 3.610 3.648 3.686 3.725 3.764 3.802 3.842 3.881 3.920 3.960
2.0 4.000 4.040 4.080 4.121 4.162 4.202 4.244 4.285 4.326 4.368
2.1 4.410 4.452 4.494 4.537 4.580 4.622 4.666 4.709 4.752 4.796

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 2.2 4.840 4.884 4.928 4.973 5.018 5.062 5.108 5.153 5.198 5.244
2.3 5.290 5.336 5.382 5.429 5.476 5.522 5.570 5.617 5.664 5.712
2.4 5.760 5.808 5.856 5.905 5.954 6.002 6.052 6.101 6.150 6.200
2.5 6.250 6.300 6.350 6.401 6.452 6.502 6.554 6.605 6.656 6.708
2.6 6.760 6.812 6.864 6.917 6.970 7.022 7.076 7.129 7.182 7.236
2.7 7.290 7.344 7.398 7.453 7.508 7.562 7.618 7.673 7.728 7.784
2.8 7.840 7.896 7.952 8.009 8.066 8.122 8.180 8.237 8.294 8.352
2.9 8.410 8.468 8.526 8.585 8.644 8.702 8.762 8.821 8.880 8.940
3.0 9.000 9.060 9.120 9.181 9.242 9.302 9.364 9.425 9.486 9.548
3.1 9.610 9.672 9.734 9.797 9.860 9.922 9.986 10.05 10.11 10.18
3.2 10.24 10.30 10.37 10.43 10.50 10.56 10.63 10.69 10.76 11.82
3.3 10.89 10.96 11.02 11.09 11.16 11.22 11.29 11.36 11.42 11.49
3.4 11.56 11.63 11.70 11.76 11.83 11.90 11.97 12.04 12.11 12.18
3.5 14.25 12.32 12.39 12.46 12.53 12.60 12.67 12.74 12.82 12.89
3.6 12.96 13.03 13.10 13.18 13.25 13.32 13.40 13.47 13.54 13.62
3.7 13.69 13.76 13.84 13.91 13.99 14.06 14.14 14.21 14.29 14.36
3.8 14.44 14.52 14.59 14.67 14.75 14.82 14.90 14.98 15.08 15.13
3.9 15.21 15.29 15.37 15.44 15.52 15.60 15.68 15.76 15.84 15.92
4.0 16.00 16.08 16.16 16.24 16.32 16.40 16.48 16.56 16.65 16.73
4.1 16.81 16.89 16.97 17.06 17.14 17.22 17.31 17.39 17.47 17.56
4.2 17.64 17.72 17.81 17.89 17.98 18.06 18.15 18.23 18.32 18.40
4.3 18.49 18.58 18.66 18.75 18.84 18.92 19.01 19.10 19.18 19.27
4.4 19.96 19.45 19.54 19.62 19.71 19.80 19.89 19.98 20.98 20.16
4.5 20.25 20.34 20.43 20.52 20.61 20.70 20.79 20.88 21.90 21.07
4.6 21.16 21.25 21.34 21.44 21.53 21.62 21.72 21.81 22.85 22.00
4.7 22.09 22.18 22.28 22.37 22.47 22.56 22.66 22.75 23.81 22.94
4.8 23.04 23.14 23.33 23.33 23.43 23.52 23.62 23.72 24.80 23.91
4.9 24.01 24.11 24.24 24.30 24.40 24.50 24.60 24.70 25.81 24.90
5.0 25.00 25.10 25.20 25.30 25.40 25.50 25.60 25.70 26.83 25.91
5.1 26.01 26.11 26.21 26.32 26.42 26.52 26.63 26.73 27.88 26.94
5.2 27.04 27.14 27.25 27.35 27.46 27.56 27.67 27.77 28.94 27.98
5.3 28.09 28.20 28.30 28.41 28.52 28.62 28.73 28.84 28.94 29.05
5.4 29.16 29.27 29.38 29.48 29.59 29.70 29.81 29.92 30.03 30.14
5.5 30.25 30.36 30.47 30.58 30.69 30.80 30.91 31.02 31.14 31.25
5.6 31.36 31.47 31.58 31.70 31.81 31.92 32.04 32.15 32.26 32.38
The Function y = x2 5.70
5.7 32.46 32.60 32.72 32.83 32.95 33.06 33.18 33.29 33.41 33.52
5.8 33.64 33.76 33.87 33.99 34.11 34.22 34.34 34.46 34.57 34.69
5.9 34.81 34.93 35.05 35.16 35.28 35.40 35.52 35.64 35.76 35.88
6.0 36.00 36.12 36.24 36.36 36.48 36.60 36.72 36.84 36.97 37.09
6.1 37.21 37.33 37.45 37.58 37.70 37.82 37.95 38.07 38.19 38.32
6.2 38.44 38.56 38.69 38.81 38.94 39.06 39.19 39.31 39.44 39.56
6.3 39.69 39.82 39.94 40.07 40.20 40.32 40.45 40.58 40.70 40.83
6.4 40.96 41.09 41.22 41.34 41.47 41.60 41.73 41.86 41.99 42.12
6.5 42.25 42.38 42.51 42.64 42.77 42.90 43.03 43.16 43.30 43.43

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6.6 43.56 43.69 43.82 43.96 44.09 44.22 44.36 44.49 44.62 44.47
6.7 44.89 45.02 45.16 45.29 45.43 45.56 45.70 45.63 45.63 46.10
6.8 46.24 46.38 46.51 46.65 46.79 46.92 47.06 47.20 47.20 47.47
6.9 47.61 47.75 47.89 48.02 48.16 48.30 48.44 48.58 48.58 48.86
7.0 49.00 49.14 49.28 49.42 49.56 49.70 49.84 49.98 49.98 50.27
7.1 50.41 50.55 50.69 50.84 50.98 51.12 51.27 51.41 54.41 51.70
7.2 51.84 51.98 52.13 52.27 52.42 52.56 52.71 52.85 52.85 53.14
7.3 53.29 53.44 53.58 53.73 53.88 54.02 54.17 54.32 54.32 54.61
7.4 54.76 54.91 55.06 55.20 55.35 55.50 55.65 55.80 55.80 56.10
7.5 56.25 56.40 56.55 56.70 56.85 57.00 57.15 57.30 57.30 57.61
7.6 57.76 57.91 58.06 58.22 58.37 58.52 58.68 58.83 58.83 59.14
7.7 59.29 59.44 59.60 59.75 59.91 60.06 60.22 60.37 60.37 60.68
7.8 60.84 61.00 61.15 61.31 61.47 61.62 61.78 61.94 61.94 62.25
7.9 62.41 62.57 62.73 62.88 63.04 63.20 63.36 63.52 63.52 63.84
8.0 64.00 64.16 64.32 64.48 64.64 64.80 64.96 65.12 65.29 65.45
8.1 65.61 65.77 65.93 66.10 66.26 66.42 66.59 66.75 66.91 67.08
8.2 67.24 67.40 67.57 67.73 67.90 68.06 68.23 68.39 68.56 68.72
8.3 68.29 69.06 69.22 69.39 69.56 69.72 69.89 70.06 70.22 70.39
8.4 70.56 70.73 70.90 71.06 71.23 71.40 71.57 71.74 71.91 72.01
8.5 72.25 72.42 72.59 72.76 72.93 73.10 73.27 73.44 73.62 73.79
8.6 73.96 74.13 74.30 74.48 74.65 74.82 75.00 75.17 75.34 75.52
8.7 75.69 75.86 76.04 76.21 76.39 76.56 76.74 76.91 76.09 77.26
8.8 77.44 77.62 77.79 77.97 78.15 78.32 78.50 78.68 78.85 79.03
8.9 79.21 79.39 79.57 79.74 79.92 80.10 80.28 80.46 80.46 80.82
9.0 81.00 81.18 84.36 81.54 81.72 81.90 82.08 82.26 82.45 82.63
9.1 82.81 82.99 83.17 83.36 83.54 83.72 83.91 84.09 86.12 84.46
9.2 84.64 84.82 85.01 85.19 85.38 85.56 85.75 84.93 87.96 86.30
9.3 86.49 86.68 86.86 87.05 87.24 87.42 87.61 87.80 87.96 88.17
9.4 88.36 88.55 88.74 88.92 89.11 89.30 89.49 89.68 89.87 90.06
9.5 90.25 90.44 90.63 90.82 91.01 91.20 91.39 91.58 91.78 91.97
9.6 92.16 92.35 92.54 92.74 92.93 93.12 93.32 93.51 93.70 93.90
9.7 94.09 94.28 94.67 94.67 94.87 95.06 95.26 95.45 95.65 95.84
9.8 96.04 96.24 96.43 96.63 96.83 97.02 97.22 97.42 97.61 97.81
9.9 98.01 98.21 98.41 98.60 98.80 99.00 99.20 99.40 99.60 99.80

(7.95)2= 63.20 , (0.795) 2 = 0.6320, (79.5)2 = 6320,√ = 4.83,√ = 48.3,√ = 0.483

If you move the comma in x one digit to the right (left), then the comma in x 2 must be two
digits to the right (left)

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