School: GBHS Bandam Sequence: 1

Class: Form one Duration: 50minutes

Number on roll: Boys: Girls:
Average age: Date:
Family of situation: REPRESENTATION, DETERMINATION OF QUANTITIES AND IDENTIFICATION
OF OBJECTS BY NUMBERS
Competence: DETERMINATION OF A NUMBER, READING AND WRITING INFORMATION USING
NUMBERS AND VERBAL INTERACTION ON INFORMATION CONTAINING NUMBERS.
EXAMPLES: ESTIMATE THE COST OF AN ACTIVITY, DETERMINE MONTHLY EXPENDITURE
ON TOBACCO, VERIFY AMOUNT REDUCED AFTER A TRANSACTION, DIVIDE THE REFUND
OF A DEBT IN INSTALLMENTS, READ THE ENTRY FEE FOR A CONCERT, GIVE AN ESTIMATE
OF THE TOTAL COST OF AN ACTIVITY, WRITE DOWN AMOUNT RECEIVED FROM EACH
INCOME GENERATING ACTIVITY, BE INFORMED ON THE SALARY FOR A JOB PROPOSAL,
NEGOTIATE THE TERMS OF PAYMENT OF AN ITEM, AND DRAW UP A BUDGET.

Module 5: NUMBERS, FUNDAMENTAL OPERATIONS AND RELATIONSHIP IN THE SET OF

NUMBERS
Topic 1: NATURAL NUMBERS ( )
Lesson 1.1: Addition and subtraction of natural numbers using a number line
Objectives: By the end of this lesson students should be able to:
- read and write natural numbers,
- draw a number line and
- add and subtract natural numbers using a number line.
Prerequisite knowledge:
Motivation: In life we are in need of natural numbers to buy and sell, to communicate (telephone numbers), to
put matricule numbers of vehicles, to program and event in a particular time, to count points in a sporting activity
and to write receipts and electric bills.
Didactic materials: Chalk, ruler, cardboard
References:
- Andrew T. Tamambang, (2017) Interaction in mathematics form 2( first edition), Cambridge university
press
Numfor Eric (2011) Effective mathematics (third edition) Anucam Education Books PLC
- Form 2 scheme of work
Verification of prerequisite knowledge
Evaluate the following:
1. 2 + 3 =
2. 9 – 5 =
3. 13 + 7 =
4. 22 – 8 =
Problem situation
Mr. Eloga is suffering from malaria, after seeing a doctor to better examine his situation, he was advise to buy a
thermometer to measure his temperature every day before going to bed for a period of one week. After taking his
temperature for three consecutive days, he could not find the paper in which he was writing the results. He tried to
recall the results in order to write in a different paper unfortunately he could not but his son who is in form one
told his father that the numbers were natural numbers and his father ask him if there was 38.5, 38, 37.7? His son
answered him with this strange message: 38.5 . What does this signify?
Activity
1. Draw a horizontal line using your ruler and a pencil in your exercise book with an arrow head by the
right.
2. Mark points of equal spaces on the line
3. Number the points starting with 0 by the left.
4. Add 5 and 4 using the number line above
5. Subtract 4 from 5 using another number line.
Summary
Property: Natural numbers are whole numbers from 0 to positive infinity (or from 0 upward) or set of positive
integers.

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 Remark
- The symbol for representing set of natural numbers is
- = {0, 1, 2, 3, ………}
- Decimal numbers are not natural numbers
- To write for example mathematically that ‘16 is a natural number’ we write as 16 ( 16 belongs to )
and ‘12,32 is not a natural number’ we write as 12.32 (12.32 do not belongs to )
- A set is a collection of distinct objects and each object of a set is called an element. For example is a
set and 8 is an element of , Cameroon is an element of the set that constitute all the countries of the
African continent.
- The arrow on the line shows that this line goes on indefinitely (that is to infinity)
- When we want to add or subtract natural numbers using a number line:
 the first number and it sign is where you start to count from
 the sigh between the two numbers indicate the direction of counting
 the last number is the number of times you are to count
Exercise
1. Complete the following spaces with or
a) 125……
b) 27.29……
c) 80.1……
d) 5000…….
2. Evaluate the following using a number line:
a) 4 + 3 =
b) 8 + 3 =
c) 6 - 4 =
d) 11 – 3 =
Assignments
1. Complete the following spaces with or
a)
b)
c)
2. Evaluate the following:
a) 5 + 7 =
b) 3 + 13 =
c) 15 - 8
Bilingual game
The sum of two natural numbers equal to a natural number – la somme de deux entiers naturel egale a un entire
naturel

Lesson 1.2: Multiplication and division of natural numbers

Objectives: By the end of this lesson students should be able to multiply and divide natural numbers.
Prerequisite knowledge: Addition and subtraction of natural numbers
Motivation: In life we are in need of natural numbers to buy and sell, to communicate (telephone numbers), to
put matricule numbers of vehicles, to program and event in a particular time, to count points in a sporting activity
and to write receipts and electric bills.
Verification of prerequisite knowledge
Correction of assignments
Problem situation
Activity
Evaluate the following:
1. 16 4
2. 16 4
Summary
Remark:
- Multiplication can be considered as addition of equal numbers. For example 2 12 = 12 + 12 = 24

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 - To multiply a number by 10, 100, 1000, ….., we simply add the zero (or zeros) to the number.
- To divide a number by 10, 100, 1000, ……., we simply count the zero (or zoros) as the number of
decimal places.
Exercise
Evaluate the following:
1.
2. 360 15
3. 56
4. 75
5. 125
Assignments
Evaluate the following:
1. 65
2. 135 100
3. 256 18
4. 25 250
Bilingual game
The multiplication of two natural numbers equals to a natural number – la multiplication de deux entiers naturel
egales a un entire naturel.

Topic 2: INTEGRAL NUMBERS OR SET OF INTEGERS ( )

Lesson 2.1: Addition and subtraction of integral numbers using a number line
Objectives: By the end of this lesson students should be able to:
- read and write integral numbers,
- draw a number line and
- add and subtract integral numbers using a number line.
Prerequisite knowledge: Students must have knowledge on how to add and subtract natural numbers
Motivation: In life we are in need of integral numbers to count the number of goals in a sporting activity, and to
take the temperature of a body or environment.
Verification of prerequisite knowledge
Evaluate the following:
1. 2 + 1 =
2. 7 – 4 =
Problem situation
Activity
1. Draw a horizontal line using your ruler and a pencil in your exercise book with arrow heads at both ends.
2. Mark points of equal spaces on the line
3. Number the points starting with 0 in the middle.
4. Add 4 and 7 using the number line above
5. Subtract 4 from 7 using another number line.
6. Also subtract 7 from 4 using another number line.
Summary
Property: Integral numbers are positive and negative numbers.
Remark
- The symbol for representing set of natural numbers is
- = {………, - 3, - 2, - 1, 0, 1, 2, 3, ………}
- Decimal numbers are not integral numbers
- To write for example mathematically that ‘16 is an integral number’ we write as 16
- ( 16 belongs to ), - 19 is an integral number ‘we write as – 19 and ‘12,32 is not an integral
number’ we write as 12.32 (12.32 do not belongs to )
- The arrows on the line shows that this line goes on indefinitely (that is to infinity)
- When we want to add or subtract integral numbers using a number line:
 the first number and it sign is where you start to count from
 the sigh between the two numbers indicate the direction of counting
 the last number is the number of times you are to count

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 - ++ = +, + - = -, - + = -, - - = +
Exercise
1. Complete the following spaces with or
a) - 125……
b) 27.29……
c) - 80.1……
d) 5000…….
2. Evaluate the following using a number line:
a) 3 - 7 =
b) – 2 + 6 =
c) – 3 - 7 =
d) 2 + - 6 =
Assignments
1. Complete the following spaces with or
a)
b) -
c)
2. Evaluate the following:
a) – 4 - 4 =
b) – 2 + 4 =
c) – 9 - - 7 =
d) – 11 - + 2 =
e) 6 - - 8 =
Bilingual game
The sum and difference of two integral numbers equal to an integral number – la somme et la difference de deux
nombres entiers est egale a un nombre entire.

Lesson 2.2: Multiplication and division of integral numbers

Objectives: By the end of this lesson students should be able to multiply and divide integral numbers
Prerequisite knowledge: Students must have knowledge on how to multiply and divide natural numbers
Motivation: In life we are in need of integral numbers to count the number of goals in a sporting activity, and to
take the temperature of a body or environment.
Verification of prerequisite knowledge
Evaluate the following:
1. 11 5 =
2. 20 4 =
Problem situation
Activity
Evaluate the following:
1. - 15 3
2. - 15 3
Summary
Remark
- Multiplication can be considered as addition of equal numbers. For example 2 12 = - 12 + - 12 = - 24
- To multiply a number by 10, 100, 1000, ….., we simply add the zero (or zeros) to the number.
- To divide a number by 10, 100, 1000, ……., we simply count the zero (or zoros) as the number of
decimal places.
- We multiply and divide the signs and the numbers separately
- The number without a sign in front is always positive. Example 2 = + 2 etc
- ++ = +, + - = -, - + = -, - - = +
Exercise
Evaluate the following:
1.
2.
3.

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 4.
5.
Assignments
Evaluate the following:
1.
2.
3.
4.
5.
Bilingual game
Multiplication and division of two integral numbers equal to an integral number – la multiplication et la division
de deux nombres entiers est egale a un nombre entire.

Lesson 2.3: Multiplication and division of operations with powers

Objectives: By the end of this lesson students should be able to know how to
- Write numbers with powers
- Expand numbers with powers
Prerequisite knowledge: Students must have knowledge on how to multiply natural numbers
Motivation: In life we are in need of integral numbers to count the number of goals in a sporting activity, and to
take the temperature of a body or environment.
Verification of prerequisite knowledge
Evaluate the following:
3. 11 5 =
4. 20 4 =
Problem situation
Activity
1. Write down the letter a.
2. Express b as a power of a
3. How do we called a?
4. How do we read this expression in 2 above?
Summary
Remark
- Consider the expression . a is called the base and b is called the power or index or exponent.
- We read as a raised to the power b. this mean a is multiple to itself b times. eg
etc
- When multiplying two indexed numbers or numbers with powers, we simply add their powers but when
dividing, we subtract their powers.
Exercise
1. Express the following as power
a)
b)
2. Expand the following;
a)
b)
3. Evaluate the following;
a)
b)
Assignments
1. Express the following as power
a)
b)
2. Expand the following;
a)
b)
3. Evaluate the following;

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 a)
b)
c)
Bilingual game

Topic 3: NUMBER PATTERN

Lesson 3.1: Square root
Objectives: By the end of this lesson students should be able to find the square root of numbers
Prerequisite knowledge:
Motivation:
Verification of prerequisite knowledge
Problem situation
Activity
1. Evaluate
2. What can you do with the result above to get an answer of 2?
Summary
Remark
- The symbol that represent square root is √
- To find the square root of a number;
 We first find the factors in pairs
 The square root is therefore it equal factors
- We can also find the square root of a number by prime factorization
- To find the square root of a fraction, we find the square root of the numerator and denominator separately
Exercise
Evaluate the following;
1. √
2. √
3. √
4. √
Assignments
Evaluate the following;
1. √
2. √
3. √
4. √

5. √
Bilingual game
Square root – racine carrée
Lesson 3.2: Cube root
Objectives: By the end of this lesson students should be able to find the cube root of numbers
Prerequisite knowledge:
Motivation:
Verification of prerequisite knowledge
Problem situation
Activity
1. Evaluate
2. What can you do with the result above to get an answer of 2?
Summary
Remark
- The symbol that represent cube root is √
- We can look for the cube root of a number by prime factorization

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Exercise
Evaluate the following;
1. √
2. √
Assignments
Evaluate the following;
1. √
2. √
Bilingual game
Cube root – racine cubique
Lesson 3.3: Elementary sequence
Objectives: By the end of this lesson students should be able to know the elementary sequence of numbers
Prerequisite knowledge:
Motivation:
Verification of prerequisite knowledge
Define the following and give examples
1. Natural numbers
2. Integral numbers
Problem situation
Activity
Give the name of the following numbers;
1. 2, 4, 6, 8, …
2. 1, 3, 5, 7, 9, …
3. 3, 6, 9, 12, …
Summary
Property: Elementary sequence is a set of numbers written in a well-defined order.
Remark
- Each member of a sequence is called a term
- The order of a sequence is called the rule. eg we have addition, subtraction, multiplication and division
etc
Exercise
Write down the next three terms of the following sequences;
1. 1, 3, 5, 7, ___, ___, ____
2. 2, 4, 6, ___, ___, ___
3. 1, 3, 6, 10,___, ____, ____
Assignments
Write down the next three terms of the following sequences;
1. 2, 6, 10, ___, ___, ___
2. 7, 9, 11, ___, ___, ___
3. 5, 9, 13, ___, ___, ___
4. 62, 55, 48, ___, ___, ___
5. 2, 6, 18, ___, ___, ___
Bilingual game
Topic 4: FRACTIONS
Lesson 4.1: Addition and subtraction of fractions
Objectives: By the end of this lesson students should be able to
- Identify a fraction,
- Add and subtract fractions
Prerequisite knowledge: Students must have knowledge on integral numbers
Motivation: There are so many situations in life in which we need to use fractions; sharing, reading of time,
determine the dimension of a farm given it area.
Verification of prerequisite knowledge
1. Evaluate the following;
a) 25 + 61

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 b) 45 - 12
Problem situation
The grandfather of Eloga has decided to share his farm land to his three children. He insisted that Eloga’s father
will take the greater portion because he is the first son. He decided to give of the portion to Eloga’s anti and the
double of Eloga’s anti to his uncle and the rest to Eloga’s father. Show that the decision of Eloga’s grandfather
was not respected.
Learning activity
Division of an orange

Figure A Figure B
Figure C
1. Figure A signifies.
2. Figure B is divided into two equal parts. Each part represent.
3. In figure C, each of the halves in B is divided into two equal parts. Each part represent.
4. Which of the parts is greater; the one in figure B or figure C.
Summary
Property:
- Fraction: A fraction is part of a whole or a ratio of two numbers. eg , etc
Remark
- A fraction has two parts; the numerator and the denominator. That is
- The line separating the numerator from the denominator is called vinculum
- The denominator should never be zero
- Proper fraction: Proper fraction is one whose numerator is less than the denominator. eg etc
- Improper fraction: Improper fraction is one whose numerator is greater than the denominator. eg etc
- Mixed fraction: Mixed fraction is one which consists of a whole number part and a proper fraction part.
eg etc
- To compare two fractions of the same denominators, the greater fraction is the one with the greater
numerator.
- To compare two fractions of the same numerators, the greater fraction is the one with the lesser
denominator.
Exercise
1. Evaluate the following;
a)
b)
c)
d)
Assignments
1. Evaluate the following;
a)
b)
c)
Bilingual game
Numerator – numérateur
Denominator – dénominateur
Addition and subtraction of fractions – l’addition et la soustraction de fractions

Dzelambong Achillis Limnyuy Page 8 on 37

Lesson 4.2: Multiplication and division of fractions
Objectives: By the end of this lesson students should be able to multiply and divide fractions
Prerequisite knowledge: Students must have knowledge on how to add and subtract fractions
Motivation: There are so many situations in life in which we need to use fractions; sharing, reading of time,
determine the dimension of a farm given it area.
Verification of prerequisite knowledge
Correction of assignments
Problem situation
Activity
Given the two fractions
1. Multiply the two fractions
2. Divide the two fractions
Summary
Remark
- To multiply two or more fractions, we multiply the numerators and the denominators independently and
simplify the result.
- To divide two fractions, we simply multiply the first fraction by the reciprocal of the second fraction.
- To multiply or divide mixed fractions, we first convert them to improper fractions, then perform
multiplication or division and later simplify.
Exercise
Evaluate the following;
1.
2.
3.
Assignments
Evaluate the following;
1.
2.
3.
4.
Bilingual game
Multiplication and division of fractions – la multiplication et la division de fractions

Lesson 4.3: Application of BODMAS

Objectives: By the end of this lesson students should be able to apply BODMAS in simplifying fractions
Prerequisite knowledge: Students must have knowledge on how to simplify fractions
Motivation: There are so many situations in life in which we need to use fractions; sharing, reading of time,
determine the dimension of a farm given it area.
Verification of prerequisite knowledge
Correction of assignments
Problem situation
Activity
Evaluate ( ) ( )
Summary
Remark
In simplifying expressions which contain more than one operation, we perform the operation in the following
order :
- B (Brakets)
- O (Off)
- D (Division)

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 - M (Multiplication)
- A (Addition)
- S (Subtraction)
Exercise
Evaluate the following;
1.
2. ( )
3.
Assignments
Evaluate the following;
1.
2. ( )
3.

Topic 5: DECIMALS
Lesson 5.1: Addition and subtraction of decimals
Objectives: By the end of this lesson students should be able to know how to add and subtract decimal numbers
Verification of prerequisite knowledge
Define decimal number and give examples
Problem situation
Mr. Paul’s height from his feets to the knees is 43.78cm, from the knees to his whest is 38.03cm, from his whest
to his shoulder is 51.23cm and from his shoulder to his head is 23.09cm.
1. What is the height of Mr. Paul?
2. Given that the height of his first son is 15.03cm less than his height. What is the height of his first son?
Activity
Evaluate the following

1. 12467 + 4578
2. 3678 – 2499

Summary

Remark

- To add or subtract decimal numbers, arrange the digits so that the decimal points are vertically aligned in
a straight line and then add or subtract the digits

Exercise

Evaluate the following

1. 0.576 + 3.387
2. 13.05 – 8.16
3. 23.001 – 11.18

Assignments

Ngono left Nyakong for Bankim. On his way he made several stops after moving the following distances;

- Nyakong to Bandam junction = 2.78 km

- Bandam junction to GBHS Bandam = 1.032 km

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 - GBHS Bandam to the control point = 8.159 km
- Control point to Bankim = 4.22 km

What is the distance from Nyakong to Bankim?

Lesson 5.2: Multiplication and division of decimals

Objectives: By the end of this lesson students should be able to know how to multiply and divide decimal
numbers
Verification of prerequisite knowledge
Correction of assignments

Activity

Evaluate the following

1. 345 26
2. 250 25

Summary

Remark

- To multiply a decimal number by a power of 10, we move the decimal point a number of places to the right
with respect to the power of 10.
- To multiply two decimal numbers or a decimal number and an integer, we consider them as integers, do the
multiplication and later on count the corresponding number of decimal places to the left from the last digit of
the product.
- To divide a decimal number by a power of 10, we move the decimal point to the left with respect to the power
of 10.
- To divide two decimal numbers, we multiply the numerator and the denominator by a power of 10 in order to
make the denominator an integer. We can then divide by this integer.
Exercise

Evaluate the following

1. 5.66 8
2. 10.22 4.5
3. 2.5 100
4. 2.5 100
5. 1.212 0.3

Assignments

Text book

Lesson 5.3: Estimations and Approximations

Objectives: By the end of this lesson students should be able to know how to express numbers to their specified
number of decimal places
Verification of prerequisite knowledge
Activity

The numbers below are written in how many decimal places:

1. 0.35
2. 21.052

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3. 0.12689

Summary

Remark

- In order to express a number to a specify number of decimal place, you start the counting from the digit
immediately after the decimal point till you reach the require number of decimal places
- In the course of expressing a number to a specify number of decimal places, draw a vertical line in front of the
desired number of decimal places and if the digit immediately after the vertical line is greater than or equal to
five, round it up as one and add to the digit immediately before the vertical line otherwise if the digit
immediately after the vertical line is less than five, the digit before the vertical line remains unchanged.

Exercise

Express the following to 3 decimal places

1. 0.23532
2. 1.65781
3. 13.1235

Assignments

1. Express the following to 2 decimal places

a) 14
b) 88.2467
c) 0.2
2. Express the following to 4 decimal places
a) 3.89995
b) 0.999999

Lesson 5.4: Significant figure

Objectives: By the end of this lesson students should be able to know how to express numbers to their specified
number of significant figures
Verification of prerequisite knowledge
Activity

The numbers below are written in how many decimal places:

1. 0.35
2. 21.052
3. 0.12689

Summary

Remark

- In order to express a number to a specify number of significant figures, you start the counting from a non-zero
digit till you reach the require number of significant figures
- In the course of expressing a number to a specify number of significant figurs, draw a vertical line in front of
the desired number of significant figures and if the digit immediately after the vertical line is greater than or
equal to five, round it up as one and add to the digit immediately before the vertical line otherwise if the digit
immediately after the vertical line is less than five, the digit before the vertical line remains unchanged.

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Exercise

Express the following to 2 significant figurs

1. 4324
2. 256
3. 0.572
4. 1.957

Assignments

Express the following to 3 significant figures

1. 12515
2. 30478
3. 0.1035
4. 0.00002563
5. 0.000009596
6. 1.9999

Topic 6: ARITHMETIC PROCESSES

Lesson 6.1: Proportion

Objectives: By the end of this lesson, students should be able to know how to divide quantities in the correct
proportion

Control of prerequisite

During break, Ali ate 3 bundles of Koki in 3 minutes. Will 3 boys in form one uses less or more time to eat the
same quantity of food at the same rate?

Problem situation

Adamou is four times older than his junior sister Alima. Given that Adamou is 20 years old and he study for 5
hours per day.

1. How old is Alima?

2. Given that Adamou study 240 minutes more than Alima, How many minutes do Alima study per day?

Activity

If 5 students can sweep a class in 10 minutes. Find the time in which

1. One student will do the job

2. 2 students will do the job
3. 10 students will do the job at the same rate.

Summary

Property: Proportion is a way of comparing quantities of different kinds of things

Remark:

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- Proportion is divided into two parts: direct and inverse proportions. With direct proportion, the quantities
move in union. This means that if one quantity is increasing the other should also be increasing and vice versa
while with inverse proportion, the quantities are moving in opposite directions. This means if one quantity is
increasing the other is decreasing and vice versa
- We use proportion in many everyday situation such as cooking, mixing of building materials.
- It is important to know how to increase or decrease quantities in the correct proportion

Exercise

A car covers 60kmk in 6 hours. How far does it travel in

a) 5 hours
b) 3 hours

Assignments

1. If 2 bags of rice cost 22000frs. Calculate the cost of

a) 3 bags
b) 5bags
c) 10bags
2. 5 men built a house in 10days. How long will it take
a) 1man
b) 10men
c) 25men to build the house at the same rate.

Lesson 6.2: Profit and loss

Objectives: By the end of this lesson, students should be able to know whether he/she has make a gain or loss
after selling an item.

Control of prerequisite

Correction of assignments

Problem situation

Mr. Paul bought a car for 5000000frs and sold it at a discount of 15%.

1. How much did he sell the car?

2. How much did he loss?

Activity

Peter bought a bicycle for 55000frs and sold it for 57000frs. Did he make a gain or loss and how much?

Summary

Remark

- The price at which an article is bought before being sold is known as the cost price (CP)
- The price at which it is sold is known as the selling price (SP)
- When the selling price is more than the cost price, it is said to have been sold at a profit or gain
- When the selling price is less than the cost price, it is said to have been sold at a loss
- Mathematically

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  Profit = SP – CP
 Loss = CP – SP
 Percentage profit
 Percentage loss

Exercise

1. A man bought a house for 5500000frs

a) If he sold the house for 6800000frs. How much was his profit?
b) If he sold it for 5325000frs. How much was his loss?
2. Calculate the percentage profit of a bag of garri that was bought for 25000frs and sold for 30000frs.

Assignments

1. A man bought a car for 10000000frs and sold it for 10755000frs. What was his profit?
2. Calculate the percentage loss of a television set that was bought at 150000frs and sold for 135000frs.

Lesson 6.3: Simple interest

Objectives: By the end of this lesson, students should be able to know how to calculate

- Simple interest
- Principal
- Time
- Rate
- Amount

Control of prerequisite

Correction of assignments

Problem situation

Mr. Sama is business man and every month end he always send his son with 120000frs to go and save in a bank.
After 3 years he ask his son to go and withdraw this money and the bank manager told him the rate of money
saved in our bank is 8% per annum.

1. How much did he save for this period of time?

2. How much did he receive as interest for this period of time?

Activity

Calculate the simple interest of a man on 200frs for 2years at 3% per year.

Summary

Remark

- When we invest money, the sum invested is called the principal

- We always expect this money invested to grow. The growth is known as the interest.
- Suppose

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  The money invested or principal = P
 The rate of investment = R
 The duration or time within which the money is invested = T
 The growth of the money invested or simple interest = SI

That is

From the formula above

Amount = principal + simple interest

Exercise

1. Find the simple interest on 2000frs for 2year at 2% per annum

2. Find the principal which will yield 4500frs interest after 3years at a rate of 5% per annum simple interest.

Assignments

1. Find the time required for 300frs to yield 150frs simple interest at 4% per annum simple interest
2. Find the rate percent per annum given that 375frs yield 75frs simple interest in 4years
3. Find the simple interest on 2000000frs for 3years at 4% per annum. Find also the amount.

Lesson 6.4: Compound interest

Objectives: By the end of this lesson, students should be able to know how to calculate the compound interest of
money invested or borrowed

Control of prerequisite

Correction of assignments

Activity

Find the compound interest on 20000frs for 2years at 4% per annum.

Solution

1st year

So the total amount of the loan at the end of the 1st year = 20000 + 800 = 20800frs

This becomes the principal for the 2nd year

2nd year

So the total amount of the loan at the end of the 2nd year = 20800 + 832 = 21623frs

Therefore the total amount of compound interest = 21623 -20000 = 1623frs

Dzelambong Achillis Limnyuy Page 16 on 37

OR

1st interest + 2nd interest = 800 + 823 = 1623frs

Summary

Remark

- Compound interest is a type of interest which is added to the principal amount borrowed so that at each
definite interval of the time period, the principal increases by the addition of another amount of interest.
- Most bank loans operate this way

Exercise

Find the compound interest on 100000frs for 3years at 5% per annum

Assignments

1. Find the compound interest on 500000frs for 3 years at 10% per annum
2. Madam Clair went to a bank and borrow 1000000frs for a period of 4years at 5% per annum to pay her
children school fee. How much did she pay as compound interest?

Lesson 6.5: Currency exchange rates

Motivation: Some of your parents uses to do exchange with objects and things. Eg exchange of beans for
corn etc

Objectives: By the end of this lesson, students should be able to covert from one currency exchange rate to
another.

Activity

List the different values of money used in your country (Cameroon)

Solution

25FCFA, 50, 100, 500, 1000, 2000, 5000, 10000

Summary

Property: Currency is a type of money used by a country

Remark:

- Any society no matter how small or big, develops its own currency to use for trade and to pay people who
work for money.
- This currency is sometimes a precious object like gold, salt or cowrie shells or currency can also be a set
of symbolic things such as pieces of paper and metal coins that represent different values of money.
- When two or more countries are involve in business or trade it is necessary to find forms of currency that
can be exchanged between people who live in this countries
- Below is a list of countries and their currencies
 USA: the dollar ($); $1 = 100 cents (c)
 France: the French franc (F); F1 = 100 cents
 United kingdom: the pound (£); £1 = 100 pence (p)

Dzelambong Achillis Limnyuy Page 17 on 37

  Belgium: the Belgium franc (BF)
 Nigeria: the Naira (Ñ); Ñ1 = 100 kobo (k)
 Cameroon: the CFA Franc or franc CFA (CFA means Communauté Financiere Africaine); 100
FCFA = 1FF (French Franc)
- Counties that uses CFA franc are Cameroon, chad, Gabon, equatorial guinea and Congo Brazzaville
- Countries that uses euro (€) are Italy, Belgium, Spain, Holland, Austria, France, Ireland, Finland,
Luxembourg, Portugal, Germany. etc.
- 1 US $ is worth about 640FCFA
- 1 € is worth about 1.04 US $
- People who move from one country to another need to be able to convert money from one currency into
money of the same value in another currency. They use exchange rate to do so.
- Exchange rates change all the time because the value of the money can change if the circumstances in the
country change.

Exercise

1. The official rate of currency is 1 US $ = 640FCFA. Calculate the amount in FCFA in 5750 US $
2. The official rate of currency is given as 1 $ = 1200 FF. If 100 FCFA = 1FF, calculate the number of
FCFA in 1 $.

Assignments

1. Given that the official exchange rates are 1 US $ = 640FCFA, 1£ =1.46 US $, 100FCFA = 1FF, convert
each of the following;
a) 4000 £ to FCFA
b) 500000FF to FCFA
c) 1000000FCFA to US $

Family of situation: REPRESENTATIONS AND TRANSFORMATION OF PLANE SHAPES WITHIN

THE ENVIRONMENT
Competence: RECOGNITION OF PLANE SHAPES WITHIN THE PHYSICAL ENVIRONMENT,
PRODUCTION OF PLANE SHAPES AND TRANSFORMATION OF THE PHYSICAL
ENVIRONMENT AND DETERMINATION OF MEASURES AND POSITION WITHIN THE
PHYSICAL ENVIRONMENT. EXAMPLES: IDENTIFY AN OBJECT DESCRIBE BY SOMEONE,
ESTIMATE THE LENGTH OF AN OBJECT, BUILD SUPPORT FOR A BRIDGE, PLANT
TELEPHONE POLES, DRAW THE PLAN OF A FOOTBALL PITCH, A GARDEN, FIND THE
PERIMETER OF A PIECE OF LAND TO BE ENCLOSED AND ESTIMATE THE LENGTH OF AN
OBJECT
Module 6: INTRODUCTION TO PLANE FIGURES
Topic 7: COORDINATE GEOMETRY

Lesson 7.1: Distance between two points

Objectives: By the end of this lesson students should be able to find the distance between two points.

Activity

What is the length and width of your classroom chalkboard

Summary

Remark

Dzelambong Achillis Limnyuy Page 18 on 37

 - Consider two points ( ) ( ) written respectively as ordered pairs. It is possible to
calculate the distance from A to B. The distance between two points A and B is denoted as dist(A, B)
which can be calculated from the simple formula below;
( ) √( ) ( )

Exercise

Find the distance between the following points;

a) A(2, 3) and B(5, 7)

b) C(1, 3) and D(5, 2)
c) A(2, 7) and B(4, 5)

Assignments

Find the distance between the following points

1. A(4, 3) and B(0, 0)

2. X(4, 5) and Y(9, 3)
3. P(- 1, - 3) and Q(2, - 7)

Bilingual game

The distance between two points

La distance entre deux points

Lesson 7.2: Midpoint

Objectives: By the end of this lesson students should be able to know how to calculate the midpoint of a line or
of two points.

Control of prerequisite

Correction of assignments

Activity

Looking at your ruler;

1. What is the length of your ruler?

2. Divide your result in 1) above by 2
3. What does the answer in 2) above represent?

Summary

Remark

- Given two ordered pairs ( ) ( ), the midpoint between the two points is also an ordered
pair. The midpoint is denoted by mid(A, B), which can be calculated from the formula below;
( ) ( )

Exercise

Dzelambong Achillis Limnyuy Page 19 on 37

Find the midpoint of the following points

a) A(1, 2) and B(3, 4)

b) C(- 1, 2) and D(1, 2)
c) E(2, 7) and F( - 3, - 4)

Assignments

Find the midpoint of the following points;

a) A(2, 3) and B(4, 5)

b) X(- 5, 8) and Y(- 1, 0)
c) C(- 7, - 8) and D(- 3, - 4)

Lesson 7.3: Gradient of a line

Objectives: By the end of this lesson students should be able to know how to calculate the gradient of a line

Control of prerequisite

Correction of assignments

Activity

Students must know how to calculate the midpoint of a line

Summary

Remark

- The gradient of a line given two points on the line is the ratio of the increase in y-coordinate to the x-
coordinate. Let ( ) ( ) be two points on a straight line, then the gradient of the line is
given by

Exercise

Find the gradient of the following points;

a) (0, 1) and (5, 6)

b) (- 1, - 3) and (6, 11)

Assignments

Find the gradient of the following points;

a) (0, 0) and (2, - 2)

b) (2, - 5) and (0, - 8)
Topic 8: ANGLES
Lesson 8.1: Types of angles
Objectives: By the end of this lesson students should be able to differentiate between the types of angles
Control of prerequisite
Draw two or more line to intersect and what have you notice?
Activity

Dzelambong Achillis Limnyuy Page 20 on 37

 Given the measurements of the following angles below and differentiate between them

Summary

Property: An angle is the amount of turn between two directions. This can be clockwise or anti clockwise.

Remark

- Angles are measure in degrees

- One full turn is 3600
- Half a turn is 1800
- An acute angle is less than 900
- An obtuse angle is greater than 900 and less than 1800
- A reflex angle is greater than 1800 and less than 3600
- We use a protractor to measure angles. It has two scales.

Exercise

1. Names the following angles;

a) 00
b) 450
c) 890
d) 950
e) 1810
2. Find the value of x from the following figures below;

Assignments

1. Name the angles below;

a) 30
b) 720
c) 1010
d) 1890
2. Find the value of x from the figures below;

Dzelambong Achillis Limnyuy Page 21 on 37

Lesson 8.2: Sum of interior and exterior angles of a polygon

Objectives: By the end of this lesson students should be able to find the interior and exterior angles of a polygon

Control of prerequisite

Correction of assignments

Activity

A polygon with

3 sides = triangle

4 sides = quadrilateral

5 sides = pentagon

6 sides = hexagon

7 sides = heptagon

8 sides = octagon

9 sides = nonagon

10 sides = decagon

Summary

Property: A polygon is a close plane figure with atleast 3 straight sides.

Remark

- Given a polygon with n sides, the sum of the interior angles can be calculated by the formula
Sum of interior angles = 1800(n – 2)
- The sum of the exterior angles of a polygon can always be calculated by forming an equation and solving
it. It is important to note that the sum of exterior angles is 3600.

Exercise

1. Calculate the sum of interior angles of a 3 sided polygon

2. The sum of the interior angles of a polygon is 16200. How many sides have the polygon?
3. What would each exterior angle of a regular octagon be?
Solution
3) Octagon = 8 sides
Sum of exterior angles = 3600
Let each exterior angle = x
Then 8x = 3600
x = 450

Assignments

1. Calculate the sum of interior angles of a 7 sided polygon

2. What would each angle of a regular decagon be?

Dzelambong Achillis Limnyuy Page 22 on 37

Topic 9: TRIANGLES

Lesson 9.1: Sum of interior angles in triangles

Objectives: By the end of this lesson students should be able to calculate the unknown angle of a triangle given
the other angles of a triangle

Control of prerequisite

Correction of assignments

Problem situation

Mr. Adamou constructed a one room house to store his farm product. Below is the representation of the house

Given that the measurement from C to G is equal to the measurement from E to G and the angle at C is 50 0. Mr.
Adamou wanted to know the angle at G can you help him.

Activity

1. Draw a horizontal line segment AB

2. Draw a vertical line from the point A to another new point C
3. Connect B to C with a straight line
4. What is form and with how many interior angles?

Summary

Property: A triangle is a 3-sided polygon

Remark

- A triangle with all 3 sides equal is known as an equilateral triangle

- A triangle with atleast 2 sides equal is known as an isosceles triangle
- A triangle with 3 unequal sides is known as a scalene triangle
- A triangle with one right angle is called a right-angled triangle
- The sum of interior angles of a triangle is equal to 1800. It is therefore possible to find one of the interior
angles once the other two are given

Exercise
Find the value of x in the figures below;

Dzelambong Achillis Limnyuy Page 23 on 37

Assignments

Find the values of x and y from the triangles below;

Lesson 9.2: Pythagoras theorem

Objectives: By the end of this lesson students should be able to know how to find one side of a right-angled
triangle given the others

Control of prerequisite

Correction of assignments

Problem situation

From the problem situation above, the builder decided to put a support from G to meet with the side CE at right
angle. Given that side CE = 6m and side CG = 5m. Can you determine the length of the support if yes and how?

Activity

Draw a right-angled triangle and label the sides

Summary

Remark

From the figure above the hypotenuse which is the longest side of a right-angled triangle is gotten by;

√ , √ and √

Where p is the hypotenuse, h the height and b the base.

Exercise

Find the unknown side from the figures below;

Assignments

Find the value of the unknown side from the triangles below;

Dzelambong Achillis Limnyuy Page 24 on 37

Lesson 9.3: Alternate angles, corresponding angles and congruent triangles

Objectives: By the end of this lesson students should be able to;

- Differentiate between alternate and corresponding triangles

- No triangles that are congruent

Activity

1.
a) Draw two parallel line
b) Draw a diagonal line passing through this lines
c) Identify the number of angles formed and label them
d) Which of the angles are alternate or corresponding?
2. Select from the following pairs below the pairs of triangles which are congruent

Summary

Remark

- Corresponding angles are equal

- Alternate angles are also equal
- Congruent triangles are the same

Exercise

Find the unknowns from the figure below

Assignments

Find the unknowns from the figure below

Dzelambong Achillis Limnyuy Page 25 on 37

Topic 10: CIRCLES

Lesson 10.1: Parts of a circle

Objectives: By the end of this lesson students should be able to construct a circle and identify it parts.

Control of prerequisite

Knowledge on points

Activity

1. Mark a point on your exercise book and named it 0.

2. Mark another point 2cm from point 0.
3. Do question 2) for several points until no space is left.
4. What is form?

Summary

Property and remark

- See form 1 notes

- In order to construct a circle your place a pencil in one end of the compass and upon it to the required
radius.
- Place the sharp end in one position and the other end with a pencil is use to form the circle.

Exercise

Draw a circle of radius 4cm

Assignments

Draw a circle of

a) Radius 5cm
b) Diameter 9cm

Lesson 10.2: Area of circle, length of arc and area of sector

Objectives: By the end of this lesson students should be able to know how to calculate;

- area of a circle,
- the length of an arc and
- the area of a sector.

Control of prerequisite

Dzelambong Achillis Limnyuy Page 26 on 37

Correction of assignments

Problem situation

Madam Farida bought a land in form a circle to cultivate crops. She decided to divide the land as shown below

Given that A is at the centre and the length from B to C is 14m. Find;

a) the area of the whole land,

b) the area of the portion label 2 and
c) the distance(length) from C to D

Activity

1. Draw (or construct) a circle of radius(r) 7cm

2. How do we called this symbol and state it value?
3. The expression multiply by radius square represents?
4. Write out the expression in 3) above mathematically, substitute the variables with their respective
quantities and simplify.

Summary

Remark

- The area of a circle is given by

- The length of an arc is given by
- The area of a sector is given by
- Where r = radius, , A = area , L = length of arc and = angle subtended at the centre of a circle

Exercise

1. Find the area of a circle whose radius is 21cm given that

2. Find the length of an arc of a circle whose radius is 7cm and the angle subtended at the centre is 300
( )
3. Find the area of a sector whose radius is 8cm and the angle subtended at the centre is 300( )

Assignments

Mr. Aba wanted to construct a house is his village. Below is the representation of the foundation

Dzelambong Achillis Limnyuy Page 27 on 37

 He wanted to know the following dimensions. Can you help Mr. Aba to
1. determine the length of A to B
2. find the area of the portion label AOB
3. find the area of the whole foundation

Family of situation: USAGE OF TECHNICAL OBJECTS IN EVERYDAY LIFE

Competence: PRODUCTION OF COMMODITIES OR PROVISIONS FOR DAILY CONSUMPTION,
PRODUCTION OF PARTS FOR INDUSTRIAL USE AND PRODUCTION OF MATERIALS FOR
WORK OF ART AND CONSTRUCTION WORK. EXAMPLES: MAKE BAKING DISHES OF
DIFFERENT SHAPES, PRODUCE CASING FOR STORAGE, PRODUCE MECHANICAL PARTS,
MAKE OBJECTS FOR DECORATION, MOULD BLOCKS, MAKE BURNT BRICKS, CONSTRUCT
TEMPLES AND MOSQUE; PUTTING THE ROOF OF A HOUSE
Module 7: SOLID FIGURES
Topic 11: SOLID FIGURES

Lesson 11.1: A cube

Objectives: By the end of this lesson students should be able to know how to determine the area and volume of a
cube.

Control of prerequisite

Define plane figures and give examples

Problem situation

During dry season, Nicolas bought a big container to store water in which all the dimensions were the same. See
the figure below

He wanted to know the volume of water this container can take. Can you help him?

Activity

1. The teacher draw the net of a cube on the chalkboard, brought out a paper and together with the students cave
out the net from this paper. He then folds the net and asks the students to give the number of faces, vertices
and edges formed
2. Are all the sides the same?

Summary

Dzelambong Achillis Limnyuy Page 28 on 37

Property: A solid figure is a figure that has three dimensions. That is the length, the width and the height.

- A cube is a solid figure with all the sides equal in length (that is same faces)

Remark

- A cube has 6 faces, 8 vertices and 12 edges.

- Area of a cube (A) = 6(side side)
- Volume of a cube (V) = side side side
- Area is measure in square units
- Volume is measure in cubic units

Exercise

1. Calculate the area of a cube with side 3cm

2. Calculate the volume of a cube with side 4cm

Assignments

Calculate the area and volume of a magi cube

Lesson 11.2: A cuboid

Objectives: By the end of this lesson students should be able to know how to determine the area and volume of a
cuboid.

Control of prerequisite

- Define plane figures and give examples

- Correction of assignments

Problem situation

During dry season, Fabrigas bought a big container to store water. See the figure below

He wanted to know the volume of water this container can take. Can you help him?

Activity

1. The teacher draw the net of a cuboid on the chalkboard, brought out a paper and together with the
students cave out the net from this paper. He then folds the net and asks the students to give the number
of faces, vertices and edges formed
2. Are all the sides the same?

Summary

Property: A cuboid is a solid figure with 6 rectangular faces

Remark

Dzelambong Achillis Limnyuy Page 29 on 37

 - A cuboid has 6 faces, 8 vertices and 12 edges.
- Area of a cuboid (A) = 6(length width)
- Volume of a cube (V) = length width height
- Area is measure in square units
- Volume is measure in cubic units

Exercise

1. Find the area and volume of a cuboid of length 8cm, width 4cm and height 2cm

Assignments

Calculate the area and volume of one of the following

a) Box of sugar
b) Box of toothpaste
c) Magi crevette

Lesson 11.3: A cone

Objectives: By the end of this lesson students should be able to know how to determine the area and volume of a
cone.

Control of prerequisite

Draw a circle of radius 3cm and state the formula use for calculating the area of a circle

Problem situation

In Bandam village, there are Fulani people who always construct as represented below.

1. What does the portion BCD represent?

2. Can we calculate the area and volume of BCD and how?

Activity

1. The teacher draw the net of a cone on the chalkboard, brought out a paper and together with the students
cave out the net from this paper. He then folds the net and asks the students to give the number of faces
formed
2. Name this faces

Summary

Dzelambong Achillis Limnyuy Page 30 on 37

Property: A cone is a solid of revolution from by rotating a triangle around one of its altitudes (height). OR a
cone is a pyramid with circular base and a curved surface.

Remark

- A cone has 2 faces that is the flat circular base and the curve surface
- Area of a cone(A) = area of curve surface plus area of base ie
- Volume of a cone (V)
- Area is measure in square units
- Volume is measure in cuboid units

Exercise

Find the area and volume of a cone of length 4cm, height 3cm and base 2cm taking

Assignments

Find the area and volume of a cone of length 7cm, height 6cm and base 3cm

Lesson 11.4: A cylinder

Objectives: By the end of this lesson students should be able to know how to calculate the area and volume of a
cylinder

Control of prerequisite

Find the area of a circle of radius 14cm

Problem situation

Mr. Tabong was transfer to work in Bankim sub-division. When he arrived; he discovered that most of the people
living there use wells as their source of water. The house he took on rentage has no source of water and so he
decided to look for someone to dig a well. Below is a figure that represents the well.

Dzelambong Achillis Limnyuy Page 31 on 37

 1. What does this well represent?
2. Can we calculate the area and volume of this well and how?

Activity

1. The teacher draw the net of a cylinder on the chalkboard, brought out a paper and together with the
students cave out the net from this paper. He then folds the net and asks the students to give the number
of faces formed
2. Name this faces

Summary

Property: A cylinder is a surface created by projecting a closed two-dimensional curve along an axis intersecting
the plane of the curve

Remark

- A cylinder has 3 faces that is two circular faces and one curved face
- Area of a cylinder (A)
- Volume of a cylinder (V)
- Area is measure in square units
- Volume is measure in cuboid units

Exercise

Find the area and volume of a cylinder whose radius is 7cm and height 12cm ( )

Assignment

Calculate the area and volume of any milk container ( )

Family of situation: DESCRIBING PATTERNS AND RELATIONSHIPS BETWEEN QUANTITIES

USING SYMBOLS.
Competence: INTERPRETATION OF ALGEBRAIC MODELS PREDICT THE NEXT ELECTRICITY
BILL; DETERMINATION OF QUANTITIES FROM ALGEBRAIC MODELS AND REPRESENTING
QUANTITIES AND RELATIONSHIPS. EXAMPLES: MAKE A CHOICE; DETERMINE THE
RELATIONSHIP THE AREA OF A RECTANGULAR GARDEN AND ITS SIDES; CALCULATE
SALARY FOR WORKERS; FIND PROFIT ON A GIVEN SALE; FIND INCOME FOR A GIVEN
BUSINESS ENTERPRISE; DETERMINE THE NUMBER OF ARTICLE BOUGHT FROM THE
TOTAL COST; DETERMINE THE NUMBER OF TEACHING WEEKS FOR A GIVEN YEAR;
EXPRESS THE COST OF RENTING A CAR IN TERMS OF NUMBER OF HOURS OR DAYS AND
CAUTION; WRITE TOTAL AMOUNT SPENT IN TERMS OF UNIT COST AND NUMBER OF
ARTICLES; INDICATE THE DISTANCE COVERED BY A CAR IN TERMS OF SPEED AND TIME.
Module 9: BASIC ALGEBRA
Topic 12: BASIC ALGEBRA

Lesson 12.1: Definition of key terms

Objectives: By the end of this lesson students should be able to know the basic algebraic terms

Control of prerequisite

Write mathematical expressions using mathematics operations you know

Dzelambong Achillis Limnyuy Page 32 on 37

Problem situation

Write any algebra expression in terms of x and named it variables, terms and numerical coefficients

Activity

1. Write down the letter x

2. Multiply x by 2 and add 5
3. How do we called x?
4. How do we called the 2 multiplying x?
5. How do we called 2x and 5?
6. How do we called the result in question 2) above?

Summary

Property: Basic algebra is a branch of mathematics that deals with variables and constants

Remark

Definition of terms

1. Constant: It is any number or figure e.g 1, - 3, etc

2. Variable: It is a letter written to represent any number e.g x, y, z, a, b, c etc
3. Numerical coefficient: It is a number or constant written infront of a variable e.g in 2x, 2 is the
numerical coefficient of x, in – 6y, - 6 is the numerical coefficient of y, in 3x2, 3 is the numerical
coefficient of x2 etc
4. Term: It is a variable or a constant (or a combination of variable and constant) separated from others by
the operations plus (+) or minus (- ) e.g in the expression 2x2 + 5x – 3; there are 3 terms ie 2x2, 5x and – 3
5. Algebraic expression: It is the combination of variables and constants separated by arithmetic operations
such as

Exercise

1. Name the variables , constants, terms and numerical coefficients of the following algebraic expressions
a) 3x + 15
b) 4x + 8y – 10
c) 35x – 90a + 198

Assignments

Name the variables, constants, terms and numerical coefficients of the following algebraic expressions

1. 43a + 5b – 333
2. 9x2 – 10x – 1
3. 57x3 – 26b2

Lesson 12.2: Numerical values of algebraic expressions

Objectives: By the end of this lesson students should be able to know how to look for the numerical value of an
algebraic expression

Control of prerequisite

Correction of assignments

Dzelambong Achillis Limnyuy Page 33 on 37

Activity

1. Write down the variable x

2. Multiply this variable by 2
3. Replace this variable by 3 and simplify

Summary

Remark

- To find the numerical value of an algebraic expression, we simply substitute the value of the unknown
variable given and simplify.

Exercise

Find the numerical value of the following algebraic expressions

1. X2, where x = 4
2. Y2 – 2, where y = - 2
3. 2ab, where a = - 1 and b = 5

Assignments

Find the numerical value of the following algebraic expressions

1. 3x + 1, where x = - 4
2. X2 – 3, where x = 6
3. (a + b)2, where a = 2 and b = 1
4. (a – b)2 + 5, where a = 4 and b = 2
5. X – y + 3, where x = - 7 and y = 3

Lesson 12.3: Solving linear equations

Objectives: By the end of this lesson students should be able to know what linear equations are and how to solve
them

Control of prerequisite

Correction of assignments

Problem situation

Mary went to the market with 8000frs to buy the following items: oil for 1200frs, sugar for 800frs, rice for
3000frs, meat for 2500frs. Given that she spends all the money and xfrs for transport.

1. Write a linear equation represent this information

2. How much did she spend on transport?

Activity

1. Write down the variable x

2. Multiply this variable by 3
3. Subtract 9 from the expression in question 2) above
4. Equate the result in question 3) by 0
5. What is form?

Dzelambong Achillis Limnyuy Page 34 on 37

 6. Can we look for the value of x and how?

Summary

Property: A linear equation is an equation in which the highest power of the unknown variable is equal to one.

Remark

- An equation is a mathematical expression with an equal to sign

- Solving linear equation means making the value of the unknown the subject of the formula
- When a quantity crosses the equality sign (=), its operation is reversed that is addition becomes
subtraction and vice versa
- To do away with the numerical coefficient of the unknown variable, we divide both sides of the equation
be this coefficient.

Exercise

Solve for x in the following linear equations

1. x + 5 = 7
2. 2x – 8 = 5
3.

Assignments

Make the value of the unknown the subject of the formula in the following linear equations

1. x – 9 = 21
2. y – 3 = - 5
3. 8a = 32
4.
5. 8 + 5x = 3

Topic 13: LINEAR INEQUATIONS

Lesson 13.1: Representation of inequations on a number line

Objectives: By the end of this lesson students should be able to know what linear inequations or inequalities are
and how to they are represented on a number line

Control of prerequisite

Students must be able to know how to write expression with an equality sign

Activity

1. Find the value of x in the following equations;

a) x + 5 = 11
b) 3x – 33 =3
2. What can you say about the answers in question 1) above?

Summary

Property: A linear inequality is an inequality in which the highest power of the unknown variable is one

Dzelambong Achillis Limnyuy Page 35 on 37

Remark

- In inequalities the following symbols are used in the place of an equality sign
 means ‘less than’
 means ‘greater than’
 means ‘less than or equal to’
 means ‘greater than or equal to’
- We represent linear inequalities on a number line with respect to the symbol given
- On a number line, an empty circle means the number in not included and a shaded circle means the
number is included
- The pointed arrow shows the range of values the unknown variable can take

Exercise

1. Say whether each of the following is ‘true’ or ‘false’

a)
b)
c)
2. Represent the following inequalities on a number line
a)
b)

Assignments

1. Represent the following inequalities on a number line

a)
b)
c)
d)

Lesson 13.2: Solving linear inequalities

Objectives: By the end of this lesson students should be able to solve linear inequalities

Control of prerequisite

Correction of assignments

Activity

1. Write down the variable x

2. Multiply this variable by 2
3. Subtract 5 from the result in question 2) above
4. The expression in question 3) above should be less than or equal to 1
5. How do we called the result in question 4) above?
6. Can we find for the value of x and how?

Summary

Remark

- We use the same principles for solving linear inequalities as in linear equations

Dzelambong Achillis Limnyuy Page 36 on 37

 - Remember that when the numerical coefficient of the unknown variable is negative and in the course of
solving, the inequality sign is reversed

Exercise

Solve the following linear inequalities

1.
2.
3.
4.

Assignments

Solve the following linear inequalities and represent each of them on a number line

1.
2.
3.
4.

Family of situation: ORGANISATION OF INFORMATION AND ESTIMATION OF QUANTITIES

Competence: COLLECTION AND REPRESENTATION OF DATA: INTERPRETATION OF
INFORMATION, PREDICTION AND MAKING INFORMED DECISIONS. EXAMPLES: REPORTING
ON NUMBER OF ROAD ACCIDENTS, SAMPLING OPINION ON THE EFFECT OF A NEW
PRODUCT, CLASSIFYING FOOTBALL TEAMS, ANALYZE SEQUENCE RESULT, REPORT ON
BIRTH AND DEATH RATE, CHOOSING A BRAND OF CAR, CHOOSING A CAREER, CHOOSING A
SAMPLE FOR TRIAL, PREDICTING THE RESULT OF A MATCH OR A COMPETITION
Module 8: ELEMENTARY STATISTICS AND PROBABILITY
Topic 14: STATISTICS

Lesson 14.1: Representation of data

Objectives: By the end of this lesson students should be able to know how to represent data in a bar chart, pie
chart and histogram

Control of prerequisite

See form one statistics

Activity

Represent this numbers

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